Board of Education Agenda Abstract

Board of Education Agenda Abstract

Meeting Date: June 18, 2020 Agenda Type: Discussion and Action Agenda Item #: 7b

Subject: Approval to Purchase StudySync as the Core Curricular Resource for Secondary ELA Grades 6-10. Division: Instructional Services Department: ISD Persons Responsible:

Dr. Christy Stanley, Director, 6-12 Humanities & Healthful Living Ms. Jessica O’Donovan, Assistant Superintendent of Instructional Services

Feedback Requested From:

Principals and district leadership; Office of Equity & Inclusion; Classroom teachers; Instructional Coaches; Gifted Ed Specialists; Librarians; Reading Teachers; EC/ESL teachers; Equity Specialists; EC Program Facilitator; School Improvement Team (SIT) Parent Reps; Board Member

Strategic Plan Goals:

● SS Goal 1: Establish a district instructional framework for all grade levels PreK-12, based on high-yield best practice, culturally relevant strategies within a personalized learning environment so all children receive equitable educational experiences.

● SS Goal 2: Empower and support all student groups to meet growth and achievement goals.

● SS Goal 3: Build a data-driven culture to inform instruction at the teacher, Professional Learning Community (PLC), school and district levels to positively impact students.

Previous Work Session No Date Previous Discussion and Action No Date Attachment(s): PowerPoint Slides, Implementation Plan 2020-22, Sole Source Letter, Privacy Policy, Proposals/Quotes, and Purchase Approval Form (scanned) PURPOSE: To approve the recommendation to purchase StudySync as the core curricular resource for secondary ELA grades 6-10.

BACKGROUND: Under the goals of our prior strategic plan, the district embarked on developing instructional units in English Language Arts (ELA) and other content areas using the research-based Understanding by Design (UbD) curriculum framework. Over several years, teachers and instructional support staff worked in Instructional Planning Teams (IPT) to learn the UbD process and to engage in intensive curriculum development for middle and high school ELA. The result of this work was an instructional framework and units of study designed by teachers. Additionally, the district supported the development of Learning Focused Lessons (LFL) as teachers moved from big picture instructional design to strategic lesson planning to meet the needs of all learners. Since this time, CHCCS has experienced a substantial turnover of key staff in the last five years who were leaders in this work: several district leadership positions; 4 new middle school principals; 3 new high school principals; nearly 60% turnover of middle school ELA teachers; 98% turnover of literacy coaches; and a 98% turnover of Gifted Ed Specialists. The impact of this turnover means the staff we currently have were not a part of the curriculum development work, which has created a disjointed and inconsistent approach to curriculum and instruction across buildings and grade levels. Furthermore, the units we originally created are no longer fully aligned with the current NC standards. Our ELA End-of-Grade/Course state assessment data from 2017-19 also shows that our middle school students have not consistently met the growth standard in grades 7 and 8. While Grade 10 shows students are making progress, there is still significant room for growth (see Table 1). Table 1

EVAAS: District Value-Added Report on End-of-Grade Reading Assessment 6-8, 10

Estimated District Growth Measure

Grade 6 7 8 10

Growth Standard 0.0 0.0 0.0

2017 Growth Measure

0.4 -1.1 -2.1 1.1

2018 Growth Measure

-0.7 -2.4 -1.3 .6

2019 Growth Measure

1.2 -1.4 0.4 .9

In response to our student data, staff turnover, and our current strategic plan focus on Student Success goals, the district engaged in an extensive curriculum review process for middle and high school English Language Arts for grades 6-10. Ed Reports, a nationally recognized independent curriculum review organization, was utilized as a starting point to identify vetted, research based curricular options with high ratings. The teams reviewed several curricular

options, including Springboard, EL Education, My Perspectives, CommonLit, Learn Zillion, American Reading Company, Amplify, Actively Learn, and StudySync. Having inclusive representation across all secondary schools was a key focus in this work. In every meeting, teachers and instructional support staff from every grade level (6-8 or 9-10) and school were represented. Table 2 outlines the scope of the work as well as those who were in attendance. Furthermore, all stakeholders had an opportunity to ask questions and provide structured feedback regarding each curricular choice. To build consensus, gather meaningful data, and create a historical record of the process, we used the TregoED Decision Analysis Process where teams developed criteria and used it to rank each curricular choice. Table 2

To develop the criteria, teams utilized nationally recognized curricular review tools (Culturally Responsive Curriculum Scorecard (CRCS) , Achieve the Core Rubric (IMET) as well the Racial Equity Impact Assessment (REIA) to ensure that our evaluation was being led by clear, measurable criteria aligned to providing all students equitable educational experiences. Table 3 outlines some of the key criteria stakeholders selected and used to evaluate each curricular choice.

Table 3

Text Complexity & Range of quality of texts (IMET) Diversity in representations (of our CHCCS community) of characters and authors + represents and multiple perspectives + Positive and even representations of diverse peoples including multiple perspectives (Highlights non-dominant populations and their strengths and assets)

Foundational Skills, Scaffolding supports, & Extensions (IMET) Contains scaffolds and supports & rigor for all Differentiated/student centered, including AIG, EC, & ESL student needs User-friendly for students and teachers (including accessibility features)

Questions and tasks support student learning and provides opportunities for Writing to sources and research (IMET)

Ensuring viability and sustainability (REIA) Ensures data collection to inform instruction + suggestions for next steps (REIA) Engages families/parents through viable communication (REIA)

Includes collaboration tasks for S’s

Teacher materials provide support/guidance for engaging in difficult conversations (CRCS)

Clear alignment to ELA standards (IMET) Clear pathways for creating a BLENDED (online & offline) learning environment that allows for CHOICE

After engaging in the TregoEd Decision Analysis process, StudySync was the core resource that rose to the top based on the criteria developed by stakeholders. Throughout the year-long curriculum review process, team members were always informed of the “why” behind our need to secure a core resource for ELA. One research based resource that the curriculum team reviewed was “Why Materials Matter” by Ed Reports. The report highlights the inequities caused when teachers find their own materials and the direct impact this often has on low-income and students of color. Survey data from the last curriculum meeting showed that 100% of the respondents understood the “why” behind the need for adopting a core ELA resource. With board approval, CHCCS plans to implement StudySync in grades 6-10 beginning in 2020-21. The district decided not to add grades 11 and 12 to the adoption process because of the multiple pathways that exist for students in these grades. For example, students have access to the following beginning in grade 11: Advanced Placement (AP) courses, College Career Ready Graduate (CCRG) courses, and College Career Promise (CCP) courses via Durham Tech. Overview of StudySync StudySync is a comprehensive 6–12 Core ELA/EL curriculum that combines digital instruction with print resources. The blended model of learning combines the best of face-to-face and digital instruction in ways that can differentiate learning pathways, make content more accessible, and shift the old-school paradigm from students as receivers of information to students as creators of new knowledge. The blended learning platform is research-based and aligned to our English Language Arts standards. For additional information on the blended learning model, see this resource. The curriculum prepares all students, including English Language Learners, struggling readers, and beyond-grade level learners for the rigorous expectations of the four main areas of state standards: reading, writing, speaking/listening, and language. The accessibility tools are

exceptionally robust and are outlined in this resource. Teachers are also provided concrete instructional suggestions for advanced learners within each lesson. By leveraging engaging multimedia and an ever-growing library of resources, StudySync facilitates a classroom environment in which students are engaged and motivated to access complex texts. The flexibility and customizability of StudySync provides teachers with countless opportunities to diversify and arrange instruction according to their classroom’s specific needs. Teachers are not following a script or a highly prescribed curricula. Teacher choice and student voice are critical elements of the platform and was a key criteria staff looked for when examining curriculum choices. Moreover, StudySync will provide a seamless tool if schools must transition between in-person instruction and remote learning in the 2020-21 school year. Another key benefit to having a core ELA resource is that it will help leverage the expertise of the instructional support staff in our buildings. A common curriculum will allow for more in-depth planning and collaboration to support the needs of all students without the barrier of a common planning time. Support staff can preview assignments and content to help make strategic instructional shifts needed to support all students. An additional benefit of the StudySync resources is that all text selections within are Lexiled and tagged with standards. This feature enables teachers to choose readings and lessons that are appropriate for the reading levels of their classes while continuously tracking standards coverage in the data platform. In the implementation plan, success indicators are identified at the end of each quarter denoting which data points the district will collect to determine the effectiveness of implementation and any needs for adjustments along the way. For example, some of the indicators include student, staff, and parent surveys; usage data from the platform; standards and assessment data; and formative and summative district and state assessments. Additionally, student data privacy is always a priority when choosing digital tools. The StudySync privacy policy can be reviewed here. It clearly outlines how student data is protected. Furthermore, StudySync provides an array of information outlining the research base of StudySync as well as several case studies: Efficacy Study White Paper; StudySync ESSA Brochure; StudySync Case Study. The attachments include the implementation plan for 2020-21 and the cost proposal to purchase instructional materials for all grades 6-10 ELA teachers who would be implementing StudySync in the 2020-21 school year. StudySync provides all professional learning for teachers (face-to-face or virtual) customized as needed at no additional cost to the district. In preparation for implementation in the fall of 2020, teachers will have opportunities to engage in paid summer training sessions, curriculum work, and virtual PLC planning sessions. FINANCIAL IMPACT: Total cost across all schools/programs: Recommendation A: Two year subscription

● Total cost not to exceed $365,000 (State textbook funding)

● Cost savings is more than $100,000 with purchase of two year subscription Recommendation B: One year subscription

● Total cost not to exceed $245,000 (State textbook funding) PERSONNEL IMPACT: None RECOMMENDATION: Approval of Resolution

RESOLUTION: Be it, therefore, resolved that the Board of Education

approves Recommendation A or B to purchase the StudySync ELA instructional supplies for grades 6-10.

MS/HS ELA Curriculum Adoption 2020 -21

Board of Education Discussion & Action:June 18, 2020

● District engaged in Understanding by Design (UbD) and Learning Focused Lessons (LFL) curriculum work for several years

● Significant staff turnover in last five years● Impact on curriculum and instruction ● Lack of consistent growth on state

assessments ● In-depth year long curriculum review

process including all stakeholders using TregoEd decision analysis process

● Focus on collaboration, feedback, and measurable criteria

Background

Helen Motta- 7th grade ELA

teacher at CMS & former CHCCS

Gifted Ed Specialist

Dana McCullum- Instructional

Coach at MMS and former CHCCS

teacher

Beverly Rudolph, CHS Principal

CHCCS Stakeholder Voices “The review process was very inclusive and collaborative. Teachers, parents, and support staff/specialists played a part in reviewing the effectiveness and viability of all resources presented. There were excellent rubrics and tools to assess each resource, so I think the process was effective all-around.” - MS Teacher

“I think that this process has been well thought out and teachers have definitely had a "voice" in this process. I am excited to see what StudySync can offer our kids and I like that it is at the middle school and high school level.” - Gifted Ed Specialist

“There were many teachers from each school, including reading teachers and EC/ESL teachers who collaborate with classroom teachers, all of whom had the opportunities to share their insights into the materials. The whole process was very fair and balanced, and I believe we ended up with the best resource presented to us.” - HS Teacher

““StudySync seems very thorough, and if teachers like it, I could see where it would be a comprehensive curriculum tool in ELA.” Parent (SIT Member)

Teacher Voices Tea cher Voices Overview of Action Steps

● MS ELA curriculum review began in April 2019 resulting in a pilot

● HS ELA curriculum review began in September 2019- resulting in an ongoing review process of viable resources (19-20)

● Feedback from teachers & students on pilot curriculum showed we needed a further review of curricular options

● MS/HS ELA review completed in March 2020● StudySync was the most viable option according to

stakeholder feedback● Tools for Resource Review: Racial Equity Impact Assessment ;

Culturally Responsive Curriculum Scorecard ; Achieve the Core Rubric; Utilized TregoED Decision Analysis Process

Stakeholders Involved in Curriculum Review Meetings

● Principals and district leadership● Office of Equity & Inclusion ● Classroom teachers from every school & grade

level● Instructional Coaches● Gifted Ed Specialists● Librarians● Reading Teachers/EC/ESL teachers ● Equity Specialists● EC Program Facilitator● School Improvement Team (SIT) Parent Reps● Curriculum Management Team ● Board Member

Curriculum Review Process

* Complete, ELA and EL 6–12 print and digital curriculum that is

flexible and fully customizable to meet the needs of ALL students

* Access to a growing culturally diverse digital library of over

1,500 texts

* Robust formative and summative assessment data, including

screeners, reading comprehension diagnostic, & benchmarks

* High-interest readings updated daily at three Lexile levels

* Dynamic and ever-growing platform that works seamlessly

anytime, anywhere, on any device- students can even work offline

* A one-of-a-kind writing platform that allows for integrated

teacher and peer review

* Ongoing no cost professional development catered to the needs

of teachers (virtual, face-to-face, weekly webinars, videos,

tutorials, live help, etc.)

Key Features in StudySync● StudySync ED Reports● Cultural Relevance ● Diversity & Equity● Spanish Language Resources ● Support for Students with Special

Needs ● WIDA Levels & Descriptors● StudySync Advanced Learners ● StudySync Data Reports Video ● StudySync Professional

Development

Questions?

“I think as a state we have to recognize that if we don’t give teachers the benefit of high - quality instructional materials that literally plan out the year — that they can then be creative and build on top of but that create a base equality — that’s an equity agenda and that’s something that they deserve.”

~ JB Buxton, NC State Board of Education

Questions?