Strategic Instruction Model®

The Strategic Instruction Model^® (SIM^®) is a two pronged approach to improving the academic achievement of secondary students. Routines and strategies have evolved from research out of the University of Kansas Center for Research on Learning. SIM^® is referenced in Reading Next (Biancarosa & Snow, 2006) as an evidence based approach that helps teachers meet the needs of “at risk adolescents.”

SIM^® promotes effective teaching and learning of critical content in schools. It strives to help teachers make decisions about what is of greatest importance, how to help students learn how to learn, and how to provide strategic instruction.

Content Enhancement Routines (CER)

These “Routines” are tools teachers use in partnership with students. They are an approach to planning and delivering instruction to an academically diverse group of students. The goal is to promote mastery of critical content, enhance background information necessary for literacy, organize content and explore critical concepts to understanding. Teachers are encouraged to identify the critical content of their subject and use the routines to engage students in planning and learning. For details, please visit: Center for Research on Learning/Content Enhancement Routines

The Learning Strategies Curriculum (LSC)

This component consists of evidence-based instructional strategies that target specific skills. There are eight categories of strategies. They are usually taught on a 1:1 basis or to small groups, but some teachers who have recognized a systemic instructional concern have used LS to address the concern. The goal is to create independent learners. Students determined in need of a specific LS work through 8 stages to mastery. Data collection is integral to LS. For details, please visit: Center for Research on Learning/Learning Strategies

Content Literacy Continuum^® (CLC)^®

This model integrates research-based interventions including CERs and the LSC. Principles of successful institutional change are employed as schools move through the process of exploring, planning, implementing and sustaining CLC^®. (Colombo, 2008) Learn more by visiting: Center for Research on Learning/Content Learning Continuum

Virginia’s Commitment

The Virginia Department of Education was awarded a State Improvement Grant in 2004. The purpose was to address literacy improvements for all students at the middle and high school levels. One of the project activities has been to support the planning and implementation of the Strategic Instruction Model (SIM) and Content Literacy Continuum™ (CLC) in four schools in the state. These schools, Liberty MS, Ashland, VA; Patrick Henry HS, Ashland, VA; Central Academy MS, Fincastle, VA and James River, HS, Buchanan, VA, are currently serving as models/demonstration sites.

Currently, the Adolescent Literacy Partnerships: Meeting the Needs of All Students project, funded by the Virginia Department of Education, is expanding upon work undertaken during the three-year State Improvement Grant. The continued goal is to improve literacy outcomes for adolescents with disabilities through use of the Center for Research on Learning’s Strategic Instruction Model™ and Content Literacy Continuum™. Center for Research on Learning/Projects

Contact

For information on how to bring SIM^® into your Region 4 school, contact:
Judith L. Fontana, Ph. D SIM CER Professional Developer jfontan1@gmu.edu

References and Resources

Biancarosa, C & Snow C. E. (2006). Reading next- A vision for action and research in middle and high school literacy: A report to the Carnegie Corporation of New York (2nd ed.). Washington, D. C. Alliance for Excellent Education.

Colombo, B. (Ed.) (2008). Content literacy continuum leaders guidebook (2nd ed.)Strategic Learning Center: Lawrence, Kansas.