VIRGINIACLC Demonstration Site

BOTETOURT COUNTY

The Inside View of Virginia’s Secondary

School-Wide Literacy Initiative

Thomas Manthey, Coordinator-Virginia State Improvement Grant

Dr. Diana Dixon, Site Coordinator for Botetourt County

Dana McCaleb, Botetourt County Public Schools

Denise Sprinkle, Botetourt County Public Schools

Susan Trumbo, Botetourt County Public Schools

Federal Award Number: H323A040011

SCHOOL DIVISION Initiatives

• Curriculum alignment

• Benchmark assessments

• Inclusive practices for Special Education

• Research-validated instructional practices

• Teacher evaluation

• School Improvement Plans

Central Academy Middle School

CAMS STATISTICS

•SIZE: 420 Students

•GRADE LEVELS: 6, 7, 8

•FACULTY:38

•COMMUNITY: Rural

•STUDENT POPULATION:

3% Minority

17% Special Education

James River High School

•Size: 480 Students•Grade Levels: 9 -12•Faculty: 45•Community: Rural•Student Population:

3% Minority 16% Special Education

JRHS STATISTICS

is the door to content acquisition.

“Our primary goal is to establish a

coordinated school-wide approach to

dramatically improve literacy for all

students in secondary schools that will

enable students to meet higher

standards.”-University of Kansas Center for Research on Learning

.

Level 1: Ensure mastery of critical content.

Level 2: Weave shared strategies across classes.

Level 3: Support mastery of shared strategies for targeted strategies.

Level 4: Develop more intensive course options for those who need it.

Level 5: Develop more intensive clinical options for those who need it.

Content Literacy (CLC) Content Literacy (CLC) A Continuum of ActionA Continuum of Action

Achieving the Literacy Goal

• Using the Strategic Instruction Model (SIMTM) to support the Content Literacy Continuum (CLCTM) at CAMS and JRHS

• Timeline:2005-06 – Professional development with

ongoing coaching in SIM and integration into CLC

2006-07 – Continued professional development/coaching and

establishment of a plan for demonstration

2007- 08 – Demonstration sites open

Learning Strategies Curriculum

Content Enhancement

Routines

Research-Validated Practices

The Strategic Instruction Model

Content Enhancement Routines

Tools for teachers to use in partnership with students to promote mastery of critical content

and enhance background information necessary for literacy.

OBJECTIVE:

To ensure mastery of critical core curriculum

In CLC Level 1:In CLC Level 1:

What students do: Learn critical content regardless of literacy levels

What teachers do: Use content enhancement routines to reach all learners

NAMEDATEThe Unit Organizer

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Content Enhancement Routines

Planning & Leading Learning

Increasing Performance

Teaching Concepts

Teacher tools to promote mastery in partnership with

students

through

throughthrough

through

Explaining Text,

Topics, and Details

KU-CRL

Content Enhancement Routines

Planning and Leading LearningCourse Organizer

Unit OrganizerLesson Organizer

Explaining Text, Topics, and Details

Framing RoutineSurvey Routine

Clarifying Routine

Teaching ConceptsConcept Mastery Routine

Concept Anchoring RoutineConcept Comparison Routine

Increasing PerformanceQuality Assignment Routine

Question Exploration RoutineRecall Enhancement Routine

Order Routine

Content EnhancementA way of teaching an academically diverse

group of students in which:– both group and individual needs are valued and met;

– the integrity of the content is maintained;

– critical features of the content are selected and

transformed in a manner that promotes student

learning; and

– instruction is carried out in a partnership with

students.

The Strategic Instruction Model

Learning Strategies Curriculum

Tools for students to become independent learners by learning how to learn.

Objective:To integrate key learning strategies into and

across core curriculum courses. In CLC Level 2 – • Students learn/apply a set of

research-validated learning strategies for improving literacy across core curriculum classes to learn critical content.

• Teachers use direct explanation, modeling, and group practice to teach selected strategies and prompt student practice/application in content area assignments.

In CLC Level 3 – • Students receive/participate in

more intensive and explicit strategy instruction.

• Special education teachers, reading teachers, and other support personnel provide more intensive instruction through 8 instructional stages.

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Learning Strategies Curriculum

How to learn and use what has been

learned

Storage

Acquisition

Expression of Competence

Related to reading

Related to storing and remembering information Related to expressing

information in writing and demonstrating competence

through

throughthrough

Social & Motivational

Related to social interaction and

motivation

through

KU-CRL

Learning Strategies Curriculum Acquisition

Word Identification

Paraphrasing

Self-Questioning

Visual Imagery

Interpreting Visuals

Multipass

Storage

First-Letter Mnemonic

Paired Associates

Listening/Notetaking

LINCS Vocabulary

Expression of Competence

Sentence Writing

Paragraph Writing

Error Monitoring

Theme Writing

Assignment Completion

Test-Taking*

CLC Level 2 is - embedding Learning Strategies into general education classroom instruction either as a

whole group or individually as needed.

Examples

•Explicit instruction in Sentence and Paragraph Writing used for whole classes

•Students in core classes reminded to use Learning Strategy mnemonics for composition or comprehension tasks in the classroom

•Cueing to help students generalize a recently learned strategy for use in the general education classroom

CLC Level 3 is for students who –

• have deficits in key literacy areas of reading, writing, and speaking• have difficulty mastering the learning strategy presented across courses in the core curriculum• need to be taught strategies through explicit intense instruction

Service Provision Scenarios

•General education classroom•Pullout program•Separate course offering•Beyond school tutoring program

Learning Strategies Summary

• Successfully research-validated with students judged to be at risk for academic failure

• Field tested with students judged to have learning disabilities

• Research demonstrated that consistent, intensive explicit instruction and support are key ingredients for instructional success

For more information see www.kucrl.org/sim

CLC Level 4 is -basic skill instruction in reading

(decoding, fluency, comprehension), writing, listening, and speaking for

students functioning below a 4th grade literacy level

Service Provision Scenarios• Pullout program• Separate course offering• Beyond school program• Collaboration between special & general education teachers for

appropriate adaptations, modifications, accommodations

CLC Level 5 is - curriculum-relevant therapeutic interventions for

students with underlying language disorders.

Service Provision Scenarios

• Support/collaboration in general education classrooms

• Beyond school program• Separate course offering• Pullout program

Level IContent Enhancement

Level IILearning Strategies Embedded

Level III• Jumpstart

• SOL Remediation Classes • “Resource Support”: needs on-going support

Level IV1 block: LANGUAGE! reading1 block: English with SW / PW

Closing the Performance Gap

Strategic Instruction

Model™

Content Literacy

Continuum™

through the By using

Primary Goalis about