Language Arts / English Language Proficiency Curriculum Adoption - Elementary

• Houghton Mifflin Harcourt Curriculum
• Benchmark Education Curriculum 

Directions for Review for Houghton Mifflin Into Reading and ¡Arriba la Lectura!:

• Go to https://www.hmhco.com/ui/login/?connection=91009560
• For State: Type “EVALUATOR”
• For District: Type “REVIEW ELA K-6-91009560”
• Username for Teacher View: Teacher88_91009562
• Username for Student View: Student88_91009562
• Password: E!4petunia
• Into Reading and ¡Arriba la Lectura! Program Explore

Directions for Review for Benchmark Advance and Benchmark Adelante:

• Go to Benchmark Universe - Login

• Username for English Materials: ba275414

• Password for English Materials: ba275414

• Username for Spanish Materials: badelante275414

• Password for Spanish Materials: badelante275414

• Reviewer Checklist

Elementary Language Arts and English Language Proficiency Adoption Curriculum Input Survey 

Retroalimentación de la comunidad sobre los materiales de instrucción considerados en la adopción del currículum de lectoescritura (español e inglés) y de desarrollo del idioma inglés (ELD)

Adoption Committee Expectations

Community Agreements

Decision Making Process

Meeting Schedule

Roster

Oregon's Early Literacy Framework

LA K-2 Instructional Resources Rubric

LA 3-5 Instructional Resources Rubric

• Absent: 6
• Voting Members: 25
• Non-Voting Members: 4

• Thank you for your participation and for sharing your time and talents

• Appreciation for the time given by the committee members to do this important work
  • Critical in next steps in literacy in the BSD
• Thank you for the work that has already been done by the Cadre in 2022-23
• Team will first learn about each other and what they will be bringing to the committee
  • Unique perspectives brought to the conversations
    • It is important to receive and respect  perspectives of each other

• BSD Staff Support 
  • Veronica Galvan - Administrator for Curriculum & Instruction for all content area adoptions
  • Toshiko Maurizo - Administrator for the MultiLingual Department
  • Robin Kobrowski - K-8 Executive Administrator and Language Arts Administrative Lead
• LA/Roster
• Committee Members.  Share out to the group.
  • Name
  • Role

• Voting members who have submitted a vote of “1” will be required to present justifications/arguments  for their decision
• Other committee members will present their justification/arguments for votes “2-5” 
• Clarifying questions will be posed and responded to
• A second vote of 1-5 will occur
• If less than 51% of votes are “1”, Robert's Rules of Order will be followed and any members voting  “No” will be required to submit a Dissenting Opinion vote document to be included in the final report to the School Board and the decision of the majority will move forward.

• 5 - Strong Support
• 4 - Support
• 3 - Neutral
• 2 - Minimal Support, But Won’t Block
• 1 - No Support

• Do you need to attend a certain number of meetings to vote?
  • Not a designated number, but attendance and commitment are essential for informed decision making

• Review of document
• Basically it is the Committee member job description
• Table conversation
  • Identify which role listed resonates with member and share
• Members will portray all listed roles throughout the process
  • Shared Learning will be key 
• Civil Discourse will occur
  • Listening skills are important

• Table Group Discussion
• Revisions, Additions, Omissions
• Share Out
• Decision Process

• Include the decision making process - shared understanding Added
• Add to the equity of voice.  All voices equal for all roles of.  Add to number 8 “equally regardless of role”
• #5 - Add language to define participant preparation requirements.  Add “as requested and/or needed”
  • What is the homework requirement?
  • Initially will be reading the Oregon Early Literacy Framework
• Confidentiality Agreement
  • Member names and emails will be available to the public
  • Consideration of public record requests
    • Comments will not be attributed to individual team members by name
  • “Responsible for impact, if not intent. 
  • Add to three “and outside of the meeting” “In our meetings and regarding our work”
  • Question: Is there a matter of respect policy in the BSD?
    • Not specifically
  • Better fit as an addition to number ten? “and outside of the meeting” “both withIn our meetings and regarding our work”  
  •  
• VOTE: APPROVED
  • 5 - 16
  • 4 - 9
  • 3 - 0
  • 2 - 0 
  • 1 - 0

• Whose voice is and isn't represented in this decision?
• Who does this decision benefit or burden?
• Is this decision in alignment with the BSD Equity Policy?
• Does this decision close or widen the access, opportunity and expectation gaps?

• Everything done here is for “all” kids
• Used as guidance throughout the adoption process
• Equity shows up in the curriculum chosen and used
  • All the voices are not being represented on the Committee
  • How will the missing voices be heard?
  • Notes can be published in other languages
  • Parent nights may be offered in Spanish
  • Methods need to be investigated on how to reach out to families who may not be comfortable in formal and unfamiliar settings
  • How will the committee collect perspectives from the unheard voices? 
  • Voices need to be heard during the process rather than after decisions have been made
  • Past experience with School Board public comments experience
  • Suggestion:  Attend parent meetings with adoption information and process
  • MLD Facilitators/Translators are an excellent avenue for outreach
  • Special education voice is represented on the committee

• Focus of Work
  • Urgency of this work right now due to multiple factors - resurgence of reading research, NAEP scores, pandemic impact
• HB 3198 & Oregon Early Literacy Framework
  • HB 3198
  • Establishes the Early Literacy Success Initiative which will be funded by the Early Literacy Success School Grant
• Purpose:
  • Increase early literacy for children from birth to Grade 3
• Reduce early literacy academic disparities for student groups that have historically experienced disparities
• Increase support to parents and guardians to enable them to be partners in their children’s literacy skills & knowledge
• Increase access to early literacy support that is research-aligned, culturally responsive, and student and family  centered
• State Grant
  • PK-3 Focus
  • Recommendations to be submitted for  School Board approval
    • Instructional Materials
    • Professional Development
    • Extended Learning Programs
    • High Dosage Tutoring
    • Coaches
• Additional funding needed to meet BSD PK-3 needs and for grades 4-5 beyond grant dollars

• Oregon Literacy Framework
  • The purpose of Oregon’s Early Literacy Framework is to build statewide coherence, clarity, and common ground. It is also to fuel action and improvement in supporting districts and schools in implementing a comprehensive literacy vision and plan.
  • Science of Reading: research that is aligned with the ‘neurological and cognitive science studies of how brains process written words,’ and includes a broad collection of research from multiple fields of study including cognitive science, learning sciences, literacy research, and instructional science and research broadl

• Research Based
• Homework - Please read provided copy prior to the January 11 meeting S
• Science of Reading
  • Not new research  - represents five decades of reseach
• Reading Research covers a wide range of topics

• The Oregon Early Literacy Framework is primarily written from the lens of developing literacy for multilingual learners within an English instructional model.
• Wherever possible, best practices for multilingual learners participating in dual language education with biliteracy as the intended outcome is incorporated throughout the framework.
• The framework also incorporates Reading Science research that you will see embedded throughout the various sections.  
• Focus of Work
• Joint adoption - first year
  • Merging of language and content
  • Included in the Oregon Literacy Framework
  • Multilingual Learners are centered
  • Science of Reading embedded
  • Oregon Early Literacy Framework - Section 3 focuses on Oral Language
  • Section 4 - Research based models
  • Adoption Process - Many overlapping areas between LA and EL

• Section 3 - Oral Language as the Root of Literacy Development
  • Multilingualism supports oral language and literacy.
  • The multilingual brain is wired for powerful literacy and language learning.  
  • Oral language plays a critical role in learning about self, culture, and tradition.  
  • Indigenous communities have centered story and oral language since Time Immemorial, passing information and carrying meaning and connection over generations without it being transcribed or written.
  • Importance of Storytelling
  • Recognizing and Honoring Dialects and questioning this idea of Standard English

• Section 4 - Reading Models Based in Research
  • The Five Pillars of Reading
  • The Simple View of Reading
  • Scarborough’s Rope
  • The Four-Part Processing Model
  • The Active View of Reading
  • There are reading models that are being created to incorporate the biliteracy lens such as variations of Scarborough’s Rope and the Active View of Reading that incorporates a different formula for reading for multilingual learners.

• Section 5 - Foundational Skills
  • Multilingual learners developing literacy in English instructional programs will need a strong foundation of oral language development in order to reach higher levels of English reading fluency, whereas multilingual learners in dual language programs will already have the oral language skills to develop reading literacy if the literacy instruction is in their home language.
  • Consideration needs to be given to newcomer students with not a strong literacy background in their home language.
  • Multilingual learners need and require explicit instruction and practice with foundational reading and multiple opportunities with differentiated scaffolding to gain fluency with grade-level texts. 

• Adoption Process

• Start together as a team to review Tier 1 adoption materials
• Adoption materials selected should incorporate scaffolds for multilingual learners as much as possible.
• If we find that for languages other than English, like Chinese Mandarin, we are unable to align curriculum with English, we may decide to veer off and create a smaller team to look at these materials.
• We will also do the same with newcomer students.

• No.  It is separate learning and delivery

• Overview will be provided at the next meeting on January 11
• Why is the process different
  • New adoption process has been streamlined
  • Process has been reduced from two years to one year
• What are the deliverables to the School Board? Clarity
  • Instructional Resources recommendation
  • To be further explained at the January meeting
• What instructional Resources will be reviewed?
  • The review will begin with state list of approved vendors
  • It is also possible to go with independent adoption if that is the decision of the committee
• What are core materials?
• Resources used in all classrooms
  • Teacher selected / supplemental materials may also be used
  • Additional resources may be adopted as needs are identified and will need to  be submitted to the School Board for approval in the future
• Assessment practices and policies are currently being considered and researched using a different process than what will be  part of the adoption process.  Includes universal screeners
• Comment:  Focus on the “WHY”:  Include posting current District scores and students literacy rates as public information

• Adoption Committee Website
  • Meeting Notes, Documents and More
  • Currently Under Construction

• Members who were unable to attend first meeting

• The Oregon Department of Education expects school districts to select (adopt) and provide all K-12 students with free appropriate instructional material and resources. 
• The state establishes the cycle for adoption.
• The materials must be in accordance with the National Materials Accessibility Standards (NIMAS) - for individuals who are blind or have another disability that impairs access to printed material. This means students must have access to  alternate formats. 
• The adoption process must include opportunities for community and parent involvement. 
• High Quality Quality Instructional Materials - The Oregon Department of Education provides Oregon districts support to help ensure students have equitable access to high-quality instructional materials (HQIM) that are:

• Aligned to grade level standards
• Culturally responsive
• Reflect evidence-based practices.
• In addition, HQIM should reflect: inclusive practices, support for teachers and students, embedded assessments, and account for and honor the experiences of diverse learners and educators. 
• Adopted instructional materials in Oregon are subject, by law, to an evaluation process and must meet established specifications and criteria in order to be approved for use in Oregon classrooms.

• ODE Requirements / Cycle
  • State establishes Standards
  • ODE Approved Adoption Cycle slide
    • Oregon State Review Cycle / For use in classrooms by fall 
      • 2022 - Mathematics / 2023
      • 2023 - Science / 2024
    • 2024 - Health & PE / 2025
      • 2025 - Social Sciences / 2026
      • 2026 World Language and the Arts / 2027
• Current BSD Cycle
  • ODE Extension
  • BSD Process
    • BSD Cycle / For use in classrooms by fall 
      • 2023-24  (K- 5) Language Arts and English Language Proficiency / 2024
      • 2024 -25 (6 - 12) Language Arts and English Language Proficiency / 2025
      • 2025 -26  Math & Science / 2026
      • 2026 - 27  Social Sciences, Health/PE / 2027
      • 2027 - 28   World Language & the Arts / 2028
  • New Process to condense adoption work and align to the State adoption cycle
    • Reduced from two year process to one
    • ODE is now doing much of the work that previously fell to Districts (Best Practice/Framework, Standards, etc.)
      • Framework provides clarity and in depth work
      • Completed in collaboration with other ODE departments (MLD, Equity ..)

• Adoption Committee Membership Application Notification Posted
• Adoption Committee Formed
  • Representation to Include
    • Dual Language
    • Special Education
    • Adoption Content Specialists
    • District Administrators
    • Community Members

• Research & Best Practices Review
• Professional Learning

• Review of Data & Current Adopted Instructional Resources
  • Achievement Data
  • Student Survey and/or Empathy Interviews

• Review of the Oregon Department of Education Instructional Resources  Vetting Process
• Review of Survey Data 
• Review of BSD Learning Targets
• Creation of BSD Priorities

• Review of each ODE Approved Curriculum
• Consideration of Independent Adoption 

• Four Publisher In- Person Presentations
• Committee Selection of Two Publishers to Pilot

• Setup of Publisher Pilots

• Public Review of Considered Instructional Resources
• Public Publisher Information Sessions
• School Board Presentation/Update

• Teacher Pilot of each Publisher
  • Score Using Rubric
• Collection of Stakeholder Feedback
  • Students Participating in Pilot
  • Non-Piloting Teachers
  • Community

• Curriculum Resource Consensus
• Review of Scoring Rubrics
• Review Feedback
• School Board First Reading for Approval in May
• To Include
  • Budget
  • Implementation Plan
  • National Instructional Materials Accessibility Standard (NIMAS) Assurances

• Second Board Reading for Approval of Adoption 
• Conduct Continuous Improvement Review of Process
• Ensure all documentation of Process is Preserved
• Begin purchase quote process

• Order Materials 
• Initial Professional Development Opportunities

• Professional Development Provided to Teachers 

• Currently in process due to be completed in Spring of 2024 and implemented in fall of 2024

• 6-12 EL / ELP  Adoption Process to begin in Spring 2024

• Oregon Literacy Framework 
  • Reading Assignment from December Meeting
  • Foundational piece of all adoption committee work

• Each group will take one section (Sections 1-8)
• Please individually review your section for 5-10 minutes
• Share the things you highlighted are critical for us to keep as a lens in our adoption work
• Write these on your group poster and be prepared to share out
• Share Out

• Section 1: Student Belonging - A Necessary Condition for Literacy Learning 
  • Belonging = Non-Negotiable
  • Culturally Responsive
    • Mutual Relationships
    • Requires study & reflection - educators and students
    • Representation in all parts of the class
    • Literacy instruction access for all students in full range of literacy skills
  • Educators who reflect on own identities and biases
  • All students have access to grade targets
  • Rich & complex texts - “mirrors” and “windows”
  • Attend to social emotional skills and context - support/normalize “risk, fail, try again”  
• Section 2: Family & Community Partnerships
  • Parents and caregivers as first teachers
    • Support all adults who work with children by showing the progressions
  • Expansive idea of literacy: birth - school 
    • Play, libraries, songs, print
    • Birth thru Pre-K and once school begins extending literacy skills beyond the classroom
  • Creating thoughtful partnerships between all community members (family, educators and beyond) around literacy
• Section 3: Oral Language as the Root of Literacy Development
  • Oracy is the foundation for literacy
    • Family as “first teaching - validating its role in formal education
  • Multilingualism is an asset
  • “Dialects are valid, valued and deserve to be recognized” (page 23)
  • “All children need to have the skills to make linguistic choices across contexts…”
    • Ownership of learning
    • Assessment that honors voice
  • “Each tribal nation has its own oral history…as valid as written records” (page 22)
• Section 4: Reading Models Based in Research
  • Reaching all learners
  • Active self regulation (student belonging and community partnerships)
  • Pillars - Oral Language, Written Language
  • Clear Vision
  • Professional Development
  • Complexity
  • Whole Child Consideration
  • Instructional Practices
• Section 5: Foundational Skills
  • Phonics, phonological awareness, fluency, concepts of print
  • Clear, intentional scope and sequence
  • Foundational skills included as part of core curriculum (not an added piece)
  • Includes daily opportunities for reading and writing
  • In all languages
    • Start with oral language
    • Build phonological awareness
    • Develop wide vocabulary
  • Responds to student’s linguistic strengths and needs
• Section 6: Writing, Reading Comprehension, Vocabulary, & Background Knowledge 
  • Reading goes beyond foundational skills, deep literacy needs, integration & connection to other literacy skills
  • Whose knowledge is being privileged
  • Vocabulary: Students learn four times as many words when  reading about a topic than being taught vocabulary
  • Word & World Knowledge are reciprocal and mutually reinforcing
  • Good writers are good readers
  • Reading comprehension & writing instruction in all grades
  • Spelling reinforces other literacy learning and needs differentiation
• Section 7: Core Instruction & Assessment
  • Strong Core & a system of support based on data (Core & More)
  • Page 56:  Literacy assessments that are designed for bilingual learners
  • Page 59-60: Purpose of different assessments
  • Formative assessment (Page 57) … unplanned process … informs instruction
  • Asset Based 
• Section 8: Reaching All Learners
  • We need to be thinking about students who are historically marginalized throughout the process
  • Multilingual Learners
    • Core instruction - explicit, throughout the day, based on grad level standard, oracy, four domains, scaffolding, biliteracy
    • Students with Dyslexia  & Reading Disabilities
    • Early screening key, intervene early, all students exposed to he Core
    • Students identified as TAG
      • Disproportionality of multilingual learners not being identified for TAG
      • More than enrichment - be aware of students’ unique strengths and needs
  • All students are language learners

• Oregon Statewide Assessment System (OSAS) - Grades 3-5
  • Data 3-5
• EasyCBM - Grades K-2
  • Data 2-5D
• IRLA
  • The Independent Reading Level Assessment (IRLA®) is a formative reading assessment that follows a developmental sequence of reading. The IRLA delivers specific, actionable data that tells the teacher where a student is, why, and the sequence of skills/behaviors needed to learn next to accelerate reading growth.
  • IRLA Independent Reading Level Assessment
  • Formative Assessment - Informs instruction
  • ENIL - Spanish version
  • Reading Conference may not be in School Base 
  • Data was entered in the fall by all schools
  • Predictor of OSAS
  • District IRLA Data as of 1/11/24:
    • Students on Target for IRLA Reading Level - 46%
    • Students with IRLA Reading Levels Entered in SP - 87%
    • Students had a Conference in past 14 days - 20%
• ENIL
  • The Evaluación del nivel independiente de lectura® (ENIL®) is a developmental reading taxonomy for students, paralleling the Independent Reading Level Assessment (IRLA) while reflecting how the stages of learning to read differ between Spanish and English.
  • District ENIL Data as of 1/11/24:
    • Students on Target for ENIL Reading Level - 19%
    • Students with ENIL Reading Levels Entered in SP - 84%
    • Students had a Conference in past 14 days - 18%

• The English Language Proficiency Assessment 21 (ELPA21) is designed to measure the specific language skills students need to interact with grade-level academic language courses and become college and career ready by 12th grade. 
• ELPA21 is based on a set of English language proficiency standards that correspond to the Common Core State Standards.  Students are assessed in READING, WRITING, LISTENING and SPEAKING
• The ELPA21 Summative Assessments are developed by grade bands but different cut scores are assigned at each grade level except in grade band 9-12, where the same cuts are used across grades
• Average time spent (years) as an EL - 2.9
• Over or Under District Average (4.1 Years)  - Under
• Minimum time spent - .43 years
• Maximum time spent - 6.08 years
• ELP Data
• Group Work
  • Data Driven Dialogue
  • Data tool activity to build understanding of viewpoints, beliefs and assumptions about data while suspending judgements.  The tool helps to helps to replace hunches and feelings with data-based facts, examines patterns and trends of performance indicators and generates root caused discussions that move from identifying symptoms to possible causes
  • Phase 1: Predictions
    • Surfacing perspectives, beliefs, assumptions, predictions, possibilities, questions and expectations
  • Phase 2: Observations
    • Analyzing the data for patterns, trends, surprises, and questions
  • Phase 3: Inferences
    • Generating hypotheses, beliefs, assumptions, predictions, possibilities, questions and expectations

• I observe that…
• I can count…
• Patterns noticed…
• I’m surprised by…

• “Because”
• “Therefore”
• “It Seems”
• “However”

• Grades K-2
• Grades 3-5

• Context of Data - what is the purpose of the data review? How do we read this data and consider LA/ELP program evaluation? 
• Data

• OSAS (3-5) 
• ELPA
  • Correlation between OSAS and ELPA on whether students are proficient 
  • Indicators of growth is important to monitor
  • The data will indicate whether the curriculum is working
  • OSAS reading test is in English mostly.  Confusing to Students.  Math is accessible
  • Work needs to be done to make accessibility a priority in the future for additional languages at the state level
  • Has there been an official data analysis?  No.
    • BSD has an in-house accountability team  
  • The School Board has access to student data
  • Committee has a valuable context expertise
  • Examining data is also an opportunity to review assessment tools
  • Summative assessment (OSAS)  is important to to evaluating a program - not individual students
  • Other assessments - screeners, etc. are used to inform classroom instruction and individual students
• Easy CBM (K-2)
• IRLA (K-5)
  • Formative assessment.  Assesses students’ individual reading levels and sets of skills
  • Used by classroom teachers and academic coaches to help students move forward and what individual needs are
  • Part of the conferring/workshop model
  • Teachers work closely with students during the assessments
  • Occurs frequently throughout the year 
  • OSAS is a one time snapshot and indicator of proficiency, not individual strengths and weaknesses
  • Comment:  May not be the most effective tool

• Group Work & Discussion Using Data Protocol

• Phase 1: Predictions

  • Surfacing perspectives, beliefs, assumptions, predictions, possibilities, questions and expectations

• Phase 2: Observations

  • Analyzing the data for patterns, trends, surprises, and questions

• Phase 3: Inferences

  • Generating hypotheses, beliefs, assumptions, predictions, possibilities, questions and expectations

• Please use facts only.  Avoid inferences and personal bias and refer only  to

• I observe that…

• I can count…

• Patterns noticed…

• I’m surprised by…

• Avoid:

• “Because”

• “Therefore”

• “It Seems”

• “However”

• Share Out & Discussion

• Kindergarten
  • Easy CBM Race & Ethnicity
    • Notable differences between races
  • Comment:  Would be valuable to see progressions through
  • Hispanic have a higher amount of risk
  • How does this correlate with Early Learning interventions
  • 60/40 low risk good early indicator of future challenges
  • Results reflect MLLs first year in school who are also learning English.  Reflect what is already loan
  • DL program - 90% in Spanish
  • Results don’t show how the results will vary in the future
  • ELPA total result is not 
  • All four domains are important and vary in results
  • Reading & Writing data can be extracted
• Grade 1
  • Similar to kindergarten
  • Inconsistencies in the data
  • Typically marginalized students performed at a lower level
  • Note:  the bar is set low in the fall
  • Foundational skills are assessed, but not all components of literacy
  • Easy CBM data in Spanish is requested
    • DL Students take it in English and Spanish
    • Important to compare results between the two
  • Comment:  Winter scores would be more valuable
• Grade 2
  • Dip in proficiency in recent years, but has now started to flatline
  • Note:  4th and 5th graders have stayed the same (ELPA)
  • Note:  Not necessarily the same group of kids from grade to grade in the data (mobility, exiting out of the program
  • Note:  Schools across the District reflect dramatically different results.  How does that impact the study of data
  • Inconsistent curriculum use, co-teaching inferences, professional development, more data study needed,
• Grade 3
  • OSAS - 1st time taking state tests
  • White success above average
  • Cultural differences in education
  • Assessments don’t alway reflect student population
  • Males lower success than females
  • Special Ed results low
  • Assessments are not valued the same by all families
  • Request for disaggregated data
  • Pattern pre and post pandemic
  • Hope for improvement and growth
  • Operate from a place of strength
  • If English speakers are passing OSAS, added layers of difficulty are added for ELLs
  • Trend of passing ELPA increased in Reading
    • Writing and oral is more difficult
• Grade 4
  • Difference between reading and writing scores.  Writing scores bring down the overall score
  • It takes a long time to become proficient in English - 5 years or longer.  
  • Current 4th graders were in Kindergarten when COVID started and missed important foundattructionional ins
• Grade 5
  • Request for more growth data
  • Cohort data request - highly valuable
  • Comparison between high and low SES students
  • What factors play into student success
  • ELL and disability students - is access to instruction and the assessments a factor
  • Is parent/volunteer  involvement a factor
    • Note: the District has no control over
    • Note:  Student who have relationships are more successful
    • Note:  Many factors impact success:  Professional Development, Pedagogy, and Curriculum.  PD needs to be ongoing
  • How many students are dually identified?  ELL/SpEd

• Comment:  Additional data may not be as important as comparing the same data from different years
• Comment:  Important to spend time on what to do in response to what the data reflects

• Review Draft Staff Survey
  • Teachers will have additional opportunities to provide feedback 
  • Focus of this survey is program evaluation and input on currently adopted curriculum
  • Good cross section of the district, roles and opinions are desired
  • What information would be useful in the curriculum adoption process
• Group discussion/feedback

• Closing/Next Steps 
  • Send Survey to K-5 Staff
  • IMET Tool (next time)
    • Review Instructional Materials Evaluation Tool (IMET) tool for LA/ELD materials
      • Grades K-2
      • Grades 3-5

• LA / ELP Curriculum Adoption Webpage - Public Input Opportunity

• High-Quality Instructional Materials - Oregon’s Early Literacy Framework
• Current Materials/Curriculum for Language Arts

• Current Materials/Curriculum for English Language Proficiency

  • Access to high-quality instructional materials is a key lever for supporting literacy teaching and learning, and this is especially true for teaching foundational skills. All approved materials provide explicit and systematic instruction and diagnostic support in concepts of print, letter recognition, phonemic awareness, phonics, word awareness and vocabulary development, syntax, and fluency. A growing and compelling research base suggests that high-quality instructional materials can yield significant improvements in students' learning120 especially when paired with high-quality professional learning that supports implementation. Given this, effective curriculum adoptions are also paired with high-quality professional learning for strong implementation.

   

  Oregon’s language arts instructional materials adoption criteria for grades K-2 and grades 3-5 include foundational skills. Additionally, to be included on the state-approved list,121 the adopted core language arts curriculum must also include high-quality texts, text-dependent discussions and writing, building knowledge, text-dependent questions and tasks, supports and scaffolds for all learners, cultural representation, and accessibility. Every curriculum on the State Board-approved adoption list meets this minimum criterion. Any adopted instructional materials should be evaluated for culturally responsiveness and adapted or supplemented to meet the strengths and needs of the classroom community. Reviewing, adopting, and supporting the implementation of high-quality instructional materials is one of the most important jobs of education leaders.

• Core Adopted Materials
  • Committee responsible for selecting materials
• Supplementary Adopted Materials
  • Committee will likely make recommendations on supplemental materials
  • May be adopted or not.  Can be supported by the District
• Teacher Selected Materials
  • In addition to core and supplemental materials
• Current Adopted materials 
  • LA Core Curriculum
    • Units of Study Reading
    • Units of Study Writing
    • Classroom Libraries (English & Spanish)
    • Heggerty K-⅔
    • UFLI (University of Florida Literacy Institute) Foundations(K-2)
  • LA Supplemental Curriculum
    • Units of Study in Phonics (K-2) or Fountas & Pinnell Phonics Units
    • Handwriting without Tears (K-2)
    • Secret Stories
    • Foundational Toolkits
    • Newsela

• Interventions
  • Leveled Literacy Intervention(K-5)
  • UFLI (K-2)
  • Lexia Core5
  • Flyleaf
• Materials not highlighted on slides were added by the District to supplement as non-adopted materials
  • Comment You Fly was used by many teachers for phonics.  Includes handwriting.  Decoding transfers into writing.  Extensive, formalized professional development has not occurred
  • What teachers are using and if they have been trained was part of the teacher survey
• Comment:  There has been confusion as to what materials teachers should  be using.  Unclear messaging
• Comment:  Extensive PD was provided at the time of adoption implementation, but has not continued.  Note:  Sub shortages in recent years have impacted PD
• Comment:  Curriculum needs to be consistent across the District

• Themed Unit Collections from Mackin (diverse books, thematic, cross-curricular)

• Department libraries for check-out (booklist by language shared with all teachers)
• Newcomer support resources including books from Mackin (kits to provide teachers with ready-to-go resources to meet the needs of newcomer students
• Teams of teachers developing resources
• Collection of wordless & patterned books from Mackin to promote oral language development

• EL Excellence for Every Day: The Flip-to-Guide for Differentiating Academic Literacy by Tonya Ward Singer
• Unlocking English Learners Potential: Strategies for Making Content Accessible by Diane Staehr Fenner & Sydney Snyder
• The ELL Teacher’s Toolbox: Hundreds of Practical Ideas to Support Your Students by Larry Ferlazzo & Katie Hull Sypnieski
• The K-3 Guide to Academic Conversations by Jeff Zwiers & Sara Hamerla

• Lexia will be piloted for the Newcomers Program
• Conferring - Framework used to get students to engage with the text during teacher check-ins.  Part of the workshop model.  One on one instruction or assessment

• Important to consider current adoption materials when reviewing the survey responses.
• Reminder:  Understand that  all students district-wide need to be considered when going over survey responses and in the instructional materials selection process
• Research, Data, Examination of available materials and programs
• Who is going to be held accountable for the results of the work and recommendations of the committee?  It is part of the charge and process
  • Note:  Universal screeners are coming soon and should improve the situation
• What is the best outcome and outcome for all students?  How are we going to get there should be the major focus of the committee.  Trust the process
• Note:  The last adoption work was considered to be the best option at the time
• No one curriculum will meet all student needs.
• Supplemental materials will be needed and should be adopted, utilized, and professional development provided district-wide

• Patterns & Trends
• Guiding Questions
  • What is working for students?
  • What is not working for students?
  • How does this inform our thinking and our work?

• Jennifer Serravallo
• University of Florida Literacy Institute (UFLI)
• Classroom Libraries
• Well Implemented Workshop Model
• Decodable Books
• Teacher Created/Found Materials
• Strong, Consistent Professional Development
• Independent Reading Level Assessment (IRLA)
• Language Essentials for Teachers of Reading and Spelling (LETRS)
• Decodables 
• UFLI
• Jennifer Serravallo Strategies
• Lexia
• Workshop but not necessarily Units of Study (UOS)
• LETRS
• Authentic Texts
• Science of Reading (Phonics) 
• UFLI
• Lexia
• Reading & Writing Strategies
• Classroom Libraries & Diverse Texts
• LETRS Training
• Choice & Agency
• Teaching Strategies - Serravallo
• More Explicit, Scaffolded Writing
• An Explicit Phonics Program (teachers learning HOW to teach phonics) UFLI
• Learning How to Form Sounds - Teachers Using Standards
• Phonics and Phonemic Awareness - Explicit Instruction - UFLI
• Workshop Model
• Text - Decodables & Rich Text Resources
• Serravallo
• Read Alouds
• Classroom Libraries - Choice Reading, Mentor Texts, Decodable / Skill Based Texts
• UFLI
• LETRS
• El Camino (Phonics for Spanish)
• Classroom Libraries
• Workshop Model
• Teachers Working From Targets

• Too many resources without cohesion, guidance, professional development
• Teachers College Reading & Writing (TCWR) Curriculum
• Too much technology (but more LEXIA?)
• Lack of time to understand the materials
• Units of Study (UOS)
• Behavior 
• Class Size
• Expectation of Standards
• Amount of Professional Development
• Newcomer Resources
• Lack of phonics/spelling & decodable texts
• Not enough training
• Core isn’t accessible for different learners
• Appropriate professional development
• Lack of ongoing, quality professional development
• The same resources in Dual Language
• Lack of support for som many resources
• Newcomers - especially grades 3-5 without foundational skills
• ELD program model
• Too much screen learning
• Teachers not feeling ongoing Professional Development supports
• Culturally relevant teaching materials (Units of Study called out)
• Grades 3-5 vocabulary, work work support
• Writing structures and technical pieces of writing instruction
• Units of Study
• Fountas and Pinnell Phonics
• Rolling our curriculum without professional development
• Lack of word work / morpheme curriculum for grades 3-5
• Large classes
• Too much curriculum, leading to confusion / piece things together
• Spelling, grammar, vocabulary development for grades 3-5
• Missing professional development

• It informs the rollout of the adoption and how we implement professional development knowing our audience. The adoption needs to sit on the research, framework and what works best for students
• Some want explicit/systematic  (like UFLI)
• Some want authentic/choice (Workshop)
• Respect teacher expertise, autonomy
• Understanding that students aren’t being as successful
• Experiences across the district vary - training and follow-up are integral
• Not one single program will fit all needs
• Very strong professional development plan that continues to support new teachers (when? how?) early release? Collaboration time during the school day?
• Oracy (the ability to express oneself fluently and grammatically in speech.)
• Need alignment - Standards, resources, assessments, report card balance
  • How many, which materials and resources
  • Phonics & vocabulary, comprehension, spelling, fluency, joy
  • Language & Literacy
• Simplicity: not so much pulling together resources
• PD sustained and ongoing
• Quality tools with significant and ongoing professional development
• Clear District expectations throughout
• TEACHERS are working very hard
• We need the strengths of multilingual learners
• Professional development, Professional Development, Professional Development !!!
• Classroom Libraries
• Not TOO MUCH

• Curriculum is set by the state in the form of Standards

• State Standards are provided for all content areas by the state
• Materials are used to teach to the Standards.  Use of different materials does not change the “curriculum”
• ELP Standards overlap with Science, Math and most heavily with Language Arts  

• Language Arts Learning Targets - ODE LA Standards
• English Language Proficiency Targets - ODE ELP Standards

• Closing/Next Steps 

• High Quality Instructional Materials
• Policy IIA/AR

• Review Instructional Materials Evaluation Tool (IMET) tool for LA/ELD materials
  • Grades K-2
  • Grades 3-5

• Oregon Early Literacy Framework
• IIA - Instructional Resources/Instructional

• “A growing and compelling research base suggests that high quality instructional materials can yield improvements in student learning outcomes equal to or greater than many interventions that are often more costly . . . [high quality instructional materials] “are about bringing equity to the district - a shared experience creating a floor, but not a ceiling, around the teaching and learning that happens in our classrooms.” 
• HQIM from ODE

• Research
  • Read article
    • High Quality Professional Development is equally important as high quality instructional materials
    • In house PD can be really valuable - Teacher Leaders
    • Largest impact for the lowest performers
    • Additional information is available on the ODE website
    • Teachers reported individually searching online for materials 
      • “When teachers don’t have access to great materials they hunt for them online - often leading to inconsistent quality that impacts low-income students and students of color the most.”
        • 96% of teachers use Google to find lessons and materials
        • Nearly 75% of teachers use Pinterest to find lessons and materials
    • Teacher collaboration time is important
    • Follow through, consistency and support are essential.  Accountability also needs to play a role
    • Teachers need to be given the time to learn new materials and changes in grade level assignments
    • Lower test scores adds pressure to teachers

• Core Adopted Materials
• Supplementary Adopted Materials
• Teacher Selected Materials

• Grades K-2
• Grades 3-5
  • The Language Arts Adoption Criteria is adopted by the State Board of Education 
  • The adoption criteria includes Non-Negotiable (NN) Criteria and Alignment Criteria (AC)
  • The criteria is transferred to the Instructional Materials Evaluation Tool or IMET
  • The IMET is then used to evaluate submitted instructional materials
  • The State Board of Education adopts recommended list of materials
  • Materials list was released a rear prior to the Framework by ODE and does not necessarily meet the new criteria/lens (Particularly Sections 1-4) 
    • The Framework is very unbiased and should be used as a lens when reviewing materials
    • A rubric will be created for the 2/21 materials presentation to reflect the components in the Framework.  Additions to the IMET

• Belonging = Non-Negotiable
• Culturally Responsive
  • Mutual Relationships
  • Requires study & reflection - educators and students
  • Representation in all parts of the class
  • Literacy instruction access for all students in full range of literacy skills
• Educators who reflect on own identities and biases
• All students have access to grade targets
• Rich & complex texts - “mirrors” and “windows”
• Attend to social emotional skills and context - support/normalize “risk, fail, try again”  

• Parents and caregivers as first teachers
  • Support all adults who work with children by showing the progressions
• Expansive idea of literacy: birth - school 
  • Play, libraries, songs, print
  • Birth thru Pre-K and once school begins extending literacy skills beyond the classroom
• Creating thoughtful partnerships between all community members (family, educators and beyond) around literacy

• Oracy is the foundation for literacy
  • Family as “first teaching - validating its role in formal education
• Multilingualism is an asset
• “Dialects are valid, valued and deserve to be recognized” (page 23)
• “All children need to have the skills to make linguistic choices across contexts…”
  • Ownership of learning
  • Assessment that honors voice
• “Each tribal nation has its own oral history…as valid as written records” (page 22)

• Reaching all learners
• Active self regulation (student belonging and community partnerships)
• Pillars - Oral Language, Written Language
• Clear Vision
• Professional Development
• Complexity
• Whole Child Consideration
• Instructional Practices

• Phonics, phonological awareness, fluency, concepts of print
• Clear, intentional scope and sequence
• Foundational skills included as part of core curriculum (not an added piece)
• Includes daily opportunities for reading and writing
• In all languages
  • Start with oral language
  • Build phonological awareness
  • Develop wide vocabulary
• Responds to student’s linguistic strengths and needs

• Reading goes beyond foundational skills, deep literacy needs, integration & connection to other literacy skills
• Whose knowledge is being privileged
• Vocabulary: Students learn four times as many words when  reading about a topic than being taught vocabulary
• Word & World Knowledge are reciprocal and mutually reinforcing
• Good writers are good readers
• Reading comprehension & writing instruction in all grades
• Spelling reinforces other literacy learning and needs differentiation

• Strong Core & a system of support based on data (Core & More)
• Page 56:  Literacy assessments that are designed for bilingual learners
• Page 59-60: Purpose of different assessments
• Formative assessment (Page 57) … unplanned process … informs instruction
• Asset Based 

• We need to be thinking about students who are historically marginalized throughout the process
• Multilingual Learners
  • Core instruction - explicit, throughout the day, based on grad level standard, oracy, four domains, scaffolding, biliteracy
  • Students with Dyslexia  & Reading Disabilities
  • Early screening key, intervene early, all students exposed to he Core
  • Students identified as TAG
    • Disproportionality of multilingual learners not being identified for TAG
    • More than enrichment - be aware of students’ unique strengths and needs
• All students are language learners

• Group Work Share Out
• Asset Based
• Dual language and other languages
• Student voice and student belonging, agency - celebratory, all voices represented
• Culturally & linguistically responsive and sustaining
• Oracy (AC on IMET, but should be NN)
• Multilingual learners
• Multiple levels (differentiation)
• Structured buildings of language  Oral  → reading → writing → etc.
• Family community partnerships
• Formative assessments and progress monitoring
• Neurodiverse students (including dyslexia) 
• User friendly with scope and sequence
• Pre-K
• Balanced (all 7 pillars)
• Writing component (integrated but enjoyable)
• Technology used intentionally
• Scope & sequence emphasized more for phonemic awareness and phonics
• Classroom libraries (keep)
• Joy of reading and writing
• Spanish / Mandarin materials (authentic) no a la ingles)
• Intersectionality of reading, writing and oracy
• Reading & writing every day
• Critical thinking and rigor
• Teacher edition have most updated have most updated leverage strategies embedded

• LA/ELP Curriculum
  • American Reading Company (ARC) Core
  • Heinemann Decodables
  • Ufli Phonics

• LA/ELP Curriculum
  • Fountas and Pinnell Classroom: K-5
  • F & P Writing MiniLessons: K-2
  • From Phonics to Reading K-2
• Dual Language Materials
  • Benchmark Taller de Fonética: K-2
  • Benchmark Sound-Spelling Transfer Kit: K-2
  • Units of Study for Reading and Writing: K-5
  • Okapi Despegando: K-5

• LA/ELP Curriculum
  • Heggerty (phonemic awareness): K-2
  • Fundations (phonics, spelling, and handwriting): K-3
  • GEODES (application of foundational skills in text): K-2
  • Wit & Wisdom (reading comprehension & writing): K-5
  • Instructional Models for Emergent Bilinguals: 

• K-5 Integrated English Language Instruction/ Push-in 

• K-5 Designated English Language Instruction/ Pull-Out 

• Shelter Instruction
  • Teachers use instructional strategies to deliver grade level subject matter in order to make content accessible.

• Dual Language Materials
  • *In Spanish DLI classrooms, these skills are taught using the Benchmark Advanced & Adelante curricular resources.

• LA/ELP Curriculum
  • Houghton Mifflin Harcourt Into Reading: K
  • Reach for Reading
• Dual Language Materials
  • Mandarin/Spanish instruction takes place primarily through Mandarin Chinese language arts, math, science, social studies, transitions, and cultural enrichment lessons.

• Mandarin/Spanish Language Arts
• Literacy Intervention Programs (M): Level Learning
• Literacy Intervention Programs (S): Estrellita/Lunita, Esperanza, and Intervenciones tempranas

• LA/ELP Curriculum
  • Choosing between two - HMH into Reading -OR- Imagine Learning EL Education 
  • Bridge to Reading: K-2

• LA/ELP Curriculum
  • Wonders 2020
  • Maravillas 2020
  • WonderWorks
  • Intervenciones tempranas de la Lectura
  • E.L. Achieve (2022)

• LA/ELP Curriculum
  • ReadyGen

• LA/ELP Curriculum
  • HMH into Reading

1. Amplify 5.  Imagine
2. Benchmark 6.  McGraw Hill
3. Great Minds 7.  Savvas (Virtual Only)
4. Houghton Mifflin     

• Ranking  1 (yes), 2 (want to discuss), 3 (no)

• 8:00 - 9:15 - McGraw Hill 
• 9:30 - 10:45 - Houghton Mifflin
• 11:00 - 12:15 - Benchmark
• 1:00 - 2:15 - Amplify
• 2:30 - 3:45 - Imagine

• To be considered if ODE adopted materials do not not meet district standards and needs

• Mandarin for DL will be an independent adoption

• Houghton Mifflin Harcourt
  • Training March 11, 2024
  • Pilot Lessons March 12-22, 2024
    • Training and planning time with trainers
    • Admin are welcome to attend the trainings
• Benchmark Education
  • Training April 1, 2024
  • Pilot Lessons April 2-12, 2024
• Pilot Teachers
  • 168 Teacher applications to pilot were received
  • 10 Academic Coaches will also participate in the pilot
  • Evaluation Tool for Each Curriculum - Chrissy
    • Each pilot teacher will submit an evaluation
    • Four main sections 
      • Alignment to the Early Literacy Framework
      • Instructional Design
      • Teacher Usability of Materials and Student Engagement
      • 43 total criterion 
  • Number of Piloting Classrooms / Teachers
    • 60 Classrooms
  • Adoption Committee Members Piloting
    • Will share their experiences and insight  with the committee
  • Co-Teaching partners will participate
    • Not all teachers have a co-teacher, but many will be attending the training together and participating in the pilot
  • Group Activity
    • Evaluation Tool Input
  • Note:  Accessibility needs to be considered (including newcomers)

• Attitudes sets the tone for the adoption
• Need to be stewards of the process
• Opportunity to build a cohesive literacy program for the District
• It’s a very short time frame and teachers need to give themselves grace.  It’s a heavy lift, but important
• Important how the curriculum is presented to students - possible student survey
• Positive attitude when faced with negativity by peers
• Be aware that there will be trepidation regarding change
• Focus on “Opportunity”
• No curriculum is comprehensive needs to to be emphasized
• Acknowledge concerns and be open to listening to peers. Bring questions back to the committee for answers.
• Focus on ODE’s Framework.  Emphasize ELD and how it fits in
• Include process History
• Be realistic. Take a positive attitude moving forward. 
• Be aware of the impact of social media - locally and nationally
• Explain where safe places are and how to express opinions

• Community Review
  • Feedback from community is required by policy and all stakeholders (brief written input)
  • Proposal:  Two in person community reviews at schools and one digital review with demo access with publishers present to answer questions and display their materials
  • Other suggestions
• Staff Review
  • Proposal:  Online digital review with demo access and one in person (April 9, Staff Development day in the PM?) Include publishers?
  • Other suggestions
• Group Activity
  • Review Sample Feedback Form / Creation Work

• Not Required 
• Additional information at the March 20 Adoption Committee meeting

• Data examination was beginning of the process
• PreK students in the district are in TItle I schools (13)
  • Adding Raleigh Park in 2024-25
  • Additional expansion planned and part of the BSD Strategic Plan
• Classrooms contain many students on IFSPs
• Other Data to Evaluate
  • Habits of Mind - 

• This is on all report cards now but there are no consistent rubrics for assessing and no consistent PD or calibration has taken place 
• Comparison would be neither valid nor reliable

• Attendance

• This data was not what we hoped either

• Future Work
  • Habits of Mind  

• Work group creating common rubrics

• NWRESD

• New collaborative system of PK student placement that honors BSD’s goal of “balanced classrooms”
  1. Prioritization
     1. Neighborhood Schools
     2. Balance of IFPs and special needs 

• Alignment to Oregon Early Literacy Standards

• Targeted PD on reading science and conversations about what we believe about our PK programs should look like

• Research on tools needed for success in PreK classrooms
• Teachers have various levels of experience and developed pedagogy 
  • Determined to be a need for a common curriculum district-wide 
  • Teacher Survey determined that a curriculum would be useful
  • Rubric developed to evaluate materials under consideration
    • Creative Curriculum
    • Frogstreet
    • Benchmark
    • Scholastic
    • Heggerty* (already in some classrooms)
  • Essential Elements
    • Environment as 3rd teacher
    • Habits of Mind
    • Playful Inquiry
    • Kindness in the classroom
    • Anti-bias instruction
    • Reading & Writing Focus
    • PLAY
    • Trauma informed
    • Flexible - adapt to student needs
    • High-quality materials
    • Inclusive
    • Supportive of Family Engagement
    • Alignment with K-5 Literacy (more cohesive connections)
    • Integration with school community (more cohesive connections)
    • High quality professional development
    • Curriculum available in Spanish
  • Plan to collaborate between kindergarten and PreK teachers to assist in student transition to Kindergarten and assistance in placement
  • Goal in selection of material is to provide what would be most helpful to new teachers
  • Selection process may extend into next fall
  • PreK is not required

• Focuses attention to pursue an interest, gratify a curiosity, respond to a challenge or try out an idea.
• Communicates ideas and emotions clearly and appropriately 
• Makes Connections, notes relationships, and organizes items based on observed details
• Collaborates with others to accomplish a shared goal
• Thinks strategically, creatively, reflectively to follow an interest or tackle a challenge

• Children will develop positive social identities.
• Children will express comfort and accurate language and knowledge of diverse people who are different from them.
• Children will recognize injustice and unfairness.
• Children will act against injustice and take on their responsibilities to stand up for justice.

• Create and design authentic learning experiences
• Connect learning experiences to students’ lives and linguistic repertoire.
• Collaborate with students as facilitators of instruction, rather than depositors of information.
• Communicate and model oral and written language, while structuring authentic student-to-student interaction that reflects program languages.
• Consider students’ varied instructional needs as an opportunity to promote reflection and self-assessment.
• Commit in collaboration with students, to creating a learning environment that is focused on continuous improvement and service to others.

• Provide multiple means of engagement
• Provide multiple means of representation
• Provide multiple means of action & expression

• Core Adopted Materials
• Supplementary Adopted Materials
• Teacher Selected Materials 

• The Language Arts Adoption Criteria is adopted by the State Board of Education 
• The adoption criteria includes Non-Negotiable (NN) Criteria and Alignment Criteria (AC)
• The criteria is transferred to the Instructional Materials Evaluation Tool or IMET
• The IMET is then used to evaluate submitted instructional materials
• The State Board of Education adopts recommended list of materials
• At this time, there are NO Mandarin Chinese materials on the board adopted list.

• Huan Le Huo Ban（Happy Friends）Singapore Chinese Language Textbook
  • Currently Using
    • Portland Public Schools Dual Language Mandarin Chinese Program 
    • Hope Chinese Charter School 
    • German International School Chinese Track (Private IB School) 
    • PROS
      • The book series incorporates the accumulated experience of teachers. It has been used and updated for decades, proving to be effective in children's bilingual education in various countries.
      • Materials guide students to read with purpose and understanding and to make frequent connections between acquisition of foundational skills and making meaning from reading. (BSD LA/ELP Instructional Materials’ Rubric K-5)
      • Ample supplementary materials provided, such as flashcards, character writing book and large visual book that provides students multiple ways in learning.(Oregon’s Early Literacy Framework)
      • Materials regularly include extensions or more advanced opportunities for students who read, write, speak, or listen above grade level. (Oregon’s Early Literacy Framework)

• CONS

• Vocabulary: Singapore Mandarin Chinese is very similar to Mandarin Chinese, but a few vocabulary choice can be different sometimes
• No kindergarten textbook
• Main characters are Chinese kids in the book series(BSD LA/ELP Instructional Materials’ Rubric K-5)

• Designed for bilingual education.  Background not needed

• Grade one is not appropriate for Kindergarten 
• Another option will be selected
• Mandarin Matrix
  • Focus: Reading
  • West Linn-Wilsonville School District ( plan to adopt it next school year, 2024-2025)
  • Vancouver Public Schools Chinese Immersion Programs 
  • PROS
    • Provided unit map and teacher guide 
    • Online formative exercises 
    • Align to common core standards 
  • CONS
    • Limited books/limited resources in each proficiency level 
    • Relatively easy and simple to meet the diverse needs of our students
    • Limited opportunities for authentic application of foundational skills (Elementary LA/ELP Adoption Pilot Evaluation Tool)
    • Characters Illustration looks odd (BSD LA/ELP Instructional Materials’ Rubric k-4)

• Better Chinese -Better Immersion

• The book series is published by Better Chinese LLC.
• A series of books (k-8) that are fun and relevant to students life experiences 
• In each lesson, books contains vocabulary readers and readers
• Explore themes in 4 scopes: self, relationships, community and world 
• The standards-aligned series is informed by the Common Core State Standards, Next Generation Science Standards, and National Curriculum Standards for Social Studies
• Exposes children to concepts and subject-specific vocabularies for mathematics, science, social studies and cultures, which connect with the topics they learn in school
• A variety of materials provided: Student book, workbook, Reader big book, Teacher’s Guide, picture and character flashcards, Online reading, etc. 

• Lake-Oswego School District DL Chinese immersion Programs - Kindergarten 
• Vancouver Public Schools DL Chinese Immersion Programs - kindergarten

• PROS

• CONS
  • While the starter level is great and appropriate to beginning level Mandarin Chinese learners, there’s a gap 
  • between the kindergarten level and level 1. The transition from the starter level to level 1 in Mandarin Chinese is not seamless, leaving a noticeable gap for learners 
  • In general, each level reader books, starting from level 1, is comparatively difficult for the age group. (Vocabulary builder books are ok!)

• Kindergarten: Adopt Better Chinese (Better Immersion)  for the Kindergarten level. Better Immersion offers excellent Kindergarten/Beginning level book series that suit students' needs. For Kindergarten Semester 2, we can consider incorporating parts of the Singapore Huan Le Huo ban (Happy Friends) Textbook Level 1 into the curriculum to facilitate a smooth transition to 1st grade.
• 1st - 5th grade: Adopt the Singapore Huan Le Huo ban (Happy Friends) Textbook series for 1st grade and higher grade levels. Use Better Immersion  to complement the Singapore textbooks.
• Mentor texts to read aloud and practice reading and writing skills

• Completing HMH Pilot
• April 1 - Benchmark Training and Pilot begins
• April 2 - Next Adoption Meeting
• Working on Community viewing of materials and feedback form
• April 4 - Materials at Aloha Huber Park & Terra Linda
• April 3 - 5 Materials at DAO
• April 1 - 12 Online Viewing
• April 9 - Teacher review of Adopted Curriculum at DSC 12-4pm

• April 9 - PD Day.  Opportunity for teachers to view materials at the District Service CenterBoard Report will include the recommendation, budget implications, professional development plan and other components
• April 15 - Community Review and Non-Pilot Teacher feedback will all be due
• April 16 Committee Meeting will be three hours (dinner provided) and a vote will take place to select the curriculum to move forward to the Board
• April 30 - First Reading of the Adoption Recommendation by the School Board
• May 28  - Second Reading by the Board - Vote

• April 4 4:30 - 6:30 at Terra Linda & Aloha Huber Park
• Interpretation - Available at Aloha Huber Park
• Encourage staff and families to review the materials under consideration
• April 1 - 5  8:00 - 4:30 at District Administration Office

• 90 Submissions From Pilot Teachers
  • Evaluation (Handout)
    • Categorical Data (Pie Charts)
    • Additional Comments Data
• TableGroup Activity
  • Record three data statements to summarize each of the two data sets
  • Results
    • Categorical Data
      • Systemic, structured approach to phonics
      • Vocabulary, background knowledge resources useful
      • Mentor texts
      • Strong foundational skills
      • Options for students with different abilities were not seen by teachers
      • Texts were rated as sting (rigor, relevance)
      • Divided input on “cross-linguistic” examples
      • Components in the orange (with strong examples)
        • Foundational skills
        • Explicit vocabulary instruction
        • Anchor texts of high interest
        • Opportunities for speaking & listening
      • Concerns in the green (not enough evidence)
        • Lack of strong writing component
      • Strong examples of vocabulary and oracy
      • Strong foundational skills in phonics
      • Weakness in scoring rubrics, formative assessments - not enough evidence
      • Weakness in differentiation
      • The writing component seems to be not very strong
      • 94% of staff see the curriculum address for foundational skills
      • Good vocabulary instruction
      • Lack of informative assessments
      • Informational and anchor texts are high quality and incorporate explicit vocabulary instruction
      • Pilot produced a lot of insufficient evidence
    • Comments Data
      • Writing instruction appears to be focused on reading response
        • Wasn’t emphasized in pilot
      • Teacher-talk heavy, less opportunities for student independence/agency
      • Alphabet - challenging to translate between languages
      • Concerns around cultural responsiveness in some units. “Home of the free & brave”
      • Usability
        • Teacher time - long lessons
        • Heavy workload to deliver
        • Digitally cumbersome - hard to search for site
      • Books Win
        • Workbook, My Book +
        • Consumables, books +
        • Ample resources for Dual Language
      • Reading 
        • Current tools - UFLI wins
        • Independent reading time missing due to length of lessons
      • UFLI mentions
      • Too much vocabulary, didn’t cycle back
      • Dual Language feedback mixed
      • Teacher heavy… not enough time in text
      • Time consuming with many materials
      • Need to purchase ALL pieces
      • Teacher heavy - difficult to navigate
      • Concern about sustainability of consumables
      • Writing - not sufficient time
      • Kids either liked or not - read own book time
      • A lot of people felt the curriculum is too teacher heavy
      • People felt strongly about UFLI OR VOS
      • Too many resources and difficult to navigate
      • Too much teacher talk and not enough student talk
      • Limited supports for students to access rigorous grade-level materials
      • Google Classroom concerns

• Conflicting data noted
• Strong foundational skills
• Supplemental programs will still be needed with either program
• UFLI is appreciated and many don’t want it taken away
• Google classrooms not available for BSD students
• HMH & Benchmark available with Clever
• Writing Component needs to be looked at more closely

• Additional information needed from publishers on writing.  Only digital materials were available in the pilot.  Does the program have enough support that is not just writing about reading.  Writing block was not provided (writing process - grammar included in this portion). Writing philosophy is different what BSD teachers are used to
• Assessments?  Not enough time to assess the assessment.  Additional investigation needed
• Is there access to other Districts using HMH about questions and results
• Teachers felt that the Spanish was authentic
• Heavy on teacher time.  Additional investigation needed on planning process
• Better responsive practitioners will be the result of a combination of traditional methods and workshop.  PD is essential.
• Limited supports for differentiation.  
•  Emphasis on grade level and accessibility for students of all levels
• It will be interesting to compare to the next pilot to put HMH data in perspective
• The comments are likely made more often by passionate teachers or those who are against something
• Important to observe what the majority of staff feel about the different categories

• Benchmark Education 
• Houghton Mifflin Harcourt
• Digital Review