1. The Arkansas Adolescent Literacy Intervention-Strategic Instruction Model Methodologies Presented By: Renee Calhoon and Lisa Haley January 13, 2011

2. Our time together: Intervention Model Intervention Model SIM – what is it and where does it come from? SIM – what is it and where does it come from? The components of SIM The components of SIM ▫ Focus on Content Enhancement Routines ▫ Focus on Learning Strategies Implementation Approach Implementation Approach Fidelity Approach Fidelity Approach Date collection and analysis Date collection and analysis What’s working? What’s working? What challenges have there been? What challenges have there been?

3. Arkansas Adolescent Literacy Intervention Project A Collaborative Effort

4. Arkansas Adolescent Literacy Intervention Project ADE Partnership ▫ Professional Development Unit ▫ Special Education Unit University Of Central AR ▫ Mashburn Center for Learning University Of Kansas Center for Research On Learning.

5. The Strategic Instruction Model ™ (SIM) is an integrated model of research- validated practices to address many of the needs of diverse learners. It has been in development for over 30 years at the University of Kansas-Center for Research on Learning. It has been in development for over 30 years at the University of Kansas-Center for Research on Learning. ▫ Mission of KUCRL: Dramatically improve the performance of at-risk students through research-based interventions at-risk students through research-based interventions $100 million + dollars of contracted R&D $100 million + dollars of contracted R&D International Professional Development Network International Professional Development Network 400,000 teachers in 3,500 school districts (and growing) 400,000 teachers in 3,500 school districts (and growing) CRL

6. What’s the impact of these Research- Validated Innovations? Changing how students learn and perform Changing how students learn and perform  e.g. Learning Strategies Curriculum Changing how teachers teach and work Changing how teachers teach and work  e.g. Content Enhancement Routines Both lead to… Continuous growth Continuous growth

7. Learning Strategies Curriculum Content Enhancement Routines

8. Assignment Completion Test-Taking SLANT Learning Strategies Curriculum Word Identification Visual Imagery Self-Questioning Paraphrasing Inferencing FIRST-Letter Mnemonic Paired Associates LINCS Vocabulary Paragraph Writing Theme Writing Error Monitoring InSPECT Fundamentals/ Proficiency in Sentence Writing Essay Test-Taking Acquisition Storage Written Expression Motivation Self-Advocacy Possible Selves Cooperative Thinking SCORE Skills BUILD LEARN THINK Teamwork Math Addition/Subtraction Facts 0 - 18 Place Value Multiplication/Division Facts 0 to 81 Demonstration of Competence Community Building Following Instructions Together Talking Together Taking Notes Together Organizing Together University of Kansas, Center for Research on Learning

9. Content Enhancement Routines Planning & Leading Learning Course Organizer Unit Organizer Lesson Organizer Planning & Leading Learning Course Organizer Unit Organizer Lesson Organizer Exploring Text, Topics, & Details Framing Routine Survey Routine Clarifying Routine Exploring Text, Topics, & Details Framing Routine Survey Routine Clarifying Routine Teaching Concepts Concept Mastery Routine Concept Anchoring Routine Concept Comparison Routine Teaching Concepts Concept Mastery Routine Concept Anchoring Routine Concept Comparison Routine Increasing Performance Quality Assignment Routine Question Exploration Routine Recall Enhancement Routine ORDER Routine Vocabulary LINCing Routine Increasing Performance Quality Assignment Routine Question Exploration Routine Recall Enhancement Routine ORDER Routine Vocabulary LINCing Routine

10. Content Enhancement A way of teaching an academically diverse group of students in which: ▫ both group and individual needs are valued and met; ▫ the integrity of the content is maintained; ▫ critical features of the content are selected and transformed in a manner that promotes student learning; and ▫ instruction is carried out in a partnership with students.

11. Content Enhancement Routines Focus on helping a teacher inform, guide, and involve students in ways that will promote content learning through the use of POWERFUL Planning and Teaching Devices EXPLICIT Linking Steps A STRUCTURED Cue-Do-Review Sequence CE Overview Overhead # 11

12. Learning Strategies Tier II and Tier III interventions Three instructional strands: ▫ the Acquisition strand teaches students to gain information from written material; ▫ the Storage strand helps students organize, store, and retrieve information; ▫ Expression strand enables students to effectively communicate in writing.

13. Pretest Describe Model Verbal Practice Controlled Practice Advanced Practice Post-test Stages of Acquisition

14. Orientation Activation Adaptation Maintenance Generalization

15. Teacher Expectations Learn two strategies & teach through generalization. Engage in follow-up PD activities including on-site coaching and fidelity checks. Evaluate & report students progress. Learn two routines & incorporate into instruction. Engage in follow-up PD activities including on-site coaching and fidelity checks. Evaluate & report students progress. LS Track CER Track

16. SIM PD Tracks Content Classes All Students Staff ▫ Content Teacher ▫ Co-Teacher ▫ Coach ▫ Literacy Specialist Intervention Classes ▫ Special Education ▫ General Education Struggling Readers Staff ▫ Special Education ▫ General Education ▫ Coach ▫ Literacy Specialist CER LS

17. Professional Development Protocol Two professional developments Two coaching sessions Two fidelity checks

18. Expectations of Literacy Specialists and Coaches Provide collegial support to LS and CER instructors. Participate in LS or CER professional development. Explore becoming a SIM LS or CER Professional Developer.

19. Expectations for SLPs Work with teachers who are teaching Learning Strategies to identify language underpinnings. Participate as a team member in planning the Content Literacy Continuum. Provide services to students who are language impaired as well as engage in collaboration with other teachers.

20. Principal Expectations Provide administrative support for the project. ▫ Promote the project. ▫ Participate in professional development sessions, coaching visits, and fidelity checks. ▫ Provide release time for PD activities. ▫ Oversee evaluation and reporting of student progress. Work with project staff to develop a plan for the Content Literacy Continuum.

21. School Expectations One year commitment Identify staff for participation in SIM PD including follow up ▫ CER teachers (recommended that a complete grade level participate) ▫ One LS teacher (at a minimum) ▫ Academic/Literacy Coach Evaluate & report students progress Involve Literacy Coaches & Specialists in on-site support of CER and LS instructors Work with project staff to plan Content Literacy Continuum

22. Fidelity Approaches Content Enhancement Routine Integrity Checklist Learning Strategies Integrity Checklist

23. Data Collection and Analysis Content Enhancement Routine Questionnaire Learning Strategies Questionnaire Student Questionnaire Arkansas Literacy Benchmark Exam Arkansas 11 th Grade Literacy Exam Administrator’s Survey

24. What’s Working? Protocol High level of implementation with administrative support and multiple teachers involved in intervention Professional Learning Communities Increase in student achievement Building capacity and sustainability within participating schools, districts, and state specialists

25. Building Capacity + Sustainability = A Successful Intervention The most effective professional development is primarily on-site, intensive, collaborative and job-embedded, and is designed and led by educators who model the best teaching and learning practices (Wagner, T., Kegan, L., Lahey, L., Lemons, R., Garner, J., Helsing, D., Howell, A., Rasmussen, H., & Ark, T., 2005). The professional development model also embeds a plan designed for sustainability, scalability, and flexibility.

26. Challenges Administrative support Lack of implementation where there is little or no administrative support and/or few teachers participating in intervention