by Alex Baumhardt, Oregon Capital Chronicle
August 7, 2024
CORVALLIS – More than 700 teachers from across Oregon have spent the last two days in classrooms and lecture halls at Oregon State University in Corvallis to tackle post-pandemic learning gaps.
With $7 million in federal COVID relief money, the Oregon Department of Education launched in late 2023 the Equitable Accelerated Learning Project, which culminated in the two-day summit Tuesday and Wednesday. The project goal was to bring teachers from around the state together to address gaps and inequities exacerbated by the pandemic through better instruction.
Among the issues teachers are dealing with are chronic absenteeism, low reading and writing proficiency, middling math skills and growing achievement gaps among students with disabilities, students from low-income families, rural students and English-language learners. The project aimed to get teachers to research instructional methods that can help close those gaps, said Angelica Cruz, director of literacy at the Oregon Department of Education.
It also was designed to help teachers learn from one another about how to better instruct struggling students, she said. Teachers discuss instructional techniques for English language learners at a statewide summit at Oregon State University on Aug. 7, 2024. (Alex Baumhardt/Oregon Capital Chronicle)
She said the gathering focused on ways to invest in teachers and encourage leadership. Those who participated are expected to return to their districts and share takeaways.
The state launched the Equitable Accelerated Learning Project in December, asking teachers to join workgroups to hone in on pervasive education issues exacerbated by pandemic school closures. In all, more than 550 teachers in 89 districts joined 16 work groups to come up with projects and solutions for improving Oregon’s schools. They also looked at solutions to absenteeism and teacher shortages and improving student mental health and well-being.
In October, the Oregon Education Department will create materials and professional development sessions for teachers statewide, based on the workgroup findings and suggestions.
The money spent on the project is the last of the more than $112 million the state education department received from the nearly $1.6 billion that the U.S. Department of Education sent the state and its 197 school districts between 2020 and 2021. The Oregon Department of Education and the districts have until September to use up all the money.
Proposed solutions
There were no silver bullets proposed at the Oregon State University summit, but teachers discussed methods for math instruction that rely less on formulas and more on questioning and inquiry. They also looked at assessment techniques that ensure all kids are getting the same amount of class time and exposure to content even as they learn at different speeds. Some ideas were as simple as getting parents to read to their kids by ensuring everyone in the family has a library card, or organizing parent nights at schools, where teachers model for parents what good reading instruction looks like.
“Some of these parents have never been read to as a child. They don’t own books. They don’t know what that looks like,” said Elaina Lambert, an English-language development teacher in Medford.
A major focus of the education department’s Equitable Accelerated Learning Project has been getting Oregon teachers exposed to the state’s new literacy framework adopted in May 2023.
The 100-page guideline is an attempt to move instructional standards away from reading instructional methods that have been found to be detrimental to kids, such as using pictures or guessing at words based on the first letter or sentence context, and instead preparing teachers to instruct kids to read and write according to proven methods. The science of reading encompasses a large body of cognitive and neuroscience research and evidence that has shown that the human brain does not learn to read or write naturally, but relies on instruction in specific skills. Everyone needs these skills to read, but they learn them at different speeds.
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Some suggested year-round school would be a positive development. The common challenge teachers expressed at the conference, and one that has also gotten worse since the pandemic, is a lack of time. At 165 days, Oregon has one of the shortest school years in the country. Teachers expressed a growing desire for year-round school.
“I feel like we have kids, especially because we have these summers, these long summers, if they don’t have the automaticity of their letters by the end of kindergarten, they come back in the fall and they’ve forgotten all of their letters,” Alice Williamson, a reading specialist in the Eugene School District, said.
Williamson and others expressed enthusiasm about the work groups they participated in, and especially about statewide investments in teacher reading instruction and literacy. Many are training in how to teach reading with the $90 million from the Early Literacy Success Initiative that was passed by the state Legislature in 2023. The money was meant to fund teacher training, tutors and curriculum rooted in the science of reading.
Several teachers described graduating from their teacher degree programs in Oregon and Washington without having received any training in teaching literacy.
“I did not know how to teach kids how to read when I went into my first teaching job teaching first grade,” said Beth Brex, who has been teaching for 18 years and currently teaches kindergarten in Eugene. This year she’s been taking specialized reading training paid for by the district with state literacy funds, and is trying to get other teachers at her school to take it as well.
Closing gaps
Even before the pandemic, many Oregon students and students across the U.S. were struggling with proficiency in core subjects. The pandemic made this worse.
In 2022, the National Assessment of Educational Progress, also known as the “nation’s report card,” showed that proficiency in math of American students in fourth, eighth and 12th grade fell for the first time since results were published in 1973. Those results also showed the largest decline in reading proficiency nationwide since 1990.
Oregon’s results reflected the nationwide trend.
Over the last 25 years, nearly two in five Oregon fourth graders and one in five eighth graders have scored “below basic” on the National Assessment of Educational Progress, often referred to as the nation’s report card. That means they struggle to read and understand simple words.
The most recent annual state assessment data, from 2023, shows that the average proficiency in math and reading among most Oregon students remained about 10% below prepandemic levels in 2019, though the gap between 2022 and 2023 outcomes shows declines are beginning to level off.
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