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Effective CLC in the Schools

Taking our schools to a whole new level using Content Enhancement Routines and Strategic Interventions
by

Erin Lee

on 5 September 2012

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Transcript of Effective CLC in the Schools

Content Enhancement and Strategic Intervention Giving our teachers the tools they need to reach every student, and giving every student the tools they need to succeed.
-Erin Lee 2012 How Do we Get There? Where are we as a district? 23 out of 26 indicators met

Percentage of students at or above Proficient on State Assessments 2010-2011

4th grade
Reading 89.4%
Math 89.6%
5th grade
Reading 70.9%
Math 74.5%
Science 80%
6th grade
Reading 88.2%
Math 82.4%
7th grade
Reading 91.2%
Math 91.2%
8th grade
Reading 94.2%
Math 82.7%
Science 69.2% Performance Index 100.7 out of 120



OGT (10th grade)
Reading 87.5%
Mathematics 93.1%
Writing 93.1%
Science 81.9%
Social Studies 83.3%

OGT (11th Grade)
Reading98.3%
Writing96.6%
Math91.4%
Science94.7%
Social Studies91.2%

2009-2010 Graduation Rate 93.5% http://www.ode.state.oh.us/reportcardfiles/2010-2011/DIST/047456.pdf What are we seeing in our student population?
Academically
reach an achievement plateau during the fourth and fifth grade years

do not use effective or efficient study routines

have difficulty completing assignments

have difficulty distinguishing between important and unimportant facts

do not organize information appropriately for study Socially
scored the same as juvenile delinquents on a test of social skills
do not participate in discussions
often demonstrate rule-breaking behavior
are less active in school and out-of-school activities
do not recognize opportunities for social skill use Motivationally

* do not see the relationship between appropriate effort and success

* often do not see the benefits of staying in school

* have difficulty making a commitment to learn or perform

* have few goals or plans for the future

* have trouble setting and attaining goals Executively often do not invent appropriate strategies to complete tasks

have difficulty learning how to solve problems

often do not generalize

often fail to take advantage of prior knowledge when facing new problems How does CLC fit in at Mc Comb?

From District to the classroom Current Teacher Challenges Teaching all Content Standards with fidelity in the time allotted

Teaching lessons that promote student engagement and academic success for all students at all learning levels What The Research says Where do we want to be? Increased student achievement for all students at every level

Effective Implementation of Common Core State Standards

Implementation of effectual teacher and district evaluations

Response to Intervention (RTI) Student Success Validated practices Fidelity in Implementation Coordinated Implementation Quality Professional Development Strong Administrative
Leadership = Vision FORMULA FOR SUCCESS Teach & Learn
Smarter
not
Harder How will this benefit
our teachers and students? Content
Enhancement
Routines Cue-Do-Review
Sequence Teaching
Device Linking
Steps Learning
Strategies Instructional Sequence Gradual Release Mnemonic Eight Stages of Learning Stage 1: Pretest and Commitment
Stage 2: Describe
Stage 3: Model
Stage 4: Verbal Practice
Stage 5: Controlled Practice
Stage 6: Advanced Practice
Stage 7: Post-test
Stage 8: Generalization Content Literacy Continuum The Strategic Instruction Model Content Literacy Continuum focuses on helping schools develop and sustain comprehensive and integrated literacy programs.

This school improvement process is led by a SIM Implementation Team with extensive experience who work with administrators, teachers, and staff to develop and implement a standards-based plan to improve literacy and content-area learning tied to student performance on state assessments. Key Implementation Objectives Ensure mastery of critical core curriculum

Integrate Key learning strategies into and across core curriculum courses

Develop support structures

Identify and support development of intensive literacy course options and services

Prepare professionals and provide clinical support services How does this align
with the vision of our district? LEVEL 2:
Embedded
Strategy Instruction
LEVEL 1:
Enhanced
Content Instruction LEVEL 3:
More Intensive
Strategy Instruction LEVEL 4:
Intensive Basic
Skill Instruction LEVEL 5:
Therapeutic
Intervention Content
Literacy
Continuum: All Teachers; All Students…
Guaranteed critical core content Some Teachers; Some Students
Additional Learning Experiences All Teachers; All Students…
Learn, apply, & practice specific lit. strategies Teachers/Specialists; Fewer Students
Specialized, Direct, Intensive Instruction Speech-Language Pathologists; Few Students ~ Therapy/Support -- Based upon the research of Don Deshler, Ph.D. and the University of Kansas Center for Research on Learning RtI Tier 1 RtI Tier 2 RtI Tier 3 Does CLC really work? Over 30 years of research and Internationally Implemented What the research shows:
Each routine has been studied in Content area inclusion classes.

In each study, teachers learned the routine easily and student learning gains were observed by both teachers and researchers.

In each study, students gained an average of at least 10 to 20 percentage points on tests or tasks that required students to demonstrate learning.

In general, the greatest gains were seen in classes where teachers had the highest expectations for student learning and were consistent in their use of the routine over time. Student Outcomes
(with strategies instruction) Reading performance
Grade level: Pre = 4.2 Post = 9.5
Growth continued after intervention

Writing performance
WJ percentile: Pre = 18th Post = 26th
Semester grades: Pre = 2.1 Post = 2.7
District competency exam: NLD = 2.5 LD = 3.5 Math performance
Accuracy: Pre = 15% Post = 96%
Speed: 110% increase

Assignment Completion
Assignments completed: Pre = 40% Post = 80%

Grades on assignments: Pre = D Post = C+

Goal Setting
Without Training = 13% With Training = 86%

Competing in General Education
9th grade science grades = ‘C’ or above:
NLD= 44%; LD = 83%

College GPA (Eng/math)
w/o strategies = 1.87; w/ strategies = 2.81 Concluding Thoughts What is your vision for our district

How do you see CLC as a part of our continued district growth? CLC Levels of Instruction

LEVEL 1: ENHANCED CONTENT INSTRUCTION
GOAL:
Students learn critical content required in the core curriculum regardless of literacy levels. LEVEL 2: EMBEDDED STRATEGY INSTRUCTION GOAL:
Students are presented opportunities to learn and apply a set of powerful learning strategies for improving literacy across core curriculum classes to learn critical content. LEVEL 3: INTENSIVE STRATEGY INSTRUCTION GOAL:
Students who need more intensive strategy instruction than what can be provided through embedded strategy instruction are provided more intensive and explicit strategy instruction LEVEL 4: INTENSIVE BASIC SKILL INSTRUCTION GOAL:
Students develop the foundational decoding, fluency, and comprehension
skills associated with literacy through specialized, direct, and intensive instruction LEVEL 5: THERAPEUTIC INTERVENTION GOAL:
Students with underlying language disorders learn the linguistic, related cognitive, meta-linguistic, and meta-cognitive underpinnings they need to acquire content literacy skills and strategies. LEVEL 2: Embedded Strategy Instruction



LEVEL 1: Enhanced Content Instruction LEVEL 3: More Intensive
Strategy Instruction LEVEL 4: Intensive Basic Skill Instruction LEVEL 5: Therapeutic Intervention Content
Literacy
Continuum: All Teachers; All Students… Guaranteed critical core content Some Teachers; Some Students
Additional Learning Experiences All Teachers; All Students…
Learn, apply, & practice specific lit. strategies Teachers/Specialists; Fewer Students
Specialized, Direct, Intensive Instruction Speech-Language Pathologists;
Few Students ~ Therapy/Support -- Based upon the research of Don Deshler, Ph.D. and the University of Kansas Center for Research on Learning RTI Tier 1 RTI Tier 2 RtI Tier 3 What does our shared vision look like? Hand out B
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