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Throughout middle and high schools, students struggle to read at grade level. Districts must prioritize adolescent literacy for teachers to be able to support their students.

During the edLeader Panel “Aligning Instruction, Intervention, and Support in Adolescent Literacy,” Karrie Schoettler, Instructional Coordinator in the Multilingual Education Department for San Diego Unified School District (CA), Kate Crist, Founder and Director of Education 4500, Dr. Lynne Kulich, Head of Growth for Literacy at MGT, and Jen Knapp, Speech and Language Pathologist and Strategic Initiatives Manager at Really Great Reading, discussed strategies for supporting strong literacy outcomes for older students.

Look to Your Teachers

Teachers are the boots on the ground, and district leaders need to let them take the lead in identifying issues and what’s needed for sustainable solutions. Bring teachers together so they can determine goals for their students, where they need to focus, and how the district can support them. Remember, teachers are the ones who know their students the best.

With teachers’ limited time and resources, prioritizing a specific area (literacy) isn’t easy. Therefore, districts need to be clear about what’s being taken off teachers’ plates so they are able to focus more on literacy. In addition, many students come into middle and high school with foundational gaps, so districts must ensure teachers have the time they need to support those students in building critical foundational skills.

Literacy Intervention Is Not “Something Extra”

Schedule design indicates priority—literacy intervention must be incorporated into the system, and not just added on top after the fact. This means looking at student data and seeing what’s needed.

For example, most newcomer students have fluency in their native languages, which is transferable. Therefore, they don’t need to start from scratch. Teachers can use small-group instruction in preexisting classes, for instance. They can also work together to find areas in their schedules where they can make changes for group instruction without taking away from classwork.

There are three facets of scheduling that require attention:

1. Budgeting, which is the biggest indicator of what’s prioritized. Most of a district’s budget is spent on staff, so staff should be allocated to match district priorities. Putting the most successful teachers in core and intervention classes demonstrates that student literacy is a priority.
2. A master schedule, which is how students’ days are organized. By putting more constrained classes, such as PE, at the start of the day, teachers in core and intervention classes have greater opportunities to share prep time and support each other.
3. How credit is given to different types of classes. Usually, intervention and support classes count as electives, forcing students in those classes to miss out on other opportunities to make up graduation credits. District leaders can ensure core and support classes meet the requirements to get students the necessary credits. This calls for a shift in school operations to ensure each student has an equitable opportunity to succeed. It also means that classes, like English language development, need to be as stimulating to the students pulled into them as the classes they’re missing out on, in the name of equity.

Professional Development Is a Must

Different students have different needs. Some were denied reading and growth opportunities from early ages, and others have some skills, but still require help. Districts should ask teachers what they need to help all of their students read at grade level, and ensure that teachers get the right professional development to provide effective intervention and support.

Professional development must align with district priorities, without feeling like a burden to teachers. Give teachers opportunities to talk to district leaders about what they see in classrooms and work together to meet district goals and give students what they need. Additionally, professional development should be ongoing and for everyone, because all teachers, not just literacy teachers, can help students build reading fluency within their disciplines.

By working with teachers to meet student needs, careful scheduling, and providing meaningful professional development, districts can help all students graduate with strong literacy skills.

Learn more about this edWeb broadcast, Aligning Instruction, Intervention, and Support in Adolescent Literacy, sponsored by Really Great Reading.

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Article by Jon Scanlon, based on this edLeader Panel