Publisher Questions and Answers
Organized by Category
Note: References to page numbers are from the 2007 Reading/Language Arts Framework for California Public Schools (Framework) and the criterion statements in Chapter 9: “Criteria for Evaluating Instructional Materials, Kindergarten Through Grade Eight.”
Programs 1 and 2
For Basic Programs 1 and 2, are publishers required to have a student book anthology? What if a program is organized around literature books and instructional read alouds?
A: A book anthology is not required, however, it is a common format. What is required is that the instructional materials are organized around and meet the required content standards, framework and criteria. All programs will be evaluated based on their program description, all five categories in Section II, and relevant appendixes. Under Section 2, Category I, Criterion 34 states, “Reading selections, both those read to students and those that students read, are of high quality and are interesting, motivational, multicultural, and age-appropriate for students.” (ITS, page 70)
- If a publisher sends a submission for both Program 1 and Program 2, do they need to send instructional materials twice? Will there be separate panels to review Program 1 and Program 2? Should the additional one hour of English Language Development (ELD) components be sent and marked as Program 2?
A: The same panel will be reviewing a publisher’s program submitted for both Programs 1 and 2, so only one set of materials will need to be sent to the reviewers. The additional hour of ELD materials, with the English Language Arts (ELA)/ELD correlation matrices, should be identified as Program 2. The same standards map can be submitted for each program. The program’s optional evaluation criteria maps include some different criteria and should be submitted separately.
- Where can publishers write the different language modifications in the standards map for Program 3?
A: Publishers may identify the different language modifications in a separate document and attach it to, or include it in, the standards maps for Program 3. Language modifications may also be identified in the front or back reference matter of the teacher’s edition and student’s edition.
- Program 3 calls for English learner (EL) support. Should this section be correlated to ELA standards only? Or to ELD only?
A: The Extra Support for EL students, which is one of the four required instructional elements in Basic Programs 1, 2, and 3, are to be correlated to
ELA standards. Only the required additional one hour of ELD requires the correlation to ELA and relevant ELD Standards. Please refer to the Reading Language Arts (RLA) Framework pages 293–294, Program 1, Criterion #7 through Criterion #10.
- Is there an official Spanish version of the ELA Content Standards?
A: The official Spanish version of the ELA Content Standards can be found at: Document Translation References [http://www.cde.ca.gov/ls/pf/cm/transref.asp]. The content standards in Spanish are also included as part of the standards maps for Program 3. Publishers were provided the standards maps at the Invitation to Submit (ITS) Meeting on January 8, 2008. The maps are also located on the CDE Web site.
- The small paragraph under each of the strands of the ELA standards is not included in the standards map for Program 3. Where can I find the Spanish translation of these paragraphs?
A: The translation of the paragraphs describing the different strands of the ELA standards can be found
at: Document Translation References [http://www.cde.ca.gov/ls/pf/cm/transref.asp].
ELA/ELD Correlation Matrix
- Based on how the ELA/ELD Content Standards Correlation Matrix document is set up, how are the page references to the teacher’s edition programs to be noted? There is no way to know how to indicate which page references goes with each specific ELD standard.
A: The instructions for completing the ELA/ELD Correlation Matrices can be found here [http://www.cde.ca.gov/ci/rl/im/elaeldmatrixlinks.asp]. As stated in the instructions, publishers must meet all the ELA standards identified in the ELA/ELD correlation matrix. The first column is the ELA standards grade-level column, which publishers must provide citation (s) to show how the standards are taught in-depth. Publishers then need to cite the relevant ELD standards and the proficiency level that best aligns to the ELA standard. Publishers must use the ELD standards that appear on the ELA/ELD correlation matrix that is included in the CD-ROM or the Web site listed above.
- For Program 2, publishers are expected to correlate to each individual ELA standard, but we will need to correlate to each ELD standard, too?
A: The ELA/ELD Standards Correlation Matrix for ELD materials is to be used for Programs 2 and 3, for the required one hour of ELD. Each ELA content standard that is listed in the correlation matrix must be addressed in the citation column. Publishers must also identify which relevant ELD standard is appropriate for each cited ELA standard. Remember also, as stated in Program 2, Criterion # 28, page 297, ELD lessons address the Beginning, Early Intermediate, Intermediate, and Early Advanced levels of English-language proficiency at appropriate grade levels.
- In the ELA/ELD matrix, could you cite an ELA standard twice, but with different ELD standards also cited, because the different ELD standards appear on different pages of the matrix? Or do you group all standards together as a single citation?
A: The instructions for completing the ELA/ELD Correlation Matrices can be found here.
- On the ELA/ELD Standards Correlation Matrices, is it acceptable to show an ELD standard without an ELA standard? Or an ELA standard without an ELD standard?
A: No. The purpose of the correlation matrix is to establish the alignment between the ELA standards identified for the one hour of ELD instruction on Attachment A, Matrix 3, with the relevant ELD standards at the four proficiency levels. You may have more than one ELD standard at more than one proficiency level for an ELA standard. (Publishers’ Instructions for ELA/ELD Standards Correlation Matrix, ITS, page 153)
History/Social Science Standards, K–3
- The RLA Framework, pages 327–335, Appendix 9-B: History–Social Science and Science Content Standards Matrices (Matrix 1 and Matrix 2) contain the required History–Social Science and Science Content Standards, Kindergarten Through Grade Three (K–3), that must be addressed in basic programs 1, 2, and 3. Are there similar requirements for grades four through six (4–6)?
A: No. Only the basic programs 1, 2, and 3 in K–3 need to be aligned to the History–Social Science and Science Content Standards as part of Category 1, Criterion 32. Although there is no specific requirement that these standards be addressed in the other grades, or in the intervention programs, Category 1, Criterion 33 does require that “when included, informational text addressing topics in history–social science, science and mathematics is accurate and consistent with grade-level standards and the unit/theme design.” The criterion also requires that, “when appropriate, informational text in grades four through eight (4–8) will include content that incorporates the education principles and concepts for the environment that are consistent with grade-level standards and the unit/theme design, as required in Public Resources Code Section 7130(d)(1).” (RLA Framework, page 307)
- Are all the History–Social Science and Science Content Standards for K–3 included in Appendix 9-B?
A: No. The “Historical and Social Sciences Analysis Skills” that are part of the History–Social Science Content Standards, and the “Investigation and Experimentation” standards in Science are not required as part of Appendix 9-B.
- In regard to the primary and supporting citations on the standards maps for Appendix 9-B, how many History–Social Science and Science Content Standards are expected to be covered in a program?
A: Each standard listed on the standards maps for History–Social Science, or Science, must have a primary citation and should have a supporting citation. The primary citation should represent an exemplar notation reference where your program best meets that standard. Since many standards overlap, it is possible for the same citation to be used more than once. The purpose of the standards map is to help guide the reviewers in their evaluation of each program. It is an opportunity for the publisher to showcase the strengths of a program and demonstrate how the required evaluation criteria are met.
- The RLA Framework (pages 310 and 311) Assessment criterion #1 and #2 reference summative assessments at trimester or semester intervals. Are the publishers required to provide both trimester and semester assessments?
A: No. The criteria state, a program must provide summative assessments either at “trimester or semester” intervals. (RLA Framework, pages 310–311)
Appendix 9-C, Table 1 and Table 2
- The RLA Framework requires that effective instructional programs include the elements listed in Appendix 9-C, Table 1 and Table 2. Is there a separate standards map to complete?
A: No. There is no specific standards map for Appendix 9-C because this curriculum content is inherently embedded in the English-Language Arts Content Standards. (RLA Framework, pages 336–339)
Intensive Intervention Programs 4 and 5
- If a publisher submits Programs 4 and 5, should we submit two different program descriptions?
A: Yes. Each program has a different criteria and standards map, and is reviewed separately. It is possible for a publisher to submit the same program for Programs 4 and 5; however, the evaluation criteria for each type of program must be addressed. In addition, separate standards maps must be filled out. Program 4 is designated for students whose reading achievement is two or more years below grade level. Program 5 is designed for English Learners whose academic performance is two or more years below grade level. Each program will be evaluated according to its respective criteria. (RLA Framework, page 300–303)
- Are the ELA/ELD Correlation Matrices required for Intervention Program 5?
A: No. In the RLA Framework (page 302) under Program Description for Program 5, Criterion 50 notes that the program “shall be evaluated for alignment with the following materials:
Educational content review based on this program description:
- Criteria (all categories) in Section II
- Appendix 9-A, Matrix 2, ‘Intensive Intervention for English Learners, Grades four through eight ’
- Appendix 9-C, Table 3, ‘Curriculum Content, Intensive Intervention, Grades four through eight ’
- English–Language Arts Content Standards for California Public Schools
- Reading/Language Arts Framework for California Public Schools”
- In the Intervention programs, can a publisher submit for part of the grade range (like grades 4–6), instead of the whole range of grades 4–8?
A: No. Both intervention programs must be designed for students in grades 4–8 whose reading achievement is two or more years below grade level for Program 4: Intensive Intervention in RLA, or whose academic performance is two or more years below grade level, or for EL students, Program 5: Intensive Intervention Program for EL students. The intervention programs are required to include all standards and substrands of the English-Language Arts Content Standards that are identified in Appendix 9-A, Matrix 1 (Program 4) and Matrix 2 (Program 5). (ITS, pages 62–65)
- If a publisher has a program already approved under Assembly Bill [AB] 1802, can that same program be submitted for either Program 4 or 5 for this adoption? If not, can the AB 1802-approved program be part of the “free with order” supplements of another program?
A: All submitted programs must meet all the adoption criteria, including the criteria from the program description and the five categories from the evaluation criteria in Section II (alignment with ELA content standards, program organization, assessment, universal access, and instructional planning and support). Being certified for AB 1802, does not guarantee adoption under the 2008 RLA/ELD adoption process, as this is a primary adoption, with many rigorous evaluation criteria. It is up to the publisher if they want to add any additional or free supplemental or ancillary materials with a program.
Standards and Assessments
- The RLA Framework, Criteria Category 3: Assessment, Criteria #1 through #3, apply to all programs. Specifically, Criterion 2c (page 311) states, “Diagnostic screening assessments (usually norm-referenced) in the six technical skill areas for use with selected students in addressing instructional needs.” Please confirm that the diagnostic screening assessments do not have to be norm-referenced.
A: Assessments do not have to be norm-referenced. The criteria states, diagnostic screening assessments are “usually norm-referenced”. The six technical skills referenced in Criterion #7 are: phonemic awareness, phonics and decoding, oral reading fluency, spelling, vocabulary, and reading comprehension. (RLA Framework, page 312)
- If a skills-based program, such as an intervention program, is formatted in a way that teachers can print and make materials accessible to students, can the listing of standards by book level reside in a central location for teachers?
A: No. The purpose of providing the standards in the student editions, as well as the teacher editions, is to provide access to the standards by both students and parents.
- In a skills-based intervention program that spans multiple grade level standards, can the listing of standards be by book level, rather than grade-level?
A: Yes. The criterion states that the standards must be written in their entirety some place in the Teacher Edition (TE) and the Student Edition (SE) in the front or back of the text books. The publisher has the flexibility for placement of the standards in the design of their program. For intervention programs, with a range of grade-level standards being addressed, it is acceptable to include the standard language without including the grade-level attached to that standard. (Framework, page 210) See Question #21 below.
- Does Program 5 align with ELD standards as well as ELA standards?
A: No. Program 5 will be evaluated based on the program description, all criteria categories in Section II, and appendix 9-A, Matrix 2, “Intensive Intervention for English Learners, Grades 4–8.” Matrix 2 identifies the ELA standards that must be addressed in Program 5. (ITS, page 64).
- Should the list of standards that are required in the student edition (SE) for Program 5 follow the same format as the standards map document?
A: No. Refer to Publisher Bulletin 2007-05, Questions 37 and 38. The criterion is the same for all programs, Category 2, Criterion 12, which states that “A list of grade-level standards is provided in both the teacher and students editions.” Publishers have the flexibility regarding the placement and order of the standards in their program.
- Is it acceptable to introduce multiple phonemes in a single, decodable passage?
A: Criterion #20 states, “For those sounds with multiple spellings, two sound-spellings may be paired in one decodable book or reading passage.” Only two sound-spellings can be paired together; however, the criterion does not specify the length of a reading passage or how many reading passages can be in a book. See Publisher Bulletin 2007-05, and the answers to questions 15, 16, and 17, regarding more detail about decodable passages. (Framework pages 304–305)
- Will there be a completely separate set of reviewers for Program 4 and Program 5?
A: If a publisher submits the same instructional materials for Program 4 and Program 5 or different programs submitted by the same publisher, the same panel will review the programs. Separate program descriptions, separate standards maps and optional evaluation criteria maps must be completed for each program, and two separate report of findings will be prepared.
- Are there specifications as to how the grade-level standards need to appear in the teacher edition (TE) or student edition (SE)? Do the standards have to appear in the SE or can they be in another student ancillary, like a workbook? Do the standards need to be written out in the (SE) and (TE) or can coding be used in these components?
A: The standards must be reproduced in both the teacher edition (TE) and student edition (SE) in their entirety as published by the CDE. Standards must not be abridged, rewritten, or changed in any way. However, publishers have the flexibility regarding the placement of the standards in their program. Publishers may use bold-faced type or different color print to highlight certain words in the standards at the point of instruction. Standards may also be placed at the back or the front of a TE or SE. Standards may be referenced to by their number, for example “Reading Comprehension 2.1” in other parts of the SE or TE, as long as they are reproduced in their entirety somewhere in the TE and SE. (Framework, page 310)
- For standards that include multiple aspects and concepts, how should these standards be addressed in the text? Also, how should these standards be referenced in citations on the standards maps? For example, Reading Standard 1.2 reads, “Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases.” Should “words” and “phrases” be treated separately?
A: It is up to the publisher how their program is designed, as long as it meets all the required evaluation criteria, which states that all relevant content standards must be addressed in every program (Category 1: Alignment with English–Language Arts Content Standards). Some standards are very specific, and may be introduced and taught in one lesson in the materials. For other more complex standards, part of the standards may be introduced in one part, taught in another chapter, and reviewed in a supplemental assignment. Primary and supporting citations indicate that these examples are exemplary on how a particular standard is being addressed in a program. Depending on the standard, there could be many other supporting citation examples. Flexibility is given to the publisher to design a comprehensive curriculum that will ensure that all students master the English–Language Arts Content Standards.
- What is the most correct, abbreviated way in which publishers should refer to the standards strands for Reading, History–Social Science, Science, and English-Language Development?
A: There are no standardized abbreviations for the content standards. Publishers should just be consistent in their abbreviations, and provide a key or legend as reference.
- The Framework, on page 318, Category 5, Criterion #26, asks that “Materials provide teachers with guidance on the effective use of library resources that best compliment the English–Language Arts Content Standards”. Please clarify what is meant by “library resources” and the expectation to meet this criterion.
A: Library resources refer to the resources that are available and used as sources of information in a library, such as finding a book using the Dewey decimal system. Every LEA will have different library resources and references for students to use. Starting in grade two, writing strategies standards begin to address research that often use library resources, such as, “1.3 Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia).” The research strand grows in complexity through the grade levels. For example, by grade seven students, as part of their writing strategies standards, must, “2.3 Write research reports: c. Include evidence compiled through the formal research process (e.g., use of a card catalog, Reader’s Guide to Periodical Literature, a computer catalog, magazines, newspapers, dictionaries).” (Framework, pages 90 and 188)
- The Framework, on page 318, Category 5, Criterion #22, states, “The program provides a linguistic, contrastive analysis chart in the teacher edition….” Can the chart be provided in a separate teacher resource book, or does it have to be in the Teacher’s Edition?
A: Yes. Publishers have the flexibility of where they place the chart in the Teacher Edition materials.
- Where are the templates for the Optional Evaluation Criteria Maps? Are they required to be completed, and when are these criteria maps due to reviewers?
A: For the 2008 Reading/Language Arts–English-Language Development Adoption, publishers can choose to complete the Optional Evaluation Criteria Maps, or not. However, these maps will be required in future adoptions. The template for the Optional Evaluation Criteria maps are located on the CDE Web site: Optional Evaluation Criteria [http://www.cde.ca.gov/ci/rl/im/] and are also included in your Invitation to Submit (ITS) Publisher Document CD-ROM (blue label). The Optional Evaluation Criteria Maps are due at the same time that publishers submit standards maps and submission materials–April 29, 2008, for basic programs and May 12, 2008, for intervention programs. (ITS, page 24)
- Can we fill out a separate Optional Evaluation Criteria Map for each grade level if we want?
A: Yes. It is noted on page 24 in the ITS document that, “Publisher are not expected to have a separate criteria map for each grade level. Citations should cover a range of grade levels in each program,” Although it is not expected, publishers are allowed to complete an Optional Evaluation Criteria Map for each grade level. The more information and guidance a publisher provides showcasing a program and how it meets the criteria, the easier it is for reviewers in evaluating the instructional materials. (ITS, page 24)
- For classroom library kits with multiple copies, can we submit for the reviewers and Learning Resources Display Centers (LRDCs) just one copy of each title, indicating that it is, for example, one of six?
A: Yes. See the ITS section on “Distribution of Instructional Materials” for more detailed information. In addition, a publisher bulletin with specific instructions for delivery to IMAP/CRP members, the CDE, and the LRDCs will be mailed following the training session in April. (ITS, page 25)
- Can publishers send representative samples of manipulatives that span grade levels?
A: Yes. A representative sample or a picture of what you will be providing may be used.
- Is there a recommended number of primary citations that should be listed by publishers?
A: There should be at least one primary citation for every standard listed on the Standards Map and, if completed, every criteria on the Optional Evaluation Criteria Map. The intent of both maps is to showcase the strengths of your product by providing direction and insights to the IMAP and CRP members, and demonstrate where your program meets all the evaluation criteria. (ITS, page 24)
- Are publishers expected or required to explicitly address English learners (EL) students, students with disabilities, students who use African American vernacular English (AAVE), and struggling readers?
A: Yes. In Programs 1, 2, 3 and 4, publishers are required to explicitly address these students. Programs 1, 2, & 3, must meet Criterion #6 under Program Description which states that, “Instructional materials provide comprehensive guidance for teachers and effective, efficient and explicit instruction for struggling readers (any students experiencing difficulty in learning to read; may include students who use AAVE, EL students, and students with disabilities).” In addition, the evaluation description for Program 4 includes Criterion #38, which identifies that instructional materials must be designed to address the instructional needs of students in grades 4–8 whose reading achievement is two or more years below grade level (including students who use African American vernacular English, English learners, struggling readers, and students with disabilities). (ITS, pages 56 and 62)
- March 5, 2008, is the deadline for publishers to request written permission from the California Department of Education (CDE) to distribute materials in less-than-final form. However, when is the drop-dead deadline for publishers to distribute materials in FINAL form?
A: According to the State Board of Education (SBE) approved Schedule of Significant Events, samples must be received by reviewers, LRDCs, and the CDE by April 29, 2008, for the basic programs, and May 12, 2008, for the intervention programs. (ITS, page 11) If a publisher has requested, and received, permission by the CDE to submit materials in less-than-final form, they will be advised after adoption, along with all other submitting publishers, when all final materials will be due. Remember, materials in less-than-final form must have all the content and illustrations in place, with approximately the same size and number of pages. Publishers are cautioned that they may not refine or rewrite content once it is submitted, even if it is in less-than-final form. (ITS, page 16)
- Do you have a total estimated number of samples needed by the publishers for the adoption process?
A: Yes. Up to 80 sets of instructional materials may be required to be distributed. (ITS, page 22)
- The adopted materials become effective November, 2008. To comply with “most favored nations,” must pricing be 2008 prices?
A: Price quotes are due on June 16, 2008, and are in effective until June 30, 2010. Publishers need to determine their own cost-effective price for that time period. (ITS, page 26)
- What is the submission date for the errata lists?
A: Publishers will be advised regarding a date and the process for submitting errata later in the adoption process.
- How does a publisher distinguish between a primary citation and a supporting citation on the Optional Evaluation Criteria Map?
A: The definitions of a primary citation and a supporting citation for the Optional Evaluation Criteria Maps are similar to those used on Standards Maps (see the instructions for the optional criteria maps). Primary citations are places in the program where a specific standard is taught in depth. Supporting citations are places in the program where a specific standard is also taught, but it is not the primary emphasis of instruction. On Standards Maps publishers need to identify the location of a specific standard, on Optional Evaluation Criteria Maps publishers should identify the location of a specific criterion. (ITS, page 137)
- When was the requirement on page 13 of the ITS document, Section 1b. “Use of Abridged, Adapted, or Excerpted Literary Works” added? Was it part of the adoption criteria in Chapter 9 of the Framework?
A: This requirement is part of copyright law. It is also common practice and respectful to acknowledge what literary works or adaptations are referenced and used by a publisher.
- After a program is adopted, can a publisher update or enhance a Web site or any part of that technology-based program?
A: If a Web site or any technology-based materials are part of the submitted materials, the content must remain unchanged throughout the period of the adoption (ITS, page 17). However, programming enhancements may be made to the operational software.
- If a program is technology-based, rather than textbook based, does a publisher have to submit a hard copy of all the print and pictures contained in the program to the reviewers?
A: The reviewers must have the capability to review all information in a program and evaluate that it meets all the criteria, including addressing the content standards. To expedite that process, publishers may be asked to provide materials in a “review” mode, or provide some type of “administrator” access so a reviewer does not have to go through all the steps a student would. In addition, publishers who submit technology-based programs or programs with a technology component may be asked to provide a hard copy of all print and pictures contained in the program for the CDE and reviewers. (ITS, page 17)
- Can publishers insert icons to indicate standards that address the CAHSEE exam in the Teacher’s Edition of the instructional materials, or reference STAR, CAHSEE, or CELDT exams?
A: No. Publishers need to follow the “Guidelines on Academic Preparation for State Assessments” which is Attachment M, starting on page 211, in the ITS. Instructional materials should not teach to a specific California test or assessment. (In fact, these tests are confidential and no one should have a copy of a specific test still being used in the state.) Released test questions should not be used to develop practice tests that mimic or parallel state tests, but can be used to familiarize students with the structure and format of questions, and strategies for how to answer those types of questions. Instructional materials should guide teachers in using sound instructional practices so that all students can master the content standards and demonstrate their understanding of the standards using multiple assessment formats, such as multiple choice, short answer, or essay standardized tests.