| | | | | | | | AGENDA - February 13, 2020
6.0
| INSTRUCTIONAL PROGRAMS & STUDENT ACTIVITIES | | 6.4 Approval of Recommended Curriculum TK-5 English Language Arts (Action) |
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| | | | | | | | | | Background Information:
In 2010, the California State Board of Education adopted the Common Core State Standards (CCSS); and in 2013, they modified the standards to reflect recommendations from the California Academic Content Standards Commission. In 2014, Coronado Unified School District’s Board of Education approved English Language Arts (ELA) content shifts in grades TK-5 to align with these standards.
Since 2010, CUSD teachers have been using balanced literacy instructional practices to teach reading and writing. A patchwork of instructional materials has been used, including: Read Well, Lucy Calkins Units of Study for Writing, and Seminars in Critical Literacy. Intervention and supplemental ELA materials include: Handwriting Without Tears, Fountas and Pinnell Leveled Literacy Intervention, Language! Live (special education) and Wonders (designated ELD instruction). All of these instructional materials and strategies have been heavily supported by teacher created and curated materials. Over the past few years, data shows and teachers have been vocalizing the need for a research-based, coherent and comprehensive balanced literacy curriculum where they feel confident that every ELA standard is being addressed. Additionally, having one comprehensive curriculum to build from will provide more time for teachers to focus on student assessment and instruction, rather than curriculum writing and piecing together a variety of instructional materials.
In 2018-2019, the Learning Department collaborated with the San Diego County Office of Education and gathered feedback from partner districts relative to elementary ELA curricula. CUSD invited teacher and administrative shareholders to participate in ELA curriculum presentations made by the following publishers: Wonders (Houghton-Mifflin), Fountas and Pinnell, American Reading Company Core, Ready Gen (Pearson), Scholastic Literacy, and Benchmark Advance (Benchmark Education Company). During each presentation, team members thoroughly evaluated the curricula using the following categories: Standards Alignment, Instructional Routine, Rigor, Cross Curricular Connections, Text Types, Intervention and Enrichment, ELD, Online Resources, Phonics, Word Study, Classroom Library, Text Types, Writing, Assessments, Professional Development, and Research-Based Strategies. In the spring of 2019, the team recommended two curricula (Scholastic Literacy and Benchmark Advance) to pilot during the 2019-2020 school year. The pilot committee was formed in the spring of 2019 and was comprised of classroom teachers, ELA TOSA, principals and the Director of Learning. This committee was charged with evaluating the chosen curriculum in the 2019-2020 school year, implementing pilot protocols, conducting classroom observations, engaging in two all staff feedback forums, participating in outside district/site visit, and making a recommendation for the formal adoption of an elementary ELA curriculum. |
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| | | | | | | | | Reports:
A comprehensive presentation is attached to this report.
The two programs being considered for elementary ELA were Scholastic Literacy http://teacher.scholastic.com/education/literacy/index.htm and Benchmark Advance https://benchmarkeducation.com/administrators/curriculum-and-instruction/resource-types/core-reading-and-writing. Both programs are fully aligned with the CA CCSS ELA and ELD Frameworks, have coherent progression across grade levels, focus on the key unit themes and essential questions at each grade level, and provides quality and rigor in literature, writing and assessment. After facilitating a TK-5 teacher survey and completing the pilot in January 2020, the team has found Benchmark Advance to be an excellent curriculum choice for TK-5 ELA instruction. It is a balanced literacy program that embodies the five themes of the California Framework through its rigorous integrated language, reading, writing, and listening instruction. In addition, the evaluation of materials focused on the committee’s three essential goals: support all CUSD students, provide the best access and support for students and parents when teachers are not present, and provide strong support for teachers as they plan, present, and assess instruction and learning. |
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| | | | | | | | | Financial Impact:
Total cost for a six-year adoption Benchmark Advance curriculum, including student resources, leveled authentic texts, student consumables, teacher resources, robust digital resources, assessments, ELD components, intervention kits and professional development training is $330,688.75 (2019-2020 CUSD Instructional Materials Budget and the DoDEA STEM-READ-I Grant). This quote includes tax and shipping costs. |
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| | | | | | | | | LEARNING: Integrate personalized learning with assessment methods that will prepare all students for academic and vocational success: | 1. Standards Aligned Core Curriculum, Assessment and Instruction, 2. ELL Performance, 4. Personalized Learning, 5. 21st Century Learning Tools, 6. Professional Development for Staff
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| | | | | | | | COMMUNICATION: Communicate openly, freely and accurately to engage and involve all shareholders: | 3. Informative Communication to the CUSD Community
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| | | | | | | | SUPPORT:
Maintain safe and supportive schools where students and staff thrive: | 3. Intervention Services
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