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Lit for Literacy

Session 1

MARCH 7, 2023

Lila Wiley-Booker

Lighthouse Family Leader

Susan Singleton

FIA Lead Family Organizer

Naimah Smith-Churchill

Lighthouse Family Leader

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1. Wear name tag with your NAME/SCHOOL

We are here to build community with each other.

2. PARTICIPATE ACTIVELY

Use your hand signs.

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

RAISE HAND

REACTIONS

Agreements

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Lit4Literacy has 6 Steps!

✔

Today is Session #1

$150

Step 3: Attend 4 sessions & do your

sign contract and ask questions

✔

9:03 Susan

Our Journey

We are on a journey together. You have already taken two important steps.

Step 1: Apply and meet with your coordinator! DONE!

Step 2: Sign contract and ask questions! DONE!

Step 3: Attend these four group training sessions, this is the step we are on now!

Step 4: Participate in one in person site-based accountability walk session at your school - we will talk more about this later but this will happen in January

Step 5: Be a part of your school’s Family Literacy Team - the hope is that all of you are motivated to work together as a team to improve reading at our schools.

Step 6: After all of these steps are done everyone who is committed and shows up consistently will be eligible for a $150 stipend

We hope everyone will become a lifelong literacy champion for your child, your school, and your community.

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Check In

SHARE YOUR NAME, CHILD’S GRADES

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

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What are our Lit for Literacy Values?

❤️

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Our Community Schools model at LCPS

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

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Welcome and Values Check In (15)

1

2

4

5

Disrupting the Status Quo (20)

Reading Goals at LCPS + Home Strategies (25)

6

Break out groups & Report Back (20)

3

Next Steps/Closing (15)

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

MARCH 7, 2023

Shaina Hurley

Lighthouse K-5 Principal

Session 1

Cody Marshall

Lodestar K-5 Principal

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100%

reading at grade level

GOAL 1: 90% of students will increase their percentile on Aimsweb+ through teaching parents the data, practices and skills to use at home with their child
GOAL 2. Activate reading practices among families through building the leadership of 50 LCPS families as “literacy champions”

9:17 -9:32 Shaina (slides- 10- 17, 15 Minutes)

So why are we here with you tonight? I want all of our children to have the same opportunities that I have had because of my family’s literacy journey..
Our # 1 goal is to increase literacy outcomes for 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 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 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 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?

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Where are we now? AIMS Web Plus Data Fall 2024 Lighthouse

This Fall (2024) our 1st grade has the most number of students not at grade level in Overall Reading

How do you feel about this data?

How can we use our agency so that all of our students are on grade level by the end of 2nd grade?

Grades

50%

Shaina - So where are we now? (Share how to read the graph- each bar represents 100% of students in a given grade. For example, Grade “zero” is kinder. Green is the number of students at grade level. Red is the the number of students far from grade level. Orange means they are “almost there”. Based on this chart, which grade has most students at grade level in reading fluency? If the goal is 100% proficiency, which grade has the farthest to go? I am proud that we have 4 grades who almost have half of their students at proficiency. But we can do better.

call to action for early literacy levels, have to get out of that red and into that green

-we are showing this to you, this may be alarming as a parent but we are showing this to you because we can’t do it alone, you can’t do it alone

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Lighthouse Preliminary CAASPP Spring 2024 Data

Grade	2022-2023 (% Proficient)	2023-2024 (% Proficient)	Change
3rd	12%	8%
4th	34%	21%	+9
5th	37%	38%	+4

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Our five strategies to improve reading proficiency:

30 minutes whole group phonics on grade level

10-15m small group with your teacher at your level

Assess every week to “level up”

25% get reading intervention (an additional 10-15m reading group) pull out

train all teachers on the Science of Reading

Lighthouse

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Where are we now? AIMS Web Plus Data Lodestar

GRADES

50%

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Lodestar Preliminary CAASPP 22-23 Data

Grade	2022-2023 (% Proficient)	2023-2024 (% Proficient)	Change
3th	4%	15%
4th	23%	15%	+11
5th	23%	9%	-14

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Literacy Lesson #1

Reading at Home

Session 1

Shaina Hurley

Lighthouse K-5 Principal

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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 to

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 LCPS school data? Any surprises? Reactions?

2) Any questions on the 6 pillars of science based reading and LCPS’s 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 English 1 Lighthouse - Lila + Shaina

02 English 2 Lighthouse - Naimah + Dr. Dickey

03 English 3 Lighthouse/Lodestar - Chrisciel + Tania

04 Spanish 1 Lighthouse - Susan

05 Spanish 2 Lodestar - Norma + Paulina

06 Spanish 3 Lodestar - Erlinda + Naborina

07 Spanish 4 Lodestar - Angela + Cody

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BREAKOUT GROUPS

REPORT BACK

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Disrupting the status quo:

The First Revolution is Internal

Session 1

Dr. Lehi Dickey

Family Engagement Coordinator, Lighthouse

Lila Wiley-Booker

Lighthouse Family Leader

Naimah Smith-Churchill

Lighthouse Family Leader

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Download the 2023 Oakland Report

Knowledge is Power

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‘23

Dr. Dickey - 10:05-10:30am - (Slides 24-37, 25m)�

This slide shows the % of students that were reading at grade level last year on state tests.

What % of African American students are reading at grade level in Oakland?…. (wait for response)

What % of Latinx students are reading at grade level in Oakland?….(wait for response)

What % of Asian and whites students are reading at grade level in Oakland?…. (wait for response)

Ask “what do you notice?” “is this data better or work than you expected? why/why not?”

where do you see a big gap? between which racial groups?

-we want parents to understand 3 things:

even though Black and Latinx students make up 70% of all Oakland students, across Oakland they are not reading on grade level;
There is a huge gap between white/asian and Black/latinx reading proficiency scores;
our schools are not the exception, we are actually facing a similar problem to MANY schools and families in Oakland.

ok let’s keep going

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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?

Susan - get here by 10:10am - (Slides 24-37, 25m total)

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? Turn and talk to a different person at your table - each person share for 1 minute and then we will come back and discuss.

(after 2 mins, have 1 lodestar pair and one lighthouse pair share.)

(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 as families. we are not the only ones who have a role to play in confronting this issue. The Oakland school board does as well. Who has heard of the Oakland school board or OUSD school board? (wait for responses), well we are going to talk about their role in this too.

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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

Susan

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:

Hello everyone my name is Lila Booker I have 2 children at Lighthouse: Jacion (1st grade ) and Te’Shanti (5th grade), and a daughter at Rusdale. As an Oakland native, I attended E. Morris Cox in the deep east. I was held back and placed in special ed in second grade because I had a lot of trouble reading. My grandmother who only got a 3rd grade education raised me but because she had a lot on her plate, she was not able to help me much. Though I had to really push myself, I would go to the library for books and I also used the Bible. I found what helped me the most was the 1:1 coaching I got while in Special Ed.

My support for my children and their education is unwavering because my oldest daughter has an IEP and learning disabilities, and my youngest son couldn't read last year. He is reading more now but he has a fear of reading. I am parent leader because I know it takes the school and families being in communication to support academic success. I am in communication with all of my children’s teachers, and I make it a point to bridge what they are learning in the classroom to the activities we do together at home.

I did Lit 4 Literacy last year for the first time, and I am back this year as a lead parent. Over the summer I participated in another leadership institute with FIA where I helped to get the word out about the state of our schools to my fellow D7 community, helped to organize a candidates forum for school board and city council. I even help to run my cousin Dominic Ware’s school board campaign. My leadership has grown so much because everyday I make a conscious decision to wear my power coat, even when it is hard.

Lila Booker, Parent Leader at Lighthouse

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Mi historia de lectura personal:

Hola a todos, mi nombre es Lila Booker, tengo 2 hijos en Lighthouse: Jacion (1.er grado) y Te'Shanti (5.º grado), y una hija en Rusdale. Como nativa de Oakland, asistí a E. Morris Cox en el este profundo. Me reprobaron y me colocaron en educación especial en segundo grado porque tenía muchos problemas para leer. Mi abuela, que solo recibió una educación de 3.er grado, me crió, pero como tenía mucho que hacer, no pudo ayudarme mucho. Aunque tuve que esforzarme mucho, iba a la biblioteca a buscar libros y también usaba la Biblia. Descubrí que lo que más me ayudó fue el entrenamiento personalizado que recibí mientras estaba en educación especial.

Mi apoyo a mis hijos y su educación es inquebrantable porque mi hija mayor tiene un IEP y discapacidades de aprendizaje, y mi hijo menor no podía leer el año pasado. Ahora lee más, pero le da miedo leer. Soy líder de padres porque sé que es necesario que la escuela y las familias se comuniquen para apoyar el éxito académico. Estoy en contacto con todos los maestros de mis hijos y me esfuerzo por conectar lo que están aprendiendo en el aula con las actividades que hacemos juntos en casa.

El año pasado hice Lit 4 Literacy por primera vez y este año vuelvo como madre líder. Durante el verano participé en otro instituto de liderazgo con FIA, donde ayudé a difundir la información sobre el estado de nuestras escuelas entre mis compañeros de la comunidad del Distrito 7, ayudé a organizar un foro de candidatos para la junta escolar y el consejo municipal. Incluso ayudé a dirigir la campaña de la junta escolar de mi primo Dominic Ware. Mi liderazgo ha crecido mucho porque todos los días tomo la decisión consciente de usar mi abrigo de poder, incluso cuando es difícil.

Lila Booker, Parent Leader at Lighthouse

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BREAKOUT GROUPS

(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 English 1 Lighthouse - Lila + Shaina

02 English 2 Lighthouse - Naimah + Dr. Dickey

03 English 3 Lighthouse/Lodestar - Chrisciel + Tania

04 Spanish 1 Lighthouse - Susan

05 Spanish 2 Norma + Paulina

06 Spanish 3 Lodestar - Erlinda + Naborina

07 Spanish 4 Lodestar - Angela + Cody

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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 learning to read as a child?
Can you identify a challenge? a choice?
What impact 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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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

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See you in next week

ERICA BAIRES

510-460-5069

rica.Baires

@fiaoakland.org

Nov. 19, 2024

at Lodestar!

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Organizing Training:

The First Revolution is Internal

Tunisia Harris

FIA Parent Leader,

Lodestar

Dr. Lehi Dickey

Family Engagement Coordinator, Lighthouse

October 5, 2023

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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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Power Principle

The first revolution is internal

7:25 -7:26 Tunisia To be successful, Each one of us needs to make a conscious decision to put on our "power coat" and consider if we want to be a parent leader who champions literacy in our school.

this principle makes me think of being a parent…last year i faced a lot of challenges with my child in lodestar…what shifted in me - i have a duty to act and share what i am learning with other parents; doing something you know you really have to do…depending how you choose or decide to wear your power coat, it changes, with the seasons for whatever challenge. 4 layer power coat, it has fur and a hood…i have been wearing my power coat by being an involved parent and i have customized it and upgraded it as i grow as a leader.

my first internal revolution - i knew i had to show up for my siblings and my brother...he is on the spectrum…i have to advocate for him and be involved so he has access to the same quality education as other children…i dont have the capacity to home-school so I am in partnership with the school to support my children and siblings; i don’t want history to repeat itself..i want to make sure all children to graduate high school and be able to read. my mom stopped at 8th grade and i don’t want that to repeat. that is why i put on my power coat.

Introduce concept of Organizing Principle

Challenge: Each one of us needs to make a conscious decision to put on our "power coat" and lean in to this project to be successful.

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

Challenge

Choice

Outcome

My Literacy Story of Self

7:26 -7:30 Tunisia�FIA Story of Self, Us and Now

The first step in being a leader and putting on our own power coat is getting in touch with our own story.

What is your story of learning to read? Stories can be powerful and inspire ourselves and others to action.

You may think that your story doesn’t matter, that people aren’t interested, that you shouldn’t be talking about yourself.

However, it is important that you tell your story. Your story can be inspiring and motivate others. Besides, If you don’t tell your story, others will for you, and they may not tell it the way you like.

A good story has a challenge, a choice and an outcome.

Challenge: What was learning to read like for you?

Choice: Did you or others have to make a choice in your literacy journey?

Outcome: What was the outcome? What did it teach you?

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Me llamo Norma Garcia, soy de El Salvador, hija de madre soltera. Yo quedé huérfana a la edad de 4 años, pero mi madre la tuve siempre en los 2 hogares: la casa y la escuela. Ella siempre estuvo muy involucrada en la escuela con los demás padres, maestros y mis compañeros de clase. Ella hacia actividades para tener lazos muy estrechos. Me motivaba a leer si no tenía libros, pero había el periódico. Yo leía los periódicos para aprender. Hoy como mamá, me involucro en la educación de mis hijos para motivarlos. Me doy cuenta que los otros estudiantes no tienen el apoyo de sus padres porque están ausentes. Es importante que los padres tengan una relación con los maestros, con la escuela, y quiero motivarlos para involucrarse.

Norma Garcia

Madre Lider de Lodestar

Mi historia de Literatura sobre uno mismo: Norma Garcia

Norma Garcia

7:30 - 7:34

Model a literacy Story of self….

My education story begins in Mexico. Education in Mexico is difficult because you cannot count on the support of others for your educational experience, except the teacher. My grandparents never went to school, let alone learned to read. Their signature was a fingerprint because they couldn't even write their name. My mom was the first of 6 children. She didn't finish kindergarten because every time my grandmother got pregnant my mom had to stop studying and help at home. I am the first of 5 siblings and my mother did not learn to read until my younger siblings studied in the United States. Since my brothers were in bilingual class, the teacher also gave my mom homework. I remember that school was difficult in Mexico and my mom couldn't help me, so it was my turn to do it by myself and I went through a lot of difficulties. She couldn't even count on my father's support because he believed that a woman's role was in the home and he didn't need an education. I wanted to continue studying, and due to lack of family support I did not succeed. However, this prompted me to give my own children all the support they needed, and I continue to support all Oakland students in accessing a quality education. I know from my own experience how it feels to not be supported.

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My name is Norma Garcia, I am from El Salvador, the daughter of a single mother. I was orphaned at the age of 4, but I always had my mother in both homes: home and school. She was always very involved at school with the other parents, teachers, and my classmates. She did activities to have very close ties. She encouraged me to read if she didn't have books, but there was the newspaper. I read the newspapers to learn. Today as a mother, I get involved in my children's education to motivate them. I realize that the other students do not have the support of their parents because they are absent. It is important for parents to have a relationship with the teachers, with the school, and I want to encourage them to get involved.

Norma Garcia

FIA Parent Leader, Lodestar

My Literacy Story of Self: Norma Garcia