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Susan Singleton_School

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Lit for Literacy

Session 1

MARCH 7, 2023

Yessica Moreno

Cox Academy

Family Leader

Maria Guzman

Cox Academy

Parent Leader

Mayra Vaca

Cox Academy

Family Coordinator

Jackie Brooks

Cox Academy

Family Leader

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1. CAMERAS ON + NAME/SCHOOL

We are here to build community with each other.

Let’s see each other’s beautiful faces

2. PARTICIPATE ACTIVELY

Use Zoom reactions. Use your chat box.

3. ASK QUESTIONS

We are here to learn. Your question will help others!

4. AFFIRMATIONS & SUPPORT

Lift each other up as we learn! Make connections with one another. Give shout out’s and appreciations.

RENAME YOURSELF

BE ON CAMERA

MUTE/ UNMUTE

RAISE HAND

CHAT BOX

REACTIONS

Agreements

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Lit4Literacy has 6 Steps!

✔

Tonight is Session #1

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Check In

PUT YOUR NAME, SCHOOL IN THE CHAT BOX

Why did you join Lit4Literacy?

Why are you motivated to become a parent literacy leader at your school?

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What are our goals for

Lit for Literacy?

100%

reading at grade level

Mayra -

Good Evening everyone, it is so awesome to be here with all of you! My name is Mayra Vaca, I am the family coordinator at Cox Academy. Before I tell you about myself and why we are here, let’s do a WOOT WOOT for my awesome family leaders Jackie, Yessie, and Maria who got us started. I am gonna count us off and on 3 I want everyone to unmute themselves and say WOOT WOOT, that is part of our tradition here in Lit 4 Literacy. Is everyone ready? Okay! 1, 2, 3, WOOT WOOT!! I am so proud of my parent leaders because I myself was a parent leader at Cox Academy for 10 years before becoming family coordinator! I was one of the first ever graduates of the Lit 4 Literacy Leadership Institute. I am so glad to have all of you here that want to learn about your students academic goals. As a parent I helped lead the traffic and safety initiative, I supported the Prop 51 effort to help our school win 28 million dollars last year!!! And I am the cofunder of our Empoderando Familias Latinas/Latin Family Council at my school last year. As a coordinator, I am proud to support our amazing lead parents who lead Black Family Council, Empoderando Familias Latinas, food bank and many other things!

Through this initiative there are 4 important goals that we are trying to reach:

have students reach the grade level targets
have parents engage in reading activities with their children at home
make sure all parents know what the reading levels are for each grade
ensure that parents and teachers are talking to each other about what students need and what is working

our main goal is that 100% of all EFC students on reading at grade level. Are yall with me?! let me see some reactions/thumbs up

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What are EFC’s Lit for Literacy Values?

👍

👏🏾👏

❤️

🎉

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In order to….

ensure every child can read at grade level so that they are able to choose whatever college or career path they want.

Session #1 Purpose & Outcomes

To invite parents to be key partners in EFC's Literacy Campaign.
2. To develop our knowledge about the reading proficiency challenges facing Oakland and our schools.
3. To activate our agency as parent leaders by reflecting on our “stories of self”. 4. To introduce EFC’s science-based approach to reading instruction and apply reading comprehension practices at home.

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Welcome and Values Check In (15)

1

2

4

5

Disrupting the Status Quo (20)

Reading Goals at EFC + Home Strategies (25)

6

Break out groups & Report Back (20)

3

Next Steps/Closing (15)

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Disrupting the status quo:

The First Revolution is Internal

Session 1

Omar Currie,

Principal, EFC Cox Academy

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Download the 2023 Oakland Report

Knowledge is Power

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‘23

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‘23

over the last 8 years

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ELA Forecast In Oakland

Math Forecast in Oakland

Can we wait 4 generations for our children to be guaranteed a quality education?

Are we good with this?

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Question

How does this data make you feel?

omar; Wow! Ok, we just looked at just three data slides on reading proficiency in Oakland..

We have a bit more knowledge about the problem we are trying to address….how does this data make you feel?

(Encourage folks to come off mute and share. Chat is also open for sharing)

(Listen to responses, validate pain and left up / leverage comments that indicate wanting to do something about it)

Like we said “knowledge is Power”

Knowledge can motivate us to learn more.

Knowledge can agitate us to action.

Knowledge can help us measure our progress and keep our eyes on the prize.

Now, one obvious question is who is responsible for this problem? Who do you think is responsible?

(listen to answers)

Yes. We all have a part to play. OUSD, The City of Oakland, Our Schools, and most importantly we as parents have a role to play in solving this.

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Hire and fire a superintendent and ensure s/he is successful

SCHOOL BOARDS MATTER

Manage own budget of hundreds of millions (billions over a 4-year term)

Set the vision and direction of the school district, and monitor progress

Alameda County Superintendent oversees school district budgets

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Approve opening, renewal and closing of charter schools

Approve Prop 39 facility use and Prop 51 facility grants for charter schools

WHY SCHOOL BOARDS MATTER

For Charter Schools

Decide if charter schools receive parcel tax funding from Oakland voters

Provide oversight for charter schools

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Oakland Unified School Board (OUSD)

Sam Davis, D1

VanCedric Williams, D3

Jennifer Brouhard, D2

Dr. Clif Thompson, D7

Valarie Bachelor, D6

Mike Hutchinson, D4

Superintendent Kyla Johnson-Trammell

Kelly Krag-Arnold

Charter Office Dir.

Jorge Lerma, D5

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SCHOOL BOARDS MATTER

Raise the Bar Resolution passed 4 to 3!

VOTING YES:

Sam Davis, D1
Mike Hutchinson, D4
Jorge Lerma, D5
Dr. Clif Thompson, D7

VOTING NO:

Jennifer Brouhard, D2
VanCedric Williams, D3
Valarie Bachelor, D6

Susan

What’s happening?

Last Spring, working with FIA, Directors Clif Thompson (D7) and Jorge Lerma (D5) introduced a Resolution to Advance Black and Brown Student Achievement At the OUSD board

Why a Resolution to Advance Black and Brown Student Achievement?

Build on success: The resolution calls on us to build on what is working. We are making progress, we know how to do this… we need to do more of it

Focus/Direction/ Set a Goal: When District is focused we get results = reach our goals. The resolution calls on BOE members to set a clear and ambitious goal to move achievement for Black and Brown students in the next decade.

Collective Push: We need a collective push to to double Reading and Math Proficiency (More programs like lit for literacy and future issue cuts). This is a city-wide effort that members of our city council also support.

Accountability: Topic once a month and annual report to keep the board focused. Out of sight out of mind doesn’t work.

Collaboration - we want to work in partnership with teachers and the city to achieve this goal.

How does this sound to you? Like the beginnings of a plan for action?

While this passed 4-3 it is a fact that 3 board members voted against this resolution to advance the black and brown student achievement. Why do you think they would do that?

(field some responses)

We clearly have some work to do with the board and elections are coming up!

But first we need to reflect on the role of another key stakeholder in increasing reading proficiency for our students.

Who do you think that might be?

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Who is Running for OUSD School Board?

VanCedric Williams

Patrice Berry

Dr. Clif Thompson

D1: Ben Salop - considering (former All City Council, Measure QQ Youth Vote Advocate and recent field manager on Ken and Loren’s campaigns)

D1: Rachel Latta, Equity Allies, OEA-aligned, midwife

D3: Dwayne Aikens (ED of WeLeadOurs, mentoring programs, lifelong Oaklander, Sugar Tax Commissioner)

D5: Patrice Berry (works for Michael Tubbs at End Poverty in CA, former ed staff for Libby & College Track)

D7: Clif Thompson (incumbent) D7: Dominic Ware

Rachel Latta

Ben Salop

Dwayne Aikens

Sasha Ritzie-Hernandez

Dominic Ware

?

We must count to 4 for charter renewals

Will they support equity, quality access?

D1

D7

D5

D3

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Power Principle

The first revolution is internal

Mayra

But how do we make a difference? Us as families, we also have a huge role to play in making sure our schools are better and serve our kids. We can demand of the school board that they do their jobs, but also we have to do our part. Let’s reflect on this power principle “the first revolution is internal”

call on someone, what do you think this means?

YES! If we want better, we first have to make a conscious decision individually as parent leaders and collectively to step up!

In FIA organizing principles guide our work and help us navigate our way through sticky problems and help us make a plan.

Tonight’s principle is: the first revolution is internal.

What do you think that means? (Type in the chat)

That’s right we start with ourselves. Each one of us needs to step up to the Challenge: Each one of us needs to make a conscious decision to lean in to this project if we are gonna be be successful.

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Power made me a coat. For a long time I kept it in the back of my closet. I didn't like to wear it much, but I always took good care of it.

When I first started wearing it again, it smelled like mothballs. As I wore it more, it started fitting better, and stopped smelling like mothballs.

I was afraid if I wore the coat too much someone would want to take it or else I would accidentally leave it in the dojo dressing room. But it has my name on the label now, and it doesn't really fit anyone else.

When people ask me where I found such a becoming garment, I tell them about the tailor, Power, who knows how to make coats that you grow into.

First, you must find the courage to approach him and ask him to make your coat. Then, you must find the patience inside yourself to wear the coat until it fits.

_{J. Ruth Gendler, The Book of Qualities}

The Power Coat Parable

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My Literacy Story of Self: Yessica Moreno

Yessica Moreno

Parent Leader

Cox Academy

Mi historia de educación comienza en México, en el Estado de Michoacán. En un pueblo que tiene nombre: La Palma. La educación en mi familia fue difícil porque solo contabamos con el salario de campesino de mi papá para mantener una familia de 5 hijos.Mi mamá lo apoyaba haciendo trabajos de limpieza,pero aun así era poco. Mis papás no terminaron su primaria solo llegaron a tercer grado y tuvieron que dejar sus estudios para trabajar y ayudar a sus familias. Mis padres lamentan no haber podido darnos la oportunidad de terminar una carrera. Mis dos hermanas mayores solo terminaron la primaria y los tres menores solo logramos terminar la secundaria y no pudimos continuar nuestros estudios ya que era muy costoso y no teníamos los recursos económicos para seguir nuestra educación. Igual que nuestros padres tuvimos que trabajar para ayudar en la economía de nuestra casa.Cuando emigramos a este país mi esposo y yo nos comprometimos a brindar a nuestros hijos todo nuestro apoyo para que ellos a diferencia de nosotros tengan acceso a una mejor educación y mejores oportunidades que las que nosotros tuvimos.Para que nuestros hijos puedan formar y fortalecer su educación nos hemos dedicado a formar parte de proyectos que ayudan a mejorar su rendimiento académico. No solo eso, también yo en lo personal decidí darles el ejemplo y retomar mis estudios. Comencé a tomar clases de inglés porque considero que como madre, mi deber es enseñarle a mis hijos siendo un ejemplo de que nunca es demasiado tarde para aprender y tener una mejor educación.Esta es una de las muchas razones que tengo para formar parte de este grupo para apoyar a otros padres y a animarlos a ser parte de la educación de sus hijos ya que una mejor educación les brinda mejores oportunidades profesionales y económicas.

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My Literacy Story of Self: Yessica Moreno

Yessica Moreno

Parent Leader

Cox Academy

My education story begins in Mexico, in the state of Michoacán. In a town that has a name: La Palma. Education in my family was difficult because we only had my father's peasant salary to support a family of 5 children. My mother supported him by doing cleaning work, but even then it was not enough. My parents did not finish primary school; they only reached third grade and had to leave their studies to work and help their families. My parents regret not having been able to give us the opportunity to finish a career. My two older sisters only finished primary school and the three youngest only managed to finish high school and could not continue our studies because it was very expensive and we did not have the financial resources to continue our education. Just like our parents, we had to work to help with the economy of our home. When we immigrated to this country, my husband and I committed ourselves to giving our children all our support so that they, unlike us, would have access to a better education and better opportunities than we had. So that our children can form and strengthen their education, we have dedicated ourselves to being part of projects that help improve their academic performance. Not only that, but I personally decided to set an example for them and resume my studies. I started taking English classes because I believe that as a mother, it is my duty to teach my children by being an example that it is never too late to learn and have a better education. This is one of the many reasons I have for being part of this group to support other parents and encourage them to be part of their children's education since a better education gives them better professional and economic opportunities.

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BREAKOUT GROUP TASK

(20 minutes)

01 What were you feeling as you heard the citywide data?

02 Do you have any questions about the city wide data or the role of the school board?

03 Are you ready to put on your power coat and disrupt the status quo? If so, reflect on your own literacy story.

04 Assign a leader to report out highlights from your group.

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BREAKOUT GROUPS

01 Lazear - Daisy + Rocio

02 ASCEND English - Kristen + Jenni

03 ASCEND Spanish - Perla + Tania

04 Achieve Spanish - Mariana + Paulina

05 LWL English - Doreen + Francisco

06 LWL Spanish - Guillermina + Corey

07 Cox English - Jackie + Mayra

08 Cox Spanish - Yessica, Maria, Susan

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“Who am I and why do I have a responsibility to act?

Challenge

Choice

Outcome

My Literacy Story of Self

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“Who am I and why do I have a responsibility to act?

Challenge

Choice

Outcome

Your story:

What experiences do you recall with learning to read when you were a child?
Can you identify a challenge? a choice?
What outcome or impact/influence did that experience have on the rest of your life?

Your child's story:

How is your story similar or different from your child’s experience?
What implications does this have for you and your child?

My Literacy Story of Self

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BREAKOUT GROUPS

REPORT BACK

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100% Literacy is our Goal: Parent Partnership is our Strategy

MARCH 7, 2023

Abigail Nuñez

Education for Change

Chief of Schools

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100%

reading at grade level

GOAL 1: 90% of OUR students will reach their accelerated reading goal through teaching parents the data, practices and skills to use at home with their child
GOAL 2. Activate reading practices among ALL EFC families through building the leadership of 50 EFC families as “literacy champions”

abby

ABBY - these were Larissa’s notes from the 1st year. Feel free to modify.

Narration notes:

Our # 1 goal is to increase literacy outcomes for EFC students… literacy is a key, foundational skill that prepares our children for success in ALL SUBJECTS in school, AND ensures that they will have greater economic and political power and opportunities.
Our EFC theory of action is that only by working IN PARTNERSHIP with families and students can we realize our vision.
In order to do that effectively, we need to share the knowledge and expertise we both have. In this institute, we have the chance to do that AND make big gains. That is why we are here tonight.
We are going to build family instructional capacity with 100 EFC FAMILY LEADERS in early literacy student data, practices and skills to use at home with their child.
We are going to build family leadership with 100 EFC families to achieve school literacy goals to be literacy “champions” with other parents
And we are going to work IN PARTNERSHIP to get 100% of our students reading on grade level by the end of 2nd grade!
Engagement / Check for Understanding:

Write in the chat box: What is resonating with you?

Call on 1 parent from each school to share (Cox, Lazear, LWL, Achieve, ASCEND)

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2024- 2025

Preliminary SBAC data

Grades 3,4,5,6,7,8,11

efcps.org

Our mission is to provide a superior public education to Oakland’s most underserved children by creating a system of public schools that relentlessly focuses on our students’ academic achievement. We believe that high quality instruction, and its continuous refinement, will lead to success for our students. When our students succeed, they will be prepared to make thoughtful and informed choices that will set them on a path for a successful life.

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Fall Proficiency by Grade and Site

Below is the overall % of the grade level at Proficient as of the Fall Progress Monitoring window.

Numbers in parentheses indicate change from BOY.

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Kids are sounding out words - they know letters, letter sounds and how to put them together. They are not guessing at words, they are using their letter-sound strategies

Kids are coming home with texts they can actually read.

There must be JOY! Encourage, affirm and be patient as your child learns to read and develops strong literacy

Students need to be thinking deeply, talking about what they’re reading, and writing about it! Read for a purpose AND read for pleasure

What should families know about EFCs science-based approach?

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Literacy Lesson #1

Reading at Home

Mayra Vaca

Family Coordinator, EFC Cox Academy

Susan Singleton

Lead Family Organizer, FIA

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Parents MUST KNOW:

Science-based Reading Instruction

By Grade

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What do you notice?

Sit close
No TV, phones or iPads
Child holds the book
Talk about the book cover, the pictures, a word
Ask: “What do you think is happening?”
Pretend to be a character

Reading at Home: Book Walk (younger)

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Talk about the book in any language

What do you predict will happen?

What actually happened?

How’s the character feeling in the end?

Make a connection to the book

Act it out

Reading at Home: Independent Reading

(older)

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Practice reading at home in any language
Find a quiet place
Take a “book walk”
Have a “book talk”
Celebrate reading and make it FUN!
Write down how many minutes you read
Give yourself a sticker each time you read at home

Reading at Home: Set a Routine

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BREAKOUT GROUPS

1) What were you feeling as you heard about the EFC school data? Any surprises? Reactions?

2) Any questions on the 6 pillars of science based reading and EFC approach to reading instruction?

3) What reading at home practice and routine will you set for your child?

4) Report back highlights of discussion and how many parents in your group are committing to a reading at home practice.

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BREAKOUT GROUPS

01 Lazear - Daisy + Rocio

02 ASCEND English - Kristen + Jenni

03 ASCEND Spanish - Perla + Tania

04 Achieve Spanish - Mariana + Paulina

05 LWL English - Doreen + Francisco

06 LWL Spanish - Guillermina + Corey

07 Cox English - Jackie + Mayra

08 Cox Spanish - Yessica, Maria, Susan

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Power in Practice!

Literacy Application

Set a routine for home reading. Use your home reading chart!

Leadership Application

Share your literacy story with 2 other parents; ask them about their story.

Next Steps

Evaluation

Please complete our online evaluation
In the chat…

How are you feeling as we wrap up session one?
What's a glow for this session?
What's a grow for this session?

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See you next week

CONTACT

Susan Singleton

510 698 2271

susan.singleton@fiaoakland.org

PHONE

EMAIL

Thurs, Oct 24th