{"data":{"ID":1237,"Class":"Conversation","Created":1698899679,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"The Forgotten Conversation: Developing Literacy Skills in Older Students","Handle":"the_forgotten_conversation--developing_literacy_skills_in_older_students","ShortDescription":"Research shows that students who develop into strong readers live longer lives, are healthier overall, make significantly more money throughout their lifetime, and have more options for lifting themselves out of poverty.  Yet, most high school students who attend comprehensive high schools in Philadelphia come into their secondary education reading at the 5th-8th grade level.  The ability for students to access grade-level texts and teach themselves new skills through reading is crucial.  So, how can neighborhood schools help students to become literacy leaders?  While there has been a great deal of dedication to more efficacious literacy practices in the lower grades, that research has not translated to high school. Nationally, there is no model and very little data to address unfinished literacy skills in older students.","Description":"This is the question that the Administration at John Bartram High School is actively tackling.  This conversation has been pursued by both the Assistant Principal and Academic Coach who are asking these questions through their doctoral studies. We understand that a focus on growing literacy skills \u2013 and addressing unfinished skills while teaching literacy across all core subjects \u2013 is key to helping students make up for lost learning and excelling in their future. \r\n\r\nThe work of  Reading Specialists in elementary or middle school is very different from what is needed in high school, and the mode of instruction also needs to be adjusted for the intellectual and social needs of teenagers.  \r\nFor those who work with students in Middle and High Schools, this issue is very real.  How can we address unfinished learning in skills that are crucial for comprehension to rise up to grade level?\r\n\r\nIn 2022-2023, Bartram\u2019s standardized test scores rose 6% in literacy.  This growth begs the question - how do we maintain this trajectory?  Administrators prioritized dedicated funds to obtain a Reading Specialist and a school-based Academic Coach in addition to their school-based Teacher Leader.  This team, as a whole, is taking unusual steps to address this issue. We hope our work may be a model for other high schools that are serving similar demographics.  At EduCon we would like to present the ideas and steps that we are taking, share up-to-the-moment data from our work, and contribute to a larger conversation about supporting high school students' unfinished literacy skills.","Link":["https:\/\/bartram.philasd.org\/"],"Audience":["High School","Middle School"],"Practice":"I feel that EduCon would be a great place to uplift an important conversation.  As such, people who join this group will be asked to share their own best practices and insights.  So, the conversational practice could include Turn and Talks, Philosophical chairs, or similar Total Participation Techniques.  In addition, a seminar-style presentation filled with anecdotal and data points will invite inquiry and dialogue.","Presenter":["Felicia Rosen"],"PresenterAffiliation":["Office of Professional Learning","School District of Philadelphia & John Bartram High School"],"PresenterEmail":["frosen@philasd.org"],"ScheduleSlotID":159,"ScheduleLocationID":30,"SubmitterID":79,"AdditionalComments":"Other members who could be part of the conversation include: Dr. Jennifer Reed, Assistant Principal, and Edward Meagher Singer, Reading Specialist","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11}}