KUCRLLEARNINGCONFERENCE2018:TACKLINGADOLESCENTLITERACY:ASIX-STEPGUIDEFORASCHOOL-WIDEAPPROACH

Lesson#1:TietheWorktoaCommonVision:

TheNorthCarolinaVisionandMissionStatement:• VisionStatement:WearecommittedtobuildingcapacitytoprovidehighqualityprofessionaldevelopmenttargetingadolescentliteracyanchoredinEvidenceBasedPracticesandsupportedbytechnicalassistanceandcoaching,resultinginincreasedteacherknowledgeandsustainedimplementationofhighlyeffectiveclassroompractices.

• MissionStatement:Ourmissionistoincrementallybuildastatewideapproachtoestablishanunderstandingofthecomponentsofadolescentliteracyprogrammingandreplicatesuccessesacrossthestatebybuildingacorenetworkofprofessionaldevelopersatthestate,regionalandlocallevel.

Lesson#2:DeliveraConsistentMessage:

• Establishacommonframeworkforunderstandingadolescentliteracy(RefertotheAdolescentLiteracyFrame)

• Createaplanfordeliveringtheinitialinformation.Lesson#3:AssesstheLevelofReadinessforChange:

• Taketimetounderstandtheschoolthatisundergoingthechange.(RefertotheStaffSurvey)• Reviewdatafromvarioussourcestoidentifyareasofneed.(RefertotheLiteracyProfileWorksheet)• Developsystemsofsharedleadershiptohelpmakedecisionsanddrivethechange.

Lesson#4:DesignaRobustPlanforProfessionalDevelopment,CoachingandMentoring.

• Createaprofessionaldevelopmentplanthataddressestheareasofneedidentifiedintheliteracyprofile.

(RefertotheAdolescentLiteracyActionPlanForm)• Buildpositiveworkingrelationships.

Lesson#4:BuildCapacity:

• Identifyindividualswhoexhibitpotentialandrecruitthemtoassumeleadershiproles.• Bepreparedtoaddressshiftsinkeypersonnel.• Takeadvantageofthemicro-credentialsystemofcertification.

Lesson#5:DON’TGIVEUP!

• “Improvementseldom,ifever,occursonastraighttrajectory;ittypicallyinvolvesbumpsandslides,aswellasgratifyingleaps.”

SchoolReformfromtheInsideOut:Policy,Practice,andPerformance byRichardF.Elmore

TacklingAdolescentLiteracyASystematicGuideforaSchool-WideApproach

www.sim.kucrl.orgwww.ncsip.orgwww.evidenceforessa.orgwww.adlit.org/webcasts/makingroom/AllianceforExcellentEducation.AdolescentLiteracy:BridgingtheCollege-andCareer-ReadinessGaphttp://all4ed.org/reports-factsheets/adolescentliteracybridging/ Biancarosa,C.,&Snow,C.E.(2006).Readingnext—Avisionforactionandresearchinmiddleandhighschoolliteracy:AreporttoCarnegieCorporationofNewYork(2nded.).Washington,DC:AllianceforExcellentEducation.Afull-textPDFisavailableforfreedownloadfromwww.all4ed.organdwww.carnegie.org/literacyhttps://www.carnegie.org/media/filer_public/b7/5f/b75fba81-16cb-422d-ab59-373a6a07eb74/ccny_report_2004_reading.pdf Boulay,Beth,BarbaraGoodson,MichaelFrye,MichelleBlocklin,andCristoferPrice.(2015).SummaryofresearchgeneratedbyStrivingReadersontheeffectivenessofinterventionsforstrugglingadolescentreaders(NCEE2016-4001).Washington,DC:NationalCenterforEducationEvaluationandRegionalAssistance,InstituteofEducationSciences,U.S.DepartmentofEducation.ThisreportisavailableontheIESwebsiteathttp://ies.ed.gov/ncee.http://ies.ed.gov/ncee/pubs/20164001/pdf/20164001.pdf CarnegieCouncilonAdvancingAdolescentLiteracy.(2010).Timetoact:Anagendaforadvancingadolescentliteracyforcollegeandcareersuccess.NewYork,NY:CarnegieCorporationofNewYork.Afull-textPDFofthisdocumentisavailableforfreedownloadfromwww.carnegie.org/literacyhttps://www.carnegie.org/media/filer_public/8c/8d/8c8dfd82-b5fc-4bb9-8bd1-bb262175eaf4/ccny_report_2010_tta_agenda.pdf Kamil,M.L.,Borman,G.D.,Dole,J.,Kral,C.C.,Salinger,T.,andTorgesen,J.(2008).Improvingadolescentliteracy:Effectiveclassroomandinterventionpractices:APracticeGuide(NCEE#2008-4027).Washington,DC:NationalCenterforEducationEvaluationandRegionalAssistance,InstituteofEducationSciences,U.S.DepartmentofEducation.Retrievedfromhttp://ies.ed.gov/ncee/wwc.ThisreportisavailableontheIESWebsiteathttp://ies.ed.gov/ncee/wwc.http://files.eric.ed.gov/fulltext/ED502398.pdf Hock,M.R.,Brasseur,I.F.,Deshler,D.D.Catts,H.W.,Marquis,J.G.,Mark,C.A.,Stribling,J.W.WhatistheReadingComponentSkillProfileofAdolescentStrugglingReadersinUrbanSchools?LearningDisabilitiesQuarterly,32no1,Winter2009. WhatContent-AreaTeachersShouldKnowAboutAdolescentLiteracy.Todownloadthisdocument,visitwww.nifl.gov.https://lincs.ed.gov/publications/pdf/adolescent_literacy07.pdf

Listedbelowaresomerecommendationstoconsiderwhenestablishingaschool-wideapproachto

adolescentliteracy.(Adaptedfrom:CreatingaCultureofLiteracy:AGuideforMiddleandHigh

SchoolPrincipals,NationalAssociationofSecondarySchoolPrincipals,Reston,Virginia,2005)

• Identifystrengthsandweaknessesintheareaofliteracy.

o Developadataplantodeterminetheliteracylevelsofyourstudents.

o Selectareasforimprovement

o Determinethesystemschangesneededtosupportaliteracyinitiative.

• DevelopaLiteracyLeadershipTeamto:

o Developandprioritizeneedsanddeterminehotomeetthoseneeds

o Collectandanalyzemultipleformsofdatatosharewithstaff.

o Supporttheimplementationofresearch-validatedmethodstoincreaseliteracy.

• Createacollaborativeenvironmentthatfosterssharingandlearning.

o Provideopportunitiesforteacherstoworktogetherandtodiscussissues.

o Encouragecollaborativepractices.

o Buildcapacitybyfosteringleadershipskillswithinthefaculty.

• Developaschool-wideorganizationalmodelthatsupportsextendedtimeforliteracy

instruction.

o Createperiodsfordifferentlevelsofintensityofinstruction

o Engagestaffindecisionsabouthowtochangethescheduletoprovideliteracy

instruction.

• Developaschool-wideplantoaddresstheprofessionaldevelopmentneedsofteachers.

o Focusprofessionaldevelopmentonresearch-validatedpracticesthatcanbe

implementedschool-wideforallteachers.

o Targetprofessionaldevelopmentforteacherswhoprovidemoreintensivelevelsof

literacyinstruction.

o Providejob-embeddedsupport,coachingandprofessionaldevelopment.

o Provideadministrativesupport,e.g.classroomvisits,verbalsupport,etc.

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PLEITZELL,EGIBBS

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NSA

SCE

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SecondaryLiteracyProfile

ResultsontheStateAssessm

ent:

Listpercentageofstudentsperformingateachlevel.

ELAAssessment

%StudentsatLevel1

%StudentsatLevel2

%StudentsatLevel3

%StudentsatLevel4

%StudentsatLevel5

Grade6

Grade7

Grade8

Grade9

Grade10

Grade11

Grade12

Math

Assessment

%StudentsatLevel1

%StudentsatLevel2

%StudentsatLevel3

%StudentsatLevel4

%StudentsatLevel5

Grade6

Grade7

Grade8

Grade9

Grade10

Grade11

Grade12

Indicateallsourcesofassessmentinformationyoureceiveorhaveaccesstoontheskillsofyourstudentsinthefollowing

areas(state,districtorschoolassessments,etc)

A. Decodingproficiency

_____yes_____no

Source:______________________________

B. Readingfluency

_____yes_____no

Source:______________________________

C. Readingvocabulary

_____yes_____no

Source:______________________________

D. Readingcom

prehension

_____yes_____no

Source:______________________________

E. Motivation/attitudes

_____yes_____no

Source:______________________________

F. Orallanguageproficiency

_____yes_____no

Source:______________________________

G. Oralvocabulary

_____yes_____no

Source:______________________________

PLEITZELL,EGIBBS

_UNIVER

SITY

OFKA

NSA

SCE

NTERFO

RRE

SEARC

HONLEA

RNING2

InstructionalChallengesandPractices:

Identifythefollowingitemsthatw

ouldsupporttheliteracylevelsofyourstudentsw

ithaplus(+).Identifythosethathinder

theliteracylevelsofyourstudentsw

ithaminus(-).Placeyouranswerstotherightofyourchoices.

Whatarethegreatestreading-relatedchallengesfacingyourstudents?Ranktheareasofgreatestconcern(1)toareasofleast

concern(8).Placeyourratingstotherightofeachchoice.

Reading

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Reading

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Vocabulary

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Motivation

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Knowledge

Studentm

obility

Teacherexpectations

Studentm

otivation

EnglishProficiency

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FamilyLiteracyPractices

Previousinstruction

ParentalSupport

Studentability

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teachersregardingstudent

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UNIVER

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OFKA

NSA

SCE

NTERFO

RRE

SEARC

HONLEA

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BuildingBlocksofLiteracySupports

Literacysupportsshouldbeprovidedatalllevels(buildingblocks).Pleaselistwhatiscurrentlyinplaceaswellaswhatis

neededtosupportliteracyacrosstheschool.

LevelofInstruction

FocusofActions

Example

WhatWeHave

WhatWeNeed

Level1:

Ensuremasteryof

criticalcontent

Allstudentslearncriticalconten

trequiredinthecorecurriculum

,regardlessofliteracylevels.

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year.

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Supportmasteryof

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targetedstrategies.

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supportpersonnel.

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basicliteracy

elem

ents.

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inten

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carefullydesignedanddelivered

courses.

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readingprogram

ssuchas

Corre

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offeredtostudentswith

basicskilldeficits.

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Delivertherapeutic

language

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disorderslearnthelinguistic

underpinningstheyneedto

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strate

gies.

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