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K-5 Literacy Field Study and Adoption:
Where We’ve Been and Where We Are Headed
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What led to the decision to adoptnew materials?
DataClassroom ObservationsDistrict-wide Materials InventoryTeacher Feedback
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Reading 3D DIBELS/TRC K-3 General Trends◦ 20-30% of our student population is struggling in the
area of phonemic awareness and phonics instruction◦ 24% of our student population is exceeding our
grade level standards in TRC
DRA 4-5 General Trends◦ A portion of our student population is struggling with
inferential thinking◦ A portion of our student population is struggling with
accuracy and fluency
K-5 Data
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Dr. Cudeiro’s classroom visits: K-5 literacy block varied greatly from classroom to classroom and school to school
Classroom Observations
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Inventory of district-wide resources revealed that overall, our schools lacked similar instructional materials to effectively teach literacy. ◦ Phonemic awareness◦ Alphabetic principle◦ Accuracy & Fluency ◦ Vocabulary◦ Comprehension
Inventory of Resources
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Teacher Feedback: How to Teach
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Teacher Feedback: What to teach
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“After so many years of teaching, I have gathered a lot of resources that are effective with my students. None of them were provided by the district. I am thrilled that the district is beginning to take literacy seriously and looking for a researched, tested approach to teaching and learning. I look forward to having sufficient common resources to meet the needs of all learners.” – First Grade Teacher
Teacher Feedback
http://myportal.bsd405.org/sites/Curriculum/literacy/Lists/K5%20Literacy%20Survey/overview.aspx
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5 Big Ideas – Reading Research Balanced Literacy Technology component that we could
integrate into our current systems Fully developed materials in Spanish Consider availability of Pre-K
Evaluation Criteria for Programs
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Initial Review Committee
Local school district recent
adoptions
Our district’s literacy instruction history and future
goals
Reading First Recommended
Programs
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Field Study and Adoption Timeline
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Field Study and Adoption Timeline (Continued)
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Review Committee
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Parent Communication by Area
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Assess both programs Review student reading data Consider teacher feedback Communicate with all stakeholders
Work of the Review Committee
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Assess both programs using a curriculum evaluation tool ◦ Dr. Marcy Stein – UW Tacoma, professor and
researcher◦ Expertise in curriculum adoption and evaluation◦ Assist in development of tool that will help us
compare and evaluate both programs
Review Committee: Assess Both Programs
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Review student data gathered during the field study
Pre and Post-Assessments
◦ K-2: DIBELS and TRCBOY - August 30 – October 1MOY - January 1 – January 31
◦ 3-5: MAPBOY – September 20 – October 7MOY – January 25 – February 18
Review Committee: Data
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Online survey through SharePoint (collected near the end of the field study)
In-person teacher testimony
Review Committee members will attend at least one field study meeting to listen to teacher discussion
Teachers will complete “Ease of Use” portion of evaluation tool
Review Committee: Teacher Feedback
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SharePoint site for field study teachers and BSD BSD site for parent community / email form for
feedback Three parent information nights Teachers share materials with parents during
curriculum night Emails to teachers and principals Open trainings on both programs during ESI Elementary Technology and Curriculum Coach
support as another avenue for communicating with teachers
Review Committee: Communication
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Facilitators propose a model for consensus◦ 60%◦ Precedent set by math adoption
Fist to Five◦ 3 or above = ready to vote
THE VOTE◦ Once all members are 3 or above a vote will occur◦ If we do not reach consensus after first vote, return
to discussion◦ Discussion continues until members are ready for
another vote◦ This process continues until consensus is reached
Review Committee: Voting and Reaching Consensus on a Program
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Make a recommendation to the Instructional Materials Committee
The Last Task of the Review Committee