FAQ: Elementary ELA Instructional Materials. Did WCSD elementary schools purchase reading textbooks during the last adoption cycle?

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Ira Ray
6 years ago
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1 FAQ: Elementary ELA Instructinal Materials Did WCSD elementary schls purchase reading textbks during the last adptin cycle? N. When K-5 ELA was last reviewed during the adptin cycle, elementary schls were prvided sets f materials t preview. Schls reprted back t the district that the materials submitted fr adptin were nt aligned t the new standards. This was because, fr the mst part, the publicatins were develped prir t Flrida s adptin f the new standards. The Curriculum and Instructin team discussed the ptins with elementary principals, and, based n teacher input, it was cllectively agreed t nt adpt a textbk. Additinally, it was decided t supprt ELA teachers with prfessinal develpment, creatin f supplementary materials, nline resurces, etc. This was nt a simple r quick chice. After weighing all ptins and keeping student needs in the frefrnt, the decisin nt t adpt evlved ver time after careful cnsideratin and many deliberatins. Did all ther Flrida districts adpt basal series fr elementary ELA? N. Numerus districts acrss the state did nt adpt because they fund the materials n the state adpted list did nt adequately address the new Flrida Standards. A cmmn statement amng these districts was that if they adpted, they wuld have t supplement the new materials because the basals weren t aligned, yet they wuldn t have the funds because t d this because their Instructinal Materials budget wuld be depleted. Sme districts chse nt t adpt and instead invested in teacher expertise thrugh knwledge building abut planning instructin t meet the rigrus demands f the new standards. Additinally, sme districts decided that adpting a series nt aligned with the standards might create a false sense f security fr instructinal persnnel wh were nt familiar with the standards, and wh relied slely n the teacher s editin and basal reader. Sme districts wh have adpted have shared that they regretted the investment because they are spending time and mney in prfessinal learning fr teachers t learn hw t utilize materials that aren t aligned t the standards. Many f the districts wh adpted fund that their students were nt prepared fr the rigrs f the FSA last year. Several have mentined that they believe their textbk was part f the reasn students were nt expsed t higher rder cncepts, critical thinking and cmplex, quality text that wuld have enabled them t be successful. What impact has the nn-adptin decisin had n ur district? Our teachers have built expertise in the Flrida Standards and are mre adept at creating lessns that supprt the rigr f the new standards. FSA results indicate that WCSD ranked 8 th in the state fr 3 rd -10 th ELA FSA. WCSD s 3 rd grade students ranked 4 th in the state. The instructinal shifts necessary t effectively teach ur new standards has meant sme teachers have had t step away frm a single textbk fr the first time. This has been a daunting task fr sme teachers, but because f the expertise they have acquired during this prcess, their students are becming increasingly prepared fr secndary schl. In rder t graduate, 1

2 students must demnstrate they are cllege and career ready by mastering the rigrus new Flrida Standards. Since the elementary and middle schl standards are a staircase t high schl standards, there is added pressure n ur K-8 teachers t ensure students are prepared fr ninth grade. With the state s eliminatin f the alternative diplma ptin, differentiated instructin is even mre f a necessity in all classes. WCSD elementary teachers are much mre prepared t differentiate instructin based n their students needs and the new standards than they wuld have been with the nn-aligned textbks that were ffered in This will have a psitive impact n students they serve nw and in the future. Why did WCSD adpt secndary ELA materials? Secndary ELA teachers were utilizing Cllege Bard Springbard materials. The Springbard submissin was develped with direct alignment t the new standards. Secndary principals decided t cntinue utilizing Springbard since the materials were s well aligned. Additinally, with the purchase f Springbard digital materials, the publisher ffered districts free hardcpy materials. This helped WCSD meet the state s digital curriculum requirement which is that 50% f Instructinal Materials adpted must be digital. What are sme f the Instructinal Materials purchased fr elementary ELA teachers? Depending n what each schl rdered, teachers have access t the resurces belw: Digital Resurces: Learning A-Z All K-5 teachers have access t thusands f texts and lessns including: Reading A-Z: lessns aligned t ur standards prjectable texts fr shared reading grade level student texts leveled texts and lessns fr differentiating instructin/guided reading themed texts and lessns easy t fllw leveled text and lessn packs fr tutrs/mentrs/parents Science A-Z: Cmprehensive science units with 3,500 resurces t supprt students in reading, writing, thinking abut and ding science Prjectable and printable texts RAZ-Kids: 400 student texts and quizzes ranging 29 levels fr independent reading in schl and at hme Headsprut: Highly effective interventin that adapts t individual student needs Writing A-Z: Dwnladable/prjectable resurces fr writing Vcabulary A-Z: Grade-apprpriate wrds critical t understanding cncepts and cntent Accmpanying vcabulary quizzes Achieve 3000 All 5 th grade ELA teachers have access t thusands f texts and lessns Renaissance Learning STAR All K-5 teachers have access t learning prgressins based n student needs 2

3 Accelerated Reader All K-5 teachers have access t quizzes t mnitr and supprt independent reading Thmsn Gale: All K-5 teachers have access t thusands f student texts Nn-digital Resurces: Mini-Q Units All 4 th grade teachers have access t eight high-interest units aligned t ur standards Schlastic/Rigby Bk Rms - All K-4 teachers have access t leveled bk rms; many schls have purchased supplemental infrmatinal texts/lessns fr their bk rms Tyner Small Grup framewrk All K-5 teachers have access t Tyner framewrk lessns which can be used with any instructinal leveled bk (Learning A-Z, Schlastic/Rigby Bk Rms, etc.) fr differentiated instructin Cmprehensin Tlkit - Many K- 5 teachers have access t these lessns that can be used with any text Cmprehensin Tlkit fr Small Grup Instructin: Many K-5 teachers have access t these lessns that can be used fr differentiating instructin with any text Funtas and Pinnell Wrd Wrk: Sme schls have purchased these binders as a supplemental resurce fr small grup instructin Text Talk: All schls have Text Talk kits fr each grade level fr cmprehensin lessns Stry Wrks: Sme schls have purchased this resurce f lessns and texts aligned 3 rd 5 th grade standards Spring Frward Units: All 3 5 teachers have access t a quality end f the year unit fr transitin t the next grade level Ht Tpics: Many 3 rd teachers have access t this resurce f text and lessns fr small grup cmprehensin / clse and careful reading instructin Flrida Scial Studies Weekly: Mst K-5 teachers have access t this resurce f scial studies text Teachers als have access t free resurces that have been aligned t the standards: NewsELA: Rich infrmatinal text sets ELFAS: Mdules which include frmative assessments ReadWrks.rg: Lessns, units and texts aligned t ur standards Literacy Design Cllabrative: Units and mini-tasks aligned t ur standards Library f Cngress: Standards-aligned lessns and texts using primary dcuments Many schls have als requested and received ELA and Math wrkbks frm Curriculum Assciates which were funded thrugh the Instructinal Materials budget. Since textbks and wrkbks alne will nt meet the demands f the new standards, it is nt advisable t use these materials as stand-alne curriculum. Withut a basal, hw d teachers knw what t teach? After reading the state and natinal reviews f published textbks ver the past decade, it was determined that a basal reader alne will nt meet ur students needs. Since transitining t the new Flrida Standards, it has been mre apparent than ever that the ne-size-fits-all apprach f a single basal reader will nt help ur students becme ready fr secndary schl. Therefre, investments have been made in teacher learning pprtunities, caching, and 3

4 curriculum alignment. T enhance teacher knwledge, the fllwing vluntary prfessinal learning pprtunities have been designed and ffered as supprt fr elementary teachers: Curriculum Alignment Prject (CAP) ELA Frmative Assessments FSA Webinar Series Essential Questins Decding in the Intermediate Grades Text Cding Small Grup Instructin with a Twist Daily 5 Text Cmplexity Kid Watching: Knwing What t Teach & When Intentinal Learning: ELA Blck Intentinal Learning: Integrating Science & SS Intentinal Learning: Planning Units Achieve 3000 Learning A-Z Clse and Careful Reading Writing Aligned t Flrida Standards Literacy Bt Camp Standards Cllabrative Intentinal Learning: Student Engagement Cmprehensin Instructinal Sequence Literacy Design Standards-based Extensin Activities Balanced Literacy Apprach Using Data t Drive Literacy Instructin Technlgy Enhanced ELA Instructin Cmprehensin Tlkit Instructin Tyner Instructin ELA Shifts and the Flrida Standards FSA Specificatins WCSD has invested in the caching mdel thrugh the K-12 Reading Allcatin. Literacy Caches have ffered t prvide mst f the prfessinal learning pprtunities listed abve t every schl team. Additinally, every grade level team in the district has access t a Literacy Cach wh can prvide custmized supprt in the planning and instructinal prcess. The supprt prvided depends n each team s experience with the new standards, planning expertise, penness t the caching prcess, administrative visin, and student needs. T align curriculum, the Literacy Cach Team and Teacher Leaders have facilitated grups f teachers ver the summer t analyze the demands f the new standards and create aligned learning targets. The cllabratin between participants frm each schl, facilitated by ne Teacher Leader and ne Literacy Cach per grade level, helped teacher participants understand the instructinal and planning shifts the standards require. With this new prfessinal knwledge, grups have planned tgether and created a Curriculum Alignment Prgressin (CAP) as well as units f study fr their students based n the standards. After develping the prgressin and aligning resurces with teachers frm schls acrss the district, schl teams then had the pprtunity t custmize lessns/units based n their campus resurces. Literacy 4

5 Caches have ffered t supprt this prcess at each schl. The district-wide and schl-based CAP prcess with Literacy Cach supprt has helped teachers understand the expectatins f the standards and cllabratively plan instructin fr their classrms. Hw can teachers find the time and supprt t plan? Time is tight in the schl year and cllabratin is key. The CAP summer prfessinal learning and planning prcess acrss the district and at the schl level was intended t prvide a time resurce. Teachers were paid stipends t netwrk with each ther, plan lessns, learn tgether and share units and resurces they ve either created r revised based n their schl resurces. Because the new standards require teachers t plan in respnse t their students needs, it is als necessary fr teachers t tailr plans fr their classrms thrughut the schl year. Teachers have designated planning time each week that can be used t revise lessns accrding t student need. During this time, teachers use their expertise abut their students and their standards t plan lessns that respnd t student needs while keeping the end result mastery f Flrida s end-f-year standards in mind. Wrking tgether, grade level teams create the best plans fr the students n their campus, maximizing planning time by cllabrating. Can teachers still use the previusly adpted basal reading series? Yes and n. The previusly adpted basal series includes a rich anthlgy f text. While the text can be used, the lessns were created fr ur frmer standards. The lessns d nt address the shifts necessary fr ur new standards. Therefre, WCSD students wn t be prepared if they are nly expsed t lessns frm the previusly adpted basal. CAP teams used many f the texts in these anthlgies as a resurce fr lessns aligned t the new standards. When is the next Elementary ELA adptin cycle and will WCSD adpt? The next adptin cycle begins with a review f the materials in and pssible adptin the fllwing year. WCSD will utilize the prevailing Instructinal Materials prcess t determine whether the textbks align well enugh t the state standards t meet ur needs at that time. In the event that a textbk series is adpted in the future, the difficult budgetary decisin might have t be made t eliminate Learning A-Z, Achieve 3000, Accelerated Reader and ther digital resurces as Instructinal Materials funding will likely nt allw fr the purchase f bth. Why d teachers have t align lessns t the standards as part f their prfessinal respnsibilities? Accrding t the jb descriptin apprved by the Waltn Cunty Schl Bard in 2006, teachers have the fllwing perfrmance respnsibilities: Create r select lng-range plans based n a review f District and state curriculum pririties, student prfiles and instructinal pririties Define gals and bjectives fr unit and daily plans Sequence cntent and activities apprpriately Identify specific intended learning utcmes which are challenging, meaningful and measureable Revise plans based n student needs 5

6 Select, develp, mdify, and/r adapt materials and resurces which supprt learning bjectives and address students varying learning styles, backgrunds, and special needs. Curriculum refers t the set f learning gals that are articulated acrss the grades which utline the cntent thrughut a K-12 prgram (Reys, Reys, Lapan, Hlliday & Wasman, 2003). The state s and district s curriculum pririties are the Flrida Standards. Neither curriculum nr curriculum pririties are defined by a textbk. The gals and bjectives are the learning targets fr each standard. Cntent has been sequenced thrugh CAP which is a living dcument that can be revised based n student needs and schl resurces. The learning utcmes are determined by the Flrida Standards. In rder t select, develp, mdify, and/r adapt materials and resurces which supprt learning bjectives, teachers need t understand the Flrida Standards and their students needs. Prfessinal Develpment and Literacy Caching are tw f the ways WCSD supprt teachers in meeting these respnsibilities. By aligning the previus basal series and ancillary resurces, analyzing standards and learning targets, and using frmative assessments t understand students, WCSD elementary teachers are enabling students t reach their ptential in a way that a single resurce wuldn t supprt. What assurances d we have that the decisin nt t adpt a textbk meets the state s standard fr reading instructin? The district s reading instructin decisins are in respnse t legislative mandates and are aligned with best practice guidance frm Just Read, Flrida! which is the Flrida Department f Educatin rganizatin that versees reading. As part f their guidance, Just Read, Flrida states: availability and access t texts f varius types, tpics and cmplexity levels is necessary fr [fundatinal skills applicatin and higher level/cmplex] instructin t ccur. Cnsequently, districts and schls will need t cnsider hw they will differentiate challenging learning pprtunities fr lw-perfrming and high-perfrming students alike, ensuring that each student can engage in varius cmplex cgnitive tasks that develp capacities such as academic vcabulary. higher level cmprehensin and critical literary analysis amng ther things. T perate an integrated, interdisciplinary and evidence-based ELA prgram that differentiates student learning needs as well as cgnitive challenges, district and schl persnnel will need t assess the type, amunt, and cmplexity f the texts lcally available fr differentiated use in literacy instructin and independent student reading practice. Schl and classrm inventry will need t include a wide range f diverse text that supprt each f the standards and meet the instructinal needs f all students. Each year WCSD s state apprved District Reading Plan is written with guidance frm Just Read, Flrida! and input frm principals, the Curriculum and Instructin Team, teachers and Literacy Caches. Frm this guidance and input, it was determined that Learning A-Z, Achieve 3000, Accelerated Reader, Schlastic/Rigby bk rms and similar resurces meet ur students needs better than a single, nn-aligned textbk. With these resurces, vast amunts f cmplex texts and rigrus lessns are available at ur teachers fingertips. 6

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