closing the performance gap with research-based interventions long island association of special...
TRANSCRIPT
![Page 1: Closing the Performance Gap with Research-based Interventions Long Island Association of Special Education Administrators Don Deshler January 16-17, 2003](https://reader036.vdocument.in/reader036/viewer/2022070408/56649e4f5503460f94b4751b/html5/thumbnails/1.jpg)
Closing the Performance Gap with Research-
based Interventions
Long Island Association of Special Education
AdministratorsDon DeshlerJanuary 16-17, 2003
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“A doctor can bury his mistakes, but an architect can only advise his client to plant vines.”
Frank Lloyd Wright
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“What matters most in the work
that we do?”
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CLOSING THE
PERFORMANC
E GAP
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The Performance GapThe Performance GapDemands/Skills
Years in School
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Current Realities for SWDs in Our Schools:
A Partial Profile
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Descriptive Research
Studying• School culture• Instructional methods• Services• Attitudes• Student outcomes• Satisfaction
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Descriptive Year 1 StudyResearch Questions
• What is the school climate for SWDs?• How is instruction provided to SWDs enrolled
in general education high school classes?• What support services are provided to SWDs
enrolled in general education classes?• What are the outcomes of the
instruction and the services?
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Administrator Interviews
• All administrators state that they want to help SWDs succeed (17 of 17)
• Administrators do not have method for evaluating the outcomes of special education programs (8 of 9 schools)
• Administrators do not have a plan for the improvement of special education programs (8 of 9 schools)
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Administrator Interviews
• Schools generally don’t have a written policy related to inclusion (8 of 9)
• Special education administrators aren’t familiar with standards-based instruction (8 of 8)
• Special education administrators aren’t familiar with the academic paths available within general education (7 of 8)
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Administrator Interviews• General education teachers and special education
teachers are two separate camps (7 of 9 schools)– Budgets are separate– Staff development is separate– General education teachers do not get training related to SWDs and
other at-risk students– Planning time is separate– Roles are separate, and responsibilities are not shared related to
SWDs and other at-risk students– Hostility is apparent bilaterally
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Implications• Schools need written policies and integrated
programs related to inclusion• Schools need specified outcome goals for
inclusive programs• Schools need methods and measures for
evaluating the outcomes of inclusive programs
• Special education services need to be aligned with general education standards
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Course OptionsType ACourses taught by SPED teachers for SPED students
Type BCourses for low achievers and at-risk students
Type CRigorous courses with heterogeneous groups of students
Type DAdvanced Placement courses
Type EOther courses (e.g., vo tech electives)
Taught by general education teachers
SWDs
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Rigorous General Education Enrollments for SWDs
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Question 4: Considering the ourcomes related to students with disabilities who are enrolled in your classes for academic purposes, how
satisfied are you with the following?
1.5
3.3
3
3.6
4.1
3.3
3.9
3
4.3
5.4
1.5
2.8
1.7
3
4
0 1 2 3 4 5 6 7
e. Team teaching with specialeducation teachers
d. Coordinated instruction withspecial education/remedial
teachers
c. Computer-assisted instruction
b. Peer support systems
a. Cooperative arrangements
Items
WA KS OR
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Question 8: As you assess students' mastery of course content, to what degree do you use the following accommodations?
5
2.2
2.3
2.2
3.2
4.6
4.1
1.6
4
2.9
3.6
2.7
5.5
5.6
1.4
6
2.8
1.8
2.5
3.3
5.8
6
2.5
0 1 2 3 4 5 6 7
h. Other
g. Shortened tests
f. Reader
e. Note taker
d. More than one version of a test
c. Extra time
b. Distraction-free environment
a. Audio cassette recording
Items
WA KS OR
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Question 13: To what degree does success (grade of C or better) for students with disabilities in your course depend on the demonstration of
the following?
3.8
5.1
5.2
5.2
5.8
5.8
5.5
5.9
5.3
6
6.5
6.8
0 1 2 3 4 5 6 7
d. Transfer and application
c. Manipulation of contentknowledge
b. Content knowledge
a. Basic skills/strategies
Items
WA KS OR
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Question 19: To what degree do the factors listed below contribute to academic failure for students with disabilities?
5
5.4
4.9
3.5
4.5
4.4
4
3.4
6.4
4.7
4.4
3.9
4.1
4.7
4.1
4
4
5
4
5
5
3.7
4
5
0 1 2 3 4 5 6 7
h. Youth goals and attitudes
g. Youth skills and abilities
f. Planning apportunities andsupport
e. Teaching methods
d. Tests and assessment methods
c. Textbooks and materials
b. Curriculum standards andemphasis
a. School-wide structures andpolicies
Items
WA KS OR
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Question 29: To what degree:
2.8
3.3
2.5
2.4
2.2
2.3
5.3
3.2
5.7
5.8
4.1
4.1
5.6
6
3
6.5
2
4
4
3.5
5.5
0 1 2 3 4 5 6 7
g. Do IEP decisions have a negativeeffect on other students?
f. Do you think that IEP decisionsare realistic for you to
implement?
e. Do you want to be moreinvolved in IEP decisions?
d. Have IEP decisions affectedyour teaching?
c. Are you informed of how IEPdecisions will affect your course?
b. Have you been involved inattending IEP meetings?
a. Are you aware of the IEPprocess?
Items
WA KS OR
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Question 31: To what degree:
5.1
4.2
4.2
4.3
3.9
3.7
7
2
4
0 1 2 3 4 5 6 7
c. are there constraints orbarriers that prevent you fromimplementing research-based
practices?
b. does your school support theimplementation of research-basedpractices to enhance the learningof students without disabilities
who are low achieving?
a. does your school supportimplementation of research-basedpractices designed to enhance the
learning of students withdisabilities?
Items
WA KS OR
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Question 32: To what degree do you believe that:
3.8
4.1
3.1
3.1
5.3
5.9
4.1
4.1
5
6.8
2
2.7
0 1 2 3 4 5 6 7
d. communicating with the specialeducation teacher about studentswithout disabilities who are low
achieving would be helpful?
c. communicating with the specialeducation teacher about students
with disabilities would be helpful?
b. supports outside your courseare adequate to ensure the
success of students withoutdisabilities who are low achieving
in your course?
a. supports outside your courseare adequate to ensure thesuccess of students with
disabilities in your course?
Items
WA KS OR
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High School Teachers Respond‘Why do Students with Disabilities Fail?’
General education teachers said:• They generally give up.• Not motivated to work.• SPED classification gives them an excuse not to
try.• Ill-prepared.• Lack of parental involvement.• Appropriate accommodations not
made because the disability isn’t understood.
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High School Teachers Respond‘Why do Students with Disabilities Fail?’
Special education teachers said:• Lack of proper nutrition.• Previous low expectations from
teachers/district.• Reading and writing skills.• Poor work habits and organization.• Lack of student motivation and caring.• No or very little accommodations.
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Closing the Performance Gap
The “Core”
Continuum of Content
Literacy
Strong Administrative
Leadership
results from attending to
is promoted by the
only happens through
Promoting Learning Over Coverage for ALL Learners
is about
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Closing the Performance Gap
The “Core”
Continuum of Content
Literacy
Strong Administrative
Leadership
results from attending to
is promoted by the
only happens through
Promoting Learning Over Coverage for ALL Learners
is about
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What’s Should be at the Core?
• Vision
• Efficacy/Beliefs
• Validated instructional practices
• Administrative Leadership
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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 of task difficulty
• Strategies that guide student learning
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Direct Instruction
• Small steps• Probes• Feedback• Diagrams/pictures• Independent
practice
• Clear Explanations• Teacher models• Reminders to use
strategies• Step-by-step
prompts• Review the
learning process
Strategy Instruction
Swanson (1999)
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Responsive Instruction•Continuous Assessment•Instructional Accommodations
•Elaborated Feedback
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Systematic Instruction•Structured •Connected •Scaffolded •Informative
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Intensive Instruction•Sufficient Time•High Engagement
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My, how time can slip away!!
• 10 minutes lost/block (4 blocks/day)– 40 minutes lost/day– 200 minutes (3.3 hours) of lost/week– 105 hours/year or about
17 days!!!
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Closing the Performance Gap
The “Core”
Continuum of Content
Literacy
Strong Administrative
Leadership
results from attending to
is promoted by the
only happens through
Promoting Learning Over Coverage for ALL Learners
is about
![Page 36: Closing the Performance Gap with Research-based Interventions Long Island Association of Special Education Administrators Don Deshler January 16-17, 2003](https://reader036.vdocument.in/reader036/viewer/2022070408/56649e4f5503460f94b4751b/html5/thumbnails/36.jpg)
.
A Continuum of ActionKey Components for Content Literacy
Component 1: Ensure mastery of critical content.
Component 2: Weave shared strategies across classes.
Component 3: Support mastery of shared strategies for targeted strategies.
Component 4: Develop more intensive course options for those who need it.
Component 5: Develop more intensive clinical options for those who need it.
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.
Component 1: Ensure mastery of critical content.
All students learn critical content required in the core curriculumregardless of literacy levels.
Teachers compensate for limited literacy levels by using explicit teaching routines, adaptations, and technology to promote content mastery.
all most some
For example: The Unit Organizer Routine
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Content Enhancement Teaching 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
Vocabulary Routine
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Elida CordoraNAMEDATEThe Unit Organizer BIGGER PICTURE
LAST UNIT /Experience CURRENT UNIT NEXT UNIT /Experience
UN
IT S
EL
F-T
ES
TQ
UE
ST
ION
S
is about...
UN
ITR
EL
AT
ION
SH
IPS
UNIT SCHEDULE UNIT MAP
CURRENT UNIT1 32
4
5
6
7
8
The roots and consequences of civil unrest.
The Causes of the Civil WarGrowth of the Nation The Civil War
Sectionalism
pp. 201-236
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
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
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 to the start of the Civil War?
compare/contrast
1/22
What examples of sectionalism exist in the world today?
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A mammal is a warm-blooded vertebrate that has hair and nurses its young.
CONCEPT DIAGRAM CONVEY CONCEPT
NOTE KEY WORDS
OFFER OVERALL CONCEPT
CLASSIFYCHARACTERISTICS:
21
Always Present Sometimes Present Never Present
Examples: Nonexamples:
PRACTICE WITH NEW EXAMPLE
TIE DOWNA DEFINITION
EXPLORE EXAMPLES
1
3
2
4
5
6
7
33 Key Words Mammal Vertebrate
warm-blooded
nurse their young
has hair
walks on 2 legs walks on 4 legs
cold-blooded
human snake
elephant
whale
+
+
+
duckbillplatypus
swims in water
alligator
shark
bird
elephant
human
warm-blooded
nurse their young
whale
bird
shark
walks on 4 legs
can fly
cold-blooded
bat
can flymoves on the ground
O
Concept Diagram
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Concept Mastery Results
54%
78%
0
10
20
30
40
50
60
70
80
PrePost
Test scores of students with disabilities on unit tests
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The Critical Question
The question that will be the focus of the lesson
Section 1 of the Guide
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Key Terms and Explanations
Important words or phrases that must be understood
in order to answer the Critical Question
Section 2of the Guide
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Supporting Questions
The smaller questions that need to be answered in order to answer the Critical Question
Section 3of the Guide
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The Main Idea Answer
A concise answer to theCritical Question.
Section 4of the Guide
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Use in a Related Area
A question or statement that prompts students to explore
the Main Idea Answer ingreater depth and demonstrate
their understanding of it in a related content area.
Section 5of the Guide
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Overall Idea
A generalization derived from the
main Idea Answerwhich can be appliedto the world at large.
Real-World Use
A question or statement that challenges students
to show how the Mainidea Answer applies
to the real world.
Section 6of the Guide
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Question Exploration Guide: Generalization Results
67
50
6360
56
6460
63
7881
83
88
69
85
9397
0
10
20
30
40
50
60
70
80
90
100
LD LA NA HA LD LA NA HA
Percentage Correct
Comparison group Experimental group
Prejudice Lesson Impetuous Behavior Lesson
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Instructional Methodology• CUE
• DO
• REVIEW
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.
A Continuum of ActionKey Components for Content Literacy
Component 1: Ensure mastery of critical content.
Component 2: Weave shared strategies across classes.
Component 3: Support mastery of shared strategies for targeted strategies.
Component 4: Develop more intensive course options for those who need it.
Component 5: Develop more intensive clinical options for those who need it.
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.
Component 2: Weave shared strategies across classes.
Teachers embed selected learning strategies in core curriculum courses through direct explanation, modeling, and required application in content assignments.
For example: Teachers teach the steps of a paraphrasing strategy (RAP), regularly model its use, and then embed paraphrasing activities in course activities through the year to create a culture of “reading to retell.”
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““It’s strange that It’s strange that we expect students we expect students to learn, yet spend to learn, yet spend so little time so little time teaching them teaching them about learning!”about learning!”
Norman, 1980Norman, 1980
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““In times of change In times of change learners inherit the learners inherit the earth, while the learned earth, while the learned find themselves find themselves beautifully equipped to beautifully equipped to deal with a world that deal with a world that no longer exists!”no longer exists!”
Eric HofferEric Hoffer
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Embedded Strategy Instruction
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Memory StrategyMemory Strategy• FForm a word with first letters
• IInsert a letter
• RRearrange the letters
• SShape a sentence
• TTry combinations
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Large Group InstructionI Do It!• Review the steps of the strategy• Explain how it will help them learn• Specify what they need to do• Think out loud• Problem solve• Attack the challenge in different ways• Address errors from previous day’s work
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Large Group InstructionWe Do It!
• Ask for strategy steps• Ask students to explain how they’re
thinking• Shape student responses• Encourage students with authentic
praise• Evaluate student understanding• Re-instruct if necessary
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Large Group InstructionYou Do it!
• Let students perform independently• Give brief, specific, constructive
feedback• Identify categories of error to identify the
focus for the next day’s session• Have students record their grade on a
progress chart
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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
Sentences
Paragraphs
Error Monitoring
Themes
Assignment Completion
Test-Taking
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Self-Questioning Strategy
• 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
0
10
20
30
40
50
60
comparison experimental
Textbook quiz
7th Grade Science Class: Growth Scores
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State Writing Assessment
94
74.585
0102030405060708090
100
Percentage of Students Passing the Michigan
State Writing Assessment
Strategies School Mean of OtherSame-Sized
School
State Average
State Writing Assessment
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.
A Continuum of ActionKey Components for Content Literacy
Component 1: Ensure mastery of critical content.
Component 2: Weave shared strategies across classes.
Component 3: Support mastery of shared strategies for targeted strategies.
Component 4: Develop more intensive course options for those who need it.
Component 5: Develop more intensive clinical options for those who need it.
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.
Component 3: Support mastery of shared strategies for targeted strategies.
Students who have difficulty mastering the strategies presented in courses by content teachers are provided more instruction in the strategies through specialized, more intensive instruction delivered by support personnel.
For example: When core curriculum teachers notice students having difficulty learning and using strategies such as paraphrasing they work with support personnel to provide more intensive instruction.
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Intensive Strategy Instruction
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Eight Stage Instructional Process
1. Pretest and Make Commitments2. Describe3. Model4. Verbal Practice5. Controlled Practice6. Advanced Practice7. Posttest and Make Commitments8. Generalization
Daily instruction for 6 to 8 weeks in each strategy.
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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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High School Reading (Decoding)
5.3
5.8 5.7
6.5
5.4
6.4
9.1
6.2
8.5
5.8
9.1
6.8
0
1
2
3
4
5
6
7
8
9
10
Grade Level
Comparison group Experimental group
Male African Americans Male Hispanics Male Caucasians
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.
A Continuum of ActionKey Components for Content Literacy
Component 1: Ensure mastery of critical content.
Component 2: Weave shared strategies across classes.
Component 3: Support mastery of shared strategies for targeted strategies.
Component 4: Develop more intensive course options for those who need it.
Component 5: Develop more intensive clinical options for those who need it.
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Component 4: Develop more intensive course options for those who need it.
Students learn literacy skills and strategies through specialized, direct, and intensive instruction in listening, speaking, reading, and writing through carefully designed and delivered courses.
For example: Courses in researched-based reading Programs such as the SRA Corrective Reading Program are created for students.
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.
A Continuum of ActionKey Components for Content Literacy
Component 1: Ensure mastery of critical content.
Component 2: Weave shared strategies across classes.
Component 3: Support mastery of shared strategies for targeted strategies.
Component 4: Develop more intensive course options for those who need it.
Component 5: Develop more intensive clinical options for those who need it.
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Component 5: Develop more intensive clinical options for those who need it.
Students with underlying language disorders learn the linguistic, metalinguistic, and metacognitive underpinnings they need to acquire content literacy skills and strategies.
For example: Speech and language pathologists work with students whose language disorders to teach the language skills needed to acquire critical literacy skills and strategies.
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Summary of Key Ideas Related to Content literacy
1. The purpose of literacy is to increase the learning of critical information.
2. Content literacy requires fluent decoding. 3. Common strategies are taught and reinforced by all
teachers. 4. Responsive and systematic instruction is provided
on a continuum of intensity. 5. Students must master critical content regardless of
literacy competence.
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Closing the Performance Gap
The “Core”
Continuum of Content
Literacy
Strong Administrative
Leadership
results from attending to
is promoted by the
only happens through
Promoting Learning Over Coverage for ALL Learners
is about
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Administrative Leadership
•Ensure right conditions are in place for student success
•Create a professional culture of “calling,” high expectation, and success
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Student Success
Validated practices
Fidelity implementation
Coordinated implementation
Quality Professional Development
Strong Administrative Leadership
++++
=
Visio
n Beliefs
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“What matters most in the work
that we do?”
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The answer to that The answer to that question will question will impact the degree impact the degree to which the to which the “performance gap” “performance gap” is closed.is closed.
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Curriculum-relevant therapyCurriculum-relevant therapy is a kind of intervention that engages adolescents in meaningful, relevant, results oriented work, leading to academic success.
The Speech-Language Pathologist Provides Curriculum-Relevant Therapy
Practice Principles:Practice Principles: 1. Intervention provided by the
SLP should be therapeutic, or clinical, in nature.
2. Intervention should relate directly to what students have to learn in school.
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What is Strategic Tutoring?
• Usually one-to-one instruction• With a highly skilled instructor• Who assesses, constructs, weaves,
and plans for transfer using• Strategies for learning how to learn• While helping youth complete class
assignments
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Strategic Tutoring Instructional Phases
Assessing Constructing
TEACHING
TransferringModeling
Checking
Supporting
“I Do”
“We Do”
“You Do”
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ASSESSING PHASEDid the tutor: Ask about the assignment? Review previous performance on similar
assignments? Determine the student’s current strategy? Ask if the current strategy works? Provide rationale for creating a new strategy? Gain the student’s commitment? Make a commitment to the student? Determine if the tutor knows a strategy for the task at hand? Decide which strategic pathway to follow?
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CONSTRUCTING PHASEIf BUILDING a strategy, did the tutor:
Begin working on the assignment? Stand back and analyze what the student and tutor
are doing to complete the task? List the steps of the strategy with the student? Have the student list the steps of the strategy? Compare the new strategy with the old strategy?
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Did the tutor: MODEL (I Do) the strategy for the student Explain the student’s role during modeling? Model the steps of the strategy? Involve the student during the modeling activity? CHECK (We Do) the student’s understanding of the strategy Ask the student to list the steps of the strategy? Have the student discuss the importance of the strategy and where the strategy
could be used? Ask the student if they wish to modify the strategy? SUPPORT (You Do) the acquisition of the strategy Cue the student to the use of the strategy? Ask guiding questions? Guide the student through assignment completion? Provide positive and corrective feedback?
TEACHING PHASE
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TRANSFERRING PHASEDid the tutor:
Celebrate strategy mastery with the student? Ask the student to compare current performance with
performance before learning the strategy? Develop a plan for using the strategy in other settings?
Identify specific settings and classes? Identify specific assignments and due dates? Identify dates and times to work on assignments? Identify dates to review results of independent strategy usage?
Follow up on student use of the strategy? Provide feedback if necessary?
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Strategic Tutoring Instructional Phases
Assessing Constructing
TEACHING
TransferringModeling
Checking
Supporting
2-3 min 3-5 min
SEVERAL WEEKS
3-4 min
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Student Strategy Knowledge “Tell me everything you do when you......”
Pre Strategic Tutoring Post Strategic Tutoring
Andre’: Math StrategyOct. 13, 1998
• I take notes from the• overhead.• I use the notes if I don’t • remember.
Andre’: Math StrategyDec. 7, 1998
First, I have a separate folder for math assignments.• I read the problem aloud.• I underline information• Compare to other • problems(look at example • in the book).• Make up a guess• Solve parts of the problem.• Check my work
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Pre Strategic Tutoring Post Strategic Tutoring
Andre’: Organizational StrategyNov 2, 1998Put my papers for class in each• textbook(science assignment in• science text).• overhead.• Also put papers in bottom of • backpack.
Andre’: Organizational Strategy Dec. 7, 1998Use a notebook and • separate folder for each• subject.• The tutor checks my weekly/ • daily planner. • Use a grid for the planner • and put sports stickers for • each daily schedule that was • complete.• I look at the board each • class for notes written by the • teacher.• Copy the dates and • assignments from the board • and due dates.
Student Strategy Knowledge
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Strategic Tutoring ModelThe 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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Preliminary Data Analysis (1)
• Scores earned in general education tutored classes on Quizzes and Tests
• N= 32; Chase and Landon– 1:1 tutoring Pre= 59% Post= 73% – 1:3 tutoring 59% 64%– HmWk help 65% 66%– Comparison 63% 55%
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Preliminary Data Analysis (2)
• GPA for all classes• N= 32; Chase and Landon
– Chase 1:1 Pre= .83 Post= 2.25– Landon 1:1 .29 1.57– Chase 1:3 1.10 1.65– Landon 1:3 1.50 1.50– HmWk help .50 .62– Comparison 2.00 1.00
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What Can the Content Literacy Continuum Do for Schools?
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The Performance GapThe Performance GapDemands/Skills
Years in School
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ContentContent::Rigorous academic
standards
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Helps professionals differentiate complementary roles.
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Focuses on change at the school level.
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Addresses, national, state, and district priorities in literacy.
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You want me to do what?