Archived Information High Expectations and Adolescent Reading

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Archived InformationHigh Expectations and
Adolescent Reading
The University of Kansas Center for Research on
Learning Don Deshler Mike Hock October 8, 2003
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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
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Our Purpose Today..

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

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

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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

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Direct Instruction
Strategy Instruction

• Small steps
• Probes
• Feedback
• Diagrams/pictures
• Independent practice

• Clear Explanations
• Teacher models
• Reminders to use strategies
• Step-by-step prompts

Swanson (1999)
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CRL Response to Literacy Instruction
is about
Closing the Performance Gap
by attending to
only happens through
High Expectations Administrative Leadership
Content Enhancement
by promoting
Strategy Instruction
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.
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.
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CRL Adolescent Literacy Continuum
2. General Education Embedded Strategies
1. General Education Enhanced Content
Students not making AYP in reading
4. Evidence-Based Reading Class
3. Intensive Reading Strategy Support strategy
classes strategic tutoring
5. Clinical Intervention
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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

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Content Enhancement Teaching Routines
Planning and Leading Learning Course
Organizer Unit Organizer Lesson Organizer
Teaching Concepts Concept Mastery Routine Concept
Anchoring Routine Concept Comparison Routine
Explaining Text, Topics, and Details Framing
Routine Survey Routine Clarifying Routine
Increasing Performance Quality Assignment
Routine Question Exploration Routine Recall
Enhancement Routine Vocabulary Routine
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Concept Diagram
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Concept Mastery Results
Test scores of students with disabilities on unit
tests
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Self-Questioning Strategy (embedded in 7th grade
science class)

• Attend to clues as you read
• Say some questions
• Keep predictions in mind
• Identify the answer
• Talk about the answers

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Self-Questioning-2001 n 133
7th Grade Science Class Growth Scores
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Learning Strategies(Level 3 Moving students off
of the yellow line)

• Teaching students how to think about and solve
  problems, orteaching students how to learn
• For example How can I use my textbook to learn
  critical science content? How do I actually read
  the textbook?

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What Reading Skills Strategies Should We Teach?
A

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Rea
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Alphabetics Fluency Vocabulary Comprehension
PA Pace Listening Self-Regulation
Decoding Accuracy Reading Reading
Strategies Word ID - self-questioning
Prosody - visual imagery -
paraphrasing - expository text -
interpreting visuals

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Learning Strategies Curriculum
Expression of Competence Sentences Paragraphs Err
or Monitoring Themes Assignment
Completion Test-Taking
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
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Word Identification

• Discover the context
• Isolate the prefix
• Separate the suffix
• Say the stem
• Examine the stem
• Check with someone
• Try the dictionary

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(No Transcript)
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State Writing Assessment
State Writing Assessment
100
90
94
80
85
70
74.5
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Passing the Michigan
Percentage of Students
State Writing Assessment
50
40
30
20
10
0
Strategies School
Mean of Other
State Average
Same-Sized
School
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Strategic Tutoring Model
A before or after school tutoring program in
which tutors teach students critical skills and
strategies while they help students with homework
assignments.
The Role of the Strategic Tutor

• Explain Content, Build Knowledge

• Have Extensive Knowledge of Strategies

• Apply Principles of Strategic Instruction

• Mentor and Connect Students

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Data Analysis (1)

• Scores earned by tutored students in general
  education classes on Quizzes and Tests
• N 40 Chase, Landon, Eisenhower, Robinson
• Pretest Scores Posttest Scores
• 11 tutoring 59 73
• 13 tutoring 52 60
• HmWk help 65 67
• Comparison 63 54

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Data Analysis (2)

• Student Level of Hope .0432
• 11 Strategic Tutoring
• Total Score Pre 20 pts Post 28 pts
• Will Power 10 pts 15 pts
• Way Power 11 pts 13 pts
• 13 Tutoring
• Total Score Pre 23 pts Post 23 pts
• Will Power 11 pts 12 pts
• Way Power 12 pts 11 pts

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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

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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

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Possible Selves (Markus Nurris, 1986)

• Possible Selves are ideas about what one might
  become in the future
• When stories about ones 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.

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What is the role of high expectations and AYP in
reading, particularly for those who struggle with
learning?
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Student Success
Vision
Beliefs

Validated practices
Fidelity implementation


Coordinated implementation

Quality Professional Development

Strong Administrative Leadership
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www.ku-crl.org

• University of Kansas
• Center for Research on Learning
• Ddeshler_at_ku,edu
• mhock_at_ku.edu
• 1-785-864-4780 (CRL)