VIRGINIA CLC Demonstration Site

BOTETOURT COUNTY

The Inside View of Virginia’s Secondary School-Wide Literacy Initiative

Thomas Manthey , Coordinator-Virginia State Improvement Grant Dr. Diana Dixon , Site Coordinator for Botetourt County Dana McCaleb , Botetourt County Public Schools Denise Sprinkle , Botetourt County Public Schools Susan Trumbo , Botetourt County Public Schools Federal Award Number: H323A040011

SCHOOL DIVISION Initiatives

• Curriculum alignment • Benchmark assessments • Inclusive practices for Special Education • Research-validated instructional practices • Teacher evaluation • School Improvement Plans

Central Academy Middle School

CAMS STATISTICS

•SIZE: 420 Students •GRADE LEVELS: 6, 7, 8 •FACULTY:38 •COMMUNITY: Rural •STUDENT POPULATION: 3% Minority 17% Special Education

James River High School

JRHS STATISTICS

•Size: 480 Students •Grade Levels: 9 -12 •Faculty: 45 •Community: Rural •Student Population: 3% Minority 16% Special Education

is the door to content acquisition.

“

Our primary goal is to establish a coordinated

school-wide

approach to

dramatically

improve

literacy for all

students in

secondary

schools that will enable students to meet higher standards.”

-University of Kansas Center for Research on Learning

Content Literacy (CLC)

.

Level 1: Ensure mastery of critical content. Level 2: Weave shared strategies across classes.

Level 3: Support mastery of shared strategies for targeted strategies.

Level 4: Develop more intensive course options for those who need it.

Level 5: Develop more intensive clinical options for those who need it.

Achieving the Literacy Goal

• Using the Strategic Instruction Model (SIM TM ) to support the Content Literacy Continuum (CLC TM ) at CAMS and JRHS • Timeline:

2005-06 – Professional development with ongoing coaching in SIM and integration into CLC 2006-07 – Continued professional development/coaching and establishment of a plan for demonstration 2007- 08 – Demonstration sites open

Research-Validated Practices

Learning Strategies Curriculum Content Enhancement Routines

The Strategic Instruction Model

Content Enhancement Routines

Tools for teachers to use in partnership with students to promote mastery of critical content and enhance background information necessary for literacy.

OBJECTIVE: To ensure mastery of critical core curriculum

In CLC Level 1:

What students do:

Learn critical content regardless of literacy levels

What teachers do:

Use content enhancement routines to reach

all

learners

The Unit Organizer 9 Expanded Unit Map

Planning & Leading Learning Content Enhancement Routines NAME DATE through Teacher tools to promote mastery in partnership with students through through through Increasing Performance Teaching Concepts Explaining Text, Topics, and Details

10

KU-CRL

Content Enhancement 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 Order Routine

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.

The Strategic Instruction Model

Learning Strategies Curriculum

Tools for students to become independent learners by learning how to learn.

Objective:

To integrate key learning strategies into and across core curriculum courses.

In CLC Level 2 – • Students learn/apply a set of research-validated learning strategies for improving literacy across core curriculum classes to learn critical content.

• Teachers use direct explanation, modeling, and group practice to teach selected strategies and prompt student practice/application in content area assignments.

In CLC Level 3 – • Students receive/participate in more intensive and explicit strategy instruction.

• Special education teachers, reading teachers, and other support personnel provide more intensive instruction through 8 instructional stages.

The Unit Organizer 9 Expanded Unit Map

Learning Strategies Curriculum NAME DATE Acquisition Related to reading through through How to learn and use what has been learned Storage through Social & Motivational through Expression of Competence Related to social interaction and motivation Related to storing and remembering information Related to expressing information in writing and demonstrating competence

10

KU-CRL

Learning Strategies Curriculum

Acquisition

Word Identification Paraphrasing Self-Questioning Visual Imagery Interpreting Visuals Multipass

Storage

First-Letter Mnemonic Paired Associates Listening/Notetaking LINCS Vocabulary

Expression of Competence

Sentence Writing Paragraph Writing Error Monitoring Theme Writing Assignment Completion Test-Taking*

CLC Level 2 is -

embedding Learning Strategies into general education classroom instruction either as a whole group or individually as needed.

Examples

•Explicit instruction in Sentence and Paragraph Writing used for whole classes •Students in core classes reminded to use Learning Strategy mnemonics for composition or comprehension tasks in the classroom •Cueing to help students generalize a recently learned strategy for use in the general education classroom

CLC Level 3 is for students who

–

• have deficits in key literacy areas of reading, writing, and speaking • have difficulty mastering the learning strategy presented across courses in the core curriculum • need to be taught strategies through explicit intense instruction Service Provision Scenarios •General education classroom •Pullout program •Separate course offering •Beyond school tutoring program

Learning Strategies Summary

• Successfully research-validated with students judged to be at risk for academic failure • Field tested with students judged to have learning disabilities • Research demonstrated that consistent, intensive explicit instruction and support are key ingredients for instructional success For more information see www.kucrl.org/sim

CLC Level 4 is

basic skill instruction in reading (decoding, fluency, comprehension), writing, listening, and speaking for students functioning below a 4 th grade literacy level Service Provision Scenarios • Pullout program • Separate course offering • Beyond school program • Collaboration between special & general education teachers for appropriate adaptations, modifications, accommodations

CLC Level 5 is -

curriculum-relevant therapeutic interventions for students with underlying language disorders.

Service Provision Scenarios • Support/collaboration in general education classrooms • Beyond school program • Separate course offering • Pullout program

Level I Content Enhancement Level II Learning Strategies Embedded

• • •

Level III Jumpstart SOL Remediation Classes “Resource Support”: needs on-going support Level IV 1 block: LANGUAGE! reading 1 block: English with SW / PW

Primary Goal

is about By using

Strategic Instruction Model™ Closing the Performance Gap

through the

Content Literacy Continuum™