Elementary Literacy Adoption

Meeting Schedule for Phase 2

Adoption team meetings took place on the following dates:

• March 12, 2022
• March 31, 2022
• April 25, 2022
• May 19, 2022
• June 7, 2022
• October 20, 2022
• November 17, 2022
• January 12, 2023
• February 16, 2023
• April 20, 2023
• May 2, 2023
• June 8, 2023
• August 21, 2023
• September 21, 2023 
• March 28, 2024 

Elementary Comprehensive Literacy Adoption Update: Finalists for Field Testing Selected!

MEETING SUMMARIES

March 12, 2022

The first meeting of the Reading Comprehension and Writing Adoption Committee was held on March 12. The committee reviewed the materials adoption timeline and consensus process. Committee members determined consensus to be defined as 90% endorsement or support. Dedicated time was spent exploring personal beliefs, identity, and equity as it relates to developing students as readers and writers. Time was also spent reviewing the equity framework, inclusive practices, relevant research, and Reading, Writing and Language standards. ​

Specific objectives of the committee include recommending a reading comprehension, writing, and language curriculum and instructional tools K-5 after field testing takes place in Winter 2023.   
 

March 31, 2022

The Reading Comprehension and Writing Adoption Committee reconvened March 31, 2022. Teacher survey comments were reviewed. Ease of use and high interest texts that represent student identities were highlighted as teacher priorities. Committee members were tasked with reviewing open ended teacher survey responses, synthesizing trends and developing implication statements. Parent survey trends and implications were also reviewed. Relevant research was revisited in the context of comprehensive literacy. A draft of the selection criteria for reading materials and instructional methods was reviewed and committee input was solicited. 
 

April 25, 2022

The Reading Comprehension and Writing Adoption Committee reconvened April 25, 2022. The committee participated in professional development with Kari Yates, author of Shifting the Balance, who shared research on ways to bring the science of reading into the comprehensive literacy classroom. A list of potential reading, writing, grammar, and vocabulary curricula was shared with members. The final draft of the reading selection criteria was also shared. The next meeting is scheduled for May 19, 2022. 
 

May 19, 2022

The Reading Comprehension and Writing adoption committee reconvened via Zoom. The committee reflected on the professional development session conducted by author Kari Yates from the April meeting. Dedicated time was spent reading research on the best practices in writing instruction and studying the CCSS for Writing and Language. Members drafted their beliefs regarding writing instruction. The next meeting is scheduled for June 7, 2022. ​
 

June 7, 2022

The Reading Comprehension and Writing adoption committee reconvened on June 7, 2022. The committee participated in professional development regarding background knowledge, vocabulary acquisition, and high leverage practices. The staff writing survey results were reviewed with ease of use, high interest materials, and accessibility highlighted as teacher priorities. Committee members discussed research on reading comprehension and perused some of the potential curricula materials for consideration. ​The next meeting is scheduled for September 29, 2022.  
 

October 20, 2022

The literacy adoption committee met on Oct. 20, 2022. The adoption committee was made aware of updates regarding future work. A list of adopted literacy materials was shared outlining what has been adopted and what components will be adopted at a later date. Committee reps will share with staff, with the intention that parents are kept informed too. Members matched learner profiles to tools, knowledge, and strategies to deepen their understanding of instructional matching. The committee will begin work on learning progressions and success criteria for reading to guide future curriculum adoption decisions. 
 

November 17, 2022

The literacy adoption committee met on November 17, 2022. The committee deepened their understanding of learning progressions and success criteria via reading and discussion.  Next, the committee began working on a draft of the Learning Progressions and Success Criteria for Reading Literature Standards within the Scope and Sequence.  The next meeting is January 12, 2023.  
 

January 12, 2023

The literacy adoption committee met on January 12, 2023. The committee provided feedback on the literacy reading success criteria progression. The success criteria progression will outline what students need to do in order to demonstrate mastery of a standard.  The committee worked on drafting success criteria for an informational standard.  The next meeting is February 16, 2023.  
 

February 16, 2023

April 20, 2023 

Reading Foundational Skills Curriculum Overview 

Issaquah School District reached the conclusion of Phase 1 of the literacy adoption, K-5 reading foundational skills in the spring of 2020.  Implementation of reading foundational skills curriculum commenced in the 2020-2021 school year.  

Phase 1 of this curriculum adoption process was designed to select assessments and instructional materials to meet the following learning needs: 

• Early identification of reading difficulties.  This adoption includes the selection of a literacy screener to identify reading difficulties associated with dyslexia. 

• Core curriculum for teaching phonics, phonological awareness and developing reading fluency. 

• Evidence based, general education* interventions to address the learning needs of students with dyslexia or reading difficulties associated with dyslexia. 

Curriculum Overview:

The Reading Foundational Skills Adoption includes several resources.  Below are short descriptions of the resources and links to learn more about each adopted resource.   

Component 1: Benchmark Phonics Classroom

Benchmark Phonics Classroom is being used with all kindergarten students to lay a strong universal foundation of phonics and decoding. Click here to view an extensive Benchmark Phonics Brochure. 

Component 2: Heggerty

Heggerty provides explicit instruction on phonemic awareness.  Heggerty is used for universal instruction (Tier 1) in kindergarten and first grade, as well as for targeted or intensive interventions (Tiers 2-3) K-5th grade. 

• General Information
• YouTube Channel

Component 3: Really Great Reading

Really Great Reading is used to provide explicit, targeted and intensive instruction (Tier 2-3) for students in 1st through 5th grade who are assessed to have skill gaps in phonological awareness and phonics. 

• Overview Document
• www.reallygreatreading.com

Component 4: Words Their Way Classroom

Words Their Way Classroom is used for instruction of reading foundational skills for students at or above standard in phonological awareness and phonics.  This program uses a placement assessment to focus small group instruction on actual learning needs. 

• Demo Login Instructions & Overview
• Overview Video

Component 5: i-Ready Reading

i-Ready Reading is used as a screening and benchmark assessment tool.  The i-Ready Reading diagnostic is a literacy screener meeting the state requirements for a screener for reading difficulties associated with dyslexia.  Additionally, i-Ready includes an adaptive on-line / digital personalized learning pathway to reinforce learning and provides resources for small group instruction with the teacher. 

• i-Ready Assessment
• i-Ready Dyslexia Screening
• NCII Evaluative Ratings
• Family Support Resources

Component 6: Flyleaf Decodable Texts

Flyleaf Decodable texts supplement the decodable texts provided with the core curriculum to ensure all students can access text paired with their phonics instruction. 

• Emergent Readers
• Reading Series 1

Meeting Schedule for Phase 1

Adoption team meetings are scheduled for the following dates:

• December 17, 2019
• February 3, 2020
• May 14, 2020
• May 27, 2020
• October 1, 2020
• November 12, 2020
• December 10, 2020
• January 14, 2021
• February 11, 2021
• March 1, 2021
• March 8, 2021

MEETING SUMMARIES

March 1 and 8, 2021

The adoption committee met on March 1st and March 8th, 2021. They reached 100% consensus to recommend the following curricula listed below. This adoption will include a design for how the materials will fit together and there will be support for using them in a sustainable and manageable manner. The recommendation was approved by Rich Mellish, Executive Director of TLS, and presented to the Instructional Materials Committee.

Kindergarten:

• Benchmark Phonics Workshop & Heggerty Phonemic Awareness

1^st Grade:

• Heggerty Phonemic Awareness 

1^st – 5^th Grade:

• Words their Way Classroom 
• Really Great Reading 

Additional Tools to support instruction:

• i-Ready Reading Personalized Learning Pathway and Tools for Instruction
• Flyleaf decodable readers

Assessment:

• i-Ready Reading Diagnostic for early identification of students with reading difficulties including those associated with dyslexia.

February 11, 2021 

The Reading Foundational Skills committee met on February 11. After debriefing the January 25 session with Dr. Alicia Roberts Frank, the committee was updated on field testing, the timeline for the process, and next steps in scoring and reaching consensus for material/curriculum recommendations. A detailed review of field-test scoring criteria took place. The committee reached 100% consensus on the following: 

• Heggerty Phonemic Awareness will be adopted as a universal curriculum for tiered instruction
• i-Ready will be adopted as a personalized learning curriculum along with the i-Ready Literacy Screener

A plan for professional development was shared which included discussion of personalized learning curriculum and the scope and sequence for core universal, targeted, and intensive intervention materials. 

January 14, 2021

RFS Committee reconvened and reviewed the purpose of the committee to recommend a literacy screener, general education instructional materials, and intervention materials for adoption and use in 2021-22.

The instructional materials will address reading difficulties associated with dyslexia (phonemic awareness, decoding and fluency) and serve as a launch for multi-tiered supports for literacy instruction.

Field-testing and decisions made to date:

• Agreed to pilot only i-Ready as a literacy screener
• Agreed to include Heggerty as supplemental curriculum for teaching phonological/phonemic awareness.
• Agreed to include Fly Leaf* books for decodable readers as supplemental
• Agreed to include Really Great Reading as an intensive intervention curriculum

A literacy screener and decodable readers update was also shared with the committee. On the January 25 Professional Development Day, Dr. Alicia Roberts Frank will connect with all elementary staff. The committee debriefed the Dr. Wiley Blevins Webinar and the implications it had on their work. The next meetings are 2/11 and 3/1. 

December 10, 2020 

In lieu of having a formal meeting, members were provided with a recorded webinar entitled Meaningful Phonics and Word Study conducted by Dr. Wiley Blevins. A debrief of the webinar was held during the January 14 meeting. 

A written update of the field-testing was provided via email as follows: 

• K-2 field testers received training in Words Their Way Classroom and Benchmark Phonics Workshop. They will begin teaching the two programs in January and February! 
• Field testers in Grades 3-5 will be trained in the two programs on Jan. 6 and Jan. 11 and will begin teaching in mid-January. 

November 12, 2020

The Reading Foundational Skills Adoption Committee reconvened on November 12, 2020.

The Dyslexia Screener and Decodable Texts subcommittees reported out on the progress made thus far.

The field-testing process is underway and training dates for curriculum to be field-tested were shared. 

In January, all K-1, LRC1, Title/LAP teachers and Instructional Coaches will receive Heggerty, a phonemic awareness resource. Training for this resource will be included during the year.

The committee debriefed on the information shared by Dr. Alicia Franks at the ISD Dyslexia Engagement night held on November 10 and referenced the OSPI Dyslexia Resource Guide, which will continue to guide the committee work. 

The next meeting is scheduled for December 10.

October 1, 2020

The Reading Foundational Committee reconvened on October 1. New Committee members were introduced. Field testing programs, a dyslexia screener, and decodable readers were reviewed as well as how the field testing would take place throughout the district K-5. All three district regions are represented. K-1 will be scheduled to field test Mid-November to Mid- January, and Grades 2-5 from January/February. The challenges of field-testing remote vs live was discussed, as was the possibility of transitions due to COVID.

A sub-committee for the Dyslexia Screener was formed and will be facilitated by Shelly Ward to discuss the next steps in recommending a universal screener.

A Decodable Reader sub-committee was formed to reinforce phonics skills and teach for the transfer of phonics skills in context for K-1 support. 

A discussion was held around including the i-Ready Toolbox in the field test. The committee voted to include i-Ready Toolbox and will be given access to take a closer look. The next meeting is scheduled for November 12.

May 27, 2020

The Reading Foundational Committee reconvened on May 27 via Zoom. The focus of the meeting was to decide on what materials would be field tested. Committee members scored curriculum at the March meeting and the scoring was reviewed. The committee reached 100% consensus to bundle materials. Each curriculum bundle was discussed in small groups and the committee came together to share their feedback. Proposals were made on which bundles to field test. The bundles focused on the needs of all students, some students (in-class targeted) and Title 1/LAP.

The following materials will be field tested for use for:

• Universal Instruction: Lessons taught to ALL students
• In class small group instruction: Small group lessons provided to student selected based on individual need
• Targeted intervention: More intensive small group instruction based on results of diagnostic assessment
• Personalized Learning: adaptive, individualized online learning platform

Materials to field test:

• Words Their Way Classroom
• Benchmark Phonics Workshop
• Really Great Reading
• Jan Richardson/Literacy Footprints
• i-Ready
• Lexia

Additional Supplemental Materials

The following materials are also being reviewed for supplemental use with materials that are selected from the list above.

• K-2: Heggerty Phonemic Awareness
• Decodable text selection

May 14, 2020

The Reading Foundational Adoption Committee reconvened remotely on May 14. The committee reviewed the timeline for curriculum evaluation and field testing (happening in 2020-2021) with full implementation in 2021-22. A summary of the ISD teacher survey was provided for members. A remote scoring process was shared for the remaining pieces of curricula including an in-person option. At the upcoming 5/27 meeting, the committee will reach consensus on options /curricula to field test to meet the needs of all students, small groups, and Title/LAP. This includes the dyslexia screener for K-2.

February 3, 2020

The Reading Foundational Skills Committee reconvened February 3. Parent survey comments were reviewed. Teacher training, differentiation, phonics, and love of reading were highlighted as parent priorities. Dr. Alicia Roberts Frank, ESD Special Education Administrator, joined the meeting virtually and focused discussion on Reading Foundational Skills standards, key elements of successful reading interventions, dyslexia/tiered instruction, multi-tiered systems of support, a screener for literacy skills associated with dyslexia, and potential professional development.

Research and evidence based interventions at Tier 1 and Tier 2 were discussed. The scoring criteria for resources and materials the committee will be using was reviewed. Committee members dedicated time to begin reviewing curriculum materials.

December 17, 2019

The first meeting of the Reading Foundational Committee was held on December 17. The committee reviewed the materials adoption timeline and consensus process. Committee members determined consensus to be defined as 85% endorsement or support. Criteria for evaluating instructional materials, ensuring curriculum materials are equitable for all students and aligning standards was a focus. Dedicated time was spent understanding the new state legislation regarding dyslexia and reading challenges consistent with dyslexia (E2SSB 6162) and taking a deep dive into K-5 Reading Foundational Standards. Data from a recent parent survey regarding foundational literacy skills was examined.

Specific objectives of the committee include recommending a dyslexia screener K-2 and reading foundational instructional tools K-5 after field testing takes place in Fall 2020.