SBE 2015 ELA/ELD Adoption Report - Instructional Materials ...



2015 ENGLISH LANGUAGE ARTS/

ENGLISH LANGUAGE DEVELOPMENT

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INSTRUCTIONAL MATERIALS

ADOPTION REPORT

California Department of Education

Sacramento, 2015

TABLE OF CONTENTS

Page

Preface 4

Acknowledgements 5

Introduction 12

Adoption Process 13

Summary of State Board of Education Action 20

Programs Adopted by the State Board of Education 24

Basic Grade-Level Programs 24

Amplify Education, Inc., Core Knowledge Language Arts, K-5 24

Amplify Education, Inc., Core Knowledge Language Arts, K-5 25

Amplify Education, Inc., Amplify ELA: CA Edition and Amplify ELD: CA Edition, 6-8 27

Benchmark Education, Benchmark Advance, K-6 29

Benchmark Education, Benchmark Adelante, K-6 30

EMC Publishing, Mirrors & Windows Connecting with Literature, 6-8 32

Houghton Mifflin Harcourt, Houghton Mifflin Harcourt California Journeys ©2017, K-5 33

Houghton Mifflin Harcourt, Houghton Mifflin Harcourt California Collections ©2017, 6-8 35

Houghton Mifflin Harcourt, Houghton Mifflin Harcourt California Journeys-Collections ©2017, K-6 36

McGraw-Hill School Education, Reading Wonders, K-6 38

McGraw-Hill School Education, Reading Wonders, K-6 39

McGraw-Hill School Education, StudySync, 6-8 41

McGraw-Hill School Education, StudySync, 6-8 42

McGraw-Hill School Education, Lectura Maravillas, K-6 43

National Geographic/Cengage Learning, Reaching for Reading, K-6 45

Pearson Education, Inc., p.a. Scott Foresman and Prentice Hall, CA Pearson System of Courses, K-8 47

Pearson Education, Inc., p.a. Scott Foresman and Prentice Hall, CA Pearson iLit ELL, 4-8 48

The College Board-Springboard, SpringBoard ELA, Grades 7–8 49

The College Board-Springboard, SpringBoard ELA/ELD, 7–8 50

Intervention Programs 52

Houghton Mifflin Harcourt, Escalate English ©2017, 4–8 52

McGraw-Hill School Education, Flex Literacy, 4–8 53

National Geographic/Cengage Learning, Inside, 4–8 54

Pearson Education Inc., p.a. Scott Foresman and Prentice Hall, CA Pearson iLit, 4–8 55

Pearson Education, Inc., p.a. Scott Foresman and Prentice Hall, CA Pearson iLit ELL, 4–8 56

HMH Intervention Solutions (formerly Scholastic, Inc.), California Read 180 Universal System, 4–8 57

HMH Intervention Solutions (formerly Scholastic, Inc.), California English 3D Course A and Course B System, 4–8 58

Voyager Sopris Learning, Language! Live California, 4–8 59

Programs Not Adopted by the State Board of Education 61

Amplify Education, Inc., Core Knowledge Language Arts, K-5 61

Amplify Education, Inc., Core Knowledge Language Arts, K-5 62

The College Board-Springboard, SpringBoard ELA, Grade 6 63

The College Board-Springboard, SpringBoard ELA/ELD, Grade 6 64

Appendix A: Criteria for Evaluating Instructional Materials for Kindergarten through Grade Eight 66

Types of Programs 68

Category 1: English Language Arts and English Language Development Content/Alignment with the Standards 71

Category 2: Program Organization 78

Criteria Category 3: Assessment 79

Category 4: Universal Access 80

Category 5: Instructional Planning and Teacher Support 82

Guidance for Instructional Materials for Grades Nine Through Twelve 84

Appendix B: Learning Resources Display Centers (LRDCs) 99

Preface

The 2015 English Language Arts/English Language Development (ELA/ELD) Adoption further advances California's effort to implement California Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CA CCSS for ELA/Literacy) and the California English Language Development Standards (CA ELD Standards) and will help ensure that California’s students emerge from school prepared with the literacy and critical thinking skills they will need for college and twenty-first century careers.

This report recounts the events and activities that constituted the 2015 ELA/ELD Adoption and provides individual program reports and adoption actions. The principal work of curriculum framework development and instructional materials evaluation was performed under the auspices of the Instructional Quality Commission, with the approval of the State Board of Education, and involved panels of reviewers that included language arts and literacy experts, classroom teachers, administrators, parents, and university professors. Commissioners and panel members alike were volunteers, and we are most grateful for the many valuable hours of dedicated service they contributed to this work.

The 2014 ELA/ELD Framework set high expectations for instructional materials that will reflect the interrelated alignment of English language arts and English language development standards. The success of the 2015 ELA/ELD Adoption can be measured by the list of instructional resources highlighted in this report. These resources will support California’s effort to remodel instructional practice to one that promotes literacy, engenders critical reading and thinking skills in our students, and establishes new expectations for student collaboration and communication as we prepare them to achieve their future goals.

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Acknowledgements

The State Board of Education (SBE) commends Jo Ann Isken, Chair of the Instructional Quality Commission (IQC), for her leadership throughout the 2015 ELA/ELD Adoption. The State Board also recognizes Marlene Galvan and Lauryn Wild, Co-Chairs of the ELA/ELD Subject Matter Committee (SMC), a subcommittee of the IQC, for the many hours of dedicated leadership and expert content knowledge they provided throughout the planning and implementation of this adoption.

The SBE acknowledges the following members for IQC for their leadership in conducting the 2015 ELA/ELD Adoption Process:

Jo Ann Isken, Chair, Instructional Quality Commission

Marlene Galvan, Co-Chair, ELA/ELD SMC

Lauren Wild, Co-Chair, ELA/ELD SMC

Carla Herrera, Vice Chair, ELA/ELD SMC

Jocelyn Bremmelsiek, San Dieguito Union High School District

Jose Flores, Brawley Union High School District

Bill Honig, Instructional Quality Commission

Carlos Ulloa, Escondido Union School District

In addition, other members of the IQC are acknowledged for their contributions to the process and for facilitating panels of reviewers:

Robert Foster, Redlands Unified School District

Lori Freiermuth, Sweetwater Union High School District

Risha Krishna, Fremont Unified School District

Brian Muller, Los Angeles Unified School District

Dean Reese, Tracy Unified School District

Julie Spykerman, Anaheim Union High School District

Special thanks is also extended to those non-commissioners who graciously accepted the invitation and responsibility to serve as a panel facilitator when the number of panels exceeded the number of available commissioners:

Christine Anderson, Sacramento County Office of Education

Kristyn Bennett, Santa Paula Unified School District

Kathleen Gonsalves, San Joaquin County Office of Education

Cynthia Gunderson, CDE, Education Program Consultant

Martha Hernandez, Fillmore Unified School District

Kenneth McDonald, CDE, Education Program Consultant

Bama Medley, Santa Maria-Bonita School District

Becky Sullivan, Sacramento County Office of Education

The SBE recognizes the Content Reviewer Experts (CREs) for contributing their expertise to the instructional materials review process:

Lasisi Ajayi, California State University, San Bernardino

Elizabeth Austin, Soledad Unified School District

Jennifer Blake, Hacienda Elementary School

Chris Blehm, Long Beach Unified / Avalon Schools

Staci Block, Newhall School District

Amy Bodnar, Antelope Valley Union HSD

Kimberly Cabral, Turlock Unified School District

Connie Cervera, Oxnard High School

Soomin Chao, South Pasadena Unified School District

Lisa Clark, Fresno County Office of Education

Stacy Collins, Long Beach Unified School District

Dea Conrad-Curry, Partner in Education (self-employed)

Sunday Cummins, Self-employed literacy consultant and author

Joanne Devine, newly retired Roseville City Schools

Lizette Diaz, Ontario Montclair School District

Dana Encheff, Orange Unified School District

Mathew Espinosa, River Glen K-8 School, San Jose Unified School District

Nicshelle Farrow, Alta Public Schools

Alana Fauré, San Marino Unified School District

Christina Fink-Manfre, Magnolia School District

Erin Fischetti, Yuba City Unified School District

Wendy Fisher, San Marcos Unified School District

Adela Flores-Bertrand, Riverside Unified School District

Sarah Fox, San Diego County Office of Education

Carol Gallegos, Hanford Elementary School District

Laura Gonzalez, Tulare County Office of Education

Stephanie Gregson, Davis Joint Unified School District

Daniel Gutierrez, Irvine Unified School District

Catherine Hatcher, Folsom Cordova Unified School District

Alec Hobbs, San Bernardino City Unified School District

Alexandria Hofer, Visalia Unified School District

Steven King, Los Angeles Unified School District

Gail Koske-Phillips, Bishop Union School District

Susan Kunze, Bishop Unified School District

Della Larimore, Los Angeles County Office of Education

Susan Ledoux, Hughes-Elizabeth Lakes Union School

Erin Lewis Morris, Mountain View School District

Cristina Libatique, Tehachapi Unified School District

Deirdre Marsh-Girardi, Sacramento County Office of Education

Sylvia Mayer, San Ysidro School District

Molly McCabe, Riverside County Office of Education

Lindsay McCormick, Mount Diablo Unified School District

Kathleen McKinnon, Self-employed Harmony Schoolhouse

Tennille Miller, Los Angeles Unified School District

Arati Nagaraj, Self Employed

Elise Nicoletti, Los Banos Unified School District

Stephanie Niechayev, Riverside Unified School District

Lisa Regan, Los Angeles Unified School District

Donna Rico, Edward Kemble Elementary - Sacramento City Unified School District

Estelle Rodkoff, Los Angeles Unified School District

Nancy Rogers-Zegarra, Mendocino County Office of Education

Maria Teresa Romero, Calexico Unified School District

Lilly Rosenberger, Lamont School District

Alex Ruud, Moreno Valley Unified School District

Jana Saenz, Orange Unified School District

Samuel Sager, Serrano Middle School

Antonio Samaniego, San Diego Unified School District (SDUSD)

Isabel Santos, Ontario-Montclair School District

Sarah Seymore, Visalia Unified School District

Michelle Smith, Santa Rosa City Schools

Susan Smith, Riverside County Office of Education

Cristina Stephany, Ridgecrest Intermediate School

Allan Stevens, Los Angeles Unified School District

Patricia Tong, Elk Grove Unified School District

Teresa Twisselman, Kern County Superintendent of Schools

Patricia Unruhe, Pajaro Valley Unified School District

Carmen Valles, Los Angeles Unified School District

Kou Vang, Sacramento County Office of Education

Sara Vargas, Lawndale Elementary School District

Amanda Wade, Yucaipa Calimesa Joint Unified School

Frances Weissenberger, Pasadena Unified School District

Lauren Willard, Los Angeles Unified School District

Pamela Williams, Adelanto Elementary School District

Tamara Wilson, Sacramento County Office of Education

Beverly Winchester, Lodi Unified School District

Danielle Zavala, Anaheim City School District

The SBE acknowledges the Instructional Materials Reviewers (IMRs) for their knowledge, commitment, and leadership in the evaluation of English language arts and English language development instructional resources submitted for adoption.

Ernestina Aguilar, Castaic Union School District

Kimberly Alford, Altal Loma School District

Michele Andersen, Robla School District

Anne Aranda, San Lorenzo Unified School District

Maria Leticia Ayala, Waterford School District

Vance Bee, San Bernardino City Unified School District - Sierra High School

Mona Bernal, Gridley Unified School District

Melissa Betzer, Ontario-Montclair School District

Patricia Birk, Norwood Street Elementary School, Los Angeles Unified School District

Jennifer Bonner, Bellflower Unified School District

Heather Bosworth, Orange Unified School District/Sycamore Elementary

Deserie Bradvica, Alhambra Unified School District

Cindy Brase, Etiwanda School District

Sandra Brunet, Saugus Union School District

Marisa Burrier, Ventura Unified School District

David Cain, Hesperia Unified School District

Susan Carle, California Academy of Math and Science-Long Beach Unified School District

Patricia Carlos, Washington Elementary/Hawthorne School District

Michelle Carr, Sanger Unified School District

Norma Carvajal Camacho, Azusa Unified School District

Jennifer Castle, Calistoga Joint Unified School District

Cheri Cazares, Lodi Unified School District

Lisa Christensen, Redondo Beach Unified School District

Jennifer Clark, Ontario Montclair School District

Jessica Conn, Encinitas Union School District

Trudy (Gertrude) Cowan, Ontario Montclair School District; Ramona Communication Arts Academy

Karin de Varennes, San Joaquin County Office of Education

Laura Dean, Rialto Unified School District

Vincent De Fabiis, Ontario Montclair School District

Rindy DeVoll, Butte County Office of Education

Aimee Downer, Palm Springs Unified/Rancho Mirage High

CaSandra Everitt-Sabado, Linden Unified School District

Andrew Fisher, Orange Department of Education

Nicole Fitch, Orange Unified School District

Craig Flores, Greenfield Middle School

Karin Foster, Capistrano Unified School District

Haley Franks-Tucker, Mayfair High School, Bellflower Unified School District

Jennifer Frazier, Washington Union School District

Tracey Gaglio, Orange County Department of Education

Zandra Galvan, Gonzales Unified School District

Janice Gilmore-See, La Mesa-Spring Valley School District

Karen Goss, Chino Valley Unified School District

Julianne Gray, ABC Unified School District

Sarah Greif, Academy for Academic Excellence

Maribel Guzman-Negrete, Los Angeles Unified-ISIC

Sheri House, Dry Creek Joint Elementary School District

Angela Huerta, San Bernardino City Unified School District

Gretchen Janson, Lawndale Elementary School District

Michele Jones, Gustine Unified School District

DeAnn Karl, Twin Rivers Unified School District

Angela Keierleber, Colton Joint Unified School District

Amanda Kiehle (White), Los Angeles Unified School District

Carol Kohn, INcommunications

Marti Kresse, Brea Olinda Unified School District

Nicole Kukral, San Juan Unified School District

Leilani Lafaurie, Aspire Public School

Laura Learned, San Miguel Joint Union School District

Sarah Legaspi, RAI Online Charter School

Tim Leonard, White Stone Educational Services

Leah Leonard, Haynes Elementary School/Ontario Montclair School District

Elisa Lopez, Lennox School District

Stacy Lucas-Yarbrough, Watts Learning Center

Debbie Maki, Pleasant Valley School District

Mary Martin, Carlsbad Unified School District

Mariel Martinez, Lawndale Elementary School District

Jodi McEachron, Victor Elementary School District

Kathy Melanese, National School District

Jamie Melton, Carmenita Middle School

Ryan Merold, Elk Grove Unified School District

Pam Michelsen-Pond, Oxnard School District

Melanie Morales-Van Hecke, Sulphur Springs School District

Malena Morriston, Delhi Unified School District

April Mosby, Lennox School District

Colette Moyse, Lincoln Unified School District

Grace Nall, San Diego Unified School District

Patricia Olds, Atwater Elementary School District

Andrea Olebe, Antioch Unified School District

Shirleen Oplustic, Pleasant Valley School District

Sara Parenzin, Folsom Cordova Unified School District

Kelly Payne, Indian Springs High School

Lauron Pedroza, Rialto Unified School District

Deidra Petersen, Orange Unified School District

Sandra Quintero-Don, Los Angeles Unified School District

Lydia Ranger, Roseville City School District

Micaela Reyes, Manteca Unified School District

Daphne Richard, ABC Unified School District

Aura Rodriguez, Montebello Unified School District

Teresa Rogers, Barstow Unified School District

Araceli Roldan, Bellflower Unified School District

Julie Ross, Rialto Unified School District Professional Development Center

Kathleen Rowlands, California State University, Northridge

Lindsey Ruck, Fountain Valley School District

Allison Rudig, Alta Vista Community Charter School/Auburn Union School District

Patricia Ruiz, Orange Unified School District

Melissa Ruiz, Earlimart Elementary School

Nancy Runberg, Willits Unified School District

Seema Sabharwal, Tracy Unified School District

Nicole Schlie, Twin Rivers Unified School District

Leisa Sievers, Victor Elementary School District

Simone Simmons, Stockton Unified School District

Doreen Skaggs, Fullerton School District, Pacific Drive School

Thomas Soto, Sanger Unified School District

Cassandra Spacek, Morrill Middle School

Greta Stanton, Torrance Unified School District

Jeannie Tavolazzi, Etiwanda School District

Sara Tolle, Twin Rivers Unified School District

Duyen Tong, Garden Grove Unified School District

Alejandra Valencia, Culver City Unified School District

Kelly Villalobos, Turlock Unified School District

Laurie Virtusio, Jamul-Dulzura Union School District

Kristin Visser, Anaheim City School District

Tiffany Walker, Fontana Unified School District

Anne Weisenberg, California State University, Stanislaus

Rachel Williams, Twin Rivers Unified School District

Elise Wootton, River Delta Unified School District-Walnut Grove School

Olivia Yahya, Saddleback Valley Unified School District

Wendy York, Action Learning Systems, Inc.

Carmen Yoro, Anaheim City School District

Wendy Zendejas, Para Los Ninos Charter School

Leslie Zoroya, Los Angeles County Office of Education

The SBE commends the following California Department of Education (CDE) staff for their support throughout the adoption process:

Lupita Cortez Alcalá, Deputy Superintendent, Instruction and Learning Support Branch

Thomas Adams, Director, Curriculum Frameworks and Instructional Resource Division

Cliff Rudnick, Administrator, Instructional Resource Unit

Kristen Cruz Allen, Administrator, Curriculum Frameworks Unit

Jim Long, Lead Consultant

David Almquist, Consultant, Publisher liaison

Special thanks are extended to the following staff of the CDE’s Curriculum Frameworks and Instructional Resource Division (CFIRD) for their ongoing efforts to improve instructional materials for students and, in particular, for their support of this adoption:

Bryan Boyd, Education Programs Consultant

Gloria Dobson, Associate Governmental Programs Analyst

Deborah Franklin, Education Programs Consultant

Laurie Garcia, Staff Services Manager

Gustavo Gonzales, Education Programs Consultant

Lisa Grant, Education Programs Consultant

Cyndi Hammonds, Associate Information Systems Analyst, Specialist

Susan Hardesty, Associate Governmental Program Analyst

Lisa Leiplein, Associate Governmental Program Analyst

Renee Ousley-Swank, Education Program Consultant

Anton Piskulyov, Staff Services Analyst

Nancy Plasencia, Associate Governmental Programs Analyst

Rhonda Runyan, Staff Services Analyst

Christopher Smith, former Education Program Consultant

Joe Thompson, Associate Governmental Programs Analyst

Terri Yan, Associate Governmental Programs Analyst

Tracie Yee, Associate Governmental Programs Analyst

Monica Zendejas, Staff Services Analyst

Introduction

In August 2010, the State Board of Education (SBE) adopted the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CCSS). In September 2012, the SBE adopted the California English Language Development Standards. In March 2013, the SBE acted to approve modifications to the adopted CCSS.

Assembly Bill X4 2 (Chapter 2, Statutes of 2009–10 Fourth Extraordinary Session) signed on July 28, 2009, suspended the process and procedures for adopting instructional materials, including framework revisions, until the 2013–14 school year. Senate Bill 70 (Chapter 7 of the Statutes of 2011) extended that suspension until the 2015–16 school year.

Subsequently, Education Code (EC) Section 60207 required the SBE to adopt an English Language Arts/English Language Development (ELA/ELD) curriculum framework and evaluation criteria for the adoption of ELA/ELD instructional materials in July 2014. EC Section 60211 authorized the SBE to adopt instructional materials for kindergarten and grades one to eight (K–8), inclusive, that are aligned to California Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CA CCSS for ELA/Literacy) and the California English Language Development Standards (CA ELD Standards) in November 2015.

The CA CCSS for ELA/Literacy are comprised of three main sections: a comprehensive English language arts/literacy K–5 section and two content area-specific sections for grades 6–12 (one for English language arts and one for literacy in history/social studies, science, and technical subjects). For this adoption of English language arts instructional materials, reference to the CA CCSS for ELA/Literacy includes only the K–5 English language arts/literacy and the 6–8 English language arts standards (CA CCSS for ELA).

The criteria serve as the evaluation instrument for determining whether instructional materials align to the content standards and the other requirements of the SBE. The adopted evaluation criteria require that instructional materials be submitted in one of five program types: Program 1 Basic ELA, Program 2 Basic ELA/ELD, Program 3 Basic Biliteracy, Program 4 Intensive Intervention ELA, and Program 5 Specialized ELD (see p. 113 of this document for details from the full criteria). Supplemental instructional materials were not reviewed as part of this adoption.

The criteria for the evaluation of English language arts and English language development instructional resources for kindergarten through grade eight are organized into five categories:

1. English Language Arts and English Language Development Content/Alignment with the Standards. Instructional materials include content as specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type. Programs must meet all identified standards fully for the appropriate program type to be eligible for adoption.

2. Program Organization. Instructional materials support instruction and learning of the standards and include such features as the organization and design of the programs and standards; chapter, unit, and lesson overviews; and glossaries.

3. Assessment. Instructional materials include assessments for measuring what students know and are able to do and provide guidance for teachers on how to use assessment results to guide instruction.

4. Universal Access. Instructional materials provide access to the standards-based curriculum for all students, including English learners, students with disabilities, advanced learners, students below grade level in any strands of English language arts, and students who speak African American English (AAE).

5. Instructional Planning and Teacher Support. Information and materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction.

Materials that fail to meet the criteria in Category 1: English Language Arts and English Language Development Content/Alignment with the Standards will not be considered suitable for adoption. All criteria statements in Category 1 that are appropriate for that program type must be met for a program to be adopted. The criteria for Category 1 must be met in the core materials or via the primary means of instruction, rather than in ancillary components. In addition, programs must have strengths in each of categories 2 through 5 to be suitable for adoption.

The SBE-approved standards and evaluation criteria maps for the five program types were developed by the California Department of Education (CDE) to help publishers identify where their instructional materials were aligned with the content standards and the evaluation criteria. Publishers completed the maps and submitted them with their programs. The SBE appointed Instructional Materials Reviewers (IMRs) and Content Review Experts (CREs) who used the maps to evaluate a program’s alignment with the content standards and evaluation criteria.

Adoption Process

ADOPTION TIMELINE

As recommended by the Instructional Quality Commission (IQC), the SBE adopted the Schedule of Significant Events (Timeline) for the 2015 ELA/ELD Adoption on November 14, 2014, which provided for a return to a more normal timeframe for an adoption. The last adoption for ELA/ELD instructional materials took place in 2008.

PUBLISHERS INVITATION TO SUBMIT MEETING

A Publishers Invitation to Submit (ITS) meeting was held on January 28, 2015. Publishers were invited to attend the ITS meeting to learn about the process and procedures for submitting K–8 instructional materials for the 2015 ELA/ELD Adoption. Each publisher received a digital copy of the Publishers Invitation to Submit: 2015 ELA/ELD Adoption, a document that contains all of the information necessary for a publisher to know how to effectively participate in the adoption process. Technical information was provided at the meeting, including an outline of the schedule of significant events, the publisher’s responsibilities for participating in the adoption, a review of the adoption process, an overview of the content standards and the evaluation criteria, and the logistics of the submission process.

PUBLISHER FEES

Pursuant to EC Section 60211, and in accordance with Title 5, California Code of

Regulations (5 CCR), Section 9517.3, this adoption was financed through fees paid by participating publishers. The fee was set at $5,000 per program per grade level submitted.

The legislation also included the provision that, upon the request of a small publisher or small manufacturer, the SBE may reduce the fee for participation in the adoption. EC Section 60211 states that a "small publisher" and "small manufacturer" mean an independently owned or operated publisher or manufacturer that is not dominant in its field of operation and that, together with its affiliates, has 100 or fewer employees, and has average annual gross receipts of ten million dollars ($10,000,000) or less over the previous three years. For this adoption, no publishers submitted requests for small publisher fee reduction.

REVIEWER APPOINTMENT AND TRAINING

The SBE appointed IMRs and CREs over the course of two meetings. At its meeting on November 14, 2014, based on the recommendations of the IQC, the SBE appointed a total of 72 IMRs and 54 CREs. And again, based on the recommendations of the IQC, the SBE appointed an additional 101 IMRs and 46 CREs at its meeting on January 15, 2015. The CREs and IMRs were divided into 19 review panels that were assigned one or more basic grade-level or intervention programs to review.

The IMRs included classroom teachers who teach students in kindergarten or grades 1–12, have a “professional” credential under California law, meet the definition of “highly qualified” under federal law, and who have experience with and expertise in standards-based educational programs and practices in the content field under consideration. Some of the IMRs have experience in providing instruction to English learners,and in providing instruction to students with disabilities.

For the 2015 ELA/ELD Adoption, the CREs possessed a master’s degree or higher and five or more years of experience with, and expertise in, standards-based educational programs and practices, or a doctoral degree and expertise in research on how reading skills are acquired.

The IQC and the Curriculum Frameworks and Instructional Resources Division (CFIRD) staff trained reviewers in two sessions (the first on April 14–17, 2015, and the second on April 28–May 1, 2015) to prepare them for the 2015 ELA/ELD Adoption independent review and subsequent deliberations. The training materials were reviewed and approved by the IQC at its meeting on November 20, 2014, and by the SBE at its meeting on January 14, 2015. The training included sessions on the evaluation criteria, social content requirements, and the adoption process. Publishers made formal presentations on their programs on the final day of the training and answered reviewer questions.

The training was conducted in accordance with the Bagley-Keene Open Meeting Act. Various publisher representatives and interested members of the public attended the training. Each day, at a pre-determined time, the training was paused to provide an opportunity for public comment.

IMR/CRE REVIEW, DELIBERATIONS, AND REPORT OF FINDINGS

After training was completed, the IMRs and CREs received complete sets of instructional materials for the programs they were assigned to review and evaluate according to the evaluation criteria. The IMRs and CREs conducted their independent reviews of the ELA/ELD instructional materials during May through early July.

The reviewers met in their assigned review panels in Los Angeles for deliberations held in two sessions (the first on July 13–17, 2015, and the second on July 28–31, 2015. The IMRs and CREs discussed the individual notes and citations they had developed while performing their independent reviews. A member of the IQC or another facilitator approved by the SBE was assigned to facilitate each panel. CFIRD staff provided support to the panels. During deliberations, publishers were provided a formal publisher response time to address three to five questions on each of their respective programs posed by the panel members. Publishers received these questions in advance and could provide written as well as verbal responses.

The IMRs and CREs worked collaboratively during deliberations to produce a Report of Findings for each program. The reports include findings for each category of the criteria and citations that are exemplary (not exhaustive) to support those findings.

A total of 28 ELA/ELD programs were submitted by the submission deadline of March 17, 2015 (19 basic grade-level programs and 9 intervention programs); however, one intervention program was withdrawn before training began. Of the 27 submitted programs, 25 programs were recommended by the IMR/CRE panels for adoption, with some recommendations contingent upon satisfactory completion of specified edits and corrections.

Edits and corrections are defined as inexact language, imprecise definitions, mistaken notations, mislabeling, misspellings, and grammatical errors. Edits and corrections do not include complete revision or rewriting of chapters or programs or adding new content to a program. Changes such as this are not allowed during the adoption process from publishers and members of the public (California Code of Regulations, Title 5 (5 CCR), sections 9510(h) and (r) and 9519(f) through (g)). The review panels also provided citations for social content violations when those were found in the programs.

The panel deliberations were conducted in accordance with the Bagley-Keene Open Meeting Act. Various publisher representatives and interested members of the public attended the deliberations. At least twice each day, the deliberations process included an opportunity for public comment.

PUBLIC COMMENT AND REVIEW

Instructional materials submitted for adoption were displayed for public review and comment beginning July 5, 2013, at 14 Learning Resource Display Centers (LRDCs) throughout the state (see Appendix B). In addition, publishers were required to submit a URL indicating where copies of student materials were available for public access online (5 CCR Section 9523(b)) during the adoption process. Pursuant to 5 CCR Section 9521, any comments on the submitted instructional materials by August 27, 2013, would have been forwarded to the review panels for their consideration, but no such comments were received. Comments received after that date were forwarded to the IQC and will be sent to the SBE as well prior to its action on the adoption in January 2014.

The IQC hosted a meeting to take public comment on the 2015 ELA/ELD Adoption on August 20, 2015, in Sacramento. Several publishers attended and submitted comments to the IQC for consideration. All members of the IQC were not present at that meeting, but all members received copies of those comments.

In addition, prior to making its recommendations to the SBE, the IQC held two additional public hearings, one during the ELA/ELD Subject Matter Committee (SMC) meeting on September 24, 2015, and one during the full IQC meeting on September 25, 2015. Public comment was received by the IQC both in writing and in testimony at the public hearings. All public comments received by the IQC will be forwarded to the SBE for its November 2015 agenda item on the 2015 ELA/ELD Adoption. The SBE will hold a final public hearing at that meeting prior to taking action on the IQC’s recommendations.

INSTRUCTIONAL QUALITY COMMISSION REVIEW AND DELIBERATIONS

IQC members also had the option of receiving sets of all submitted programs, selected programs, or just student and teacher editions. On September 24–25, 2015, the members of the IQC considered the recommendations from the IMR/CRE review panels, public comments, and reports from individual Commissioners to determine whether each program satisfied or did not satisfy the SBE-adopted evaluation criteria for this adoption. The criteria include a requirement that the instructional materials provide comprehensive teaching of the content standards required for the type of program (basic grade-level or intervention).

On September 24, 2015, the ELA/ELD SMC held a public hearing and discussed in depth the IMR/CRE Report of Findings for each program. The discussion included the lists of minor edits and corrections included in the report, social content citations, publisher submitted errata (printing errors), and findings from Commissioners’ own independent reviews.

After the discussion at the ELA/ELD SMC level, a roll-call vote was taken on the submissions. The ELA/ELD SMC placed some programs on a consent list of programs that had been recommended without dissent or critical public comment. The SMC recommended all programs on the consent list with one roll-call vote. The remaining programs (those not on a consent list) received individual roll-call votes. The motion was stated in the affirmative in each case. A majority vote from the ELA/ELD SMC was required for any program to be recommended to the full IQC for adoption.

On September 25, 2015, the full IQC also discussed programs in depth. Again, some programs were placed on the consent list, and all programs on consent were recommended with one roll-call vote. The remaining programs (those not on a consent list) received individual roll-call votes. The motion was stated in the affirmative in each case. The recommendation for each program was to recommend the program with edits and corrections, social content citations, and approved publisher-submitted errata (printing errors). Nine Commissioners were required to vote in the affirmative to recommend any program.

The IQC recommended 25 of the 27 submitted programs for adoption. The IQC recommendations matched the recommendations of the IMR/CRE panels. The IQC’s adoption recommendations to the SBE are included in this report and will be presented to the SBE at its meeting on November 4–5, 2015, for action.

EC Section 60200(e) FINDING

In this adoption, the total number of recommended programs submitted provide more than five basic instructional materials for each grade level, kindergarten through grade eight.

EDITS AND CORRECTIONS MEETINGS

Edits and Corrections meetings will be scheduled with individual publishers after the SBE takes its final action on the adoption. The process and timeline for edits and corrections meetings are specified in 5 CCR Section 9525, titled “Post Adoption Edits and Corrections Procedures.” These meetings with publishers will address the edits and corrections identified in the IMR Report of Findings and approved by the IQC at its September 24–25, 2015, meeting and those edits and corrections that are required by the SBE based on the public comments received at its August 2015 meeting. Publishers whose programs are adopted by the SBE will be required to complete all edits and corrections within 60 days of CDE notification of the results of the edits and corrections meetings pursuant to 5 CCR Section 9525(e). No programs will be added to the CDE Price List of Adopted Instructional Materials online database until all edits and corrections have been made and verified.

PUBLISHERS’ RESPONSIBILITIES IF ADOPTED

According to the provisions of EC sections 60061 and 60061.5, publishers are required to comply with a number of very specific provisions that ensure that publishers furnish instructional materials to every school district in California at the lowest or same price offered to other districts in this state or any other state in the nation. A bulletin will be sent to all adopted publishers containing information about the statutory and regulatory requirements related to state-adopted materials. The CDE will host a conference call for adopted publishers to address any questions about post-adoption timelines, requirements regarding sales and marketing, alternate formats, pricing, and other issues.

CHANGES TO INSTRUCTIONAL MATERIALS STATUTES AND FUNDING

Pursuant to EC Section 60210, districts are no longer required to purchase instructional materials from a state adoption list. If a district elects to purchase materials that are not state adopted, they are required to include a majority of classroom teachers who are assigned to the subject area or grade level of the materials in their local review process.

The Instructional Materials Funding Realignment Program (EC sections 60420–60424) was repealed. Districts will receive state instructional materials funding as part of their basic funding under the Local Control Funding Formula (LCFF) pursuant to Assembly Bill 97. More information about the LCFF can be found on the CDE Web site at .

Instructional materials sufficiency requirements (EC Section 60119) remain in effect. Districts must certify each year that they have standards-aligned textbooks or basic instructional materials in English language arts, mathematics, science, and history–social science for all students in kindergarten through grade twelve to use in class and to take home. Since the state instructional materials funds have been incorporated into LCFF, there is no financial penalty for failing to meet the sufficiency requirement, but this may change with future legislation.

Summary of State Board of Education Action

November 4, 2015

These Programs Are Adopted

Program 1 Basic ELA

|Publisher |Program Title |Grade Level(s) |

|Amplify Education, Inc. |Amplify ELA: California Edition |6–8 |

|EMC Publishing, LLC |Mirrors & Windows: Connecting with Literature |6–8 |

|McGraw-Hill School Education |Reading Wonders |K–6 |

|McGraw-Hill School Education |StudySync |6–8 |

|Pearson Education, Inc., p.a. Scott Foresman and |CA Pearson System of Courses |K–8 |

|Prentice Hall | | |

|The College Board – SpringBoard |SpringBoard, English Language Arts |7–8 |

Program 2 Basic ELA/ELD

|Publisher |Program Title |Grade Level(s) |

|Amplify Education, Inc. |Amplify ELA: California Edition and Amplify ELD: California Edition |6–8 |

|Benchmark Education Company |Benchmark Advance |K–6 |

|Houghton Mifflin Harcourt |Houghton Mifflin Harcourt California Journeys ©2017 |K–5 |

|Publisher |Program Title |Grade Level(s) |

|Houghton Mifflin Harcourt |Houghton Mifflin Harcourt California Journeys-Collections ©2017 |K–6 |

|Houghton Mifflin Harcourt |Houghton Mifflin Harcourt California Collections ©2017  |6–8 |

|McGraw-Hill School Education |Reading Wonders |K–6 |

|McGraw-Hill School Education |StudySync |6–8 |

|National Geographic Learning/Cengage Learning |Reach for Reading |K–6 |

|The College Board – SpringBoard |SpringBoard, English Language Arts & English Language Development |7–8 |

Program 3 Basic Biliteracy

|Publisher |Program Title |Grade Level(s) |

|Benchmark Education Company |Benchmark Adelante |K–6 |

|McGraw-Hill School Education |Lectura Maravillas |K–6 |

Program 4 Intensive Intervention

|Publisher |Program Title |Grade Level(s) |

|McGraw-Hill School Education |FLEX Literacy |4–8 |

|National Geographic Learning/Cengage Learning |Inside |4–8 |

|Pearson Education, Inc., p.a. Scott Foresman and |CA Pearson iLit |4–8 |

|Prentice Hall | | |

|HMH Intervention Solutions (formerly Scholastic, |California Read 180 Universal System |4–8 |

|Inc.) | | |

|Voyager Sopris Learning, Inc. |LANGUAGE! Live California |4–8 |

Program 5 Specialized ELD

|Publisher |Program Title |Grade Level(s) |

|Houghton Mifflin Harcourt |Houghton Mifflin Harcourt California Escalate English ©2017 |4–8 |

|Pearson Education, Inc., p.a. Scott Foresman and |CA Pearson iLit ELL |4–8 |

|Prentice Hall. | | |

|HMH Intervention Solutions (formerly Scholastic, |California English 3D Course A and Course B System |4–8 |

|Inc.) | | |

These Programs Are Not Adopted

Program 1 Basic ELA

|Publisher |Program Title |Grade Level(s) |

|Amplify Education, Inc. |Core Knowledge Language Arts: California Edition (CKLA CA) |K–5 |

|The College Board – SpringBoard |SpringBoard, English Language Arts |6 |

Program 2 Basic ELA/ELD

|Publisher |Program Title |Grade Level(s) |

|Amplify Education, Inc. |Core Knowledge Language Arts with Language Studio: California Edition |K–5 |

| |(CKLA/LS CA) | |

|The College Board – SpringBoard |SpringBoard, English Language Arts & English Language Development |6 |

Programs Adopted by the State Board of Education

Basic Grade-Level Programs

Amplify Education, Inc., Core Knowledge Language Arts, K–5

Program Summary:

Core Knowledge Language Arts (Program 1) includes: Program Guide (PG), Unit/Domain (U), Lesson (L), Teacher Guide (TG), Flip Book (FB), Big Book (BB), Decodable Student Reader (SR), Picture Reader (PR), Activity Book (AB), Online Assessment and Remediation Guide (ARG), Online Resource Rubrics (ORR), Online Contrastive Language Chart (OCLC).

Recommendation:

Core Knowledge Language Arts (Program 1) is not recommended for adoption because the program does not include content as specified in the CA CCSS for ELA, does not meet all identified standards in Criterion 1 fully, and does not meet all the Criteria in Category 1.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The program does not support teaching to the CA CCSS, and does not cover all of the evaluation criteria in Category 1.

Criteria Category 2: Program Organization

The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.

Criteria Category 3: Assessment

The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA and, when appropriate, the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA and help all English learners to achieve proficiency with the CA ELD Standards.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA and, where appropriate, the CA ELD Standards.

Amplify Education, Inc., Core Knowledge Language Arts, K–5

Program Summary:

Core Knowledge Language Arts (Program 2) includes: Program Guide (PG), Unit/Domain (U), Lesson (L), Teacher Guide (TG), Flip Book (FB), Big Book (BB), Decodable Student Reader (SR), Picture Reader (PR), Activity Book (AB), Online Assessment and Remediation Guide (ARG), Online Resource Rubrics (ORR), Online Contrastive Language Chart (OCLC).

Recommendation:

Core Knowledge Language Arts with Language Studio (Program 2) is not recommended for adoption because the program does not include content as specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type, does not meet all identified standards in Criterion 1 fully, and does not meet all the Criteria in Category 1.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The program does not support teaching to the CA CCSS for ELA and CA ELD Standards (as appropriate to the program type), and does not cover all of the evaluation criteria in Category 1.

Criteria Category 2: Program Organization

The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.

Criteria Category 3: Assessment

The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA and, when appropriate, the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA and help all English learners to achieve proficiency with the CA ELD Standards.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA and, where appropriate, the CA ELD Standards.

Amplify Education, Inc., Amplify ELA: CA Edition, 6–8

Program Summary:

Amplify ELA: CA Edition (Program 1) includes a teacher license, student licenses, and print materials, including: CA Edition Teacher Program Guide; Non-Digital Resource Guides (ELA and ELD); Basic Virtual Library; Premium Virtual Library; Burst Reading License; mCLASS Beacon CA Editions; The World of Lexia; and Classroom Poster Set.

Recommendation:

Amplify ELA: CA Edition (Program 1) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA, meets all identified standards in Criterion 1 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The program supports teaching to the CA CCSS for ELA, and covers all of the evaluation criteria in Category 1.

Criteria Category 2: Program Organization

The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.

Criteria Category 3: Assessment

The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified in the CA CCSS for ELA.

Amplify Education, Inc., Amplify ELA: CA Edition and Amplify ELD: CA Edition, 6–8

Program Summary:

Amplify ELA: CA Edition and Amplify ELD: CA Edition (Program 2) include a teacher license, student licenses, and print materials, including: CA Edition Teacher Program Guide; Non-Digital Resource Guides (ELA and ELD); Basic Virtual Library; Premium Virtual Library; Burst Reading License; mCLASS Beacon CA Editions; The World of Lexia; and Classroom Poster Set.

Recommendation:

Amplify ELA: CA Edition and Amplify ELD: CA Edition (Program 2) are recommended for adoption because the program includes content as specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type, meets all identified standards in Criterion 1 fully, all identified standards in Criterion 2 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The program supports teaching to the CA CCSS for ELA and CA ELD Standards (as appropriate to the program type), and covers all of the evaluation criteria in Category 1.

Criteria Category 2: Program Organization

The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.

Criteria Category 3: Assessment

The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA and, when appropriate, the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA and help all English learners to achieve proficiency with the CA ELD Standards.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified in the CA CCSS for ELA and, where appropriate, the CA ELD Standards.

Benchmark Education, Benchmark Advance, K–6

Program Summary:

Benchmark Advance (Program 2) includes: Teachers Resource System (TRS), Leveled Text Teacher’s Guides, Readers Theater Handbook, Language Mini-Lesson Handbook, Texts for Close Reading (TCR).

Recommendation:

Benchmark Advance (Program 2) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type, meets all identified standards in Criterion 1 fully, all identified standards in Criterion 2 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The program supports teaching to the CA CCSS for ELA and CA ELD Standards (as appropriate to the program type), and covers all of the evaluation criteria in Category 1.

Criteria Category 2: Program Organization

The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.

Criteria Category 3: Assessment

The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA and, when appropriate, the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA and help all English learners to achieve proficiency with the CA ELD Standards.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA and, where appropriate, the CA ELD Standards.

Benchmark Education, Benchmark Adelante, K–6

Program Summary:

Benchmark Adelante (Program 3) includes: English Language Development Teachers Resource Systems (ELD TRS), Sistema de recursos para maestros (SRM), Leveled Text Teacher’s Guides (LTTG), Vistazo a la Unidad Minilección (VUM), Textos Para la Lectura Atenta (TPLA), Texts for ELD, Weekly Presentation E-book, Advancing Foundational Skills for English Language Digital Resource Learners (AFS), Guía de Teatro del Lector (GTL), Evaluación de las Destrezas Fundamentales (EDF), Evaluaciones Semanales y de la Unidad (ESU), Assessment Reporting Platform (ARP), Textos Nivelados (TN), Guía de lectura en voz alta (GLVA), Evaluaciones Periodicas (EP), eIntervention, Manual de minilecciones de lenguaje (MML).

Recommendation:

Benchmark Adelante (Program 3) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type, meets all identified standards in Criterion 1 fully, all identified standards in Criterion 2 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The program supports teaching to the CA CCSS for ELA and CA ELD Standards (as appropriate to the program type), and covers all of the evaluation criteria in Category 1.

Criteria Category 2: Program Organization

The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.

Criteria Category 3: Assessment

The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA, and when appropriate, the CA ELD Standards. The materials provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA and help all English learners achieve proficiency with the CA ELD Standards.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA and, where appropriate, the CA ELD Standards.

EMC Publishing, Mirrors & Windows Connecting with Literature, 6–8

Program Summary:

Mirrors & Windows Connecting with Literature (Program 1) includes: Teacher Edition (TE), Student Edition (SE), Common Core Assessment Practice (CCAP), Program Planning Guide (PPG), Differentiated Instruction (DI), Meeting the Standards (MS), Exceeding the Standards I (ES1), Exceeding the Standards II (ESII), ETS Criterion Online Evaluator (ETS), Access Editions Grades 6-8 (AE Online), Online Bookshelf emc.bookshelf. (Bookshelf Online), Teaching the Common Core (TCC), Flipgrid Online , Avenue Online [The preceding link is now invalid. For more information, please contact the publisher at .]

Recommendation:

Mirrors & Windows Connecting with Literature (Program 1) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA, meets all identified standards in Criterion 1 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The program supports teaching to the CA CCSS for ELA, and covers all of the evaluation criteria in Category 1.

Criteria Category 2: Program Organization

The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.

Criteria Category 3: Assessment

The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA.

Houghton Mifflin Harcourt, Houghton Mifflin Harcourt California Journeys ©2017, K–5

Program Summary:

Houghton Mifflin Harcourt California Journeys (Program 2) includes: Teacher’s Edition (TE); Student Book (SB); Language Workshop Teacher’s Guide (LW); HMH Decoding Power: Intensive Reading Instruction (DP); California Quick Start Pacing Guide (QSPG); Transitional Kindergarten Teacher’s Guide (TKTG); Blend-It Books (BIB); Common Core Writing Handbook Teacher’s Guide (CCWH TG); Literacy and Language Guide (LLG); Weekly Tests (WT); Benchmark and Unit Tests (BU); Language Workshop Assessment Handbook (LWAH); ELL Teacher’s Handbook (ELL TH); Language Support Card (LSC); Welcome to Kindergarten (WTK); Decoding Power (DP); Standards-Based Assessment Resource (SBAR); Channel One; FYI Site; Professional Development for Literacy (PDFL); Interactive Whiteboard Lessons (IWB); Student eBook; myWriteSmart; Stream to Stream to Start.

Recommendation:

Houghton Mifflin Harcourt California Journeys (Program 2) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type, meets all identified standards in Criterion 1 fully, all identified standards in Criterion 2 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The program supports teaching to the CA CCSS for ELA and CA ELD Standards (as appropriate to the program type), and covers all of the evaluation criteria in Category 1.

Criteria Category 2: Program Organization

The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.

Criteria Category 3: Assessment

The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described for in the CA CCSS for ELA and, when appropriate, the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA and help all English learners to achieve proficiency with the CA ELD Standards.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA and, where appropriate, the CA ELD Standards.

Houghton Mifflin Harcourt, Houghton Mifflin Harcourt California Collections ©2017, 6–8

Program Summary:

Houghton Mifflin Harcourt California Collections (Program 2) includes: Student Edition (SE); Teacher Edition (TE); Close Reader Student Edition (CR SE); Close Reader Teacher Edition (CR TE); Interactive Lessons: Writing, Speaking & Listening (IL); California Standards Support and Enrichment (SSE); Language Workshop (LW); HMH Decoding Power: Intensive Reading Instruction (DP); California Quick Start Pacing Guide (QSPG); Performance Assessment Student Edition (PASE); Interactive Whiteboard Lessons (IWB); Online Version/ebook.

Recommendation:

Houghton Mifflin Harcourt California Collections (Program 2) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type, meets all identified standards in Criterion 1 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The program supports teaching to the CA CCSS for ELA and CA ELD Standards (as appropriate to the program type), and covers all of the evaluation criteria in Category 1.

Criteria Category 2: Program Organization

The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.

Criteria Category 3: Assessment

The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA and, when appropriate, the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA and help all English learners to achieve proficiency with the CA ELD Standards.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA and, where appropriate, the CA ELD Standards.

Houghton Mifflin Harcourt, Houghton Mifflin Harcourt California Journeys-Collections ©2017, K–6

Program Summary:

Houghton Mifflin Harcourt California Journey-Collections (Program 2) includes: Teacher’s Edition (TE); Student Book (SB); Language Workshop Teacher’s Guide (LW); HMH Decoding Power: Intensive Reading Instruction (DP); California Quick Start Pacing Guide (QSPG); Transitional Kindergarten Teacher’s Guide (TKTG); Blend-It Books (BIB); Common Core Writing Handbook Teacher’s Guide (CCWH TG); Literacy and Language Guide (LLG); Weekly Tests (WT); Benchmark and Unit Tests (BU); Language Workshop Assessment Handbook (LWAH); ELL Teacher’s Handbook (ELL TH); Language Support Card (LSC); Welcome to Kindergarten (WTK); Decoding Power (DP); Standards-Based Assessment Resource (SBAR); Channel One; FYI Site; Professional Development for Literacy (PDFL); Interactive Whiteboard Lessons (IWB); Student eBook; myWriteSmart; Stream to Stream to Start.

Recommendation:

Houghton Mifflin Harcourt California Journeys-Collections (Program 2) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type, meets all identified standards in Criterion 1 fully, all identified standards in Criterion 2 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The program supports teaching to the CA CCSS for ELA and CA ELD Standards (as appropriate to the program type), and covers all of the evaluation criteria in Category 1.

Criteria Category 2: Program Organization

The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.

Criteria Category 3: Assessment

The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA and, when appropriate, the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA and help all English learners to achieve proficiency with the CA ELD Standards.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA and, where appropriate, the CA ELD Standards.

McGraw-Hill School Education, Reading Wonders, K–6

Program Summary:

Reading Wonders (Program 1) includes: Reading/Writing Workshop, Literature Anthology, Leveled Readers, Close Reading Companion, Your Turn Practice Book, Workstation Activity Cards, Decodable Readers, Teacher’s Editions (TE), Visual Vocabulary Cards, Placement and Diagnostic Assessment, Unit Assessment, ConnectEd Resources: .

Recommendation:

Reading Wonders (Program 1) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA, meets all identified standards in Criterion 1 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The program supports teaching to the CA CCSS for ELA, and covers all of the evaluation criteria in Category 1.

Criteria Category 2: Program Organization

The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.

Criteria Category 3: Assessment

The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA.

McGraw-Hill School Education, Reading Wonders, K–6

Program Summary:

Reading Wonders (Program 2) includes: Reading/Writing Workshop, Literature Anthology, Leveled Readers, Close Reading Companion, Your Turn Practice Book, Workstation Activity Cards, Decodable Readers, Teacher’s Editions (TE) : Resources, Language Development Practice, Companion Worktext, ELD Teacher’s Edition, Language Development Practice, Language Development Cards, Oral Language Cards, ELD Assessments, My Language Book, Visual Vocabulary Cards.

Recommendation:

Reading Wonders (Program 2) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type, meets all identified standards in Criterion 1 fully, all identified standards in Criterion 2 fully, and meets all the Criteria in Category 1 with strengths in Categories 2-5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The program supports teaching to the CA CCSS for ELA and CA ELD Standards (as appropriate to the program type), and covers all of the evaluation criteria in Category 1.

Criteria Category 2: Program Organization

The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.

Criteria Category 3: Assessment

The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA and, when appropriate, the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA and help all English learners to achieve proficiency with the CA ELD Standards.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA and, where appropriate, the CA ELD Standards.

McGraw-Hill School Education, StudySync, 6–8

Program Summary:

StudySync (Program 1) includes: (includes Thematic Units, Engrade for StudySync), Reading/Writing Workshop, Literature Anthology, Leveled Readers, Close Reading Companion, Your Turn Practice Book, Workstation Activity Cards, Decodable Readers, Teacher Editions, : Resources.

Recommendation:

StudySync (Program 1) is recommended for adoption. The program includes content specified in the CA CCSS for ELA, meets all identified standards in Criterion 1 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The program supports teaching to the CA CCSS for ELA and covers all of the evaluation criteria in Category 1.

Criteria Category 2: Program Organization

The organization and design of the instructional materials allow teachers to teach the content efficiently and effectively, while providing structure for what students should learn each year.

Criteria Category 3: Assessment

The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students, so they can meet or exceed the expectations as described in the CA CCSS for ELA, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction. They are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA.

McGraw-Hill School Education, StudySync, 6–8

Program Summary:

StudySync (Program 2) includes: (includes Thematic and ELD Units, Engrade for StudySync), Reading/Writing Workshop, Literature Anthology, Leveled Readers, Close Reading Companion, Your Turn Practice Book, Workstation Activity cards, Decodable readers, Teacher’s Editions : Resources.

Recommendation:

StudySync (Program 2) is recommended for adoption. The program includes content specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type, meets all identified standards in Criterion 1 fully, all identified standards in Criterion 2 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The program supports teaching to the CA CCSS for ELA and CA ELD Standards and covers all of the evaluation criteria in Category 1.

Criteria Category 2: Program Organization

The organization and design of the instructional materials allow teachers to teach the content efficiently and effectively, while providing structure for what students should learn each year.

Criteria Category 3: Assessment

The instructional materials assist teachers in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of all students, and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students, so they can meet or exceed the expectations as described in the CA CCSS for ELA and the CA ELD Standards, provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA, and help all English learners to achieve proficiency with the CA ELD Standards.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction. They are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA and the CA ELD Standards.

McGraw-Hill School Education, Lectura Maravillas, K–6

Program Summary:

Lectura Maravillas (Program 3) includes: Emerging (Em), Expanding (Ex), Bridging (Br), connected.mcgraw-. Taller de lectura y escritura (RWW), Superlibro de literatura (BB), Libros por nivel, Guía de lectura atenta (CRC), Tu turno Cuaderno de práctica (YTPB), Tarjetas de lectura interactiva en voz alta, TARJETAS: Cuéntalo otra vez, Tarjetas de vocabulario visual, Tarjetas de palabras de uso frecuente, Tarjetas de

actividades, Tarjetas de fotos , Tarjetas armapalabras, Tarjetas de actividades niveladas, Libros descodificables, Guía del maestro (TE), Examenes de Unidad (UA), Evaluaciones de Referencia, Maravillas Online Data Dashboard: Evaluaciones, Desarrollo profesional: Lecciones modelo: Collaborative Discussions Video, Rutina de instrucción: Collaborative Conversations, Time for Kids (TFK), connected.mcgraw-hill: Recursos, website recursos > espacio de investigación, phonemic awareness (PA), Wonders for ELD TE.

Recommendation:

Lectura Maravillas (Program 3) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type, meets all identified standards in Criterion 1 fully, all identified standards in Criterion 2 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The program supports teaching to the CA CCSS for ELA and CA ELD Standards (as appropriate to the program type), and covers all of the evaluation criteria in Category 1.

Criteria Category 2: Program Organization

The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.

Criteria Category 3: Assessment

The instructional materials do provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA and, when appropriate, the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA and help all English learners to achieve proficiency with the CA ELD Standards.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA and, where appropriate, the CA ELD Standards.

National Geographic/Cengage Learning, Reaching for Reading, K–6

Program Summary:

Reach for Reading (Program 2) includes: Teacher Edition (TE), Student Edition (SE), Big Charts (BC), Critical Reading Series (CRS), Informational Readers (IR), Designated ELD Support (DES), Assessment Handbook (AHB), (Website), Teamwork Activities (TA), Academic Talk Flip Chart (ATFC), Reach into Phonics Foundations Teachers Guide (TG), Practice Master (PM), Learning Stations (LS). Additional acronyms are: Shared Reading (SR), Best Practices (BP), Research Project (RP), Writing Project (WP), Phonics (P), Comprehension (C), Daily Grammar (DG), Academic Talk (AT), Multi-Level Strategies (MLS), Small Group (SG), Resources (R).

Recommendation:

Reach for Reading (Program 2) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type, meets all identified standards in Criterion 1 fully, all identified standards in Criterion 2 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The program supports teaching to the CA CCSS for ELA and CA ELD Standards (as appropriate to the program type), and covers all of the evaluation criteria in Category 1.

Criteria Category 2: Program Organization

The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.

Criteria Category 3: Assessment

The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA and, when appropriate, the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA and help all English learners to achieve proficiency with the CA ELD Standards.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA and, where appropriate, the CA ELD Standards.

Pearson Education, Inc., p.a. Scott Foresman and Prentice Hall, CA Pearson System of Courses, K–8

Program Summary:

CA Pearson System of Courses (Program 1) includes: Student Application (SA), Teacher Guide (TG), Teacher Support (TS).

Recommendation:

CA Pearson System of Courses (Program 1) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA, meets all identified standards in Criterion 1 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The program supports teaching to the CA CCSS for ELA and covers all of the evaluation criteria in Category 1.

Criteria Category 2: Program Organization

The organization and design of the instructional materials allow teachers to teach the content efficiently and effectively, while providing structure for what students should learn each year.

Criteria Category 3: Assessment

The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students, so they can meet or exceed the expectations as described in the CA CCSS for ELA, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction. They are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA.

Pearson Education, Inc., p.a. Scott Foresman and Prentice Hall, CA Pearson iLit ELL, 4–8

Program Summary:

CA Pearson iLit ELL (Program 5) includes: Student Application (SA), Teacher Application (TA), Professional Learning Community (PLC), Test of English Language Learning (TELL), Group Reading Assessment and Diagnostic Evaluation (GRADE).

Recommendation:

CA Pearson iLit ELL (Program 5) is recommended for adoption because the program includes content as specified in the CA ELD Standards, meets all identified subset of standards in Criterion 2 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The program supports teaching to the subset of CA ELD Standards identified in Appendix 12-B: Matrix 2, and covers all of the evaluation criteria in Category 1.

Criteria Category 2: Program Organization

The organization and features of the instructional materials support instruction and learning of the CA ELD Standards.

Criteria Category 3: Assessment

The instructional materials provide teachers with assistance in using assessments for planning instruction. They provide strategies for meeting the instructional needs of students and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for students so they can meet or exceed the expectations as described in the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to help English learners to achieve proficiency with the CA ELD Standards.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for students to learn the essential skills and knowledge specified for in the CA ELD Standards.

The College Board-Springboard, SpringBoard ELA, Grades 7–8

Program Summary:

SpringBoard ELA (Program 1) includes: SpringBoard English Language Arts Student Edition (ELA SE), SpringBoard English Language Arts Teacher Edition (ELA TE), English Language Development Teacher Edition (ELD TE), SpringBoard Writing Workshop with Grammar Activities Student Edition (WWGA SE), SpringBoard Writing Workshop with Grammar Activities Teacher Edition (WWGA TE), SpringBoard Close Reading Workshop Student Edition (CRW SE), SpringBoard Close Reading Workshop Teacher Edition (CRE TE), SpringBoard Digital Teacher Resources (SBD TR), SpringBoard Digital Assessment (SBD A).

Recommendation:

SpringBoard ELA (Program 1) for Grades 7–8 is recommended for adoption because the program includes content as specified in the CA CCSS for ELA, meets all identified standards in Criterion 1 fully, and meets all the Criteria in Category 1, with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed in this document under the “Edits and Corrections” section.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The Grade 7–8 levels of the program support teaching to the CA CCSS for ELA, and cover all of the evaluation criteria in Category 1.

Criteria Category 2: Program Organization

The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.

Criteria Category 3: Assessment

The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA.

The College Board-Springboard, SpringBoard ELA/ELD, 7–8

Program Summary:

SpringBoard ELA/ELD (Program 2) includes: SpringBoard English Language Arts Student Editions (ELA SE), SpringBoard English Language Arts Teacher Editions (ELA TE), SpringBoard English Language Development Student Editions (ELD SE), SpringBoard English Language Development Teacher Editions (ELD TE), SpringBoard Writing Workshop with Grammar Activities Student Editions (WWGA SE), SpringBoard Writing Workshop with Grammar Activities Teacher Editions (WWGA TE), SpringBoard Close Reading Workshop Student Editions (CRW SE), SpringBoard Close Reading Workshop Teacher Editions (CRW TE), SpringBoard Digital Teacher Resources (SBD TR), SpringBoard Digital Assessment (SBD A).

Recommendation:

Although SpringBoard ELA/ELD (Program 2) for Grades 7–8 is recommended for adoption because the program includes content as specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type, meets all identified standards in Criterion 1 fully, meets all the standards in Criterion 2 fully, and meets all the Criteria in Category 1, with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The Grade 7–8 levels of the program support teaching to the CA CCSS for ELA and CA ELD Standards (as appropriate to the program type), and covers all of the evaluation criteria in Category 1.

Criteria Category 2: Program Organization

The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.

Criteria Category 3: Assessment

The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA and, when appropriate, the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA and help all English learners to achieve proficiency with the CA ELD Standards.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA and, where appropriate, the CA ELD Standards.

Intervention Programs

Houghton Mifflin Harcourt, Escalate English ©2017, 4–8

Program Summary:

Escalate English© 2017 (Program 5) includes: Teacher Edition (TE), Student Edition (SE), Activity Book (AB), Browse Magazine (BM), Online Dashboard (OD).

Recommendation:

Escalate English© 2017 (Program 5) is recommended for adoption because the program includes content as specified in the CA ELD Standards, meets all identified subset of standards in Criterion 2 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The program supports teaching to the subset of CA ELD Standards identified in Appendix 12-B: Matrix 2, and covers all of the evaluation criteria in Category 1.

Criteria Category 2: Program Organization

The organization and features of the instructional materials support instruction and learning of the CA ELD Standards.

Criteria Category 3: Assessment

The instructional materials provide teachers with assistance in using assessments for planning instruction, strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for students so they can meet or exceed the expectations as described in the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to help English learners to achieve proficiency with the CA ELD Standards.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for students to learn the essential skills and knowledge specified for in the CA ELD Standards.

McGraw-Hill School Education, Flex Literacy, 4–8

Program Summary:

FLEX Literacy (Program 4) includes: Elementary System (ELEM), Secondary System (SEC), Student Interactive Reader (SIR), Print Experience Teacher Edition (PTE), Project Experience Guides (PG), Implementation Guide (IG), Differentiated Instruction Resources (DIR), Tradebook Library (TBL), online Student Digital Experience (DX), FLEXWorks online teacher tool (FW), online Professional Learning Environment (PLE), Assessment Resources (AR), Secondary Program Guide (SPG), online Digital Sampler (DS), online Teacher Edition (TE).

Recommendation:

FLEX Literacy (Program 4) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA, meets all identified subset of standards in Criterion 1 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The program supports teaching to the subset of CA CCSS for ELA identified in Appendix 12-B: Matrix 1, and covers all of the evaluation criteria in Category 1.

Criteria Category 2: Program Organization

The organization and features of the instructional materials support instruction and learning of the Standards.

Criteria Category 3: Assessment

The instructional materials provide teachers with assistance in using assessments for planning instruction, implementing strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for students so they can meet or exceed the expectations as described in the CA CCSS for ELA, and provide teachers with the necessary content and pedagogical tools to teach students the CA CCSS for ELA.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for students to learn the essential skills and knowledge specified for in the CA CCSS for ELA.

National Geographic/Cengage Learning, Inside, 4–8

Program Summary:

Inside (Program 4) includes: Teacher Edition (TE), Student Edition (SE), myNGconnect Student Resources (mNG SR), Assessment Handbook (AHB).

Recommendation:

National Geographic/Cengage Learning Inside (Program 4) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA, meets all identified subset of standards in Criterion 1 and fully meets all the Criteria in Category 1 with strengths in Categories 2–5.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The program supports teaching to the subset of CA CCSS for ELA identified in Appendix 12-B: Matrix 1, and covers all of the evaluation criteria in Category 1.

Criteria Category 2: Program Organization

The organization and features of the instructional materials support instruction and learning of the CA CCSS for ELA.

Criteria Category 3: Assessment

The instructional materials provide teachers with assistance in using assessments for planning instruction, implementing strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for students so they can meet or exceed the expectations as described in the CA CCSS for ELA, and provide teachers with the necessary content and pedagogical tools to teach students the CA CCSS for ELA.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction. They are designed to help teachers provide effective standards-based instruction and ensure opportunities for students to learn the essential skills and knowledge specified for in the CA CCSS for ELA.

Pearson Education Inc., p.a. Scott Foresman and Prentice Hall, CA Pearson iLit, 4–8

Program Summary:

CA Pearson iLit (Program 4) includes: Student Application (SA); Teacher Application (TA).

Recommendation:

CA Pearson iLit (Program 4) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA, meets all identified subset of standards in Criterion 1 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The program supports teaching to the subset of CA CCSS for ELA identified in Appendix 12-B: Matrix 1, and covers all of the evaluation criteria in Category 1.

Criteria Category 2: Program Organization

The organization and features of the instructional materials support instruction and learning of the CA CCSS for ELA.

Criteria Category 3: Assessment

The instructional materials provide teachers with assistance in using assessments for planning instruction, implementing strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for students so they can meet or exceed the expectations as described in the CA CCSS for ELA, and provide teachers with the necessary content and pedagogical tools to teach students the CA CCSS for ELA.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for students to learn the essential skills and knowledge specified for in the CA CCSS for ELA.

Pearson Education, Inc., p.a. Scott Foresman and Prentice Hall, CA Pearson iLit ELL, 4–8

Program Summary:

CA Pearson iLit ELL (Program 5) includes: Student Application (SA), Teacher Application (TA), Professional Learning Community (PLC), Test of English Language Learning (TELL), Group Reading Assessment and Diagnostic Evaluation (GRADE).

Recommendation:

CA Pearson iLit ELL (Program 5) is recommended for adoption because the program includes content as specified in the CA ELD Standards, meets all identified subset of standards in Criterion 2 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The program supports teaching to the subset of CA ELD Standards identified in Appendix 12-B: Matrix 2, and covers all of the evaluation criteria in Category 1.

Criteria Category 2: Program Organization

The organization and features of the instructional materials support instruction and learning of the CA ELD Standards.

Criteria Category 3: Assessment

The instructional materials provide teachers with assistance in using assessments for planning instruction. They provide strategies for meeting the instructional needs of students and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for students so they can meet or exceed the expectations as described in the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to help English learners to achieve proficiency with the CA ELD Standards.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for students to learn the essential skills and knowledge specified for in the CA ELD Standards.

HMH Intervention Solutions (formerly Scholastic, Inc.), California Read 180 Universal System, 4–8

Program Summary:

California Read 180 Universal System (Program 4) includes: Getting Started (GS), Workshop (WS), Whole-Group Lesson (WG), Small-Group Lesson (SG), Back Matter (BM), Interim Performance Task (IPT), End-of-Year Performance Task (EYPT), Reading Comprehension (RC), Language & Convention (L), Writing (W), Speaking & Listening (SL), Foundational Reading Guide (FRG), Resources for Differentiating Instruction (RDI).

Recommendation:

California Read 180 Universal System (Program 4) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA, meets all identified subset of standards in Criterion 1 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The program supports teaching to the subset of CA CCSS for ELA identified in Appendix 12-B: Matrix 1, and covers all of the evaluation criteria in Category 1.

Criteria Category 2: Program Organization

The organization and features of the instructional materials support instruction and learning of the CA CCSS for ELA.

Criteria Category 3: Assessment

The instructional materials do provide teachers with assistance in using assessments for planning instruction, implementing strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for students so they can meet or exceed the expectations as described in the CA CCSS for ELA, and provide teachers with the necessary content and pedagogical tools to teach students the CA CCSS for ELA.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for students to learn the essential skills and knowledge specified for in the CA CCSS for ELA.

HMH Intervention Solutions (formerly Scholastic, Inc.), California English 3D Course A and Course B System, 4–8

Program Summary:

California English 3D Course A and Course B System (Program 5) includes: Assessment, Data & Reporting, Issues Book Course A (IB, Course A), Issues Book Course B (IB, Course B), Language & Writing Portfolio, Course A (Portfolio, Course A), Language & Writing Portfolio Course B (Portfolio, Course B), Teaching Guide Course A (TG Course A), Teaching Guide Course B (TG Course B), English 3D California Standards Alignments Course A (Standards Alignment, Course A), English 3D California Standards Alignments Course B (Standard Alignment, Course B), Independent Reading Library (Independent Reading), Instructional Resources (Instructional Res.), Planning and Pacing Guide, Course A (PPG, Course A), Planning and Pacing Guide, Course B (PPG, Course B), Research Foundation & California Efficacy Data (Research & Efficacy), Standards Map.

Recommendation:

California English 3D Course A and Course B System (Program 5) is recommended for adoption because the program includes content as specified in the CA ELD Standards, meets all identified subset of standards in Criterion 2 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5. Edits and corrections required as a condition of adoption are listed on the last page of this document under the “Edits and Corrections” section.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The program supports teaching to the subset of CA ELD Standards identified in Appendix 12-B: Matrix 2, and covers all of the evaluation criteria in Category 1.

Criteria Category 2: Program Organization

The organization and features of the instructional materials support instruction and learning of the CA ELD Standards.

Criteria Category 3: Assessment

The instructional materials provide teachers with assistance in using assessments for planning instruction, strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for students so they can meet or exceed the expectations as described in the CA ELD Standards and provide teachers with the necessary content and pedagogical tools to help English learners to achieve proficiency with the CA ELD Standards.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for students to learn the essential skills and knowledge specified in the CA ELD Standards.

Voyager Sopris Learning, Language! Live California, 4–8

Program Summary:

Language! Live California (Program 4) includes: Level 1 Word Training (L1WT), Level 2 Word Training (L2WT), Unit (U), Lesson (L), Independent Read (IR), Tutorial (T), Plural –es tutorial (-es), Suffix –ous (-ous), Check for Understanding (CU), Review (R), Decoding Activities (DA), Blend and Read Words (BRW), Read Phrases and Sentences (RPS), Listen and Identify (LI), Sort (S), Sentence Completion (SC), Word Radiator (WR), Read Sentences (RS), Column Matching (CM), Key Concept Quiz (KCQ), Word Association Wall (WAW), Word Construction (WC), Word Generator (WG), Big Word Strategy (BWS), Confusing Words (CW), Phrase Selection (PS), Encoding Activities (EA), Phoneme Grapheme Mapping (PGM), Syllabification (SY), Build a Word Family (BWF), Sentence Dictation (SD), Read Phrases and Sentences (RPS), Sentence Completion with Spelling (SCS), Word Building (WB), Shuffle (S), Word Generator (WG), Adding Suffixes (AS), Goals 1,2,or 3 (G#), Fluency Check (FC), Startup Unit (SU), Program Guide (PG), Teacher Edition Level 1(TEL1), Teacher Edition Level 2 (TEL2), Online Word Training Level 1 (OWTL1), Online Word Training Level 2 (OWTL2), Writing Project: Thematic Literature (WPTL), Handwriting Supplement (HS), Content Mastery Conjunction (CMC), Student Edition Level 1 (SEL1), Student Edition Level 2 (SEL2), Teacher Dashboard: Tools: Research Foundation (TDTRF), Teacher Dashboard: Tools: Course Resources: Text Training: Writing Supplements (TDTCR).

Recommendation:

Language! Live California (Program 4) is recommended for adoption because the program includes content as specified in the CA CCSS for ELA, meets all identified subset of standards in Criterion 1 fully, and meets all the Criteria in Category 1 with strengths in Categories 2–5.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The program supports teaching to the subset of CA CCSS for ELA identified in Appendix 12-B: Matrix 1, and covers all of the evaluation criteria in Category 1.

Criteria Category 2: Program Organization

The organization and features of the instructional materials support instruction and learning of the CA CCSS for ELA.

Criteria Category 3: Assessment

The instructional materials do provide teachers with assistance in using assessments for planning instruction, implementing strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for students so they can meet or exceed the expectations as described in the CA CCSS for ELA, and provide teachers with the necessary content and pedagogical tools to teach students the CA CCSS for ELA.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for students to learn the essential skills and knowledge specified for in the CA CCSS for ELA.

Programs Not Adopted by the State Board of Education

Basic Grade-Level Programs

Amplify Education, Inc., Core Knowledge Language Arts, K–5

Program Summary:

Core Knowledge Language Arts (Program 1) includes: Program Guide (PG), Unit/Domain (U), Lesson (L), Teacher Guide (TG), Flip Book (FB), Big Book (BB), Decodable Student Reader (SR), Picture Reader (PR), Activity Book (AB), Online Assessment and Remediation Guide (ARG), Online Resource Rubrics (ORR), Online Contrastive Language Chart (OCLC).

Recommendation:

Core Knowledge Language Arts (Program 1) is not recommended for adoption because the program does not include content as specified in the CA CCSS for ELA, does not meet all identified standards in Criterion 1 fully, and does not meet all the Criteria in Category 1.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The program does not support teaching to the CA CCSS, and does not cover all of the evaluation criteria in Category 1.

Criteria Category 2: Program Organization

The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.

Criteria Category 3: Assessment

The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA and, when appropriate, the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA and help all English learners to achieve proficiency with the CA ELD Standards.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA and, where appropriate, the CA ELD Standards.

Amplify Education, Inc., Core Knowledge Language Arts, K–5

Program Summary:

Core Knowledge Language Arts (Program 2) includes: Program Guide (PG), Unit/Domain (U), Lesson (L), Teacher Guide (TG), Flip Book (FB), Big Book (BB), Decodable Student Reader (SR), Picture Reader (PR), Activity Book (AB), Online Assessment and Remediation Guide (ARG), Online Resource Rubrics (ORR), Online Contrastive Language Chart (OCLC).

Recommendation:

Core Knowledge Language Arts with Language Studio (Program 2) is not recommended for adoption because the program does not include content as specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type, does not meet all identified standards in Criterion 1 fully, and does not meet all the Criteria in Category 1.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The program does not support teaching to the CA CCSS for ELA and CA ELD Standards (as appropriate to the program type), and does not cover all of the evaluation criteria in Category 1.

Criteria Category 2: Program Organization

The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.

Criteria Category 3: Assessment

The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA and, when appropriate, the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA and help all English learners to achieve proficiency with the CA ELD Standards.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA and, where appropriate, the CA ELD Standards.

The College Board-Springboard, SpringBoard ELA, Grade 6

Program Summary:

SpringBoard ELA (Program 1) includes: SpringBoard English Language Arts Student Edition (ELA SE), SpringBoard English Language Arts Teacher Edition (ELA TE), English Language Development Teacher Edition (ELD TE), SpringBoard Writing Workshop with Grammar Activities Student Edition (WWGA SE), SpringBoard Writing Workshop with Grammar Activities Teacher Edition (WWGA TE), SpringBoard Close Reading Workshop Student Edition (CRW SE), SpringBoard Close Reading Workshop Teacher Edition (CRE TE), SpringBoard Digital Teacher Resources (SBD TR), SpringBoard Digital Assessment (SBD A).

Recommendation:

Although SpringBoard ELA (Program 1) includes content as specified in the CA CCSS for ELA and meets all identified standards in Category 2, Criterion 1 fully, with strengths in Categories 2–5, Grade 6 is not recommended by the Instructional Quality Commission (IQC) for adoption because the materials do not meet all the Criteria in Category 1.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The IQC determined that the materials, with evidence supplied by the publisher, do not fully meet all the Criteria in Category 1.

Criteria Category 2: Program Organization

The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.

Criteria Category 3: Assessment

The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA.

The College Board-Springboard, SpringBoard ELA/ELD, Grade 6

Program Summary:

SpringBoard ELA/ELD (Program 2) includes: SpringBoard English Language Arts Student Editions (ELA SE), SpringBoard English Language Arts Teacher Editions (ELA TE), SpringBoard English Language Development Student Editions (ELD SE), SpringBoard English Language Development Teacher Editions (ELD TE), SpringBoard Writing Workshop with Grammar Activities Student Editions (WWGA SE), SpringBoard Writing Workshop with Grammar Activities Teacher Editions (WWGA TE), SpringBoard Close Reading Workshop Student Editions (CRW SE), SpringBoard Close Reading Workshop Teacher Editions (CRW TE), SpringBoard Digital Teacher Resources (SBD TR), SpringBoard Digital Assessment (SBD A).

Recommendation:

Although SpringBoard ELA/ELD (Program 2) includes content as specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type, meets all identified standards in Criterion 1 fully, meets all the standards in Criterion 2 fully, with strengths in Categories 2–5, Grade 6 is not recommended by the Instructional Quality Commission (IQC) for adoption because the materials do not meet all the Criteria in Category 1.

Criteria Category 1: ELA/ELD Content/Alignment with Standards

The IQC determined that the materials, with evidence supplied by the publisher, do not fully meet all the Criteria in Category 1.

Criteria Category 2: Program Organization

The organization and design of the instructional materials provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively.

Criteria Category 3: Assessment

The instructional materials provide teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring.

Criteria Category 4: Universal Access

Program materials ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA and, when appropriate, the CA ELD Standards, and provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA and help all English learners to achieve proficiency with the CA ELD Standards.

Criteria Category 5: Instructional Planning and Teacher Support

The instructional materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction and ensure opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA and, where appropriate, the CA ELD Standards.

Appendix A: Criteria for Evaluating Instructional Materials for Kindergarten through Grade Eight

From Chapter 12 of the 2014 English Language Arts/English Language Development Framework

Adopted by the State Board of Education on July 9, 2014

State-adopted instructional materials help teachers to present and students to learn the content set forth in CA CCSS for ELA/Literacy, as modified pursuant to California EC Section 60605.10 (added by Senate Bill 1200, Statutes of 2012) and, where appropriate, the inclusion of the CA ELD Standards, pursuant to California EC Section 60207(c).

The CA CCSS for ELA/Literacy are comprised of three main sections: a comprehensive English language arts/literacy K–5 section and two content area-specific sections for grades 6–12 (one for English language arts and one for literacy in history/social studies, science, and technical subjects). For this adoption of English language arts instructional materials, reference to the CA CCSS for ELA/Literacy includes only the K–5 English language arts/literacy and the 6–8 English language arts standards (CA CCSS for ELA).

These criteria for evaluating instructional materials are only for alignment to the CA CCSS for ELA for kindergarten through grade eight. While these instructional materials provide support and opportunities for teachers of English language arts to work collaboratively with other content-area teachers to develop student literacy, they are not intended to replace content-based instructional materials. Guidance to assist local educational agencies in selecting standards-aligned instructional materials for grades nine through twelve are discussed later in this chapter. The standards for Literacy in History/Social Studies, Science, and Technical Subjects in grades 6–12 will be addressed in other content-area instruction although there should be supportive materials, such as novels, biographies, and essays, and assistance on text structure and language in the other disciplines. These standards may be viewed on pages 79–89 in the CA CCSS for ELA/Literacy ().

This document establishes criteria for evaluating instructional materials for the eight-year adoption cycle beginning with the adoption in 2015. These criteria serve as evaluation guidelines for the statewide adoption of ELA and ELD instructional materials for kindergarten through grade eight, as called for in EC Section 60207.

These criteria in this section draw from criteria used for past instructional materials adoptions and from the Revised Publishers’ Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades K–2 (Revised 5/16/2012) () and Grades 3–12 (Revised 4/12/2012) (). There are a number of supportive and advisory documents that are available for publishers and producers of instructional materials that define the depth and shifts of instruction. These documents include “Preliminary Test Blueprints” and “Item/Task Specifications” found on the Smarter Balanced Assessment Consortium Web site () and the English Language Arts/English Language Development Framework for California Public Schools (ELA/ELD Framework). In addition, publishers should recognize how the structure of the ELA/ELD Framework organizes the topic of curriculum and instruction into a discussion of the standards for ELA and ELD around five themes: meaning making, language development, effective expression, content knowledge, and foundational skills. The framework supports content which can be delivered to build the skills of creativity and innovation, critical thinking and problem solving, collaboration, communication, and construction and new understanding of knowledge across content areas.

It is the intent of the SBE that these criteria be seen as neutral on the format of instructional materials. Print-based, digital, and interactive online programs may all be submitted for adoption as long as they are aligned to the evaluation criteria. Any gross inaccuracies or deliberate falsification revealed during the review process may result in disqualification, and any found during the adoption cycle may subject the program to removal from the list of state-adopted textbooks. Gross inaccuracies and deliberate falsifications are defined as those requiring changes in content. All authors listed in the instructional program are held responsible for the content. Beyond the title and publishing company’s name, the only name to appear on a cover and title page shall be the actual author or authors.

Types of Programs

This adoption process will consider five types of programs. Publishers may submit programs in any or all of the five types of programs:

• Program 1: English Language Arts Basic Program, Kindergarten Through Grade Eight (Program 1 Basic ELA);

• Program 2: English Language Arts/English Language Development Basic Program, Kindergarten Through Grade Eight (Program 2 Basic ELA/ELD);

• Program 3: Biliteracy Language Arts/English Language Development Basic Program, Kindergarten Through Grade Eight (Program 3 Basic Biliteracy);

• Program 4: Intensive Intervention Program in English Language Arts, Grades Four Through Eight (Program 4 Intensive Intervention ELA); and

• Program 5: Specialized Designated English Language Development Program, Grades Four Through Eight (Program 5 Specialized ELD). [1]

For Programs 2, 3, and 5, designated English language development (ELD) instruction is defined as a protected time during the regular school day where teachers use the CA ELD Standards as the focal standards in ways that build into and from content instruction in order to develop critical English language skills, knowledge, and abilities needed for content learning in English. During designated ELD—and only during designated ELD—English learners should be grouped at similar English language proficiency levels so that teachers can strategically target their language learning needs. Designated ELD instruction time is intended to be used as a protected time where English learners receive the type of instruction that will accelerate their English language and literacy development. Designated ELD instruction is for those students making progress in English language acquisition through the basic program’s curriculum. For this framework, integrated ELD refers to ELD instruction throughout the day and across the disciplines. All teachers with English learners in their classrooms should use the CA ELD Standards in addition to their focal ELA/Literacy and other content standards to support the linguistic and academic progress of English learners. (See Chapter 2, Essential Considerations in ELA/Literacy and ELD Curriculum, Instruction, and Assessment, for more detailed descriptions of designated and integrated ELD.)

Specialized ELD instruction in Program 5 is defined as instruction that is recommended for those students in grades four through eight who are at risk of becoming or are long-term English learners. In grades four through eight, specialized ELD instructional materials will support instruction that serves as the designated ELD curriculum.

Program 1: English Language Arts Basic Program, Kindergarten Through Grade Eight (Program 1 Basic ELA)

This basic grade-level program is the comprehensive curriculum in English language arts for kindergarten through grade eight. It provides the foundation for instruction and is intended to ensure that all students master the CA CCSS for ELA adopted by the SBE August 2010 and modified March 2013. It addresses the needs of students working at or near grade level. Publishers may submit any combination of grade levels in this program category although no partial grade levels may be submitted.

Program 2: English Language Arts/English Language Development Basic Program, Kindergarten Through Grade Eight (Program 2 Basic ELA/ELD)

This basic grade-level program provides the comprehensive curriculum in English language arts for kindergarten through grade eight with integration of the CA ELD Standards that were adopted by the SBE November 2012. It provides the foundation for instruction and is intended to ensure that all students master the CA CCSS for ELA and the corresponding CA ELD Standards and includes materials necessary for designated English language development instruction. Publishers may submit any combination of grade levels in this program category although no partial grade levels may be submitted.

Program 3: Biliteracy Language Arts/English Language Development Basic Program, Kindergarten Through Grade Eight (Program 3 Basic Biliteracy)

This basic grade-level biliteracy language program provides instructional materials in English and in a language other than English, is consistent with the content of the CA CCSS for ELA, and includes linguistic modifications for the non-English language.[2] These materials are designed to ensure that students are successful in developing literacy in English and another language. The materials also provide instruction consistent with the CA ELD Standards. English language development instruction should assist students acquiring English as quickly and efficiently as possible. Publishers may submit any combination of grade levels in this program category although no partial grade levels may be submitted.

Program 4: Intensive Intervention Program in English Language Arts, Grades Four Through Eight (Program 4 Intensive Intervention ELA)

This program supports a basic program and provides an accelerated, intensive intervention pathway that supports the needs of students in grades four through eight whose academic performance, including proficiency in English language arts and literacy in reading and writing, is two or more years below grade level. This program could be used as a temporary replacement core where students are non-readers in the first- or second-grade level as evidenced in a broad set of measures. The materials are not intended to be a substitute for English language development instruction. The materials in this program are designed for students to gain two grade levels for each year of instruction while providing a rich curriculum supporting the five themes: meaning making, language development, effective expression, content knowledge, and foundational skills. The materials are designed to accelerate students’ successful reentry into a basic program and include clear instructional plans and tools for entering and exiting the program.

Program 5: Specialized Designated English Language Development Program, Grades Four Through Eight (Program 5 Specialized ELD)

This program for a specialized designated ELD instructional period provides an intensive, accelerated pathway that supports the needs of English learners, including those at risk of becoming or who are long-term English learners[3] whose academic performance is below grade level, are making minimal progress towards English proficiency, and whose lack of language proficiency precludes them from performing at grade level. The materials in this program are designed to support students in their movement to grade-level proficiency in English within 12–18 months and include clear instructional plans and tools for entering and exiting the program.

Criteria for Instructional Materials Aligned to the Standards

The criteria for the evaluation of English language arts and English language development instructional resources for kindergarten through grade eight are organized into five categories:

1. English Language Arts and English Language Development Content/Alignment with the Standards. Instructional materials include content as specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type. Programs must meet all identified standards fully for the appropriate program type to be eligible for adoption.

2. Program Organization. Instructional materials support instruction and learning of the standards and include such features as the organization and design of the programs and standards; chapter, unit, and lesson overviews; and glossaries.

3. Assessment. Instructional materials include assessments for measuring what students know and are able to do and provide guidance for teachers on how to use assessment results to guide instruction.

4. Universal Access. Instructional materials provide access to the standards-based curriculum for all students, including English learners, students with disabilities, advanced learners, students below grade level in any strands of English language arts, and students who speak African American English (AAE).

5. Instructional Planning and Teacher Support. Information and materials contain a clear road map for teachers to follow when planning instruction and are designed to help teachers provide effective standards-based instruction.

Materials that fail to meet the criteria in Category 1: English Language Arts and English Language Development Content/Alignment with the Standards will not be considered suitable for adoption. All criteria statements in Category 1 that are appropriate for that program type must be met for a program to be adopted. The criteria for Category 1 must be met in the core materials or via the primary means of instruction rather than in ancillary components. In addition, programs must have strengths in each of categories 2 through 5 to be suitable for adoption.

Category 1: English Language Arts and English Language Development Content/Alignment with the Standards

All programs must include the following features, as appropriate for program type.

1. Instructional materials as defined in EC Section 60010(h) are designed to ensure that all students master each of the CA CCSS for ELA as adopted by the State Board of Education August 2, 2010, and modified March 13, 2013. Submissions for Program 1 Basic ELA, Program 2 Basic ELA/ELD, and Program 3 Basic Biliteracy must demonstrate alignment with all CA CCSS for ELA. Program 4 Intensive Intervention ELA and Program 5 Specialized ELD must demonstrate coverage of those standards that are included on the standards maps based on Appendix 12-B: Matrix 1 for Program 4 Intensive Intervention ELA and Appendix 12-B: Matrix 2 for Program 5 Specialized ELD submissions.

2. Instructional materials for Program 2 Basic ELA/ELD, Program 3 Basic Biliteracy, and Program 5 Specialized ELD are aligned to the CA ELD Standards as adopted by the State Board of Education November 7, 2012. Submissions must demonstrate alignment with all of the CA ELD Standards indicated on the appropriate standards maps.

3. Instructional materials reflect and incorporate the content of the English Language Arts/English Language Development Framework for California Public Schools (ELA/ELD Framework). Several key themes and practices typify effective curriculum and instruction and appear as organizers demonstrating the integrated nature of the CA CCSS for ELA/Literacy and the CA ELD Standards in the ELA/ELD Framework. These key themes of ELA/Literacy and ELD instruction are: meaning making, language development, effective expression, content knowledge, and foundational skills.

4. Program 3 Basic Biliteracy programs are aligned with the CA CCSS for ELA and the CA ELD Standards with appropriate modifications for the non-English language.

5. Instruction reflects current and confirmed research in English language arts instruction as defined in EC Section 44757.5(j)[4]

6. Instructional materials use proper grammar and spelling (EC Section 60045).

7. Reading selections and suggested texts are of high quality, depth and breadth, and reflect a balance[5] of instructional time for both literary and informational text appropriate to the grade level and consistent with the grade-level standards. Texts should span many genres, cultures, and eras, and, where appropriate, tie into other content-area standards to build a broad range of knowledge and literacy experiences both within and across grade levels. For Program 3 Basic Biliteracy, reading selections are of parallel quality and quantity and include authentic literature of both languages.

8. Materials include read-aloud selections of more complex texts to build knowledge and illustrations or graphics to develop comprehension, as appropriate.

9. Materials are designed to support students’ independent reading of increasingly complex texts as they progress toward college and career readiness. Programs should meet the following, as appropriate to the grade:

a. Provide a progression of texts with increasing complexity within grade-level bands that overlap to a limited degree with earlier bands and align with the complexity requirements outlined in the standards, i.e., Reading Standard 10.

b. Literary and informational text are of an appropriate text complexity, with scaffolds designed to serve a wide range of readers, for the grade level (based on research-based quantitative and qualitative measures or the criteria in Appendix A of the CCSS to measure text complexity and Appendix B of the CCSS for text exemplars, illustrating the complexity, quality, and range of reading appropriate for various grade levels).

c. Allow all students opportunities to encounter grade-level complex text.

d. Include shorter, challenging texts that allow for close reading and re-reading regularly at each grade.

e. Provide novels, plays, poetry, and other extended full-length texts for close reading opportunities and broader and enriching literary opportunities.

f. Provide materials that appeal to students’ interests while developing their knowledge base within and across grade levels.

g. Provide an organized independent reading program as outlined in the ELA/ELD Framework.

10. Materials include effective, research-based instruction for all aspects of foundational reading skills, providing explicit, sequential, linguistically logical, and systematic practice and instruction, assessment opportunities, and diagnostic support in the following Reading Standards for Foundational Skills, kindergarten through grade five of the CA CCSS for ELA: print concepts, phonological awareness, phonics and word recognition, and fluency. Further details are outlined in the ELA/ELD Framework and Appendix A of the CCSS, including but not limited to, the explicit teaching of decoding, including the speech sounds of English orthography, instruction in the nature of the speech sound system, and instruction in letter formation as well as letter naming and alphabetic order.

11. Appropriate to the grade levels, materials provide effective, research-based instruction in reading fluency, including oral reading fluency, and the skills of word recognition, accuracy, pacing, rate, and prosody. Programs offer research-based teaching strategies and varied opportunities to engage with different text types for improving student fluency, including but not limited to decodable text.

12. As part of a complete curriculum that includes a variety of text, instructional materials for foundational skills include sufficient pre-decodable and decodable text at the early stages of reading instruction to allow students to develop automaticity and practice fluency. For greater clarification, see ELA/ELD Framework, Chapter 3, Phonics and Word Recognition section, pp. 34–42. (Sufficiency of pre-decodable and decodable texts refers only to available instructional materials and does not define class instruction. Instruction should be based on student needs.)

a. Those materials designated as decodable must have text with at least 75–80 percent of the words consisting solely of previously taught letter–sound and spelling–sound correspondences and in which 20–25 percent of the words consist of previously taught high-frequency irregularly spelled words and story or content words. High-frequency words introduced in pre-decodable and decodable texts are taken from a list of the most commonly used words in English, prioritized by their utility. For those sounds with multiple spellings, two sound–spellings may be paired in one decodable book or reading passage.

b. Each decodable text contains at the back a list of all the high-frequency words and sound-spelling correspondences introduced in that text.

c. Sufficient is defined as follows:

1) Kindergarten—At least 15 pre-decodable books (pre-decodable is defined as small books used to teach simple, beginning, high-frequency words usually coupled with a rebus).

2) Kindergarten—Approximately 20 decodable books, integrated with the sequence of instruction.

3) First grade—Two books per sound–spelling, totaling a minimum of 8,000 words of decodable text over the course of a year.

4) Second grade—Approximately 9,000 words of decodable text: two decodable books per sound–spelling determined by the instructional sequence of letter-sound correspondence for students who still need this instruction.

5) Intensive intervention program—Approximately 9,000 words of decodable text: two decodable reading selections/passages per sound–spelling determined by the instructional sequence of letter–sound correspondence for students who still need this instruction. Careful attention must be given to the age group for which these decodables are designed to ensure the content is age-appropriate and engaging for students in grades four through eight.

13. To build a comprehensive language arts program in grades K–2, a sufficiency of materials is needed to cover all aspects of language and literacy development. In addition to decodable texts, K–2 materials shall be aligned to the ELA/ELD Framework’s support for meaning making, language development, effective expression, and acquisition of content knowledge by providing a wide array of text types, as described in Chapters 3 and 4 of the ELA/ELD Framework. Comprehensive instruction with all of these texts and tools, in concert with decodable text, defines a comprehensive language and literacy program to be implemented based on individual student need.

14. Materials include direct, explicit instruction of spelling using research-based developmentally appropriate words for each grade level and, where appropriate, link spelling (encoding) with decoding as reciprocal skills. Spelling tasks are based on the phonemic and morphologic concepts taught at appropriate grade levels as defined in the CA CCSS for ELA.

15. Materials provide direct, explicit, and systematic word-learning strategies and opportunities for student practice and application in key vocabulary connected to reading, writing, listening, and speaking, including academic vocabulary (described in more detail as Tier 2 words in Appendix A of the CCSS), discipline-specific words from content areas, and high frequency words.

16. Materials are aligned with the specific types of writing required by the CA CCSS for ELA, including the specific academic language and structures associated with the different genres of reading and writing. Direct instruction and assignments should provide scaffolding and progress in breadth, depth, and thematic development as specified by the grade-level standards.

17. Materials include a variety of student writing samples with corresponding model rubrics or evaluation tools for use by students and teachers.

18. A variety of writing activities and assignments addressing the grade-level progressions of all three types of writing should be provided that integrate reading, speaking, listening, and language instruction; vary in length; highlight different requirements of the writing process; emphasize writing to sources; incorporate research projects; and connect to literature and informational texts that serve as models of writing.

19. A variety of writing activities and assignments should be provided that ask students to draw on their life experience, their imagination, and the texts they encounter through reading or read-alouds.

20. Materials are designed to promote relevant academic discussions around grade-level topics and texts, as specified by the grade-level standards, and include speaking and listening prompts, questions, and evaluation tools to strengthen students’ listening skills and their ability to respond to and challenge follow-up responses and evidence.

21. For Program 1 Basic ELA, Program 2 Basic ELA/ELD, and Program 3 Basic Biliteracy, materials provide guidance for differentiated instruction by teachers to support success for all students in reading, writing, speaking, listening, and language in the basic program. The differentiated instruction is embedded as part of the basic program and includes the following:

a. Teacher edition and student materials that reinforce and extend the regular classroom curriculum and instruction in all strands.

b. Instruction to increase background knowledge and prerequisite skills.

c. Additional opportunities for the teacher to preteach planned content, to check for students’ understanding, to reteach materials already taught, and for students to practice key skills and strategies.

d. Additional support in areas where students are likely to have difficulty, including phonological based spelling; listening and reading comprehension; organization and delivery of oral communication; speaking and writing applications; academic language; sentence structure and syntax; and the knowledge of language and its conventions.

22. For Program 1 Basic ELA, Program 2 Basic ELA/ELD, and Program 3 Basic Biliteracy, materials provide a reading intervention supplement for grades kindergarten through grade six. The instructional strategies should be consistent with those used in the basic program and include the following:

a. Intervention materials for efficient and effective use in tutorial or small-group instructional settings. These materials focus on students who need reteaching and practice in one or more of the four identified key foundational skills that are part of the Reading Standards: Foundational Skills in the CA CCSS for ELA: (1) print concepts; (2) phonological awareness; (3) phonics and word recognition; and (4) fluency.

b. Grade-related foundational skills materials are designed for explicit, sequential, and systematic instruction and include periodic progress-monitoring assessments for determining attainment of the skill or skills taught.

c. For kindergarten through grade three, each grade-related set of materials will be distinct, building on the previous grade-related instruction. As a result, there will be four sets of grade-related supplement reading intervention materials: a. kindergarten; b. first grade with kindergarten materials; c. second grade with first grade and kindergarten materials; and d. third grade with second, first, and kindergarten materials.

d. One set of materials for grades four through six, which includes foundational standards from grades two through five.

23. In Program 2 Basic ELA/ELD, Program 3 Basic Biliteracy, and Program 5 Specialized ELD, the ELD instructional materials:

a. Should refer to and address the guidance provided in the CA ELD Standards.

b. Should refer to and address the guidance provided in the ELA/ELD Framework, Chapter 2, Essential Considerations in ELA/Literacy and ELD Curriculum, Instruction, and Assessment, Figure 2.23 “Essential Features of Designated ELD Instruction.”

c. Should address differentiation of the Emerging, Expanding, and Bridging levels of proficiency in Programs 2 and 3 to ensure English acquisition as quickly and effectively as possible. For Program 5, the ELD instructional materials should address differentiation of the Expanding and Bridging levels of proficiency to ensure English acquisition as quickly and effectively as possible.

d. Provide guidance for instruction that targets a proficiency level while progressing towards attainment of grade-level ELA standards.

e. Provide explicit linguistic instruction, practice, and skills development including those that are transferable from students’ primary language to the target language.

f. Provide explicit, direct teaching of standard forms of English (e.g., vocabulary, syntax, morphology, functions and conventions, and foundational skills).

g. Include an emphasis on academic language as well as conversational language.

h. Provide opportunities for active engagement with a focus on oral and written language development, emphasizing listening and speaking and incorporating reading and writing.

i. Integrate meaning and communication to support explicit teaching of language and to facilitate and motivate second-language acquisition and use of targeted language forms.

j. Provide guidance on the use of formative assessment strategies to meet ELD learning goals.

24. For Program 2 Basic ELA/ELD and Program 3 Basic Biliteracy, optional supplemental materials may be provided for the needs of newcomers to the English language, including:

a. Explicit instruction in basic interpersonal and social uses of English (e.g., ask and answer survival questions, identify objects, identify school workers, and express likes/dislikes) with an emphasis on oral language.

b. Support for acculturation to U.S. society, school, and the local community.

c. Screening assessments of students’ level of literacy in their home language and English and their schooling history to determine needed support.

d. Instructional support in basic reading foundational skills for those students with low literacy in home language and/or gaps in prior schooling.

e. Guidance for individualized, flexible instruction, which may include the use of technology.

f. Sufficient instructional content and guidance for 120 days of supplemental instruction.

g. Guidance for communications between school and home, including orientation to the school system and expectations of student behavior (e.g., homework, the roles of students, teachers, and school staff).

h. Guidance on maximizing the use of English during instruction, using the primary language strategically.

25. Program 4 Intensive Intervention ELA materials are designed to support an accelerated, intensive intervention pathway to address the needs of students in grades four through eight whose academic performance, which includes proficiency in English language arts and literacy in reading and writing, is two or more years below grade level. The materials include the following:

a. Alignment with the CA CCSS for ELA identified in Appendix 12-B: Matrix 1, “Program 4 – Intensive Intervention Program for English Language Arts, Grades Four Through Eight.”

b. Curriculum-embedded, diagnostic, and progress-monitoring assessments with guidance for teachers that support students to progress rapidly toward successful reentry into the basic program at their appropriate grade level. The design goal is for students to gain two grade levels for each year of instruction.

c. Multiple levels and points of entry and exit to appropriately address the skill levels and ELA content knowledge of students in grades four through eight and assist in transitioning into a basic program.

d. Opportunities for students to increase academic achievement through the integration of all strands: reading, writing, speaking and listening, and language.

e. Teacher and student materials provide explicit, sequential, linguistically logical, and systematic instruction, practice, applications, and support in areas where students are likely to have difficulty, including: concepts of print; the alphabetic principles; phonological awareness; phonics; word analysis skills; oral reading fluency; vocabulary and morphology; the knowledge of language and its conventions; listening and reading comprehension; sentence structure and syntax; and production of the different writing types.

26. Program 5 Specialized ELD materials provide an intensive, accelerated pathway to support the needs of English learners, including those at risk of becoming or who are long-term English learners, whose academic performance is below grade level and whose language proficiency precludes them from performing at grade level in English language arts. The program should be used during a designated ELD period of time and is not intended to serve as ELA instructional time. The program should include clear instructional plans and tools for students entering and transitioning out of the Specialized ELD program. The materials include the following:

a. Alignment with CA CCSS for ELA and CA ELD Standards identified in Appendix 12-B: Matrix 2, Program 5 – Specialized ELD, Grades Four Through Eight.

b. Curriculum-embedded assessments with guidance for teachers that support students who are at risk of becoming or who are long-term English learners to progress rapidly to grade-level proficiency in English literacy within 12–18 months.

c. Multiple levels and points of entry and exit to appropriately address the English proficiency levels of students in grades four through eight.

d. Instruction that integrates all strands: reading, writing, speaking and listening, and language.

e. Teacher and student materials support the needs of students who are at risk of becoming or who are long-term English learners in moving to grade-level proficiency in English literacy and include: development of academic language; organization and delivery of oral communication; development of reading fluency and comprehension; consistent instructional routines; and support of active student engagement.

f. Teacher materials provide instructional guidance for understanding text structure, close reading, evaluating language choices, and utilizing texts from other content areas consistent with the CA CCSS for Literacy in History/Social Studies, Science and Technical Subjects.

g. Materials can be submitted for a range of at least two consecutive grade levels within the 4–8 grade span (e.g., grades 4–5, 4–6, 6–8, 7–8).

Category 2: Program Organization

Sequential organization and a coherent instructional design of the English language arts program provide structure for what students should learn each year and allow teachers to teach the content efficiently and effectively. The program design supports the ELA/ELD Framework's organizational structure of the standards for ELA and ELD around the five themes: meaning making, language development, effective expression, content knowledge, and foundational skills. The instructional design serves as the scaffold for students with diverse learning needs. Instructional materials must have strengths in these areas to be considered for adoption.

1. The program provides sufficient instructional content for 180 days of instruction to cover both the daily and unit of instructional needs envisioned by the standards and framework, including: a) daily and units of instruction for ELA time; b) designated ELD for programs 2, 3, and 5; c) Supportive materials for the other disciplines such as novels, biographies, essays, and a variety of discipline-specific texts such as primary sources and scientific reports; and d) suggestions for integrated and multi-disciplinary lessons, units of instruction, and multi-year strands.

2. Scope and sequence align with the CA CCSS for ELA and CA ELD Standards as appropriate for the program type. Publishers submitting for Program 2 Basic ELA/ELD, Program 3 Basic Biliteracy, and Program 5 Specialized ELD must provide a scope and sequence for ELD that addresses Parts I, II, and III of the CA ELD Standards beginning in the program’s first grade level.

3. Publishers indicate in teacher materials all program components necessary to address all of the standards for the appropriate program submission for each grade level.

4. Program 2 Basic ELA/ELD and Program 3 Basic Biliteracy Program instructional materials must provide explicit guidance for designated ELD instruction and support for integrating ELA and ELD.

5. Program 3 Basic Biliteracy includes a list of linguistic augmentations and modifications addressed at each grade level for the target language and appropriate guidance for explicit instruction of cross-linguistic transfer.

6. Materials drawn from other content areas are consistent with the adopted California grade-level standards and connect to the CA CCSS for Literacy in History/Social Studies, Science, and Technical Subjects, as appropriate. Any standards utilized from other content areas need to be specifically identified.

7. Internal structure of the program within a grade level and across grade levels is consistent with the design and intent of the CA CCSS for ELA to integrate strands and in the teaching routines and procedures used in program components.

8. Materials promote the use of multimedia and technology, as specified in the grade-level standards, to enhance reading, writing, speaking, listening, and language standards and skills by teachers and students.

9. Guidance to teach students skills and strategies and provide multiple opportunities to practice, connect, and apply those skills and strategies in context.

10. Dimensions of complex tasks are analyzed and broken down into component parts; each part is taught in a logical progression.

11. The amount of new information is controlled and connected to prior learning, and students are explicitly assisted in making connections.

12. Instructional materials include directions and, where appropriate, examples for:

a. Embedding formative assessment to guide instruction.

b. Direct teaching and inquiry-based instruction.

c. Teacher and student example texts are used for modeling with the intent of fostering independent student work.

d. Guided and independent practice and application with corrective feedback during all phrases of instruction and practice.

e. Guidance on implementation of units of instruction, curriculum guides, thematic units, or flexible methods for pacing of instruction.

f. Preteaching and reteaching as needed.

g. Students, and student(s) and teachers, to engage in collaborative conversations and discussions, including student language and behaviors.

h. Connecting instruction of standards across the strands.

i. Student interaction and engagement in text.

j. Research and project-based learning.

13. A list of the grade-level standards is included in the teacher’s guide together with page number citations or other references that demonstrate alignment with the content standards.

14. Teacher materials and student materials, as appropriate to the grade-level standards, contain an overview of the chapters; clearly identify the ELA/ELD concepts; and include tables of contents, indexes, and glossaries that contain important ELA/ELD terms.

15. Support materials are an integral part of the instructional program and are clearly aligned with the standards.

16. In Program 1Basic ELA, Program 2 Basic ELA/ELD, and Program 3 Basic Biliteracy Program, the grade-level CA CCSS for ELA and CA ELD Standards shall be explicitly stated in the student materials as appropriate to the program types.

17. In order to meet the needs of students, Program 4 Intensive Intervention ELA materials shall be flexible enough to be a temporary intensive intervention program or support a basic program.

Criteria Category 3: Assessment

This program provides teachers with assistance in using assessments for planning instruction, determining effective flexible grouping strategies, implementing other strategies for meeting the instructional needs of students, and measuring the effectiveness of instruction through progress monitoring. Instructional materials must have strengths in these areas to be considered suitable for adoption:

1. All assessments should have content validity to assess all the strands. Assessment should be provided to measure individual student progress over varied durations of time, at regular intervals, and at strategic points of instruction and should include:

a. Multiple methods of assessing what students know and are able to do, such as selected response, constructed responses (short answers, constructed response, and extended constructed response), performance tasks, open-ended questions, and technology-enabled and technology-enhanced questions.

b. Guidance for making decisions about instructional practices and how to modify instruction so that all students are consistently progressing toward meeting or exceeding the content standards.

c. Materials and suggestions to assist the teacher in keeping parents and students informed about student progress.

d. Guidance on developing and using assessment tools that are reflective of the range of oral and written work students produce indicated by the CA CCSS for ELA and the framework, such as (but not limited to) rubrics, technology, valid online assessments, portfolios, exemplars, anchor papers, collaborative conversations, teacher observations, and authentic writing for students to demonstrate grade-level proficiency.

2. Summative assessments should be designed to provide valid, reliable, and fair measures of students’ progress and competency toward and attainment of the knowledge and skills after a period of instruction, for example a chapter or unit test, weekly quiz, or end-of-term test.

3. Guidance on the use of diagnostic screening assessments to identify students’ instructional needs for targeted intervention.

4. Frequent and easily implemented assessment opportunities for grades K–5 that measure progress in the Reading Standards: Foundational Skills, with a system for record keeping and follow-up.

5. Guidance to teachers on how to develop students’ abilities to take responsibility for their own assessment, growth, and goals and how to support students’ development of self-assessment skills.

6. Tools for teachers that facilitate collecting, analyzing, and sharing data on student progress and achievement.

7. For Program 2 Basic ELA/ELD, Program 3 Basic Biliteracy, and Program 5 Specialized ELD, assessments that measure progress across language proficiency levels.

8. Assessments in the Program 3 Basic Biliteracy measure progress in both languages.

9. Program 4 ELA Intensive Intervention ELA and Program 5 Specialized ELD must provide placement and exit assessments designed to help determine the appropriate instructional level for entry into and exit from the program.

Category 4: Universal Access

The goal of English language arts programs in California is to ensure universal and equitable access to high-quality curriculum and instruction for all students so they can meet or exceed the expectations as described in the CA CCSS for ELA and, when appropriate, the CA ELD Standards. To reach the goals of equity and access, instructional materials must provide teachers with the necessary content and pedagogical tools to teach all students the CA CCSS for ELA and help all English learners to achieve proficiency with the CA ELD Standards. All students including: English learners, long-term English learners, students with disabilities, advanced learners, standard English learners, students who use African American English (AAE), students who are deaf and hard of hearing whose primary language is American Sign Language[6], students with reading difficulties, and students who are falling behind in any strand in English language arts. Materials should incorporate recognized principles, concepts, and strategies to meet the needs of students and provide equal access to learning, which could include Universal Design for Learning, Response to Intervention and Instruction, and Multi-tiered Systems of Supports, as outlined in Chapter 9 on Equity and Access, in this framework.

Instructional materials must have strengths in these areas to be considered for adoption.

1. Alignment of both lessons and teacher’s editions, as appropriate, with ELD Standards, incorporating strategies to address at every grade level the needs of all English learners pursuant to EC Section 60204(b)(1).

2. Incorporation of instructional strategies to address the needs of students with disabilities in both lessons and teacher’s edition, as appropriate, at every grade level pursuant to EC Section 60204(b)(2).

3. Comprehensive guidance and differentiation strategies, which could include the use of technology, to adapt the curriculum to meet students' identified special needs and to provide effective, efficient instruction for all students. Strategies may include:

a. How to master linguistic and cognitive skills in order to fully engage in intellectually challenging academic tasks.

b. Suggestions for reinforcing or expanding the curriculum, including preteaching, reteaching, and adapting instruction.

c. Additional instructional time and additional practice, including specialized teaching methods or materials and accommodations for students with targeted instructional needs.

d. For students who are below grade level, more explicit explanations with ample and additional differentiated support based on student need or other assistance that will help to accelerate student performance to grade level.

e. For Program 3 only, how to address learning languages other than English, including cross-linguistic transfer and contrastive analysis of language skills.

4. Materials include support for students who use AAE and may have difficulty with phonological awareness and standard academic English structures of oral and written language, including spelling and grammar.

5. Suggestions on a variety of ways for students with special instructional needs to access the materials and demonstrate their competence (e.g., physically forming letters for students who have dyslexia or who have difficulties writing legibly or spelling words). Examples of such accommodations might be (but are not limited to) student use of computers to complete tasks, including the use of on-screen scanning keyboards, enlarged keyboards, word prediction, and spellcheckers.

6. Materials remind teachers to set high expectations for all students and inform teachers of the progression of skill development and concepts to higher grade levels.

7. In Program 1 Basic ELA, Program 2 Basic ELA/ELD, and Program 3 Basic Biliteracy, teacher and student editions include suggestions or materials for advanced learners who need an enriched or accelerated program or assignments, such as suggestions to help students study a particular author, theme, or concept in more depth and conduct a more complex analysis of additional independent reading.

Category 5: Instructional Planning and Teacher Support

Instructional materials must present explicit guidance to help teachers plan instruction. Instructional materials should be designed to help teachers provide instruction that ensures opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for ELA and, where appropriate, the CA ELD Standards. Instructional materials must have strengths in these areas of instructional planning and teacher support to be considered suitable for adoption.

Instructional Planning

1. Program materials include a curriculum guide for the academic instructional year for teachers to follow when planning instruction, such as a teacher planning and pacing guide for 180 days of instruction.

2. The teacher edition provides guidance in daily lessons or units of instruction on appropriate opportunities for checking for understanding and adjusting lessons if necessary.

3. For Program 2 Basic ELA/ELD and Program 3 Basic Biliteracy, the teacher edition provides guidance for both daily integrated and designated English language development instruction as appropriate to the program design.

4. For Program 3 Basic Biliteracy, the teacher edition provides resources and activities in cross-linguistic transfer contrastive analysis and activities that encourage students to draw upon literacy/language skills they already possess in another language to facilitate biliteracy development.

5. The teacher edition provides support and opportunities for teachers of English language arts to work collaboratively with other content-area teachers to develop student literacy.

6. Lesson plans and the relationships of parts of the lesson and program components are clear.

7. Learning, language, and instructional objectives in the student materials and teacher edition are explicit and clearly identifiable.

8. A list of required materials is provided for each lesson.

9. Terms from the CA CCSS for ELA and the CA ELD Standards are used appropriately in all guidance for teachers.

10. The teacher materials provide background information about each reading selection, including author, context, content, and information about illustrations, if any.

11. Answer keys are provided for all workbooks, assessments, and all related student activities.

12. The teacher edition suggests reading material for students to read outside of class and suggestions for organizing individualized reading goals.

13. Homework, if included, extends and reinforces classroom instruction and provides additional practice of skills that have been taught.

14. The teacher edition includes ample and useful annotations and suggestions on how to present content in the student edition and in the ancillary materials, including differentiation for English learners, students with disabilities, advanced learners, and students performing below grade level.

15. Lists of program lessons in the teacher edition cross-reference the standards covered and provide an estimated instructional time for each lesson, chapter, and unit.

16. All components of the program are user friendly and, in the case of electronic materials, platform neutral.

17. Materials help teachers and students plan collaborative academic discussions based on grade-level topics and texts.

Teacher Support

18. Kindergarten materials include guidance for teachers and administrators to adapt those materials for use in a transitional kindergarten setting, including a combination transitional kindergarten/kindergarten class. Guidance should build on the California preschool learning foundations; address appropriate social and emotional development and language and literacy skills; and the pacing, expectations, and amount of learning that is situated in playful contexts.

19. The program includes suggestions for parents or caregivers on how to support student achievement. The suggestions should be designed so that families receive specific information and support for extending their children’s learning at home. The program should include materials that teachers can use to inform families about the CA CCSS for ELA and the CA ELD Standards, the ELA/ELD Framework, program-embedded assessments, and the degree to which students are mastering the standards.

20. Materials include whole-group, flexible small-group, and individual instructional strategies that promote student responsibility, engagement, and independence.

21. Materials include guidance for teachers to adapt for combination classes of two different grade levels of students.

22. Materials include guidance for teachers in support of students who use AAE and may have difficulty with phonological awareness and standard academic English structures of oral and written language, including spelling and grammar.

23. Using guidance from the Model School Library Standards for California Public Schools, materials provide information for teachers on the effective use of library and media resources that best complement the standards.

24. The materials contain explanations of the instructional approaches of the program and identify the research-based strategies.

25. The program provides cross-linguistic transfer and contrastive analysis charts in the teacher edition that shows and explains how new or difficult sounds and features of the English language are taught and reinforced. Comparisons with five (or more) of the most common languages in California and AAE will be incorporated as appropriate, accentuating transferable and nontransferable skills.

26. Electronic learning resources, when included, are integral parts of the program, support instruction, and connect explicitly to the standards. All audiovisual, multimedia, and information technology resources include technical support and suggestions for appropriate use.

27. The materials are designed to help teachers identify the reason(s) that students may find demonstrating mastery of a particular skill or concept more challenging than another and point to specific remedies.

Guidance for Instructional Materials for Grades Nine Through Twelve

While the Criteria for Evaluating Instructional Materials for Kindergarten Through Grade Eight (Criteria), as described in the previous section, is intended to guide publishers in the development of instructional materials for students in kindergarten through grade eight, it also serves as guidance for selection of instructional materials for students in grades nine through twelve. The five categories in the Criteria are an appropriate lens through which to view any instructional materials an LEA is considering purchasing.

There are also a number of supportive and advisory documents that define the depth and shifts of instruction (described below) in the CA CCSS for ELA/Literacy. These documents include “Preliminary Test Blueprints” and “Item/Task Specifications” found on the Smarter Balanced Assessment Consortium Web site () and the English Language Arts/English Language Development Framework for California Public Schools (ELA/ELD Framework). The ELA/ELD Framework details the content, instructional practices, and possible curriculum organization in high school classes. In addition, high school educators should recognize how the ELA/ELD Framework's structure organizes the topic of curriculum and instruction in each grade-level chapter into a discussion of the standards for ELA and ELD around five themes, meaning making; language development; effective expression; content knowledge; and foundational skills, and supports instruction to build the skills of creativity and innovation, critical thinking and problem solving, collaboration, communication, and construction and new understanding of knowledge across content areas. Materials should also address the needs of students performing significantly below grade level. Lastly, materials should provide organized independent reading programs outside of class.

As part of the process for selecting instructional materials, EC Section 60002 requires the LEA promote substantial teacher involvement, in addition to the involvement of parents and other members of the community, in the selection of instructional materials.

Common Core Shifts for English Language Arts/Literacy

A common thread for all grade levels when implementing the CA CCSS for ELA/Literacy is to understand the need to provide access to all the content in the CA CCSS for ELA/Literacy and the overarching goal to develop the capacities of individuals to be broadly literate and ready for college, career, and citizenship. This includes engaging and motivating students with well-designed, comprehensive, and integrated curriculum that promotes collaboration and inquiry. In addition, the identified shifts for the English language arts and literacy standards should be considered to guide instructional material selection.

1. Building knowledge through content-rich nonfiction

Building knowledge through content-rich nonfiction plays an essential role in literacy and in the standards. In grades 9–12, ELA classes place much greater attention to a specific category of informational text—literary nonfiction—than has been traditional. In grades 9–12, the standards for literacy in history/social studies, science, and technical subjects ensure that students can independently build knowledge in these disciplines through reading and writing.

The CA CCSS for ELA/Literacy apply to a broad spectrum of disciplines: English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. By high school, the standards recommend that 70 percent of what students read be informational text, but the bulk of that percentage should be carried by non-ELA disciplines that do not study fictional texts. ELA classrooms should focus on literature (stories, drama, and poetry) as well as literary non-fiction. Literary nonfiction, as described on page 72 of the CA CCSS for ELA/Literacy, includes the subgenres of exposition, argument, and functional text in the form of personal essays; speeches; opinion pieces; essays about art or literature; biographies; memoirs; journalism; and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience.

2. Reading, writing, and speaking grounded in evidence from text, both literary and informational

The standards place a premium on students writing to sources, i.e., using evidence from texts to present careful analyses, well-defined claims, and clear information. The standards expect students to answer questions that depend on their having read the text or texts with care. They also require the cultivation of narrative writing throughout the grades, and in later grades a command of sequence and details are essential for effective argumentative and informational writing.

Likewise, the reading standards focus on students’ ability to read carefully and grasp information, arguments, ideas, and details based on text evidence. Students should be able to answer a range of text-dependent questions, questions in which the answers require inferences based on careful attention to the text.

3. Regular practice with complex text and academic language

The CA CCSS for ELA/Literacy highlight the growing complexity of the texts students must read to be ready for the demands of college and careers. The standards build a staircase of text complexity so that all students are ready for the demands of college- and career-level reading no later than the end of high school. Closely related to text complexity—and inextricably connected to reading comprehension—is a focus on academic vocabulary words: words that appear in a variety of content areas.

Criteria for Material and Tools Aligned to the Standards

In addition to the shifts noted above, the Revised Publishers’ Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades 3–12 (Publishers’ Criteria) have identified some major indicators of quality that instructional resources and tools should exhibit. These areas are summarized below without their full explanation. For fuller explanations, see the Publishers’ Criteria at .

Key Criteria for Text Selection

1. Text Complexity: students read increasingly complex texts with growing independence as they progress toward career- and college-readiness.

a. Texts for each grade align with the complexity requirements outlined in the standards.

b. All students (including those who are behind) have extensive opportunities to encounter grade-level complex text.

c. Novels, plays, poetry, other extended full-length texts, and text in multimedia are also provided for close reading opportunities.

d. Shorter, challenging texts that elicit close reading and re-reading are provided regularly at each grade.

e. Additional materials aim to increase regular independent reading of texts that appeal to students’ interest while developing both their knowledge base and joy in reading.

2. Range and Quality of Text:

a. In grades 6–12, ELA programs shift the balance of texts and instructional time towards reading an increasing amount of literary nonfiction and informational text.

b. Suggested texts exhibit exceptional craft, thought, and/or rich, useful information, providing ample opportunity for close reading.

c. Specific texts or text types named in the standards are included.

d. Texts should span many genres, cultures, and eras and, where appropriate, tie into other content-area standards to build a broad range of knowledge and literacy experiences.

e. Within a sequence or collection of texts, specific anchor texts are selected for especially careful reading.

Key Criteria for Questions and Tasks

1. High-Quality Text-Dependent Questions and Tasks

a. A significant percentage of tasks and questions are text dependent.

b. High-quality sequences of text-dependent questions elicit sustained attention to the specifics of the text and their impact.

c. Questions and tasks require the use of textual evidence, including supporting valid inferences from the text.

d. Instructional design cultivates student interest and engagement in reading rich texts carefully.

e. Materials provide opportunities for students to build knowledge through close reading of specific texts.

f. Questions and tasks attend to analyzing the arguments and information at the heart of informational text.

2. Cultivating Students’ Ability to Read Complex Texts Independently

a. Scaffolds enable all students to experience rather than avoid the complexity of the text.

b. Reading strategies support comprehension of specific texts and the focus on building knowledge and insight.

c. Design for whole-group, small-group, and individual instruction cultivates students responsibility and independent.

d. Questions and tasks require careful comprehension of the text before asking for further evaluation or interpretation.

e. Materials make the text the focus of instruction by avoiding features that distract from the text.

f. Materials offer assessment opportunities that genuinely measure progress.

Key Criteria for Academic Vocabulary

1. Materials focus on academic vocabulary prevalent in complex texts throughout reading, writing, listening, and speaking instruction.

Key Criteria for Writing to Sources and Research

1. Materials portray writing to sources as a key task.

2. Materials focus on forming arguments as well as informative writing.

3. Materials make it clear that student writing should be responsive to the needs of the audience and the particulars of the text in question.

4. Students are given extensive practice with short, focused research projects.

Additional Key Criteria for Student Reading, Writing, Listening, and Speaking

1. Materials provide systematic opportunities for students to read complex text with fluency.

2. Materials help teachers plan substantive academic discussions.

3. Materials use multimedia and technology to deepen attention to evidence and texts.

4. Materials embrace the most significant grammar and language conventions.

Process for Selection of Instructional Materials

Prior to beginning the instructional materials selection process, the organization and content of the courses should be determined at the local level. As part of the high school graduation requirements, EC Section 51225.3 requires three years of English. The University of California (UC) and the California State University (CSU) systems require four years of approved courses for students to enroll as freshmen. In order for an English language arts course to be approved, it must follow submission procedures. The UC Doorways site at provides access to “a–g” subject area requirements, including the course list site, the “a–g” guide site, and the online update site.

High school English requirements can also be met in English Language Arts courses integrated with Career Technical Education Standards. For example, the UC Curriculum Integration (UCCI) program develops UC-approved model courses that meet “a-g” requirements by bringing together academic and career technical education standards. For more details about California’s Career Technical Education Standards go to . For more information and a list of the currently approved UCCI model classes, go to

It is the responsibility of the governing board of an LEA to establish courses of study and to choose the instructional materials appropriate to those courses, according to EC Section 60000(c). Once the content of the high school courses have been determined, the process of selecting instructional materials at the district or school level varies. Most districts are guided by a school board-adopted policy or procedure. The process usually begins with the appointment of a committee of educators, including teachers and curriculum specialists, and includes a profile of the district’s needs and resources, providing a lens to analyze current practices and assessment data to address and prioritize the instructional needs of the teachers and the literacy needs of the students. The committee determines what instructional materials are needed, develops evaluation criteria and rubrics for reviewing materials, and establishes a review process that involves teachers and content area experts on review committees. After the review committee has developed a list of instructional materials that it is considering for adoption, the next step is piloting the instructional materials. An effective piloting process will help determine if the materials provide teachers with the needed resources to implement a CA CCSS for ELA/Literacy-based instructional program. One resource of information on piloting is the SBE Policy document, “Guidelines for Piloting Textbooks and Instructional Materials,” which is available online at

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Selection of instructional materials at the local level is a time-consuming but very important process. High-quality instructional materials support effective instruction and student learning.

Guidance for evaluating instructional materials for grades nine through twelve is also provided in the Toolkit for Evaluating Alignment of Instructional and Assessment Materials developed by Achieve, the Council of Chief State School Officers, and Student Achievement Partners located at toolkit includes:

1. Instructional Materials Evaluation Tool — to evaluate materials for alignment with the Common Core standards by analyzing the materials against non-negotiable criteria and criteria that indicate superior quality.

2. EQuIP (Educators Evaluating the Quality of Instructional Products) Rubric for Lessons & Units: ELA/Literacy (Grades 6–12) — rubrics that provide criteria to determine the quality and alignment of lessons and units to the CCSS in order to 1) identify exemplars/models for teachers’ use, 2) provide constructive criteria-based feedback, and 3) review existing instructional materials to determine what revisions are needed.

3. Assessment Evaluation Tool — to evaluate each grade/course’s assessments for alignment with the CCSS by analyzing the assessments against the non-negotiable criteria.

4. Additional Resources for Evaluating Alignment of Instructional and Assessment Materials — links to additional resources, including 1) Achieve Open Educational Resources Rubrics at ; 2) Qualitative Measures Rubric for Informational Text and Qualitative Measures Rubric for Literature at ; and 3) CCSS Grade Bands and Quantitative Measures at .

5. Revised Publishers’ Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades 3–12 – criteria designed to guide publishers and curriculum developers to ensure alignment with the standards.

Social Content Review

To ensure that instructional materials reflect California’s multicultural society, avoid stereotyping, and contribute to a positive learning environment, instructional materials used in California public schools must comply with the state laws and regulations for social content. Instructional materials must meet EC Sections 60040–60045 as well as the SBE guidelines in the Standards for Evaluating Instructional Materials for Social Content, 2013 Edition. Instructional materials that are adopted by the SBE meet the social content requirements. The CDE conducts social content reviews of a range of instructional materials and maintains an online, searchable list of the materials that meet the social content requirements. The list of approved instructional materials is on the CDE Social Content Review Web page at .

If an LEA is not purchasing state-adopted instructional materials or materials from the list of approved instructional materials maintained by the CDE, the LEA must complete its own social content review. Information about the review process can be found on the CDE Social Content Review Web page at .

Supplemental Instructional Materials

The SBE traditionally adopts only basic instructional materials programs[7] but has adopted supplemental instructional materials on occasion. LEAs adopt supplemental materials for local use more frequently. Supplemental instructional materials are defined in California EC section 60010(l). Supplemental instructional materials are generally designed to serve a specific purpose, such as providing more complete coverage of a topic or subject; meeting the instructional needs of groups of students; or providing current, relevant technology to support interactive learning.

With the adoption of the CA CCSS for ELA/Literacy, there was a demand from the field for instructional materials to help schools transition from the previous standards in English language arts to the CA CCSS for ELA. In response, the CDE conducted a supplemental instructional materials review (SIMR). The SIMR was a two-phase review of supplemental instructional materials that bridge the gap between programs being used by local educational agencies that were aligned to the previous ELA standards and the CA CCSS for ELA. At the recommendation of the CDE, the SBE approved a total of 13 English language arts supplemental instructional programs in November 2012 and January 2013.

Open-Source Electronic Resources (OERs)

Open-Source Electronic Resources (OERs) are free instructional materials and resources available online for teachers and students—and parents. OERs include a range of offerings, from full courses to quizzes, classroom activities, and games. Students may create OERs to fulfill an assignment. Teachers may work together to develop curriculum, lesson plans, or projects and assignments and make them available for others as an OER. OERs offer the promise of more engaging, relevant instructional content, variety, and up-to-the-minute information. They should, however, be subject to the same type of evaluation as other instructional materials used in the schools and reviewed to determine if they are aligned with the content that students are expected to learn and are at an appropriate level for the intended students. In addition, OERs need to be reviewed with the social content requirements in mind to ensure that students are not inadvertently exposed to name brands, corporate logos, or materials that demean or stereotype.

The California Learning Resources Network (CLRN) reviews supplemental electronic learning resources using review criteria and a process approved by the SBE. A complete explanation of the process can be found in the document entitled “California Learning Resource Network (CLRN) Supplemental Electronic Learning Resources Review Criteria and Process.” This document was produced before the CA CCSS for ELA/Literacy were adopted and refers to the prior California standards, but it still serves as a general resource to guide selection of supplemental electronic resources. Below is a short checklist to consider when reviewing electronic instructional materials.

Minimum Requirements

1. The resource addresses standards as evidenced in the standards match, provides for a systematic approach to the teaching of the standard(s), and contains no material contrary to any of the other California content standards.

2. Instructional activities (sequences) are linked to the stated objectives for this electronic learning resource (ELR).

3. Reading and/or vocabulary levels are commensurate with the skill levels of intended learners.

4. The ELR exhibits correct spelling, punctuation, and grammar, unless a primary source document.

5. Content is current, accurate, and scholarly, including that taken from other subject areas.

6. The presentation of instructional content must be enhanced and clarified by the use of technology through approaches which may include: access to real-work situations (graphics, video, audio); multi-sensory representations (auditory, graphic, text); independent opportunities for skill mastery; collaborative activities and communication; access to concepts through hypertext, interactivity, or customization features; use of the tools of scholarship (research, experimentation, problem solving); simulated laboratory situations.

7. The resource is user friendly as evidenced by the use of features such as effective help functions, clear instructions, consistent interface and intuitive navigational links.

8. Documentation and instruction on how to install and operate the ELR are provided and are clear and easy to use.

9. The model lesson/unit demonstrates effective use of the ELR in an instructional setting.

A few of the growing number OER Web sites that support instruction and learning of the CA CCSS for ELA/Literacy and offer high-quality resources for use in the classroom and for professional learning are:

• Readwritethink, , a site developed by the International Reading Association and the National Council of Teachers of English that includes classroom resources (e.g., lesson plans, student interactives, book lists) and online professional development opportunities and instructional strategy guides

• EQuIP (Educator Evaluating Quality Instructional Products) , , an initiative of the America Diploma Project designed to build the capacity of educators to evaluate and improve the quality of instructional materials and increase the supply of lessons and units aligned to the Common Core State Standards

• Edutopia, , supported by the George Lucas Foundation to help disseminate replicable, innovative, and evidence-based strategies through supportive resources and connections to other educators

• Teaching Channel, , a library of high-quality videos to help teachers learn new instructional strategies for their own classrooms and reflect on their practices

Accessible Instructional Materials

The CDE Clearinghouse for Specialized Media and Translations (CSMT) provides instructional resources in accessible and meaningful formats to students with disabilities, including students who are deaf and hard of hearing and students with vision impairments, severe orthopedic impairments, or other print disabilities. The CSMT produces accessible versions of textbooks, workbooks, literature books, and assessment books. Specialized instructional materials include braille, large print, audio recordings, digital talking books, electronic files, and American Sign Language Video books. Local assistance funds finance the conversion and production of specialized instructional materials, which are free to schools. The distribution of various specialized media to public schools provides general education curricula to students with disabilities. Information about accessible instructional materials and other instructional resources, including what is available and how to order them, can be found on the CDE CSMT Media Ordering Web page at

.

Appendix 12-A: Optional Criteria

Program 3 Basic Biliteracy: Spanish/English Language Development Program

Instructional materials for a Biliteracy Spanish/English Language Development Program may include:

1. Content that meets all identified standards as specified in the Common Core en Español, the CA ELD Standards, and the CA CCSS for ELA.

2. Sufficient teacher and student materials for the flexible implementation for a range of two-way immersion program models, e.g., 90:10, 80:20, 50:50.

3. Teacher materials that provide explicit instruction and guidance on addressing the linguistic differences of Spanish, including:

a. Cross-linguistic transfer

b. Contrastive analysis in phonemic awareness, phonics, cognates, vocabulary, comprehension skills, and writing

c. Research on ELD and Two-Way Immersion instruction

4. Reading intervention materials at appropriate grade levels for differentiating instruction and addressing the linguistic augmentations as specified in the Common Core en Español.

5. Content that reflects the diversity of English- and Spanish-speaking cultures, including the arts and music.

6. Resources that promote additional practice in oral language development and foundational skills in English and Spanish. These materials should be designed to encourage parental/guardian involvement in student learning at home.

Appendix 12-B: Matrix 1

Program 4: Intensive Intervention English Language Arts,

Grades Four Through Eight

This program supports a basic program and provides an accelerated, intensive intervention pathway that supports the needs of students in grades four through eight whose academic performance, including proficiency in English language arts and literacy in reading and writing, is two or more years below grade level. This program could be used as a temporary replacement core where students are non-readers in the first- or second-grade level as evidenced in a broad set of measures. The materials are not intended to be a substitute for English language development instruction. The materials in this program are designed for students to gain two grade levels for each year of instruction while providing a rich curriculum supporting the five themes: meaning making, language development, effective expression, content knowledge, and foundational skills. The materials are designed to accelerate students’ successful reentry into a basic program and include clear instructional plans and tools for entering and exiting the program.

| |Key to Symbols: c = Complete Standard Addressed |

| |p = Partial Standard Addressed |

| |NA = Not Applicable |

| |Standard/Number |Grade 1 |Grade 2 |Grade 3 |Grade 4 |

Part I. A. Collaborative |1

|Exchanging Information/Ideas |PI.4.1.Ex

PI.4.1.Br |PI.5.1.Ex

PI.5.1.Br |PI.6.1.Ex

PI.6.1.Br |PI.7.1.Ex

PI.7.1.Br |PI.8.1.Ex

PI.8.1.Br | | | |Corresponding CA CCSS for ELA |SL.4.1a-d |SL.5.1a-d |SL.6.1a-d |SL.7.1a-d |SL.8.1a-d | | |2

|Interacting via written English |PI.4.2.Ex

PI.4.2.Br |PI.5.2.Ex

PI.5.2.Br |PI.6.2.Ex

PI.6.2.Br |PI.7.2.Ex

PI.7.2.Br |PI.8.2.Ex

PI.8.2.Br | | | |Corresponding CA CCSS for ELA |W.4.6

L.4.1,3,6 |W.5.6

L.5.1,3,6 |W.6.6

L.6.3a,b

L.6.6 |W.7.6

L.7.3a

L.7.6 |W.8.6

L.8.3a

L.8.6 | | |3

|Offering Opinions (gr. 4-5)

Supporting opinions and persuading others (gr. 6-8) |PI.4.3.Ex

PI.4.3.Br |PI.5.3.Ex

PI.5.3.Br |PI.6.3.Ex

PI.6.3.Br |PI.7.3.Ex

PI.7.3.Br |PI.8.3.Ex

PI.8.3.Br | | | |Corresponding CA CCSS for ELA |SL.4.1,6

L.4.1,3,6 |SL.5.1,6

L.5.1,3,6 |W.6.1a,b,

SL.6.1d,4 |W.7.1a,b,

SL.7.1d,4 |W.8.1a-c

SL.8.1d,4 | | |6

|Reading/viewing closely |PI.4.6.Ex

PI.4.6.Br |PI.5.6.Ex

PI.5.6.Br |PI.6.6.Ex

PI.6.6.Br |PI.7.6.Ex

PI.7.6.Br |PI.8.6.Ex

PI.8.6.Br | | | |Corresponding CA CCSS for ELA |RL.4.1-4,7,9

RI.4.1-4,7,9

SL.2

L.4.4,6 |RL.5.1-5,7,9

RI.5.1-5,7,9

SL.5.2,3

L.5.4,6

|RL.6.1-4,7,9

RI.6.1-4,7,9

L.6.4,6 |RL.7.1-4,7,9

RI.7.1-4,7,9

L.7.4,6 |RL.8.1-4,7,9

RI.8.1-4,7,9

L.8.4,6 | | |7

|Evaluating language choices |PI.4.7.Ex

PI.4.7.Br |PI.5.7.Ex

PI.5.7.Br |PI.6.7.Ex

PI.6.7.Br |PI.7.7.Ex

PI.7.7.Br |PI.8.7.Ex

PI.8.7.Br | | | |Corresponding CA CCSS for ELA |RL.4.4

RI.4.2,8

SL.4.3

L.4.3,6 |RL.5.3,4

RI.5. 2,8

SL.5.3

L.5.3,5,6 |RL.6.4

RI.6.4,8

SL.6.3

L.6.4,6 |RL.7.4

RI.7.4,8

SL.7.3

L.7.4,6 |RL.8.4

RI.8.4,8

SL.8.3

L.8.4,6 | | |8

|Analyzing language choices |PI.4.8.Ex

PI.4.8.Br |PI.5.8.Ex

PI.5.8.Br |PI.6.8.Ex

PI.6.8.Br |PI.7.8.Ex

PI.7.8.Br |PI.8.8.Ex

PI.8.8.Br | | | |Corresponding CA CCSS for ELA |RL.4.4

RI.4.4

L.4.5,6 |RL.5.4

RI.5.4

L.5.5,6 |RL.6.4

RI.6.4,

L.6.5b,c,6 |RL.7.4

RI.7.4,

L.7.5b,c,6 |RL.8.4

RI.8.4,

L.8.5b,c,6 | |

Part I. C. Productive

|9

|Presenting |PI.4.9.Ex

PI.4.9.Br |PI.5.9.Ex

PI.5.9.Br |PI.6.9.Ex

PI.6.9.Br |PI.7.9.Ex

PI.7.9.Br |PI.8.9.Ex

PI.8.9.Br | | | |Corresponding CA CCSS for ELA

|SL.4.4,6

L.4.1,6 |SL.5.4,6

L.5.1,6 |SL.6.4,6

L.6.1,6 |SL.7.4,6

L.7.1,6 |SL.8.4-6

L.8.3,6 | | |10

|Writing |PI.4.10.Ex

PI.4.10.Br |PI.5.10.Ex

PI.5.10.Br |PI.6.10.Ex

PI.6.10.Br |PI.7.10.Ex

PI.7.10.Br |PI.8.10.Ex

PI.8.10.Br | | | |Corresponding CA CCSS for ELA |W.4.1,2a,b,e,4

L.4.1,3a,c, 6 |W.5.1,2a,b,e,4

L.5.1,3a,b, 6 |W.6.1,2.a,b,e,4

L.6.3a,b, 6 |W.7.1, 2.a,b,e, 4

L.7.3a, 6 |W.8.1, 2a,b,e, 4

L.8.3a, 6 | | |11

|Supporting Opinions (gr. 4-5)

Justifying/arguing (gr. 6-8) |PI.4.11.Ex

PI.4.11.Br |PI.5.11.Ex

PI.5.11.Br |PI.6.11.Ex

PI.6.11.Br |PI.7.11.Ex

PI.7.11.Br |PI.8.11.Ex

PI.8.11.Br | | | |Corresponding CA CCSS for ELA |W.4.1,4,9-10

SL.4.4, 6

L.4.3, 6 |W.5.1,4,9-10

SL.5.4, 6

L.5.3, 6 |W.6.1,4,8-10

SL.6.3 |W.7.1,4,8-10

SL.7.3 |W.8.1,4,8-10

SL.8.3 | | |12

|Selecting language resources |PI.4.12.Ex

PI.4.12.Br |PI.5.12.Ex

PI.5.12.Br |PI.6.12.Ex

PI.6.12.Br |PI.7.12.Ex

PI.7.12.Br |PI.8.12.Ex

PI.8.12.Br | | | |Corresponding CA CCSS for ELA |SL.4.4,6

L.4.4-6 |SL.5.4,6

L.5.4-6 |RL.6.4

RI.6.4

L.6.4a-d,

5a-c,6 |RL.7.4

RI.7.4

L.7.4a-d,

5a-c,6 |RL.8.4

RI.8.4

L.8.4a-d,

5a-c,6 | |

Part II. A. Structuring Cohesive Text

|1

|Understanding text structure |PII.4.1.Ex

PII.4.1.Br |PII.5.1.Ex

PII.5.1.Br |PII.6.1.Ex

PII.6.1.Br |PII.7.1.Ex

PII.7.1.Br |PII.8.1.Ex

PII.8.1.Br | | | |Corresponding CA CCSS for ELA |RL.4.5

RI.4.5

W.4.1-5,10 |RL.5.5

RI.5.5

W.5.1-5,10

|RL.6.5

RI.6.5

W.6.1-5,10 |RL.7.5

RI.7.5

W.7.1-5,10 |RL.8.5

RI.8.5

W.8.1-5,10 | | |2

|Understanding cohesion |PII.4.2.Ex

PII.4.2.Br |PII.5.2.Ex

PII.5.2.Br |PII.6.2.Ex

PII.6.2.Br |PII.7.2.Ex

PII.7.2.Br |PII.8.2.Ex

PII.8.2.Br | | | |

Corresponding CA CCSS for ELA |RI.4.5

W.4.2c,3c |RL.5.5

RI.5.5

W.5.2c,3c

L.5.1a,e |RI.6.5

W.6.2c,3c

|RI.7.5

W.7.2c,3c

|RI.8.5

W.8.2c,3c

| |Part II. C. Connecting & Condensing Ideas |6

|Connecting ideas |PII.4.6.Ex

PII.4.6.Br |PII.5.6.Ex

PII.5.6.Br |PII.6.6.Ex

PII.6.6.Br |PII.7.6.Ex

PII.7.6.Br |PII.8.6.Ex

PII.8.6.Br | | | |Corresponding CA CCSS for ELA |W.4.1c,2c,3c |W.5.1c,2c,3c

L.5.1a,e

|W.6.1c,2c,3c

|W.7.1c,2c,

3c

|W.8.1c,2c,3c

| | |7

|Condensing Ideas |PII.4.7.Ex

PII.4.7.Br |PII.5.7.Ex

PII.5.7.Br |PII.6.7.Ex

PII.6.7.Br |PII.7.7.Ex

PII.7.7.Br |PII.8.7.Ex

PII.8.7.Br | | | |Corresponding CA CCSS for ELA |L.4.3a,6 |W.5.1c,2c,

3c,d

L.5.3a, 6 |W.6.1.c, 2.d,3.c-d

L6.3a,6 |W.7.1.c, 2.d,3c-d

L7.3a,6 |W.8.1c, 2d,3c-d

L8.3a,6 | |

Appendix B: Learning Resources Display Centers (LRDCs)

Learning Resource Display Centers (LRDCs) are sites where instructional materials programs submitted for the 2015 ELA/ELD Adoption are on public display. A list of LRDCs is available on the CDE’s LRDC Web page at . Please call for hours, as staffing varies.

California Department of Education

Posted November 5, 2015

-----------------------

[1] For the purpose of assessing publisher fees, publishers participating in the 2015 ELA/ELD Adoption should note that Program 4 and Program 5 instructional materials are considered equivalent to two grade levels.

[2] Spanish translations of the CCSS for ELA/Literacy are posted at [Inactive link removed October 10, 2017]. Linguistic augmentations for Spanish are indicated in the document in blue text. Also see the Optional Criteria for developing a Program 3 Basic Biliteracy: Spanish/English Language Development Program in Appendix 12-A.

[3] See California Education Code Section 313.1 for the definition of long-term English learner and English learner at risk of becoming a long-term English learner.

[4] Definition of current and confirmed research: “Research on how reading skills are acquired” means research that is current and confirmed with generalizable and replicable results. “Current” research is research that has been conducted and is reported in a manner consistent with contemporary standards of scientific investigation. “Confirmed” research is research that has been replicated and the results duplicated. “Replicable” research is research with a structure and design that can be reproduced. “Generalizable” research is research in which samples have been used so that the results can be said to be true for the population from which the sample was drawn.

[5] For additional guidance on providing a balance of literary and informational text appropriate to the grade-level and consistent with the grade-level standards, see the CA CCSS for ELA/Literacy, pages 42–43 and 78, .

[6] As noted throughout this framework, speaking and listening should be broadly interpreted. Speaking and listening should include students who are deaf and hard of hearing using American Sign Language (ASL) as their primary language. Students who do not use ASL as their primary language but use amplification, residual hearing, listening and spoken language, cued speech and sign supported speech, access general education curriculum with varying modes of communication.

[7] Programs that are designed for use by students and their teachers as a principal learning resource and that meet in organization and content the basic requirements of a full course of study (generally, one school year in length.)

[8] See California Education Code Section 313.1 for the definition of long-term English learner and English learner at risk of becoming a long-term English learner.

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