1. Archived Information High Expectations and Adolescent Reading The University of Kansas Center for Research on Learning Don Deshler Mike Hock October 8, 2003

2. CRL About the KU-CRL Founded in 1978 Mission: Dramatically improve the performance of at-risk students in grades 4-12 through research- based interventions $70+ million dollars of contracted R & D International Professional Development Network 275,000 teachers in 3,500 school districts

3. Our Purpose Today….. “What is the role of high expectations and AYP in reading, particularly for those who struggle with learning?”

4. The Performance Gap Years in School Student Skills 12 11 10 9 8 7 6 5 4 3 2 1 1 2 3 4 5 6 7 8 9 10 11 12 The “GAP” 2013-2014 School Year 2001-2002 School Year NCLB

5. Students in the Gap….. Who are they? –Low SES –Students w/disabilities –English Language Learners What do they need? –Systematic & Direct Instruction in skills & strategies –Intensive intervention (time & engagement) –Practice & Feedback (lots!) –Academic motivation –High expectations

6. Vaughn, Gersten, & Chard (2000) Interventions that benefit SLD also benefit average and high achievers Instruction that is visible & explicit Instruction that is interactive between students & teacher & between students Instruction that controls task difficulty Strategies that guide student learning

7. Direct Instruction Small steps Probes Feedback Diagrams/pictures Independent practice Clear Explanations Teacher models Reminders to use strategies Step-by-step prompts Strategy Instruction Swanson (1999)

8. Closing the Performance Gap Content Enhancement Strategy Instruction High Expectations & Administrative Leadership by attending to by promoting only happens through CRL Response to Literacy Instruction is about

9. . The Content Literacy Continuum Level 1: Ensure mastery of critical content. Level 2: Weave shared strategies across classes. Level 3: Support mastery of shared strategies for targeted courses/demands. - Small group strategy instruction - Extended day program (tutoring) Level 4: Develop intensive skill course options for those who need basic skills. Level 5: Develop more intensive clinical options for those who need foundational language competencies.

10. CRL Adolescent Literacy Continuum Students not making AYP in reading 1. General Education Enhanced Content 5. Clinical Intervention 3. Intensive Reading Strategy Support strategy classes strategic tutoring 2. General Education Embedded Strategies 4. Evidence-Based Reading Class

11. Content Enhancement Routines (Levels 1 and 2) A way of teaching academically diverse classes in which  The integrity of the content is maintained  Critical content is selected and transformed  Content is taught in an active partnership with students  Strategies are embedded in the course and introduced to students

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

13. A mammal is a warm-blooded vertebrate that has hair and nurses its young. CONCEPT DIAGRAM CONVEY CONCEPT NOTE KEY WORDS OFFER OVERALL CONCEPT CLASSIFY CHARACTERISTICS: 2 1 Always PresentSometimes PresentNever Present Examples: Nonexamples: PRACTICE WITH NEW EXAMPLE TIE DOWN A DEFINITION EXPLORE EXAMPLES 1 3 2 4 5 6 7 3 3Key Words Mammal Vertebrate warm-blooded nurse their young has hair walks on 2 legs walks on 4 legs cold-blooded human snake elephant whale + + + duckbill platypus swims in water alligator shark bird elephant human warm-blooded nurse their young whale bird shark walks on 4 legs can fly cold-blooded bat can fly moves on the ground O Concept Diagram

14. Concept Mastery Results Test scores of students with disabilities on unit tests

15. Self-Questioning Strategy (embedded in 7th grade science class) A ttend to clues as you read S ay some questions K eep predictions in mind I dentify the answer T alk about the answers

16. Self-Questioning-2001 n= 133 7th Grade Science Class: Growth Scores

17. Learning Strategies Learning Strategies (Level 3: Moving students off of the yellow line) Teaching students how to think about and solve problems, or……teaching students “how to learn” For example: How can I use my textbook to learn critical science content? How do I actually read the textbook?

18. A Frameworkfor Adolescent Reading* * Based uponinformationfromThe National ReadingPanel, 2000; AdolescentReading:ASynthesisofResearch,Mary Curtis, 2002;Rand ReadingStudyGroup:Reading forUnderstanding,CatherineSnow,2002. AlphabeticsFluencyVocabularyComprehension PA Pace Listening Self-Regulation Decoding Accuracy Reading Reading Strategies Word ID - self-questioning Prosody - visual imagery - paraphrasing - expository text - interpreting visuals What Reading Skills & Strategies Should We Teach?

19. Learning Strategies Curriculum Acquisition Word Identification Paraphrasing Self-Questioning Visual Imagery Interpreting Visuals Multipass The Bridging Strategy (decoding, word id, fluency) Draw Inferences Storage First-Letter Mnemonic Paired Associates Listening/Notetaking LINCS Vocabulary Expression of Competence Sentences Paragraphs Error Monitoring Themes Assignment Completion Test-Taking

20. Word Identification D iscover the context I solate the prefix S eparate the suffix S ay the stem E xamine the stem C heck with someone T ry the dictionary

22. State Writing Assessment 94 74.5 85 0 10 20 30 40 50 60 70 80 90 100 Percentage of Students Passing the Michigan State Writing Assessment Strategies SchoolMean of Other Same-Sized School State Average State Writing Assessment

23. Strategic Tutoring Model The Role of the Strategic Tutor: � Explain Content, Build Knowledge � Have Extensive Knowledge of Strategies � Apply Principles of Strategic Instruction � Mentor and “Connect” Students A before or after school tutoring program in which tutors teach students critical skills and strategies while they help students with homework assignments.

24. Data Analysis (1) Scores earned by tutored students in general education classes on Quizzes and Tests N= 40 Chase, Landon, Eisenhower, Robinson Pretest ScoresPosttest Scores –1:1 tutoring59% 73% –1:3 tutoring52%60% –HmWk help65%67% –Comparison63%54%

25. Data Analysis (2) Student Level of Hope.0432 1:1 Strategic Tutoring Total Score Pre=20 ptsPost= 28 pts – Will Power10 pts15 pts – Way Power11 pts13 pts 1:3 Tutoring – Total Score Pre=23 ptsPost= 23 pts – Will Power11 pts12 pts – Way Power12 pts11 pts

26. Strategic Tutoring Outcomes :Assignments are completed successfully :New content knowledge is acquired :Effective Strategies are learned & applied  Scores are quizzes and tests improve  Performance on state measures improves :Students are “connected” with a mentor & hope increases

27. Student Motivation & Possible Selves Students are not unmotivated. However they may not be motivated to do what we want them to do. Rick Lavoie Students are motivated when they: -Have a goal THEY desire -BELIEVE the goal is attainable -Have a realistic PLAN on how to get there

28. Possible Selves (Markus & Nurris, 1986) Possible Selves are ideas about what one might become in the future When stories about one’s hopes, expectations, and fears for the future are expressed, they can be motivating. Individuals with clear ideas about the future will work hard to attain them.

29. “What is the role of high expectations and AYP in reading, particularly for those who struggle with learning?”

30. Student Success Validated practices Fidelity implementation Coordinated implementation Quality Professional Development Strong Administrative Leadership + + + + = Vision Beliefs

31. www.ku-crl.org University of Kansas Center for Research on Learning Ddeshler@ku,edu mhock@ku.edu 1-785-864-4780 (CRL)