1. California County Superintendents Educational Services Association CISC Curriculum and Instruction Steering Committee Training of Trainers Adoption Toolkit English Language Arts/Literacy and English Language Development October 2015

2. 2 | © 2015 CCSESA | CISC CISC ELA/ELD Subcommittee Lead ▪Charlene Stringham, Tulare County Office of Education Lead Developers ▪Lori Musso, San Mateo County Office of Education ▪Yee Wan, Ed.D., Santa Clara County Office of Education ▪Tamara Wilson, Sacramento County Office of Education ▪Armando Zuniga, Ventura County Office of Education Welcome and Introductions

3. 3 | © 2015 CCSESA | CISC The English Language Arts/Literacy and English Language Development (ELA/Literacy and ELD) Adoption Toolkit is designed to facilitate the selection of publisher programs for instruction in English language arts, English language development, biliteracy language arts, intensive intervention, and specialized English language development. Purpose of the Toolkit

4. 4 | © 2015 CCSESA | CISC The Toolkit was developed to align with: ▪ELA/Literacy and ELD Standards ▪ELA/ELD Framework ▪Current educational context Development Philosophy

5. 5 | © 2015 CCSESA | CISC ▪Downloading instructions Save the Zip file to your desktop, then open. Leave everything in the folder. The PDF is the Toolkit document. ▪Structure of the document ▪Hyperlinks Document Details

6. 6 | © 2015 CCSESA | CISC Hyperlinks Page10 of the Toolkit

7. 7 | © 2015 CCSESA | CISC ▪Introduce the purpose of the section. ▪Provide quiet time to “Skim and Scan”. ▪Identify key points. ▪Engage in discussion and activity around one or two tasks in each section. Training of Trainers

8. 8 | © 2015 CCSESA | CISC ▪Overview of Toolkit sections p. 5 (also on p. 1) ▪Skim and scan pp. 1-7 ▪Highlight or note key points and/or questions. Introduction pp. 1-7

9. 9 | © 2015 CCSESA | CISC ▪Integrated AND Designated ELD p. 4 ▪Adoption Committee p. 6 ▪Program Types pp. 6-7 (also on p. 1) Highlights for Closer Review

10. 10 | © 2015 CCSESA | CISC The purpose of Section 1 is to determine program type(s) to be considered for adoption. Browse At a Glance on p. 10 Purpose of Section 1

11. 11 | © 2015 CCSESA | CISC ▪Timeline p. 9 Approximately 3-4 hours ▪Skim and scan pp. 9-22 ▪Highlight or note key points and/or questions. Section 1: Develop the District Lens

12. 12 | © 2015 CCSESA | CISC Task 1.1a ▪ Review sample LCAP goals. ▪ Highlight a goal that might have an implication for the ELA/ELD adoption (left column). ▪ Write a potential implication for new adoption in the right column. Talk About It! p. 11

13. 13 | © 2015 CCSESA | CISC p. 11

14. 14 | © 2015 CCSESA | CISC Review State and District Data 1.1cELA/Literacy pp. 13-14 1.1dELD p. 16 Long-Term English Learners Section 1: Tasks

15. 15 | © 2015 CCSESA | CISC Action 1.1f List and Discuss Key Findings and Implications Examples of Findings: ▪There is a 40% gap between the White subgroup and the EL subgroup in the Met and Exceeded Standard categories. ▪50% of the English learners are LTELs. Implications for New Adoption p. 19 Talk About It!

16. 16 | © 2015 CCSESA | CISC Determine Current Status/Alignment regarding instruction in ELA/Literacy and ELD Please note that a district should complete this tool for each current instructional program. pp. 20-21 Section 1: Task 1.2a

17. 17 | © 2015 CCSESA | CISC Review Determine Program Type(s) for Adoption Task 1.3a Select Program Type(s) (1-5) ▪Make a recommendation for the program types for adoption consideration p. 22 Section 1: Action 1.3

18. 18 | © 2015 CCSESA | CISC Investigate the integration and alignment of publisher programs to CA CCSS for ELA/Literacy, CA ELD Standards, Designated and Integrated ELD. ▪ Written with intentionality to parallel the spirit of the CA CCSS, CA ELD Framework, and the CA ELA/ELD Framework ▪ Keep in mind district priorities established in Section 1. Browse At a Glance on pp. 24-25 Purpose of Section 2

19. 19 | © 2015 CCSESA | CISC ▪ Use the priorities and results of materials examination to pare down choices to the most promising options. Browse At a Glance on pp. 24-25 Purpose of Section 2 (cont’d.)

20. 20 | © 2015 CCSESA | CISC ▪ The timeline for completion of this section will vary. Approximately 6-8 hours for examination of Programs 1, 2, and 3 (review of programs 4 and 5 will take additional time) ▪ Skim and scan pp. 23-44. Section 2: Investigate Integration and Alignment pp. 23-44

21. 21 | © 2015 CCSESA | CISC Action Steps: ▪Take a moment to examine the six Action Steps and the associated tasks and tools in Section 2. Section 2: Investigate Integration and Alignment

22. 22 | © 2015 CCSESA | CISC Action Step 2.3: Explore Integration of CA CCSS for ELA/Literacy Strands and Integrated ELD. ▪ 2.3(a): Investigate the Integration of the four strands of the ELA/Literacy standards (reading, writing, speaking & listening, and language) in the lesson design of the program. pp. 29-30 Section 2: Action Step 2.3

23. 23 | © 2015 CCSESA | CISC ▪ Guiding Questions ▪ Evidence/Notes ▪ Rating (one chart per publisher program) ▪ Additional row for district-specific questions as needed Section 2: Action Step 2.3(a) pp. 29-30

24. 24 | © 2015 CCSESA | CISC Action Step 2.4: Examine Designated ELD ▪ Essential Features of Designated ELD (as per CA ELA/ELD Framework) are highlighted ▪ Evidence/Notes ▪ Rating (one per feature) ▪ Additional row for district-specific questions as needed pp. 35-38 Section 2: Action Step 2.4

25. 25 | © 2015 CCSESA | CISC Action Step 2.5: Select and Trace Identified Standards ▪ 2.5(a): In grade-span/grade-level groups, select standards for tracing activity (ELA/Literacy and Integrated ELD) Section 2: Action Step 2.5 pp. 39-40

26. 26 | © 2015 CCSESA | CISC This task provides an opportunity to evaluate a publisher program’s teacher’s edition and its treatment of standards deemed critical to student achievement. ▪ Three standards were intentionally chosen to parallel the key shifts in ELA instruction as per the CA CCSS. Section 2: Action Step 2.5(a) (cont’d) pp. 39-40

27. 27 | © 2015 CCSESA | CISC ▪ 2.5(b): In grade-span/grade-level groups, select standards from suggested list or identify standards for tracing activity (Designated ELD). Section 2: Action Step 2.5(b) pp. 41-42

28. 28 | © 2015 CCSESA | CISC This task provides an opportunity to evaluate a publisher program’s teacher’s edition and its treatment of standards deemed critical to student achievement. ▪ Three standards were intentionally chosen to parallel the key shifts in ELD instruction as per the CA ELD Standards. pp. 41-42 Section 2: Action Step 2.5(b) (cont’d)

29. 29 | © 2015 CCSESA | CISC Discuss how you might assist districts with understanding and identifying the ELA/Literacy and ELD Standards that are of a higher priority to support student needs as per the lens created in Section 1. How might some standards selected be an advantage and how might others selected be a disadvantage toward meeting student needs? Talk About It!

30. 30 | © 2015 CCSESA | CISC Action Step 2.6(a): Record ratings for each publisher and determine rankings. ▪ Compile grade-span/grade-level rankings from the standards traces for Integrated ELD and Designated ELD. ▪ Discuss the ratings to determine whether or not it is appropriate to narrow the field of publisher programs under review. pp. 43-44 Section 2: Action Step 2.6

31. 31 | © 2015 CCSESA | CISC The purpose of Section Three, Review Program Components, is to give the adoption committee an opportunity to examine publisher programs in depth, keeping in mind the priorities established in Section One, Develop the District Lens. Browse At a Glance on p. 46 Purpose of Section 3

32. 32 | © 2015 CCSESA | CISC ▪Timeline p. 45 Approximately 4 hours per publisher program still under consideration ▪Skim and scan pp. 45-57 ▪Highlight or note key points and/or questions. Section 3: Review Program Components

33. 33 | © 2015 CCSESA | CISC Ancillary materials are additional resource materials that are included in state-board approved publisher programs to provide necessary support to instruction. These materials are not contained in the teacher or student edition. Ancillary Materials

34. 34 | © 2015 CCSESA | CISC ▪Each team should choose a unit/chapter through which to study each publisher program. Page 48 Review a Unit or Chapter

35. 35 | © 2015 CCSESA | CISC This action step is organized around the criteria for the evaluation of English language arts and English language development instructional resources for K-8 as outlined in Chapter 12 of the Framework. The criteria are organized into five categories and we have added ELD. ▪Criteria 1: Standards Alignment ▪Criteria 2: Program Organization ▪Criteria 3: Assessment ▪Criteria 4: Universal Access ▪Criteria 5: Instructional Planning and Teacher Support ▪English Language Development (Programs 2-3) Section 3: Action Step 3.2

36. 36 | © 2015 CCSESA | CISC ▪Partner up and choose one of the Criteria (1-5) or ELD from pages 48-53. ▪Review the questions for the selected criteria. ▪Discuss what evidence you hope to find in a program that would warrant a rating of “strong evidence.” Talk About It!

37. 37 | © 2015 CCSESA | CISC Additional investigation of specialized requirements: ▪ Page 54: Program 3 ▪ Page 55: Program 4 ▪ Page 56: Program 5 Programs 3, 4, and 5

38. 38 | © 2015 CCSESA | CISC The purpose of Section Four, Determine Optional Program Review Tasks, is for district personnel to decide if the best course of action for their district is to engage in an additional investigation of the publisher programs still under consideration for adoption. This section includes a list of possibilities should the district choose to initiate one or more of the optional review tasks. These other options have the potential to further assist the adoption committee in selecting the best publisher programs to meet student and teacher needs. Browse At a Glance on p. 60 Purpose of Section 4

39. 39 | © 2015 CCSESA | CISC ▪Timeline: p. 59 ▪Skim and scan pp. 61-68 ▪Highlight or note key points and/or questions. Section 4: Determine Optional Program Review Tasks

40. 40 | © 2015 CCSESA | CISC ▪Piloting Publisher Programs p. 61 ▪Teacher Analysis of Similar Lessons p. 66 ▪Student Survey of Program p. 66-67 ▪Executive Committee Review p. 67 Action Step 4.1 – Optional Program Review Choices

41. 41 | © 2015 CCSESA | CISC ▪Review pp. 61 - 68, SBE Guidelines for piloting textbooks. ▪Share something you hadn’t considered before. Talk About It!

42. 42 | © 2015 CCSESA | CISC The purpose of Section 5 is to provide a decision making framework for the adoption committee to reach consensus and make a decision on which programs to adopt. Browse At a Glance on p. 70 Purpose of Section 5

43. 43 | © 2015 CCSESA | CISC ▪Timeline p. 69 The approximate timeline for each program type is 3-4 hours. ▪Skim and scan pp. 69-73. ▪Highlight or note key points and/or questions. Section 5: Make a Decision

44. 44 | © 2015 CCSESA | CISC Prepare for Decision Making Process A consensus decision means: ▪Each team member agrees he/she can support the publisher program ultimately recommended by the committee. ▪Each team member has a responsibility to support the adoption and its implementation throughout the district. Section 5: Action Step 5.1

45. 45 | © 2015 CCSESA | CISC Levels of Support 1.I strongly agree with this publisher program and can support it. 2.I can support this publisher program. I am willing to go along with this choice. 3.I have concerns and cannot support this publisher program. 4.I abstain because I didn’t learn enough about this publisher program to have an opinion. 5.To agree that if the adoption committee is unable to reach consensus, the district’s Executive Committee will make the final decision. Section 5: Action Step 5.1

46. 46 | © 2015 CCSESA | CISC 5.2Compile and Review Data 5.3Determine Level of Support for Each Program 5.4Discuss and Cite Evidence 5.5Working Toward Consensus 5.6Examine Other Considerations If there are still Level 3 concerns, return to Action Step 5.5. 5.7Fall-back-Decision-making Option pp. 71-73 Section 5: Action Steps

47. 47 | © 2015 CCSESA | CISC Turn to a table partner and share an idea or a strategy that can facilitate groups to reach consensus. Talk About It!

48. 48 | © 2015 CCSESA | CISC ▪Skim and scan pp. 77-85. ▪Highlight or note key points and/or questions. Resources pp. 75-85

49. 49 | © 2015 CCSESA | CISC Wrap-Up ●Access ●Use ●Adaptation

50. 50 | © 2015 CCSESA | CISC Lead Developers Lori Musso San Mateo County Office of Education lmusso@smcoe.org Yee Wan, Ed.D. Santa Clara County Office of Education yee_wan@sccoe.org Tamara Wilson Sacramento County Office of Education twilson@scoe.net Armando Zuniga Ventura County Office of Education azuniga@vcoe.org