Rescuing High-Poverty Rescuing High-Poverty Urban Urban

Schools: A Proven Teacher Schools: A Proven Teacher and and

Principal Capacity-building Principal Capacity-building ModelModel

Robert B. Cooter, Jr., Robert B. Cooter, Jr., Dean & Ursuline ProfessorDean & Ursuline Professor

Editor, Editor, The Reading Teacher The Reading Teacher (Int’l Reading Assoc.)(Int’l Reading Assoc.)

Kathleen Spencer Cooter, Ph.D.Kathleen Spencer Cooter, Ph.D.Professor, Special Education & School InnovationsProfessor, Special Education & School Innovations

Bellarmine UniversityBellarmine Universityliteracyacademy.edublogs.orgliteracyacademy.edublogs.org

E: rcooter@bellarmine.eduE: rcooter@bellarmine.edu

Rescuing High-Poverty Rescuing High-Poverty Urban Urban

Schools: A Proven Teacher Schools: A Proven Teacher and and

Principal Capacity-building Principal Capacity-building ModelModel

Robert B. Cooter, Jr., Robert B. Cooter, Jr., Dean & Ursuline ProfessorDean & Ursuline Professor

Editor, Editor, The Reading Teacher The Reading Teacher (Int’l Reading Assoc.)(Int’l Reading Assoc.)

Kathleen Spencer Cooter, Ph.D.Kathleen Spencer Cooter, Ph.D.Professor, Special Education & School InnovationsProfessor, Special Education & School Innovations

Bellarmine UniversityBellarmine Universityliteracyacademy.edublogs.orgliteracyacademy.edublogs.org

E: rcooter@bellarmine.eduE: rcooter@bellarmine.edu

James Heckman James Heckman 2000 Nobel Prize-winning Economist

“If we don't provide disadvantaged young children with the proper environments to foster cognitive and noncognitive skills, we'll create a class of people without such skills, without motivation, without the ability to contribute to the larger society nearly as much as they could if they'd been properly nurtured from an early age. The most economically efficient way to remediate the disadvantage caused by adverse family environments is to invest in children when they are young. Neglecting the early years creates an underclass that is arguably growing in the United States. The family is the major source of human inequality in American society.”

History: DallasHistory: Dallas1996 – fewer than ¼ of third graders 1996 – fewer than ¼ of third graders reading on grade levelreading on grade level

Governor Bush’s Initiative, followed by Governor Bush’s Initiative, followed by President Clinton InitiativePresident Clinton Initiative

Corporate and foundation leaders’ Corporate and foundation leaders’ involvementinvolvement

Search for “Reading Czar”Search for “Reading Czar”

““I don't mind a I don't mind a reasonablereasonable amount of trouble.” amount of trouble.”

– –Sam Spade, “Maltese Falcon”Sam Spade, “Maltese Falcon”

Demographic Variables Texas Urban Districts

Austin

Corpus

Dallas

El Paso

Ft. Worth

Houston San

Antonio

Ysleta

Attendance Rate 93.8 94.8 95.1 95.3 93.7 94.2 94.1 95.1

% EconDis 98-99 49.0 53.0 72.5 66.7 54.8 71.3 87.2 71.8

% LEP 98-99 13.5 9.5 32.7 31.5 24.9 25.1 16.6 22.8

% Hisp 98-99 44.1 69.1 49.3 76.8 41.1 52.9 84.7 86.8

% AfrAm 98-99 17.4 5.8 39.4 4.7 32.3 33.8 10.2 2.5

% Anglo 98-99 35.7 23.8 9.3 16.9 24 10.5 4.8 9.8

Here's to plain speaking and clear understanding.

--Kasper Gutman, “Maltese Falcon”

Change?Change?We trained hard– but it seemed that every time We trained hard– but it seemed that every time we were beginning to form up into teams we we were beginning to form up into teams we were reorganized. I was to learn later in life that were reorganized. I was to learn later in life that we tend to meet any new situation by we tend to meet any new situation by reorganizing, and what a wonderful method it reorganizing, and what a wonderful method it can be for creating the illusion of progress while can be for creating the illusion of progress while actually producing confusion, inefficiency, and actually producing confusion, inefficiency, and demoralization.demoralization.

-- Petronius Arbiter, 210 B.C.-- Petronius Arbiter, 210 B.C.

A Change ModelA Change Model

Special Needs Learners

Fishbone AnalysisFishbone Analysis

Balanced Learning SKILLS Set

Family/Community Support System

Program Quality Management

drives effective implementation

All children in the Dallas Schools will

achieve grade level reading in

their language of instruction by the end of the third

grade.

AssessmentResearch-proven

Teaching

GOALGOAL

MANAGEMENT SYSTEMMANAGEMENT SYSTEM

No Knowledge

First Exposure

Deeper Learning withLimited Capacity

Practice with Coaching

Refined andExpandedCapacity

Expertise& Abilityto Coach Others

A Capacity-Building Model for Teacher Development

(Cooter & Cooter, 2003)

Emphasis: “Deep Training” (90 hours over one year) …

… PLUS Coaching for fidelity of implementation from master teachers embedded in each school.

PhilosophyPhilosophy

Balanced reading strategiesBalanced reading strategies

READING WRITING

Balanced Literacy K-6Balanced Literacy K-6Balanced Literacy K-6Balanced Literacy K-6INSTRUCTIONAL METHODOLOGIES

WITHIN A LANGUAGE RICH ENVIRONMENT•Classroom Management

•Room Arrangement

Skills Instruction and Practice

Oral Reading/Writing

Instructional Level Reading/Writing

Independent Reading/Writing

Developmental Writing

• Mini lessons• Spelling stages & strategies,

word work, making words, mechanics, word walls

• Handwriting

• Guided writing• Writer’s workshop

•Writing Process•Genre Study

• Writing aloud•Morning Message•Daily News•Model process writing

• Graphic organizers (Go Charts)

• Book extensions

• Writing/literacy centers• Journals/Response logs• Writer’s Notebook• Book making/extensions• Independent writing

• Writing stages• Interactive writing• Shared writing

• Mini lessons• Phonemic awareness• Alphabetic Principle• Elkonin boxes• Word Study

• Teacher read alouds• Language to Literacy Charts• Shared Reading/warm-ups

•Concepts about print•Cueing systems•Text Structure

• Comprehension Workshop• Retelling

• Guided reading•Teacher prompts•Teaching points•Running Records•Silent Reading•Reading for meaning

• Fix-up strategies• Reader’s Workshop

• Author’s chair/group sharing

ONGOING ASSESSMENT

• Book boxes• SSR/DEAR time• Reading/Literacy centers• Buddy reading• Literature circles/Book clubs• Inquiry/Research

11 3I CAN READ22 3

C Marrin

456READING TO LEARN

Enter Dr. Kathleen Cooter and her “Principals’ Enter Dr. Kathleen Cooter and her “Principals’ Fellowship” Fellowship”

GOAL: To assist principals in becoming literacy change agents in an inter-professional modelLiteracy Leadership Practices Real World Problem Solving Create “Literacy Materials Centers” Early Identification w/ Intense/Focused Remediation Research-Informed Decision Making Involve Families Needs-Based Scheduling Matching the Most Successful Teachers with “Critical Condition” Kids

PRINCIPALS’ PRINCIPALS’ FELLOWSHIP:FELLOWSHIP:

Format Basics & Format Basics & EvolutionEvolution

PRINCIPALS’ PRINCIPALS’ FELLOWSHIP:FELLOWSHIP:

Format Basics & Format Basics & EvolutionEvolution

Intensive first sessions aimed at Intensive first sessions aimed at buildingbuilding

program buy-in program buy-in

Information about evidence-based Information about evidence-based practices (executive summaries)practices (executive summaries)

Knowledge of leadership models for the Knowledge of leadership models for the diffusion of innovationsdiffusion of innovations

THE PRINCIPAL’S FELLOWSHIP AS A SUSTAINABILITY VEHICLE

CHANGE CONCEPTS: CHANGE MODELS, STRATEGIES, AND TECHNIQUES

Incentives Work!Incentives Work!Benefits to Teacher Benefits to Teacher - “Laureates”…- “Laureates”…

Advanced Training Advanced Training on on scientifically-basedscientifically-based reading instruction reading instruction (SBRR) for urban children(SBRR) for urban children

A Master Teacher “Coach” A Master Teacher “Coach” to Assist with Implementing New to Assist with Implementing New Strategies (in their own classrooms!)Strategies (in their own classrooms!)

Six (6) Graduate Semester Hours of University CreditSix (6) Graduate Semester Hours of University Credit (applicable to an advanced degree)(applicable to an advanced degree)

““Highly Qualified” Endorsement Highly Qualified” Endorsement in Readingin Reading

Books and MaterialsBooks and Materials (FREE) (FREE)

$1,000 stipend $1,000 stipend for successful completionfor successful completion

Helping Children Achieve “AYP”Helping Children Achieve “AYP”

Principal SupportPrincipal Support

Community Community SupportSupport

Full endorsement by Dallas Public Full endorsement by Dallas Public Schools Board of TrusteesSchools Board of Trustees

Transcended four Superintendents in Transcended four Superintendents in four yearsfour years

Involvement of O’Donnell FoundationInvolvement of O’Donnell Foundation

Involvement of Dallas Citizens’ CouncilInvolvement of Dallas Citizens’ Council

Involvement of The Dallas FoundationInvolvement of The Dallas Foundation

““Results”Results”•446 K-3 Laureates - 1999•728 K-3 Laureates - 2000 •1,015 K-12 NJWP Teachers Trained

•18 Reading Recovery Teachers Trained

2000

Reading Academy Laureate

Lana Moore

Teacher Teacher TestimonialsTestimonialsAs a veteran teacher, I quickly realized

that the fall course served as a catalyst

for my children and me. It was a rebirth

of a lot of things that I had learned

years ago but had gradually abandned.

However, the Reading Academy’s

presentation showed me how to

revamp and create a balanced literacy

program in a fun and educational way.

--Paulette Cody, Carr Elementary

My students have developed a love for words and

writing! We have published three class books so far.

As a result, from my attending the academy classes,

my students will be ready for 4th grade TAAS writing

next year. Come by and visit us. We love writing!!!

--Linda Blackshear, Hawthorne Elem.

I am so glad that I endured all of the hard

work last semester, because I would not

trade my students’ reading successes for

anything!

--Andrea James, Tyler Elementary

ResultsResultsMost Dallas schools off low-Most Dallas schools off low-performing list in DISD in reading performing list in DISD in reading in two years (27 of 29)in two years (27 of 29)

• Key Findings–Expected results slower than lockstep programs–Deeper training promises better long-term benefits–Happier teachers crucial to long-term results–Other programs may peak at 60 percent–Productivity declines while in training–Best results coming from lowest-rated teachers–Other?

3rd Grade TAAS TLI’s Spring 2000

70

72

74

76

78

80

Laureate 1999 Laureate 2000 Non-Laureate Total District

Percent of Grade 3 Students on or Above Grade Level on Aprenda

Reading Comprehension

545355

63

444346

53

40

45

50

55

60

65

70

Laureates 1999 Laureates 2000 Non-Laureates District

40th or Above

50th or Above

Percent of Time Spent in Higher Order Thinking

75

30

82

49

79

41

37

10

2731

16

25 16

11

75

8

9

24

10684 8

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Low CEI -Fall

Low CEI -Spring

High CEI -Fall

High CEI -Spring

All Fall All Spring

Transition

Level 4

Level 3

Level 2

Level 1

On to Memphis…

CAROL JOHNSON

SHIRLEY RAINES

Memphis-The City

The City of Memphis has a population of 642,251.

63.1% African American

31.3% Caucasian

4.1% Hispanic.

Memphis Stats…Memphis Stats…Memphis is among the poorest and least-educated cities in the USMemphis is among the poorest and least-educated cities in the US

30.1% of all children live in poverty30.1% of all children live in poverty

24.3% of adults have less than a HS education24.3% of adults have less than a HS education

36.7% have HS diploma or equivalent36.7% have HS diploma or equivalent

30.5% have Assoc. or some college30.5% have Assoc. or some college

8.5% have at least a BA8.5% have at least a BA

MCS is 21st largest K12 district in US >116,000 studentsMCS is 21st largest K12 district in US >116,000 students

Over 95% of MCS’ 196 schools are Title I schoolsOver 95% of MCS’ 196 schools are Title I schools

71% of MCS students qualify for free/reduced price lunch71% of MCS students qualify for free/reduced price lunch

MCS students are 87% AA; 9% White; 4% “other”MCS students are 87% AA; 9% White; 4% “other”

In 85% of MCS schools, 33% of students change schools during yearIn 85% of MCS schools, 33% of students change schools during year

In 2003-04, the system-wide graduation rate was 61 percentIn 2003-04, the system-wide graduation rate was 61 percent

71% of students in grades 6-8 scored below the 5071% of students in grades 6-8 scored below the 50 thth percentile on TCAP percentile on TCAP (Reading/Language Arts)(Reading/Language Arts)

RESULTS—RESULTS—

The Memphis Literacy Academy The Memphis Literacy Academy & &

The Principals’ FellowshipThe Principals’ Fellowship

2004% Proficient

2005% Proficient

Change/Improvement

Memphis Literacy Academy Schools

65.2 80.1 14.9

Reading First Schools

72.0 82.6 10.6

Neither Intervention

80.4 89.1 8.7

Overall District 76.0 86.3 10.3*Notes: ELL students were not included in the analyses because they took the TCAP in ’04 but took the CELLA in ’05. Also, only students who were enrolled by the 20th day of school and remained at the same school through TCAP were included (membership category 1).

First Year MLA Results in Memphis…

2007 Urban Impact Award2007 Urban Impact Award

University of Memphis College of EducationUniversity of Memphis College of Educationandand

Memphis City SchoolsMemphis City SchoolsThe Memphis Literacy AcademyThe Memphis Literacy Academy

November 2007November 2007

2007 Urban Impact Award2007 Urban Impact Award

University of Memphis College of EducationUniversity of Memphis College of Educationandand

Memphis City SchoolsMemphis City SchoolsThe Memphis Literacy AcademyThe Memphis Literacy Academy

November 2007November 2007

Grantee: Memphis City SchoolsMemphis, Tennessee

Name of Project: Memphis Striving ReadersTotal Grant Award: $16,074,687

• The Memphis' Striving Readers project was designed to test the efficacy of the Memphis Content Literacy Academy professional development model for improving reading achievement and content literacy in high-need urban middle schools serving grades 6-8. • All core subject content teachers in Striving Readers schools were randomly assigned to participate in the professional development program. • The University of Memphis faculty (Cooter, et al.) implemented the school level intervention and Research for Better Schools evaluated the district's Striving Readers project.

http://www.ed.gov/programs/strivingreaders/awards.html

Funding, staff, curriculum resource center, facilities, incentives, research materials

Activities

Principals45 hours of Principal Fellowship participation

100% of principals incorporate plan for using MCLA strategies in SIP

100% attendance of key MCLA events

80% of principals report actively supporting the program

100% of MCLA schools have allocated space for the CRC

Teachers 90 of hours of MCLA training/yr for 2 years (180 hours)

Engage in weekly coaching sessions or as needed to meet teachers’ differentiated needs

8 CAP “cycles” completed each year for two years

100% of teachers complete performance measures identifying supplemental resources available/those necessary to support content area instruction

Students50% of students attend 4 classes taught daily by teachers participating in MCLA

Students learn to use 7 of 8 MCLA CAP strategies

Outputs

PrincipalsAwareness of and interest in staff implementation of MCLA concepts and strategies

Increased advocacy for school-wide use of MCLA strategies

TeachersIncreased knowledge about MCLA strategies

Improved preparedness to use research-based literacy strategies to teach core academic content

Increased use of direct, explicit instruction to teach research-based comprehension, fluency, and vocabulary strategies in content area classes

Integrated use of multiple MCLA strategies to support ongoing development of content-related instructional units

StudentsIncreased familiarity with and use of MCLA strategies when engaging with text

Increased internalization ofliteracy strategies

Increased confidence engaging with content related texts

Increased interest in school/learning

Short–term OutcomesInputs

PrincipalsImproved school climate

School-wide plans include focus on content literacy

Improved instructional leadership

TeachersIncreased effectiveness supporting students’ content literacy development

Continued collaboration among community of teachers to develop and implement CAPs

StudentsImproved reading achievement and content literacy:

10% increase in students scoring proficient in Reading/LA and other subject areas of TCAP

mean increase of five NCEs on ITBS

Increased performance on gateway and EOC exams

Long-term Outcomes

Higher Quality Teaching

PrincipalsAttend 45-hour sessions/yr (2 yrs)

Participate in motivational, recruitment and celebratory events

Discuss MCLA at faculty meetings

Conduct walkthrough observations

Provide opptys for teacher collab

Allocate space for CRC materials

TeachersAttend 30 weekly 3-hour MCLA training sessions/yr (2 years)

Develop and implement 8 CAPs per year in collab content-area groups

Meet with coaches for feedback to improve impl of MCLA strategies

Learn to use of leveled texts to support SR content literacy needs

StudentsLearn to use MCLA strategies to read/react to content related text (

MCLA Program Logic Model

Higher Student Achievement

Study Design and Analytic Study Design and Analytic Approach: MCLAApproach: MCLA

Study Design MCLA:Study Design MCLA:

Evaluate teacher and Evaluate teacher and student outcomes student outcomes

experimental design experimental design randomly assigning randomly assigning schools schools

(to treatment and control (to treatment and control conditions)conditions)

Teacher outcomes Teacher outcomes includeinclude

preparedness preparedness frequency of literacy frequency of literacy strategy usestrategy use

Analytic Approach Analytic Approach MCLA:MCLA:

Two-level HLMTwo-level HLMspring ITBS and TCAP spring ITBS and TCAP scores as a function of scores as a function of teacher and school teacher and school variablesvariables

Comparison of Teachers in MCLA Comparison of Teachers in MCLA Treatment and Control Schools on Year-Treatment and Control Schools on Year-

End Indices for Preparedness and End Indices for Preparedness and Frequency of UseFrequency of Use

Unadjusted Means Adjusted Means Test Score

Control Treatment Control Treatment Est.

Impact Effect Size

Signif. Level

Preparedness Index 3.57 (49) a

3.92 (49)

3.52 3.93 0.41 0.75 0.012

Frequency Index 3.69 (49)

3.93 (43)

3.64 4.00 0.36 0.61 0.022

a Numbers in parentheses are the number of teachers in each group having valid index scores from the baseline 2006 administration and the Spring 2007 administration.

Comparison of Students in MCLA Tre atment and Control Schools on Spring 2007

Scores on Each Achievement Test Unadjusted Means Adjusted Means

Test Score Control Treatment Control Treatment Est.

Impact Effect Size

Signif. Level

Total Reading Standard Score

208.8 (1925) a

208.8 (1831)

207.8 207.6 -0.2 0.01 0.900

Comprehension Standard Score

205.7 (1932)

205.8 (1835)

202.9 207.1 4.2 0.13 0.067 ITBS

Vocabulary Standard Score

211.8 (1938)

210.2 (1854)

211.8 208.9 -2.9 0.12 0.125

Reading/LA Scale Score

517.0 (2301)

515.1 (2240)

519.3 513.6 -5.7 0.18 0.000

Mathematics Scale Score

522.4 (2297)

515.1 (2240)

521.2 515.1 -6.1 0.17 0.061

Science Scale Score

192.2 (2212)

193.1 (2222)

193.1 192.0 -1.1 0.07 0.355 TCAP

Social Studies Scale Score

193.5 (2205)

191.4 (2212)

193.2 191.3 -1.9 0.13 0.345 a Numbers in parentheses are the number of students in each group having valid test scores from the baseline

2006 administrations and the Spring 2007 administrations.

MCLA Impacts on Students (Year One)

MCLA Implementation MCLA Implementation FrameworkFramework

Developing an Developing an Innovation Configuration Innovation Configuration (IC) Map(IC) Map

(Hall & Hord, 2006)(Hall & Hord, 2006)Operationally defines levels of Operationally defines levels of implementation fidelity among clusters of implementation fidelity among clusters of “key active ingredients”“key active ingredients”

Iterative process involving key stakeholdersIterative process involving key stakeholdersDevelopment team (University of Memphis)Development team (University of Memphis)

Grantee (Memphis City Public Schools)Grantee (Memphis City Public Schools)

Researchers (Research for Better Schools)Researchers (Research for Better Schools)

MCLA: Planned MCLA: Planned Implementation ChangesImplementation Changes

Changes:Changes:

Adoption of CREDE (UC-Berkeley) JPA instructional Adoption of CREDE (UC-Berkeley) JPA instructional modelmodel

Reduction in the number of CAPs required of teachersReduction in the number of CAPs required of teachers

Shortened class schedule/more intensive work with Shortened class schedule/more intensive work with coachescoaches

Inclusion of special education teachers among those Inclusion of special education teachers among those eligible to enrolleligible to enroll

Restructured Principal Fellowship Restructured Principal Fellowship (includes other school leaders; meets monthly)(includes other school leaders; meets monthly)

MCLA: Implementation BarriersMCLA: Implementation Barriers

Barriers:Barriers:

Limited development/planning timeLimited development/planning time

Need for coaches with disciplinary content knowledgeNeed for coaches with disciplinary content knowledge

Challenges in establishing a critical mass of enrolled Challenges in establishing a critical mass of enrolled teachers at each schoolteachers at each school

CRC materials not received until spring 2007CRC materials not received until spring 2007

Pressure to focus on TCAP test preparation (spring) Pressure to focus on TCAP test preparation (spring)

Difficulty maintaining principal attendance at weekly Difficulty maintaining principal attendance at weekly meetingsmeetings

The Principals’ Fellowship: Selected Topics

The Principals’ Fellowship: Selected Topics

• The Principal As Change Agent• Literacy Coaches: A Valuable Asset in School Improvement• Classroom Action Plans (CAP)• Getting the Most From Read 180• Curriculum Resource Center (CRC)• Principal “Walk Throughs”• Project-Based Learning: The Role of Group Work In Content Learning

“Partnering for Memphis Children”

Memphis Literacy Academy “Fellow”

Jeffrie Akins

has successfully completed

The 2005 Principals’ Fellowship

An advanced program for school leaders at

The University of Memphis

in partnership with Memphis City Schools.

Kathleen S. Cooter, Ph.D. Robert B. Cooter, Jr., Ed.D.

Principals’ Fellowship Founder Principals’ Fellowship Co-Founder

What did you find most positive What did you find most positive about the Striving Readers’ about the Striving Readers’

program? program?

What did you find most positive What did you find most positive about the Striving Readers’ about the Striving Readers’

program? program?

What did you find most positive What did you find most positive about the Striving Readers’ about the Striving Readers’

program? program?

What did you find most positive What did you find most positive about the Striving Readers’ about the Striving Readers’

program? program?

What did you find most positive What did you find most positive about the Striving Readers’ about the Striving Readers’

program? program?

What did you find most positive What did you find most positive about the Striving Readers’ about the Striving Readers’

program? program?

From Our Side of From Our Side of the Fence…the Fence…

From Our Side of From Our Side of the Fence…the Fence…

The “Las Vegas Rule” was in force so The “Las Vegas Rule” was in force so that we could discuss issues in real timethat we could discuss issues in real time

We had to become responsive literacy We had to become responsive literacy servants, especially during times of servants, especially during times of district change and upheaval (e.g., over-district change and upheaval (e.g., over-age learners, EL, “exhibitions,” Stanford age learners, EL, “exhibitions,” Stanford Math, etc.)Math, etc.)

Flexibility was essentialFlexibility was essential

Defeating the “soft bias of low Defeating the “soft bias of low expectations”expectations”

Emerging IssuesEmerging IssuesDistrict & School Leadership changes & District & School Leadership changes & conflicting mandates (“losing your sponsor”)conflicting mandates (“losing your sponsor”)

Scheduling Fellowship Meetings Scheduling Fellowship Meetings

(21 date changes in 18 months)(21 date changes in 18 months)

Involving assistant principals and school Involving assistant principals and school leadership team membersleadership team members

Reassignment of teachers after Labor Day Reassignment of teachers after Labor Day (previously protected)(previously protected)

Read 180 SNAFUsRead 180 SNAFUs

RTIRTI

What’s next?What’s next?We must create “change agents” We must create “change agents”

for our most challenging for our most challenging schools…schools…

Education Innovation and Social ChangeEducation Innovation and Social Change

Annsley Frazier Thornton School of EducationAnnsley Frazier Thornton School of Education

4545

The Development Process: Reverse EngineeringThe Development Process: Reverse EngineeringThe Development Process: Reverse EngineeringThe Development Process: Reverse Engineering

4646

Contact Information:Contact Information:Robert B. Cooter, Jr., Ed.D.Robert B. Cooter, Jr., Ed.D.

E-mail:E-mail: rcooter@bellarmine.edu rcooter@bellarmine.edu“Literacy is the gateway to social justice…”