WLWV parents call for structured literacy
WLWV parents call for structured literacy
The Issue
WLWV parents call for a district-wide literacy program that aligns with the science of reading.
Literacy is a civil right!
We are calling for the West Linn-Wilsonville School District to eliminate balanced literacy and adopt structured literacy. Currently only 56% of 3rd graders are reading at grade level in our district. But we know that 95% of students can learn to read and meet grade level expectations when instruction is aligned with the science of reading.
The science of reading is a vast, interdisciplinary body of scientifically-based research about reading and issues related to reading and writing. This research has been conducted over the last five decades across the world, and it is derived from thousands of studies conducted in multiple languages. The science of reading has culminated in a preponderance of evidence to inform how proficient reading and writing develop; why some have difficulty; and how we can most effectively assess and teach and, therefore, improve student outcomes through prevention of and intervention for reading difficulties.
Our Asks of the WLWV school district:
1. CURRICULUM
Adopt an evidence-based K-5 curriculum backed by science that is systematic, cumulative, and explicit with ongoing assessments to guide intervention. This program needs to align with the National Reading Panel’s report to include: Phonological Awareness, Phonics, Fluency, Vocabulary and Comprehension. It must also meet Oregon Department of Education requirements.
2. INTERVENTION
Invest more resources to support students reading below grade level. Perform consistent tracking of intervention supports and the resulting student outcomes. This includes:
- Assessments: Consistently use assessment tools that identify specific strengths and weaknesses in students’ reading abilities, including diagnostic assessments of phonological awareness and sound-symbol knowledge (decoding).
- MTSS: Develop a clearly articulated,written plan for multi-tiered systems of support. This must include how students are identified at each tier, what interventions are being used, and how student data is being tracked and communicated with parents.
3. PROFESSIONAL DEVELOPMENT
Provide additional training for ALL educators in the science of reading that is curriculum agnostic. Start with at least one full day of training for all Primary school teachers, learning specialists, and staff delivering reading instruction. Teachers involved in tier 2 and tier 3 intervention should have access to additional structured literacy training and fair compensation for attendance.
4. DYSLEXIA
Develop dyslexia awareness and implement effective supports. Up to 20% of students are dyslexic. These students cannot be left behind. All educators in our district must understand what dyslexia is and how to serve the needs of dyslexic students. This includes:
- Assessment and early intervention: Perform universal, yearly dyslexia screenings for all K-2 and any new students entering the district. Ensure that the intervention for dyslexic students at all grade levels is scientifically-based with attention to frequency, intensity, duration, and fidelity. Progress monitoring and assessments must be science-based, quantifiable and objective.
- Ongoing support: provide prescriptive and intensive evidence-based intervention to close the gaps in decoding, encoding, and vocabulary to support reading comprehension. Provide structured writing instruction. Ensure access to classroom supports and accommodations in a manner that protects student dignity and allows equal access to grade level content.
5. TRANSPARENCY
Be accountable to the WLWV community and to our kids! This includes:
- Form a committee of teachers, administrators and parents to discuss and monitor the interests of the community throughout the upcoming curriculum adoption.
- Provide progress reports to the community at regular intervals with clear and specific goals and documented outcomes. This must include regular reports on reading assessment data.
“The Science of Reading must not be considered an ideological preference, pedagogical inclination, or inevitable swing of an instructional pendulum. Rather, the research consensus and supporting science must be applied as a matter of equity and civil rights.”
Kareem Weaver -Leader of FULCRUM, Member of the NAACP Education Committee, Teacher
This is a call to action! Every child deserves the right to read!
Adopt the Science of Reading Now!
This Petition was created by WLWV Parents for Literacy Equity
We are a community of parents, friends and supporters of equal access to literacy in public schools. Reading is not innate. Every child must be taught to read. We know that 95% of students can learn to read and meet grade level expectations when instruction is aligned with the science of reading.
We want to help families to connect to each other and create a community of support and awareness for dyslexia and other reading based challenges.
Watch school board testimonials from West Linn and Wilsonville literacy advocates
OPB Article by Rob Manning March 22, 2023
488
The Issue
WLWV parents call for a district-wide literacy program that aligns with the science of reading.
Literacy is a civil right!
We are calling for the West Linn-Wilsonville School District to eliminate balanced literacy and adopt structured literacy. Currently only 56% of 3rd graders are reading at grade level in our district. But we know that 95% of students can learn to read and meet grade level expectations when instruction is aligned with the science of reading.
The science of reading is a vast, interdisciplinary body of scientifically-based research about reading and issues related to reading and writing. This research has been conducted over the last five decades across the world, and it is derived from thousands of studies conducted in multiple languages. The science of reading has culminated in a preponderance of evidence to inform how proficient reading and writing develop; why some have difficulty; and how we can most effectively assess and teach and, therefore, improve student outcomes through prevention of and intervention for reading difficulties.
Our Asks of the WLWV school district:
1. CURRICULUM
Adopt an evidence-based K-5 curriculum backed by science that is systematic, cumulative, and explicit with ongoing assessments to guide intervention. This program needs to align with the National Reading Panel’s report to include: Phonological Awareness, Phonics, Fluency, Vocabulary and Comprehension. It must also meet Oregon Department of Education requirements.
2. INTERVENTION
Invest more resources to support students reading below grade level. Perform consistent tracking of intervention supports and the resulting student outcomes. This includes:
- Assessments: Consistently use assessment tools that identify specific strengths and weaknesses in students’ reading abilities, including diagnostic assessments of phonological awareness and sound-symbol knowledge (decoding).
- MTSS: Develop a clearly articulated,written plan for multi-tiered systems of support. This must include how students are identified at each tier, what interventions are being used, and how student data is being tracked and communicated with parents.
3. PROFESSIONAL DEVELOPMENT
Provide additional training for ALL educators in the science of reading that is curriculum agnostic. Start with at least one full day of training for all Primary school teachers, learning specialists, and staff delivering reading instruction. Teachers involved in tier 2 and tier 3 intervention should have access to additional structured literacy training and fair compensation for attendance.
4. DYSLEXIA
Develop dyslexia awareness and implement effective supports. Up to 20% of students are dyslexic. These students cannot be left behind. All educators in our district must understand what dyslexia is and how to serve the needs of dyslexic students. This includes:
- Assessment and early intervention: Perform universal, yearly dyslexia screenings for all K-2 and any new students entering the district. Ensure that the intervention for dyslexic students at all grade levels is scientifically-based with attention to frequency, intensity, duration, and fidelity. Progress monitoring and assessments must be science-based, quantifiable and objective.
- Ongoing support: provide prescriptive and intensive evidence-based intervention to close the gaps in decoding, encoding, and vocabulary to support reading comprehension. Provide structured writing instruction. Ensure access to classroom supports and accommodations in a manner that protects student dignity and allows equal access to grade level content.
5. TRANSPARENCY
Be accountable to the WLWV community and to our kids! This includes:
- Form a committee of teachers, administrators and parents to discuss and monitor the interests of the community throughout the upcoming curriculum adoption.
- Provide progress reports to the community at regular intervals with clear and specific goals and documented outcomes. This must include regular reports on reading assessment data.
“The Science of Reading must not be considered an ideological preference, pedagogical inclination, or inevitable swing of an instructional pendulum. Rather, the research consensus and supporting science must be applied as a matter of equity and civil rights.”
Kareem Weaver -Leader of FULCRUM, Member of the NAACP Education Committee, Teacher
This is a call to action! Every child deserves the right to read!
Adopt the Science of Reading Now!
This Petition was created by WLWV Parents for Literacy Equity
We are a community of parents, friends and supporters of equal access to literacy in public schools. Reading is not innate. Every child must be taught to read. We know that 95% of students can learn to read and meet grade level expectations when instruction is aligned with the science of reading.
We want to help families to connect to each other and create a community of support and awareness for dyslexia and other reading based challenges.
Watch school board testimonials from West Linn and Wilsonville literacy advocates
OPB Article by Rob Manning March 22, 2023
488
Petition created on March 10, 2023