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Moving the Needle on Moving the Needle on Adolescent Literacy Adolescent Literacy Secondary School Reading Secondary School Reading Network Meeting for Grant Recipients Network Meeting for Grant Recipients Marlborough, MA Marlborough, MA

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Page 1: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Moving the Needle on Adolescent Moving the Needle on Adolescent LiteracyLiteracy

Secondary School ReadingSecondary School ReadingNetwork Meeting for Grant RecipientsNetwork Meeting for Grant Recipients

Marlborough, MAMarlborough, MA

Page 2: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

The University of Kansas Center The University of Kansas Center for Research on Learningfor Research on Learning

• Founded in 1978 • Mission: Improve outcomes for

struggling adolescent learners

• $165 million R & D

• Curriculum materials

• Support classroom use and school change (1200 person PD network)

Page 3: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

RoadmapRoadmap• A new priority• Why (students)• Why (context)• Possible Solutions

– Element #1 (Leverage points)

– Element #2 (School-wide literacy framework)

– Element #3 (Infrastructure Supports)

– Element #4 (Capacity building)

• Change at the secondary level

Page 4: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA
Page 5: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

A New Priority

Page 6: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

The Missing MiddleThe Missing Middle• Head Start = $6.7B

• Title I (K-8) = $11.1B

• Title I (9-12) = $1.8B

• Pell Grants = $11.4B

Page 7: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Rapid Acceleration in Rapid Acceleration in Adolescent Literacy Adolescent Literacy

• 2000 - National Reading Panel

• 2001 - Partnership for Reading

• 2002 - Adolescent Literacy Workshop

• 2002 - NIH Adolescent Literacy Network

• 2003 - Carnegie Corporation of NY Adolescent Literacy Advisory Council

• 2003 - Alliance for Excellent Education

• 2005 - Striving Readers

Page 8: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Check these out!Check these out!

• www.all4ed.org

• www.carnegie.org/literacy/initiative

Page 9: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Why?(Students)

Page 10: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

The Performance Gap

Years in School

DemandsSkills and

The “Gap”

2013-2014

5 th

9 th

9 th1Yr

2Yrs

1 1/2Yrs

2 1/2Yrs

Page 11: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Do Extended Day Tutoring Do Extended Day Tutoring Programs Work?Programs Work?

(Chicago Study 2004-05)(Chicago Study 2004-05)

• Tutored 1.09 yrs.

• Eligible 1.03 yrs.

• 64% receive 40 hrs+

Page 12: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

The price tag……The price tag……

$22 $22 million!million!

Page 13: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Reading Component Profile

ALPHABETICS FLUENCY VOCABULARY COMPREHENSION

Word ID-Word Att Rate-Accuracy-SWE-PDE PPVT-WLPB Rd-Vocab-List Comp Pass Comp-Rdg Comp

Scores from the WLPB-R, GORT, TOWRE, PPVT, Sub tests

115

110

105

100

95

90

85

80

75

70

Mean

Sta

nd

ard

S

core

s ◊

∆ ∆

∆ ∆

◊◊

∆ Proficient◊ ASRS

◊◊ ◊ ◊

*Statistically Different

Page 14: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

NAEP ReadingNAEP Reading

• Below the proficiency level

–68% of 8th graders

• Below the basic level

–26% of 8th graders

Page 15: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

On GraduatingOn Graduating

• Rates vary: 53% -- 89%

• About 70% graduate (50% students of color)

• Lowest 25% achievers in 9th grade -- 20 times more likely to drop out

Page 16: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Why?(The context)

Page 17: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA
Page 18: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Did you know….Did you know….

• 25 % of population in China with highest IQs …..is greater than the total population of North

America

• China will soon become the #1 English speaking country …….in the world.in the world

Page 19: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Did you know….Did you know….

• We are currently preparing students for jobs that don’t exist….Using technologies that haven’t been invented

• Nintendo invests more than $140M in R&D annually….The U. S. Department of Education invests 1/2

that much in educational R&D

Page 20: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Shifts Causing ConcernShifts Causing Concern….….

• In 2007, the most capable high energy particle accelerator on Earth will, for the first time, reside outside the U. S.

• In 2005, only four U. S. companies ranked among the top 10 recipients of U.S. patents.

• Undergraduate degrees in natural sciences or engineering: South Korea-38%; France-47%; China-50%; Singapore-67%; U.S.-15%

Page 21: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Intel Corporation says….Intel Corporation says….

“We go where the smart people are. Now our business operations are 2/3 in the

U. S. and 1/3 overseas. But that ratio will flip over the next 10 years.”

Page 22: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA
Page 23: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

The Next Job MarketThe Next Job Market

• The workers who will be most successful in an economy heavily influenced by computerization are those who can engage in

–Expert thinking–Complex communications

Page 24: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Levy & Murnane (2004)

Page 25: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

•Low reading performance•Lots of students•$ alone doesn’t guarantee results•This must become everyone’s problem!!

Summary

Page 26: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

SolutionElements

1. Leverage Points 2. School-wide Literacy Framework

3. Infrastructure Supports 4. Capacity Building and Coaching

Page 27: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Element #1 Leverage Points

Page 28: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

–3.5 times as likely to graduate

– One F decreases likelihood of graduating from 83% to 60%

– 2 Fs decreases likelihood to 44%

– 3 Fs decreases likelihood to 31%31%

““On-track Indicator”On-track Indicator”

Page 29: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

The Big Four*The Big Four* #1#1Are strategies in place to manage behavior

effectively?– Expectations clearly explained?– Ratio of interactions at least 3+ for each - ?– Acceptable time on task?

Jim Knight (2007). The Instructional Coach. Corwin Press

Page 30: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

The Big FourThe Big Four #2#2 Do we understand the content?

– Know what is/is not standards for the course?– A year-long plan in place?– 10 essential questions & concepts identified?– Can we give a simple, correct, easy to understand

answer to each question and definition for each concept?

Page 31: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

The Big 4The Big 4 #3#3Do we use effective teaching practices?

– Model thinking & text strategies?– Ask effective questions at different cognitive levels?– Give constructive feedback effectively?– Organize instruction well?– Scaffold instruction effectively?

Page 32: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

MEMORIZE THIS!MEMORIZE THIS!PROPORTION OF VARIANCE IN STUDENT GAIN SCORES--

READING, MATH-- EXPLAINED BY LEVEL

CLASS

60% READING

52-72%

MATH

STUDENTS

28% R

19% M SCHOOLS

12% R

10-30 M

ROWAN, ET AL., “. . .PROSPECTS. . .” TEACHERS COLLEGE RECORD( 2005).

Page 33: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Prediction time!Prediction time!• In 9th grade core classes (science, history, etc.)

…– What percentage of time do teachers spend in active instruction?– How frequently are “high impact” strategies used that research has shown to work with

students who struggle in learning?

• In 9th grade “supplemental” classes…– What percentage of time do teachers spend in active instruction?– How frequently are “high impact” strategies used that research has shown to work with

students who struggle in learning?

Page 34: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA
Page 35: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

1. Lecture/read2. Give directions3. Listening4. Ask question5. Monitor6. Model7. Verbal rehearsal8. Simple enhancer9. Advance organizer10. Role Play11. Content Enhancement (complex)12. Elaborated Feedback13. Write on board14. Describe skill/strategy

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Page 36: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA
Page 37: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

1. Lecture/read2. Give directions3. Listening4. Ask question5. Monitor6. Model7. Verbal rehearsal8. Simple enhancer9. Advance organizer10. Role Play11. Content Enhancement (complex)12. Elaborated Feedback13. Write on board14. Describe skill/strategy

1 2 3 4 5 6 7 8 9 10 11 12 13 14

1. Lecture/read2. Give directions3. Listening4. Ask question5. Monitor6. Model7. Verbal rehearsal8. Simple enhancer9. Advance organizer10. Role Play11. Content Enhancement (complex)12. Elaborated Feedback13. Write on board14. Describe skill/strategy

Page 38: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

The Big FourThe Big Four #4#4Do we use formative assessment?

– Understand the teaching targets?

– Developed formal and informal measures to see if students are hitting the targets?

– Know how well all students are performing?

Page 39: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Element #2

School-wide Literacy Framework

Page 40: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA
Page 41: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

A review of adolescent literacy A review of adolescent literacy programs and curriculaprograms and curricula

• List is by no means exhaustive• Steps:

– Made list of programs with which we were familiar – Combed several databases– Did online searches– Consulted researchers and policy-makers – Wrote draft descriptive summaries– Sent summaries for review– Revised summaries– Created descriptive and evaluative grids

Page 42: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

LANGUAGE

SKILLS

STRATEGIES

SUBJECT MATTER

Building Blocks for Content Literacy

HIGHER ORDER

Page 43: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Begin by….

Getting a profile of the literacy performance of students in your school

Page 44: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Screen for…..Screen for…..

• Word analysis skills

• Fluency

• Comprehension

• (Progress monitoring throughout year)

Page 45: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

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

Page 46: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

5 Questions5 Questions1. What’s in place in core classes to ensure that students

will get the “critical” content in spite of their literacy skills?

2. Are procedures for teaching powerful learning strategies embedded in courses across the curriculum?

3. What happens for students who know how to decode but can’t comprehend well?

4. What happens for those students who are reading below the 4th grade level?

5. What happens for students who have language problems?

Page 47: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Content Literacy “Synergy”

Improved Literacy

CONTENT CLASSES

Level 1. Enhanced Content Instruction

CONTENT CLASSES

Level 2. Embedded Strategy

InstructionLevel 3. Intensive

Strategy Instruction

• strategy classes

• strategic tutoring

Level 4. Intensive Basic Skill Instruction

KU-CRL CLC- Lenz, Ehren, &Deshler, 2005

Level 5. Therapeutic Intervention

Foundational language competencies

Page 48: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Sample tools for teaching:

•Higher orderthinking

• Subject matter

Page 49: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

LANGUAGE

SKILLS

STRATEGIES

SUBJECT MATTER

Building Blocks for Content Literacy

HIGHER ORDER

Page 50: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

• Reading • Listening

Learning thru…Learning thru…

Page 51: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

• Reading • Listening

Learning thru…Learning thru…

Page 52: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Text difficulty

Building Prior KnowledgeWithout Texts

Expanding Prior KnowledgeWith Reading

Week 1 2 3 4 5

Lee & Spratley, 2007

Page 53: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Teachers in Teachers in “literacy rich” “literacy rich” classes……..classes……..

• Understand the literacy demands of their texts• Use a broad range of reading materials• Provide guidance to students before, during, after

reading• Provide multiple teacher models of how to process

discipline specific text• Build and activate prior knowledge• Focus classroom talk on how to make sense of text

Page 54: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

• Reading • Listening

Learning thru…Learning thru…

Page 55: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

SMARTER Planning around critical content is essential!

Selecting the critical questions.

Mapping content structures.

Analyzing learning difficulty based on:

Reaching enhancement decisions by selecting powerful...

Teaching strategically through explicit...

Evaluating enhancementsRevaluate outcomes

Quantity ComplexityInterest BackgroundRelevance OrganizationAbstractness

Teaching Devices

Teaching Routines

SMARTER Planning

Page 56: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

CONCEPT DIAGRAM

Always Present Sometimes Present Never Present

TIE DOWN A DEFINITION

Key Words

PRACTICE WITH NEW EXAMPLE

CONVEY CONCEPT

NOTE KEY WORDS

OFFER OVERALL CONCEPT

CLASSIFYCHARACTERISTICS

Examples: Nonexamples:EXPLORE EXAMPLES

Page 57: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

CONCEPT DIAGRAM

Always Present Sometimes Present Never Present

TIE DOWN A DEFINITION

Key Words

PRACTICE WITH NEW EXAMPLE

CONVEY CONCEPT

NOTE KEY WORDS

OFFER OVERALL CONCEPT

CLASSIFYCHARACTERISTICS

Examples: Nonexamples:EXPLORE EXAMPLES

Civil War

armed conflict

United States war between the States

Northern Ireland

1990’s crisis in the Balkans

American Revolutionary War

World War I

World War II

“Desert Storm” in Kuwait

A civil war is a type of armed conflict among groups of citizens of a single nation that is caused by concerns about the distribution of power.

U.S. Civil War

Northern Ireland

citizens

one nation

ethnic

many nations

social rights

Desert Storm in Kuwait

• Groups of citizens•Within a single nationAbout distribution of power

economic

religious

ethnic

War between nations

social

political

PRIORKNOWLEDGE

Hierarchical

CATEGORIZATION ANALYSIS

of characteristicsDISCRIMINATING

EVALUATION

Page 58: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Sample tools for Sample tools for teaching: teaching:

• Learning strategies• Skills

Page 59: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

LANGUAGE

SKILLS

STRATEGIES

SUBJECT MATTER

Building Blocks for Content Literacy

HIGHER ORDER

Page 60: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Self-Questioning StrategySelf-Questioning Strategy

• Attend to clues as you read

• Say some questions

• Keep predictions in mind

• Identify the answer

• Talk about the answers

Page 61: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

WORD IDENTIFICATIONWORD IDENTIFICATION

Discover the Sounds and Context

Isolate the Beginning Separate the Ending

Say the Stem

Examine the Stem

Check with someone

Try the Dictionary

Page 62: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

mentde

part al

Isolate the

Beginning

Separate the

Endings

Say the StemOr

Examine it

DDIISSSSEECTCT

Page 63: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Finally…. Use a “content

literacy” framework to determine an action

plan

Page 64: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

SUBJECT MATTER

STRATEGIES

SKILLS

LANGUAGE

A Continuum of Literacy Instruction (Content Literacy Continuum -- CLC)

HIGHER ORDER

Level 1: Enhance content instruction (mastery of critical content for all regardless of literacy levels)

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: Intensive basic skill instruction (mastery of entry level literacy skills at the 4th grade level)

Level 5: Therapeutic intervention (mastery of language underpinnings of curriculum content and learning strategies)

Page 65: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Intense-Explicit Instruction (RTI)Intense-Explicit Instruction (RTI)

LEVEL 1

• Cue

• Do

• Review

LEVEL 2• “I do it!” (Learn by watching)• “We do it!” (Learn by sharing)• “Ya’ll do it!” (Learn by

sharing)• “You do it! (Learn by

practicing)

LEVEL 3/4/5• PretestPretest• Describe Describe

– Commitment (student & Commitment (student & teacher)teacher)

– GoalsGoals– High expectationsHigh expectations

• ModelModel• Practice and quality Practice and quality

feedbackfeedback– Controlled and advancedControlled and advanced

• Posttest & reflectPosttest & reflect• Generalize, transfer, applyGeneralize, transfer, apply

Page 66: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

The CLC says…The CLC says…• There are unique (but very important) roles for each member

of a secondary staff relative to literacy instruction– While every content teacher is not a reading teacher, every teacher

needs to teach students in how to read content.

– Literacy coaches may be necessary but aren’t sufficient

• Some students require more intensive, systematic, explicit instruction of content, strategies, and skills

Page 67: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Additionally, the CLC .…..Additionally, the CLC .…..• Is a framework for guiding

– Staff dialogue around literacy– Professional development– Resource allocation– Decision making

• Integrates instructional programs– From silos to synergy

Page 68: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Element #3

Infrastructure Supports

Page 69: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

The Performance Gap

12

11

10

9

8

7

6

5

4

3Years in School

Grade Level • Expectations

• Demands• Skills

Page 70: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

The Performance Gap

Years in School

Infrastructure Supports

ExistingSupport

INFRASTRUCTURE

SUPPORTSSUPPORTS

•Flexible Scheduling

•Time for Teacher Learning and Planning

•Behavioral Supports

Grade Level • Expectations

• Demands• Skills

Page 71: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

The Performance Gap

/

Grade Level • Expectations

• Demands• Skills

System Learning Supports

Infrastructure Supports

Current Supports

• Progress Monitoring

• Collaborative Problem-Solving

• Instructional Coaching

SYSTEM LEARNING SUPPORTS

Years in School

Page 72: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

The Performance Gap

/

Grade Level • Expectations

• Demands• Skills

Instructional Core

System Learning Supports

Infrastructure Supports

Current Supports

Years in School

INSTRUCTION

• Standards-Informed Curriculum Planning

• Coherence

• Continuum of Continuum of Literacy Literacy InstructionInstruction

• Motivation Strategies

• Engaging Instructional Materials & Activities

• Student-Informed Teaching

Page 73: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Element #4

Capacity Building and Coaching

Page 74: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Build Ownership & CapacityBuild Ownership & Capacity

Literacy Leadership TeamsLiteracy Leadership Teams Driver of literacy work in school Distributed leadership

Work on Leadership PracticeWork on Leadership Practice Organize/supervise work around key instructional

activities Observe, describe, analyze instructional practice Create internal accountability mechanisms Build common language and expectations

Page 75: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Build Ownership & CapacityBuild Ownership & Capacity (cont.) (cont.)

Work on instructional practiceWork on instructional practice Observe models of practice Develop protocols for observing practice Rotation of observations in teams Focus on observing, describing, analyzing

instructional practice Build common language and expectations

Page 76: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Necessary ConditionsNecessary Conditions

• Sustained investments in professional development programs.

• Engaged administrators who set expectations for adoption and proper implementation

• District level support to hire teachers who embrace CLC principles and possess the skills

Page 77: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Necessary ConditionsNecessary Conditions

• A willingness to redefine roles

• Staff given sufficient time to “make sense of” and accommodate CLC into their instructional framework, and have their questions and concerns addressed

• The degree to which decisions regarding the adoption of CLC is perceived as being one in which their voice has been heard

Page 78: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Is Making Changes a Big

Deal?

Page 79: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Attempt, Attack, Abandon Cycle

AttackAbandon

Attempt

Page 80: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

• “as the number of changes multiplies, and as the time demands increase, people

approach a dysfunction threshold, a point where they lose the capacity to implement changes”

--Darryl Conner, Managing at the speed of change

Page 81: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

IMPROVEMENT PROCESSES

Growth

Time

Page 82: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

“The single most common…

source of leadership failure we’ve been able to identify… is that people, especially those in positions of authority,

treat adaptive challenges like technical problems”

R. Heifetz, Leadership on the line

Page 83: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Allow time for….Allow time for….

• Human “sense-making”Human “sense-making”» Spilane, Reiser, & Reimer (2002)

• Reformulation and reintegrationReformulation and reintegration» Marris (1975)

Page 84: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

““Sharpen the Saw”Sharpen the Saw” (Covey)

• Physically• Mentally• Socially• Spiritually

Page 85: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

So…. It is a big deal to get people to change!

Page 86: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

But…. ….it becomes doable if we do it with them rather than to them!

Page 87: Moving the Needle on Adolescent Literacy Secondary School Reading Network Meeting for Grant Recipients Marlborough, MA

Don Deshler

University of Kansas

Center for Research on Learning

[email protected]