Language Arts/English Language Proficiency Materials Selection Committee- Grades 6-12

• Opening Remarks
  • Launch of important process
  • Appreciation of the team for participation, willingness to do the work and time 
  • Literacy is very important to the district and a strong curriculum selection process is essential
  • Unique perspectives and experiences are brought to the team by each individual member and of value for sharing
  • Environment of the meetings will be respectful and safe when listening and sharing with each other

• Committee Members
  • Names and roles shar
  • ed out by members

• Meeting  Observers
  • Staff, students and community members are invited to attend all meetings as non-participating observers.  A sign in sheet will be available to observers

• Chart
  • Timeline includes review of state approved materials for consideration of selection
  • Piloting will take place in several classrooms
  • First School Board reading will take place 
  • BSD Selection Cycle

• 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

• Discussion
• Consensus
• Dissenting Opinion 
  • Minority Report

• Focus on equity for ALL students
• Equity of Voice-Opportunity for all to voice their opinions and ideas (Use WAIT—Why am I talking?), encourage others to share, and active listening.
• Honest and respectful dialogue
• Challenge to think outside the box and reach beyond the status quo
• Preparation as participants and facilitator (clearly stated purpose and outcomes, focus on the big picture outcome).
• Be solution oriented, but be okay with multiple solutions
• Honor different styles of learning and processing (i.e., think time, out loud thinking)
• Honor all team members’ opinions, backgrounds and contributions
• Honor team member’s schedules.  Start and end meetings on time
•  Respect the process and committee members. 
• Table Group Discussion
• Revisions, Additions, Omissions
• Share Out
• Decision Process
  • Recommendations:
    • Focus on equity  for ALL students, staff and community by applying the district’s equity lens along the way. 

• Equity of Voice-Opportunity for all to voice their opinions and ideas (Use WAIT—Why am I talking?), encourage others to share, and active listening.

• Honest and respectful dialogue  that honors team member’s opinions, backgrounds and contributions.

• Challenge to think outside the box and reach beyond the status quo

• Preparation as participants and facilitator  - clearly stated purpose and outcomes, focus on the big picture outcome.

• Be solution process oriented, but and be okay with multiple solutions

• Honor different styles of learning and processing (i.e., think time, out loud thinking)

• Honor all team members’ opinions, backgrounds and contributions (does #3 address this)

• Honor team member’s schedules.  Start and end meetings on time

•  Respect Follow the process and committee members. Remove

• Actively engage and participate in the process with intention. 

• 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?
• Two Areas of Selection  Focus

• K-5 Selection completed in May of 2024
• English Language Proficiency materials selection 
• Slides House Bill 3198

• 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
• Examination of data will occur during committee process

• Shifts in learning have occurred  all levels, not just early literacy (birth - grade 3)
• Early Literacy Grant mandates that districts have several components in place (K-3)
  • Research Based Materials
  • Instructional Coaches
  • Extended Programs
  • Oregon’s Early Literacy Framework  used extensively during the Elementary materials selection process
  • Important to review as part of secondary process
• Pandemic impacted literacy proficiency in older grade levels
• 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 broadly.”
• Research based practice
• Shift of practice must be considered during materials selection process
• Multiple voices and viewpoints need to be considered
• What is going on in classrooms is a major consideration
• Goal is to create an upward shift to make up for losses during the pandemic
• Oregon Adolescent Literacy Framework Coming Soon
  • Committee asked to complete their summer reading assignment
    • Please complete Oregon’s  Adolescent Literacy Framework
    • As you read, please highlight things you believe are critical for us to keep as a lens in our adoption work
    • If interested, please consider reading Oregon’s Early Literacy Framework

• Focus of Work
  • Past practice was to consider material selection of  ELD separate from Language Arts materials
  • K-5 was the first process to combine ELP and LA last year and was very successful
  • Reading League 
    • EL/EB students may have a larger linguistic repertoire in more than one language, which should be considered when looking at the totality of a student’s literacy skills.
    • During instruction, opportunities to integrate language, literacy, writing, and content knowledge should be provided.
    • A wide variety of materials that ensure students develop reading skills should feature books and materials that build both foundational skills (e.g., controlled/decodable texts) and rich language and vocabulary, background knowledge, and comprehension skills (e.g., informational texts, narrative texts, poetry).
  • Science of Reading studies (some) include multilingual learners
  • Students must be able to see themselves in the literacy materials they are using
  • Much of what was learned during the Reading League’s work was incorporated into the ODE Early Literacy Framework
  • Foundational skills and oral skills are important for MLLs
  • Inclusivity and Belonging are emphasized in the Adolescent Literacy Framework
  • Creating an Environment of Inclusivity and Belonging
    • Translanguaging represents a powerful approach for teaching multilingual learners by inviting them to use multiple languages.
    • Incorporating students’ home languages as a strategy for building on adolescents’ community, cultural, and familial strengths.
  • Slide Deck - Growing Language and Literacy 

• The Framework outlines the need to incorporate strategies that are cross disciplinary and discipline specific and this book provides context and specific strategies for integrating language, literacy, content, and culture all in one!
• The Framework emphasizes asset-based instruction for multilingual learners and this book includes student stories, strategies for looking beyond labels, and building a sense of belonging in the classroom.
• The Framework outlines the need for a variety of strategies and this book provides a plethora of visual literacy strategies, building oracy, building reading and writing skills, and how to incorporate multidimensional strategies to include technology integration.
• This book provides an overview of the research on language acquisition from a secondary literacy perspective.

• Newcomer Student may need additional materials to supplement selected materials
• Tier one is core content instruction - addresses state standards as required by law
• Tier two is intervention to provide additional instruction as needed by students

• Is the committee looking at only tier one materials, or also tier two?
  • Some publishers provide both
• Changes in secondary - Schedules, Co-Teaching create impacts that may be reflected in materials
• Resources to be used will provide strategies.  Appreciate MLLs being included
• Many  MLLs are below grade level and need to be taken into consideration.  Students should not be graduating functionally illiterate
• Skills need to be built in K-3 has been the goal, but may need to be adjusted 
• Tier 2 and Tier 3 are needed and need to be considered
• Science of Reading, shifts, abilities vary greatly in the classroom.  Staff training is needed.  Students need to be introduced to the science of reading
• Growing Language and Literacy is a wonderful resource and can be used across content areas.  Multilingual lens needs to be applied in all materials selection
• Links need be created to meet the needs of all students no matter their literacy skill levels when selecting materials
• Twice identified students need to be considered
• Teens and pre-teens literacy needs are much different than elementary students
• Selection Committee Webpage
  • Meeting Notes, Documents and More
  • Under Construction

• ODE LA Instructional Materials Evaluation Tool 6th-9th (IMET)
• ODE LA  Instructional Materials Evaluation Tool 9th-12th (IMET) 
• ELP IMET Category 2 (Grades 5/6-8) 
• ELP IMET Category 3 (Grades 9-12) 
• ODE High Quality Instructional Materials (HQIM)

• 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. 

• SECTION 1: Creating an Environment of Inclusivity and Belonging
• SECTION 2: Reaching All Learners
• SECTION 3: Teaching Reading Strategies and Skills
• SECTION 4: Teaching Wr
• iting Practices and Strategies
• SECTION 5. Building Literacy to Strengthen Disciplinary Learning
• SECTION 6: Using Assessment to Accelerate Learning  
  • Table Group Activity: Jigsaw
    • Highlight what is critical as a lens for the instructional materials selection  work

• 86 Responses
  • Committee Share Out After Reviewing Survey (LINK)

• Five Oaks MS - 6th grade (WHS feeder), now 8th grade
• Mt. View MS - 7th grade  (AHS/MHS feeder) now 9th grade
• Conestoga MS - 8th grade (SRHS feeder) now 10th grade
• Sunset HS - 9th grade, now 11th grade
• Beaverton HS - 10th grade, now 12th grade

• Adding student voice and agency, specifically from historically underserved & underrepresented populations, in the quality curriculum materials selection.
• Students choose what and how they learn in BSD’s Language Arts classes with co-teaching and integrated English Language Proficiency models.
• Student voice is essential to the materials selection process

• Traditionally not representative of all students
• Student survey - Listening Sessions
  •  Committee Share Out After Reviewing Survey (LINK)

• Phase 1: Predictions
  • Surfacing perspectives, beliefs, assumptions, predictions, possibilities, questions and expectations  Group Input
• Phase 2: Observations
  • Analyzing the data for patterns, trends, surprises, and questions
    • Oregon Statewide Assessment System - OSAS              
    • English Language Proficiency (ELP) 
    • PreACT 8/STAR/Lexia/ACT 11              
    • On Track to ELP
  • Committee Share Out After Reviewing Data (LINK)

• December 4, 2024
  • HQIM
  • IMET
  • BSD Priorities
  • Book Study

• Table Group Discussion
  • Table discussion:  What is your earliest memory of learning or hearing another language? How did you learn this language? How did you feel hearing this language? How did this help you connect to culture?
  • Break up into two groups:  middle level and high level
  • In tables, discuss key strategies that are essential for each of the levels
  • Narrow down strategies to top 5 strategies in poster
  • Compare strategies from middle and high levels
  • Essential Questions as we look to create priorities:
    • Are there similarities and differences of key strategies for multilingual learners between levels?
    • Are there similarities and differences to the Adolescent Literacy Framework?
      • 6-12 Literacy Framework Group Input 10-23-2024.pdf - Handout A
      • Metacognition
      • Comprehension
      • Reading Strategies
      • Discipline
      • Multi modal writing
      • Multi dimensional
      • Vocabulary building across all content areas
      • Oracy - not included as much as needed in the Framework
  • BSD has 6,000 multilingual learners and 1,200 newcomer students
    • What are key strategies for newcomer students?
  • Strategies noted at High School table groups
    • Reading 
      • Multi- modal - different ways to access
      • Relevanent, high impact text
    • Writing
      • Authentic opportunities for real world applications
    • Graphic organizers
    • Visuals
    • Oracy 
      • Interaction, social, peer with frames
    • Spiral curriculum 
    • Multiple Opportunities
    • Excellent multicultural visuals and realia
    • Strong technology integration
    • Embedded interactive activities
      • In all four domains: reading, writing, speaking, listening
    • Routines and rituals
    • Vocabulary, grammar, hard work
    • Multiple Opp
  • Strategies noted at Middle School table groups
    • Routines and structures
    • Digital tools
    • Sence frames/scripts (oral and written)
    • Vocabulary
    • VIsual Cues
    • Building Connections
      • Thinking Maps
      • Anticipatory Set
      • Personal Identity Reflections
    • Self-Monitoring
    • Visuals
    • Intentional Grouping
      • Language Partner
      • Think Pair Share
      • Peer Edit & Feedback
      • Anticipatory Set
    • Language Supports
      • Sentence Frames
      • Scripts
      • Translated Materials and tools 

• ODE LA Instructional Materials Evaluation Tool 6th-8th (IMET) - Handout B
• ODE LA  Instructional Materials Evaluation Tool 9th-12th (IMET) - Handout C
• ELP IMET Category 2 (Grades 5/6-8) - Handout D
• ELP IMET Category 3 (Grades 9-12) - Handout E

• The Language Arts Adoption Criteria is adopted by the State Board of Education 
• There is criteria/rubric for each content area to be selected. 
• The adoption criteria includes Non-Negotiable (NN) Criteria and Alignment Criteria (AC)
• NN - 100%
• AC - 66% overall

• ODE High Quality Instructional Materials (HQIM)
• What is HQIM?
  • “Oregon Department of Education (ODE) is committed to supporting Oregon districts in providing students with equitable access to high-quality instructional materials (HQIM) that are aligned to standards, culturally responsive, and reflect evidence-based practices.”
  • “In Oregon, HQIM are basal instructional materials that include access to grade-level standards, inclusive practices, support for teachers and students, and embedded assessments.” 
  • “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.”
• The importance of High Quality Instructional Materials from ODE:
  • “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.”
    • Standouts:
      • Equity is important
      • Responsibility to make sure that all students have opportunity for education regardless of their strengths and or weaknesses
      • Important for everyone (teachers)  to be using high quality materials

• Policy IIA/AR

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

• BSD Priorities
  • Timeline
    • ODE Language Arts Instructional Materials Review (2021)
  • Guiding Question: Using the research and best practices outlined in the adolescent literacy framework and book study, what additional priorities/lenses do we need to bring to our review?
  • K-5 Priorities Sample - Handout F
  • Staff Survey Team Input from November meeting - Handout G
  • Student Survey Team Input from November meeting - Handout H
  • 6-12 Literacy Framework Group Input 10-23-2024.pdf - Handout A
  • Question: Do the Middle School and High School instructional materials have to come from the same source? Answer: They do not have to
  • Question: Is ELP going to come from the same source? It is the hope that the core materials would be the same.  Different materials may have to be selected for newcomer students. A separate MLD staff group will review materials for the best option for newcomers.  
  • Materials need to be available in both English and Spanish for both dual language and ELs
  • BSD Equity Lens
    • 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? 

• Group Work: As a table, generate a list of priorities/lenses. Share out with the group 
  • Local district criteria
  • Table Group Sheet - Notetaker Sheet
• Narrow down priority list and create one for 6-12 - Group Consensus
  • Group Input
    • Literacy Component
    • Multicultural (visuals, languages, student background shots, etc.)
    • Student interest and need (real world applications)
    • Rubrics and exemplars
    • Multiple genres in texts/writing prompts
    • Home school connection
    • Culturally inclusive
    • Current topics
    • Can ELA curriculum offer assessments reflecting the ELP standards and align with our integrated services model?
    • Priority
      • Teachers and students can reasonably complete core content within school year
      • Materials/various levels scaffolding including those read, write, speak below grade level or are not proficient in English
    • Resources for tier 2, 3 intervention
    • Keep classroom libraries and diversify reading levels
    • Materials culturally and linguistically responsive
    • Multiple levels (differentiation) 
    • Teacher user friendly with scope and sequence
    • Dual language and other languages (authentic texts)
    • Tier 2 and 3 interventions ( embedded and/or included)
    • Dual language (authentic translations)
    • Oracy as NN
    • Reading, writing, speaking and listening every day
    • Teacher friendly materials (easy to unpack)
    • Keeping and maintaining classroom libraries
    • Culturally relevant
    • Vocabulary (academic and syntax) explicitly taught (NN) and connected to content
    • TAG learners
    • Dual language and other languages
    • Student voice and student belonging, agency - celebratory, all voices represented
    • Culturally and linguistically responsive and sustaining
    • Multilingual learners
    • Multiple levels (differentiation): TAG, neurodivise learners (including dyslexia) , multilingual learners
    • Formative  assessments and progressive monitoring
    • User friendly with scope and sequence with teacher supports
    • Diverse writing modes and true writing process
    • Classroom libraries (keep)
    • Reading, writing and oracy every day
    • Critical thinking and rigor
    • Development of writing skills
    • Research skills
    • Culminating tasks

BSD Strategic Plan

• Next Steps

• Next Steps
  • Development of Rubric
  • Be ready to review publishers on 12/11
  • 12/11 we will select publishers to invite on 1/14
• Homework
  • If you would like, start reviewing publisher lists 
    • ODE 6-12 LA Adoption List - Handout I
    • ODE 6-12 ELP Adoption  List - Handout J
• If possible please bring device to Dec 11, 2024 meeting