RIO RANCHO PUBLIC SCHOOLS INSTRUCTIONAL MATERIALS ADOPTION MIDDLE SCHOOL ENGLISH LANGUAGE ARTS AND READING INTERVENTION September 22, 2015 C and I: LaJuana Coleman, Jeanette Gonzales, Stephany Moore

Welcome! /watch?v=ue3hCVHtZZY

Agenda  1. Welcome, Introductions, Norms, Set Purpose  2. Guaranteed and Viable Curriculum  3. Review Structure of CCSS and CCSS Shifts  4. Review PARCC Frameworks  5. Publishers Criteria for Instructional Materials Aligned to CCSS  6. Lunch  7. NM Teach Domains and Connection to Instructional Materials  8. Data and Its Role in Instructional Materials  9. Position Paper  10. Closing

NAME One thing you are passionate about around English Language Arts What would the best Instructional Materials look like? One thing you are passionate about outside of school Something interesting about yourself Something you want to work on professionally this year One personal goal for the year Rio Rancho teachers believe in professional growth balance in life.

Group Norms ❖ Presume positive intentions. ❖ Come from a place of strength. ❖ Understand that those who work, learn. ❖ Look for solutions, not blame. ❖ Focus on systems, not people. ❖ Be honest. ❖ Recognize that everyone has expertise. ❖ Challenge ideas, not people. ❖ Share talk time. ❖ Respect our professional learning environment.

Why Are We Here?  The ELA instructional materials adoption committee is charged with identifying instructional materials that will support teachers and students in their acquisition of the Common Core State Standards. The CCSS, the PARCC Frameworks, and a RRPS District Instructional Materials Position Paper will guide the selections to best support our implementation of CCSS and to best prepare our students for PARCC.

Where Are We Headed? Meeting DateMeeting Time September 22, 20158:30-3:30 October 29, 20158:30-3:30 November 19, 20158:30-3:30 January 26, 20158:30-3:30 February 23, 20158:30-3:30 March 23, 2016 (Parent, Community, RRPS Staff Review) 12:00 PM- 7:00 PM (Open House) April 7, 2016 (if needed)8:30-4:00

Instructional Materials Adoption Procedures  Minutes will be kept of all meetings.  If a member of the committee misses two meetings in a row, an alternate member will be identified.  The committee shall agree upon the criteria (rubric) for evaluating the materials.  All members will agree to complete rubric fully and turn in to chair.  The committee will initially review all materials identified and choose a group of top rated materials for further analysis.  Materials that are rated as finalists will invite publishers to present.  The community shall be notified that sample copies of the materials are available for review during established hours of operation at the C and I Center.  Anyone who views these materials will be asked to sign that he/she has taken the opportunity to review the materials.  Sample copies of finalist materials will be available at school sites.  Schools will vote as a group  Any member of the committee in disagreement with majority recommendation may file a Minority Report form that is to be submitted along with rubrics.

What Is Our Role?  Attend all meetings.  Evaluate all resources carefully and objectively, using the district agreed upon rubric.  Act as a committee leader at your school: you are the contact person for your school and you are responsible for disseminating information to others.  You will be representing your school in finalizing recommendations and each school will vote as a block.

What Is Our Role?  Inform others of the March 23 rd open house for RRPS staff, parents and community members to review the materials and fill out rubrics.  Communicate with your principal minutes of the meetings.  Submit report to committee on recommendations.  Be available to present recommendations to Board.

On a 3x5 notecard … Side One:  What enduring principles have you learned in your educational career?  What do you “know for sure” about teaching, learning, and student achievement? Side Two:  What beliefs about teaching and learning did you have ten years ago that you now know are no longer true?

5 Levels of Certainty:  1. Opinion: “This is what I believe, and I believe it sincerely.”  2. Experience: “This is what I have seen based upon my personal observation.”  3. Local Evidence: “This is what I have learned based upon the evidence that includes not only my own experience but the experiences of my friends and colleagues.”

5 Levels of Certainty:  4. Preponderance of Evidence: “This is what we know as a profession based upon the systematic observations of many of our colleagues in many different circumstances in many different locations and at many different times.”  5. Mathematical Certainty: “Two plus two is four, and we really don’t need to take a vote on whether that statement is agreeable to everyone.”

Developing a RRPS MS ELA Instructional Materials Position Paper  As we go through the day and complete a topic – write down what resonates with you as being VERY important to this process – jot it down.  Our goal is to leave today with a Position Paper outlining the most important components and non negotiables we must see in our instructional materials.

Taught Guaranteed and Viable Curriculum CCSS Written Assessed

Marzano’s Action Steps to Determining the Guaranteed and Viable Curriculum  Identify & communicate the essential content for all students vs. that which is supplemental.  Ensure that the essential content can be addressed in the amount of time available for instruction.  Sequence and organize the content to provide ample opportunity to learn and assess.  Ensure teachers address the essential content  Protect instructional time available

All means all.

Tier 3 Tier 2 Tier 1 NM Three Tier Model of Student Intervention Specialized Program provided by IEP 1-5% of Students Individualized Instruction Progress Monitoring Supplemental Instruction Targeted Interventions 5-10% of Students Progress Monitoring SAT MDT SAT PLC Core Instruction ALL students Standard Curriculum Universal Screening 80-90% of students Effective Classroom Instruction & Behavior Supports PLC Teams, classroom

 1. Background, Processes, and Procedures  2. Marzano’s Guaranteed and Viable Curriculum  3. 3 Tiers

Structure of CCSS-ELA Standards  Anchor Standards  Reading  Writing  Speaking and Listening  Language

Structure of CCSS-ELA Standards  6 Strands  Reading Foundational Skills  Reading Literature  Reading Informational Text  Writing  Speaking and Listening  Language

The CCSS Requires Three Shifts in ELA/Literacy 1. Building knowledge through content-rich nonfiction 2. Reading, writing and speaking grounded in evidence from text, both literary and informational 3. Regular practice with complex text and its academic language 22

PARCC Model Content Frameworks

Model PARCC Content Framework: 3 rd Grade 24

End of Section 2  1. CCSS Structure  2. CCSS Shifts  3. PARCC Framework

Using the Publishers’ Criteria for ELA/Literacy to Better Understand Quality Instructional Materials

Goals for this Session  We will closely examine the Publishers’ Criteria in an effort to: Gain a deeper understanding of the Common Core State Standards and the shifts they require Discuss the Standards’ implications for instructional materials 27

Publishers’ Criteria for the Common Core State Standards in English Language Arts and Literacy Designed to guide publishers and curriculum developers as they work to ensure alignment with the CCSS. Focuses on the most significant elements of the Standards. Not intended to dictate classroom practice. Comprised of two documents: grades K-2 and Aimed to support the responsibilities of both producers and purchasers of instructional materials. 28

Publishers Criteria  Number off to 13.  Like numbers move together.  Each numbered group take the corresponding page to the Publishers Criteria document and…  Do a close read of that page with the over arching idea of why this information is important to our instructional materials adoption  Annotate the important concepts  Identify something new  Identify something you question  Discuss as a group and come to a consensus that can be shared to larger group  Choose someone to report out on your close read for that page

Document Organization Grades 3-12  Four sections: I.Key Criteria for Text Selection II.Key Criteria for Questions and Tasks III.Key Criteria for Academic Vocabulary IV.Key Criteria for Writing to Sources and Research 30

I. Key Criteria for Text Selection  Text Complexity A.Align with grade by grade complexity requirements outlined in the Standards B.Give all students access to and support with grade- level complex text, whether students read text independently or access text through read alouds C.Include shorter, challenging texts D.Include novels, plays, and other full-length readings E.Increase regular independent reading 31

Features of Complex Text Subtle and/or frequent transitions Multiple and/or subtle themes and purposes Density of information Less common settings, topics or events Lack of repetition, overlap or similarity in words and sentences Complex sentences Uncommon vocabulary Lack of words, sentences, or paragraphs that review or pull things together for the student Longer paragraphs Any text structure which is less narrative and/or mixes structures Use of passive voice

II. Key Criteria for Questions and Tasks 1.High-Quality Text-Dependent Questions and Tasks A.A significant portion of the tasks and questions are text-dependent. B.High-quality sequences of text-dependent questions elicit sustained attention to the specifics of the text and their impact. C.Questions and tasks require the use of textual evidence. D.Instructional design cultivates student interest and engagement in reading rich texts carefully. E.Materials provide opportunities to build knowledge through texts. F.Questions and tasks attend to analyzing the arguments and information central to informational text. 33

Key Criteria for Questions and Tasks Grades 3-12  1. High-Quality Text-Dependent Questions and Tasks A.A significant portion of the tasks and questions are text-dependent. B.High-quality sequences of text-dependent questions elicit sustained attention to the specifics of the text and their impact. C.Questions and tasks require the use of textual evidence. D.Instructional design cultivates student interest and engagement in reading rich texts carefully. E.Materials provide opportunities to build knowledge through texts. F.Questions and tasks attend to analyzing the arguments and information central to informational text. 34

Non-Examples and Examples 35  In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.  In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.  In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote? What makes Casey’s experiences at bat humorous?  What can you infer from King’s letter about the letter that he received?  “The Gettysburg Address” mentions the year According to Lincoln’s speech, why is this year significant to the events described in the speech? Not Text-DependentText-Dependent

Key Criteria for Questions and Tasks Grades 3-12 (pages 8-10) 2.Cultivating Students’ Ability to Read Complex Texts Independently A.Scaffolds enable all student to experience rather than avoid the complexity of a text. B.Reading strategies support comprehension of specific texts, focus on building knowledge. C.Design for whole-group, small-group, and individual instruction cultivates responsibility and independence. D.Questions and tasks require careful comprehension of the text first. E.Materials make the text the focus of instruction. F.Materials offer assessment opportunities that genuinely measure progress. 36

III. Key Criteria for Academic Vocabulary 37

IV. Key Criteria for Writing to Sources and Research 1.Materials portray writing to sources as key task. 2.Materials focus on forming arguments as well as writing to inform.  In middle school 35% writing to argue 35% writing to explain/inform 30% narrative writing 38

Key Criteria for Writing to Sources and Research 39 1.Materials portray writing to sources as key task. 2.Materials focus on forming arguments as well as writing to inform.

Key Criteria for Writing to Sources and Research 1.Materials portray writing to sources as key task. 2.Materials focus on forming arguments as well as informative writing. 3.Materials make it clear that student writing should be responsive to the needs of the audience and the particulars of the text in question. 4.Students are given extensive practice with short, focused research projects. 40

Putting it all together The four strands of ELA– reading, writing, speaking and listening– are meant to be woven together. This is as true in instructional materials as in curriculum mapping. All three shifts are meant to be in play at once. There is no either/or here: good materials need all of this. Be wary of materials and approaches that seek to segregate the standards.

What’s In and What’s Out? INOUT 1.Leveled texts (only) 2.Reading any ‘ol text 3.Solely literature 4.Collection of unrelated texts 5.Mostly text-to-self questions 6.Mainly writing without sources 7.Accent on literary terminology 8.Emphasis on pre-reading 9.Reading strategies (as end goal) 10.Reading foundations (peripheral and detached) 1.Daily encounters w/complex texts 2.Texts worthy of close attention 3.Balance of literary and info texts 4.Coherent sequences of texts 5.Mostly text-dependent questions 6.Mainly evidence-based analyses 7.Accent on academic vocabulary 8.Emphasis on reading & re-reading 9.Reading strategies (as means) 10.Reading foundations (central and integrated)

 It all boils down to... Texts Worth Reading and Questions Worth Answering!

Reflection: End of Section 3  1. Based on the Four Key Criteria in the Publishers Criteria document, what supports and non-negotiables need to be present in the ELA instructional materials?

Lunch: 1 hour 10 minutes 45

The NMTEACH Rubric Review

Establishing your table teams Table Team Job Duties: 1. Time Keeper: paces the team on assignments 2. Table Leader: guides the team to complete activities 3. Reporter: serves as the spokesperson for the group when presenting or summarizing team activities

Session Objectives  Create an understanding of the NMTEACH Rubric as it relates to instructional materials  Determine evidence and “look-fors” that address the role that instructional materials can play in meeting the demands of the rubric  Identify elements within the rubric that are supported by quality ELA instructional materials

Quick Overview NM Observation Domains 1. Planning and Preparation 2. Creating an Environment for Learning 3. Teaching for Learning 4. Professionalism

NM Teach Domains and the Role of Instructional Materials  In 4 groups  Look at your assigned domain and focus on the “effective,” “highly effective” and “exemplary” levels of performance for the domain.  Circle or underline the areas in that domain that specifically relate to instructional materials  How can picking the best instructional materials support your evaluations?  Report to the larger group for each Domain

End of Section 4  1. NM Teach Domains and Rubric

Data and Its Connection to Instructional Materials

End of Section 5  1. Data to inform decision making

What are the Guiding Components for this Adoption? Creating a RRPS MS ELA Instructional Materials Position Paper  Look over everything we have done so far today and review your “Strategic Priorities” document  What are the areas that resonate with you as being MOST important as we begin to evaluate instructional materials?  Each table identify the most significant areas for our focus. Put on chart paper.  Each person takes 7 sticky circles and put next to the ideas you agree with.  These ideas will make up our Position Paper and guide us as we begin to look at the materials.

REFRAMING OUR THINKING  We are no longer looking at simply a TEXTBOOK adoption process, but rather an instructional materials approach that supports our district goals for ELA. Materials can come from a myriad of sources and can be hard copy, online, OER, text based, or any combination in order to best meet the needs of our students.

Closing Comments…  All minutes and handouts will be posted on for all staff to review  Additional readings may be required in preparation for future meetings  Items to bring to each meeting  Copy of CCSS-ELA  Readings and resources provided during committee meetings  Rubrics  Next meeting October 29, 2015 (review Position Paper, review rubric, discuss survey, begin evaluating materials)