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Adolescent Literacy in Your SchoolWest Virginia Department of Education
Office of InstructionFebruary 1-2, 2007
04/10/23 2
Success in the 21st Century
• Professionalism/Work Ethic• Oral and Written Communications• Teamwork/Collaboration and • Critical Thinking/Problem
Solving
04/10/23 3
% of 8th Graders Scoring Below Basic
NAEP 2005 Reading Assessment
Overall Females Males White
29 24 34 19Eligible for
Free/Reduced Lunch
Not Eligible for Free/ Reduced Lunch
Black Hispanic
43 19 49 45
04/10/23 4
• More than 8 million students in grades 4-12 read far below grade level.
• The 25 fastest growing professions have far greater than average literacy demands.
• Eighth grade reading scores remain flat, and 12th grade scores have dropped significantly.
04/10/23 5
It is naïve to think that these extreme deficits in reading will be remediated in a traditional English class, silent reading or via content area reading.
04/10/23 6
Literacy Leadership
• Highly skilled and deeply committed• Guide the development and implementation of
AIM for Reading• Empower and build the capacity of the staff
to meet the literacy learning of
all students
04/10/23 7
Collaborative Environment
• Roundtable discussions • Teacher support networks• Classroom observations• Celebrate success
04/10/23 8
Schoolwide Organizational Model
• Sufficient time for literacy• Extended periods of time for language arts within
a block or flexible schedule• Scheduling for teams of teachers
to work collaboratively• Intensive interventions• Shift in instructional practices
04/10/23 9
Analyze Assessment Data
• Instructional leaders (you), along with faculty, must fully understand the data and how to use the analyses to guide:
Intervention plan Professional development
04/10/23 10
A Budget for Literacy Needs
• Prioritize the needs of the school• Title funds • Business partnerships• Private grants• Pilot programs (research based)
04/10/23 11
Literacy Strategies in Content-Area Classrooms
• Observations• Explicit Literacy Strategies
04/10/23 12
Commitment
• Principals must be committed• Literacy Team (team-based approach)
04/10/23 13
AIM for Reading Literacy Team
Savvy leaders pay attention to three critical components of effective literacy…
• Knowledge base to evaluate
research-based reading programs• Good choice of tools• Support system
04/10/23 14
“School leadership is second only to teaching among school-related factors in its impact
on student learning.”
Leithwood, Anderson and Wahlstrom, 2004
04/10/23 15
Teachers understand and routinely use instructional reading strategies in their
daily lesson plans.
• Determine what students need to learn
• Select strategies that will help them make connections and have meaning.
• Show them how to set benchmarks of achievement
04/10/23 16
Teachers understand and routinely use instructional reading strategies in their
daily lesson plans. •Time always seems to be our task master
•Time is needed for effective use of strategies.
•Students need time to experience trial and error to determine the strategies that work best for them.
•Students need time to understand the correlation between effort and achievement
•They need time to review and reflect on their work
Teachers provide frequent and appropriate instruction to inform students as to how they
can best use the textbook clues. •Explain strategies
•Model the steps of a strategy
•Connect to student prior knowledge
•Use graphic organizers to help them see patterns and organize the new information
•Help students think about their thinking and become strategic in the reading process.
04/10/23 18
Teachers front-load new vocabulary.
• Students must encounter words in context more than once to learn them
• Instruction in new words enhances learning those words in context
• Associate images with new words• Direct vocabulary instruction works• Direct instruction on words that are critical to
new content produces the most powerful learning.
• Marzano et al. Classroom Instruction that Works 2001
04/10/23 19
Teachers front-load new vocabulary and incorporate strategic variation
• Wide Reading Approach• Direct Instruction• Superficial Instruction• Categorizing
04/10/23 20
Teachers provide frequent and appropriate
instruction of textbook clues. • Determining Factors
– Density of Text– Style of Text– Structure of Text– Organization of Text– Level of Text– Presentation of Text– Coherence of Text– Are students already text savvy?
04/10/23 21
Teachers instruct students to use assessment results to inform and improve
reading and literacy skills
• Pre-reading skills– Determine their purpose for reading
• During reading skills– Make adjustments to improve comprehension
• After reading skills– Summarize and self-assess to determine their
new understanding and how they will use it.
InterventionandSupport
Meeting the needs ofALL students
04/10/23 23
Individualized
The literacy planHighly prescriptive
for each student
04/10/23 24
Assessment Driven
InterventionsInstructionFormative and
Summative
04/10/23 25
Time Factors
AmpleStrategic
04/10/23 26
Skilled Teachers
Highly skillsWork with struggling /
striving readers
04/10/23 27
All Students
Power of readingNot just for the
struggling reader
Professional Development to Support Literacy
04/10/23 29
Planning
• Literacy Team
• Assessment of students’ strengths and needs
04/10/23 30
Best Practices in PD
• School-based
• Practice and reflection
• On-going and Sustainable
• Stages of PD– Awareness– Developmental– Transfer– Institutionalization
School Level Professional Development Guide, WVDE 2003-2004
04/10/23 31
Professional “Talk”
• Build Professional Learning Communities of Practice– http://www.serve.org/EdQuality/ProfLear
nCom/Tools.php
– http://www.sedl.org/pubs/change34/
04/10/23 32
Leadership
• How can you lead others through the change process?
04/10/23 33
Literacy Walks
• Identify focus of Walk– Instructional practices– Student engagement– Classroom environment– Five to ten minutes in each classroom
• Core Observation Walk-through – More specific– Ten to fifteen minutes in a classroom
04/10/23 34
On-going Process
• Evaluate efforts– Are the teachers implementing the
strategies?
– Are they fully participating in PD?
– Is student achievement improving?
• Make adjustments
04/10/23 35
Leadership
“Most people would rather have the person in authority take the work off their shoulders, protect them from disorienting change and meet challenges on their behalf. But the real work of leadership usually involves giving the work back to the people who must adapt, and mobilizing them to do so.”
Heifetz, R. and Linsky, M. 2004. Educational Leadership.