Improving Literacy

Outcomes in Subject

Matter Classes:A Path for Planning, Instructional

Coaching, and High Quality

Implementation

Michael Faggella-Luby

University of Connecticut, Center for Behavioral

Education & Research

Colleen O’Connor

Literacy Coach, High School of Science &

Technology, Springfield, MA

With an introduction by Suzanne Robinson

CLC Framework

• Researchers at KU – CRL developed a framework called theContent Literacy Continuum (CLC; Lenz & Ehren, 1999).

• This structure provides a vehicle for

(a) considering the factors that influence the success ofsecondary literacy efforts.

(b) leveraging the talents of secondary school faculty.

(c) organizing instruction to increase in intensity as the deficitsthat certain subgroups of students demonstrate become evident.

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 4th grade level)

Level 5: Therapeutic intervention (mastery of language underpinnings

related to curriculum content, learning strategies, and entry level skills)

Level 1: Enhanced content instruction

Level 2: Embedded strategy instruction

Level 3: Intensive strategy instruction

Level 4: Intensive basic-skill instruction

Level 5: Therapeutic intervention

Strategic Intervention

Intensive Intervention

A Continuum of Literacy Instruction

Striving Readers

Criteria– Title 1 School District

– School-wide literacy intervention

– Targeted intervention for striving readers

– Randomized group research design

Eight Projects– Springfield/Chicopee, MA

– Portland, OR

– Danville, KY

– Chicago, IL

– Newark, NJ

– Ohio Dept of Youth Services, San Diego, CA

– Memphis, TN

Instructional Planning

A word from our planet…

LANGUAGE

SKILLS

STRATEGIES

SUBJECT MATTER

Content Literacy

Building Blocks

HIGHER

ORDER

Content: What can I teach to improvecomprehension?

1. Targeted instruction of what good readers doimproves RC for academically diverse learners

2. Focus on teaching all students cognitivestrategies

3. Self-monitoring, summarizing, and story grammarself-questioning are retained

4. Reading comprehension improvement for studentswas demonstrated for both elementary andsecondary learners.

RC & Adol. Key Findings

For more, please see:

Faggella-Luby, M., & Deshler, D. (in press). Reading comprehension in adolescents with LD:

What we know; What we need to learn. Learning Disabilities Research & Practice.

Components of Instruction that build

Comprehension

1. Vocabulary knowledge

2. Knowledge of text/discourse structuresNarrative

Expository

3. Domain/Background knowledge

4. Cognitive Strategies

5. Increase motivation/engagement

e.g., Gersten et al., 2001; Biancarosa & Snow, 2004; Torgeson et al., 2007

Structures for Learning

• Listening– Teacher Behaviors

– Success regardless of literacy level

– Example: Instructional Routines (CERs)

• Reading– Student behaviors

– Require mediated instruction for independentmastery

– Example: Learning Strategies

Knowledge

Course

Thinking About the Curriculum...

Content Enhancement Routines

Planning and Leading Learning

Course OrganizerUnit Organizer

Lesson Organizer

ExplainingText, Topics, and Details

Framing RoutineSurvey Routine

Clarifying RoutineLINCS Vocabulary Routine

Teaching ConceptsConcept Mastery Routine

Concept Anchoring RoutineConcept Comparison Routine

Increasing PerformanceQuality Assignment Routine

Question Exploration RoutineRecall Enhancement Routine

ORDER Routine

Responding to the Challenge

Many students have difficulty:

– Relating new information to known

information.

– Seeing the "big ideas" among the details.

– Translating the "big ideas" into words,

phrases, and concepts that make sense to

them.

– Identifying the structure of information.

Elida CordoraNAME

DATEThe Unit Organizer BIGGER PICTURE

LAST UNIT /Experience CURRENT UNIT NEXT UNIT /Experience

UN

IT S

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F-T

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QU

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TIO

NS

UN

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RE

LA

TIO

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HIP

S

UNIT SCHEDULE UNIT MAP

CURRENT UNIT1 32

4

5

6

7

8

1/22

The roots and consequences of civil unrest.

The Causes of the Civil WarGrowth of the Nation The Civil War

1/22 Cooperative groups - over pp. 201-210

1/28 Quiz

1/29 Cooperative groups - over pp. 210-225

"Influential Personalities" projectdue

1/30 Quiz

2/2 Cooperative groups - over pp. 228-234

2/6 Review for test

2/7 Review for test

2/6 Test

is about...

Sectionalism

pp. 201-236

Areas of the U.S.

Differences between the areas

Events in the U.S.

Leaders across the U.S.

was based on

emerged because of became greater with

was influenced by

descriptive

cause/effect

compare/contrast

What was sectionalism as it existed in the U. S. of 1860?

How did the differences in the sections of the U.S. in 1860 contribute tothe start of the Civil War?

What examples of sectionalism exist in the world today?

ORGANIZATIONKNOWLEDGE

STRUCTURE GUIDING

QUESTIONS

GUIDING

QUESTIONS

KNOWLEDGE

STRUCTURE

ORGANIZATION

LEARNING

STRUCTURES

The

UNIT & COURSE

ORGANIZERSIs presented on a

Is constructed by

using specific

Is used through the process of

Instructional Coaching

What coaching is…

• Peer Support

• Building Partnerships

• Leading by Example

• Building Community

• Transparent

What coaching is not…

• Supervisory

• Evaluative

• Teacher Punishment

• A spy operation

Striving Readers Literacy Coach Job

Criteria

School district posting

• ELA or ReadingCertification

• 5+ years experienceteaching

• Experienced ProfessionalDevelopment Facilitator

Striving Readers Literacy Coach

Training

• Professional Development withdistrict teachers in August

• 3-day Coaches Institute

• Monthly SIM Coach Trainings

• Monthly Individual CoachTraining

• Peer meetings (Each districtholds weekly coaches meet)

Instructional Coaching

• Starting Point

• Modeling (in all ways)

• Partnership for student

learning

High Quality

Implementation

Understanding Context

PD for Teachers & Coaches

• Teacher voluntary vs. Mandatory

• Summer Training

• PD after school

• SIM Support Team visits (for teachers

and coaches)

• Visit to KU for Instructional Coaching

Institute

Support & Follow Through

• Teachers regularly contacted by Literacy Coaches– Email

– Pop-ins, Lunchroom, In the halls

– Planning, co-constructing daily

– Formal Invitations to PD

• Lit Coaches held accountable– for performance by school administration

– for implementation/effectiveness by grant related districtpersonnel

Support and Follow Through

• Lit Coaches monthly contacted by Grant

Support Team Members

– Develop coaching abilities

– Refine knowledge of routines

• Team Members meet monthly

Measuring Impact: IC Scale

1. Enrollment conversation-innovation

initiated by coach

2. Change Conversation-focused

dialogue initiated by teacher

3. Implementation Conversation-

dialogue about innovation use occurs

4. Preconference-meeting prior to an

observation or model lesson

Measuring Impact: IC Scale

5. Model Lesson-conducted by the

coach

6. “Co-taught” Lesson-a scaffold prior

to observation

7. Observation & Feedback

Conversation (Low Fidelity)

8. Observation & Feedback

Conversation (High Fidelity)

Measuring Impact: IC Scale

9. Strategic Integration-Lesson

observed is highly developed

10.Refocusing/Adaptation-tweak for

context but maintain integrity

Pathways to Success

Bringing People on Board

• Consider PD & Planning upfront

• Don’t underestimate importance of

relationships

• Teacher, Coaches, and Admin must all

be involved, buy-into outcomes

• Start with “best-bets” and then recruit

through relationship building

Pathways to Success

Structures for Implementation

• Accountability for all

• Data collection: clear, consistent,

communicated to all

• Build capacity: transition to local

ownership

• Communication: regular, outcome

directed, multi-directional

Helpful Websites

http://www.instructionalcoach.org

http://ku-crl.org

All presentation slides available at:

http://www.kucrl.org/library/presentations.shtml

http://www.cber.org

Questions…

Comments…

Witty Observations…

Extra Slides

The Role of a Coach (part 1)

• Support Initial Professional Development withTeam

• Follow up conversations with teachers aboutRoutines

• Establishing Relationships

• Engaging/Inviting teacher to try

• Planning meetings with teachers aboutimplementation/co-constructing or draftingRoutines

The Role of a Coach (part 2)

• Modeling use of routines,

• Co-teaching,

• Classroom visits for observation and feedback(informal)

– Constructive feedback on devices, re-conferencing

• Classroom visits for observation and feedback(more formal)

– Feedback (scoring) organizer and lessonimplementation, support, observe and advise?

The Role of a Coach (part 3)

• Troubleshooting for supplies and software (e.g.,GIST, LCD, Overheads, Posters)

• Ongoing data collection

– Completed devices

– Quality of teacher implementation

– Ongoing log of hours

• Ongoing training to build sophistication ofunderstanding

– reviewing content and integrating use of CE routines

A Unit

ALL

MOST

SOME

Generalization & Problem Solving

Content Manipulation

Content: Facts, Concepts,

Definitions, Propositions

ALL

MOST

SOME

SMARTER Planning around critical content is essential!

SMARTER Planning