Literacy Reform: Supporting Diverse Learners One Classroom at a Time Dr. Barbara Honchell - University of North Carolina Wilmington Dr. Sandy Jones - St. Andrews Presbyterian College

Background Teachers need to have more understanding about various diverse populations of students to address discrepancies in student performance.

Diverse Learners are: Those who do not learn like a typical child Not from the mainstream or majority culture Those whose home or native language or dialect is not that of the majority

Academic Descriptors of Diverse Learners Linguistically diverse Limited English proficient English language learners Exceptional children

Subgroups as defined by No Child Left Behind Legislation Low SES Gender Race Exceptionalities ESL

The Definition is not as important as the responsibility to teach ALL children

We cannot change the factors that create diversity, we can only teach to support learning.

DATA from US Census Report Between 1970 and 1990 there were more newcomers to the US than in any other time in its history Projections suggest this trend will continue until 2050 The number of African American people living in the US has increased by 22% The number of Hispanic people living in the US has increased by 58%

Schools belong to all children

Children Come to School Regardless of …. Gender SES Physical or Mental Disabilities

We are obligated to fulfill our commitment to teach all children

Teachers Need …. Knowledge of child development Knowledge of the literacy understandings of each child Knowledge of instructional methods Knowledge of literacy practices in students homes The capacity and discretion to adapt instruction for each child

Leadership that offers high levels of support for both teachers and the school community

It Makes All the Difference

Classroom Literacy Assessment Activity 1 Potential changes to support diverse learners

Use a different lens

A REAL SCHOOL in the Change Process: An Example

Demographics K-5 School 193 Children Some White Some Black Some Hispanic Some Economically and Educationally Disadvantaged School-wide Title I

Principals Journal

Journal Entry 1Im wondering how I can teach all of them when it seems they are all so different? (Teacher)

Journal Entry 1 continued…. I immediately saw the reason for concern as I observed 22 children. (Principal)

Observation 2 Identified for Exceptional Children 3 Students Language Deficient 2 Who received speech services 5 Who wanted help from the teacher 1 Who couldnt sit still 4 Who finished working very quickly Others who were typical

Journal Entry 2 We talked at length…

Three Ideas for Change: A clearly defined block of uninterrupted literacy instruction

Small Group Instruction For Particular Purposes

Individual Conferences To Monitor Progress

NEW PLAN New Focus

Journal Entry 3

Focus of discussion Power of Assessment Push In vs. Pull Out Professional Learning Differentiated Materials Early Intervention

A Vision for Literacy Instruction for all Children Quality Classroom Instruction Professional Development Early InterventionResearchAssessmentData

Journal Entry 4

The Word Spreads Colleagues Visit

Collaborative Planning Sharing Ideas

Experts at work

Essential Considerations School communities responsive to academic diversity will not happen at random, by default or haphazardly (Tomlinson, 1999) Focusing on academic diversity is both demanding and complex

Even with thoughtful planning, change: Disrupts a sense of comfort Disturbs routines Requires work

Responsive Leadership Helps Others Work through the Passages of Change

Classroom Literacy Assessment Support needed to implement changes effectively

Change Promotes Problem Solving Creativity Development of New Practices Professional Growth

It all comes down to risk-taking!

Academic Diversity: The Focus for Every Aspect of School Life

As each learner enters school, there must be caring teachers and leaders to embrace their diversity, meet their needs, and work together for an enriched school community. ( Honchell & Jones, 2008)

Resources Honchell, B., & Schulz, M. (Eds.). (2007). Literacy for diverse learners: Finding common ground in todays classrooms. Norwood, MA: Christopher- Gordon. Honchell, B, & Jones, S,. (2008). Compelling reasons for school change. Pennsylvania Reads, Vlll(ll), Note: All photos are clipart