Transcript PowerPoint Presentation - Think-Pair

Working Definition of “High School Literacy”
“High School Literacy includes all the elements of literacy—
reading, writing, listening, speaking, critical thinking, use of
technology, and habits of mind that foster postsecondary
success—that are expected of entering freshmen across all
college disciplines as well as those entering the
workforce. These competencies should be learned in the
content areas and should be valued and reinforced in
all related instructional areas throughout students' high school
experiences.”
1
High School Literacy
Don Deshler
Building Blocks for
Content Literacy
HIGHER
ORDER
SUBJECT MATTER
STRATEGIES
SKILLS
LANGUAGE
HIGHER ORDER
A Continuum of Literacy Instruction
(RTI -- Tiered Instruction )
SUBJECT MATTER
Level 1:
Enhance content instruction (mastery of critical
content for all regardless of literacy levels)
STRATEGIES
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:
SKILLS
Intensive basic skill instruction (mastery of entry
level literacy skills at the 4th grade level)
LANGUAGE
Level 5:
Therapeutic intervention (mastery of language
underpinnings of curriculum content and learning strategies)
Content Literacy “Synergy”
CONTENT CLASSES
CONTENT CLASSES
Level 2. Embedded
Strategy Instruction
Level 1. Enhanced
Content Instruction
Level 3. Intensive
Strategy Instruction
• strategy classes
• strategic tutoring
Improved
Literacy
Level 5. Therapeutic
Intervention
Foundational language competencies
KU-CRL
CLC- Lenz, Ehren, &Deshler, 2005
Level 4. Intensive Basic
Skill Instruction
Proficient readers are “good at” or have…
•
Background knowledge
•
Text/knowledge structure
•
Vocabulary
•
Learning strategies
•
Fluency
•
Sight word vocabularies
•
Word recognition
Level 1
Level 1, 2, 3
Level 3, 4, 5
The Performance Gap
1
2
1
1
Grade
Level
• Expectations
1
0
• Demands
• Skills
9
8
7
6
5
4
3
Years in School
The Performance Gap
Infrastructure
Supports
• Flexible Scheduling
Grade Level
• Expectations
• Demands
• Skills
• Time for Teacher
Learning and Planning
• Behavioral Supports
Infrastructure
Supports
• Smaller Learning
Communities
Existing
Support
Years in School
The Performance Gap
System Learning
Supports
/
• Progress Monitoring
• Collaborative
Problem-Solving
Grade Level
• Expectations
• Demands
• Skills
System Learning
Supports
• Instructional
Coaching
• Professional Learning
Infrastructure
Supports
Current Supports
Years in School
The Performance Gap
Instructional Core
• Standards-Informed
Curriculum Planning
/
Instructional
Core
Grade Level
• Expectations
• Demands
• Skills
System Learning
Supports
Infrastructure
Supports
Current Supports
• Connected Courses
& Coherent Learning
• Continuum of
Literacy Instruction
• Motivation Strategies
• Engaging
Instructional
Materials & Activities
• Student-Informed
Teaching
Years in School
System change must be closely tied to
the individual within the system
Shared…
•
•
•
•
Vision…that allows individual contributions
Knowledge…that leads to individual learning
Leadership…that seeks the voice of individuals
Responsibility…that shapes individual planning
and action
• Evaluation…that guides self assessment
• Accountability…that motivates individual action
Critical Values for System Change
Shared…
Vision
Instructional
Core
Knowledge
+
System Learning
Supports
Leadership
+
Standards-Informed
Curriculum Planning
Connected Courses &
Coherent Learning
Continuum of
Literacy Instruction
+
Motivation Strategies
Instructional
Coaching
Engaging Instructional
Materials & Activities
Professional
Learning
Student-Informed
Teaching
Responsibility
Evaluation
Improved
Outcomes
=
Flexible
Scheduling
Progress
Monitoring
Collaborative
Problem
Solving
Infrastructure
Supports
+
Time for Teacher
Learning and
Planning
=
Extended
Learning Time
Behavioral
Supports
College
Readiness
and
Postseconda
ry Success
Smaller Learning
Communities
Accountability
…that respects the individual in the system
Lessons learned by KU-CRL about improving
secondary school outcomes…
1. Initiatives should be driven by high expectations that
prepare students for college and post-secondary success
2. The literacy needs of adolescents vary greatly -- these
differences must be accounted for in a continuum of
instruction that meets the needs of all students
3. Change initiatives should be undertaken in light of
individual school resources, values, and skill sets
Lessons learned by KU-CRL about improving
secondary school outcomes…
(continued)
4. The secondary school culture must explicitly reinforce
literacy with sufficient authentic and explicit practice
embedded across all subject areas
5. There is a interactive synergistic relationship based
on principles of learning that cuts across a continuum
of literacy instruction (i.e., CLC)
6. Critical instructional and infrastructural elements
must be leveraged at the school and district level
Contact
Don Deshler
785.864.4780
[email protected]
Enhancing Literacy
for
High School Improvement
James Kemple
MDRC
Prepared for
National High School Center
Summer Institute
June 2007
Overview of Key Issues:
Nature of the Problem

Struggling adolescent readers face general
problem with reading for understanding.
 Specific challenges span weak basic skills
(phonics, vocabulary, fluency, etc…) through
limited repertoire of strategies aimed at reading
for understanding (meta-cognition, drawing
inferences, drawing meaning from context,
content-specific vocabulary, etc…)
 Literacy not typically seen as the domain of high
schools, particularly content-area teachers.
Overview of Key Issues:
Strategies for Intervention

Equipping high schools and high school teachers
with literacy-focused instructional strategies will
require:



Making literacy a priority that complements, rather
than competes with content requirements.
Building capacity for teachers to differentiate
instruction without lowering expectations.
Three pronged strategy:



Teaching strategies that account for limited literacy
General teaching strategies that address literacy needs
Intensive support for struggling readers
Overview of Key Issues:
Building Knowledge
 Limited
evidence about what works points
to the need for knowledge building by
evaluating new initiatives before going to
scale.
Literacy for Adolescent English Learners:
Building Capacity for Quality Programs
Aída Walqui
Director, Teacher Professional Development Program
WestEd
[email protected]
www.wested.org/qtel
National High School Center Summer Institute
Washington, S.C.
Tuesday, June 12, 2007
© WestEd, Teacher Professional Development, 2007
Issues that need to be addressed
• Language mediates all learning. For English Language
Learners the development of literacy skills entails both
building the tool and the product of learning at the same
time.
• To teach something, teachers need to know it explicitly.
Most teachers in high school are disciplinary experts, but
their knowledge of the language needed to demonstrate
their expertise is implicit. Disciplinary language
awareness is a must for teachers.
© WestEd, Teacher Professional Development, 2007
Teachers going through QTEL professional development learn by
participating in activity
© WestEd, Teacher Professional Development, 2007
This enables them to understand the disciplinary language and the
pedagogy necessary to develop rich literacies in
English as a second language
© WestEd, Teacher Professional Development, 2007
We seldom see quality instruction with
English Language Learners
Quality is characterized by QTEL’s principles:
• Sustain Academic Rigor in teaching English Learners
• Hold High Expectations in teaching English Learners
• Engage in Quality Interactions with English Learners
• Sustain a Language Focus in teaching English Learners
• Develop Quality Curricula in teaching English Learners
© WestEd, Teacher Professional Development, 2007
Teaching Learning Zones
(adapted from Mariani, 1997; Hammond and Gibbons, 2007)
high challenge
‘FRUSTRATION’ ZONE
‘APPRENTICESHIP’
ZONE (ZPD)
low support
high support
‘NOWHERE’
ZONE
‘POBRECITO’
ZONE
low challenge
© WestEd, Teacher Professional Development, 2007
Building Capacity
• At the school level: Nested, coherent professional
development that encompasses : ESL, subject
matter teachers; teacher supporters (professional
developers, coaches, instructional support
specialists, curriculum directors); educational
leaders.
• East Side Union High School District, 5 schools
© WestEd, Teacher Professional Development, 2007
Work with
Educational Leadership
All teachers
(6 days)
Informal teacher
Leadership
(2 more days)
Formal teacher
Leadership
(4 more days)
Figure 1: Ripples of impact on Teacher professional
Development, Year 1
© WestEd, Teacher Professional Development, 2007
Whole School Improvement
All teachers
Informal teacher
leaders
Formal teacher
leaders
Figure 1: Ripples of impact on Teacher professional
Development, Year 1 Irvine Grant
© WestEd, Teacher Professional Development, 2007
Capacity building in a large urban district:
The New York City case
• Multiple embedded model of working with teachers,
teacher support specialists, educational leadership
• Processes at each level mirror what happens at other levels
© WestEd, Teacher Professional Development, 2007
A Model of Professional Development Apprenticeship
PHASE 1
KEY PARTICIPANTS
W
ISSs
WestEd
TPD Team
ELL Instruct.
Support
Specialist
Building the
Base
WestEd increases
knowledge base of
the ISSs and
capacity to support
teachers
Teachers in
TIA Apprenticeship
W
ISSs
PARTICIPATE
AS LEARNERS
ISSs
ELL Instruct.
Support
Specialist
APPRENTICESHIP
APPROPRIATION
A Model of Professional Development Apprenticeship
KEY PARTICIPANTS
W
ISSs
WestEd
TPD Team
ELL Instruct.
Support
Specialist
PHASE 1
PHASE 2
Building the
Base
Participation/
Observation
WestEd increases
knowledge base of
the ISSs and
capacity to support
teachers
ISSs develops
multiple levels of
knowledge and skills
through participation/
observation and
analysis of WestEd’s
professional
development with
TIAs
Teachers in
TIA Apprenticeship
W
ISSs
W
P/O
TIA
ISSs
ELL Instruct.
Support
Specialist
T
T
T
O
T = Teacher
ISSs
PARTICIPATE
AS LEARNERS
T
P/O = Participant/Observer
O = Observer
OBSERVE AND
REFLECT
APPRENTICESHIP
APPROPRIATION
A Model of Professional Development Apprenticeship
KEY PARTICIPANTS
W
ISSs
WestEd
TPD Team
ELL Instruct.
Support
Specialist
PHASE 1
PHASE 2
PHASE 3
Building the
Base
Participation/
Observation
Mentoring/
Coaching
WestEd increases
knowledge base of
the ISSs and
capacity to support
teachers
ISSs develops
multiple levels of
knowledge and skills
through participation/
observation and
analysis of WestEd’s
professional
development with
TIAs
ISSs delivers
selected Teacher
Professional
Development tools
and processes in
schools with
WestEd support,
mentoring, and
coaching
Teachers in
TIA Apprenticeship
W
ISSs
W
TIA
ISSs
TIA
ISSs
W
PARTICIPATE
AS LEARNERS
ISSs
ELL Instruct.
Support
Specialist
OBSERVE AND
REFLECT
APPRENTICESHIP
IMPLEMENT WITH
COACHING
APPROPRIATION
A Model of Professional Development Apprenticeship
KEY PARTICIPANTS
W
ISSs
WestEd
TPD Team
ELL Instruct.
Support
Specialist
PHASE 1
PHASE 2
PHASE 3
PHASE 4
Building the
Base
Participation/
Observation
Mentoring/
Coaching
Appropriation
WestEd increases
knowledge base of
the ISSs and
capacity to support
teachers
ISSs develops
multiple levels of
knowledge and skills
through participation/
observation and
analysis of WestEd’s
professional
development with
TIAs
ISSs delivers
selected Teacher
Professional
Development tools
and processes in
schools with
WestEd support,
mentoring, and
coaching
Teachers in
TIA Apprenticeship
W
ISSs
W
TIA
ISSs
TIA
ISSs supports TIAs
in providing rigorous
academic language
and content
knowledge to
secondary English
learners with WestEd
consultation
ISSs
TIA
ISSs
W
W
PARTICIPATE
AS LEARNERS
ISSs
ELL Instruct.
Support
Specialist
OBSERVE AND
REFLECT
APPRENTICESHIP
IMPLEMENT WITH
COACHING
IMPLEMENT WITH
CONSULTATION
APPROPRIATION
Mid-Continent Comprehensive
Center (MC3)
MC3’s Major Goal
Help increase state capacity to assist
districts and schools to meet their student
achievement goals by providing front line
assistance to states enabling them to
• assess improvement needs of districts &
schools
• develop solutions to address those needs
• build and sustain systemic support for district
and school improvement efforts
• improve tools & systems for school
improvement and accountability
MC3 Indicators of Success
Relevance
• technical assistance that meets State
Education Agencies’ (SEAs’) needs related
to NCLB
Utility
• technical assistance that provides SEAs the
tools, information, knowledge, and skills
necessary to support their work with NCLB
High Quality
• research-based content and effective
delivery of technical assistance
Relevance
MC3 and its State Coordinating Councils
(SCCs) collaborated in the development
of a Technical Assistance (TA) Plan to
“Build State Capacity”
Kansas Goal:
• “Develop a Pre-K through 18+
Kansas literacy plan”
Missouri Goal :
Missouri
Department
of Elementary
and Secondary Education
• “Develop guidelines for district
literacy plans”
Utility
•Need:
•
KSDE and DESE needed current
information about services and resources
supporting adolescent literacy
•Outcome:
Kansas District and School surveys
developed with MC3 Adolescent Literacy
Work Group (ALWG)
• Missouri Middle and High School surveys
under development with MC3 ALWG
•
Utility: Workgroup Process
MC3 Adolescent Literacy Workgroup:
• Built capacity within MC3 regarding
research-based best practices on
issues of adolescent literacy
• Collaborated with experts at:
•
•
•
•
Content Center on Instruction
National High School Content Center
University of Kansas Center on Research
and Learning
National Association of State Boards of
Education
Utility: Survey Development
Surveys developed by MC3 ALWG:
•
•
•
•
•
Beta tested with MC3 ALWG & SCC
Piloted with representative sample of districts
and schools, and focus group interviews
Rigorous revision process with MC3 ALWG,
Kansas SCC, and KSDE reading team
Distributed statewide to districts and schools
with high response rate (83 district/110 school)
Data compiled and shared with MC3 ALWG
and Kansas SCC to garner feedback and
recommendations on next steps
Quality
“Effective, collaborative
partnership between MC3 and
KSDE”
Missouri
Department
of Elementary
and Secondary Education
“We need the knowledge and
support of others in like
situations.”
•
MC3 Reading Community of
Practice to begin Year 3 (July
2007)