Character Based Literacy

Markulla Center for Applied Ethics

The mission of the Alameda County Office of Education focuses on teaching and learning. It is the intent of the Alameda County Superintendent and staff that the students we serve directly through our court, community, and alternative schools have the opportunity to build their literacy skills, are exposed to literature, and have access to real books.

Creating instructional programming that is relevant for the students we serve has always been a challenge. Most students come to us missing some of the basic social and academic skills needed to be competitive with their peers in traditional school settings and have not acquired the skills for positive character formation. This underscored the need for an overarching instructional program that was standards-based, provided support for teachers, and fostered shared expectations. An additional challenge has been providing instructional programming that aligns to the new accountability expectations for alternative education in California. The mobility of our students further complicates our charge: court and community school student stay an average of 26 days before they are transitioned back into their district of origin. We have a narrow window of opportunity to make a meaninful impact.

Accordingly, our teachers were instrumental in the selection and implementation of the Character-Based Literacy (CBL) Program in our court, community, and alternative schools to fulfill our need for standards-based English/Language Arts instruction while emphasizing socially appropriate values and behaviors. Under the leadership of Steve Johnson, Director of Character Education, through the Markkula Center for Applied Ethics at Santa Clara University, the CBL Program is being implemented in all Alameda County Office of Education court, community, and alternative schools.

Implemented in more than 200 alternative schools nationwide, the CBL Program was specifically designed for youth demonstrating at-risk behaviors. With the leadership and support of Santa Clara University, it is used in many counties, including Alameda, Contra Costa, Santa Cruz, Santa Clara, Monterey, and Orange counties. It has also been implemented in alternative schools in traditional school settings.

The foundation of the Character-Based Literacy Program is built upon reading literature, learning to analyze character, and developing literacy skills. This is accomplished through the following set of strategies designed to encourage socially appropriate values and behaviors, as well as coping and cooperation skills:

Utilizing a wide selection of recommended readings and supportive materials that are relevant to the student population served and meet California Reading/Language Arts Standards.

Meeting state standards through reading, writing, speaking, listening, viewing, and visual representation.

Creating a link between literacy and character-based education through two-month sequential, thematic units that reflect the goals of the CBL Program. The themes include responsibility, self-direction, courage/self-control, change requires effort, respect/moderation, and integrity.

Using guidelines for instruction that encourage class discussion and student reflection on their own behavior and thoughts in connection with antisocial and criminal behavior.Implementation

An organized approach to staff training has become the foundation for implementation. It includes a menu of more than 80 strategies and a list of more than 50 novels, plays, and short stories. For each two-month thematic unit, teachers are given a template and the support necessary to empower them to make decisions based on their own strengths and the needs of their students. With a common curriculum and a common educational philosophy, a dialogue has ensued among teachers, support staff, and administrators. This common curriculum and shared philosophy provides the foundation for future decision making.

Lesson plans are provided for both high school and middle school programs through Santa Clara University's Web site www.scu.edu/ethics.
A source book and video support are also provided.

Since its implementation, Alameda County has found the following significant and observable results:

Teachers cooperatively plan lessons and meet to share best practices.

There is consistent use of lesson plans based on the California English Language Standards.

Focused daily writing is stressed.

County administration supports implementation by attending workshops; coordinating dissemination of featured novels, short story collections, and plays; and highlighting CBL in the information newsletter.

Classroom environments have become rich with visual aids such as time lines, word walls, posters, open mind portraits, and collage.

Student mobility is addressed through use of a common theme and common methodologies at all sites.

Students with reading difficulties are supported by instruction that addresses all modalities of learning (e.g., the use of oral and visual aids, teacher-modeled reading, shared reading, and tapes.)

Students are exposed to grade-appropriate vocabulary and complexity of text themes despite actual reading level.

CBL methods cross over and positively impact other content areas, encouraging the use of character-based thematic units in language arts, social science, and science.

The Character-Based Literacy Program is meeting the needs of Alameda County Office of Education's court, community, and alternative schools by providing direction, training, and support for its teachers. CBL's impact is evidenced by the:

enthusiasm and creativity of teachers and students;

change of instructional delivery and classroom environment;

stronger academic focus at staff meetings; and,

positive relationships with the districts we serve.