Click on image to view document.

Moving the Needle on Adolescent Literacy Performance

Don Deshler

Currently experiencing technical issues.

Every Student A Proficient Reader - The Content Literacy Continuum

Suzanne Robinson

Integrating Content Enhancement in Curriculum

Keith Lenz

Totally Integrated Professional Learning: Putting It All Together to Transform Instruction

Jim Knight

Reading Programs - Fusion, Xtreme, Structure

Bev Colombo and Susan D'Aniello

Turning Around Low Performing Schools, and CLC/SIM

Bev Colombo and Suzanne Robinson

Click on image to view document.

CLC Levels overview, Dr. Keith Lenz

Instructional Coaching overview, Dr. Jim Knight

Fusion Reading overview, Dr. Michael Hock

Extreme Reading overview, Dr. Jean Schumaker

Establishing a Sense of Urgency, Cliff Davis

TEACHSCAPE , Adolescent Literacy -- Planning for Strategic Teaching

The Content Literacy Continuum: A Framework for Implementing a Continuum of Literacy Supports in Secondary Schools
                                                              
This strand will address how secondary schools are implementing tiered supports to increase literacy performance in adolescent students, regardless of their entry-level literacy skills.  The Content Literacy Continuum framework, developed by researchers at the Center for Research in Learning at the University of Kansas, incorporates the Strategic Instruction Model instructional programs, and is common to all school districts presenting in this strand.  The first session will provide an overview of the Content Literacy Continuum (CLC), describe the phases of CLC implementation, and present outcome data.  Three school districts implementing CLC supports will present during the following sessions.  They will describe their tiered support programs for literacy, and the challenges, successes and outcomes for students that have resulted.  

Outcomes:

• At the end of the strand, participants will understand how a tiered support program to support literacy development for all students operates in secondary schools.
• At the end of the strand, participants will understand implementation challenges and outcomes of secondary schools serving diverse student populations when instituting a tiered support program for literacy development.

The Content Literacy Continuum: Providing Tiered Literacy Supports in Secondary Schools (Don Deshler and Suzanne Robinson, The University of Kansas)

This session will describe the Content Literacy Continuum, a framework for tiered supports in middle and high school settings designed to meet the varying literacy needs of adolescent learners. CLC creates a range of supports by engaging all subject matter, reading, and special education teachers in provide an array of interventions that vary in intensity, but are integrated across settings within a school.  Implementation stages and strategies will be described, and expected student outcomes will be discussed.

Improving Literacy Outcomes: Riverbank School District, Riverbank CA (Ken Geisick, Superintendent, Riverbank School District)
The Riverbank School District serves students from predominantly low SES, Spanish as the primary language, suburban/semi rural settings.  CLC was adopted five years ago as a means of improving literacy outcomes for secondary students.  Ken Giesick will share the district’s journey, including challenges faced at different points in time as well as positive outcomes for students relative to their performance on the California State assessments.

Improving Literacy Outcomes: Ferndale School District, Ferndale WA (Mary  Kanikeberg, Principal, Vista Middle School)
The Ferndale School District serves a small city in northern Washington State.  Mary Kanikeberg, principal of Vista Middle School, began implementing CLC four years ago.  She will share the strategies she has employed as instructional leader, to facilitate implementation of a tiered support model in the middle school.  Outcomes for students of varied needs will be discussed.

ARRA - The American Recovery and Reinvestment Act