candace s. bos memorial lecture series

Candace S. Bos Memorial Lecture

SeriesUniversity of Texas

September 16, 2002

“A doctor can bury his mistakes, but an architect can only advise his client to plant vines.”

Frank Lloyd Wright

“What matters most in the work

that we do?”

CLOSING THE

PERFORMANC

E GAP

The Performance GapThe Performance GapDemands/Skills

Years in School

Closing the Performance Gap

The “Core”

Continuum of Content

Literacy

Strong Administrative

Leadership

results from attending to

is promoted by the

only happens through

Inclusive Educationis about

Focus of Presentation

• Actions that lead to the biggest improvements in student outcomes> Validated practices implemented with fidelity> Coordinated programming across teachers and sites> Quality professional development> Strong administrative leadership


The “Core”


Literacy


Leadership


is promoted by the



What’s Should be at the Core?

• Vision

• Efficacy/Beliefs

• Validated instructional practices

• Administrative Leadership

VisioVisionn

Efficacy/Efficacy/BeliefsBeliefs

Validated Validated instructioinstructional nal practicespractices

Vaughn, Gersten, & Chard (2000)

• Interventions that benefit SLD also benefit average and high achievers

• Instruction that is visible & explicit

• Instruction that is interactive between students & teacher & between students

• Instruction that controls of task difficulty

• Strategies that guide student learning

Direct Instruction

• Small steps• Probes• Feedback• Diagrams/pictures• Independent

practice

• Clear Explanations• Teacher models• Reminders to use

strategies• Step-by-step

prompts• Review the

learning process

Strategy Instruction

Swanson (1999)

Responsive Instruction•Continuous Assessment•Instructional Accommodations

•Elaborated Feedback

Systematic Instruction•Structured •Connected •Scaffolded •Informative

Intensive Instruction•Sufficient Time•High Engagement

My, how time can slip away!!

• 10 minutes lost/block (4 blocks/day)– 40 minutes lost/day– 200 minutes (3.3 hours) of lost/week– 105 hours/year or about

17 days!!!


The “Core”


Literacy


Leadership


is promoted by the



.

A Continuum of ActionKey Components for Content Literacy

Component 1: Ensure mastery of critical content.

Component 2: Weave shared strategies across classes.

Component 3: Support mastery of shared strategies for targeted strategies.

Component 4: Develop more intensive course options for those who need it.

Component 5: Develop more intensive clinical options for those who need it.

.


All students learn critical content required in the core curriculumregardless of literacy levels.

Teachers compensate for limited literacy levels by using explicit teaching routines, adaptations, and technology to promote content mastery.

all most some

For example: The Unit Organizer Routine

Content Enhancement Teaching Routines

Planning and Leading LearningCourse Organizer

Unit Organizerlesson Organizer

Explaining Text, Topics, and Details

Framing RoutineSurvey Routine

Clarifying Routine

Teaching ConceptsConcept Mastery Routine

Concept Anchoring RoutineConcept Comparison Routine

Increasing PerformanceQuality Assignment Routine

Question Exploration RoutineRecall Enhancement Routine

A mammal is a warm-blooded vertebrate that has hair and nurses its young.

CONCEPT DIAGRAM CONVEY CONCEPT

NOTE KEY WORDS

OFFER OVERALL CONCEPT

CLASSIFYCHARACTERISTICS:

21

Always Present Sometimes Present Never Present

Examples: Nonexamples:

PRACTICE WITH NEW EXAMPLE

TIE DOWNA DEFINITION

EXPLORE EXAMPLES

1

3

2

4

5

6

7

33 Key Words Mammal Vertebrate

warm-blooded

nurse their young

has hair

walks on 2 legs walks on 4 legs

cold-blooded

human snake

elephant

whale

+

+

+

duckbillplatypus

swims in water

alligator

shark

bird

elephant

human

warm-blooded

nurse their young

whale

bird

shark

walks on 4 legs

can fly

cold-blooded

bat

can flymoves on the ground

O

Concept Diagram

Concept Mastery Results

54%

78%

0

10

20

30

40

50

60

70

80

PrePost

Test scores of students with disabilities on unit tests

Question Exploration Guide: Generalization Results

67

50

6360

56

6460

63

7881

83

88

69

85

9397

0

10

20

30

40

50

60

70

80

90

100

LD LA NA HA LD LA NA HA

Percentage Correct

Comparison group Experimental group

Prejudice Lesson Impetuous Behavior Lesson

.







.


Teachers embed selected learning strategies in core curriculum courses through direct explanation, modeling, and required application in content assignments.

For example: Teachers teach the steps of a paraphrasing strategy (RAP), regularly model its use, and then embed paraphrasing activities in course activities through the year to create a culture of “reading to retell.”

““It’s strange that It’s strange that we expect students we expect students to learn, yet spend to learn, yet spend so little time so little time teaching them teaching them about learning!”about learning!”

Norman, 1980Norman, 1980

““In times of change In times of change learners inherit the learners inherit the earth, while the learned earth, while the learned find themselves find themselves beautifully equipped to beautifully equipped to deal with a world that deal with a world that no longer exists!”no longer exists!”

Eric HofferEric Hoffer

Embedded Strategy Instruction

Large Group InstructionI Do It!• Review the steps of the strategy• Explain how it will help them learn• Specify what they need to do• Think out loud• Problem solve• Attack the challenge in different ways• Address errors from previous day’s work

Large Group InstructionWe Do It!

• Ask for strategy steps• Ask students to explain how they’re

thinking• Shape student responses• Encourage students with authentic

praise• Evaluate student understanding• Re-instruct if necessary

Large Group InstructionYou Do it!

• Let students perform independently• Give brief, specific, constructive

feedback• Identify categories of error to identify the

focus for the next day’s session• Have students record their grade on a

progress chart

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

Sentences

Paragraphs

Error Monitoring

Themes

Assignment Completion

Test-Taking

Self-Questioning Strategy

• Attend to clues as you read

• Say some questions

• Keep predictions in mind

• Identify the answer

• Talk about the answers

Self-Questioning-2001 n= 133

0

10

20

30

40

50

60

comparison experimental

Textbook quiz

7th Grade Science Class: Growth Scores

State Writing Assessment

94

74.585

0102030405060708090

100

Percentage of Students Passing the Michigan


Strategies School Mean of OtherSame-Sized

School

State Average


.







.


Students who have difficulty mastering the strategies presented in courses by content teachers are provided more instruction in the strategies through specialized, more intensive instruction delivered by support personnel.

For example: When core curriculum teachers notice students having difficulty learning and using strategies such as paraphrasing they work with support personnel to provide more intensive instruction.

Intensive Strategy Instruction

Eight Stage Instructional Process

1. Pretest and Make Commitments2. Describe3. Model4. Verbal Practice5. Controlled Practice6. Advanced Practice7. Posttest and Make Commitments8. Generalization

Daily instruction for 6 to 8 weeks in each strategy.

Small-Group Instruction

• Pre-test• Describe• Model• Verbal Elaboration

• Controlled Practice• Grade-appropriate

practice• Post-test• Generalization

Word Identification

• Discover the context

• Isolate the prefix

• Separate the suffix

• Say the stem

• Examine the stem

• Check with someone

• Try the dictionary

High School Reading (Decoding)

5.3

5.8 5.7

6.5

5.4

6.4

9.1

6.2

8.5

5.8

9.1

6.8

0

1

2

3

4

5

6

7

8

9

10

Grade Level

Comparison group Experimental group

Male African Americans Male Hispanics Male Caucasians

.








Students learn literacy skills and strategies through specialized, direct, and intensive instruction in listening, speaking, reading, and writing through carefully designed and delivered courses.

For example: Courses in researched-based reading Programs such as the SRA Corrective Reading Program are created for students.

.








Students with underlying language disorders learn the linguistic, metalinguistic, and metacognitive underpinnings they need to acquire content literacy skills and strategies.

For example: Speech and language pathologists work with students whose language disorders to teach the language skills needed to acquire critical literacy skills and strategies.

Curriculum-relevant therapyCurriculum-relevant therapy is a kind of intervention that engages adolescents in meaningful, relevant, results oriented work, leading to academic success.

The Speech-Language Pathologist Provides Curriculum-Relevant Therapy

Practice Principles:Practice Principles: 1. Intervention provided by the

SLP should be therapeutic, or clinical, in nature.

2. Intervention should relate directly to what students have to learn in school.

What is Strategic Tutoring?

• Usually one-to-one instruction• With a highly skilled instructor• Who assesses, constructs, weaves,

and plans for transfer using• Strategies for learning how to learn• While helping youth complete class

assignments

Student Strategy Knowledge “Tell me everything you do when you......”

Pre Strategic Tutoring Post Strategic Tutoring

Andre’: Math StrategyOct. 13, 1998

• I take notes from the• overhead.• I use the notes if I don’t • remember.

Andre’: Math StrategyDec. 7, 1998

First, I have a separate folder for math assignments.• I read the problem aloud.• I underline information• Compare to other • problems(look at example • in the book).• Make up a guess• Solve parts of the problem.• Check my work

Pre Strategic Tutoring Post Strategic Tutoring

Andre’: Organizational StrategyNov 2, 1998Put my papers for class in each• textbook(science assignment in• science text).• overhead.• Also put papers in bottom of • backpack.

Andre’: Organizational Strategy Dec. 7, 1998Use a notebook and • separate folder for each• subject.• The tutor checks my weekly/ • daily planner. • Use a grid for the planner • and put sports stickers for • each daily schedule that was • complete.• I look at the board each • class for notes written by the • teacher.• Copy the dates and • assignments from the board • and due dates.

Student Strategy Knowledge

Summary of Key Ideas Related to Content literacy

1. The purpose of literacy is to increase the learning of critical information.

2. Content literacy requires fluent decoding. 3. Common strategies are taught and reinforced by all

teachers. 4. Responsive and systematic instruction is provided

on a continuum of intensity. 5. Students must master critical content regardless of

literacy competence.

What Can the Content Literacy Continuum Do for Schools?

The Performance GapThe Performance GapDemands/Skills

Years in School

ContentContent::Rigorous academic

standards

Helps professionals differentiate complementary roles.

Focuses on change at the school level.

Addresses, national, state, and district priorities in literacy.

You want me to do what?


The “Core”


Literacy


Leadership


is promoted by the



AdministratAdministrative ive LeadershipLeadership

Administrative Leadership

•Ensure right conditions are in place for student success

•Create a professional culture of “calling,” high expectation, and success

Student Success

Validated practices

Fidelity implementation

Coordinated implementation

Quality Professional Development

Strong Administrative Leadership

++++

=

“What matters most in the work

that we do?”

The answer to that The answer to that question will question will impact the degree impact the degree to which the to which the “performance gap” “performance gap” is closed.is closed.

candace s. bos memorial lecture series

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