What is the KCLM model? How can my school use this model? Why was I chosen as an interventionist? What will I learn about this literacy

intervention model this week? What benefits will I have through

participation with this model?

I can explain the 4 parts of the Kentucky Cognitive Literacy Model framework

I can explain what my role will be as an interventionist

I can explain 1)my responsibilities and 2)the benefits of participation with the model

“The gaining of the power of literacy is hard work. No citizen of a modern society should be allowed to dodge it; literacy is a sort of moral imperative. We Americans and others like us should note how the rising nations of Africa and Asia start their massive growth with a broader and deepening use of language. They understand that without the ability to communicate, and to evaluate what is being communicated, we are sheep, easily manipulated by those who want our participation on their terms. Literacy, in sum, is the fuel for freedom. It is, indeed, a right … literacy is a necessity in a democracy that is healthy and respectful of its citizens.”--from The Right to Literacy in Secondary Schools (2009). Ed., Suzanne Plaut.

GOALS• Implement a targeted intervention for 9th

and/or 10th graders who are most at risk of failure due to significant literacy deficiencies

• Contribute data to the larger community about effective literacy interventions suitable for replication

• Build capacity and resiliency of participating schools to sustain literacy intervention following research period

High levels of motivation have been linked to reduced dropout rates and increased levels of students success

In student-centered classrooms, students feel a sense of belonging, competence, respect and trust to make choices

The intervention emphasizes the formation of meaningful adult/peer relationships; dialogue, collaboration and expression of personal and collective views; acknowledgement and respect for unique talents and abilities

(Guthrie, 2001; Blank, 1997; Dev, 1997; Kushman, 200; Woods, 1995;

Caine & Caine, 1994; Guthrie & Wigfield, 2000; McCombs & Barton, 1998; Moore, Alvermann & Hinchman, 2000; Tierney & Pearson, 1981, 1992)

In the intervention class,1. a thematic, project-based approach to learning

should be used;2. course materials should relate to students’

lives;3. students should be allowed to have some

control over their learning;4. learning tasks should be challenging, but

achievable;5. curiosity about topics being studied should be

actively promoted;6. and projects that allow students to share

knowledge with others should be the norm.(Northwest Regional Educational Laboratory, 2001)

One of the main goals of the intervention class will be to teach students reading strategies and communication skills that can be applied across all content areas

Interventionist should explicitly teach the following reading strategies:

1. Activating and Making Connections to Prior Knowledge2. Inferring and Predicting 3. Asking questioning4. Determining Important Ideas and Summarizing5. Visualizing6. Synthesizing and Retelling7. Monitoring and Clarifying Understanding

of Text

Metacognition, reflection and self-regulation should be explicitly taught in the context of reading, writing, and learning; “skill and drill” worksheets practiced in isolation are recognized as ineffective

The interventionist will provide opportunities for students to increase their background knowledge and build vocabulary through direct instruction

Four of Robert Marzano’s proven literacy/instructional strategies will be emphasized: 1. Cues, Questions and Advanced Organizers2. Non-linguistic Representations3. Identifying Similarities and Differences4. Summarizing and Note-taking

• The Literacy Toolkit created by the Council of Chief State School Officers (CCSSO) will be a critical instructional resource

Communication skills development embedded throughout all activities in the intervention class

Strong emphasis on writing to learn, writing to demonstrate learning, and writing for authentic audiences and purposes

Self-evaluation encouraged and modeled

Strong emphasis on discussion of topic, discussion of text, and academic dialogue between and among adults and peers

Specific discussion skills, i.e. developing questions, supporting arguments with evidence from the text, clarifying, extending arguments, and making connections will be developed

The interventionist(s) selected and hired by the school (whether supported by grant or district funds) should be

1)an experienced classroom teacher 2) who is respected

by the school’s faculty and administration.

1)experienced classroom teacher

2) Respected by the school’s faculty and administration. Related skills: Familiarity with/interest in interdisciplinary and

project-based learning Willingness to learn and apply new skills and

knowledge Planning/reflecting skills Strong leadership ability Adaptability and problem solving skills Presentation, communication and collaboration skills Ability to mediate between school and community

I can explain the 4 parts of the Kentucky Cognitive Literacy Model framework

I can explain what my role will be as an interventionist

I can explain 1)my responsibilities and 2)the benefits of participation in this model