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Literacy and AAMA Task Force Engagement March 8, 2011

Literacy and AAMA Task Force Engagement March 8, 2011. Literacy. Literacy, in its simplest definition, is the ability to read, write, speak, and listen in order to communicate.

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Literacy and AAMA Task Force Engagement March 8, 2011

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  1. Literacy and AAMA Task Force Engagement March 8, 2011

  2. Literacy • Literacy, in its simplest definition, is the ability to read, write, speak, and listen in order to communicate. • The definition of literacy has evolved from "the ability to read and use printed materials at an extremely basic level" to "using printed and written information to function in society, to achieve one's goals and to develop one's knowledge and potential" (2003 National Assessment of Adult Literacy).

  3. How do we currently measure and report our students’ Literacy Levels in OUSD? • DIBELS- Dynamic Indicators of Basic Early Literacy- (Grades k-1) • Measures Phonemic Awareness, Alphabetic Principle, Accuracy and Fluency, Vocabulary, Comprehension • California Standards Test (CST) (Grades 2-11) California High School Exit Exam Benchmark Assessments Curriculum (Grades 2-12) Measures Reading Comprehension, Literacy Response and Analysis, Word Analysis, Writing Strategies, Written Conventions • Scholastic Reading Inventory (SRI) (Grades 5-9) Measures Reading Level • Process Writing Assessments (PWA) (Grades 4-9) Measures student writing progress against grade level standards

  4. CST English Language Arts by GradePercent Proficient and Advanced

  5. CST English Language Arts by Group Percent Proficient and Advanced

  6. Greatest Growth in Percent Proficient and Advanced on CST English Language Arts African American students • Markham 26.6% Growth • Madison 18.9% Growth Latino students • Explore 14.0% Growth English Learner students • Markham 29.3% Growth • Claremont 18.6% Growth Socio-economically Disadvantaged students • Montclair 29.0% Growth • Madison 10.7% Growth

  7. Literacy Task Force VISION & GOALS: OUSD will create a Literacy Framework to guide instruction in English Language Arts (grades PreK-12). The Framework will provide guiding principles to increase the Literacy levels of our multi-lingual student population and will guide teachers as they develop rich literacy instruction in reading, writing, speaking, and listening in all ELA classes. WORKPLAN • Investigate research- based best practices in Literacy • Draft OUSD Literacy Framework • Receive feedback from stakeholders • Provide PD on elements of OUSD Literacy Framework • Implement framework in ELA Classes MAJOR QUESTIONS • How do we define Literacy? What elements of a Literacy Framework are essential in order to transform & guide teacher practice to improve Literacy outcomes for all Oakland students, with an emphasis on increasing the achievement levels of African American students and English Learners? • How will our approach to Literacy Instruction PreK-12 move us toward College & Career Readiness? • What practices and conditions are leading to our current growth in Elementary ELA and what can we learn from these practices in order to accelerate literacy outcomes for all students in our system? PRODUCTS • Current OUSD Literacy Rubric (K-5) • Key Components of a Literacy Framework for OUSD • TO BE CREATED: OUSD Literacy Framework PreK-12 MEMBERSHIP • Participation will include classroom teachers, site leaders, students, parents, and Literacy advocates. • Recruitment efforts are focused on developing a solid base of expertise and gathering the input of a broad range of stakeholders including members of special education, representatives from higher education, parents, site leaders, and representatives from various organization and community groups that focus on Literacy • Next stakeholder meeting is March 8.

  8. Literacy Panel Literacy Panel • Alexis Alexander, Teacher on Special Assignment, Academic English Development Program, OUSD • Jeffrey M.R. Duncan, PhD- Andrade, Associate Professor College of Ethnic Studies and College of Education, SFSU • Sarah Breed, Manager of Humanities Curriculum, OUSD • Andrea Nobles, MLK Oratorical Festival Coordinator, OUSD • Hadari Davis, National Director for Youth Speaks • Nabeehah Sabree Shakir, Culture Intervention Specialist, Oakland Alliance of Black Educators • Brett Tankersly, Teacher on Special Assignment, English-Language Arts k-8, OUSD

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