Virginia’s State Improvement Grant and State Personnel

Development Grant

The Content Literacy Continuum & Response to Intervention

I’ve Been Thinking………

The Content Literacy Continuum is like ….

a secondary RTI model.

NAEP ReadingNAEP Reading• Below the proficiency level

–68% of 8th graders

• Below the basic level

–26% of 8th graders

The Performance Gap

Years in School

DemandsSkills and

The “Gap”

2013-2014

5 th

9 th

9 th1Yr

2Yrs

1 1/2Yrs

2 1/2Yrs

Then ask….Five questions about literacy supports currently in place.

5 Questions5 Questions1. What happens for those students who are reading

below the 4th grade level?2. What’s in place in core classes to ensure that students

will get the “critical” content in spite of their literacy skills?3. What happens for students who know how to decode

but can’t comprehend well?4. Are procedures for teaching powerful learning

strategies embedded in courses across the curriculum?

5. What happens for students who have language problems?

Finally…. Use a “content

literacy” framework to determine an action

plan

The listening, speaking, reading, writing, and

thinking skills and strategies required to

learn in each of the academic disciplines.

is the door to content acquisition & higher order thinking.

SUBJECT MATTER

SKILLS

LANGUAGE

STRATEGIES

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)

The Virginia SIG

• Content Literacy Continuum (CLC) demonstration sites

• Professional developers– Inservice & preservice

• Professional developer network

• Develop and disseminate curricular support materials

• Policy reform

The Virginia SPDG

Partnerships & Alignment

• Partnerships– Shared responsibility– Shared commitment– Shared credit & benefit

• Deep Alignment– Instructional systems– Instructional supports– SPP & NCLB,– State, district and school initiatives

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Aligning Instructional Systems

Aligning Systemsto Support Instruction

A Comprehensive Aligned Instructional System

rigorous standards

curriculum & m ateria ls

assessm ents & data

professional developm ent

accountability

p lanning

personnel

use of funds

specia l program s

specia lized instructional program s

instructional stra tegies

operations

1) Management

2) Content implementation

3) Evaluation

4) Sustainability

The topical discussions will address:

1) Management: How to manage the initiative?

• Identify the demonstration sites– RFP– Informational sessions– Selection panel

• Staffing/resource allocation– Project Management Team – Training/Technical Assistance Centers (T/TACs) – Cadre– Leadership teams

• Relationship building

VDOE - Project Management Team

VA-CLC Cadre

CLC School Leadership Team

VDOEEvaluation

Team

T/TAC Team

CLC Division Leadership Team

• Ensure District Administrators understand the big picture; active in decision-making and communication loop

• Ensure School Administrators & Teachers are a vital part of the Adolescent Literacy Team & are in the loop

• Clarifies how Evaluation connects through project management and VA-CLC Cadre

• Ensure all staff have current information and understand the big picture – not just aspects that apply to them

• Provide an ongoing feedback loop for all involved

Virginia SIG CLC Communication Flowchart

2) Content implementation: Scaling-up

• Pilot stage– Leadership mechanisms– Fidelity to the model

• Scaling-up– Professional developers

• In-service• Pre-service

– Implementation guide– 8 regions, including large and urban districts– Coaching– Expertise

• Innovation zones– Concentration of skilled workers & advanced infrastructure (T/TAC,

SIM Network & Leaders)– Research capacity (KUCRL & W&M)– Policy alignment / waivers

• Parent involvement?

2) Content implementation:

• Role of leadership– Distributed leadership and partnerships

• Local Team “buy-in”– Time & sustained commitment– Research validated– Fidelity– Respect / co-construction– Accountability

• Systematic factors influencing change– Leadership– Sustained focus– Alignment

3) Evaluation: How to evaluate the impact?

• Developmental model• Implementation• Outcome data

– State Performance Plan– 9th grade retention– Teacher retention

• Cost• Comparison

Aligned & developed in partnership

SPDG Logic Model

4) Sustainability: How do you sustain it?

• Statewide network of professional developers & coaches (in-service & pre-service)

• Training/Technical Assistance Centers (T/TAC) • Guides for school & division level implementation• Developing leaders, coaches & other staff• Policy development• Establishing a coaching protocol• Alignment • Guide districts to plan for sustainability

– District level coaches & professional developers– Support districts to implement the initiative

• $$$ ???

Questions?