K-5 Literacy Field Study and Adoption:

Where We’ve Been and Where We Are Headed

What led to the decision to adoptnew materials?

DataClassroom ObservationsDistrict-wide Materials InventoryTeacher Feedback

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

Dr. Cudeiro’s classroom visits: K-5 literacy block varied greatly from classroom to classroom and school to school

Classroom Observations

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

Teacher Feedback: How to Teach

Teacher Feedback: What to teach

“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

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

Initial Review Committee

Local school district recent

adoptions

Our district’s literacy instruction history and future

goals

Reading First Recommended

Programs

Field Study and Adoption Timeline

Field Study and Adoption Timeline (Continued)

Review Committee

Parent Communication by Area

Assess both programs Review student reading data Consider teacher feedback Communicate with all stakeholders

Work of the Review Committee

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

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

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

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

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

Make a recommendation to the Instructional Materials Committee

The Last Task of the Review Committee