Language Arts 8-12 Foreign Language Textbook Adoption 2004

128 Pages·2004·0.7 MB·English

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COBB COUNTY BOARD OF EDUCATION

2004 English/Language Arts and Foreign Language

Textbook Adoption

The Cobb County School District’s textbook adoption process is a data driven decision-
making process that supports a standards based curriculum. The activities related to this
adoption followed the State Textbook Adoption guidelines for Language Arts and
Reading, as published in the Georgia Textbook/Instructional Materials Guide. All
procedures comply with Policy IFAA-Textbook Selection and Adoption of the Cobb
County Board of Education.

The 9-12 English/language arts and 8-12 foreign language committees, through careful
consideration and thorough evaluation, reviewed all textbooks and resources to ensure the
best instructional materials were selected and recommended for use in Cobb County
classrooms.

Sincere appreciation is extended to all committee members, principals, parents and
District level personnel whose tireless efforts and spirit of cooperation bring this textbook
recommendation to the Cobb County Board of Education.

Signatures are on file in the Superintendent’s office.

_________________________________
Joseph Redden
Superintendent

_________________________________
Donald Beers
Deputy Superintendent

_________________________________
Kay Wideman
Assistant Superintendent
Curriculum & Instruction
DISCUSSION AGENDA

BOARD AGENDA ITEM
May 27, 2004

TOPIC:

Approval of Textbook Adoption for 9-12 English/Language Arts and Foreign Language

BACKGROUND:

The textbook adoption for the Cobb County School District for the 2004-2005 school year addresses the
curriculum areas of 9-12 English/Language Arts and Foreign Language. The procedures followed in the
textbook adoption comply with Policy IFAA, Textbook Selection and Approval. Teachers were appointed
to committees to review and select instructional materials to increase student learning and challenge all
Cobb County students to maximize their potential. Additionally, the instructional materials were available
for public review from March 15, 2004 through April 2, 2004. A saving in excess of $2,000,000 was
achieved during the negotiation process
System wide analysis of state and standardized test results as well as current trends, research, and
recommendations from The American Council on the Teaching of Foreign Languages, National Standards
for Foreign Language: Preparing for the 21st Century, No Child Left Behind legislation, the National
Council for Teachers of English Standards, the National Commission on Writing in America’s Schools, and
The College Board provided the foundation for this adoption. Findings from the Cobb County language
arts and foreign language teacher surveys as well as curriculum alignment to the Quality Core Curriculum
provided further guidance for the instructional focus of the English/ language arts and foreign language
textbook adoption.
Committees carefully analyzed the recommended instructional materials to ensure a strong correlation to
the Quality Core Curriculum; a depth of instructional content and practices; support of critical features as
defined by research, test data, and survey results; as well as the depth of support for differentiation of
instructional strategies to meet the varying needs of learners. The instructional materials recommended for
adoption to the Board of Education are listed in the 2003-2004 Textbook Adoption Documentation, which
is on file in the Superintendent’s office.
Anticipated additional state funds, if received, will be used to purchase recommended course materials not
funded with the current $2.7 million budget provided by the state for this textbook adoption cycle. A
prioritized list of textbooks to be purchased if additional funding is received is on file in the
Superintendent’s office in the 2003-2004 Textbook Adoption Documentation.
This agenda item supports the District’s Strategic Goal #1 - Increase Student Achievement and Strategic
Goal #2 - Effective and Efficient Use of Resources.
ALTERNATIVES:

1. Approve the recommended textbook adoption as listed in the 2003-2004 Textbook Adoption
Documentation (copied to Board members and on file in the Superintendent’s Office).

2. Do not approve the recommended textbook adoption.

SUPERINTENDENT'S RECOMMENDATION:

Approve the recommended textbook adoption as listed in the 2003-2004 Textbook Adoption
Documentation (copied to Board members and on file in the Superintendent’s Office)
COST:

Estimated cost: 9-12 English/Language Arts $1,528,344.57 2003-04
8-12 Foreign Language $1,171,128.00

Total: $2,699,472.57

To be taken from account: 0100-201-1101-1000-6411-XXXX, General Fund, Textbooks
Budgeted: X Yes

RATIONALE:

The adoption of these textbooks and instructional materials is necessary to provide instructional
resources to support and enhance academic achievement for all Cobb students. The adoption is
also necessary for our system’s compliance with the textbook adoption cycles approved by the
State Board of Education and to maintain compliance with State Standards.

DATA SOURCES:

Kay Wideman
Donna Oliver
Barbara Bailey
David Odom
Howard Siggelko
Will Rumbaugh
Greg Ewing
Gail May
Textbook Adoption Process Overview

A Data Driven Decision Making Process

Research

Curric ulum

Needs Ass essments

Focusing

Textbook/Mat erials Goals
Define/D escribe
(good/bad ) Ideal
Consensus Building

Initial Screening – QCC Topic Match

In-Depth Evaluation –Horizontal and Vertical Traces
Instructional Content /Practices – Critical Features

COMMITTEE RECOMMENDATION
Cobb County School District

English/Language Arts & Foreign Language Textbook Adoption
Timeline 2003-2004

CURRICULUM (WINTER /SPRING 2003)
Study trends and issues
Initiate Picasso curriculum work
Survey local schools for needs assessment
Develop focus for upcoming adoption

INITIATION OF PROCESS (SUMMER/FALL 2003)
Statewide review of materials at Kell High School
State approval of recommended texts
Advisory committee selected – includes HS, MS department chairs, ILTs, and
special education representatives
Continuation of curriculum/PICASSO work
Notification of upcoming adoption provided to Linda Morrell, Barbara Bailey,
and Howard Siggelko

INTENT TO REVIEW (SEPTEMBER 2003)
Notification received from the state of recommended list of publishers and contact
information
Invitation to Submit materials emailed to each publisher
Follow up post card mailed to each publisher
Materials reservation form due by October 3, 2003
Materials delivered to Kell HS and Pitner Elementary

STRATEGIC THINKING – DETERMINING NEEDS (FALL 2003)
Review of research and trends with advisory committee members
Develop mission statements
Determine critical features essential for this adoption

EVALUATION OF MATERIALS (OCTOBER/ DECEMBER 2003)
Evaluate materials for alignment to CCSD curriculum
Complete in-depth analysis of content, instructional practices, and critical features
Narrow selection of materials submitted to the top 2-3 publishers
Notify publishers selected for system wide review of intent to review
Notify publishers not selected for further review
Request additional materials to fill critical feature gaps identified by committee

SYSTEM WIDE REVIEW (JANUARY/FEBRUARY 2004)
Sample materials distributed to schools for review
Publishers’ representatives present purchasing proposals to Purchasing
Department (January 7th and February 27th)
Publishers taking part in the system wide review present materials to adoption
committee members (January 15th, 22nd, and 29th)
System wide review of materials by interested teachers, parents, and
administrators (February 9th – February 27th)

COMMITTEE RECOMMENDATION (MARCH 9TH AND 11TH 2004)
System wide review feedback forms compiled and reviewed by committee
members
Committee reviews packages offered by publishers
Final evaluation completed by committee
Results from final evaluation determine the materials to be recommended to the
CCSD Board of Education for approval

PUBLIC DISPLAY OF MATERIALS (MARCH 2004)
Notification of public review in the Marietta Daily Journal, CCSD home page,
and through local school contacts (February 25, March 3rd and March 10th)
Display materials recommended for adoption for 15 business days (March 15th –
April 2nd)
Summarize and discuss comments received during public review with committee
members – if necessary the committee will meet to discuss concerns expressed
during the public review and to make a final recommendation of materials to
present to the Board
RECOMMENDATIONS TO BOARD (MAY 2004)
Finalize textbook adoption budget
Prepare Board agenda item for recommended adoption materials
Present and receive Board approval for recommended adoption budget and
materials
DELIVERY AND DISTRIBUTION (MAY/AUGUST2004)
Purchase materials –student enrollment estimates provided through SchoolMax
Provide publishers’ overviews of adopted materials to local school textbook
administrators, appropriate warehouse staff, and principals as requested
Deliver teacher editions prior to the end of school
Overview of materials by individual publishers provided to local schools
Implement initial professional development for new materials
Deliver student texts and instructional support materials

IMPLEMENTATION (2004-2005)
Selecting Instructional Materials
Evaluation Tools

9-12 English/Language Arts
• QCC Topic Match Evaluation
Purpose: The Topic Match evaluation tool is used to measure the extent to which the
submitted materials match CCSD curriculum standards.
• Critical Features Analysis
Purpose: The critical features analysis connects what is ideal for instruction with
current reality. Discrepancies between the ideal and current reality become the basis
for a prioritized list of features (components) necessary to achieve the ideal
instructional situation/materials.
• Horizontal Skills Trace Analysis
Purpose: The horizontal skills trace begins with the end goal (measurement) of one
Power Standard/objective and traces the development of the concept to ensure that the
content/instruction will prepare students to successful on the measured outcome.
PS1: Informational Materials The learner will be able to read to analyze, evaluate,
and synthesize ideas, arguments and perspectives represented in a wide variety of
informational materials.
PS5: Writing Process The learner will be able to use a process approach to produce
coherent, multi-paragraph compositions that reflect analysis and synthesis of ideas for
a variety of purposes and audiences, with complexity of thought and structure.

8-12 Foreign Language
• QCC Topic Match Evaluation
Purpose: The Topic Match evaluation tool is used to measure the extent to which the
submitted materials match CCSD curriculum standards.
• Vertical Skills Trace Analysis
Purpose: The vertical skills trace evaluates the sequential development of identified
strands and objectives essential to the curriculum. The National Standards for Foreign
Language were used as the framework for the vertical skills trace analysis.
• Horizontal Skills Trace Analysis
Purpose: The horizontal skills trace begins with the end goal (measurement) of one
Power Standard/objective and traces the development of the concept to ensure that the
content/instruction will prepare students to successful on the measured outcome.
PS1: Communication Students engage in conversations, provide and obtain
information, express feelings and emotions, and exchange opinions.
• Critical Features Analysis
Purpose: The critical features analysis connects what is ideal for instruction with
current reality. Discrepancies between the ideal and current reality become the basis
for a prioritized list of features (components) necessary to achieve the ideal
instructional situation/materials.
Criteria for Selection Instructional Materials
Summary

1. Initial Request For Review Materials
Publishers submit materials according to courses and subject areas under review.

2. Initial Review Of Materials

Part One: QCC - This portion of the review is a broad evaluation in which all materials
are screened. Materials that do not provide strong support of the curriculum area are
eliminated from further review.

Part Two: Evaluating Content And Instructional Practices- Materials are reviewed
multiple times by different committee members working in teams and individually. Each
committee member is responsible for locating, analyzing, and evaluating criteria included
in the evaluation tools. Materials that provide strong content, instructional practices, and
closely match the critical features defined by the committee, are then submitted for
system wide review.

3. System Wide Review

The system wide review provides teachers, parents, and administrators an opportunity to
review the committees’ top selections of materials. Reviewers are asked to evaluate the
strength of content, level of treatment of content, applications for a diverse student
population, multi-cultural sensitivity, organization of instructional materials,
supplemental resources, and active participation by students.

4. Final Evaluation By The Committee

The committee reviews evaluations completed by staff, parents, and administrators
during the system wide review. Comparisons are made between packages offered by
publishers and the defined list of critical needs for the adoption. Committee members’
knowledge of content and instructional support found in the materials is included in the
final recommendation phase.

Using a weighted system in which all factors are considered, the committee members
complete a final evaluation. Results of the final evaluation determine the materials to be
recommended to the Cobb County Board of Education.
Staff Input and Evaluation
English/Language Arts & Foreign Language Textbook Adoption

Multiple opportunities were provided for staff members across the District to review and
evaluate materials.

Review Dates
System wide evaluation of the recommended 9-12 English/language arts textbooks and 8-
12 foreign language textbooks began February 7, 2004 and ended February 27, 2004.
Interested teachers, parents, and administrators were invited to review and provide
feedback to the textbook adoption committees.

Distribution of Materials for Review
System wide review of English/language arts and foreign language textbooks took place
at each of the high schools. Middle school teachers and parents were invited to the feeder
pattern high schools to review textbooks under consideration.

Publisher’s Presentations
Publishers, invited to participate in the system wide review, provided committee
members and other interested staff members many opportunities to see in depth,
structured demonstrations of textbooks and electronic resources. Presentations included
overviews of print materials as well as online or computer based resources.
• January 8, 2004
• January 22, 2004
• January 29, 2004
• April 22, 2004