The Performance Gap
- 1. The Performance Gap Skills/ Demands Years in School
- 2. The Performance Gap Skills/ Demands Years in School
- 3. The Performance Gap Skills/ Demands Years in School
- 4. The Performance Gap Skills/ Demands Years in School
- 5. The Performance Gap Skills/ Demands Years in School
- 6. The Performance Gap 2013-2014 2Yrs 2 1/2Yrs Skills and Demands 1 1/2Yrs 1Yr 9 th The “Gap” 5 th Years in School 9 th
- 7. The Performance Gap 2013-2014 2Yrs 2 1/2Yrs Skills and Demands 1 1/2Yrs 1Yr 9 th The “Gap” 5 th Years in School 9 th
- 8. The Performance Gap 2013-2014 2Yrs 2 1/2Yrs Skills and Demands 1 1/2Yrs 1Yr 9 th The “Gap” 5 th Years in School 9 th
- 9. The Performance Gap 2013-2014 2Yrs 2 1/2Yrs Skills and Demands 1 1/2Yrs 1Yr 9 th The “Gap” 5 th Years in School 9 th
- 10. The Performance Gap 2013-2014 2Yrs 2 1/2Yrs Skills and Demands 1 1/2Yrs 1Yr 9 th The “Gap” 5 th Years in School 9 th
- 11. Then ask…. Five questions about literacy supports currently in place.
- 12. 5 Questions
- 13. 5 Questions 1. What’s in place in core classes to ensure that students will get the “critical” content no matter what level their literacy skills?
- 14. 5 Questions 1. What’s in place in core classes to ensure that students will get the “critical” content no matter what level their literacy skills? 2. Are procedures for teaching powerful learning strategies embedded in courses across the curriculum?
- 15. 5 Questions 1. What’s in place in core classes to ensure that students will get the “critical” content no matter what level their literacy skills? 2. Are procedures for teaching powerful learning strategies embedded in courses across the curriculum? 3. What happens for students who know how to decode but can’t comprehend well?
- 16. 5 Questions 1. What’s in place in core classes to ensure that students will get the “critical” content no matter what level their literacy skills? 2. Are procedures for teaching powerful learning strategies embedded in courses across the curriculum? 3. What happens for students who know how to decode but can’t comprehend well? 4. What happens for those students who are reading below the 4th grade level?
- 17. 5 Questions 1. What’s in place in core classes to ensure that students will get the “critical” content no matter what level their literacy skills? 2. Are procedures for teaching powerful learning strategies embedded in courses across the curriculum? 3. What happens for students who know how to decode but can’t comprehend well? 4. What happens for those students who are reading below the 4th grade level? 5. What happens for students who have language problems or significant reading disabilities?
- 18. Finally…. Use a “content literacy” framework to determine an action plan
- 19. Building Blocks for Content Literacy
- 20. Building Blocks for Content Literacy HIGHER ORDER
- 21. Building Blocks for Content Literacy HIGHER ORDER SUBJECT MATTER
- 22. Building Blocks for Content Literacy HIGHER ORDER SUBJECT MATTER STRATEGIES
- 23. Building Blocks for Content Literacy HIGHER ORDER SUBJECT MATTER STRATEGIES SKILLS
- 24. Building Blocks for Content Literacy HIGHER ORDER SUBJECT MATTER STRATEGIES SKILLS LANGUAGE
- 25. HIGHER ORDER A Continuum of Literacy Instruction (Content Literacy Continuum -- CLC) SUBJECT MATTER Level 1: Enhance content instruction (mastery of critical content for all regardless of literacy levels) STRATEGIES 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) SKILLS Level 4: Intensive basic skill instruction (mastery of entry LANGUAGE level literacy skills at the 4th grade level) Level 5: Therapeutic or personalized intervention
- 26. HIGHER ORDER A Continuum of Literacy Instruction (Content Literacy Continuum -- CLC) SUBJECT MATTER Level 1: Enhance content instruction (mastery of critical content for all regardless of literacy levels) STRATEGIES 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) SKILLS Level 4: Intensive basic skill instruction (mastery of entry LANGUAGE level literacy skills at the 4th grade level) Level 5: Therapeutic or personalized intervention
- 27. HIGHER ORDER SUBJECT MATTER Level 1: Enhance content instruction (mastery of critical content for all regardless of literacy levels) STRATEGIES 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) SKILLS Level 4: Intensive basic skill instruction (mastery of entry LANGUAGE level literacy skills at the 4th grade level) Level 5: Therapeutic or personalized intervention
- 28. Tiered Framework of Support in Every School 5% (or so) need tertiary support Intensive, personalized 15% (or so) need secondary Focused, smaller instructional support groups, pacing altered Selection of instructional 80% (or so) of students have materials and practices needs met through chosen to meet student implementation of evidence- needs. Implementation based practices with fidelity. Prevention of learning problems or low achievement.
- 29. Tiered Framework of Literacy Support Personalized literacy instruction Tier 3 Coordinated across all levels Reading programs for students needing instruction at the word level Reading programs for students Tier 2 2 to 5 years below grade level Targeted learning strategies embedded in content classes Content Enhancement Tier 1 routines used school-wide
- 30. Tiered Framework of Support in Every School Selection of instructional 80% (or so) of materials and practices students have chosen to needs met through meet student needs. implementation of Implementation with evidence- fidelity. Prevention focus. based practices (Content Enhancement - Level 1 CLC - fits here. Embedded strategies - Level 2 CLC fits here.) 15% (or so) need secondary Focused, smaller instructional support groups, pacing altered Intensive, personalized 5% (or so) need tertiary support
- 31. Tiered Framework of Support in Every School Selection of instructional 80% (or so) of materials and practices students have chosen to needs met through meet student needs. implementation of Implementation with evidence- fidelity. Prevention of based practices learning problems or low achievement. Focused, smaller instructional 15% (or so) need secondary groups, pacing altered (Intensive support Learning Strategies or OTHER program - Level 3 and 4 -fits here.) 5% (or so) need tertiary Intensive, personalized support
- 32. Tiered Framework of Support in Every School Selection of instructional 80% (or so) of materials and practices students have chosen to needs met through meet student needs. implementation of Implementation with evidence- fidelity. Prevention of based practices learning problems or low achievement. 15% (or so) need secondary Focused, smaller instructional support groups, pacing altered Intensive, personalized (Instruction designed to meet 5% (or so) need tertiary specific, individual needs - Level 5 support of CLC - fits here)
- 33. A Continuum of Literacy Instruction Level 1: Enhanced content instruction (strategic teaching to ensure mastery of critical content for all regardless of literacy levels) Level 2: Embedded strategy instruction (routinely weave learning strategies within and across courses as part of large-group instruction) Level 3: Intensive strategy instruction (ensure mastery of specific strategies via research-based instruction in small groups and in tutoring) Level 4: Intensive basic skill instruction (mastery of entry-level literacy skills below the 4th grade level) Level 5: Therapeutic, personalized intervention (mastery of language underpinnings related to curriculum content, learning strategies, and entry level skills)
- 34. Content Literacy “Synergy” CONTENT CONTENT CLASSES CLASSES Embedded Enhanced Content Strategy Instruction Intensive Strategy Instruction Instruction strategy classes strategic tutoring Improved Literacy Intensive Basic Therapeutic, Skill Instruction personalized intervention KU-CRL CLC- Lenz, Ehren, &Deshler, 2005
- 36. 20+ Reports on Adolescent Literacy
- 37. What are the most effective literacy interventions?
Editor's Notes
- #2: This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
- #3: This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
- #4: This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
- #5: This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
- #6: This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
- #7: This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
- #8: This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
- #9: This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
- #10: This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
- #11: This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
- #12: This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
- #13: This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
- #14: This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
- #15: This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
- #16: This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
- #66: • Point # 4: A framework for a comprehensive and coordinated approach. COST EFFECTIVE IN THAT FEWER NEED INTENSIVE INSTRUCTION • Starts with general education. All levels are linked and overlap. NOT segregated, isolated programs and services. A school wide model. Supports SIM AND other programs/interventions