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Resource Library: Adolescent Instructional Practices

TA&D and Other OSEP Funded Centers

What Works Clearinghouse

Planning Template #1: Working with SEAS (DOC).  Regional Comprehensive Center staff and others who work directly with state education agencies will find strategies in the planning template to facilitate conversations with state staff about setting a policy climate for improving practices at the district and state level.

DWW - Adolescent Literacy Web link

Doing What Works Inventory for Adolescent Literacy (DOC, 3/2010)

Doing What Works Research-based online practices - SPDG Adolescent Literacy Professional Learning Community Presentation (PPT, May 2011, C. Dwyer)

Center on Instruction (Literacy, Math, SpEd, ELL)

OSEP Funded Secondary School Centers ()

 

Tiered Intervention

Sustainability Tools for a Multi-Tiered School-Wide Adolescent Literacy Initiative. Below are instruments  employed by Virginia’s SPDG implementation team to ensure the tiered adolescent literacy model, Content Literacy Continuum, (CLC) is sustained with a high level of fidelity. The primary outcome of the Virginia's CLC initiative is to sustain a multi-tiered literacy program which results in improved student outcomes in six demonstration school divisions across Virginia. The intent is for the demonstration schools to have a highly developed integrated 5-tier system of literacy support that is sustained into the future after outside funding and support has faded.

 

Resources:

How to Sustain Tool  (DOC, 3/2012, VA's Content Literacy Continuum tiered adolescent literacy model)
Resources for Sustainabilitiy Table (DOC, 3/2012, VA's Content Literacy Continuum tiered adolescent literacy model)
The CLC Literacy Leadership Team: Leading a School-wide Literacy Iniative (DOC, 3/2012). This descrbes the purpose, goals and roles and responsibilties of the team members.

 

Tiered Interventions in High Schools: Using Preliminary ‘Lessons Learned’ to Guide Ongoing Discussion (PDF, 5/2010) This PDF document - representing the initial work of the High School Tiered Interventions Initiative (HSTII), a collaborative project of the National Center on Response to Intervention, the National High School Center, and the Center on Instruction - summarizes what HSTII has learned thus far about effective RTI implementation in high schools.

Notes - Presentation and Discussion on High School Tiered Intervention (DOC, June 2010). These notes were taken during a online session for a now disbanded SPDG Adolescent Literacy Professional Learning Community. Invited presenters Drs. Helen Duffy and Tessie Rose shared resources and addressed questions related to implementing secondary tiered invention. Links to resources they shared are provided within the document and a  fewappear below:

The IES released a resource describing Evidence Based Practices that had a positive impact on student literacy Improving Adolescent Literacy: Effective Classroom and Intervention Practices (1.49 MB), Aug. 2008.  http://ies.ed.gov/ncee/wwc/pdf/practiceguides/adlit_pg_082608.pdf

A report from the National High School Center that has good info about LEA and SEA policies, titled, Accelerating Instruction in Reading: Grades 9-12: http://www.centerii.org/handbook/Resources/7_K_Accelerating_Acquisition_reading_hs.pdf

Another site to review is the Doing What Works Clearing House which offers a rich set of resources on adolescent literacy: http://dww.ed.gov/topic/?T_ID=23

Webinar: The Content Literacy Continuum: A Tiered Framework for Secondary Schools.  This webinar, held April 30, 2010, was the third of a series of webinars designed to provide an opportunity to engage with national experts in an interactive learning process centered on adolescent literacy best practices used in traditional content-area classrooms in grades 4-12. This webinar addressed the application of Response to Intervention (RTI) models in secondary school settings. Dr. Don Deshler, Director of the Center for Research on Learning (CRL) at the University of Kansas, discussed the Content Literacy Continuum (CLC), a tiered framework of academic supports designed to address the academically diverse needs of adolescent learners in subject matter classes in middle and high school settings. This session also described the CLC framework and the accompanying support structures that should be in place in secondary schools to effectively provide differentiated instruction to all students, as well as the implications for professional development, structural change, and instruction. The PowerPoint presentation and archived WebEx file can be accessed at the COI website, http://centeroninstruction.org/pdevents.cfm#66.

5/11/2010 - 5/11/2010: WebEx: Teaching Academic Language to English Language Learners
This webinar was the fourth of a series of webinars designed to provide an opportunity to engage with national experts in an interactive learning process centered on adolescent literacy best practices used in traditional content-area classrooms in grades 4-12. This webinar, presented by Dr. Robin Scarcella, Professor in the School of Humanities at the University of California at Irvine, discussed the challenges that students face when they cannot understand content instruction or participate in classroom discussion because they lack academic language skills. Dr. Scarcella also provided some recommendations for addressing these challenges. The PowerPoint is available for download below, and the archived WebEx file can be accessed here. Teaching Academic Language to ELLs (7.47 MB)

For More Information: Click on the link below to get more details and access these professional development event materials at the Center on Instruction website!
http://centeroninstruction.org/pdevents.cfm#67

PROGRESS MONITORING

WEBINAR: The High School Tiered Interventions Initiative: Progress Monitoring (5/12/2010)
The High School Tiered Interventions Initiative (HSTII) is a collaborative effort among the National Center on Response to Intervention, the National High School Center, and the Center on Instruction that explores how RTI and tiered interventions are being implemented at the high school level. During this webinar, Dr. Kristen McMaster provided an overview of Curriculum-Based Measurement (CBM), including the purpose, a brief description of research, and a demonstration of how CBM data can be used to monitor student progress. She reviewed CBM tools that are available for high schools in reading, mathematics, and the content areas, and provided instructions for developing CBM tools for use at the high school level. Following Dr. McMaster's presentation of CBM in high school, representatives from Walla Walla High School in Walla Walla, Washington, discussed how they have monitored school progress as part of their tiered intervention model. This presentation is suitable for anyone interested in the researcher and practitioner perspectives of RTI and progress monitoring at the high school level.

NEEDS ASSESSMENT
A Coherent Approach to High School Improvement: A Needs Assessment Tool  (PDF, Rev. 2010) National High School Center

Building off of Eight Elements of High School Improvement: A Mapping Framework  (PDF, 7/08) this tool is designed to help districts and schools assess current high school education policies and practices, identify areas of strengths and limitations, and implement coherent and sustainable school reform initiatives. Originally released in December 2009, this tool has recently been updated with new Characteristics of Effectiveness on which districts and schools can assess their work.

Literacy

Doing What Works (Evidence-Based Practice Guides)

Center on Instruction (Literacy, Math, SpEd, ELL)

The Arkansas Adolescent Literacy Intervention-Strategic Instruction Model Methodologies  (PPT, 2011). This PPT provides information about how Arkansas is implementing its Adolescent Literacy Intervention model, describes what reading interventions are being used, what data is being collected and how they analyze it as a program. Developed by: Lisa Haley, Literacy Coordinator, Arkansas SPDG and Renee Calhoon, Director of Administration/Teacher Development for the Mashburn Center for Learning, University of Central Arkansas.

Tiered Interventions in High Schools: Using Preliminary Lessons Learned to Guide Ongoing Discussion (DOC, 2010) This document - representing the initial work of the High School Tiered Interventions Initiative (HSTII), a collaborative project of the National Center on Response to Intervention, the National High School Center and the Center on Instruction - summarizes what HSTII has learned thus far about effective RtI implementation in high schools.

Alignment of Literacy Practices that Positively Impact Student Performance - Evidence-Based High Growth Tool (DOC, March 28, 2010) This tool is one that was specially developed for the Minnesota SPDG aligned literacy project which brings together general and special educators in an LEA as they look comprehensively at their literacy curricula and determine whether they offer a complete continuum of curricula to address all of the literacy needs of all learners, including those with severe disabilities. This tool is used with a PLC of LEAs in an aligned literacy project.

Program Mapping Tool At-A-Glance (XLS) This tool is one that was specially developed for the Minnesota SPDG aligned literacy project which brings together general and special educators in an LEA as they look comprehensively at their literacy curricula and determine whether they offer a complete continuum of curricula to address all of the literacy needs of all learners, including those with severe disabilities. This tool is used with a PLC of LEAs in an aligned literacy project.

Scaling Up Evidence-Based Practices Exploration Tool: Assessing Usability of Evidence-based Programs, Practices, or Educational Frameworks Evidence-Based Practices (DOC) This tool is to assist Minnesota LEA staff in determining if practices they are considering are evidence-based. This has a much broader use & has been developed as part of a partnership with SISEP and is used for PBIS, RtI, literacy and other curricular areas.

Effective Reading Intervention Academy (ERIA) Training: Evaluation Packet ()

Fidelity of Implementation Forms ()

Families Helping Children Become Better Readers A Literacy Resource Kit for Parents (Tennessee SIG 2007)

Missouri Integrated Model (MIM)

Finding excellence, learning about effective implementation (PPT, New York S3TAIR Project)

Improving Adolescent Literacy: Effective Classroom and Intervention Practices (PDF, August 2008) The Institute of Education Sciences released a resource describing Evidence Based Practices that had a positive impact on student literacy.

Accelerating Instructions in Reading: Grades 9-12 (PDF) A report from the National High School Center that has good information about LEA and SEA policies.

The Content Literacy Continuum: A Tiered Framework for Secondary Schools (Session Recording, April 30, 2010, Deshler, D., Ph.D., Director, Center for Research on Learning, University of Kansas) The third in a series of webinars designed to provide an opportunity to engage with national experts in an interactive learning process centered on adolescent literacy best practices used in traditional content-area classrooms in grades 4-12. This webinar addresses the application of Response to Intervention (RtI) models in secondary school settings. Also contains a discussion of the Content Literacy Continuum (CLC), a tiered framework of academic supports designed to address the academically diverse needs of adolescent learners in subject matter classes in middle and high school settings. This session also describes the CLC framework and the accompanying support structures that should be in place in secondary schools to effectively provide differentiated instruction to all students, as well as the implications for professional development, structural change and instruction. The PowerPoint presentation, an archived WebEx file, can be accessed at the Center on Instruction website, http://centeroninstruction.org/pdevents.cfm#66


WebEx: Teaching Academic Language to English Language Learners (PPT, recording, 5/11/2010, Scarcella, R., Ph.D., Professor, School of Humanities, University of California Irvine) Fourth in a series of webinars designed to provide an opportunity to engage with national experts in an interactive learning process centers on adolescent literacy best practices used in traditional content-area classrooms in grades 4-12. Discusses the challenges that students face when they cannot understand content instruction or participate in classroom discussion because they lack academic language skills. Dr. Scarcella also provides some recommendations for addressing these challenges. The following files are also available from this event: Teaching Academic Language to ELLs (7.47 MB)

Adolescent Literacy Resource - What Social Studies Teachers Can Do to Help All Students Understand (and Like) History (Go to this link to download PPT and view recording). Second in a series of webinars designed to provide an opportunity to engage with national experts in an interactive learning process centered on adolescent literacy best practices used in traditional content-area classrooms in grades 4-12. The webinar presented what students need to know about history reading to fully engage in learning it. Cynthia Shanahan, Professor of Literacy, Language, and Culture at the University of Illinois at Chicago, discusses the research she and colleagues have done with expert historians regarding their reading strategies * practices, and she shares strategies that have evolved from that and other research.

A Coherent Approach to High School Improvement: A Needs Assessment Tool (National High School Center, revised 2010)

Eight Elements of High School Improvement: A Mapping Framework (July 2008)This tool is designed to help districts and schools assess current high school education policies and practices, identify areas of strengths and limitations, and implement coherent and sustainable school reform initiatives. Originally released in December 2009, this tool has recently been updated with new Characteristics of Effectiveness on which districts and schools can assess their work.

Math

Doing What Works (Evidence-Based Practice Guides)

Center on Instruction (Literacy, Math, SpEd, ELL)

High Quality Math Instruction: What Teachers Should Know (IRIS Module) On-line tool designed to assist teachers in evaluating mathematics curricula and improving their classroom practices. It focuses on aligning teaching to national and state standards and using evidence-based classroom practices. This module is the first in a series that is being developed and builds on previous modules for literacy.