1. Strategic Instruction Model Adolescent Reading Program High School Achievement Breakfast Forum June 14, 2005 Don Deshler University of Kansas Center for Research on Learning

2. The University of Kansas Center for Research on Learning The Context….the Challenges

3. The University of Kansas Center for Research on Learning

4. The University of Kansas Center for Research on Learning …..the net result has been the creation of a global, web- enabled playing field that allows for multiple forms of collaboration and the sharing of knowledge and work. This playing field is open today to more people in more places on more days in more ways than anything like ever before in the history of the world……Billions of people have access to billions of pages of raw information which will ensure that the next generation of innovations will come from all over Plant Flat. The scale of the global community that is soon going to be able to participate in all sorts of discovery and innovation is something the world has simply never seen before.

5. The University of Kansas Center for Research on Learning …..the flatter ones country is -- that is, the fewer natural resources it has -- the better off it will be in a flat world…..countries with no natural resources tend to dig inside themselves. They try to tap the energy, entrepreneurship, creativity, and intelligence of their own people -- rather than dig an oil well. For example, Taiwan is a barren rock in a typhoon-laden sea, with virtually no natural resources -- nothing but the energy, ambition, and talent of its own people. Today it has the 3rd largest financial resources in world. Thomas L. Friedman The World is Flat

6. The University of Kansas Center for Research on Learning Profile of the struggling adolescent learner Less fluent readers with much smaller sight vocabularies Understanding of word and multiple word meanings is limited Limited background and conceptual knowledge Less skillful in using strategies that enhance understanding and remembering of oral & written language 70% of 9th graders reading below grade level on NAEP 53% of college freshmen need remedial support in reading and writing

7. The University of Kansas Center for Research on Learning The Performance Gap Years in School Skills Demands /

8. The University of Kansas Center for Research on Learning Consequences of the Gap (the big picture) Disconnected from fabric of school Academics Social Extracurricular Sense of hopelessness…..stop dreaming Gangs, delinquency, crime 3000+ students/day drop out of school….thats nearly 540,000/year! Only about 70% of adolescents complete high school….only about 50% of students of color do

9. The University of Kansas Center for Research on Learning Secondary Schools -- Oh what interesting organizations! The 100 minute decision Lack of coherence……fragmentation squared! Limited formal mechanisms for teaching reading to those who struggle If it werent for students impeding our progress in the race to the end of the term, we certainly could be sure of covering all the content. However, the question should not be whether we are covering the content, but whether students are with us on the journey. Pat Cross

10. The University of Kansas Center for Research on Learning

11. The University of Kansas Center for Research on Learning About the KU-CRL Founded in 1978 - (Institute for Research on Learning Disabilities) Mission: Dramatically improve the performance of at-risk adolescents and young adults in grades 4-12+ through research-based interventions Developed the Strategic Instruction Model (SIM) Teacher/Student research; Unit of Analysis = Classroom Secondary school reform initiative (Content Literacy Continuum) International Professional Development Network

12. The University of Kansas Center for Research on Learning High Impact Ideas Dissemination (e.g., journals) Learning Organization Professional Development Quality Research 123 4 56 Product Development

13. The University of Kansas Center for Research on Learning The Performance Gap Years in School Skills Demands / students teachers

14. Learning Strategies Curriculum Content Enhancement Routines Cooperative Thinking Strategies Teaming & Problem Solving Strategies Community Building Strategies Possible Selves Learning Expressways Self Advocacy Strategy Strategic Tutoring

15. The University of Kansas Center for Research on Learning Driving question…… How can we effectively integrate SIM within secondary schools?

16. The University of Kansas Center for Research on Learning Overtime we learned the importance of…… Establishing a school-wide strategy for improving literacy outcomes

17. The University of Kansas Center for Research on Learning The listening, speaking, reading and writing skills and strategies necessary to learn in each of the academic disciplines.

18. The University of Kansas Center for Research on Learning A Continuum of Literacy Instruction (Content Literacy Continuum -- CLC) Level 1: Enhance content instruction (mastery of critical content for all regardless of literacy levels) Level 2: Embedded strategy instruction (routinely weave strategies within and across classes using large group instructional methods) Level 3: Intensive strategy instruction (mastery of specific strategies using intensive-explicit instructional sequences) Level 4: Intensive basic skill instruction (mastery of entry level literacy skills at the 4th grade level) Level 5: Therapeutic intervention (mastery of language underpinnings of curriculum content and learning strategies) Tutoring: Strategic Tutoring (extending instructional time through before or after school tutoring)

19. The University of Kansas Center for Research on Learning The CLC says… There are unique (but very important) roles for each member of a secondary staff relative to literacy instruction Some students require more intensive, systematic, explicit instruction of content, strategies, and skills

20. The University of Kansas Center for Research on Learning LANGUAGE SKILLS STRATEGIES SUBJECT MATTER Building Blocks for Academic Competency

21. The University of Kansas Center for Research on Learning LEVEL 1 General Education Presenting Critical Content for Mastery LEVEL 2 General Education Introducing Strategy Building LEVEL 3 Support Classroom Learning Strategy Instruction Time and Instructional Location

22. Ebb and Flow

23. The University of Kansas Center for Research on Learning A Continuum of Literacy Instruction Level 1: Enhance content instruction (mastery of critical content for all regardless of literacy levels) Level 2: Embedded strategy instruction (routinely weave strategies within and across classes using large group instructional methods) Level 3: Intensive strategy instruction (mastery of specific strategies using intensive-explicit instructional sequences) Level 4: Intensive basic skill instruction (mastery of entry level literacy skills at the 4th grade level) Level 5: Therapeutic intervention (mastery of language underpinnings of curriculum content and learning strategies) Tutoring: Strategic Tutoring (extending instructional time through before or after school tutoring)

24. Thinking About the Curriculum... Knowledge Course Critical Content

25. Knowledge Course Unit Thinking About the Curriculum...

26. A Unit ALL MOST SOME

27. A Unit ALL MOST SOME Generalization & Problem Solving Content Manipulation Content: Facts, Concepts, Definitions, Propositions

28. The University of Kansas Center for Research on Learning Content Enhancement A way of teaching academically diverse classes in which…… Integrity of the content is maintained Both group and individual needs are valued and met Critical features of the content are selected and transformed to promote growth for all students, and Instruction is carried out in a partnership with students

29. The University of Kansas Center for Research on Learning or….the goal of content enhancement is Barrier-free education

30. The University of Kansas Center for Research on Learning Careful Planning around Critical Content is Essential! S electing the critical questions. M apping content structures. A nalyzing learning difficulty based on : R eaching enhancement decisions by selecting powerful... T eaching strategically through explicit... E valuating enhancements R evaluate outcomes QuantityComplexity Interest Background RelevanceOrganization Abstractness Teaching Devices Teaching Routines Not harder, but …

33. Comparison Table 1 Concept 1 2 Overall Concept 3 Characteristics 3 4 Like Characteristics 9 Extensions Communicate Targeted Concepts Obtain the Overall Concepts Make lists of Known Characteristics Pin down Like Characteristics Assemble Like Categories Record Unlike Characteristics Identify Unlike Categories Nail Down a Summary Go Beyond the Basics COMPARINGCOMPARING 5 Like Categories 7 Unlike Categories 6 Unlike Characteristics 6 8 Summary

34. The University of Kansas Center for Research on Learning

35. The University of Kansas Center for Research on Learning Relevant Details (Venn Diagram)

36. The University of Kansas Center for Research on Learning Categorical language

37. The University of Kansas Center for Research on Learning 8) Summary Sectionalism in the U.S. was partially caused by economic conditions in the North and South in 1860. Although the North and South both had good natural resources, ports, and credit, their primary sources of labor and profit were different, as was the quality of their land transportation. Thus, these three differences probably contributed to sectionalism.

38. Content Enhancement is about is based on is created through Devices Strategic Teaching Routines planning Principles involves Both group and individual needs are met Integrity of content is maintained Critical content is transformed Instruction is a partnership Shape critical questions & concepts Map critical content Analyze for learning difficulties Reach enhancement decisions Teach strategically Evaluate content enhancements Revisit questions Cue Do-Linking Steps Review for Course Organizer Unit Organizer Lesson Organizer Planning & Leading Learning Explaining Text, Topics, Details, Terms Framing Survey Clarifyin g LINCS Teaching Concepts Concept Mastery Concept Anchoring Concept Comparison Increasing Performance Quality Assignment Question Exploration Recall Enhancement Order Routine Barrier-Free Education

41. The University of Kansas Center for Research on Learning A Continuum of Literacy Instruction Level 1: Enhance content instruction (mastery of critical content for all regardless of literacy levels) Level 2: Embedded strategy instruction (routinely weave strategies within and across classes using large group instructional methods) Level 3: Intensive strategy instruction (mastery of specific strategies using intensive-explicit instructional sequences) Level 4: Intensive basic skill instruction (mastery of entry level literacy skills at the 4th grade level) Level 5: Therapeutic intervention (mastery of language underpinnings of curriculum content and learning strategies) Tutoring: Strategic Tutoring (extending instructional time through before or after school tutoring)

42. Cognitive apprenticeship on how to learn subject matter content Strategy Instruction Course Curriculum

43. The University of Kansas Center for Research on Learning Instructional Methodology I do it! (Learn by watching) We do it! (Learn by sharing) Yaall do it! (Learn by practicing with partners) You do it! (Learn by practicing by yourself)

44. The University of Kansas Center for Research on Learning A Continuum of Literacy Instruction Level 1: Enhance content instruction (mastery of critical content for all regardless of literacy levels) Level 2: Embedded strategy instruction (routinely weave strategies within and across classes using large group instructional methods) Level 3: Intensive strategy instruction (mastery of specific strategies using intensive-explicit instructional sequences) Level 4: Intensive basic skill instruction (mastery of entry level literacy skills at the 4th grade level) Level 5: Therapeutic intervention (mastery of language underpinnings of curriculum content and learning strategies) Tutoring: Strategic Tutoring (extending instructional time through before or after school tutoring)

45. The SIM Adolescent Reading Program Metacognition Cooperative Learning Skills = OUTCOMES Improved reading comprehension Motivation for reading Increased hope Success in academically challenging classes Motivation Fluency Decoding Word Recognition Comprehension Vocabulary Reading Core Class Management

46. The University of Kansas Center for Research on Learning Word Recognition Instruction

47. The University of Kansas Center for Research on Learning

48. The University of Kansas Center for Research on Learning

50. The University of Kansas Center for Research on Learning Reading Comprehension Instruction

51. Strategic Reading Class at Muskegon High School Grade Level Scores on GMRT-Comprehension Subtest

52. The University of Kansas Center for Research on Learning 20012004 Passing 20012004 Basic (not passing) 20012004 Low (Not Passing) 59 Students were: 2001 - 7th Graders 2004 - 11th Graders

53. Multiple Strategy Integration

54. The University of Kansas Center for Research on Learning A Continuum of Literacy Instruction Level 1: Enhance content instruction (mastery of critical content for all regardless of literacy levels) Level 2: Embedded strategy instruction (routinely weave strategies within and across classes using large group instructional methods) Level 3: Intensive strategy instruction (mastery of specific strategies using intensive-explicit instructional sequences) Level 4: Intensive basic skill instruction (mastery of entry level literacy skills at the 4th grade level) Level 5: Therapeutic intervention (mastery of language underpinnings of curriculum content and learning strategies) Tutoring: Strategic Tutoring (extending instructional time through before or after school tutoring)

55. The University of Kansas Center for Research on Learning Improving Outcomes for Struggling Adolescent Learners Instructional Core (Quality teaching) Infrastructure Support (administrative leadership) Improved Outcomes + = Motivation/Behavior supports Engaging/Diverse materials Continuum of literacy instruction Intense-Explicit instruction Formative/Summative assessments Decision-making teams Professional development Teacher materials/resources Instructional coherence Extended time += Reading Proficiency Improved attendance Persistence in school Challenging courses Graduation

56. The University of Kansas Center for Research on Learning Improving Outcomes for Struggling Adolescent Learners Instructional Core (Quality teaching) Infrastructure Support (administrative leadership) Improved Outcomes + = Motivation/Behavior supports Engaging/Diverse materials Continuum of literacy instruction Intense-Explicit instruction Formative/Summative assessments Professional development Teacher materials/resources Instructional coherence Extended time += Reading Proficiency Improved attendance Persistence in school Challenging courses Graduation

57. The University of Kansas Center for Research on Learning Improving Outcomes for Struggling Adolescent Learners Instructional Core Infrastructure Support (administrative leadership) Improved Outcomes + = Motivation/Behavior supports Engaging/Diverse materials Continuum of literacy instruction Intense-Explicit instruction Formative/Summative assessments Decision-making teams Professional development Teacher materials/resources Instructional coherence Extended time += Reading Proficiency Improved attendance Persistence in school Challenging courses Graduation

58. Improving Outcomes for Struggling Adolescent Learners Motivation/Behavior supports Engaging/Diverse materials Continuum of literacy instruction Intense-Explicit instruction Formative/Summative assessments Decision-making teams Professional development Teacher materials/resources Instructional coherence Extended time + = Learning Proficiency Improved attendance Persistence in school Challenging courses Graduation Culture of Positive Engagement and Growth

59. The University of Kansas Center for Research on Learning Culture of Positive Engagement & Growth Literacy improvement for all……by all! Use a partnership framework for interacting Connect reading to quality of life and dreams Communicate high expectations (for growth as a learner and as a person) Set clear standards -- hold students accountable for outcome goals Engage students so every minute counts Provide ample opportunities for scaffolded practice Teach incremental growth of mind Evidence high efficacy teacher behaviors!

60. The University of Kansas Center for Research on Learning The Performance Gap Years in School Skills Demands / Instructional Core Existing Support Instructional Core Motivation/Behavior Supports Engaging/diverse materials Continuum of literacy instruction Intense-Explicit instruction Formative/summative assessments

61. The University of Kansas Center for Research on Learning The Performance Gap Years in School Skills Demands / Infrastructure Support Existing Support Instructional Core Infrastructure Support Decision-making teams Professional development Teacher materials/resources Instructional coherence Extended time

62. Don Deshler ddeshler@ku.edu www.kucrl.org Thank you!!