VIRGINIA CLC 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
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VIRGINIA CLC 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
CAMS STATISTICS • SIZE: 420 Students • GRADE LEVELS: 6, 7, 8 • FACULTY:38 • COMMUNITY: Rural • STUDENT POPULATION: • 3% Minority • 17% Special Education
JRHS STATISTICS • Size: 480 Students • Grade Levels: 9 -12 • Faculty: 45 • Community: Rural • Student Population: • 3% Minority • 16% Special Education
Literacy 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
. Content Literacy (CLC) A Continuum of Action 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.
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
SIM Student Success Learning Strategies Curriculum Content Enhancement Routines Research-Validated Practices
TheStrategicInstructionModel 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: What students do: Learn critical content regardless of literacy levels What teachers do: Use content enhancement routines to reachall learners
NAME The Unit Organizer DATE Expanded Unit Map 9 is about... 10 NEW UNIT SELF-TEST QUESTIONS Content Enhancement Routines through Teacher tools to promote mastery in partnership with students through Planning & Leading Learning Increasing Performance through through Explaining Text, Topics, and Details Teaching Concepts KU-CRL
Content Enhancement Routines Planning and Leading Learning Course Organizer Unit Organizer Lesson Organizer Teaching Concepts Concept Mastery Routine Concept Anchoring Routine Concept Comparison Routine Explaining Text, Topics, and Details Framing Routine Survey Routine Clarifying Routine Increasing Performance Quality Assignment Routine Question Exploration Routine Recall Enhancement Routine Order Routine
Content Enhancement A 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.
TheStrategicInstructionModel Learning Strategies Curriculum Tools for students to become independent learners by learning how to learn.
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. Objective:To integrate key learning strategies into and across core curriculum courses.
NAME The Unit Organizer DATE Expanded Unit Map 9 is about... 10 NEW UNIT SELF-TEST QUESTIONS Learning Strategies Curriculum How to learn and use what has been learned through through Social & Motivational Acquisition through through Related to social interaction and motivation Related to reading Storage Expression of Competence Related to storing and remembering information Related to expressing information in writing and demonstrating competence 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
CLCLevel 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 I • Content Enhancement • Level II • Learning Strategies Embedded • Level III • Jumpstart • SOL Remediation Classes • “Resource Support”: needs on-going support • Level IV • 1 block: LANGUAGE! reading • 1 block: English with SW / PW Consultative Consultative &/or intermittent service LEVEL V Level III assist or Level V Some service More service Most service
Primary Goal is about Closing the Performance Gap through the By using Strategic Instruction Model™ Content Literacy Continuum™