Description
Literacy Policy Advocacy Email has to be done no later than 12 noon wednesday |
Reading/Literacy specialists are consistently tasked with critically analyzing and synthesizing literacy research, policy, and promising practices provided at national, state, and local levels. Further, reading/literacy specialists also identify specialized professional associations (SPAs) that support the research, policy, and practices that are most beneficial to educators and students, most likely to affect change on the national, state, or local level, and most aligned to the reading/literacy specialist’s school or district.
For this assignment, research and select one current national, state, or local policy that directly impacts literacy education. Then, draft a 500-750 word email for the staff advocating for incorporating the policy and the specialized professional associations (SPAs) that could assist staff. Examples of SPAs include but are not limited to International Literacy Association, National Center of Teachers of English, and National Council for Accreditation of Teacher Education.
Include the following in your email:
- Summary of the policy and length of time it has been in effect.
- Explanation of why the district is implementing the new policy and the benefits the policy will have on the school’s literacy environment.
- Minimum 2-3 SPAs and their position statements or advocacy work regarding this policy, including the SPA’s value in effecting change at the local, state, and/or national levels.
- At least 2-3 examples of how staff can address or implement the policy in their professional practice.
Support your email with 3-5 scholarly resources.
While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
Here is a copy of an exemplar copy https://www.coursehero.com/u/
Here is the Georgia Department of Education Literary Policy also found on the GaDOE(Georgia department of educations website) you can use this for the email that has to be written—-Re: Topic 6 DQ 1
L4GA offers a unique approach to improving literacy by unifying community-driven action with data research-proven instruction (Georgia Department of Education, 2021). The plan promises to improve literacy learning by establishing partnerships that utilize evidence-based practices (EBP) with proven success for improving student learning, teacher learning, classroom literacy instruction (birth to grade 12), school climate, family literacy, and community-school partnerships. The goal focuses on creating sustainable systemic change designed to support existing successes while encouraging improvements in literacy for all students in a community. Sustainability is vital, and the policy supports improvements to everyday practices for school leaders, community members, families, teacher educators, teachers, and students. The plan offers a unique approach to improving literacy by ensuring a well-rounded “whole child” education through choice in courses, activities, and programming enhanced through community partnerships to provide students an enriched education experience (Georgia Department of Education, 2021). This policy collaborates with the Governor’s Literacy Commission which empowers families to choose high-quality education where district and school leadership review literary data for developing routines that support continuous system-wide improvements. I see evidence of sustainable professional development best practices through routines analyzing data to improve instruction implemented with full throttle within my school.
Georgia Department of Education. (2021). L4GA-Literacy for Learning, Living, and Leading. Literacy for Learning, Living, and Leading. https://www.gadoe.org/Curriculum-Instruction-and-Assessment/L4/Pages/L4GA-PL.aspx.
Rubric:
| Target (100.00%) |
| The email includes a quality summary of the policy and the length of time it has been in effect. |
| Explanation of why the district is implementing the new policy and the benefits of the school’s literacy environment. |
| SPAs are thoughtfully selected, and their position statements or advocacy work regarding this policy, including the value the SPA has in effecting change at the local, state, and/or national level, are expertly described. |
| Meaningful examples of how the staff can address or implement the policy in their professional practice are provided. |
| Research is supportive of the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment. |
| The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. |
| Sources are completely and correctly documented, as appropriate to assignment and style, and the format is free of error. |
| Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. |
| I had these questions for an assignment and it has the answers you will need to complete the email—– -International Literacy Affiliation (ILA) is a worldwide advocacy and enrollment organization of more than 300,000 education teachers, analysts, and experts in over 128 nations. ILA has set the standard for how education is characterized, instructed, and assessed while distributing cutting-edge research deciphered into viable resources for teachers and learners. The organizations set standards for literacy experts and instructor education programs; and shows teachers appreciation through grants and gifts, and energetically advocates for subsidizing and policies supporting the literacy needs of school frameworks, instructors, and learners over the globe; and give impactful professional development and learning encounters through our digital events (International Literacy Association). In addition, the Global Operations Unit of the International Literacy Association (ILA) works to improve the professional advancement and institutional capacity of literacy instructors while creating and executing sustainable partnership programs around the world. ILA encompasses a solid network of Grassroot instructors, and an extraordinary core of first-rate expert educational volunteers, and an unmatched reservoir of research-based guidelines and assets. The members encourage improving the quality of reading instruction, disseminating research and information about reading, and encouraging the lifetime of reading habits (International Literacy Association). The Literacy Research Association (LRA) is a community of researchers committed to advancing research that improves the knowledge, understanding, and advancement of lifespan literacies in a multicultural and multilingual world. LRA is committed to moral research that’s rigorous, methodologically differing, and socially mindful. The organization is devoted to dispersing such research broadly to advance generative theories, informed practices, and sound policies. The LRA is a non-profit proficient organization comprised of people interested in progressing literacy theory, research, and practice. They are a community that locks in research, discourse on the advancement of literacy-related subjects. The organization advocates for research-informed advancements in instruction and looks for engagement with high-quality research and dialogs of imperative theoretical, methodological, practice, and policy issues. The Literacy Research Association (LRA) is a community of scholars dedicated to promoting research that enriches the knowledge, understanding, and development of lifespan literacies in a multicultural and multilingual world. LRA is committed to ethical research that is rigorous, methodologically diverse, and socially responsible. It is dedicated to broadly disseminating to promote generative theories, informed practices, and sound policies (California State University Polk Library, 2021). Central to its mission, LRA mentors and supports future generations of literacy scholars. Both organizations will provide me with the capacity to distinguish, understand, translate, create, compute, and communicate utilizing visual, audible, and computerized materials in any context. Modeling for the learners to read, compose, and communicate interfacing by engaging learners to accomplish phenomena they never thought conceivable. Creating communication connections are premises of who we are and how we live together and relate to the world and one another. California State University Polk Library. (2021, July 23). Literacy And Reading Education: Professional Associations. LibGuides. https://libraryguides.fullerton.edu/READ. International Literacy Association. (n.d.). International Literacy Association- About us. International Literacy Association. https://www.literacyworldwide.org/about-us. |
Literacy Policy Advocacy Email
Good evening faculty and staff:
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Literacy Policy Advocacy Email
Good evening faculty and staff:
With the school year steadily approaching I want to inform you about the Louisiana Law
(R.S.17:182) that was created by the Board of Elementary and Secondary Education. This policy
requires that all students are administered a literacy screener within the first thirty days of school
for lower elementary grade students. (Louisiana Believes, 2020). This policy impacts all students
in grades K-3 in order to have the appropriate information at hand to identify literacy deficits.
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It is extremely important that literacy deficits are identified since reading is an essential
skill that is needed to ensure success in school and later in life. Struggling with literacy skills can
result in higher dropout and incarceration rates. The literacy reports from last year was very
alarming since only 43% of students in Louisiana scored on or above level on benchmark tests.
This tells us that there is still much work to be done on the instructional level in order to turn this
around. This means that all stakeholders in education must prioritize the actions needed to
produce positive outcomes.
Within the first thirty days of this year a benchmark assessment will be administered to
students in grades K-5. These assessments will be Dibels or Steep assessments that are both
research-based assessments. These assessments will give us the data needed to make effective
instructional and intervention decisions to benefit our students. The school’s tutors will work
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alongside the reading specialist two have these assessments administered by September 30, 2020.
The Early Literacy Commission is dedicated to work alongside educators to get the task
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at hand accomplished. This will be done by providing support to teachers so that next year’s
benchmark scores are improved leading to a higher percentage of student’s scoring at or above
grade level. The International Literacy Association (ILA) works towards the continued work
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towards creating policies that promote literacy development. They support teachers in securing
the resources needed to implement a curriculum and help in finding evidence based instructional
material (International Literacy Association,2020).
The Louisiana law (R.S.17:182) will affect or practice by having the needed data to
provide a prescriptive way to respond to student deficits. All teachers will be provided with the
necessary professional development on creating action plans to respond to student’s needs.
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Intervention blocks will be implemented daily so that student’s needs are addressed in intensive
small groups (Bambrick-Santoyo,2010). Students needing one on one interventions and student’s
needing Project Read due to disabilities such as dyslexia will be pulled out by reading specialist
weekly and will be progressed monitored consistently. The new legislation will not only affect
the student’s ability to meet grade level expectations but also will determine their future success
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in life.
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References
Bambrick-Santoyo, P. (2010). Driven by Data: A Practical Guide to Improve Instruction.
Retrievedfromhttp://bpssocialstudiesresources.weebly.com/uploads/1/6/5/5/16558470/drivenbyd
ata_themainidea.pdf
International Literacy Association (ILA) – ReadWriteThink. (n.d.). Retrieved May 14, 2020,
from http://www.readwritethink.org/about/our-partners/international-literacy-association1.html
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Louisiana Believes – Louisiana Department of Education. (n.d.). Retrieved May 14, 2020, from
https://www.louisianabelieves.com/
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