Curriculum Development and Supplemental Materials Commission
An advisory body to the California State Board of Education
FINAL MEETING MINUTES: June 20, 2007 READING/LANGUAGE ARTS/ENGLISH LANGUAGE DEVELOPMENT (RLA/ELD) SUBJECT MATTER COMMITTEE
(Approved on September 27, 2007)
Report of Action
June 20, 2007
10:00 a.m. – 12:00 p.m.
RLA SMC Members Present:
Becky Sullivan, Chair
José Velasquez, Vice Chair
Connie Tate
RLA SMC Members Present via Teleconference
Lucy Medina
Kevin Wooldridge
Curriculum Commission Members Present:
Mary-Alicia McRae, Commission Chair
Glee Johnson
California Department of Education Staff Present:
Thomas Adams
Susan Martimo
Cynthia Gunderson
Suzanne Rios
Irma Hernandez-Larin
Patrice Roseboom
Jean James
Marie Wilkerson
Jim Long
Tracie Yee
State Board of Education Staff Present:
Dale Webster
Public Present:
Julie Maravilla, Los Angeles USD
Sandi Adams-Jones, Harcourt/Holt
Leslie Schwarze, Sopris West
Martha Zaragoza Diaz, Californians Together Coalition
Bob Harris, Pearson Scott Foresman
Judith Dvorak, Pearson Scott Foresman
Mark Moyer, Scholastic Education
Yvonne Novelli, Commission on Teacher Credentialing
Phillippe Seiler, Santillana
Clarita Kohen-Klieman, Santillana
Pat Buerger, Harcourt Achieve/Rigby
Eric Cormier, Kaplan K-12 Learning
Alison Chew, Kaplan K-12 Learning
SMC Chair Sullivan called the RLA/ELD SMC meeting to order at 10:05 a.m.
A. RLA/ELD Evaluation Criteria by Program Type
Chair Sullivan presented a brief review of preparation for the 2008 RLA/ELD Primary Adoption which included addressing the achievement gap in particular for English learners and African-American students in English-language arts proficiency. As a result, the Curriculum Commission decided to focus the update of the RLA framework on 1) Oral Reading Fluency, 2) Struggling Readers, 3) Vocabulary Development, 4) English Learners, 5) Writing, and 6) AssessmentsThe updated evaluation criteria of Chapter 9 in the Framework is organized in two sections: Section 1 presents the program description for each of the five types of programs; and Section 2 details the required five categories that each program must meet to be adopted.
Two publisher briefings have been held, one on the updated R/LA framework and another with Dr. LaBov who shared information regarding African American vernacular English. A publisher briefing is scheduled for August 24 and it will focus on instructional support for English learners in Programs 1, 2, 3, and 5.B. Review of the Evaluation Criteria Program Type Document
Susan Martimo, Administrator of the CFIR Division, provided a review of the five programs called for in the updated evaluation criteria. The three basic programs (1, 2 and 3) instructional materials must meet the basic criteria for students in Grades K-8 plus four additional elements: 1) struggling readers extra support, 2) English-learners extra support, 3) intensive vocabulary instructional support, and 4) reading intervention kit. The two intensive intervention programs (4 and 5) are stand-alone programs for students in Grades 4-8 who are two or more years below grade level in reading achievement. The intervention programs are designed to accelerate students’ successful reentry into a basic program at grade level. In addition to the 30 minutes of extra support for English-learners in all three basic programs, an additional 60 minutes of language development instructional materials is required for English-language development in Programs 2 and 3. Vice Chair Velasquez highlighted the need to include explicit instruction and guided practice for English learners to use oral language and to develop academic vocabulary. Requirements of criteria are for publishers to develop instructional materials for specified time for 180 instructional days. Implementation and configuration of instructional time periods are a local decision.
C.. Prepare Agenda for August 24 Publishers’ Briefing on English Learners
Chair Sullivan proposed developing with CFIR staff a power point presentation that uses the “Program Type” documents and specifically pull out the elements in each program type that pertain to English learners. The power point will organize the EL issues around program types: Program 1 Basic (K-8) on the extra 30 minutes of support for English Learners; Program 2 RLA/ELD Basic (K-8) on the extra 30 minutes plus the additional 60 minutes of support for ELD instruction; Program 3 the Primary language (K-8) on the extra 30 minutes plus the additional 60 minutes of support for ELD instruction; and Program 5 the Intensive Intervention (4-8) for English learners.
Publishers were encouraged to forward questions prior to the August briefing. The goal of the briefing and adoption criteria matrices is to assist publishers in the design of their submissions for the 2008 RLA/ELD adoption.
D. Other Matters/Public Comment
Chair Sullivan reminded members to continue to recruit CRP and IMAP members, and to share the Web site and application with interested colleagues.
Martha Zaragoza Diaz, Californians Together Coalition, encouraged the publisher presentation to incorporate more direction
in the English learners language development requirements.
Adjourned the meeting at 12:00 p.m.
