new reading language arts instructional materials ......speaking, reading, and writing) as well as...
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New Reading Language Arts Instructional Materials Selection | 2019-2020Board of Trustees Update | March 7, 2019
Board Briefing2
The Next Generation
Our instructional materials decisions will impact an entire generation of students
K-8 2019-20
• The State Board of Education (SBOE) gave final approval on
May 10, 2017, for the new English and Spanish language arts
and reading TEKS
• Implemented in classrooms in 2019-20
9-12 2020-21
• The State Board of Education (SBOE) gave final approval on
June 23, 2017, for the new English and Spanish language arts
and reading TEKS
• Implemented in classrooms in 2020-21
TEKS
Instructional
Materials
Dallas ISD will purchase new instructional materials for RLA/SLAR this
spring, to be used in classrooms starting in 2019-20, based on the new TEKS
Board Briefing3
The Next Generation
Our instructional materials decisions will impact an entire generation of students
These new standards, along with the instructional materials we purchase and use,
will impact an entire generation of students.
2019-20
Kindergartner
2028-29
9th Grader
These TEKS, and materials, will be in place for 10 years.
Board Briefing4
The Dallas ISD Context
We must ensure the new standards and instructional materials fit within the Dallas ISD approach.
We will ensure that our implementation of the new standards and
instructional materials fits within the…A shared Dallas ISD understanding of curriculum
Literacy/Social Studies Framework Dallas ISD Curriculum
Board Briefing5
Moving To Digital
How can we best support students in an unknown, digital future?
We must progress more of our students’ experience
to a digital environment. The district’s Long Range
Master Plan and Learning by Design framework lay
out this vision.
Sample GradesProgression to Majority Digital Experience
19-20 20-21 21-22 22-23 23-24 24-25 25-26 26-27 27-28 28-29
Kindergarten
4th Grade
8th Grade
We will continually evolve our instructional approach as the digital learning
environment become the norm.
Board Briefing6
New Standards
How different are they? What will have to change in our instruction based on it?
Strands contain the four
domains of language (listening,
speaking, reading, and writing)
as well as thinking
Reading genres include literary,
informational, persuasive, argumentative,
multimodal and digital texts
New composition genres that include
argumentative, informational and
correspondence
Integration and expansion of Figure 19 into each grade level and course in the comprehension strand
Organization from 6 to 7
Strands (Foundational
Language, Comprehension,
Response, Multiple Genres,
Author’s Purpose and Craft,
Composition, Inquiry and
Research)
Substrands have unique
knowledge and skills statements
and organize students into
related categories expectations
within a strand.
GE
NR
ES
TR
AN
DS
F. 1
9
Board Briefing7
Implications for Instruction | Instructional Routines
Based on new TEKS, what are key changes to instruction and the resources needed to support that?
Reading
Word
WorkWriting
Mini Lesson
Think Alouds
Shared Reading
Guided Reading
Strategy Lessons
Close Reading
Independent Reading
Literacy Stations
Blo
ck
Co
mp
on
en
t
Ins
tru
cti
on
al
Ro
uti
ne
Word Sort
Elkonin Boxes
Frayer Model
Word Wall
Grammar
Phonics
Morphology
Vocabulary
Spelling
Mini Lesson
Mentor Text
Instruction
Shared Writing
Guided Writing
Independent Writing
The curriculum ties these instructional routines to the materials and TEKS.
Board Briefing8
Selection Process for New Instructional Materials
Districtwide communication campaign
Roadshow Held five sessions, covering each network, to discuss new TEKS
Viewings Three week viewing window along with videos for each option
CIMAT Each campus team could make a recommedation
Teacher Vote All current K-8 RLA/SLAR teachers could vote
DIMAT District committee makes recommendation
Board Briefing9
Selection Process Stats
Districtwide communication campaign
Roadshow
Five sessions held in December
and January
Every School Leadership
Network had representation
200+ people attend
Viewings
Three week in-person viewing
window
Viewings at Principal Meetings,
CILT, CIC and Six Week At a
Glance sessions in February
Videos released detailing each
package option
Nearly 1,000 people viewed in
person; nearly 2,500 web views
Board Briefing10
Selection Process Stats
Districtwide communication campaign
CIMAT DIMAT
Each campus could create a
team to review and discuss the
materials and then submit a
campus recommendation
Each team could include
additional interested parties
(e.g., Librarians, Special Ed
teachers, parents)
98% of campuses formed a
team
80% of campuses submitted a
recommendation
Districtwide team formed
comprised of majority teachers
Team created rubric to guide
selection process
Team certified teacher votes
and campus recommendations
Team made a final, unanimous
recommendation
Board Briefing11
Selection Process | Rubric Summary
Rubric covered four broad themes
1
2
3
4
Alignment with standards (TEKS and ELPS)
Quality and variety of texts (in English and Spanish)
Small group instruction resources (Elementary)
Developing and sustaining foundational literacy skills
Board Briefing12
Selection Process Stats | Core Package
Districtwide communication campaign
48%
30%
22%
Choice 1 Choice 2 Choice 3
Elementary Results Middle School Results
Teacher Vote
44%
36%
20%
Choice 1 Choice 2 Choice 3
Notes: 1. 43% of eligible elementary teachers voted; 33% of eligible middle school teachers voted; 41% overall. 3. Results above
represented verified, votes. Two middle school votes were discarded and 43 elementary votes were discarded. 4. overall participation
ranks high compared to previous adoptions.
N=1329 N=192
Board Briefing13
Selection Process Stats | Phonics Programs
Districtwide communication campaign
43%
26%
17%
11%
3%
Choice 5
Choice 2
Choice 1 Choice 3
Choice 4
English Phonics Results Spanish Phonics Results
Teacher Vote
34%
26%
20%
20%
Choice 4
Choice 1
Choice 2
Choice 3
Notes: 1. Gen Ed teachers go to vote for the English program and Dual teachers got to vote for both. 2. Dual language classrooms will
receive both he English and Spanish programs.
N=1329 N=889
Board Briefing14
Key Milestones Timeline
Creating a high-quality, aligned Dallas ISD curriculum with new TEKS and instructional materials
Closed Review
DIMAT Mtg
Curriculum Writing
Integration
Teacher & Leader
training on new
TEKS & curriculum
Curriculum Writing
Camp
New TEKS &
materials
launch
Teacher & Leader training
on new TEKS &
curriculum
June July August
Network
Sessions
Open Review
DIMAT Mtgs
Dec. January February March April May
Curriculum Writing
Integration
Board Vote
Board Briefing
Appendix
15
AGENDA
Board Briefing16
Literacy & Social Studies Framework | Updated Fall 2017
Framework provides more clear approach to instruction, anchored in gradual release.
Demonstrates required conceptual
relationship between reading &
writing
Grounded in gradual release
Supports grade-level & content-
based instructional strategies
Embeds language, literacy &
social studies together
Board Briefing
The Dallas ISD curriculum sets intentional
expectations for an equitable teaching
and authentic learning process that:
• are standards- and skill-based;
• support and scaffold for all students;
and
• are measurable by multiple pathways.
Specifically, the curriculum is a
framework that includes:
• A scope & sequence
• Engaging strategies
• Exemplars & models
• Interventions & extensions
• Resources
17
Dallas ISD Literacy & Social Studies Curriculum
A shared Dallas ISD understanding of curriculum
CURRICULUM DEFINITION CURRICULUM
The curriculum will be updated to embed the new materials and TEKS.
Board Briefing18
Selection Process Stats
Districtwide communication campaign
DIMAT
Board Briefing19
Selection Process | Rubric Part 1
Rubric covered four broad themes
Board Briefing20
Selection Process | Rubric Part 2
Rubric covered four broad themes