Curricular Materials Adoption - BoardDocs...Curricular Materials Adoption “Adoption of curriculum...

Curricular Materials Adoption

Presented by:

Dr. Starla Pearson, Executive Director Curriculum and Instruction

Sarah Coleman, Health Education Teacher on Special Assignment

Michael Keldsen, World Language Teacher, Gateway High School

Shelli Deaguero and Julie Branning, Elementary Literacy Instructional Coordinators

John Dumbleton and Kyle Reutter, Secondary Literacy Instructional Coordinators

April 3, 2018

Every Student Shapes a Successful Future 1

Every Student Shapes a Successful Future

Curricular Materials Adoption ▪ Why is this topic on the board agenda?

▪ APS District Policy IJJ/IJK Textbook Selection and Adoption/Supplementary Materials Selection and Adoption requires Board of Education approval

▪ What are we asking the board to do with this information?

▪ Adopt recommended curricular materials for K-8 literacy, K-12 World Language, and supplemental materials for 5th and 7th grade health

▪ Reapprove selected supplemental materials (per IX)

▪ How is this linked to the Strategic Plan, Vision, Mission, goals & core beliefs?

▪ High quality, standards-aligned curricular materials are essential to promote student learning

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Curricular Materials Adoption “Adoption of curriculum materials is one of the most important decisions a teacher, school, or district can make. While state standards describe what students are expected to learn and be able to do, what is taught in classrooms—the implemented curriculum—is heavily influenced by textbooks and other instructional materials. The instructional materials affect lesson content, depth and duration of instruction for particular topics, and topic sequence. So, while we may talk about curriculum materials as just "resources," the fact is that they strongly influence classroom instruction—for better or worse.”

NCTM President Diane J. Briars

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IJJ/IJK: Textbook Selection and Adoption

BOE’s role ▪ BOE shall determine basic

instructional materials for all courses of instruction, including human sexuality portion of any curriculum

▪ BOE shall adopt supplementary materials

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Division of Equity in Learning’s

role

Ensure timely implementation

Keep updated list of instructional

materials

Maintain public display of materials

two weeks prior to adoption

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Adoption Cycle from Division of Equity in Learning

On cycle: scheduled for adoption rotation ▪ World Language—French, Spanish, and Chinese

scheduled for adoption 2017-2018

Off cycle: not originally scheduled for adoption

rotation ▪ Elementary and middle level literacy—scheduled for 2019-

2020

Supplemental: requested as needed quarterly each

year

▪ Health supplemental resources

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Recommendation for Adoption

▪ Health Supplemental Materials

▪ World Language Basic

Materials

– French

– Spanish

– Chinese

▪ Elementary Literacy Basic Materials

▪ Middle Level Literacy Basic Materials

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Organization of Presentation

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• Each resource overview will include

– rationale for adoption

– selection process and criteria for choosing recommended materials

– resource recommendation for Board of Education adoption

– resource recommendation for Board of Education reapproval


Health Supplemental Materials

Rationale

▪ School nurses have reported a need for a variety of book

titles to support 5th and 7th grade students related to

hygiene and human growth and development

▪ Project Aurora’s Wellness and Resilience in Education

Team (AWARE) coaches have requested a resource for

use in small group settings to help students, who have

been identified by schools’ behavioral health staff,

determine the difference between healthy and unhealthy relationships and ways to avoid exploitation

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Selection process

▪ Representative group of content experts and stakeholders reviewed various book titles to determine viability of resource to supplement current health education curriculum at 5th and 7th grades

▪ Group rated and presented feedback on each of the titles

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Supplemental resources recommended for adoption

▪ Not a Number

▪ The Care and Keeping of You

▪ What is Happening to My Body? (girls)

▪ What is Happening to My Body? (boys)

▪ Ready, Set, Grow! (younger girls)

▪ On Your Mark, Get Set, Grow! (younger boys)

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World Language Basic Materials

Rationale

A robust World Language

Curriculum is essential to equip

students with the necessary

21st-century skills to be

prepared for graduation and

post-secondary readiness

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Selection process

Fall 2017 September -December

▪ Identified a world language review committee and gathered input of World

Language teachers and department chairs across high schools

▪ Updated curriculum guide to reflect shift in Common Core State Standards

(CCSS) since last resource adoption

▪ Identified potential World Language vendors and hosted vendor

presentations for stakeholders to attend and evaluate resources

Spring 2018 January-March

▪ Conducted field review and finalized resource recommendations

▪ Aligned resources to updated World Language Colorado Academic

Standards (CAS) and created Scope and Sequence and Learning

Progression

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Basic resources recommended for adoption

Elementary

• Spanish- Santillana, Descubre el Espanol Level A-C Santillana

Middle

• Chinese- Phoenix Tree Publishing Inc, Easy Steps to Chinese 1-6

• Spanish: Vista Higher Learning, Senderos 1

• French: Vista Higher Learning, D’Accord Level 1

High

• Chinese- Cengage, Step up with Chinese 1-3

• Spanish- Vista Higher Learning, Senderos 1-5

• French- Vista Higher Learning, D’Accord Level 1-5

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Basic resources recommended for adoption (cont.)

Middle Years Program (MYP) (Middle School)

• Hodder Education, MYP Spanish 4&5 Phases 3-5, MYP Spanish 1&3

Phases 1-2

• Hodder Education, MYP French 4&5 Phases 3-5, MYP French 1&3

Phases 1-2

International Baccalaureate (IB) (High School)

• Hodder Education, Spanish for the IB Diploma

• Hodder Education, French B for the IB Diploma

Latino Heritage Speakers

• Vista Higher Learning, Temas

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World Language Supplemental Materials

Supplemental resources recommended for adoption

Spanish Middle/High school: Pearson, Sendas Literarias I&II

Chinese, Spanish and French All Levels:

Teaching Proficiency through Reading and Storytelling, Fluency Matters-

All Novels

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World Language Reapproval

Resources recommended for reapproval

All elementary supplemental materials

All middle school supplemental materials

All high school supplemental materials except Russian, German,

and Rosetta Stone resources

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Literacy Background Knowledge

READ Act

Colorado Reading to Ensure Academic Development Act

(READ Act)

• Legislation passed in 2012

• Repealed Colorado Basic Literacy Act (CBLA)

– Focus on K-3 literacy, assessment, and individual

plans for students reading below grade level (READ

plans)

– Requires parent communication

– Provides funding to support interventions for students

identified as having a significant reading deficiency

– Requires use of a state-approved reading assessment-

-iReady in APS

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Common Core State Standards

Common Core State Standards (CCSS)

• Adopted in Colorado 2010

• Includes academic standards in mathematics, reading,

writing, communicating, personal financial literacy,

21st century skills (critical thinking & reasoning,

information literacy, collaboration, self-direction,

invention), preschool expectations, and prepared

graduate competencies

• Identifies what students should know and be able to

demonstrate in each content and at every grade

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Balanced Literacy in APS Elementary school leaders identified conditions for a balanced

literacy approach in Spring 2017, based on best practice in literacy

instruction

Elements of balanced literacy include:

• Reading and Word Study

– Phonemic awareness: sounds

– Phonics: how letters correspond to sounds

– Vocabulary: meaning of words

– Fluency: ability to read words accurately and quickly

– Comprehension: mastery of previous components—culmination of all

reading skills

• Writing

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Literacy K-8 Rationale While we have seen improvement in student growth, we must

work to increase student achievement ▪ 24.5% 3rd-8th grade students Met/Exceeded on 2016-17 state

assessment (CMAS) in English Language Arts (ELA)

▪ 26% of students in grades K-7 require a READ Act Intervention Plan

Our current literacy resources are inadequate, outdated, and

have not gone through an adoption process ▪ Most recent adoption for K-5 literacy was 2006 with most adopted in

2000, and those materials are no longer supported by APS

▪ Resource audit revealed a wide variety of resources with no continuity

across schools, leaving uncertainty as to how resources are supporting

balanced literacy needs and shifts in CCSS

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Every Student Shapes a Successful Future 22

Goal 1: Plans Literacy K-8 Rationale

We must align our resources and our instructional practices to APS 2020

Strategic Plan Goal 2A

2017-18 Focus Detail

Resources Improving quality of and access to instructional resources

Curriculum Aligning literacy and math curricular resources to support standards-based instruction

Teacher Leadership Developing teacher leadership capacity (ATLAS)

School Leadership

Developing school leadership capacity

● High Leverage Systems ● Math and Literacy resources ● Middle School Literacy Leadership

Development


Elementary Literacy

Selection process

▪ Instructional Coordinators previewed variety of curricular materials

▪ Identified evaluation criteria aligned to CCSS, our instructional model, Cultures of

Thinking, and supports for language learners and students with disabilities

▪ Instructional Coordinators provided professional learning to Literacy Task Force

around the evaluation criteria

▪ Literacy Task Force reviewed resources

See Elementary Literacy Resource Evaluation

▪ APS Literacy Team synthesized reviews from task force and made

recommendations; further review was needed for two of those resources

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https://docs.google.com/document/d/1qqYLvMawRVWzELD9Btki-ZSsBOFcL3l_nFKLz0_WyfA/edit?usp=sharing


Elementary Literacy

Selection process (cont.)

▪ 16 teachers from Sable, Virginia Court, Fulton and Mosley participated in

classroom reviews of two resources: Wonders and Benchmark Advance

▪ Conducted weekly learning opportunities for classroom teachers and engaged in

learning walks to monitor progress

▪ Conducted learning labs for various stakeholders to see the resources in action

and provide feedback

▪ Convened stakeholders to provide final input into the selection process

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Elementary Literacy

Synthesis of Review Results

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Resource Strengths Considerations

Teachers College

Reading and Writing

Units of Study (along

with support materials

from Classroom)

Average rating:

2.4/3.0

● Supports balanced literacy

approach

● High interest trade books

● Lessons aligned to CCSS

● Lessons build on one

another

● Read aloud is planned and

encourages discourse

● Wide range of resources

for teachers’ exemplars

● Currently implemented in

13 schools

● Three years of

professional learning

partnership

● Need for strong

classroom libraries

● Need for additional

word study support

● Teachers must

develop

understanding about

learning progressions

● Digital resources

available for teachers,

but not students


Elementary Literacy


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Wonders

Average rating:

2.4/3.0

● Supports balanced literacy

approach

● Relevant, high interest

texts

● Rigorous texts for each

grade level

● Culturally diverse texts

● Consistent language

across levels

● Word study components

available

● On demand online

professional development

available

● Support for student

choice

● Unsure of explicit

connections to grade

level, cross-content

standards

● Writing instruction

solely based on

analysis of mentor

text


Elementary Literacy


• Reading & Writing Units of Study, Teachers College Reading and Writing Project, with Classroom Fountas and Pinnell, Heinemann

• Wonders, McGraw Hill

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Elementary Literacy

Reapproval

Resources recommended for adoption for reapproval

Basic

Lakeshore resources

Resources for Reading

Supplemental

Leveled Literacy Intervention Program, 2009

Junior Great Books K-2, 2000

Junior Great Books 3-5, 2000

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Middle Level Literacy

Selection process Fall 2017

▪ Identified resources to review in classrooms

▪ Identified evaluation criteria Middle Level Resource Evaluation

▪ Convened Task Force of various stakeholders

▪ Identified 20 teachers on grade-level teams at North, East,

AWCPA, Aurora Hills, Mrachek, and Mosley to review

resources

▪ Provided professional learning to Task Force members and

teachers around the evaluation criteria

Spring 2018

▪ Conducted weekly learning walks as instructional coordinator

team

▪ Conducted learning labs visits to gather feedback

▪ Convened stakeholders on 3/15 to provide final input into the

selection process

29

https://docs.google.com/document/d/1ypv-Sr6EbLCdU1j-9slVgqYBAtqEqC3K1EtpCGUsTCs/edit?usp=sharing

https://docs.google.com/document/d/1ypv-Sr6EbLCdU1j-9slVgqYBAtqEqC3K1EtpCGUsTCs/edit?usp=sharing




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Teachers College

Reading and Writing

Units of Study

Average rating:

2.8/4.0

● Alignment to rigor of CCSS

● Alignment to APS

Instructional Model

● Focus on reading and

writing volume

● High interest, culturally

relevant books

● Currently being used in 7

schools

● Three years of

professional learning

partnership

● Support for language

learners

● Time required for

instructional planning

● Additional materials

needed for below

grade level support




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American Reading

Company

Average rating:

2.8/4.0

● Alignment to rigor of CCSS

● Alignment to APS

Instructional Model

● Focus on reading and

writing volume

● High interest, culturally

relevant books

● Encourages cross-content

and interdisciplinary

planning and connections

● Assessment framework

helps teachers monitor

students’ progress

● All units follow same

structure with limited

variation

● Teachers may need to

search for

supplemental

resources




• Reading & Writing Units of Study, Teachers College Reading and Writing Project, Heinemann

• American Reading Company

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Middle Literacy Reapproval

Resources recommended for reapproval:

Basic

Real Time: Conversations in Context, Grades 6-10--move to

supplemental

Supplemental

All literature titles

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Stakeholder Involvement

APS Literacy team

A standing committee representing an elementary school leader, middle school leader,

and various district representation from Early Childhood, Culturally Linguistically Diverse

Education, Exceptional Student Services, and Teaching and Learning

Task force

All elementary and middle school leaders were invited to join the Task Force to initially

review, critique, and provide feedback on literacy resources

Reviewers

16 elementary and 20 middle school teachers, alongside their students, reviewed

various curricular materials to inform final recommendations

Students

Approximately 100 students from 4 middle school classrooms gave feedback on the

various resources

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Stakeholder Communication

APS Leaders Updates, resource review, and dialogue with elementary and middle school leaders December-

March during monthly APS Leaders Meeting

Teachers Written communication sent to all principals to share with teachers

Updates through Superintendent’s Bulletin

Access to website, including videos of review classrooms

School leaders and teachers invited to PLCC for material review on 3/23/18—70 attended

Parents Written communication sent to all principals to share with parents, including translation into 10

additional languages

Invitation to join in classroom observations

Newspaper public notice for intent to adopt, along with time and place for viewing materials

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Cost Analysis

World Language

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Total Cost World Language Spanish+French+Chinese $565,879.04

Spanish $454,703.04

French $98,426.00

Chinese $12,750.00

Next adoption cycle: 2027-28


Cost Analysis

Literacy

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Total Cost Literacy

$7,000,000 (over 3 year budget cycle)

Preschool $208,000

K-5 $5,310,000

Middle Level $925,000

High School $557,000

Anticipated high school

adoption: Spring 2019

Next anticipated adoption cycle:

2028 (elementary, middle)

2029 (high school)


Next Steps

▪ Finalize site selection of

resources

▪ Align professional development

– Summer

– Job embedded

▪ Begin process for selecting

appropriate literacy resources

for high school

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Questions?

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Thank You!

Insert Photo

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