1. VIRGINIA CLC Demonstration Site BOTETOURT COUNTY

2. 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

3. SCHOOL DIVISION Initiatives Curriculum alignment Benchmark assessments Inclusive practices for Special Education Research-validated instructional practices Teacher evaluation School Improvement Plans

4. Central Academy Middle School

5. CAMS STATISTICS SIZE: 420 Students GRADE LEVELS: 6, 7, 8 FACULTY:38 COMMUNITY: Rural STUDENT POPULATION: 3% Minority 17% Special Education

6. James River High School

7. Size: 480 Students Grade Levels: 9 -12 Faculty: 45 Community: Rural Student Population: 3% Minority 16% Special Education JRHS STATISTICS

8. is the door to content acquisition.

9. “ 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

10. . 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. Content Literacy (CLC) A Continuum of Action

11. Achieving the Literacy Goal Using the Strategic Instruction Model (SIM TM ) to support the Content Literacy Continuum (CLC TM ) 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

12. Learning Strategies Curriculum Content Enhancement Routines Research-Validated Practices

13. The Strategic Instruction Model 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.

14. 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 reach all learners

15. NAME DATE The Unit Organizer NEW UNIT SELF-TEST QUESTIONS Expanded Unit Map is about... 9 10 Content Enhancement Routines Planning & Leading Learning Increasing Performance Teaching Concepts Teacher tools to promote mastery in partnership with students through Explaining Text, Topics, and Details KU-CRL

16. Content Enhancement Routines Planning and Leading Learning Course Organizer Unit Organizer Lesson Organizer Explaining Text, Topics, and Details Framing Routine Survey Routine Clarifying Routine Teaching Concepts Concept Mastery Routine Concept Anchoring Routine Concept Comparison Routine Increasing Performance Quality Assignment Routine Question Exploration Routine Recall Enhancement Routine Order Routine

17. 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.

18. The Strategic Instruction Model Learning Strategies Curriculum Tools for students to become independent learners by learning how to learn.

19. Objective: To integrate key learning strategies into and across core curriculum courses. 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.

20. NAME DATE The Unit Organizer NEW UNIT SELF-TEST QUESTIONS Expanded Unit Map is about... 9 10 Learning Strategies Curriculum How to learn and use what has been learned Storage Acquisition Expression of Competence Related to reading Related to storing and remembering information Related to expressing information in writing and demonstrating competence through Social & Motivational Related to social interaction and motivation through KU-CRL

21. 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*

22. 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

23. CLC Level 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

24. 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

25. CLC Level 4 is - basic skill instruction in reading (decoding, fluency, comprehension), writing, listening, and speaking for students functioning below a 4 th 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

26. 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

27. 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

28. Closing the Performance Gap Strategic Instruction Model™ Content Literacy Continuum™ through the By using Primary Goal is about