1. High School Literacy Don Deshler

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

3. SUBJECT MATTER STRATEGIES SKILLS LANGUAGE A Continuum of Literacy Instruction (RTI -- Tiered Instruction ) HIGHER ORDER 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 Literacy “Synergy” Improved Literacy CONTENT CLASSES Level 1. Enhanced Content Instruction CONTENT CLASSES Level 2. Embedded Strategy Instruction Level 3. Intensive Strategy Instruction strategy classes strategic tutoring Level 4. Intensive Basic Skill Instruction KU-CRLCLC- Lenz, Ehren, &Deshler, 2005 Level 5. Therapeutic Intervention Foundational language competencies

5. 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 Level 1, 2, 3

6. The Performance Gap 121110987654312111098765431 Years in School Grade Level Expectations Demands Skills

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

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

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

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

12. Lessons learned by KU-CRL about improving secondary school outcomes… 1.Initiatives should be driven by high expectations that prepare students for college and post-secondary success 2.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 3.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