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Keith Lenz Ph.D., Associate Professor - (SPED)  • Special Education Website Director - Institute for Effective Instruction (CRL-IEI)
	Academic Degrees: Ph.D. , Special Education , University of Kansas , 1983 M.A. , Special Education , Bradley University , Peoria , Illinois , 1976 B.S. , History/Secondary Education , Bradley Univeristy , 1975 Specialization(s): Adolescents with learning and behavior problems; adolescent literacy, literacy-centered secondary school reform, teacher planning for academically diverse classes; strategic instruction for teaching diverse groups of learners; high incidence disabilities. Curriculum Vitae	Contact Information: 1122 W. Campus Rd. Joseph R. Pearson Hall, Room 543 University of Kansas Lawrence, KS  66045-3101 Phone:(785) 864-0620 E-mail: klenz@ku.edu Fax: (785) 864-4149

Recent Work:

Book Chapters

• Ehren, B. Lenz, & Deshler, D. (2004). Academic interventions for adolescents with language learning disabilities. In A. Stone, E. Siliman, B. Ehren, & K. Appel (Eds.), Enhancing literacy proficiency with adolescents and young adults (pp.681-701) Boston: Guilford Publishing.
• Lenz, B.K. & Deshler, D. D. (2004). Adolescents with learning disabilities: Revisiting the educator's enigma. In Wong, B.Y.L. (Ed.), Learning about learning disabilities. 3rd edition (pp 535-564) San Diego, CA: Academic Press.
• Lenz, B.K., Kissam, B., & Scanlon, D. (2004). Course planning for an academically diverse class. In Lenz, B. K., & Deshler (Eds), Teaching content to all: Inclusive teaching in grades 4-12. (pp. 78-103). Boston: McGraw-Hill.
• Kissam, B., Lenz, B.K., & Scanlon, D. (2004). Course planning: Establishing a classroom learning community. In Lenz, B. K., & Deshler (Eds), Teaching content to all: Inclusive teaching in grades 4-12. (pp. 78-103). Boston: McGraw-Hill
• Lenz, B.K., & Deshler, D.D. (2004). Framing pedagogies for diversity. In Lenz, B. K., & Deshler, D. D., (Eds.), Teaching content to all: Inclusive teaching in grades 4-12 (pp. 1-18). Boston: McGraw-Hill.
• Ehren, B. J., Lenz, B. K., & Deshler, D. D. (2004). Language factors affecting adolescent literacy. In C. A. Stone, E. R. Silliman, K. Apel, & B. J. Ehren (Eds.), Handbook of literacy and language: Development and disorders (Challenges in language and literacy). New York: Guilford
• Lenz, B.K., Bulgren, J., Kissam, B., & Taymans, J. (2004). SMARTER planning for academic diversity. In Lenz, B. K., & Deshler (Eds), Teaching content to all: Inclusive teaching in grades 4-12. (pp. 47-77). Boston: McGraw-Hill.

Books

• Lenz, B. K., Deshler, D. D., with Kissam, B. (2004). Teaching content to all: Evidenced practices for middle and high school settings. New York: Allyn & Bacon.

Journal Articles

• Bulgren, J., Deshler, D. D., & Lenz, B. K. (2007). Engaging adolescents with LD in higher order thinking about history concepts using integrated content enhancement routines. Journal of Learning Disabilities, 40(2), 121-133.
• Bulgren, J. A. Marquis, J. G., Deshler, D. D., Schumaker, J. B., & Lenz, B. K., (2006). Instructional context of inclusive secondary general education classes: Teachers' instructional roles and practices, curricular demands, and research-based practices and standards. Learning Disabilities: A Contemporary Journal, 4(1), 39-66.
• Schumaker, J. B., Deshler, D. D., Woodruff, S., Hock, M F., Bulgren, J. A., & Lenz, B. K., (2006). Reading strategy interventions: Can literacy outcomes be enhanced for at-risk adolescents? Teaching Exceptional Children, 38(3), 64-69.
• Lenz, B. K., Ehren, B. J., Deshler, D. D. (2005). The content literacy continuum: A school reform framework for improving adolescent literacy for all students. Teaching Exceptional Children. 37(6), 60-63.
• Deshler, D. D., Lenz, B. K., Bulgren, J, Schumaker, & Marquis, J. (2004). Adolescents with disabilities in high school settings: Student characteristics and setting dynamics. Learning Disabilities Contemporary Journal , 1(2), 30-48.

Websites

• The Center for Research on Learning, The University of Kansas. http://www.kucrl.org
  The Center for Research on Learning is an internationally recognized research and development organization noted for studying problems in education and working to place solutions that make a difference into the hands of educators, learners, employers, and policy makers.
• Preparing Preservice Educators for Adolescent Literacy and Literacy-Centered School Reform, Center for Research on Learning, University of Kansas. http://www.preservice.kucrl.org/
  This site offers a compilation of resources for preservice educators, including video segments and instructional support materials that capture some of the key ideas and components that are central to improving adolescent literacy in secondary schools.
• Strategic Learning Center (SLC), Strategic Learning Center. http://smarttogether.org/.
  SLC promotes academic and self-sufficiency for low-achieving youth. This research-based program includes tutoring, mentoring, and professional development for teachers and supports thousands of youth in Kansas and across the country.
• Stratepedia, The University of Kansas Center for Research on Learning. http://www.stratepedia.org/
  Stratepedia (formerly Content Enhancement) provides teaching methods designed for use in general education classrooms to promote learning for all students.

Current Grants/Projects

• Deshler, D. D., & Lenz, K. (2007-2011). A doctoral program for developing leaders to ensure the academic success of students with disabilities in secondary schools.Office of Special Education Programs. $800,000.
  This program is designed to develop leadership personnel in fields related to the education of students with high-incidence disabilities and other students withrndisabilities in grades 6-12 who can successfully respond to the demands in rigorous general education environments. The purpose of the project is to prepare leadership personnel to acquire the necessary competencies to conduct rigorous research resulting in validated instructional procedures for students with disabilities, to develop instructional products that are grounded in principles of universal design, to lead school reform and system change efforts tornimprove the successful implementation of IDEA and NCLB on behalf of students with disabilities, and to prepare school personnel to successfully teach students with disabilities so they can succeed in general education curricula and pass state assessments. This project is a collaboration of KU-CRL and the Department of Special Education.
• Deshler, D. D., & Lenz, K. (2006-2008). Arkansas Adolescent Literacy Project: Track II--Content Enhancement Routines. The University of Central Arkansas. $181,114.
  KU-CRL's role in this project includes providing professional development sessions, materials, and onsite coaching for school districts selected to participaternin the Arkansas Adolescent Literacy Project: Track IIContent Enhancement Routines. KU-CRL also will develop a model and begin to implement a system to evaluate the project's effect on students, teachers, administrators, schools, and school districts.
• Deshler, D.D., Hock, B.K., & Lenz, K. (2007-2012). A study of district-wide change and scalability structures. Virginia Department of Education, USDOE-OSEP, $5,900.000.
  This project expands and builds upon the work completed during the first three years of the Virginia Department of Education's State Improvement Grant. The focus is on improving literacy outcomes for adolescents with disabilities using the evidence-based interventions of the Strategic Instruction Model and implemented schoolwide through the Content Literacy Continuum.
• Lenz. B.K. & Deshler, D.D. (2004-2008). Using the content literacy continuum as a secondary school reform model. U. S. Department of Education, $2,775,000.
  This State Improvement Grant initiative for Virginia is designed to promote access to and success with the general education curriculum and content for students with disabilities through KU-CRL's Content Literacy Continuum and Strategic Instruction Model. The project includes creating a state network of skilled staff-development professionals and partnerships; recognizing and retaining qualified educators; disseminating and promoting the use of evidence-based practices; promoting knowledge of and participation in educational planning processes; and promoting systemic change and reform for middle and high school services for students with disabilities.