NOTES & UPDATES
1/7/25 Literacy Committee Update
On January 7, the literacy committee convened to discuss the implementation timeline as well as to create rubrics for the public viewing on 1/17/25. Recognizing that based on the update given at the board meeting (12/17/24) the rollout will likely span two years, the committee addressed several concerns and proposed solutions.
Concerns raised:
Need for changes at all levels.
Difficulties integrating LETRS training with the current non-SOR aligned curriculum.
Challenges with the Lucy Calkins program meeting MCA and new Minnesota standards.
Continued use of Units of Study at any grade level.
Proposed solutions:
Staggering teacher training.
Focus on foundational skills in K-2 and knowledge building in 3-5 so that all levels get at least something next year.
Transform CAT sessions into planning or curriculum-related meetings while still including student data - specifically in the area of reading.
Implement a train-the-trainer model for cost-effective training.
The committee also came together to create rubrics specific to the open house on January 17, 2025. These rubrics will include a 4 point likert scale (strongly disagree to strongly agree) and will be available at Oak Park Learning Center on 1/17/25 for Community & Staff as part of the Open House. We will also be sending out a virtual input option on the morning of 1/17/25 for staff only. Watch for a literacy input newsletter on the morning of 1/17/25 that will include a google survey reflective of the below rubrics as well as videos and resources to assist you in evaluating the options and completing the corresponding rubrics for both the knowledge building and foundational skill curricula.
The following is a sample of the rubric questions that the literacy committee generated. You will see these questions, with a likert scale, on the rubrics on Friday, 1/17/25.
Knowledge Building Curricula Rubric Questions - Staff
1. The curriculum provides differentiation that includes Multi Lingual and tier 1, tier 2, tier 3 support.
2. The curriculum has a mix of texts. The text has appropriate grade level rigor that grows as student skills grow.
3. The technology components enhance both student and teacher access to materials and learning.
4. The curriculum is user friendly and has resources to support teaching the program. Implementation is manageable.
5. The curriculum has an emphasis on the writing process, which includes mechanics, structure, and grammar.
Knowledge Building Curricula Rubric Questions - Community
1. Appropriately prepares students for state assessments.
2. The programs focus is on improving comprehension and vocabulary.
3. The technology components enhance both student and teacher access to materials and learning.
4. The program has high interest texts that are engaging.
5. This curriculum has an emphasis on the writing process, which includes mechanics, structure, and grammar.
K-2 Foundational Skills Curricula Rubric Questions - Staff
1. The materials and resources are presented in a way that is user friendly.
2. The curriculum provides integrated digital tools and assessments.
3. This curriculum meets the needs of my my students through differentiated instruction.
K-2 Foundational Skills Curricula Rubric Questions - Community
1. This curriculum meets the academic needs of students.
2. This curriculum will provide students with the foundational skills needed to read.
LETTERLAND DISCONTINUING
As we reflect on our journey with Letterland, I want to take this opportunity to acknowledge the dedication and commitment our teachers have demonstrated in implementing this curriculum.
The time and energy you’ve invested in bringing Letterland to life in your classrooms is extraordinary. From mastering the program’s unique elements to creatively engaging students with its characters and activities, your hard work has made this curriculum an integral part of our learning environment. We recognize the countless hours spent preparing lessons, tailoring activities to meet the needs of your students, and ensuring that every child had the opportunity to engage with literacy in meaningful ways. Your efforts have been a cornerstone of this program’s success, and for that, I am deeply grateful. As we transition to new approaches, we carry forward the lessons and experiences that have shaped our practices, knowing they were built on your unwavering commitment and hard work.
I have received additional questions as to why we must discontinue this curriculum. The Letterland curriculum is not approved by MDE/READ Act; it will be discontinuing. We are accepting Literacy Aid and therefore cannot pursue unapproved curricula. We are considering a curriculum that is up for re-review and has been adopted by multiple school districts who were early science of reading adopters and are getting excellent results. Due to this, MDE is reconsidering that curriculum for approval. Letterland was not approved and is not being considered for re-review. We are not getting results with this curriculum unless it is being delivered with additional Orton-Gillingham or LETRS science of reading strategies requiring substantial time for teachers to supplement.
Not only are we advised to discontinue this curriculum due to restrictions under the Read Act, I also want to call attention to some concerning stereotypes within the Letterland Curriculum that are incongruous with our district's commitment to Equity and Inclusion. The following are just a few examples:
- The letter q is represented as a quarrelsome queen. As a female leader, this stereotype is one that unfortunately resonants with me. In the newest Letterland updates, the quarrelsome queen has been changed to quizzing queen who must be quiet; this effort to make the curriculum more inclusive is still perpetuating cisgender norms and stereotypical gender roles and attributes.
- The prominent Latino character, Fix-it Max, within Letterland is a handy man.
- The original Black female character is Talking Tess, who misses details often because she is overly talkative.