3-6 literacy curriculum approval processdese.ade.arkansas.gov/public/userfiles/learning... ·...

3-6 Literacy Curriculum Approval Process

Phase 2 Approval List Submissions Instructional Programming

2019-2020

Arkansas Division of Elementary and Secondary Education Literacy Unit

Four Capitol Mall Little Rock, Arkansas 72201

Arkansas Division of Elementary and Secondary Education

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Table of Contents SECTION 1: Information and Rationale ..................................................................... 3

Background and Purpose ........................................................................................................3

Request for Approval List Submissions Phase 2 ................................................................3

Eligibility Process Overview ...................................................................................................3 Required Elements from Phase 1 ......................................................................................................... 3

SECTION 2: Phase 2 Submission Guidelines ............................................................. 4

Phase 2: Eligibility Criteria .....................................................................................................4

Phase 2: Submission ................................................................................................................4

Phase 2: I. Usability .................................................................................................................5

Phase 2: II. Pricing Structure ................................................................................................5

Phase 2: III. Science of Reading ...........................................................................................5

Phase 2: IV. Agreement of Completion ...............................................................................5

Phase 2: Required Materials ..................................................................................................5 Core/Comprehensive Program Submissions ....................................................................................... 6 Component Specific Program Submissions .......................................................................................... 6

Phase 2: Scoring .......................................................................................................................6 Evidence-Based Score and Required Materials ................................................................................... 6 Instructional Design Score and Required Materials .......................................................................... 6 Instructional Design Score ......................................................................................................................... 7 Evidence-Based Score .................................................................................................................................. 8 Efficacy Rating ................................................................................................................................................ 9 Score Brackets .............................................................................................................................................. 10 Phase 2 Statement of Review ................................................................................................................. 10

Phase 2 Rubric ........................................................................................................................ 10 Vocabulary Rubric ........................................................................................................................................ 13 Comprehension Rubric ............................................................................................................................... 15 Fluency Rubric ............................................................................................................................................... 17 Efficacy Criteria Rubric .............................................................................................................................. 19

Section 3: Program Provider Profile (PPP): Phase 2 ............................................. 19


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SECTION 1: Information and Rationale Background and Purpose The Right to Read Act, amended by the Arkansas Legislature in 2019, requires “curriculum programs that are supported by the science of reading and based on instruction that is explicit, systematic, cumulative, and diagnostic, including without limitation: (1) dyslexia programs that are evidence based and aligned to structured literacy or grounded in the Orton-Gillingham methodology, (2) evidence-based reading intervention programs, and (3) evidence-based reading programs that are grounded in the science of reading.” Pursuant to Ark. Code Ann. § 6-17-429(f), the Arkansas Division of Elementary and Secondary Education shall identify and create a list of approved materials, resources, and curriculum programs for public school districts and open-enrollment public charter schools. Request for Approval List Submissions Phase 2 The Arkansas Division of Elementary and Secondary Education requests submission of core and component specific materials, resources, and curriculum programs for 3-6 Literacy (Tiers 1 and 2 instruction) from programs that have been selected to advance to Phase 2. Tier 2 instruction is considered to be grade level instruction. In order for programs to be reviewed, the instructional materials must align with the proposed grade or grade band. A separate review of other grade levels and dyslexia and reading intervention programs will be requested in an additional process. Eligibility Process Overview There are two phases in the review process:

• Phase 1 was a preliminary review of 3-6 Literacy Programs submitted by curriculum program providers through an application process. Separate applications were required for each program type. Providers had to meet all eligibility in Phase 1 in order to advance to Phase 2.

• Phase 2 consists of a full review of 3-6 Literacy Programs. Each vendor must establish that the 3-6 Literacy Program submitted meets the required eligibility criteria.

Phase 2 of the submission process will require vendors to explicitly mark and label the location of required components within submission materials. IMPORTANT NOTES:

• Completion of requirements for Phase 1 Eligibility DOES NOT guarantee final approval. • Vendors meeting Phase 1 Eligibility must still complete and submit the Phase 2 Program Review

to be approved before inclusion on the Division’s 2020-2021 [school/fiscal] year Approved List. DISQUALIFIER: If the theoretical basis of any submitted program utilizes the Three Cueing Systems Model of Reading or Visual Memory as the primary basis for teaching word recognition, it shall be disqualified because cognitive science refutes use in foundational reading. Required Elements from Phase 1

• Brief Description of Product: A brief description of the core components of the program. • Target Audience: Identified target audience and how the program meets the needs of student

learners. • Evidence-Based:

o Efficacy Statement: Program Providers must also include a summary of findings on how the curriculum program has produced effective results and improved outcomes.


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o Validity Statement(s): The program provider’s summary of findings of multiple research studies. These research studies must be based in the Science of Reading.

o Research Narrative(s): The program provider’s description of how research was utilized to determine content, instructional strategies, and assessments and the degree of correlation between program content, instructional strategies, and program assessments and the research findings.

• Explicit: Provide a clear explanation of the core program components. Explicit instruction involves direct explanation in which concepts are explained and skills are modeled, without vagueness or ambiguity. Instruction is concise, specific, and related to the objective with scaffolding and guided practice.

• Systematic and Cumulative: Provide a detailed scope and sequence, which includes spiraling review. Systematic instruction includes a carefully planned sequence of instruction that is thought out and designed before activities and lessons are planned, maximizing the likelihood that whenever students are asked to learn something new, they already possess the appropriate prior knowledge and understandings to see its value and to learn it effectively.

• Diagnostic: Provide a list of program assessments, including how and when they are used. • Alignment to Arkansas Academic Standards: Provide an alignment or correlation to

Arkansas Academic Standards. RESEARCH: Buckingham, J. (2018, July). Research brief 2: systematic synthetic phonics. Retrieved from Five From

Five: https://www.fivefromfive.org.au/wp-content/uploads/2018/07/rb2.pdf Castles, A., Rastle, K., & Nation, K. (2018, January 11). Ending the reading wars: reading acquisition from

novice to expert. Psychological Science in the Public Interest, 19, 5-51. Kilpatrick, D. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. Hoboken,

NJ: John Wiley & Sons. Moats, L. (2007). Whole-language high jinks: how to tell when "scientifically-based reading instruction"

isn't. Thomas B. Fordham Institute. Research findings in reading instruction are settled science. (2015, June). Retrieved from International

Foundation for Effective Reading Instruction: http://www.iferi.org/wp- content/uploads/2015/07/IFERI-INFORM-No.4-June-2015-Settled-Science.pdf

Seidenberg, M. (2017). Language at the speed of sight: how we read, why so many can't, and what can be done about it. New York, NY: Basic Books.

SECTION 2: Phase 2 Submission Guidelines Phase 2: Eligibility Criteria The submission of 3-6 Literacy Program must include a complete Program Provider Profile (PPP). Phase 2: Submission

• Incomplete Program Provider Profiles will not be reviewed. • Phase 2 Literacy Program Curriculum Applications must be submitted electronically as one PDF

document which includes the PPP and any ancillary documents from the program provider. File name must have the following format (publisher_program name_2020_PER).

• Two hard copies must be submitted. Hard copies should be clearly tabbed, labeled, and bound. DO NOT include hyperlinks.


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Send all electronic and hard copy materials to Dr. Brooke Butler at: • [email protected] • Mailing Address: ATTN: Dr. Brooke Butler

Arkansas Division of Elementary and Secondary Education Four Capitol Mall Little Rock, Arkansas 72201

DUE DATE: Phase 2 Program Provider Profile application and ancillary documents must be submitted

electronically and postmarked by March 6, 2020. Phase 2: I. Usability Usability indicates ease of access to include the required or provided training, available digital platforms and/or resources, and delivery format that ensure effective results and improve outcomes when implemented. Phase 2: II. Pricing Structure This section must include a clear and concise description of pricing structure for 2020-2021. This would include required program components for successful implementation. This would include the pricing for any required or recommended training. Phase 2: III. Science of Reading Provide any additional Research1 and Evidence-Based2 Research in support of the science of reading that demonstrates how the program submitted for review was designed based according to research findings and is producing effective results and improving outcomes when implemented. Please label the types of evidence that are provided (e.g., peer review, case study, white papers). Phase 2: IV. Agreement of Completion

� Program Provider Profile: Phase 2 Cover Page � Section I. Usability � Section II. Pricing � Section III. Science of Reading � Section IV. Agreement of Completion � Required Supplemental Documentation � Curriculum Program materials postmarked by March 6, 2020 to Attn: Dr. Brooke Butler, Four

Capitol Mall - Little Rock, Arkansas 72201 � 2 bound hardcopies of Program Provider Profile and required supplemental documents:

postmarked by March 6, 2020 to Attn: Dr. Brooke Butler, Four Capitol Mall - Little Rock, Arkansas 72201

� Digital Copy emailed or a link for download (Google Folder) to Dr. Brooke Butler at [email protected]

� Signature and Date: Confirming all sections listed above are complete Phase 2: Required Materials Core/comprehensive and component specific program providers must submit all curriculum materials for each grade and component being reviewed (e.g., teacher’s manuals, assessments, teacher resources, student materials). Please do not include promotional materials or displays. For example, if the program provider is submitting for core/comprehensive program for 3rd, 4th, and 5th, all curriculum materials for each grade must be submitted for review. If the program provider is only submitting a

1 Research based: provides research evidence that the program is of sound practice, generates new knowledge and validates existing knowledge 2 Evidence-based: review of supporting evidence to demonstrate how the practice works


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component specific program for one component in 3rd grade, then all component specific curriculum materials in support of the one component for 3rd grade must be submitted. Core/Comprehensive Program Submissions Program providers submitting a core/comprehensive program for review must provide documentation that the program addresses four of the reading components (phonics (word study), vocabulary, fluency, comprehension). Programs submitted as Core/Comprehensive Curriculum Programs must meet expectations in three of the four essential reading components. Component Specific Program Submissions Program providers submitting a component specific program for review must provide documentation of the essential component(s) the program specifically addresses. Phase 2: Scoring Each Component will be scored independently. The Component Score will consist of two independent scores, one for Instructional Design and one for Evidence-Based. Curriculum programs must meet or partially meet expectations in Instructional Design and meet expectations in Evidence-Based in order to be placed on the Arkansas 3-6 Literacy Curriculum Approved List. Evidence-Based Score and Required Materials The Evidence-Based Score will be derived from:

• Validity Statement(s): The program provider’s summary of findings of multiple research studies. These research studies must be based in the Science of Reading. This statement should include citations.

• Research Narrative(s): The program provider’s description of how research was utilized to determine content, instructional strategies, and assessments and the degree of correlation between program content, instructional strategies, and program assessments and the research findings.

Efficacy Statement(s) Program Providers must also include a summary of findings on how the curriculum program has produced effective results and improved outcomes. Instructional Design Score and Required Materials The Instructional Design Score will be derived from evaluation of Content, Instructional Strategies, and Program Specific Assessments. Program providers must submit the required materials for each area. Please note, some of the content criteria listed on the Phonics / Word Study rubric specifies a specific grade level. The program will only be reviewed and scored for the grade levels identified on the PPP. All Rubric Component Criteria should be correctly and explicitly labeled within the provided lessons and assessments. The reviewers are NOT obligated to score a Component Criteria that is not correctly and explicitly labeled.


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Area Required Submission Materials Percentage of

Instructional Design Score

Content

• Two or more lessons from the curriculum program from which all of the content criteria can be scored. Be sure to include lessons from 3-6.

• The content criteria should be labeled within the provided lessons.

• Provided lessons should be reflective of the program provider’s Research Narrative.

40%

Instructional Strategies

• Two or more lessons from the curriculum program from which all of the instructional strategies criteria can be scored. Be sure to include lessons from 3-6.

• The instructional strategies criteria should be labeled within the provided lessons.

• Provided lessons should be reflective of the program provider’s Research Narrative.

40%

Program Specific

Assessments

• Provide an example of each assessment type from curriculum program. Please include assessments from grades 3-6.

• The assessments should be labeled to match Program Specific Assessment criteria.

• Provided assessment examples should be reflective of the program provider’s Research Narrative.

20%

Instructional Design Score Instructional Design, which includes Content, Instructional Strategies, and Program Specific Assessments will be assessed primarily using the lessons and/or assessments provided by the program provider. All provided curriculum materials may be used to evaluate the core/comprehensive or component specific program.


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Instructional Design Subscores

Final Instructional Design Score Evidence-Based Score Evidence-Based in Supporting the Science of Reading will be assessed using the Validity Statement, Research Narrative, and Efficacy Statement.

Subscores Multiplier Instructional Design Score Content .4

Sum of Subscores Instructional Strategies .4 Program Specific Assessments .2

Total Points Possible within Scored Component:

Content

Total Points Earned: Content

= / Content Design Subscore

Total Points Earned:




= / Instructional Strategies Subscore


Program Specific Assessments



= / Program Specific Assessments Subscore

Instructional Strategies Subscore

Content Design

Subscore


Subscore

( Instructional Design Score

*.4)+( *.4)+( *.2)=


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Evidence-Based Score: Validity Statement and Research Narrative Efficacy Rating Program providers will be scored based on the level of evidence in the summary of findings on how the curriculum program has produced effective results and improved outcomes. While the Efficacy Rating is not calculated in scoring, Efficacy Ratings for each program will be posted on the list of Arkansas 3-6 Approved Programs. While this score will not be calculated in the cumulative Evidence-Based Score, program providers are required to submit a revised Efficacy Statement and documentation by January 31, 2022 to the Arkansas Division of Elementary and Secondary Education for review. Resubmitted Efficacy Statements and documentation must score Moderate Evidence or Strong Evidence by March of 2022 to remain on the list of Arkansas 3-6 Approved Programs. Efficacy Ratings

• Strong Evidence: o 1 well designed experimental study o the study should show a statistically significant positive effect of the program on a

student outcome or other relevant outcome and be consistent with other research findings (peer reviewed and meets randomized control trial)

o large sample with diverse populations • Moderate Evidence:

o 1 well designed quasi-experimental study o the study should show a statistically significant positive effect of the program on a

student outcome or other relevant outcome and be consistent with other research findings (peer reviewed)

o large sample with diverse populations • Promising Evidence:

o 1 well designed correlational study o the study should show a statistically significant positive effect of the program on a

student outcome or other relevant outcome and be consistent with other research findings

• No Evidence: o No research study evident or research study results did not show statistically

significant positive effects


Validity Statement and Research Narrative for

Instructional Strategies, Content, and Program Specific Assessments

Total Points Possible (12):

Validity Statement and Research Narrative for

Instructional Strategies, Content, and Program Specific Assessments

= / Evidence-Based Score


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Score Brackets

Instructional Design Component Score

Meets Expectations 75%-100% Partially Meets Expectations 51%-74% Does Not Meet Expectations 50% and Below

Evidence-Based Component Score

Meets Expectations 75%-100% Does Not Meet Expectations 74% and Below

Phase 2 Statement of Review An independent national literacy consultant and an independent national research consultant will oversee the review procedures and processes. Curriculum programs will be scored using the attached Arkansas 3-6 Program Evaluation Rubric. Curriculum programs and instructional program materials will be reviewed by independent teams of professionals with knowledge of and training in the Science of Reading. Phase 2 Rubric The Arkansas 3-6 Program Evaluation Rubric will be used to evaluate curriculum resources. Those that Meet Expectations or Partially Meet Expectations in Instructional Design and Meet Expectations in Evidence-Based Research will be listed on the Arkansas Approved List of 3-6 Literacy Curriculum Resources for 2020-2021. Programs that Partially Meet Expectations in Instructional Design will be posted with an explanation of findings.

Important Dates Phase 2 Submission Deadline March 6, 2020

Efficacy Resubmission Deadline January 31, 2022


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Phonics / Word Study Rubric Component: Phonics / Word Study

Indicators of Alignment to Science of Reading Meets Expectations (2 points) Partially Meets (1 point) Does NOT Meet (0 points) Evidence Rating

Instructional Design

Content Evidence-Based, Grounded in the Science of Reading

• Validity (Summary of findings from multiple research studies that connect to the Science of Reading which was used to design the curriculum program.) 2, 1, 0

• Research Narrative (Description of how research was utilized to determine content and the degree of correlation between content and research findings.) 2, 1, 0

Content Evidence-Based Subscore: Content Criteria

• A.1 - Alignment to Arkansas Academic Standards (grade appropriate and evidenced in Arkansas Academic Standards) ❏ 3 ❏ 4 ❏ 5 ❏ 6

2, 1, 0

• A.2 - Decoding – Grade 3 (multisyllable, irregularly spelled words; process of translating print into speech by rapidly matching a letter or combination of letters to their sounds; syllabication; automatic effortless retrieval; orthographic mapping)

2, 1, 0

• A.3 - Word Recognition – Grades 4, 5, and 6 (using combined knowledge of all letters and sounds correspondence, syllabication, and morphology; process of translating print into speech by rapidly matching a letter or combination of letters to their sounds)

2, 1, 0

• A.4 - Decoding Application/Word Recognition (practice using grade-level text to support accuracy, fluency, and comprehension in prose and poetry; provide opportunities to confirm or self-correct word recognition)

2, 1, 0

• A.5 - Encoding – Grade 3 (practice using spelling patterns and generalizations such as word families, position-based spelling, syllable patterns, ending rules, meaningful word parts)

2, 1, 0

• A.6 - Encoding Application – Grade 3 [practice spelling when writing grade level tasks (e.g., provide opportunities to confirm or self-correct spelling patterns when writing through dictation and/or free response)]

2, 1, 0

• A.7 - Encoding – Grades 4, 5, and 6 [practice spelling grade appropriate words correctly, consulting references (e.g., dictionary, thesaurus) when needed] 2, 1, 0

• A.8 - Handwriting (cursive; how to form letters correctly if applicable) 2, 1, 0

Content Subscore:

Instructional Strategies Evidence-Based, Grounded in the Science of Reading



Instructional Strategies Evidence-Based Subscore: Instructional Strategies Criteria

• A.9 - Explicit Instruction (clear statement of goals; break complex learning into step by step tasks; use clear, succinct, exact, and accurate language for instruction) 2, 1, 0

• A.10 - Systematic Instruction (scope and sequence) 2, 1, 0


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• A.11 - Use of Instructional Routines (e.g., general routines, getting the student's attention, explaining the task, giving directions, providing feedback, reviewing, summarizing)

2, 1, 0

• A.12 - Cumulative (repeated practice built in ongoing and supported over time, and encompasses previously taught skills.)

2, 1, 0

• A.13 - Diagnostic (way to assess and reteach missing skills, immediate corrective feedback)

2, 1, 0

• A.14 - Gradual Release (I Do, We Do, You Do) 2, 1, 0

• A.15 - Whole Group [including all students (e.g., ELs, gifted, special education)] 2, 1, 0

• A.16 - Small Group (instructional support for what was just taught) 2, 1, 0

• A.17 - Scaffolds for Support (show the support materials needed for meeting the needs of struggling learners) 2, 1, 0

• A.18 - Extends to Accelerate (enrichment) 2, 1, 0

• A.19 - Multi-Sensory [incorporates the simultaneous use of two or more sensory pathways (e.g., visual, auditory, kinesthetic, and tactile) during teacher presentations and student practice]

2, 1, 0

Instructional Strategies Subscore:

Program Specific Assessments Evidence-Based, Grounded in the Science of Reading



Program Specific Assessments Evidence-Based Subscore: Program Specific Assessments Criteria

• A.20 - Placement Assessments (determine starting points for instruction based on presently acquired and usable skills or student’s skill acquisition) 2, 1, 0

• A.21 - Progress Monitoring (determine how students are responding to instruction) 2, 1, 0

• A.22 - Mastery Checks (determine proficiency levels in specific skills) 2, 1, 0

Program Specific Assessment Subscore:

Phonics Instructional Design Score:

Summary Statement:

Evidence-Based

Evidence-Based, Grounded in the Science of Reading Phonics Evidence-Based Score

(Evidence-Based, Grounded in the Science of Reading Criteria Scores from Content, Instructional Strategies, and Program Specific Assessments):

Summary Statement:


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Vocabulary Rubric Component: Vocabulary







Word Choice / Word Selection • B.1 - Alignment to Arkansas Academic Standards (grade appropriate and

evidenced in Arkansas Academic Standards) ❏ 3 ❏ 4 ❏ 5 ❏ 6

2, 1, 0

• B.2 - High-Utility, Multiple Meaning Vocabulary 2, 1, 0

• B.3 - Content Specific Vocabulary 2, 1, 0

• B.4 - Morphology (prefixes; suffixes; Anglo-Saxon, Latin, and Greek bases) 2, 1, 0

• B.5 - Oral Language [opportunities for collaborative communication (e.g., one-on-one, groups, teacher led) on grade level appropriate topics, practicing appropriate pragmatics]

2, 1, 0

Content Subscore:





• B.6 - Explicit Instruction (clear statement of goals; break complex learning into step by step tasks; use clear, succinct, exact, and accurate language for instruction) 2, 1, 0

• B.7 - Systematic Instruction (words are introduced, used across content areas) 2, 1, 0

• B.8 - Use of Instructional Routines (e.g., general routines, getting the student's attention, explaining the task, giving directions, providing feedback, reviewing, summarizing)

2, 1, 0

• B.9 - Cumulative (vocabulary spirals back in later lessons) 2, 1, 0

• B.10 - Diagnostic (way to assess and reteach missing skills, immediate corrective feedback) 2, 1, 0

• B.11 - Gradual Release (I Do, We Do, You Do) 2, 1, 0

• B.12 - Whole Group [including all students (e.g., ELLs, gifted, special education)] 2, 1, 0

• B.13 - Small Group (instructional support for what was just taught) 2, 1, 0

• B.14 - Scaffolds for Support (show the support materials needed for meeting the needs of struggling learners) 2, 1, 0

• B.15 - Extends to Accelerate (enrichment) 2, 1, 0


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• B.16 - Multi-Sensory [incorporates the simultaneous use of two or more sensory pathways (e.g., visual, auditory, kinesthetic, and tactile) during teacher presentations and student practice]

2, 1, 0





Program Specific Assessments Evidence-Based Subscore:

Program Specific Assessments Criteria • B.17 - Formative Assessment (check for understanding: progress monitoring,

academic readiness, skill acquisition) 2, 1, 0

• B.18 - Summative assessment (grade level benchmarks) 2, 1, 0

Program Specific Assessments Subscore:

Vocabulary Instructional Design Score:

Summary Statement:

Evidence-Based

Evidence-Based, Grounded in the Science of Reading Vocabulary Evidence-Based Score


Summary Statement:


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Comprehension Rubric Component: Comprehension







• C.1 - Alignment to Arkansas Academic Standards (grade appropriate and evidenced in Arkansas Academic Standards) ❏ 3 ❏ 4 ❏ 5 ❏ 6

2, 1, 0

• C.2 - Background Knowledge (facts, concepts, contextual knowledge. incorporated with lesson) 2, 1, 0

• C.3 - Vocabulary (thematically linked, precision, breadth) 2, 1, 0

• C.4 - Language Structures (syntax, semantics) 2, 1, 0

• C.5 - Verbal Reasoning (inference, figurative language) 2, 1, 0

• C.6 - Literacy Knowledge (print concepts, text structure, genres) 2, 1, 0

• C.7 - Comprehension Monitoring (students monitor their comprehension) 2, 1, 0

• C.8 - Student Question(s) Generation 2, 1, 0

• C.9 - Text Dependent Question(s) 2, 1, 0

• C.10 - Listening Comprehension (multiple processes involved in making sense of spoken language, understanding multiple words and syntax)

• Grade 3 (practice determining main idea and details via read aloud and oral presentation; practice asking and answering questions from a speaker to clarify comprehension and offer elaboration and detail)

• Grade 4 (practice paraphrasing information gained from oral sources; determine a speaker’s points and supporting evidence)

• Grade 5 (summarize information that is gained from oral sources; determine a speaker’s points and the supporting evidence that is provided for each point)

• Grade 6 (interpret information that is gained from oral sources; determine a speaker’s argument and the supporting claims and evidence)

2, 1, 0

• C.11 - Reading Comprehension • Reading Literature (practice with reading the text closely; making logical

inferences; citing textual evidence; determining theme; analyzing figurative language; analyzing individuals and events over time as appropriate to grade level)

• Reading Information (determining the main idea, summarizing and explaining events and procedures based on a text, identifying claims and evidence, comparing and contrasting overall structures, integrating information presented from multiple media or formats)

2, 1, 0

Content Subscore:



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• C.12 - Explicit Instruction (clear statement of goals; break complex learning into step by step tasks; use clear, succinct, exact, and accurate language for instruction) 2, 1, 0

• C.13 - Systematic Instruction (scope and sequence) 2, 1, 0

• C.14 - Use of Instructional Routines (e.g., general routines, getting the student's attention, explaining the task, giving directions, providing feedback, reviewing, summarizing)

2, 1, 0

• C.15 - Cumulative (repeated practice built in and encompasses previously taught skills)

2, 1, 0

• C.16 - Diagnostic (way to assess and reteach missing skills, immediate corrective feedback)

2, 1, 0

• C.17 - Gradual Release (I Do, We Do, You Do) 2, 1, 0

• C.18 - Whole Group [including all students (e.g., ELLs, gifted, special education)] 2, 1, 0

• C.19 - Small Group (instructional support for what was just taught) 2, 1, 0

• C.20 - Scaffolds for Support (show the support materials needed for meeting the needs of struggling learners) 2, 1, 0

• C.21 - Extends to Accelerate (enrichment) 2, 1, 0

Instructional Design Subscore: ____ out of 20




Program Specific Assessments Evidence-Based Subscore:

Program Specific Assessments Criteria • C.22 - Formative Assessment (checking for mastery and monitoring student

progress) 2, 1, 0

• C.23 - Summative Assessment (grade level benchmarks) 2, 1, 0


Comprehension Instructional Design Score:

Summary Statement:

Evidence-Based

Evidence-Based, Grounded in the Science of Reading Comprehension Evidence-Based Score


Summary Statement:


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Fluency Rubric Component: Fluency







• D.1 - Alignment to Arkansas Academic Standards (grade appropriate and evidenced in Arkansas Academic Standards) ❏ 3 ❏ 4 ❏ 5 ❏ 6 NA

2, 1, 0

• D.2 - Accuracy (word work includes emphasis on the internal structure of the word, which leads to accuracy) 2, 1, 0

• D.3 - Rate (correct words per minute, appropriate for the task) 2, 1, 0

• D.4 - Prosody (expression and volume, smoothness, pace, and phrasing with prose and poetry) 2, 1, 0

Content Subscore:





• D.5 - Explicit Instruction (clear statement of goals; break complex learning into step by step tasks; use clear, succinct, exact, and accurate language for instruction) 2, 1, 0

• D.6 - Systematic Instruction (scope and sequence) 2, 1, 0

• D.7 - Use of Instructional Routines (e.g., general routines, getting the student's attention, explaining the task, giving directions, providing feedback, reviewing, summarizing)

2, 1, 0

• D.8 - Cumulative (repeated practice built in and encompasses previously taught skills)

2, 1, 0

• D.9 - Diagnostic (way to assess and reteach missing skills, immediate corrective feedback)

2, 1, 0

• D.10 - Gradual Release (I Do, We Do, You Do) 2, 1, 0

• D.11 - Small Group (instructional support for what was just taught) 2, 1, 0

• D.12 - Scaffolds for Support (show the support materials needed for meeting the needs of struggling learners) 2, 1, 0

• D.13 - Extends to Accelerate (enrichment) 2, 1, 0



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Fluency Evidence-Based Subscore:

Program Specific Assessment Criteria • D.14 - Formative Assessment (check for understanding: progress monitoring,

academic readiness, skill acquisition) 2, 1, 0

• D.15 - Summative Assessment (grade level benchmarks) 2, 1, 0


Fluency Instructional Design Score:

Summary Statement:

Evidence-Based

Evidence-Based, Grounded in the Science of Reading Fluency Evidence-Based Score


Summary Statement:


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Efficacy Criteria Rubric

Evidence-Based

Evidence-Based, Grounded in the Science of Reading Efficacy Criteria

• Efficacy (Summary of findings on how the curriculum program has produced effective results and improved outcomes when implemented.)

Strong Moderate Promising

No Evidence

Efficacy Score:

Summary Statement:

Section 3: Program Provider Profile (PPP): Phase 2

ARKANSASDIVISION OF ELEMENTARY AND SECONDARY EDUCATION______________________________________________________________________________________________________________

Four Capital Mall - Little Rock - Arkansas - 72201 (501) 682-0676

PROGRAM PROVIDER PROFILE (PPP)

PHASE 2 COVER PAGE

Name of Publisher:

Product Title:

Edition: Publication Year:

Program Type:

Core/ComprehensiveComponent Specific

Grade(s):

3rd4th5th6th

Supplemental Program Providers: Submitting for review of the following essential reading component(s):

Phonics / Word StudyVocabularyComprehensionFluency

3-6 Literacy Curriculum Arkansas Division of Elementary and Secondary Education 1

Program Provider Profile Phase 2

Contact Person:

Street Address:

City: State:

Telephone Number: Website:

Email Address:



PHASE 2 REVIEW

Please Note: The Program Provider Profile: Phase 2 must be submitted as one PDF that includes all ancillary documentation. When labeling provided ancillary documents, please include the question it is in support of and a document title. For example, if providing ancillary documents for question II:B) Pricing, the document(s) should be labeled in the heading as follows: II._Pricing_C) Pricing_(Title of Program Document)

I. USABILITY

A) Professional Development: What training, support, and/or coaching is offered with this product? Please indicate if the training, support, and/or coaching is included in the cost of the product or if one or more of them must be purchased separately. (REQUIRED, 2000 Character Limit)



B) Technology: What digital platforms and/or resources, if any, are available with this product? (REQUIRED, 2000 Character Limit)



C) Materials: Describes the delivery format and the types of core and supplemental materials that are included in this product? (REQUIRED, 2000 Character Limit)



II. PRICING

A) Product: Does the product include multiple items that must be purchased separately in order to fully implement the program? If the answer is YES, please answer questions B) Pricing and C) Supplemental Materials. If the answer is NO, please answer question B) Pricing. (REQUIRED)

YESNO

B) Pricing: Please describe how the product is priced for 2020-21. Attach and label a chart or spreadsheet which includes pricing information for schools of all sizes. Chart or spreadsheet should include baseline price with a list identifying the included materials and the additional prices of all supplemental materials needed to fully implement the program. (REQUIRED)



C) SUPPLEMENTAL MATERIALS: Please list all of the products that must be purchased in order to fulfill the Required Elements. This information should be included in the chart or spreadsheet that is required in question B) Pricing. (2000 Character Limit)



III: SCIENCE OF READING: PHASE 2

A) SCIENCE OF READING: Please attach any additional Research and Evidence-Based Research in support of the science of reading that demonstrates how the program submitted for review was designed based on research findings and is producing effective results and improving outcomes when implemented. Please label the types of evidence that is provided (e.g., peer review, case study, white papers).



IV: AGREEMENT OF COMPLETION: PHASE 2

In order to be considered for review in Phase II, the PPP must be complete.

Please check each box and sign below to indicate each required section has been included and is complete. (REQUIRED)

Program Provider Profile: Phase 2 Cover PageSection I: UsabilitySection II: PricingSection III: Science of ReadingSection IV: Agreement of CompletionRequired Supplemental Documentation: Spreadsheets of Cost, Lessons with Component Criteria Labeled and TabbedCurriculum Program materials postmarked by March 6, 2020 to Attn: Dr. Brooke Butler, Four Capitol Mall - Little Rock, Arkansas 722012 bound hard copies of Program Provider Profile, supplemental documentation, and lessons and assessments addressing essential reading components: postmarked by March 6, 2020 to Attn: Brooke Butler, Four Capitol Mall - Little Rock, Arkansas 72201Digital Copy (one PDF) emailed to Dr. Brooke Butler at [email protected] and Date: Confirming all sections listed above are complete

Please Sign:

Date:



3-6 literacy curriculum approval processdese.ade.arkansas.gov/public/userfiles/learning... ·...

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