The Performance Gap Skills Demands Years in School

The Performance Gap Skills/ Demands Years in School

The Performance Gap Skills and Demands 9 th 2013 -2014 2 Yrs 2 1/2 Yrs 1 Yr The “Gap” 5 th Years in School 9 th

Then ask…. Five questions about literacy supports currently in place.

5 Questions 1. 2. 3. 4. 5. What’s in place in core classes to ensure that students will get the “critical” content no matter what level their literacy skills? Are procedures for teaching powerful learning strategies embedded in courses across the curriculum? What happens for students who know how to decode but can’t comprehend well? What happens for those students who are reading below the 4 th grade level? What happens for students who have language problems or significant reading disabilities?

Finally…. Use a “content literacy” framework to determine an action plan

Building Blocks for Content Literacy HIGHER ORDER SUBJECT MATTER STRATEGIES SKILLS LANGUAGE

HIGHER ORDER A Continuum of Literacy Instruction (Content Literacy Continuum -- CLC) Level 1: SUBJECT MATTER 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 4 th grade level) Level 5: LANGUAGE Therapeutic or personalized intervention (mastery of language underpinnings of curriculum content and learning strategies)

Tiered Framework of Support in Every School 5% (or so) need tertiary support Intensive, personalized 15% (or so) need secondary support Focused, smaller instructional groups, pacing altered 80% (or so) of students have needs met through implementation of evidencebased practices Selection of instructional materials and practices chosen to meet student needs. Implementation with fidelity. Prevention of learning problems or low achievement.

Tiered Framework of Literacy Support Tier 3 Personalized literacy instruction Coordinated across all levels Reading programs for students needing instruction at the word level Tier 2 Reading programs for students 2 to 5 years below grade level Targeted learning strategies embedded in content classes Tier 1 Content Enhancement routines used school-wide

Tiered Framework of Support in Every School 80% (or so) of students have needs met through implementation of evidencebased practices 15% (or so) need secondary support 5% (or so) need tertiary support Selection of instructional materials and practices chosen to meet student needs. Implementation with fidelity. Prevention focus. (Content Enhancement - Level 1 CLC fits here. Embedded strategies - Level 2 CLC fits here. ) Focused, smaller instructional groups, pacing altered Intensive, personalized

Tiered Framework of Support in Every School 80% (or so) of students have needs met through implementation of evidencebased practices 15% (or so) need secondary support 5% (or so) need tertiary support Selection of instructional materials and practices chosen to meet student needs. Implementation with fidelity. Prevention of learning problems or low achievement. Focused, smaller instructional groups, pacing altered (Intensive Learning Strategies or OTHER program - Level 3 and 4 -fits here. ) Intensive, personalized

Tiered Framework of Support in Every School 80% (or so) of students have needs met through implementation of evidencebased practices 15% (or so) need secondary support Selection of instructional materials and practices chosen to meet student needs. Implementation with fidelity. Prevention of learning problems or low achievement. Focused, smaller instructional groups, pacing altered Intensive, personalized 5% (or so) need tertiary support (Instruction designed to meet specific, individual needs - Level 5 of CLC - fits here)

A Continuum of Literacy Instruction Level 1: Enhanced content instruction (strategic teaching to ensure mastery of critical content for all regardless of literacy levels) Level 2: Embedded strategy instruction (routinely weave learning strategies within and across courses as part of large-group instruction) Level 3: Intensive strategy instruction (ensure mastery of specific strategies via research-based instruction in small groups and in tutoring) Level 4: Intensive basic skill instruction (mastery of entry-level literacy skills below the 4 th grade level) Level 5: Therapeutic, personalized intervention (mastery of language underpinnings related to curriculum content, learning strategies, and entry level skills)

Content Literacy “Synergy” CONTENT CLASSES Enhanced Content Instruction CONTENT CLASSES Embedded Strategy Instruction Intensive Strategy Instruction strategy classes strategic tutoring Improved Literacy KU-CRL Therapeutic, personalized intervention CLC- Lenz, Ehren, &Deshler, 2005 Intensive Basic Skill Instruction

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