Madison City Schools Textbook Showcase

Textbook Showcase Goals Provide an opportunity for review of the English/Language Arts and Reading textbooks adopted for implementation in the 2013-2014 school year. Provide an opportunity for review of the Mathematics textbooks implemented during the 2012-2013 school year. Provide an opportunity for examination of the Common Core Standards as well as the Alabama College and Career Ready Standards. Provide an opportunity for the community to provide feedback as well as express questions or concerns.

State of Alabama Textbook Adoption Textbook Adoption: The state of Alabama adopts textbooks on the recommendation of the state textbook committee. Local boards of education must adopt textbooks from the state list, unless they receive approval for a local contract from the state superintendent (ALA. CODE § 16-36-61). Citizen Review and Participation: Local textbook committees choose textbooks from the state approved list. These committees are appointed by local boards of education. The number, size and composition – parents are to be included – of the committee or committees are determined by each local board of education (ALA. CODE § 16-36-62).

The Textbook Committee and Adoption Process: Madison City Principals request committee membership at each local school. Principals are encouraged to allow a diverse representation. Membership will include equal grade level representation, ELL and special education representation and parent representation. There are separate elementary and secondary committee chairs. Chairs are requested by Central Office instructional administrators. Textbook members and Textbook Committee Chairs are submitted to the Board of Education for approval. Upon approval of the board, all members of the adoption committee are required to take an oath of office. This begins the review and adoption process. Adoption samples are ordered and placed on public display in every building. Public display usually takes place from January through April. During public display evaluation forms are filled out by staff members and all members of the textbook committee. Committee members attend presentations provided by companies wishing to obtain the local adoption. A public announcement is made that all textbook samples under consideration of adoption are available for public review at each school building. All committee members attend the annual textbook caravan. This event is where committee members are allowed to view all textbook programs in a single day event. Committee meetings are held periodically to discuss pending selections. At the end of April committee members vote and come to a consensus. Elementary and Secondary Committee Chairs submit committee recommendations to the Superintendent If in agreement, Superintendent will recommend Committee selections to the board for approval of local adoption. Upon board approval, local adoption lists are sent to the ALSDE textbook office in Montgomery.

Every Graduate Prepared College/Work/Adulthood in the 21st Century Our Vision Every Child a Graduate Every Graduate Prepared for College/Work/Adulthood in the 21st Century

Prepared Graduate Defined Possesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two- or four-year college, trade school, technical school, without the need for remediation. Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner.

Common Core State Standards Developed by state leaders from the: National Governors Association (NGA) Council of Chief State School Officers (CCSSO) These groups were charged by their states to create the next generation of K-12 standards to ensure that all students are college- and career-ready no later than the end of high school.

Alabama College & Career Ready Standards Alabama adopted the Common Core State Standards and retained its right to add up to fifteen percent additionally in content unique to our schools. Alabama added additional Mathematics and English/ Language Arts and Literacy standards to form the Alabama College and Career Ready Standards. The Alabama standards guide classroom instruction and serve as a framework in curriculum selection and alignment.

Alabama College & Career Ready Standards Copies of the Alabama College and Career Ready Standards, as well as the Common Core Standards, are available for your review today. Within the Common Core Standards, there are examples of text that support the complexity of the standards. These “exemplars” are not required for use but are given as a guide for teachers to use as they select their classroom materials. A copy of the “Exemplar Texts” are also available for you today.

Implementation Timeline August 2012 – The 2010 Math Course of Study (CCRS) implemented for all Grades K-12. August 2013 – The 2010 ELA Course of Study (CCRS) implemented for all Grades K-12 and Literacy Standards in History, Science & Technical Subjects

Alabama College & Career Ready Initiative Website www.alex.state.al.us/ccrs

College and Career Ready-Math Alabama Added Content Adopted by State Board of Education November 2010

What’s New About the CCRS-Mathematics? Standards for Mathematical Practice + Content Standards Increased rigor in the standards Content shifts in all grade levels New expectations for classrooms

Changes in the Math Classroom… Students are: “Talking” math Actively engaged in activities Solving problem using different strategies “Struggling productively” with problems Using tools and manipulatives Justifying their answers NCTM, 2012

Changes in the Math Classroom… Teachers are: Using formative assessment to guide their instruction Providing challenging tasks for students Facilitating learning Differentiating instruction to meet their students’ needs NCTM, 2012

College and Career Ready- English Language Arts + = Alabama Added Content Adopted by State Board of Education November 2010

Three Key Shifts: English/Language Arts and Literacy Standards Building knowledge through content-rich non-fiction and informational texts. Reading, writing and speaking grounded in evidence from text, both literary and informational Regular practice with complex text and its academic language.

Overview of Text Complexity Text complexity is defined by: Quantitative Quantitative measures – readability and other scores of text complexity often best measured by computer software. Qualitative Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Reader and Task Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.

Filter 1: Can students read the text? Text Complexity Filter 1: Can students read the text? Analyzing text complexity uses a series of three filters. The first filter or “quantitative” measure of text complexity asks “Can the student read the text? A quantitative measure of text complexity measures readability and uses a vertical scale tied to text including Lexiles and other similar measures.

Filter 2: Should students read the text? Text Complexity Filter 2: Should students read the text? The second filter relates to “qualitative measures” of text complexity including: levels of meaning structure language conventionality and clarity knowledge demands

Filter 3: Do students want to read the text? Text Complexity Filter 3: Do students want to read the text? Reader and Task Considerations relates to the following: background knowledge of reader motivation interests complexity generated by tasks

Lexile Comparison

Changes in the Literacy Classroom… Students are: Doing more reading on their own Getting a great deal of information from the text Using note-taking organizers, question charts, prompt sheets Engaging in discussion around text read Backing up responses to questions with evidence

Changes in the Classroom… Teachers are: Providing students with consistent, explicit writing instruction Providing opportunities for students to write from multiple sources about a single topic Engaging students in more complex texts with scaffolding Engaging students in rigorous conversations

Non-Negotiables Teach to the standards for each of the required subjects (Alabama College and Career-Ready Standards/ Courses of Study) Through a clearly articulated and locally aligned K-12 curriculum

Non-Negotiables Supported by aligned resources, support, and professional development Monitored regularly through formative, interim/benchmark assessments to inform the effectiveness of the instruction and continued learning needs of individuals and groups of students

Non-Negotiables With a goal that each student graduates from high school with the knowledge and skills to succeed in post-high school education and the workforce without the need for remediation.

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