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High School Literacy Don Deshler

High School Literacy Don Deshler. HIGHER ORDER. Building Blocks for Content Literacy. SUBJECT MATTER. STRATEGIES. SKILLS. LANGUAGE. HIGHER ORDER. SUBJECT MATTER. STRATEGIES. SKILLS. LANGUAGE. A Continuum of Literacy Instruction (RTI -- Tiered Instruction ).

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High School Literacy Don Deshler

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  1. High School LiteracyDon Deshler

  2. HIGHER ORDER Building Blocks for Content Literacy SUBJECT MATTER STRATEGIES SKILLS LANGUAGE

  3. HIGHER ORDER SUBJECT MATTER STRATEGIES SKILLS LANGUAGE A Continuum of Literacy Instruction (RTI -- Tiered Instruction ) 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)

  4. CONTENT CLASSES Level 2. Embedded Strategy Instruction CONTENT CLASSES Level 1. Enhanced Content Instruction Level 3. Intensive Strategy Instruction • strategy classes • strategic tutoring Level 4. Intensive Basic Skill Instruction Level 5. Therapeutic Intervention Foundational language competencies Content Literacy “Synergy” Improved Literacy KU-CRL CLC- Lenz, Ehren, &Deshler, 2005

  5. Level 1, 2, 3 Proficient readers are “good at” or have… • Background knowledge • Text/knowledge structure • Vocabulary • Learning strategies • Fluency • Sight word vocabularies • Word recognition Level 1 Level 3, 4, 5

  6. 12 11 10 9 8 7 6 5 4 3 Grade Level • Expectations • Demands • Skills Years in School The Performance Gap

  7. Infrastructure Supports The Performance Gap • Infrastructure Supports • Flexible Scheduling • Time for Teacher Learning and Planning • Behavioral Supports • Smaller Learning Communities Grade Level • Expectations • Demands • Skills Existing Support Years in School

  8. System Learning Supports • Progress Monitoring • Collaborative Problem-Solving • Instructional Coaching • Professional Learning The Performance Gap / Grade Level • Expectations • Demands • Skills System Learning Supports Infrastructure Supports Current Supports Years in School

  9. Instructional Core • Standards-Informed Curriculum Planning • Connected Courses & Coherent Learning • Continuum of Literacy Instruction • Motivation Strategies • Engaging Instructional Materials & Activities • Student-Informed Teaching The Performance Gap / Instructional Core System Learning Supports Infrastructure Supports Current Supports Grade Level • Expectations • Demands • Skills Years in School

  10. System change must be closely tied to the individual within the system Shared… • Vision…that allows individual contributions • Knowledge…that leads to individual learning • Leadership…that seeks the voice of individuals • Responsibility…that shapes individual planning and action • Evaluation…that guides self assessment • Accountability…that motivates individual action

  11. Vision Knowledge Leadership Instructional Core System Learning Supports Standards-Informed Curriculum Planning Connected Courses & Coherent Learning Continuum of Literacy Instruction Motivation Strategies Engaging Instructional Materials & Activities Student-Informed Teaching Progress Monitoring Collaborative Problem Solving Instructional Coaching Professional Learning Responsibility Evaluation Accountability Critical Values for System Change Shared… Improved Outcomes + = Infrastructure Supports + • Flexible Scheduling • Time for Teacher Learning and Planning • Extended Learning Time • Behavioral Supports • Smaller Learning Communities College Readiness and Postsecondary Success + = + …that respects the individual in the system

  12. Lessons learned by KU-CRL about improving secondary school outcomes… • Initiatives should be driven by high expectations that prepare students for college and post-secondary success • The literacy needs of adolescents vary greatly -- these differences must be accounted for in a continuum of instruction that meets the needs of all students • Change initiatives should be undertaken in light of individual school resources, values, and skill sets

  13. Lessons learned by KU-CRL about improving secondary school outcomes… (continued) • 4. The secondary school culture must explicitly reinforce literacy with sufficient authentic and explicit practice embedded across all subject areas • 5. There is a interactive synergistic relationship based on principles of learning that cuts across a continuum of literacy instruction (i.e., CLC) • 6. Critical instructional and infrastructural elements must be leveraged at the school and district level

  14. Contact Don Deshler 785.864.4780 ddeshler@ku.edu

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