Make Your Voice Heard! Oregon's New Literacy Framework

 The Oregon Dept. of Education is asking for feedback from stakeholders: educators and families about literacy support! Please complete this survey!

K-5 Literacy Framework - Community and Professionals Input Survey

Here's what I wrote: 

Needs for teaching literacy

Every teacher needs training in how to teach based on the Science of Reading with deep dives into professional development in systematic, evidence-based reading instruction.

Every elementary school teacher should get training in LETRS or a similar program to help them understand what they need to do to teach reading. Programs in addition to LETRS are: The Reading League Online Academy, CORE Learning Accelerated Reading Achievement with the Science of Reading, AIM Institute for Learning & Research Pathways to Proficient Reading Course, The Center for Literacy and Learning has a couple of options for virtual coaching and online learning, The Big Dippers, EBLI For educators, and Keys to Literacy Keys to Beginning Reading PD course.

The state needs to get involved in Higher Ed Colleges of Education. They need to be teaching future teachers how to teach reading. It needs to happen NOW. Look to Eastern Oregon for a model.

Literacy priorities

That schools are NOT teaching our children to read. Just providing a list of evidence-based programs to choose from isn't enough. Teachers need systematic professional development to get them to STOP asking kids to guess words based on pictures and context. If the teacher continues to use strategies that are proven to not effectively teach most kids, even the most evidence-based program is not going to help.

Ongoing support is KEY. Literacy coaches should be funded, and they should have extensive knowledge in how to teach reading effectively.

As part of that ongoing support, providing PD around effective ways to use data to support students often gets pushed aside. Schools do the required screening, but if they are still looking at data in first grade and saying things like, "oh, he's fine, he'll catch up, so he doesn't need any help," that data is useless. Often data is collected but there are no tiers of support and that is how kids fall through the cracks.

Helpful strategies

Systematic, evidence-based instruction based on the 5 big ideas of beginning reading (phonemic awareness, phonics, fluency, vocabulary, comprehension), Instruction should be evidence-based, engaging, systematic, cumulative, and explicit.

Data-based decision making - using screening data to make sure that students who need additional instruction and intervention are actually getting it.

Tutoring or intensive intervention for students in middle school who lost so much in the last few years of elementary school.

What questions do you have for ODE about the Literacy Framework or revisions?

I want to know if schools and districts will get professional development around literacy and the Literacy Framework. Again, making changes to the literacy framework so that it aligns with best practices in teaching reading, isn't going to change anything at the school level unless PD is provided and ongoing support happens for ALL schools.

What else should we know about you and why you are invested in literacy education for Oregon's children?

My son was diagnosed with a specific learning disability in reading and writing just after the 2nd grade, but it took us 3 months after he started 3rd grade to get him any services. He never once met any of his goals on his IEP, and the ONLY reason he's ever learned to read is that I shell out thousands of dollars a year to have him tutored with instruction that aligns with the science. I didn't trust that the school would take care of him or help him and I was right.

Gearing Up for the New School Year

The Debate

It's that time of year again. When you get messages from the school about how excited they are for your kids to be back and all of the fantastic learning they have in store for the year.

Really, all it does is ratchet up my anxiety. Who will his teachers be? Will they understand dyslexia? Will they accommodate his disability? Do they have any idea what Universal Design for Learning is? 

Sidebar: you should check out UDL, they are actually supposed to use it in the district, but I'm pretty sure that not one teacher has had any professional development around it.

Check out these pages for information about Universal Design:

 Understood.org: What is Universal Design for Learning (UDL)?

CAST: Universal Design at a Glance

Reading Rockets: Universal Design for Learning: Meeting the Needs of All Students

Every year at this time I try to decide if I'm going to be "that mom." You know the one. The one who contacts all of the teachers for her 15-year-old child to tell them how they need to teach her child. Reminds them that he has an IEP and to save them time, adds all of his accommodations to the email, perhaps highlighting the few that are the most important for that particular class.

So far, I've only done this once. It was in the 6th grade and all the teachers I contacted responded with, "I already know that your kid has an IEP." And when I did it late in the year for 8th grade, the teacher completely focused on "need for praise" which got left in from elementary school and my son HATED it. He does not ever want people to praise him. He would rather float under the radar. 

But this year, as he enters 10th grade, I feel like, I need to take that first step. I'll reach out to the teacher, provide the information, and let them know that he's working on self-advocacy, but he struggles with that when he is with unfamiliar teachers. He HATES to ask for help. 

UPDATE: I did it! I sent messages to all of his teachers and I feel like I've gotten a pretty positive response. Today was the first day of school so we shall see how things progress. What to know what I said? Here's my email with names removed to protect the innocent or not-so-innocent.

My name is Anna Ingram and my son is in your [specific class name] class this fall. As you may know my son has an IEP for a Specific Learning Disability in reading and writing. 

He is extremely bright and remembers nearly everything he hears. His listening comprehension is in the 96th percentile while his reading and written language skills have hovered in the single-digit percentiles. He still spells many things phonetically. 

I wanted to reach out to you and highlight some of the accommodations that are most beneficial to him.

My son will also likely reach out, but he is still working on advocating for himself and will sometimes not ask questions when he doesn’t fully understand something. This is especially true when he’s unfamiliar with the teacher.

General Accommodations

• Example of the finished product to help with the understanding of expectations.

• Alternative assessment - Allow understanding to be demonstrated in different ways, like oral reports, posters, and video presentations. (For assignments where the goal is to make sure that content is understood rather than an assignment that is strictly about writing.)

• Break assignments into more manageable "chunks" 

• Frequent comprehension check-ins, check his work to show understanding and that he knows how the start assignment

• Some of this can be alleviated just by having clear directions that are bulleted and/or by someone going over all of the directions with him.

• Opportunity to retake the test after demonstrating a relearn, option to test in the learning center

• Preferential seating near instruction away from distractions

• Extra time to complete assignments/assessments as negotiated with the teacher with full credit;

• Option to have a teacher/EA read questions on tests or assignments

Reading and Writing

• When applicable access to the second set of textbooks or access codes for online use at home

• Access to technology for audiobooks, speech-to-text, text-to-speech, and editing software.

• Option to use the computer over handwriting in classes

• Graphic organizer for writing assignments

• Access to repeated adult (teacher or EA) editing assistance

Organizational

• Access to class notes/slides (teacher/peer)

• During note-taking, Garret can listen only then write down what he heard

• Access to tech for organizational support

• Access to digital copies of assignments and any resources that go home.

Thank you for your time and please feel free to reach out to me or his Case Manager if you have any questions or concerns.