1. RIO RANCHO PUBLIC SCHOOLS INSTRUCTIONAL MATERIALS ADOPTION 2015-2016 ELEMENTARY ENGLISH LANGUAGE ARTS

2. Welcome! http://www.cleanvideosearch.com/media/action/yt /watch?v=ue3hCVHtZZY

3. 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 along with the PARCC Frameworks will guide the selections to best support our implementation of CCSS and to best prepare our students for PARCC.

4. Where Are We Headed? Meeting DateMeeting Time August 19, 20153:00-5:30 September 10, 20158:30-4:00 October 7, 20153:00-5:30 November 12, 20158:30-4:00 January 14, 20168:30-4:00 February 11, 20168:30-4:00 March 23, 2016 (Parent, Community, RRPS Staff Review) 12:00 PM- 7:00 PM (Open House) April 7, 20168:30-4:00

5. 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 submitted and identify 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.  Any member of the committee in disagreement with majority recommendation may file a Minority Report form that is to be submitted along with rubrics.

6. 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.

7. 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.

8. GROUP NORMS

9. 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 did you have ten years ago that you now know are no longer true?

10. 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.”

11. 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.”

12. 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  Ensure teachers address the essential content  Protect instructional time available

13. Taught Guaranteed and Viable Curriculum CCSS Written Assessed

14. The instructional decision making process begins with all students having access to a guaranteed and viable curriculum provided by the school through core instruction.

15. Assessment data are gathered on a regular basis and each student’s response to instruction is evaluated.

16. Students with additional instructional needs are provided supplemental and CORE instruction. SUPPLEMENTAL

17. Those students with significant needs are provided intensive instruction in addition to the CORE instruction. SUPPLEMENTAL INTENSIVE

18. 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

19. 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 19

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

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

24. For example, instruction could begin here or at a different segment of the power of any the teaching cycle – the power of any Instructional Framework is to complete the Framework cycle within the allotted 120 minute daily literacy block.

27. The ELA Framework will indicate when explicit systematic whole group instruction is expected. Lessons should meet the identified instructional targets for the day.

29. This section of the ELA Framework should focus on systematic, explicit instruction of the RF & L standards. This will prepare students to access grade level/complex text.

30. Systematic, explicit instruction should be done in the context of a mini-lesson. This should last 10-15 minutes only! Follow the RF Scope and Sequence.

31. This is where leveled text belongs and should be used.

32. Activity  Small group discussion  Document your understanding of this section of the ELA Instructional Framework on the poster.  Include ideas about instruction  Write any questions or wonderings your poster.

33. This section of the ELA Framework should focus on the RI/RL standards. The other 4 ELA Strands will also be incorporated.

34. The ELA Framework will indicate when Units of Study should guide your instruction.

36. Activity  Small group discussion  Document your understanding of this section of the ELA Instructional Framework on the poster.  Include ideas about instruction  Write any questions or wonderings on your poster.

37. This section of the ELA Framework should focus on the Writing Standards. The other 4 ELA Strands will also be incorporated.

38. The ELA Framework will indicate when Units of Study should guide your instruction.

40. Activity  Small group discussion  Document your understanding of this section of the ELA Instructional Framework on the poster.  Include ideas about instruction  Write any questions or wonderings on your poster.

41. K-2 3-5

42. K-2 3-5

43. What about the CCSS-ELA Framework for grades K-2?

44. REFRAMING OUR THINKING  We are no longer looking at simply a TEXTBOOK adoption process, but rather an instructional materials approach that supports our RRPS ELA Instructional Framework. 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.

45. Closing Comments…  All minutes and handouts will be posted on RioNet for all staff to review  Additional readings (a.k.a. homework) may be required in preparation for future meetings  September 10 th : Read Publishers’ Criteria for your grade level  Items to bring to each meeting  Copy of CCSS-ELA  Readings and resources provided during committee meetings  Rubrics