Zoom Link Passcode 295032
Educators at Cody High School in Cody, Wyoming, have established a Literacy Learning Laboratory that serves as a reading intervention course (RIC) (Scammacca et al, 2016) for 9th and 10th grade students who are struggling with literacy. This RIC is designed around principles of disciplinary literacy (Moje, 2007; Shanahan et al, 2011) as they apply directly to the school’s curriculum focusing on English Language Arts (ELA) and social studies-specific vocabulary and morphology instruction (Rainey, 2016; Reynolds et al, 2022; Wineburg, 1998), discussion (Greenleaf & Valencia, 2017), and other instructional strategies chosen to meet students’ needs. The educators responsible for this work are developing a progress monitoring tool to consistently and accurately track student improvement in these areas over the course of the academic year. In our presentation, we will describe the process of developing the progress monitoring tool and the affordances and constraints it provides for monitoring adolescent learners’ progress in literacy. We will also provide a guided workshop supporting teachers in using our model to create a discipline-specific progress monitoring tool that aligns with the curriculum in their school.
Leslie S. Rush serves as Wyoming Excellence Chair in Literacy Education and is a professor in the College of Education at the University of Wyoming, where she has also served as an English teacher educator and an administrator. Dr. Rush taught secondary school English for twelve years in a variety of settings. She received a master’s degree in Reading Education from Texas A&M University-Commerce, and a doctorate in Reading Education from the University of Georgia. Her research includes the study of disciplinary literacy in English/language arts classrooms, as well as the roles played by instructional coaches in secondary school settings. Rush’s work has appeared in Harvard Educational Review, Journal of Adolescent and Adult Literacy, Journal of College Reading and Learning, English Journal, and Journal of Literacy Research, among other journals. Her co-authored book, Secondary English Education in the United States, was awarded the ELATE Richard A. Meade Award in 2018.
Stephany Anderson taught Language Arts and Social Studies in Cody for 23 years before becoming the district’s Secondary Literacy Coach. In 2010 she earned her National Board Certification and began coaching candidates pursuing certification. This mentoring experience led her to pursue a Master's Certificate in Literacy through UW. A Doctorate in Education culminating with a dissertation on viewing as a literacy strategy in Social Studies was a natural next step. Soon after achieving that degree in 2019, she began sharing her secondary literacy experience at conferences across the state and became an adjunct instructor of graduate students studying curriculum and instruction at Grand Canyon University. She received an Arch Coal Teacher Award in 2012, was a Fulbright Teachers for Global Classrooms Fellow in 2014, and the 2021 Gilder Lehrman Wyoming History Teacher of the Year.
3 Questions:
1) What are the benefits of this type of personalized progress monitoring?
2) How can our progress monitoring be improved?
3) What ideas did you take away from this session to improve progress monitoring at the high school level in your district?
or sign up with email →
Create a custom schedule.
Take it with you on mobile.
Get listed in the directory.
