Publishers

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Publishers Training for the October 23-27,
20064-10 Reading Materials Review

• OSPI
• Curriculum Instruction,
• K-12 Reading
• Phoenix Inn
• July 17, 2006
• 900 300

2
Welcome!

• Thank you for attending the OSPI Publishers
  Training today.

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OSPI Staff

• Mickey Lahmann Assistant Superintendent of
  Curriculum Instruction
• Sue Geiger K-12 Reading Administrator
• Sarah Rich Programs Manager
• Cheryl A. Young Reading Specialist
• Barbara Hargrove Assistant
• Breanne Conley Assistant

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Publishing Companies

• EMC Publishing
• Glencoe/McGraw-Hill
• Harcourt School Publishers
• Holt, Rinehart, and Winston
• Houghton Mifflin
• Macmillan McGraw-Hill
• McDougal Littell
• Pearson Prentice Hall
• Pearson Scott Foresman
• SRA/McGraw-Hill

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Purpose of 4-10 Materials Review

• WA State Goal Provide school districts with
  information regarding alignment of 4-10 reading
  core/comprehensive instructional programs to the
  Washington State Standards (EALRs GLEs).

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Purpose of Training

• Participants will
• Learn about the purpose of 4-10 Reading Materials
  Review
• Receive a refresher on WA States Essential
  Academic Learning Requirements (EALRs) and Grade
  Level Expectations (GLEs)
• Learn about the organization of the Self-Study
  Documents
• Complete sample sections of a Self-Study Document

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Purpose of Training

• Learn about OSPI expectations and requirements
  for completing and submitting 4-10 Reading
  Program Self-Study Documents
• Learn about evaluation and scoring of submitted
  materials and
• Have time to ask general questions regarding the
  Self-Study Documents or Review process.

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Important Documents

• Agenda (yellow)
• PowerPoint Hand-out (white)
• Master Price Agreement (buff)
• K-10 Grade Level Expectations (2004)(booklet)
• Self-Study Document (white)
• Publishers Notice (lavender)
• Materials Submission Checklist (pink)
• Lesson Examples

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K-3 Reading Master Price Agreement

• Identified Qualified Menu Programs
• Publishers agree to hold 2006 prices for
• six (6) years to all districts in the state of
  Washington
• Potential savings to Washington State School
  Districts 1-2 Million Dollars annually

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Master Price Agreement K-3 Reading

• 2006 Washington State Master Price Agreements
• English
• Harcourt, Trophies (2007)
• Houghton Mifflin, Houghton Mifflin Reading (2006)
• Pearson Scott Foresman, Reading Street (2007)
• SRA/McGraw-Hill, Open Court (2005)
• Spanish
• Harcourt, Trofeos (2003)
• SRA/McGraw-Hill, Foro abierto para la lectura
  (2003)
• Website
• http//www.k12.wa.us/CurriculumInstruct/reading/Re
  adingProgMasterPriceAgrmnt.aspx

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Washington State Learning Goals

• Read with comprehension, write with skill, and
  communicate effectively and responsibly in a
  variety of ways and settings.
• Know and apply the core concepts and principles
  of mathematics social, physical, and life
  sciences civics and history geography arts
  and health and fitness.

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Washington State Learning Goals

• Think analytically, logically, and creatively,
  and integrate experience and knowledge to form
  reasoned judgments and solve problems.
• Understand the importance of work and how
  performance, effort, and decisions directly
  affect future career and educational
  opportunities.

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Student Proficiency

• Student proficiency refers to student
  demonstration of skill or knowledge
• Publishers citations will match or align with
  Washington States Grade Level Expectations (GLE)

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The Research Base

• Washington States Grade Level Expectations are
  grounded in scientifically-based reading
  research.
• National Reading Panel (2000)

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• Importance of ALIGNMENT

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Deep Alignment

• Refers to
• The congruence, or close match among curriculum,
  instruction, and assessment with regard to the
  content, context and cognitive demand required of
  the students (Anderson et al, 2001).

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Three Cs of Alignment

• Content
• Topic of the learning, or knowledge, skills,
  processes, and concepts.

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Three Cs of Alignment

• Context
• The conditions of instruction and the tasks in
  which students are engaged.

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Three Cs of Alignment

• Cognitive Demand
• Type of cognition required of the student defined
  in Blooms Taxonomy of the Cognitive Domain
  (OSPI, 2004, p. 53).
• Note The use of the taxonomy reflects a
  classification of six types of cognition rather
  than a hierarchy.

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Grade Level Expectations . . .
Explain what students should know and be able
to do.

• Each GLE contains
• A statement of cognitive demand and the important
  content or process to be learned.
• Evidence of Learning is a bulleted list of
  student demonstrations that provides the teacher
  with common illustrations of the learning.

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The Reading EALRs

• EALR 1 Reading word skills and strategies
• Phonemic awareness, phonics, fluency, vocabulary
• EALR 2 Reading for understanding
• Comprehension

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The Reading EALRs

• EALR 3 What materials and why
• Text and purpose
• EALR 4 Student goal setting and monitoring
  progress
• Assess strengths and weaknesses and develop
  reading interest

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Example of Numbering SystemReading
Grade Level X
1.3.1
Note The grade level is NOT represented by one
of the digits
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Understanding the Reading GLEs

• EALR 2 The student understands the meaning of
  what is read.
• Component 2.2 Understand and apply knowledge of
  text components to comprehend text.

Grade Level Expectation
GLE Grade 1
2.2.1 Know story sequence. Retell stories with the correct sequence of events. (Note Story telling order can differ between cultures. For example, in some cultures the end of the story is told first.)
Evidence of Learning
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Understanding the Reading GLEs
EALR 2 The student understands the meaning of
what is read. Component 2.1 Demonstrate evidence
of reading comprehension.
GLE Grade 4
2.2.1 Understand sequence in literary/narrative text and informational/expository text. W Explain ideas or events in sequential order. (Note Differences in story telling order exist between cultures. For example, in some cultures the end of the story is told first.) Recognize and explain literary/narrative text written out of sequence (e.g., flashbacks, tales from other cultures). Explain steps in a process (e.g., problem solving in mathematics, life cycle of a salmon).
WASL Eligible GLE
Grade Level Expectation
Evidence of Learning
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Comparison of Reviews

• March 2006
• Grades K-3
• Aligned to GLE and Evidence of Learning
• Addresses student proficiency assessment
  instructional approach universal access and
  cultural responsiveness

• October 2006
• Grades 4-10
• Aligned to GLE and Evidence of Learning
• Addresses student proficiency assessment
  universal access and cultural responsiveness

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Sections of the Self-Study Document

• Section One Student Proficiency (at the Evidence
  of Learning level)
• Section Two Assessment (at the Component level)
• Section Three Meeting the Needs of All Students
  (at the EALR level)
• Universal Access
• Cultural Responsiveness

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Section One Student ProficiencyGrade Six
SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY
EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read.
Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text.
GLE 1.2.1 Publishers Citation Publishers Citation Publishers Citation Publishers Citation Publishers Citation Publishers Citation Reviewer Score OSPI USE ONLY
1.2.1 Understand and apply dictionary skills and other reference skills. Beginning 1 citation Must cite TE Title (e.g., book ), page , title of lesson/section Rev. Use Only Middle 1 citation Must cite TE title (e.g., book ), page , title of lesson/section Rev. Use Only End 1 citation Must cite TE Title(e.g.,book ),page , title of lesson/section Rev. Use Only Reviewer Score OSPI USE ONLY
?Use dictionaries, thesauruses, and glossaries to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, parts of speech,and/or clarify shades of meaning. Y N Y N Y N 0 1 2 3 1.2.1 A
?Use text Evidence to verify dictionary or glossary meaning. Y N Y N Y N 0 1 2 3 1.2.1 B
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Section Two AssessmentGrade Six
SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT
Assessment Type Formative or Summative Assessment Type Formative or Summative Assessment Type Formative or Summative Assessment Type Formative or Summative Assessment Type Formative or Summative Assessment Type Formative or Summative Assessment Type Formative or Summative Assessment Type Formative or Summative Assessment Type Formative or Summative
Publishers Citations Publishers Citations Publishers Citations Publishers Citations Publishers Citations Publishers Citations Publishers Citations Publishers Citations
Component 1.2 Beginning 1 citation Must cite TE title (e.g., book ), page , title of assessment Rev. Use Only Middle 1 citation Must cite TE title (e.g., book ), page , title of assessment Rev. Use Only End 1 citation Must cite TE title (e.g., book ), page , title of assessment Rev. Use Only Reviewers Score OSPI USE ONLY
Use vocabulary (word meaning) strategies to comprehend text. Y N Y N Y N 0 1 2 3 AS 1.2 A
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Grade Six Section Three

• Meeting the Needs of All Students
• Universal Access
• Cultural Responsiveness

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SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS
Universal Access Universal Access Universal Access Universal Access Universal Access Universal Access Universal Access Universal Access Universal Access
EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read.
Component 1.1 Use word recognition skills and strategies to read and comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.3 Build vocabulary through wide reading. Component 1.4 Apply word recognition skills and strategies to read fluently. Publishers Citation(s) cite one example for each indicator citation must align to EALR, Components, and GLEs each citation/example may be used only once Publishers Citation(s) cite one example for each indicator citation must align to EALR, Components, and GLEs each citation/example may be used only once Publishers Citation(s) cite one example for each indicator citation must align to EALR, Components, and GLEs each citation/example may be used only once Publishers Citation(s) cite one example for each indicator citation must align to EALR, Components, and GLEs each citation/example may be used only once Publishers Citation(s) cite one example for each indicator citation must align to EALR, Components, and GLEs each citation/example may be used only once Publishers Citation(s) cite one example for each indicator citation must align to EALR, Components, and GLEs each citation/example may be used only once Reviewers Score OSPI USE ONLY
Component 1.1 Use word recognition skills and strategies to read and comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.3 Build vocabulary through wide reading. Component 1.4 Apply word recognition skills and strategies to read fluently. Beginning 1 citation Must cite TE title (e.g., book ), page , title of lesson/section Rev. Use Only Middle 1 citation Must cite TE title (e.g., book ), page , title of lesson/section Rev. Use Only End 1 citation Must cite TE title (e.g., book ), page , title of lesson/section Rev. Use Only Reviewers Score OSPI USE ONLY
(a) Provides access to the learning for English Language Learners (ELL) Y N Y N Y N 0 1 2 3 UA 1 A
(b) Provides intervention strategies for remediation without limiting access to important literacy learning for students. Y N Y N Y N 0 1 2 3 UA 1 B
(c) Provides enrichment strategies for capable students by providing additional access to important literacy related to the GLEs. Y N Y N Y N 0 1 2 3 UA 1 C
(d) Provides differentiation strategies to accommodate the range of abilities found in classrooms. Y N Y N Y N 0 1 2 3 UA 1 D
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SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS
Cultural Responsiveness Cultural Responsiveness Cultural Responsiveness Cultural Responsiveness Cultural Responsiveness Cultural Responsiveness Cultural Responsiveness Cultural Responsiveness Cultural Responsiveness
EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read.
Component 1.1 Use word recognition skills and strategies to read and comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.3 Build vocabulary through wide reading. Component 1.4 Apply word recognition skills and strategies to read fluently. Publishers Citation(s) cite one example for each indicator citation must align to EALR, Components, and GLEs each citation/example may be used only once Publishers Citation(s) cite one example for each indicator citation must align to EALR, Components, and GLEs each citation/example may be used only once Publishers Citation(s) cite one example for each indicator citation must align to EALR, Components, and GLEs each citation/example may be used only once Publishers Citation(s) cite one example for each indicator citation must align to EALR, Components, and GLEs each citation/example may be used only once Publishers Citation(s) cite one example for each indicator citation must align to EALR, Components, and GLEs each citation/example may be used only once Publishers Citation(s) cite one example for each indicator citation must align to EALR, Components, and GLEs each citation/example may be used only once Reviewers Score OSPI USE ONLY
Component 1.1 Use word recognition skills and strategies to read and comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.3 Build vocabulary through wide reading. Component 1.4 Apply word recognition skills and strategies to read fluently. Beginning 1 citation Must cite TE title (e.g., book ), page , title of lesson/section Rev. Use Only Middle 1 citation Must cite TE title (e.g., book ), page , title of lesson/section Rev. Use Only End 1 citation Must cite TE title (e.g., book ), page , title of lesson/section Rev. Use Only Reviewers Score OSPI USE ONLY
(a) Builds bridges of meaningfulness between home and school experiences as well as between academic abstractions and lived socio-cultural realities. Y N Y N Y N 0 1 2 3 CR 1 A
(b) Routinely incorporates multicultural information, resources, and materials. Y N Y N Y N 0 1 2 3 CR 1 B
(c) Presents all human beings with respect and dignity while avoiding images and roles that might be perceived as stereotypic or negative. Y N Y N Y N 0 1 2 3 CR 1 C
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Self-Study Document

• Remember, there are 3 sections
• Section One Student Proficiency
• Section Two Assessment
• Section Three Meeting the Needs of All Students
• Universal Access
• Cultural Responsiveness

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Grade 6

• For purposes of todays presentation, we will
  focus on Grade 6

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Section One Student Proficiency

• Student performance of specific skills within a
  scope and sequence citations must align to each
  Evidence of Learning within the GLEs.

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(No Transcript)
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Section One Student Proficiency
SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY
EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read.
Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text.
GLE 1.2.1 Publishers Citation Publishers Citation Publishers Citation Publishers Citation Publishers Citation Publishers Citation Reviewers Score OSPI USE ONLY
1.2.1 Understand and apply dictionary skills and other reference skills. Beginning 1 citation Must cite TE title (e.g., book ), page , title of lesson/section Rev. Use Only Middle 1 citation Must cite TE title (e.g., book ), page , title of lesson/section Rev. Use Only End 1 citation Must cite TE title(e.g., book ), page , title of lesson/section Rev. Use Only Reviewers Score OSPI USE ONLY
?Use dictionaries, thesauruses, and glossaries to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, parts of speech, and/or clarify shades of meaning. Y N Y N Y N 0 1 2 3 1.2.1 A
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Section One Student Proficiency

• Row 1-3 Headers for Section, EALR, GLE and
  Publishers Citations
• Column 1 GLE and each Evidence of Learning
• Column 2, 4, 6 Publishers Citations
• Beginning (1 citation)
• Middle (1 citation)
• End (1 citation)

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Section One Student Proficiency

• Column 3, 5, 7 Reviewer Use Only
• Column 8 Reviewers Score
• Column 9 OSPI Use Only

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Partner Work

• Explain to your partner the organization of
  Section One Student Proficiency.
• You have three minutes to look this over and
  summarize/discuss.

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Student Proficiency Citing Aligned Examples

• Locate a lesson that aligns to the Evidence of
  Learning relatively early in the program. Cite
  the grade, unit (book), page number, and title of
  the lesson.
• Locate one additional skill/lesson from the
  middle of the year and one from the end of the
  year that support the same skill.
• If the skill ends, or is slowly phased out, cite
  examples that best represent a beginning, middle
  and end (e.g., GLE 1.4.2 Read aloud unpracticed
  grade-level text with fluency in a range of
  145-155 WCPM).

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SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six)
EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read.
Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading.
GLE 1.3.2 Publishers Citation Publishers Citation Publishers Citation Publishers Citation Publishers Citation Publishers Citation Reviewer Score OSPI USE ONLY
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of text. W Beginning 1 citation Must cite TE title (e.g., book ), page , title of lesson/section Rev. Use Only Middle 1 citation Must cite TE title (e.g., book ), page , title of lesson/section Rev. Use Only End 1 citation Must cite TE title(e.g., book ), page , title of lesson/section Rev. Use Only Reviewer Score OSPI USE ONLY
? Identify and define content area vocabulary critical to the meaning of the text and use that knowledge to interpret the text. Unit 2 Lesson 7 p. 60 Introduce Vocabulary (see Anthology Selection p. 62) Y N Unit 4 Lesson 7 p. 25 Vocabulary Review (see Anthology Selection p. 53) Y N Unit 6 Lesson 6 p. 57 Vocabulary Review (see Anthology Selection p. 56) Y N 0 1 2 3 1.3.2 A
? Identify words that have different meanings in different content areas and determine the correct meaning from the context (e.g., property in science or social studies). Y N Y N Y N 0 1 2 3 1.3.2 B
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Identify the 3 Cs

• For GLE 1.3.2, the first Evidence of Learning,
  locate and mark the
• Content
• Context
• Cognitive demand

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Review a Lesson

• Lets review the lesson that is cited for Grade
  6, GLE 1.3.2, the first Evidence of Learning.

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Example Aligning Program Lessons to GLE
Evidence of Learning (Gr. 6 1.3.2)
Introduce Vocabulary Unit 2 Lesson 7

• 6. We will read some new words in todays
  article, Searching and Examining a Major Case
  Crime Scene.
• Write the vocabulary words on the board.
• Read the words to the students.
• Ask for volunteers (or call on individual
  students) to read the words as you point to them.
• Provide correction and feedback as needed.
• 7. Tell the tudents that knowing the word
  meanings will help them understand the article
  better.
• For each word
• Read the word and its definition. Read the
  sentence that follows.
• Call on students to use their own words to define
  each vocabulary word.

investigate to observe or inquire in detail.
To find out about. At a crime scene, a police
officer will investigate the surrounding area for
evidence. obvious very clear The knife
with blood on it lying next to the dead body
seemed like an obvious clue to the murder
weapon. observation The act of watching. The
detective completed her observation of the crime
scene in six hours. reveal To show. The
detective hoped that the evidence she collected
would reveal the murderer. unearth to bring up
out of the earth, or to bring to the publics
attention. As she dug into the grass near the
crime scene, the detective was hoping to unearth
important evidence.
Unit 2 Lesson 8 p. 64
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Verify your citation

• Does the citation align to the
• a. content,
• b. context,
• c. cognitive demand of the GLE?
• Does the citation specifically address what the
  student should be able to know and do within the
  Evidence of Learning?

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Your turn! 15 minutes

• Independently or with a partner
• On the Grade Six Self-Study Document, choose one
  Evidence of Learning to document lesson
  components/skills from your program.
• Identify/cite the TE unit, page number, title of
  lesson that the skill is introduced.
• Follow the lesson/skill across time (beginning,
  middle, end).
• Remember 1 citation for each point in time.
• Write down any questions or concerns.

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Verify your citation

• Does the citation match all of the content the
  context and cognitive demand(s) of the GLE and
  does it specifically address the Evidence of
  Learning?

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What about Grades 9 and 10?

• The process for all grades is exactly the same.

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Section Two Assessment
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Assessment

• A spectrum of behaviors that includes observing,
  documenting, and interpreting performance
  (Johnston Rogers, 2001).
• On-going and dynamic process that is tied to
  instruction and intervention.
• Used to inform instruction for both large groups
  and individuals, identify students who are not
  meeting benchmarks (grade level), provide
  information to the community, monitor teacher
  pacing and program use.

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Assessment Procedure

• Identify examples of formative or summative
  assessment that align with the Component of the
  EALR.
• Cite an example of one summative or one formative
  assessment from three points in time (i.e.,
  beginning, middle, end).

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Section Four Assessment

• Formative
• Collect data on student progress toward specific
  short-term educational goals
• On-going and tends to be more informal
• Teacher observation, homework, daily or weekly
  progress monitoring, weekly quizzes, end of unit
  tests
• Summative
• Assessment of student progress toward long-term
  goals
• Periodic administration (e.g., end of semester,
  end of year) and tends to be more
  formal/standardized/norm-reference
• Woodcock Reading Mastery Test, WASL

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Section Two AssessmentGrade Six
SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT
Assessment Type Formative or Summative Assessment Type Formative or Summative Assessment Type Formative or Summative Assessment Type Formative or Summative Assessment Type Formative or Summative Assessment Type Formative or Summative Assessment Type Formative or Summative Assessment Type Formative or Summative Assessment Type Formative or Summative
Publishers Citations Publishers Citations Publishers Citations Publishers Citations Publishers Citations Publishers Citations Publishers Citations Publishers Citations
Component 1.3 Beginning 1 citation Must citeTE title (e.g., Book ), page , Title of assessment Rev. Use Only Middle 1 citation Must cite TE title (e.g., book ), page , title of assessment Rev. Use Only End 1 citation Must cite TE title (e.g., book ), page , title of assessment Rev Use Only Reviewers Score OSPI USE ONLY
Build vocabulary through wide reading. Teachers Edition Assessment Guide p. 24 Y N Teachers Edition Assessment Guide p. 43 Y N Teachers Edition Assessment Guide p. 67 Y N 0 1 2 3 AS 1.3 A
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Section Three Meeting the Needs of All Students

• 2 Sections
• Universal Access
• Cultural Responsiveness
• Addresses each EALR

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Universal Access

• Instructional materials and strategies to provide
  access to all students.
• For this document, Universal Access will include
  (but not be limited to) those students identified
  as ELL, or as needing intervention or enrichment
  lessons.

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Universal Access Indicators

• Provides access to the learning for English
  Language Learners (ELL).
• Provides intervention strategies for remediation
  without limiting access to important literacy
  learning for students.
• Provides enrichment strategies for capable
  students by providing additional access to
  important literacy related to the GLEs.
• Provides differentiation strategies to
  accommodate the range of abilities found in
  classrooms.

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Universal Access Procedure

• Cite one skill or lesson component from three
  points in time (i.e., beginning, middle, end) to
  support each of the 4 indicators.
• Align the lesson/skill to the EALR.
• Each lesson/skill citation may be used once.

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Section Three Universal Access (Grade 6 EALR)

• Use the Components and GLEs to help guide your
  citations.
• EALR 1 The student understands and uses
  different skills and strategies to read.
• Component 1.1N/A
• Component 1.2Use vocabulary (word meaning)
  strategies to comprehend text.
• Component 1.3 Build vocabulary through wide
  reading.
• Component 1.4 Apply word recognition skills and
  strategies to read fluently.

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Your Turn! 15 minutes

• Cite one skill or lesson component from three
  points in time (i.e., beginning, middle, end) to
  support each of the 4 indicators.
• Align the skills/lesson component to the EALR.
• Each citation may be used only once.

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Section Three Cultural Responsiveness

• Acknowledges the legitimacy of the cultural
  heritages of different ethnic groups, both as
  legacies that affect students dispositions,
  attitudes, and approaches to learning and as
  worthy content to be taught in formal curriculum.

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Cultural Responsiveness

• Builds bridges of meaningfulness between home and
  school experiences as well as between academic
  abstractions and lived socio-cultural realities.
• Routinely incorporates multicultural information,
  resources, and materials.
• Presents all human beings with respect and
  dignity while avoiding images and roles that
  might be perceived as stereotypic or negative.

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Cultural Responsiveness Procedure

• Cite one skill or lesson component from three
  points in time (i.e., beginning, middle, end) to
  support each of the 3 indicators.
• Align the skills/lesson component to the
  Component of the EALR.
• Each citation may be used only once.

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Section Three Cultural Responsiveness (Grade 6
EALR)

• Use the Components and GLEs to help guide your
  citations.
• EALR 1 The student understands and uses
  different skills and strategies to read.
• Component 1.1N/A
• Component 1.2Use vocabulary (word meaning)
  strategies to comprehend text.
• Component 1.3 Build vocabulary through wide
  reading.
• Component 1.4 Apply word recognition skills and
  strategies to read fluently.

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Your Turn! 15 minutes

• Cite one skill or lesson component from three
  points in time (i.e., beginning, middle, end) to
  support each of the 3 indicators.
• Align the skills/lesson component to the
  Component of the EALR.
• Each citation may be used only once.

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Your job is done! (almost)
67
Reviewer Scoring Criteria

• Each citation will be given a score of Yes or No.
  
• Each Y is equal to a score of 1 each N is
  equal to a score of 0.
• Each indicator can earn a total score of 0, 1, 2,
  or 3.

Section Criteria Score
Section One Student Proficiency 3 of 3 2 of 3 1 of 3 0 of 3 3 2 1 0
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Lets go back to the Self-Study Document GLE 1.3.2
SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six)
EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read.
Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading.
GLE 1.3.2 Publishers Citation Publishers Citation Publishers Citation Publishers Citation Publishers Citation Publishers Citation Reviewer Score OSPI USE ONLY
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of text. W Beginning 1 citation Must cite TE title (e.g., book), page, title of lesson/section Rev. Use Only Middle 1 citation Must cite TE title (e.g., book), page, title of lesson/section Rev. Use Only End 1 citation Must cite TE title(e.g.,book), page , title of lesson/section Rev. Use Only Reviewer Score OSPI USE ONLY
? Identify and define content area vocabulary critical to the meaning of the text and use that knowledge to interpret the text. Unit 2 Lesson 7 p. 60 Introduce Vocabulary (see Anthology Selection p. 62) Y N Unit 4 Lesson 7 p. 25 Vocabulary Review (see Anthology Selection p. 53) Y N Unit 6 Lesson 6 p. 57 Vocabulary Review (see Anthology Selection p. 56) Y N 0 1 2 3 1.3.2 A
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Scoring of Middle Citation

• Citation reads, p. 25 which is a typo. The
  Teacher Edition page is actually page 52.
• The score for a typo is a 0.
• Please proofread your work.

70
Analysis and Scoring Student Proficiency

• If the Evidence of Learning includes two content
  areas/skills e.g., GLE 2.3.3 Recognize
  previously taught literary devices (similes,
  imagery, exaggeration, and dialogue) and explain
  how they make the story more interesting an/or
  convey a message, citations must include
  examples of both over time (i.e., beginning,
  middle, end).

71
Analysis and Scoring Student Proficiency

• If the Evidence of Learning includes more than
  two content areas/skills (e.g., Gr. 6 GLE 2.4.2
  Explain how authors use of word choice, sentence
  structure and length, and/or literary devices
  contributes to imagery, suggests a mood, or
  otherwise influences an audience). Citations must
  vary over time (i.e., beginning, middle, end).

72
Analysis and Scoring

• If the GLE says, e.g., then what is written is
  an example only to further the readers
  understanding of the GLE the publishing company
  is not bound to provide a lesson example of that
  particular example
• If the GLE says, and/or then the citation must
  include one or both skills the publishing
  company must provide an example lesson of one of
  the skills, but may provide examples of both.

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Analysis and Scoring Assessment

• Assessment example must align to Component
• Assessment must meet the criteria of formative or
  summative assessment
• Use GLEs (and Evidences of Learning) as guides

74
Analysis and ScoringMeeting the Needs of All
Students

• Citation must align to each indicator within
  Universal Access and Cultural Responsiveness AND
  each EALR
• Each citation may be used only once.

75
OSPI reserves the right to disqualify a program
if

• Program does not meet the criteria of a
  core/comprehensive reading/literature program
• The primary instructional tool that teachers use
  to teach children to learn to read and ensure
  they reach reading levels that meet or exceed
  grade-level standards. A core program should
  address the instructional needs of the majority
  of students in a respective school or district
  (Simmons Kameenui, 2003, p.1).

76
OSPI reserves the right to disqualify a program
if

• Program is not in English
• Program is not published or in-press by June
  2007 and final edition ready by October, 2006
• Any alteration of a Self-Study Document
• Missing materials (for example)
• 4 sets of program materials
• 5 copies of each Self-Study Document
• Supportive materials cited in the TE and cited in
  Self-Study Document such as an assessment

77
Materials Submission

• Self-Study Documents
• 5 copies of completed Self-Study Documents for
  each grade applicable.
• One sided only
• Copies are not to be bound or glued
• Submit in 3-ring binder notebook, clamped, or
  stapled
• Ensure that publishing company, program and grade
  is identified in footer of each page of the
  Self-Study Document
• 1 CD containing the completed Self-Study
  Documents being submitted - label

78
Materials Submission

• Core/comprehensive Programs
• 4 labeled sets of core program materials for
  review (only materials cited in Self-Study
  Document).
• Teachers edition
• Student text if not in TE
• Assessment if not in TE
• Supportive materials if cited in Self-Study
  Document and not in TE
• A comprehensive inventory of all submitted
  materials and all cited materials by program and
  grade

79
Other Possible Materials

• If electronic resources are submitted, computer
  and cords must be provided by the publisher.
• One computer per program will be permitted
• Clearly label hardware and software

80
Other Materials Submission

• 1 completed and signed Materials Submission
  Checklist.
• Publisher Representative Certification/Signature

81
Suggestions for Labeling

• Storage box for each grade (X 4), clearly labeled
  with publishing company, program, and grade
• Include Self-Study Document in each storage box
• Remember, Self-Study Documents are one-sided and
  contained within 3 ring binder notebooks
• Include a one-page key to help reviewer interpret
  and review your submitted materials

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Important Dates

• Sunday, October 22, 2006
• Set up between 100 400 pm
• see appointment schedule for individual
  publishing companies
• Friday, October 27, 2006
• Materials pick-up at 130 230 ONLY
• Review inventory list/materials and sign release

83
Important Dates cont.

• Preliminary Report Sharing
• Tuesday, January 9, 2007 at the OSPI January
  Conference

84
Frequently Asked Questions (FAQs)

• Updated as necessary and posted to OSPI web site

85
Resources

• Office of Superintendent of Public Instruction.
  (2004). Reading K-10 grade level expectations A
  new level of specificity. Olympia, WA Office of
  Superintendent of Public Instruction.
  http//www.k12.wa.us/ealrs/default.aspx
• National Reading Panel Report. (2000). 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 Reports of
  the subgroups (NIH Publication No. 00-4754).
  Washington, DC National Institute of Child
  Health and Human Development. http//www.nationalr
  eadingpanel.org/Publications/summary.htm

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Thank you from all of us at OSPI!