CCoobbbb CCoouunnttyy SScchhooooll DDiissttrriicctt KK--88 LLaanngguuaaggee AArrttss aanndd RReeaaddiinngg TTeexxttbbooookk AAddooppttiioonn 22000033 Section I: Introduction Philosophy and Principles Cobb County School District PHILOSOPHY and PRINCIPLES LANGUAGE ARTS PROGRAM K-8 Literacy is fundamental to the development of learning. Ideas and messages are conveyed through listening, speaking, observing, reading, writing, thinking, and viewing. Therefore, we believe a language arts program must: Challenge and motivate students to become proficient readers, writers, listeners, speakers, observers, thinkers and viewers. Provide an in-depth, research-based curriculum that explores and connects to our diverse world through the rigorous application of knowledge. Prepare students to enjoy and appreciate the richness and power of language. We agree to the following principles to guide decisions regarding language arts instruction. (cid:131) The primary focus of grades K-2 is learning to read. Therefore, the system’s energies and resources must be maximized for the K-2 years. (cid:131) The primary focus of grades 3-8 is reading to learn and writing to communicate. Therefore, reading and writing must be utilized as a tool for learning in all 3-8 content areas. (cid:131) Schools must provide a balanced language arts program that promotes student engagement. (cid:131) Instruction and assessment must reflect the language competencies expected in society, needed in the workplace, and necessary for personal fulfillment. (cid:131) Teachers must provide rigorous instruction based on diagnostic assessments of student strengths and weaknesses as readers and writers. (cid:131) Schools must provide immediate intervention for non-readers, struggling readers, and readers whose first language is not English. (cid:131) Students must have access to a variety of instructional materials and technological/informational resources. (cid:131) Schools must encourage learning by offering a relevant curriculum to a culturally diverse population while developing understanding of and respect for all people. (cid:131) An effective language arts program is contingent upon extensive, continuous teacher training and opportunities for collaboration and reflection. (cid:131) The community and home are encouraged to recognize their roll in cooperating with school to promote a literate America. (cid:131) Students must recognize the need to read outside of school. Parents will encourage reading in the home. 1 Section I: Introduction Current Trends & Issues Current Trends and Issues in Language Arts and Reading K-12 Prepared by Terry Floyd, Supervisor K-5 Language Arts/Reading Kathy Annis, Supervisor 6-8 Language Arts/Reading Stella Ross, Supervisor 9-12 Language Arts/Reading The “reading wars” continue into the 21st century with the debate between two camps: phonics as the basis for learning to read and whole language and literature based teaching of reading. The reality, as supported by research used by the National Reading Panel, is that both approaches work together to form a balanced approach to teaching reading in the elementary grades. Recently, concern from the national level regarding poor reading performance led Congress to ask the director of the National Institute of Child Health and Human Development (NICHD) to convene a national panel to assess the status of research-based knowledge on teaching children to read. The result is a report of the National Reading Panel: Teaching Children to Read; An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. This compilation of research supports reading instruction in 5 specific areas. The research concludes that one program or set of resources will not meet the expectations in all five of the critical areas for teaching reading. The National Reading Panel determined that for children to be good readers, they must be taught: (cid:131) Phonemic awareness skills (cid:131) Phonic skills (cid:131) To read fluently with accuracy, speed, and expression (cid:131) To apply reading comprehension strategies to enhance understanding and enjoyment of what they read. The International Reading Association offers several research-based position papers, which offer supports and supplements in light of the National Reading Panel. As we move forward with standards based instruction, it is important to refer to the national standards for reading and writing. In Cobb, the curriculum was written incorporating the NCTE (National Council for Teachers of English) standards and the MCREL national standards. The International Reading Association supports the following principles on which strong reading programs should be built: (cid:131) Appropriate early reading instruction based on each child’s individual needs (cid:131) Opportunities for children to develop advanced reading skills and a desire to read complex materials (cid:131) A variety of books and reading materials in every classroom (cid:131) Initial reading instruction in a child’s first language (cid:131) Help from reading specialists when a problem is detected 2 Both the National Council of the Teachers of English (NCTE) and the Association for Supervision and Curriculum Development (ASCD) support the balanced approach to teaching reading. Cobb has been following a core reading process for the past 6 years that combines both approaches into a Balanced Literacy Program that was developed from Catherine Snow’s work published in Preventing Reading Difficulties in Young Children. The National Association of Educational Progress (NAEP) provides a nation’s report card that measures what students should know and be able to do in various content areas at the 4th, 8th, and 12th grades. In language arts, NAEP measures reading with an oral reading section at grade 4. NAEP assesses students’ reading on their ability to: (cid:131) Form an initial understanding (cid:131) Develop an interpretation (cid:131) Engage in personal reflection and response (cid:131) Demonstrate a critical stance NAEP does not attempt to measure basic skills—rather the application of basic skills to critically read and comprehend. Implications of this research for middle and high school include: (cid:131) Middle school students are not ready to master the abstract concepts of grammar. However, introduction to the concepts is important. The advent of the CRCT has increased the focus on grammar in the middle school. (cid:131) A combination of approaches to vocabulary is important. Teaching vocabulary in context at some stage is crucial. (cid:131) Students need much additional practice in informational reading and writing. (cid:131) Students need additional experiences in oral communication skills. (cid:131) Students need to practice reading and writing skills across the curriculum. (cid:131) Students need to use technology in the process of learning, particularly in research and writing. (cid:131) QCC and county curriculum should be reviewed for the needs of language- delayed students. (cid:131) Students need an emphasis on grammar in the context of writing. 3 Section I: Introduction Implications of Testing Implications of Standardized Testing Elementary Standardized Testing (cid:131) As the free and reduced lunch percentage becomes greater, the trend is for the reading scores to decrease. (cid:131) We currently have 19 school wide Title I schools that struggle to show growth in reading on the standardized tests (cid:131) Only two schools remain below the 25th percentile in reading. However, that is reported as a school average and individual students are scoring below the 25th percentile and struggling to make consistent progress in reading. CRCT scores (two-year comparisons available) (cid:131) It is important to also look at criterion referenced tests (GaCRCT) and the trends established. (cid:131) At present, our 4th grade reading data indicates all schools meeting (or very close to meeting) the state basic level of competency. In all but two schools, the performance increased from 2000 to 2001. (cid:131) There is a need to enrich and enhance the curriculum for students that are performing at an acceptable level but could be advancing at a higher level. Meeting the needs of individual students remains a primary concern for the teaching of reading at the instructional level of each student. Middle School ITBS trends (cid:131) Language arts scores rose for all three grade levels for the three years 1998-2000 (cid:131) Reading scores were flat except for a rise in year 2000 for the eighth grade Stanford scores (cid:131) If comparing the NCE (average normal curve equivalent) for the 2000-2001 Stanford and the 1999-2000 ITBS is a valid comparison, the NCE was mostly lower for the Stanford in all areas CRCT scores (two-year comparisons available) (cid:131) The two-year trend for language arts indicates some improvement for both sixth and eighth grade. (cid:131) Eighth grade has had a significantly lower percentage of students than sixth grade in level one (at risk) and a higher percentage of students in the level three (exceeds expectations) for both years of test scores available. (cid:131) The topics of sentence construction, paragraph content and organization and research skills have received the lowest percentages in domain scores over both years and in both grades tested. (cid:131) QCC for listening and speaking and writing are tested little or not at all on the CRCT. (cid:131) Of the eight traditionally lowest scoring middle schools, all but one school showed significant improvements in reading and language arts in at least one of the two grade levels tested. 4 Georgia State Writing Test (cid:131) Only five percent of Cobb students were in the "Not on target" phase of the January, 2002 test. (cid:131) Almost all middle schools demonstrated improved scores. High School SAT (cid:131) While Cobb’s verbal scores are higher than the national average by seven points, the county score has dropped from 520 in 1997 to 513 in 2001. The national score has risen one point in this time period. (cid:131) Graduation Exit Exam in Writing – writing scores have remained fairly stable since 1997 fluctuating only one point from 97% to 96%. In 2001 the percentage passing dropped 4 points to 92% passing. Graduation Exit Exam in Language Arts (cid:131) County scores have remained stable since 1997 fluctuating only one point. (cid:131) In 2002, the county passing percentage was 98%, 1 point above the state average. (cid:131) In 2002, 5 high schools had 100% passing. 5 Section II: Process Overview SSEELLEECCTTIINNGG IINNSSTTRRUUCCTTIIOONNAALL MMAATTEERRIIAALLSS -- AA DDAATTAA DDRRIIVVEENN DDEECCIISSIIO ONN MMAAKKIINNGG PPRROOCCEESSSS -- Research Curric ulum Needs Assessments Focus ing Textbook/Mate rials Goals Define/Describe (good/bad) Ideal Consensus B uilding Initial Screening – QCC Topic Match In-Depth Evaluation –Ho rizontal and Vertical Traces Instructional Content /Practices – Critical Features Committee Recommendation 6 Section II: Process Timeline Cobb County School District K-8 Language Arts and Reading Textbook Adoption Timeline Curriculum alignment (winter / spring 2002) (cid:131) Selection of initial committee (cid:131) Study of trends and issues related to language arts (cid:131) Begin work with curriculum alignment (cid:131) Local schools complete a needs assessment (cid:131) Committee develops a focus to guide the work for the subject area under review (cid:131) Committee determines critical features needed in a resource Initiation of process (summer 2002) (cid:131) Statewide review at Riverside Elementary School (cid:131) Completion of curriculum alignment (cid:131) Notify purchasing (Barbara Bailey) and warehouse (Howard Siggelko) of adoption process and timeline (cid:131) Notify special education of adoption timeline, review projected needs (cid:131) Notify technology (Linda Morrell) of timeline, request a technology contact (cid:131) Review of textbook policy and possible issues Notify publishers of intent (September 2002) (cid:131) Letters of invitation for submission of sample materials sent to publishers. Sample materials sent to designated locations – Kemp Elementary and Kell High School. (cid:131) Publishers notified of technology requirements (cid:131) Invitation for one parent representative from each area to take part in the adoption process Determining needs (October 2002) (cid:131) Committee reviews local school needs assessment, focus, critical features needed in new materials (cid:131) Compare needs with currently adopted materials Committee evaluation of materials (October / December 2002) (cid:131) Evaluate sample materials for alignment with Cobb County curriculum (cid:131) Complete in-depth analysis of content and instructional practices (cid:131) Based on the analysis, narrow the selection of materials System-wide review (January – March 2003) (cid:131) Publishers notified of system-wide review (cid:131) Publishers’ representatives present a package proposal to Purchasing (cid:131) Sample materials distributed to local schools or central locations for review (cid:131) Cobb County Citizen’s Advisory Council notified of system-wide review (cid:131) Publisher presentations to committee (January 28th and February 10th-12th) (cid:131) Publishers present programs to teachers and administrators (February 12th) (cid:131) All staff provided the opportunity to evaluate materials (January 31st – March 14th) 7 System-wide review (January – March 2003) (cid:131) Staff evaluations returned to District office (cid:131) Parents invited to a formal review of the adoption process and provided an opportunity to evaluate materials (January 28th and February 10th – 12th) Committee recommendation for board adoption (February 2003) (cid:131) Staff evaluations compiled and reviewed by adoption committee (cid:131) Committee reviews packages offered by the publishing company (cid:131) Committee completes a final evaluation (cid:131) Results of the final evaluation determine materials recommended to the Board for adoption Public display of recommended materials (March - April 2003) (cid:131) Notification of public review in the Marietta Daily Journal, on Cobb County School District home page, at countywide Citizens Advisory Committee, and through local schools (cid:131) Instructional materials recommended for adoption on public display (March 17th – April 4th) at the District office, Marietta Central Library, Mableton Elementary, Belmont Hills Elementary, Murdock Elementary, Davis Elementary, Addison Elementary, Dickerson Middle, Durham Middle, Hightower Trail Middle, Lost Mountain Middle, McCleskey Middle, Palmer Middle, Pine Mountain Middle, Simpson Middle, and Tapp Middle. Recommendation presented to the Board (March - April 2003) (cid:131) Work with Purchasing and the warehouse to finalize textbook budget (cid:131) Prepare Board agenda item (cid:131) Begin textbook adoption process 9-12 Language Arts and Foreign Language Distribution of materials (May through August 2003) (cid:131) Purchase materials (cid:131) Deliver teacher’s editions (MS - May 2003) (cid:131) Initial staff development (cid:131) Deliver student texts and instructional support materials (Summer 2003) (cid:131) Vendor assists warehouse staff with screen set up Implementation of curriculum and materials (Fall, 2003) (cid:131) Implement aligned curriculum K-8 (cid:131) Implement newly adopted K-8 materials Adoption recommendations for 9-12 language arts and foreign language (Spring 2004) 8 Section II: Process Elementary Committee Members Textbook Adoption Committee Elementary Literacy Leadership Academy 2002-2003 Name School Position Aasen, Patricia TimberRidge EIP/Kindergarten Aldridge, Stephanie Varner 5th grade Ambrose, Kelly Nicholson Kindergarten Anderson, Roslyn Mableton ILT Angelle, Felicia Nicholson 1st grade Anthony, Brenda Green Acres 1st grade Arduino, Sharon Nickajack ILT Bailey, Josette Campbell High ILT Baker, Tina Compton 1st grade Barber, Suzanne Simpson 5th grade Barry, Angela East Side 1st grade Beacham, Carole Hollydale 5th grade Bearden, Barbara Rocky Mount 5th grade Bernard, Jan Addison 3rd and 4th grades Blake, Debbie Kennesaw ILT Intermediate Blevins, Carol Fair Oaks EIP/1/2 ILT Bolduc, Edith Cheatham Hill 3rd grade Bollinger, Fran Sedalia Park 4th grade Bowers, June Nicholson ILT Bozard, Jennifer Rocky Mount ILT Braswell, Margaret Powers Ferry EIP/Reading Recovery Bright, Karla Mountain View ILT Brooks, Marilyn Sope Creek ILT Brown, Cynthia Clay EIP/Test Coordinator Brown, Karen Ford Principal Brown, Kristal Clay Special Ed Lit. Specialist Brown Lila (Genie) Bryant Primary Literacy Coach Brown, Melanie Argyle 3rd grade Burkholder, Susan Varner ILT Byrd, Carolyn Cheatham Hill 4th grade Byrd, Donna Powers Ferry Reading Recovery Cain, Pamela Powder Springs Intermediate Calderara, Susan Dowell 1st grade Cancro, Kelli Austell 1st grade Cantrell, Wendy Varner EIP/Kindergarten/2nd Carl, Karen Baker 5th grade Carlson, Krissy Kemp ILT Carter, Michell Sedalia Park Kindergarten Champagne, Tracy Big Shanty EIP 9