Adolescent Literacy Assessment: Observing and Coaching Evidence-Based Instruction in Discipline-Specific Classrooms Spotlight on Assessment, Evaluation, and Research. Joshua Wilson Yan Wei Michael Faggella-Luby, PhD. 3/26/2013. Overview. Setting the Stage
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Adolescent Literacy Assessment: Observing and Coaching Evidence-Based Instruction in Discipline-Specific ClassroomsSpotlight on Assessment, Evaluation, and Research
Michael Faggella-Luby, PhD
Who is “at-risk”?
Students who are successful during their 9th grade year are 3.5 times more likely to graduate
Allensworth, E., & Easton, J. (2005). The on-track indicator as a predictor of high school graduation. Chicago: Consortium of Chicago School Research
Megan, Kathleen (10/27/2010). “Many state high school graduates attending public colleges unprepared.”Hartford Courant.
PROPORTION OF VARIANCE IN STUDENT GAIN SCORES-- READING, MATH (Gr.4,8,10)-- EXPLAINED BY LEVEL--PROSPECTS STUDY
ROWAN, ET AL., “. . .PROSPECTS. . .”TEACHERS COLLEGE RECORD( 2005).
Slide From R. Elmore
How can we explain these outcomes?
Schumaker et al., 2002
2. Give directions
4. Ask question
7. Verbal rehearsal
8. Simple enhancer
9. Advance organizer
10. Role Play
11. Content Enhancement (complex)
12. Elaborated Feedback
13. Write on board
14. Describe skill/strategy
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Schumaker et al., 2002
Intervention for Students at High Risk
for All Students
Instruction for Students at Some Risk
80% of Students
Alterable Components of Instruction
Biancarosa & Snow, 2004
Faggella-Luby & Deshler, 2008
Gersten et al., 2001
Graham & Hebert, 2010
Torgesen et al., 2007
Example: Social Studies Classroom
CCSS: R1-R3; L4-L6
CCSS: R7-9; R10
CCSS: L4, RF3-RF4
CCSS: L1-L2; W4-W6; W1-W3
A significant difference between struggling readers and their typically achieving peers is not what they are taught about literacy, but how they are taught!
Introduce lesson objectives
Present new content
Strategy Cueing and Questioning
Corrective and elaborative feedbackPedagogy That Builds Literacy Skills
References: Faggella-Luby& Deshler, 2008; Rosenshine,1995; Swanson, 1999; Swanson & Hoskyn, 2001
An electronic search was conducted for studies published between 1990 to 2012 from the ERIC, PsycINFO and PQDT. To be included in this summary, a study was required to meet the following criteria:
Summarized research from the following elements:
Reasons to share:
Putting Adolescent Literacy Content & Pedagogy Together
“We can have 30 years of research on instruction, but if it doesn’t get implemented by teachers, it’s not going to make a big difference.What we want to know is what’s the most efficient way to translate those ideas into practice in the classroom.”–Jim Knight, KUCRL
The Observation Tool measures the behavior, but how do we change the behavior?
Clarify the lesson objectives
Increase the frequency
Provide timely feedback after observation
Extend the observation time
Deepen the observational tools
For Follow-Up or More Information: