a data-driven review of instructional materials

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CCSESA

California County Superintendents

Educational Services Association

Curriculum & Instruction Steering Committee

A Data-Driven Review of

Instructional Materials



SCIENCE ADOPTION

TOOLKIT



CCSESA California County Superintendents


Curriculum & Instruction Steering Committee

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On behalf of the County Superintendents of the State of California, we are pleased to introduce the Science Adoption Toolkit developed by the Science Subcommittee of the Curriculum and Instruction Steering Committee. This Science Adoption Toolkit offers a clear, data-driven process for reviewing science instructional materials in order to make informed, objective recommendations to local Boards of Education regarding the adoption of science materials. The California County Superintendents Education Services Association (CCSESA) is an organization consisting of the County Superintendents of Schools from the 58 counties in California working in partnership with the California Department of Education. The Curriculum and Instruction Steering Committee (CISC) is a subcommittee of CCSESA, consisting of county office associate superintendents, focusing on curriculum, instruction, and professional development. The County Superintendents of California are pleased to provide leadership and support to California schools for the science instructional materials selection process. Standards-based materials that meet the needs of students are essential for student achievement in science. Dr. Larry E. Reider Nancy Giberson County Superintendent, Kern County Assistant Superintendent, San Diego County

Office of Education Office of Education

Past President, CCSESA, California Past Chair, Curriculum and Instruction County Superintendents Steering Committee


Dr. David Long Larry Champion

County Superintendent, Riverside County Associate Superintendent, Tehama County

Office of Education Office of Education

President, CCSESA, California Chair, Curriculum and Instruction County Superintendents Steering Committee


Foreword

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Contributing Authors

Dean Gilbert, Chair Los Angeles County Office of Education

Steve Bock Fresno County Office of Education

Liselle Clark Merced County Office of Education

Rick Hall San Bernardino County Superintendent of Schools

Phil Lafontaine California Department of Education

Gary Nakagiri San Mateo County Office of Education

Nancy Pavelsky Riverside County Office of Education

Judi Wilson San Joaquin County Office of Education

Tim Williamson Los Angeles County Office of Education

Special Thanks

Sharon Twitty Chair, CISC Science Subcommittee Assistant Superintendent, Curriculum and Instruction Merced County Office of Education Members of the CISC Science Subcommittee

County Superintendents of Public Instruction

California Department of Education

Tom Adams Director, Curriculum and Frameworks Division

Phil Lafontaine Administrator, Mathematics and Science Leadership

Lisa Fassett Consultant, Mathematics and Science Leadership Office

Diane Hernandez Education Program Consultant, Assessment Division

Maxine Wheeler Associate Government Program Analyst

Acknowledgements

Developed by the Science Subcommittee Curriculum and Instruction Steering Committee

© 2006 All rights reserved

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Table of Contents

Topic Page

Foreword..............................................................................................................2

Acknowledgements ..............................................................................................3

Table of Contents .................................................................................................4

Introduction and Overview...................................................................................6

Stage 1: Developing A Lens

Essential Fact Finding:.............................................................................................12 What are the district’s needs and resources in science?

Stage 2: Matching District’s Needs With Instructional Materials

Preliminary Inventory: An Overview ......................................................................28 What is the big picture?

Instructions for Essential Component Review ..........................................................31

Science Content: ..................................................................................................... 32 What do you want your students “to know?”

Assessment: Evaluating Student Mastery of Standards............................................35 How do you know your students “know it?”

Lesson Design and Instructional Strategies for Teachers: .........................................38 How do you make sure your students “know it?”

Resources and Intervention: .....................................................................................41 What do you do if your students don’t “know it?”

Stage 3: Making An Adoption Recommendation

Summarizing The Data and Making Recommendations ...........................................44 Which instructional material best meets the district’s needs?

Toolkit Resources

Glossary of Terms....................................................................................................49

The Science Adoption Toolkit Facilitator’s Guide....................................................53

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Appendix.......................................................................................................61

Science Standards and Framework Review

Directions for Student Survey- Science Adoption

Student Survey Instructional Materials

Content Cluster Assessment Data Profile

Web-Based Resources

Developing A Lens: Essential Fact Finding and Additional Sample Implications

Bibliography .................................................................................................67

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INTRODUCTION

Purpose: Selection of instructional materials is one of the most important tasks that districts and schools can undertake to insure a quality science program. Considerable effort at the state level promotes standards-based materials that reflect excellence in science content and instructional strategies and that meet the guidelines set forth by the State Board of Education. In this document, instructional material refers to a single publisher, and instructional materials refers to more than one publisher. The Science Adoption Toolkit is designed so that the district/school will use a data profile to develop a “lens” that assists in the selection of the most appropriate instructional material from those that have been adopted by the State Board of Education. Unique to this Toolkit is the emphasis on the specific needs of the varied districts and schools in California.

Legal Mandates: The California Department of Education document, Instructional Materials in California: An Overview

of Standards, Curriculum Frameworks, Instructional Materials Adoptions, states the following:

“Local educational agencies (school districts, charter schools, and county offices of

education) have the authority and the responsibility to conduct their own evaluation of

instructional materials and to adopt the materials that best meet the needs of their

students” (Updated, April 2004). The California State Board of Education Policy #01-05 titled “Guidelines for Piloting Textbooks and

Instructional Materials” posted on the California Department of Education website (Available at http://www.cde.ca.gov/ci/cr/cf/imagen.asp) suggests that districts engage in the following before adopting any textbooks:

“Identify student strengths and weaknesses using district or site level data as

appropriate. Disaggregate measures of student achievement from API and STAR

results. Review results from district assessments in the content area for which materials

are being adopted. District assessment data would be especially useful for the content

areas that do not have STAR results.”

The State Board of Education has constitutional authority to adopt textbooks for grades one through eight (Article IX, Section 7.5 of the California Constitution) and statutory authority to adopt instructional materials for kindergarten. Education Code sections 60200-60204 describe

Science Adoption Toolkit

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the process for the adoption of instructional materials for these grades and mandate that submitted materials be evaluated for consistency with the adopted content standards and specific evaluation criteria approved by the State Board as follows:

“Following a statewide recruitment and thorough application process, the Curriculum

Commission recommends and the State Board appoints two panels, the Instructional

Materials Advisory Panel (IMAP) and the Content Review Panel (CRP). The IMAP is

composed primarily of classroom teachers (but also includes a range of other

participants; for example, school administrators, curriculum specialists, and parents)

who evaluate materials according to all elements of the criteria. The CRP is composed of

recognized subject matter experts who review materials according to the content criteria

and standards to ensure that the materials are accurate, are adequate in their coverage,

and are based on current and confirmed research. CRP members review only those

materials or parts of them that pertain to their expertise. The CRP/IMAP issue a report of

findings to the Curriculum Commission.” (CDE; 2004)

Williams Settlement:

Funding for instructional materials in the 2005-06 state budget includes $361 million in the Instructional Materials Funding Realignment Program (IMFRP). The Instructional Materials Funding Realignment Program IMFRP (Education Code, Chapter 3.25, sections 60420–60424) requires that local educational agencies use these funds to ensure that each pupil, grades K–12, is provided with a standards-aligned textbook or basic instructional materials in reading/language arts, mathematics, history–social science, and science by the beginning of the first school term that commences no later than 24 months after those materials are adopted by the State Board. Since there is no state adopted textbook list for 9-12 schools, these schools must have their local governing boards approve instructional materials that are standards aligned and consistent with the content and cycles of the current curriculum framework adopted by the state board (Ed. Code 60119). Failure to comply with this statute, or a decision by a school to "opt out" of textbook adoption and purchase, will mean that a school will not be eligible for Instructional Materials Funding Realignment Program (IMRF) money for the multi-year cycle of all content area adoptions. Education Code 60119 (1) (A) also requires that a governing board shall hold a public hearing … and shall make a determination, through a resolution, as to whether each pupil in each school in the district has sufficient textbooks or instructional materials, or both in each of the following subjects, as appropriate, that are consistent with the content and cycles of the curriculum framework adopted by the state board: mathematics, science, history-social science, English language arts. Williams Settlement legislation has modified Education Code


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Section 60119(c) to define “sufficient” as "each pupil, including English Learners, has a standards-aligned textbook or instructional materials, or both, to use in class and to take home.“ The intent of the Williams legislation is that all students will have a standards-aligned textbook/instructional materials assigned to them and that they will be able to take home the textbook and/or materials used during the school day whether there is homework assigned or not. This Education Code provision does not require a school to purchase two sets of textbooks or instructional materials for each pupil. The following practices will also not meet the sufficient instructional materials definition in Education Code 60119: use of one class set of textbooks for multiple groups of students; photocopied sheets from only a portion of a textbook or instructional materials; and science supplemental materials included in State Board Adopted instructional materials created for other subject areas, such as English Language Arts. Once a local governing board certifies that it has provided each pupil with standards-aligned instructional materials in these four subject areas, the local educational agency may use 100 percent of any remaining IMFRP funds to purchase other instructional materials consistent with the content and cycles of the curriculum frameworks, including state-adopted instructional materials for grades K–8 in health, foreign languages, and visual and performing arts. Under Education Code Section 60119, school districts are also required to hold an annual hearing and determine whether or not each pupil has sufficient instructional materials consistent with the content and cycles of the curriculum frameworks.

After the local educational agency has met all of the requirements noted above, 100 percent of any remaining annual allocation under IMFRP may be spent for other purposes as stated in Education Code Section 60242(a). These other purposes include purchasing “at the district’s discretion, instructional materials, including, but not limited to, supplementary instructional materials and technology-based materials, from any source.”

Additional annual funding for instructional materials is provided through Proposition 20, which dedicated half of any lottery revenue growth funds over the 1997-98 base years for the purchase of instructional materials.

The Process: This Science Adoption Toolkit is designed to help committees review and select the science instructional materials that best meet the particular needs of their districts. The Toolkit is useful for the selection of K-8 material from the state adopted list. The Toolkit is also highly recommended for the local adoption of 9-12 material. The Toolkit is organized around the accountability questions that guide the work in California Schools: What do you want your students “to know?” How will you know your students “know it?” How will you make sure your students “know it?” What will you do if your students don’t “know it?” To see the extent to which the material helps answer these questions, the Toolkit leads district committees through three stages (See Graphic IB, page 10):


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• Stage One: Developing The District Lens

The committee develops a lens to view and evaluate all the various publishers’ materials. This lens is created by looking at a profile of the district’s needs and resources (See Developing a

Lens: Essential Fact Finding, page 11).

• Stage Two: Matching District Needs With Instructional Materials

To start this stage, the committee previews each publisher’s material to see “the big picture” (that is, what are all the parts of the program?). Next, the committee, using the district lens, evaluates the essential components of the instructional materials: content, assessment, lesson design and instructional practices, and resources and interventions.

• Stage Three: Making An Adoption Recommendation

The committee tallies and summarizes the qualitative and quantitative results from Stage Two to arrive at a recommendation for adoption by their district.

The Science Adoption Toolkit is based on the premise that a district’s adoption should reflect its unique and specific needs: The most appropriate adoption for one district might not be the most appropriate for another. Therefore, creating the district lens for viewing the materials (completing Stage One) is critical to making the best selection. However, if a district has recently reviewed its needs and resources in science, the committee could go directly to Stage Two (See Graphic IB, page 10).


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Developing a Lens: Essential Fact Finding

Developing a District Lens is critical: It provides a focus for a selection committee to examine and determine which instructional material best meets the unique needs of the district. To create this lens, the committee develops or reviews a district profile, created from a review of the district’s conditions, needs, and resources. This review may be done by looking at district data and state and local documents, and/or answering the questions posed in Stage One, Table A. Although districts come to this process with different kinds of data processed in different ways, all districts can use the Science Adoption

Toolkit most effectively by creating the District Lens. To determine if a district has all the relevant data necessary to make the most appropriate science adoption selection, the committee will need to check the data it has compared to the items that the Science Adoption Toolkit recommends for review. These recommended items may be found on pages 11-28. If the committee finds that the district has done sufficient data review, it will move directly to the “District Lens” activity and complete STAGE 1, Table F and create the District Lens. However, if a committee finds that more data collection and/or analysis are needed, it can use the series of charts and questions on pages 11-28 in The Science Adoption Toolkit. These tools are designed to help a district produce the profile necessary to complete STAGE 1, Table F in the “District Lens” activity. Selecting the most appropriate instructional material for a district is dependent on creating this District Lens. Stage 1, Table A

QUESTIONS FOR DISTRICT PROFILE

I. What are the state’s expectations in science?

II. What are the district’s expectations in science?

III. What are the district’s needs for its student population?

IV. What is the state and district assessment data related to science?

V. What are the district’s learning configurations?

VI. What are the district’s needs for its teacher population?

VII. What are the district’s current equipment resources?

VIII. What are the district’s local science resources?


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I. What are the State’s expectations in science? (Science Standards and Framework

Review)

An integral part of the committee pre-adoption activities is to gain an understanding of what the State of California expects students to achieve in science. Two documents that detail the State’s expectations are the Science Content Standards for California Public Schools, Kindergarten through Grade Twelve and the Science Framework for California Public Schools, Kindergarten through Grade Twelve. The Science Content Standards document provides a listing of the expected academic standards for the various disciplines of science for each grade level. The Science Framework is a more comprehensive document. One important feature of this document, found in chapters three, four, and five, is a detailed description of the standards. This document also provides information pertaining to effective science programs, teaching strategies, assessment ideas, and other important information for educating California’s students in science. The Science Framework for California Public Schools, Kindergarten

through Grade Twelve can be accessed at http://www.cde.ca.gov/re/pn/fd/sci-frame-dwnld.asp and the Science Content Standards for California Public Schools, Kindergarten through Grade Twelve, can be accessed at http://www.cde.ca.gov/be/st/ss/. A copy of the Science Framework for California Public Schools, Kindergarten through Grade Twelve is needed to respond to the following questions.

Stage 1, Table A-I

I. What are the State’s expectations in science? (Science Standards and Framework Review)

Questions to Consider A. Responses: District Current

Conditions

(1) What are the guidelines set forth by the State Board of Education on the teaching of natural sciences?

(2) What are the essential elements of an effective science program?

(3) What instructional strategies does the framework indicate are effective?

(4) What is the depth of knowledge that is expected for students?

(5) What scientific process skills are students expected to know and to be able to do?

(6) How much time is needed to meet the State’s expectations in science?


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Stage 1, Table A-I



Conditions

(7) What are the types and uses of assessment that the district is expected to implement?

(8) What are the expectations of the district to help all students master the standards?

(9) What are the expectations for science professional development for teachers?

(10) Other district developed question:


B. General Statements about the District C. Implications for Adopting Science


Sample General Statement: The district seems to

be using limited forms of student assessment in

science.

Sample Implication: The instructional

material must have a variety of assessment

strategies for teachers to use.


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II. What are the district’s expectations in science? (Curriculum Maps, Pacing

Guides, Graduation Requirements)

Many districts define the expectations of students through graduation requirements, pacing guides, and/or curriculum maps. Because these expectations will drive instruction throughout the school year, the committee is encouraged to consider these expectations in responding to the following questions.

Stage 1, Table A-II

II. What are the district’s expectations in science? (Curriculum Maps, Pacing Guides, Graduation Requirements)

Questions to Consider A. Responses: District Current Conditions

(1) Does the district have a current curriculum map aligned with state science content standards?

(2) Does the district have a recommended pacing guide for instruction in science?

(3) How much time is allotted to implement district expectations in science?

(4) What kinds of resources are needed to implement district expectations that the text can or cannot provide?

(5) Are all members of a grade level teaching team implementing the same guide or different guides?

(6) What are the district’s graduation or promotion requirements?



B. General Statements about the District C. Implications for Adopting Science


Sample General Statement: The district has not

developed any pacing guides in science.


material should include pacing guides.


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III. What are the district!s needs for its unique student population? Every district has specific needs based on district demographics that might influence the selection of instructional materials. For example, a district with a high percentage of English learners might be better served with one instructional material than another. Specific needs can be identified by answering the questions below. Prior to answering Question III, the committee completes the following Demographic Profile. For the district demographic profile, see http://dq.cde.ca.gov/dataquest/

District Demographic Profile

Stage 1, Table B

Year: Grade Level:

Nu

mb

er

of

Stu

de

nts

% o

f T

ota

l S

tud

en

ts

Dis

tric

t N

um

be

r o

f S

tud

en

ts

Dis

tric

t %

o

f T

ota

l S

tud

en

ts

All Students

Gender Female

Male

Ethnicity African American or Black

American Indian

Asian

Filipino

Hispanic or Latino

Pacific Islander

White (not of Hispanic origin)

Socio-economically Disadvantaged

English Learner

Students with Disabilities

Gifted and Talented

Other:

Using this and other district data, complete the following questions concerning the district’s needs for its unique student population.


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Stage 1, Table A-III

III. What are the district’s needs for its unique student population?


Conditions

(1) Is there a high degree of student mobility in the district?

(2) In what ways does the district meet the unique needs of the student populations?

(a) Gender

(b) Ethnicity

(c) Socio-economically Disadvantaged

(d) English Learner

(e) Students with Disabilities

(f) Gifted and Talented

(g) Other

(3) What are the most prevalent primary languages represented?

(4) Are the various student populations equally represented in all schools or tracks of the district?



B. General Statements about the District C. Implications for Adopting Science Instructional Materials

Sample General Statement: Several of the district

schools have significant numbers of students with

disabilities who are mainstreamed.


material must have substantial

instructional strategies to assist a regular

education teacher to accommodate

students with disabilities.


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IV. What is the state and district assessment data related to science?

State and district assessment data can help the selection committee identify by grade level (or course) the students’ strengths and weaknesses in science achievement, as well as relative language arts and mathematics achievement. Using this information to answer the following questions, the committee can determine which instructional material will best enhance or remediate these needs. Prior to answering Question IV, the committee completes the following Assessment Data Profile. For current state assessment data, see http://star.cde.ca.gov/star2005/Viewreport.asp.

Disaggregated Assessment Data Profile

Grade Level Worksheet: ONE worksheet required per grade level (or course) team

Stage 1, Table C

District Data on

State Assessments

Local Assessment Data (For example, District benchmarks,

course/grade level common

assessments)

Year: _____

Grade level/ Course: _____

Assessment: ______________

Fa

r b

elo

w

ba

sic

Be

low

ba

sic

Ba

sic

Pro

fic

ien

t

Ad

va

nc

ed

All Students

Gender Female

Male

Ethnicity African American or Black

American Indian

Asian

Filipino

Hispanic or Latino

Pacific Islander

White (not of Hispanic origin)

Socio-economically disadvantaged

English Learner


Gifted and Talented

Other:


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Content Cluster Assessment Data Profile

Grade Level Worksheet: ONE worksheet required per grade level (or course) team. This data may not be readily available and would need to be gathered locally and not from the state.

Stage 1, Table D

Year: _____ Grade level/Course: _____ Assessment: ___________

Reporting Cluster #1:

Advanced

Proficient

Basic

Below basic

Far below basic


Advanced

Proficient

Basic

Below basic

Far below basic


Advanced

Proficient

Basic

Below basic

Far below basic


Advanced

Proficient

Basic

Below basic

Far below basic


Advanced

Proficient

Basic

Below basic

Far below basic


Advanced

Proficient

Basic

Below basic

Far below basic

Based on the collected data, complete the following questions concerning state and district assessment data.


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Stage 1, Table A-IV

IV. What is the state and district assessment data for science?


(1) What strengths and weaknesses do the assessment data identify?

(2) Does the data indicate student deficiency in reading and math skills?

(3) What number and percentage of students are at each level of the California English Language Development Test (CELDT)?

Number Percentage

Level 1 _______ _______ Level 2 _______ _______ Level 3 _______ _______ Level 4 _______ _______ Level 5 _______ _______

(4) Does the district use progress-monitoring and summative assessments to validate student mastery of science concepts and skills? Are these assessments teacher generated or does the district rely on publisher assessment resources?

(5) What types of assessments are commonly used in the classroom? Are these assessments teacher generated or does the teacher rely on publisher assessment resources?

(6) What are the numbers and percentages of students in strategic or intensive intervention programs?

(7) Are there other district programs that address student needs for remediation or acceleration?




Sample General Statement: Our district has

developed common benchmark assessments at all

grade levels in science.


material should have progress

monitoring and summative assessments

that show teachers student progress

toward the benchmarks.


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V. What are special school and district considerations?

A district may select a different instructional material for a science magnet elementary school, a dual-immersion school, a charter school, and so forth. Answering the following questions will help the committee decide how any special considerations could influence the selection process.

Stage 1, Table A-V



(1) Are there schools within the district with a high concentration of special education students, English learners or advanced learners?

(2) Are there science magnet schools within the district?

(3) What are the configurations in the district (for example, K-8, self-contained, combination classes, departmentalized, houses, and so forth)?

(4) Are there schools within the district that are being monitored by state and/or federal school improvement initiatives?




Sample General Statement: Many district

schools have a significant number of English

Learners.


material should provide scaffolding

strategies for language and academic

vocabulary development.


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VI. What are the district’s needs for the teacher population?

Identifying the needs related to the district’s specific teacher population may assist the selection committee in making the most appropriate recommendation. For example, if the district has a high percentage of new teachers, the committee might look for an instructional material that will provide an abundance of models, strategies, and management tips. Answering the following questions will help the committee decide how the district’s unique teacher population will influence the selection process. Prior to answering Question VI, the committee should complete the following Teacher Demographic Data Profile. For current teacher demographic data, see http://dq.cde.ca.gov/dataquest/

Stage 1, Table E

Year: ___________

Number of

Teachers

% of Total

District Teaching

Staff

All Teachers 100 %

Length of Service 0-2 years

3-5 years

6-10 years

More than 10 years

Science Major/Minor

Liberal Studies—Science Concentration

NCLB Certified in Science

BTSA Teachers

Elementary Science Specialists

Science Resource Teachers

Science Coaches

Using this and other district data, complete the following questions concerning the district’s needs for its teacher population.


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Stage 1, Table A-VI



(1) Which schools in the district have a significant number of new teachers?

(2) How frequently are teachers moved from one grade level to another?

(3) Which schools have a significant number of science teachers without a strong science background?

(4) What is the role of the district or school site science specialist/coach?

(5) What science guidance do new teachers receive from the BTSA support provider?

(6) Does the district provide on-going science professional development?

(7) What non-district professional development opportunities are accessed by teachers?




Sample General Statement: The district has a

significant number of new teachers.


material must include clear, concise lesson

plans and recommended instructional

strategies.


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VII. What are the district!s current equipment resources?

The equipment (lab equipment, VHS/DVD players, computers, science probe ware, etc.) that is currently available in the district can influence the choice of an instructional material. For example, a district should select an instructional material that aligns to district technology standards, as outlined in the District Technology Plan. Answering the following questions will help the committee decide how the district’s current equipment resources might influence the selection process.

Stage 1, Table A-VII


Questions to Consider A. Responses: Current District Conditions

(1) What science laboratory equipment is available in the district?

(2) Which science kits are available in the district?

(3) In what ways does the district maintain equipment and replenish supplies?

(4) What kinds of technology hardware and software are in place to support the science program?




Sample General Statement: Classrooms are not

equipped with computers. Each school has a

central library, with ten computers each.

Sample Implication: Any instructional

material that requires regular student use

of computers may pose a challenge to the

complete implementation of the

instructional program.


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VIII. What are the district!s local science resources?

Local science resources should be considered when evaluating instructional materials. For example, if a district is urban with few opportunities for students to visit natural environments, the district might select an instructional material that has virtual tours or videos of natural environments. If a district is located miles away from museums and science centers, it might select an instructional material that has virtual tours or videos of museums and science centers. Answering the following questions will help the committee decide how the district’s local science resources might influence the selection process.

Stage 1, Table A-VIII


Questions to Consider A. Responses: Current District Conditions

(1) Are there local informal science learning opportunities, such as museums, that can supplement the instructional material?

(2) What kinds of natural resources in the area might supplement the instructional material?

(3) Are there district science volunteers (graduate students, retired and working scientists, parents, and pre-service teachers) who will use the instructional material along with the teachers?

(4) Is there an outdoor education program available to students, which coordinates with the instructional material?

(5) Does the district provide extended science learning through student events and parent education?

(6) Are there organizations in the community that sponsor student events to promote science?




Sample General Statement: Schools are located two

or more hours from the nearest nature preserve.


material should include software with virtual

fieldtrip experiences.


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District Lens

The goal of this activity is to create a district lens that the committee will use to review the instructional materials and identify which ones best meet the needs of the district. To create this lens, the committee will summarize the needs and resources from the District Profile using the chart below. If a district used the tools provided in the Science Adoption Toolkit, the committee will transfer the implications from Part C of each section of the district profile into Column 1 in Stage 1, Table F. Finally, in Column 2, the committee will prioritize the district’s needs based on these implications. However, if the district did not use the tools provided, the committee will use its own general statements and data summary of district needs to complete Stage 1, Table F.

Stage 1, Table F


Implications for adoption

District priority(ies)

II. What are the district’s expectations in science? (Curriculum Maps, Pacing Guides, Graduation Requirements)



III. What are the district’s needs for its unique student population?



IV. What are the state and district testing data related to science?




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Preliminary Inventory: An Overview The goal of this inventory activity is for the reviewers to become familiar with the general structure and design of the instructional material. Each publisher is required to provide a list of program components. This list is essential for this Preliminary Inventory. Completion of this inventory activity will expedite the quantitative review of the instructional materials. This inventory only provides a cursory overview of the publisher’s material. A comprehensive understanding of the material can only be accomplished by completing the full review of all components using the process and rubrics detailed in the following sections.

Step 1: To complete the following inventory, the committee will need all components of the instructional material.

Stage 2, Table A

1. Does the instructional material contain these components?

Check if Present

a. Pupil Edition

b. Teacher Edition

c. Instructional Text CD-ROMs (student or teacher edition)

d. General Workbooks

e. Homework Workbooks

f. Concept Review Workbooks

g. Unit Big Books (if appropriate)

h. Student Laboratory or Activity Workbook

i. Teacher Laboratory or Activity Workbook

j. Assessment Guides, Workbooks, or Computer Test Generator

k. Science Transparencies or CD-ROMs

l. Materials or Laboratory Kit

m. Instructional Videos or CD-ROMs

n. Related Trade book List

o. Laboratory safety

p. Web-based resources

q. Additional components of the instructional material

r. Additional components of the instructional material

s. Additional components of the instructional material

Comments:


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Step 2: To complete this inventory, the committee will need copies of all materials used by teachers.

2. Does the instructional material provide the following? If so, where is it found, for example, teacher textbook or supplemental materials?

Where is it found?

a. Map of the correlation of the instructional material to California

Science Standards for Public Schools, Kindergarten through Grade

Twelve

b. Unit/lesson overviews and pacing guides

c. Teacher background content information

d. General lesson development strategies

e. Helpful information to aid in preparing and conducting investigations or activities

f. Instructional strategies for helping English Learners

g. Instructional strategies for helping Students with Disabilities

h. Instructional strategies for helping Advanced Learners/Gifted and Talented students

i. Instructional strategies for helping students review newly learned standards

j. Strategies for integration and development of reading, writing, and mathematics skills

k. Suggestions for entry, progress-monitoring, and summative student assessment

l. Suggestions for investigations/activities the student can complete independently at home

m. A description of the process for assessing student understanding of the standards

n. A description of how the instructional material will help students to develop technology skills

o. A description of how the student’s family could help in the student’s education

p. Identify other item(s) of interest

q. Identify other item(s) of interest

Comments:


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Step 3: To complete this inventory, the committee will need a copy of all materials used by the student.

3. Does the instructional material provide students with the opportunities to do the following? If so, where is it found, for example, student textbook or supplemental materials?

Where is it found?

a. Gain an overview of what they are about to learn

b. Access prior knowledge that will help them to better understand new knowledge

c. View age-appropriate pictures, charts and graphs that help to illustrate the informational text

d. Build their understanding of the academic language found in the unit/lesson

e. Build specific science vocabulary found in the unit/lesson

f. Review information that they have learned

g. Investigate problems using the Scientific Method

h. Develop and practice their reading, writing and mathematics skills

i. Further their understanding of the standards

j. Investigate the concepts at home

k. Assess their own understanding of the standards

l. Display their knowledge in multiple ways

m. Develop and practice their technology skills

n. Identify other opportunities to aid students

o. Identify other opportunities to aid students

Comments:

Step 4: Having completed the Preliminary Inventory, the committee has an overview of the entire

instructional material. Use the space below to summarize the committee’s initial impressions of the

instructional material.

Summary:


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Instructions for Essential Component Review

The goal of this section is to examine the publisher’s presentation of content, assessment, lesson design, instructional strategies, resources, and interventions to determine if the program will adequately support the identified needs of teachers and students in the district. A series of generalized questions has been posed regarding each component, followed by specific elements of the adoption criteria highlighted in Chapter 9 of the Science Framework for California

Public Schools, Kindergarten through Grade 12. Using these specific elements as a focus for examination of the instructional materials, rate each lettered element with the following rubric: (1) Does not meet district needs; (2) Meets district needs; or (3) Exceeds district needs. Please adhere to a “forced choice” in determining the degree to which the instructional materials meet or do not meet district needs. Use the “comments” section under each numbered question to record any information the committee will need in the decision-making process. After completing all questions and itemized elements, total the overall component score and enter that single score in the space provided. Convert the component score to a 1, 2, or 3 rubric value. Based upon all comments for this essential component, create a summary statement. Finally, transfer this rubric score and summary statement for each component to the district summary sheet (Stage 3, Table A).


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Science Content-What Do You Want Your Students To Know?

The goal of this section is to examine the publisher’s presentation of Science Content in light of identified district needs to determine if the program will adequately support the teachers and students in the district.

Stage 2, Table B

Essential Component: SCIENCE CONTENT

BASED ON DISTRICT/SCHOOL NEEDS: 1 =

Do

es

no

t m

ee

t

dis

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ds

2 =

Me

ets

dis

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n

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ds

3 =

Ex

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ed

s d

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ed

s

1. In this unit, are the standards addressed comprehensively enough to lead students to mastery?

a. The standards are clearly identified in each unit of study.

b. The unit identifies the academic language, the skills, the concepts, and so forth implicit in each standard addressed.

c. The outcomes and goals are identified and logically sequenced.

d. The standards are covered at or beyond the cognitive level presented in the Science Framework narratives.

Comments:

2. Is the key science vocabulary adequately addressed?

a. The essential vocabulary in the instructional material is clearly aligned with the vocabulary in the standards and framework.

b. The essential vocabulary is clearly indicated for the students.

c. The definitions are easy for students to understand.

d. The vocabulary words are referenced within the text, a glossary, and an index.

Comments:


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3. Are the Investigation and Experimentation Content (I&E) Standards addressed so that students can both master them as individual skills and apply them to the other science content standards?

a. The I &E Standards needed in this unit are directly addressed.

b. The I &E Science Content Standards help teach the Earth, Life, and/or Physical Science Content Standards addressed in this unit.

Comments:

4. Do the charts, graphs, diagrams, pictures, and so forth appropriately and adequately support the teaching of the identified standard(s)?

a. The unit asks students to read, interpret, and create diagrams, charts, and graphs.

b. The charts, graphs, diagrams, and so forth adequately support student understanding of content standards.

Comments:

5. Is there appropriate mathematics related to the concepts presented in the unit?

a. The mathematics presented is not above grade level.

b. Opportunities are provided for students to apply mathematics in the science content.

Comments:


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6. Does the unit address environmental issues, historical developments, and contributions of minorities in science?

a. Principles of environmental science are presented in a way that promotes the responsible use of resources and stewardship of the environment.

b. The development of science is given a historical context, and the impact of science on technology and society is examined.

c. The contributions of minorities are recognized in the appropriate historical context.

Comments:

7. Does the teacher’s edition provide adequate, adult-level background information (concepts and examples) to equip the teacher to teach the standard?

a. Clear and complete adult-level explanations of the concepts, principles, and theories being taught are provided to the teachers to refresh or enhance their own knowledge of the topics.

b. Instructional material provides additional resources for further background information.

Comments:

SCIENCE CONTENT COMPONENT TOTAL SCORE:

(Circle 1, 2, or 3)

0-19=

1 20-37=

2 38-53=

3

Science Content Summary Statement:


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Assessment: Evaluating Student Mastery of Standards How Do You Know Your Students “Know It?”

The goal of this section is to examine the publisher’s presentation of student Assessment for both progress monitoring and summative evaluation in light of identified district needs in order to determine if the program will adequately support the teachers and students in the district.

Stage 2, Table C

Essential Component: ASSESSMENT

BASED ON DISTRICT/SCHOOL NEEDS: 1

= D

oe

s n

ot

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ee

t d

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ict

n

ee

ds

2 =

Me

ets

dis

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ne

ed

s

3 =

Ex

ce

ed

s

d

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ict

ne

ed

s

1. Do the materials offer multiple measures to assess student mastery of the content standards?

a. High quality multiple-choice items, formatted like state assessment items, are provided.

b. Various types of assessments, such as multiple-choice, short-answer, essay, project options, portfolio use, and open-ended types, are provided.

c. Assessments measure higher order thinking skills and competencies.

d. Performance assessments with rubrics are provided to assess scientific process skills.

Comments:

2. Do the materials provide assessments that measure the extent of students’ existing knowledge and skills (entry-level or pre-instructional assessment)?

a. Specific and various types of entry-level assessments are included in the materials.

b. Entry-level assessments provide useful information for planning instruction.

c. Entry-level assessments include process skills as well as content.

d. Entry-level assessments include the assessment of higher order thinking skills.

Comments:


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3. Do the materials provide assessments that measure the progress of students toward mastery of the content standards?

a. There are a variety of progress-monitoring assessments that measure student progress.

b. The assessments provide various types of information regarding student progress.

c. The assessments include opportunities for students to assess their own progress.

d. There are assessments for individuals, pairs, and groups.

Comments:

4. Do the materials provide assessments that accurately measure student mastery of the standards after the completion of a unit of instruction (summative assessment)?

a. The summative assessments are correlated to specific California Science Standards.

b. Varied progress monitoring assessments are available to support daily instruction.

c. Varied summative assessments are available to measure student mastery.

d. The assessments measure mastery of higher order thinking skills.

e. The assessments measure mastery of process skills, particularly those included in the Investigation and Experimentation Standards.

Comments:


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5. Do the assessments provide the information teachers need to make instructional decisions?

a. The assessments provide sufficient information to ascertain student misconceptions.

b. The assessments provide sufficient information to determine appropriate interventions and/or remediation to meet students’ needs.

c. The assessments provide specific information regarding the progress and needs of English Learners.

d. The assessments provide specific information regarding the progress and needs of students with disabilities.

Comments:

6. Are adequate resources (for example, answer keys, student response sheets, rubrics, and so forth) provided to accurately evaluate and score student responses on all assessments?

a. The answer keys provide explanations as well as specific answers for the various assessments.

b. The material provides test generator software in a user-friendly format.

c. The assessments include rubrics, scoring guides, and other formats to evaluate and/or score student responses.

Comments:

ASSESSMENT COMPONENT TOTAL SCORE:

(Circle 1, 2, or 3) 0-24=

1 25-48=

2 49-72=

3

Assessment Summary Statement:


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Lesson Design and Instructional Strategies- How Do You Make Sure Students “Know It?”

The goal of this section is to examine Lesson Design and Instructional Strategies presented in the instructional material, in light of identified district needs to determine if the program will adequately support the teachers and students in the district.

Stage 2, Table D

Essential Component: LESSON DESIGN and INSTRUCTIONAL

STRATEGIES Based On District/School Needs: 1

= D

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s n

ot

me

et

dis

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2 =

Me

ets

dis

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ne

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s

3 =

Ex

ce

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s d

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ict

ne

ed

s

STUDENT NEEDS

1. Does the material present the content in multiple ways to promote student understanding of the standards?

a. Instructional material provides multiple opportunities for students to engage in scientific inquiry.

b. Instructional material includes opportunities for students to receive direct instruction and guided practice.

c. Instructional material includes activities/tools for the development of academic vocabulary.

Comments:

2. Do the activities and investigations promote student understanding of the standards?

a. Activities and investigations are directly aligned with the standards.

b. Activities and investigations build on prior learning.

c. Activities and investigations form a basis for subsequent learning.

d. Activities and investigations promote higher order thinking.

e. Activities and investigations include progress monitoring and summative assessments requiring students to demonstrate mastery of the standard(s).

Comments:


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3. Does your school have adequate materials to support the activities and

strategies presented?

a. Materials are easily accessible (for example, home and/or school) and support the activities and instructional strategies presented.

b. Materials needed are appropriate for the grade level(s) targeted.

Comments:

4. Are there sufficient instructional strategies and resources to meet the identified needs of all of your students (for example, diverse learners and struggling

students)?

a. Instructional strategies and resources provide effective and equitable opportunities for English Learners.

b. Instructional strategies and resources provide multiple entry points for students with limited reading or comprehension skills.

c. Instructional strategies and resources include accommodations for students with disabilities in order to address their Individualized

Education Program (IEP).

d. Instructional strategies and resources include “extended activities” to reinforce/enrich the learning for all students.

e. Instructional strategies and resources include activities that are engaging and relevant to students’ lives.

f. There are ample materials for independent study and review. g. Resources include useful conceptually organized concept maps

and/or curriculum guides.

Comments:

TEACHER NEEDS

1. Is there support to help teachers identify unit design and instructional strategies for content development and student mastery of concepts?

a. Standards are designated within the instructional unit.

b. Specific outcomes and goals are stated within the instructional unit.

c. Appropriate progress monitoring assessment and summative assessments are included within the instructional unit.

d. A sufficient number of appropriate activities that support student mastery of the learning objectives are included within the instructional unit.

e. Clear, concise daily lesson plans, with appropriate pacing, are included within the instructional unit.


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f. A wide range of research-based differentiated instructional strategies is included within the instructional unit.

g. A wide range of recommended instructional strategies for student intervention are included within the instructional unit.

h. Research-based instructional strategies for the development of academic language are included within the instructional unit (for example, Analogy Graphic Organizer, Concept Wheel, Semantic Word Map, and so forth).

Comments:

2. Does the material provide time options and pacing guides for instruction?

a. Material included in each instructional unit contains an appropriate pacing guide that allows for student mastery of the standards.

b. Ancillary teaching materials contain appropriate, alternative pacing guides that accommodate limited instructional time.

c. Materials offer suggestions for prioritizing standards when time to teach science is limited.

Comments:

3. Does the teacher’s edition offer sufficient suggestions for presenting the material successfully to all learners?

a. Ancillary teaching materials contain numerous research-based instructional strategies for universal access to accommodate a diverse student population (for example, English Learners, Advanced Learners/Gifted and Talented Students, Students with Disabilities, and so forth).

b. Ancillary teaching materials contain numerous strategies for integrating other content disciplines (for example, English/Language Arts, Mathematics) into the instructional units.

Comments:

LESSON DESIGN AND INSTRUCTIONAL STRATEGIES COMPONENT TOTAL SCORE:

(Circle 1, 2, or 3)

0-30=

1 31-60=

2 61-90=

3

Lesson Design and Instructional Strategies Summary Statement:

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Resources and Intervention What Do You Do If Students Don’t “Get It?”

The goal of this section is to examine the Resources and Intervention strategies available for teachers to use when students fail to master the standards within the context of an instructional unit and recommended pacing plan.

Stage 2, Table E

Essential Component: RESOURCES and INTERVENTION

BASED ON DISTRICT/SCHOOL NEEDS: 1

= D

oe

s n

ot

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dis

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2 =

Me

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3 =

Ex

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d

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s

1. What help is provided to identify specific errors and misconceptions in student learning?

a. Resources that help teachers identify and clarify common misunderstandings for each standard are included.

b. The assessments provide a means for teacher to identify errors and misconceptions in student learning.

c. Resources are included to help teachers clarify exactly what part of each standard students do and do not understand.

Comments:

2. What help is provided to identify the underlying reasons for student errors and misunderstandings?

a. Resources to help teachers distinguish between English Learner issues and content issues are provided.

b. Resources to help teachers distinguish between academic language deficiencies and content issues are included.

c. Strategies to help identify difficulties with written text material, for example, reading comprehension, is provided.

d. Resources to help teachers identify student needs in science process skills are included.

Comments:


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3. What resources/instructional strategies are provided for teachers to assist students who have not achieved content mastery?

a. Help is provided for connecting specific misunderstandings with appropriate re-teaching strategies.

b. Numerous suggestions are included for alternative strategies to assist all types of learners with content mastery (for example, re-grouping, universal access, additional time, and so forth).

c. Strategies for helping all students who struggle with written text material are provided.

d. Strategies for moving students forward on new grade level standards while, at the same time, providing remediation for any student misunderstandings of previously assessed material are provided.

Comments:

4. What staff development is needed for teachers to learn the strategies necessary to insure all students reach proficiency?

a. The publisher provides charts that specify the time and costs of staff development services available to prepare teachers to fully implement this science program.

b. This program requires minimal staff development for teachers to use it successfully with all students, including English Learners and Students with Disabilities.

Comments:

5. What technology-based resources are offered to support student mastery of the standards?

a. The instructional materials include technology-based resources to help students master the standards.

b. The instructional materials provide appropriate use of audio-visual, multimedia, and information technology resources.

c. The hardware requirements for publisher software are compatible with current district hardware (and future purchases identified in the District Technology Plan).

d. The publisher offers staff development support to insure the successful implementation of all technology-based strategies.

Comments:

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6. What resources are available to help teachers involve parents?

a. The program contains strategies for informing parents and guardians about the science program.

b. The program contains suggestions about how parents and guardians can help support student achievement.

c. There are materials in languages in addition to English that support parent involvement.

Comments:

RESOURCES AND INTERVENTION COMPONENT TOTAL SCORE:

(Circle 1, 2, or 3) 0-20=

1 21-40=

2 41-60=

3

Resources and Intervention Summary Statement:

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Summarizing the Data Which Instructional Material Best Meets District Needs?

The goal of this section is to summarize the review of the instructional materials based on the Essential Components. Based on this summary, the committee will be able to prioritize the various publishers’ programs and make an informed decision based on identified district needs. The committee will complete Stage 3, Table A or B using the following steps: (Note: If the committee is

structured in grade level teams, use Stage 3, Table A. Complete a Stage 3, Table A for each grade level.

If the committee represents all grade levels, use Stage 3, Table B. Complete a Stage 3, Table B for each

publisher. These tables will help the committee summarize and analyze the data collected from the

Essential Components tables in two different ways.)

1. Transfer the Rubric Score and Summary Statement for each Essential Component for each

publisher reviewed to Stage 3, Table A or B. 2. Determine an Assigned Weight of 1, 2, 3, or 4 for each of the Essential Components based on

the district lens. For example, if assessment is the district’s greatest priority, the committee would use an assigned weight of 4 for the assessment component.

3. Multiply the Rubric Score times the Assigned Weight to get the Weighted Score. 4. Add the Weighted Scores to get the Total Weighted Score for each Essential Component.

The committee will complete the following steps for Stage 3, Table C: 5. Review the Summary Statements and numerical data from Stage 3, Tables A or B to discuss

the merits of each publisher’s instructional material. 6. Rank the various publishers’ instructional materials in Stage 3, Table C, based on the committee’s

discussion of the summary statements and numerical data.

The top priority listed in Stage 3, Table C represents the committee’s adoption recommendation.


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ToolKit Resources

49

Glossary of Terms Academic Vocabulary Development

Language used in formal contexts for academic subjects. It is language that is connected to literacy and academics including the use of technical and academic terms.

Academic Performance Index (API)

State legislation established the Academic Performance Index (API), which summarizes a school's academic performance and progress on statewide assessments.

The API is used also as an additional indicator for federal Adequate Yearly Progress (AYP) requirements.

Academic Yearly Performance (AYP)

The federal No Child Left Behind (NCLB) Act of 2001 requires all schools and districts to measure academic success according to how well the school and district meets common performance targets. This determines whether or not each public school and LEA is making Adequate Yearly Progress (AYP).

Assessment

An orderly process of gathering, analyzing, interpreting and reporting student performance.

Benchmark

A common goal all students should reach. A common performance task using identical protocols that are given to groups of students for comparative purposes.

Blueprints

Test blueprints indicate the number of questions per standard and the percentage of questions per strand assessed on the California Standards Tests (CSTs).

Cognitive skills

Cognitive skills are any mental skills that are used in the process of acquiring knowledge; these skills include reasoning, perception, and intuition. Any effort on the part of the teacher or the instructional materials to help students process information in meaningful ways and become independent learners.

Concept Maps

A technique for representing knowledge in graphs.


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Curriculum Mapping

A procedure for collecting data referenced directly to the calendar about the operational curriculum in a school or district.

Curriculum Guides

Guides for curriculum connecting state standards to classroom instruction.

Differentiated Instruction

Differentiated Instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted to individual and diverse students. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process.

Direct Instruction

Refers to a skills-oriented, highly scripted method for teaching that emphasizes the use of small group, face-to-face instruction by teachers and aides, using carefully articulated lessons in which cognitive skills are broken down into small units.

Disaggregated Data

Disaggregated data means looking at test scores by specific subgroups of students. Patterns and trends and other important information are uncovered by viewing disaggregated data.

District Profile

Data gathered by a school district showing information about teacher and learner needs, state testing, resources and materials unique to that district.

English Learners

Students who are learning English as a second or additional language.

Entry-Level Assessment

Assessment measuring the extent of students’ existing knowledge and skills; helps teachers determine the content that needs to be reviewed.

Evaluation

The process of judging achievement and growth of student learning by interpreting assessment data.

Extended Activities

Learning activities that extend beyond the lesson.

Guided Practice

Teacher supports the practice of a new concept with students. Part of the direct instruction model.


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Individualized Education Program (IEP)

An Individualized Education Program (IEP) describes the special education and related services specifically designed to meet the unique educational needs of a student with a disability.

Inquiry

Process of gaining information through questioning techniques and use of a variety of instructional methods (such as, hands-on exploration, investigation, experimentation).

Intervention

Stepping in to prevent failure in student academic progress.

Misconceptions

Beliefs of students based on incorrect understanding or knowledge of science concepts.

Multiple Measures

Different types of assessments, for example, informal observations, portfolios, science notebooks, student tests, end-of-unit tests, labs.

Pacing Guides

Recommended time frames for instructional delivery.

Pedagogy

The art or science of teaching. The discipline that focuses on how to structure material for promoting the learning of students.

Progress Monitoring Assessment

Strategies and tools to assess students in various ways during a specific unit while students are doing a variety of activities.

Student monitoring system:

Any point during the unit a teacher will have fairly accurate information as to the level of knowledge, skills, and achievement for each student.

Assessment measuring the extent to which students have mastered (or are mastering) science content sufficiently to move forward in the logical progression of instruction.

Remediation Strategies

Instruction that is designed to correct an area of deficiency for a student.

Scaffolding

Adult/teacher support for learning and student performance of instructional tasks. Scaffolding can be removed, as learners are able to demonstrate behaviors on their own.


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Science Content Standards for California Public Schools, Kindergarten through Grade 12

Represents the science content and skills students are expected to know, understand, and be able to do in grade levels K-12.

Science Framework for California Public Schools, Kindergarten through Grade 12

The Science Framework is the blueprint for science curriculum, instruction, professional preparation and development, assessment, and instructional materials in California. The framework outlines the implementation of the Science Content Standards and connects the learning of science with the fundamental skills of reading, writing, and mathematics. It provides guidance for science instruction in elementary, middle, and high schools.

Scope and Sequence

Documents that provide guidance on how the essential understandings, knowledge, skills, processes and standards may be introduced to students in a logical, sequential, and meaningful manner.

Skills

The observable/ measurable cognitive processes. Listed as action verbs. Includes personalized descriptors, such as, compare and contrast.

Stakeholder

Any persons or organizations that have a vested interest in the educational system.


Students evaluated according to state and federal regulations as having mental retardation, a hearing impairment (including deafness), a speech or language impairment, a visual impairment (including blindness), an emotional disturbance, an orthopedic impairment, autism, traumatic brain injury, an other health impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and who needs special education and related services.

Summative Assessment

The final collection, analysis and reporting of information about student achievement at the end of a given time frame.

Teacher Ancillaries

Extra resource materials that support state-adopted textbook programs.

Universal Access

Differentiated instruction meeting the needs of all learners through instruction delivered individually or in small group settings. Strategies proven through research to be effective.


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Facilitator’s Guide to the Science Adoption Toolkit

Your role as facilitator is to guide the process of matching district needs with state-adopted instructional materials. The first part of this process is to develop a clear picture of district needs. Creating this “district lens” is essential to the process. Therefore, as facilitator, you will need to understand thoroughly Stage 1, Developing a Lens, pages 10-26. Stage Two of this process is to find the instructional material that best meets the identified needs, pages 27-45.

Advance Preparation

1. Become thoroughly familiar with the Science Adoption Toolkit. We encourage you to attend a facilitator training if possible. During your review of the document, these sections are important to provide you with a good overview of the process.

• Introduction, pages 6-9 • Table of Contents, page 4 • Graphic 1A and 1B, pages 10-11

2. Review the following tools which have been provided to help you design your training.

• Facilitator’s Guide, pages 53-59 • Appendix pages 61-66 • PowerPoint

3. Establish a timeline that will complete the process by desired deadline. Here are some matters to

consider before establishing your timeline:

• When does the district board need the recommendation? • How much time will the process require? • How will you structure release time? • Refer to http://www.cde.ca.gov/ci/cr/cf/timeline05to08adoptions.asp for information on the

California Department of Education’s timeline for the adoption of science materials. 4. Identify and gather the state adopted publisher materials you will be utilizing for the review.

Things to consider:

Which materials have been identified?

• A full set of the publishers program materials including teacher’s manual, student text and all ancillary resources will be needed.

• An inventory list of each program to ensure you have received all the components.

How will you acquire the materials?

• Materials are available at your regional LRDC (for a list of LRDC locations, go to www.cde.ca.gov/ci/cr/cf/lrdc.asp ) or they can be ordered from the publisher directly.


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5. Collect district data that will be used in each step of the evaluation process to ensure a match of

the publisher materials with the district needs. The success of this process depends on gathering the required district data. The following are data sources that should be considered:

• Student assessment data • Student demographic data • Teacher data (experience, credential type and years in present assignment) • School configuration data • Science resource data • Equipment • Local resources • District science curriculum guidelines • Pacing guides • Curriculum maps

It is important to have the data organized so that it is easy to find and in an order that matches the organization of the District Lens found in Stage One of the toolkit. Use the tables on pages 13-25 of the toolkit to assist you.

6. Arrange workshop logistics including:

• conference room and equipment • reproduction of handouts • workshop supplies including Science Frameworks, CST blueprints and released

test items for the committee

7. Identify, recruit and convene the committee that will serve throughout this process. This should be done in collaboration with district leadership. Ideas to consider when convening the committee:

Who will be on the committee?

• Districts are encouraged to include a variety of stakeholders to actively participate in the selection process. Along with teachers, members might include parents, community members, students, higher education faculty and members of the school board.

• At the initial committee meeting, the first step is to provide an overview of the Toolkit Process and confirm timeline for completion.

Will you use grade level or course grouping?

• Grade level groups consist primarily of teachers who represent a grade level or course. Suggest at least 3 - 4 representatives per grade level/course depending on size of district/school. It is suggested that teachers with expertise in English learners, special education, advanced learner programs, elementary science specialists and reading and/or math teachers and/or coaches be represented in the grade level/course groups. Not all members of the grade level/course groups may serve on the Selection Committee (due to size).

8. Distribute any handouts or materials to the committee you are planning on using for Stage 1.


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Stage 1 - Developing the District Lens

Materials needed:

Science Frameworks, CST test blueprints, released test items, previously collected district data, chart paper/overheads etc.

The District Lens provides a focus for the district selection committee to examine the publishers’ materials. You will use the district data gathered earlier to develop this profile. Ideas to consider before developing the lens:

1. Are committee members familiar with the state expectations for science instruction?

If not, you will need to review the Science Standards and Framework (I. Science Standards and Framework Review, Appendix, pg. 61), blueprints and released test items before completing this section.

2. Are committee members familiar with the district expectations for science instruction?

Make sure the district is prepared to convey this information to the committee. If the district has not already defined this through curriculum maps or pacing guides the district will need to decide how best to articulate this to the committee.

3. The District Profile will use district-generated data to provide information about:

• What learning configurations are present within the district? • What specific learner needs are apparent? • What unique teacher needs exist? • What is the state testing information for science? • What equipment needs will improve science education? • What special local resources exist?

Have the committee analyze the district data and complete the tables in the toolkit (pages 26-27). Since you reference the District Lens frequently during the review process, it may be helpful to summarize the key findings on an overhead or chart paper.

Stage 2 - Matching District Needs with Instructional Materials-

Preliminary Inventory Materials Needed:

A full set of the materials are available from the publisher, including a teacher’s edition, a student’s edition, investigation kits, and all ancillary materials as well as the publisher’s inventory list.

Ideas to consider before conducting the Preliminary Inventory:

1. Are you going to have individual reviewers or teams of reviewers complete the inventory?


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Some facilitators will want teams to review while others will want individuals to complete the inventory in an effort to save time.

2. To what degree do you want the reviewers to inventory the materials based on the district needs as

defined by the district profile?

Some facilitators will want the reviewers to just get a quick snapshot of the materials and not focus on the district needs. Others may want a focus on district needs during the preliminary review. If you choose to focus on the district needs, boxes are provided in the left hand column to check off those components that are aligned to the identified needs of the district.

3. At the end of the inventory, will you continue with the full review or eliminate some material

based on the outcomes of the inventory?

To gain a comprehensive understanding of how this material will support the district’s science program, a full review of each component will be necessary. However, if the preliminary inventory indicates a large mismatch between the district’s needs and the instructional material, the district may want to eliminate that material from any further review. Be sure you have consensus from the committee about eliminating materials from further review if a mismatch occurs in priority areas.

4. How will the reviewers report their final results of the inventory?

Some facilitators will want a full group discussion while others will want the reviewers to submit in a report. If a full discussion is desired, a review and discussion of the unique needs and how these materials will address those needs is suggested. If a paper review is desired, then the report should include their final thoughts and impressions and any special considerations you may want to return to during the full review.

Directions for facilitating the Preliminary Inventory:

As the facilitator, you should be thoroughly familiar with the materials before conducting the preliminary inventory.

1. Distribute the materials and inventory list to your reviewers. 2. Discuss the extent you want the district needs to be considered in the inventory. 3. Determine if materials will be eliminated if a mismatch occurs. 4. Determine the time allotment for the activity. 5. Complete the activity. 6. Conduct the final analysis of the preliminary inventory.


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Stage 2 - Matching District Needs with Instructional Materials-

Essential Components of the Instructional Materials: Content, Assessment, Lesson Design and Instructional Strategies, and Resources and Interventions

Materials Needed:

Items listed previously, copy(ies) of the Science Framework, summary of the district profile and if you plan to review the technology components, you should arrange to have the appropriate equipment available. Generalized questions have been posed for each of the following essential components:

a. Stage 2, Table B- Science Content, pages 32-34 b. Stage 2, Table C- Assessment, pages 35-37 c. Stage 2, Table D- Lesson Design and Instructional Strategies, pages 38-40 d. Stage 2, Table E- Resources and Intervention, pages 41-43

Use these questions as a focus for examination of the instructional materials. Directions for completing the essential component reviews:

1. Review Stage 2/Tables B-E with the committee. Make sure everyone understands the questions they will be answering.

2. Review the rating criteria. 3. Complete the tables and tabulate the results.

Ideas to consider before evaluating the essential components:

1. Will committee members be reviewing individually or in groups?

Individual reviews must be compiled before you can complete the publisher review.

2. Will you review one publisher for all components or review all the publishers in one component

area?

Reviewing all publishers in one component area takes more space to accommodate the materials, but allows immediate comparisons and rating. Reviewing one publisher in all component areas requires keeping extensive notes for later comparison.

3. Why are the comments important?

Detailed comments are essential for comparing numerical totals and ratings of individual publishers for final ranking. These comments help guide the discussion at the end of the process and are useful in justifying the committee’s recommendation.


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Report Options

You may choose either hard copy or electronic data submission of instructional materials review report by each committee member.

• Hard Copy Report

If you prefer hard copies, be sure to duplicate adequate numbers of tables (data collection sheets) and directions for each section of the Toolkit. Electronic copies of the Toolkit are available from your local county office of education and can also be downloaded from the California Science Teachers Association Web site at http://www.cascience.org or the California County Superintendents Educational Services Association Web site at http://www.ccsesa.org.

• Electronic Report- (Equipment needed: Computer with internet and browser)

For electronic data submissions, go to the California Science Teachers Association Web site at http://www.cascience.org/toolkit. You may want to assemble the committee in a computer lab that is Internet-accessible. As facilitator, you will first need to register your district and receive an online code. This code will provide confidentiality for your district data. Once your district data is entered online, you can provide the URL site and district code to each committee member, instructing them to register and then proceed with data entry for each publisher. The online interactive data collection program will systematically walk a reviewer (committee member) through the instructional material review and data collection process.

Once all committee members have entered review data for publishers being reviewed, as facilitator you can log in with your district code and request (print out) a summary compilation report of all data.

Stage 3- Making An Adoption Recommendation: Summarizing the Data

Materials needed:

Completed component tables for each publisher, overhead, chart paper or data projector with blank Stage 3 tables (Tables A and B), calculators, and summary of district lens.

Ideas to consider in summarizing the data:

1. Why would we want to “weight” the scores?

Depending on the district lens, one (or more) of the component areas may be a higher priority for student achievement.

2. Why are the summary statements important?

These statements will facilitate discussion of the relative strengths and weakness of the publishers. They are also used to support the committee’s recommendation to the district in a written document.


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3. Are there other considerations outside of the toolkit process that could influence the final

recommendation?

For example, if the selection is contingent upon purchasing the entire program and the district can only afford the basics, it may compromise the effectiveness of the program.

Directions:

1. Compile the component scores on the appropriate tables. (See directions on page 44)

2. Facilitate the discussion based on the component scores and summary statements. If discrepancies surface, have grade level/course team explain their ranking and facilitate a consensus between the grade levels.

3. Refer back to the district lens to validate that your selection addresses the identified needs of the district to ensure the material that most closely aligns to district need is being recommended.

4. Prioritize the publishers based on your evaluation. Record your rankings in table C.

Final Considerations:

1. Some districts will require a formal document stating the process and final criteria for the recommended selection. Use the summary statements to justify your selection always keeping the identified district needs in mind.

2. Check with the publisher or LRDC for proper return procedures of the instructional materials.

3. Conduct an evaluation of this instructional materials selection process.

Opportunities for Follow up:

1. Recommend a review of the Williams settlement requirements to ensure compliance prior to ordering.

2. Collaborate with the district in the creation of a professional development plan

that would support teachers with standards and the new adoption.


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Appendix

61

I. Science Standards and Framework Review

Curriculum mapping is a critical first step in understanding the depth and breadth of knowledge and skills reflected in the science standards. It provides a clear “road map” for an effective review and selection of instructional materials. The following is a process that can be used to help the committee gain a thorough understanding of each standard at a grade level.

Task Comments 1. What does the Framework tell me about a particular standard?

Select a standard. The lettered statements are the standards.

2. What academic vocabulary is suggested in the Framework?

Identify the nouns with one color of highlighter, and the verbs in a different color.

Nouns and verbs are often important vocabulary words, for example, photosynthesis, plate tectonics, respire, evaporate.

3. What major concepts are developed in the Framework?

Identify the main concepts developed in the Framework.

Concepts relate to the “bigger picture,” “enduring understandings,” or relationships between ideas; for example, living things have structures related to the functions they perform. Facts are definitions in isolation and may appear disconnected; for example, insects have six legs.

4. What cognitive and process skills are suggested in the Framework?

Identify specific action verbs to determine what students should know and be able to do.

Action verbs, such as define, design, conduct, pose, predict, contrast, and explain, may be found in the narrative under each standard and often clarify what “know” means.

Adapted from Ainsworth, Larry. Unwrapping the Standards. Advanced Learning Press. Englewood, Co., 2003.

Additional Source- Science Framework for California Public Schools, Kindergarten Through Grade Twelve. Sacramento,

CA: California Department of Education, 2003.


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II A. Directions for Student Survey - Science Adoption

Teachers:

1. Lay out publisher’s materials, one set at a time. 2. Have students work in small groups (3 or 4). 3. Go over directions and survey questions with the students. 4. Demonstrate how to browse through material with an objective in mind. 5. Demonstrate the group discussion, or Grand Conversation, method of discussion where

students take turns discussing the book, and answering the questions about the book. 6. When you feel comfortable with their ability to review and discuss the materials, then let them

work on their own. 7. Make sure every student has a response to his or her questions. Allow approximately 20-45 minutes for this task, depending on the amount of material students will be reviewing.

Source- Dos Palos-Oro Loma Unified School District

Strategies Adapted from Baldrige in Education Quality Center


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II B. Student Survey - Instructional Materials Review

Directions: Look through the student science book. Review two entire lessons. As you go through each lesson, answer the questions below.

1. Could you find the California State Standard for the lesson you were reviewing?

2. Could you understand the California State Standard as it was written in the student book?

3. Were there pictures, graphs, or diagrams?

4. If there were pictures, graphs, or diagrams, were they helpful?

5. Was the book a “Just Right Book?” (Rate whether it was too easy, just right, or too difficult).

6. Rate the lesson on a scale from 1 to 5. 1=not very good, 2=just okay, 3=good, 4=really good, 5=excellent.

7. Retell three important facts from the lesson to a buddy. Was this easy to do?

Skim through and review the entire book with a buddy. Do your best to determine how helpful the book would be to teach you about science.

1. Rate the book on a scale from 1 to 5. 1=not very good, 2=just okay, 3=good, 4=really good, 5=excellent.

2. Retell three important facts from the lesson to a buddy. Was this easy to do?

3. Describe what you liked about the book.

4. Describe what you didn’t like about the book.

Source- Dos Palos-Oro Loma Unified School District Strategies Adapted from Baldrige in Education Quality Center


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III. Content Cluster Assessment Data Profile

Grade Level Worksheet: ONE worksheet required per grade level (or course) team.

Year: _____ Grade level/Course: _____ Assessment: ___________

Avg. % Correct Statewide/District/School (circle one)


No. of

Questions

All

Minimally

Proficient

Minimally

Advanced



No. of

Questions

All

Minimally

Proficient

Minimally

Advanced



No. of

Questions

All

Minimally

Proficient

Minimally

Advanced



No. of

Questions

All

Minimally

Proficient

Minimally

Advanced


Based on the collected data, complete the following questions concerning state and district assessment data.

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IV. Web-Based Resources

Selected Education Code Sections Related to Instructional Materials

http://score.rims,k12.ca.us/standards/im/hs/pdf_files/Sel_EdCode_IM.pdf

California Department of Education Resources

List of Adopted Programs K-8

http://www.cde.ca.gov/pd/ca/sc/ Price Lists of K-8 Adopted Instructional Materials

http://www.cde.ca.gov/pd/ca/sc/ Evaluation Criteria for 2006 Adoption of Instructional Materials K-8

http://www.cde.ca.gov/ci/sc/cf/documents/scicriteria04.pdf Standards for Evaluating Instructional Materials for Social Content

http://www.cde.ca.gov/ci/cr/cf/documents/socialcontent.pdf Social & Legal Compliance Chart

http://score.rims.k12.ca.us/standards/im/hs/pdf_files/Soc_Legal_Comp_Chart.pdf Guidelines for Piloting Textbooks and Instructional Materials

http://www.cde.ca.gov/ci/cr/cf/documents/imguide.pdf Instructional Materials Marketing Practices

http://www.cde.ca.gov/ci/cr/cf/mrktpracticeleas.asp

Funding Information for Instructional Material Purchase

Instructional Materials Funding Realignment Program (IMFRP)

http://www.cde.ca.gov/ci/cr/cf/imfrpintro.asp IMFRP General Provisions

http://www.cde.ca.gov/ci/cr/cf/funding.asp Funding for Instructional and Library Materials

http://www.cde.ca.gov/ci/cr/cf/funding.asp IMFRP Frequently Asked Questions

http://www.cde.ca.gov/ci/cr/cf/imfrpfaq.asp



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Schedule for Curriculum Framework Development and Adoption of K-8 Instructional Materials

http://www.cde.ca.gov/ci/cr/cf/documents/fwadoptschedule.doc Science Standards Maps (K-8)

http://www.cde.ca.gov/ci/sc/cf/

Grades 9-12 Standards Map Templates

http://www.cde.ca.gov/ci/sc/cf/

Williams Settlement Legislation- Instructional Materials FAQs

http://www.cde.ca.gov/ci/cr/cf/williamsfaq.asp

Learning Resource Display Centers

http://www.cde.ca.gov/ci/cr/cf/lrdc.asp

Science Adoption Toolkit- Electronic PDF

http://www.cascience.org

http://www.ccsesa.org

Science Adoption Toolkit- Electronic Reporting

http://www.cascience.org/toolkit

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