2023 Pilot CKLA at the following schools

• Daniel
• Emerald Park
• Horizon
• Kent
• Millennium
• Ridgewood
• Sawyer Woods
• Soos Creek
• Sunrise

2023 Pilot Caminos at Kent Elementary Dual Language Spanish Language Arts

Pilot Evaluation

• Ongoing professional development for all staff throughout the 2022-2023 school year for leadership, instructional coaches, and teachers.
• Surveys of leadership, teachers and students in grades 2-5 in fall, winter, and spring.
• Walk-through data collected during pilot.
• Review of achievement data throughout pilot.

Bias Committee: Met January 23, February 7, February 13, March 16 (with additional 12 hours review work)

The committee identified that there was no bias, and enough diverse representation in the following areas: variety of roles/character traits of different races, ethnicities, cultures, tribal citizens, and persons with disabilities; imagery depicted people with disabilities, various body types and ages, and family representation. However, it did identify bias or underrepresentation in the following areas: different genders and gender identity was not well represented in the 2nd and 3rd grade curriculum; images for the story “The Tiger Brahman, and the Jackal” portrayed stereotypical East Indian characters; and the third grade text “Wind in the Willows” used the term “gypsy” which can be a slur for Romani people; the range of family configurations was minimal across K-5; an activity in the kindergarten curriculum asked students to create a totem pole which could be considered offensive to the spirituality of some native tribes; and some lessons in a few of the units were told from a stereotypical settlers’ point of view.

Caminos Review:

The team met on March 15 to review resources and equity between English Language Arts and Spanish Language Arts. All Spanish Language Arts core materials (e.g., teacher manuals, decodable, readers, workbooks) are complete and all supplementary resources (Interactive classroom, Intervention Toolkit, Hub with extra videos and sound library) will be complete by August 2023.

Final Recommendation Meeting: Met on March 16, 2023

One teacher, one instructional coach, and one administrator from each pilot school was invited to serve on the recommendation team. All Dual Language SLA teachers were invited to the team. Preference was given to pilot staff who were on the original review committee.

The team met and reviewed the data, discussed in small groups, and completed a form with recommendations. 88% voted to move the Amplify CKLA/Caminos curriculum forward for potential full adoption.

Instructional Materials Council:  Met on April 6, 2023

The Instructional Materials Council recommended the KSD School Board approve the adoption of the Amplify CKLA and Caminos Curriculum K-5.

School Board approved the Amplify CKLA and Caminos curriculum on April 26, 2023.

Sub-Committee Meeting Dates:

• November 3, 2021
• January 6, 2022

Sub-Committee Meeting Summaries

November 3, 2021

The Sub-Committee met to discuss the process and review the individual rubrics for English Language Arts (ELA).  The team will be reviewing using the following rubrics:  Curriculum Alignment Rubric, OSPI Bias Rubric, Science or Reading Scales for Phonological Awareness and Phonics, Inclusive Education (IE) and English Language Learner (ELL) Differentiation Rubric. Members will review the following resources:  Amplify Core Knowledge, Houghton Mifflin-Harcourt Into Reading, Savvas myView, Wilson Fundations/Wit& Wisdom, McGraw Hill Wonders, Expeditionary Learning, and the American Reading Company ARC Core.  The Review window is November 3, 2021 - January 3, 2022.

January 6, 2022

The committee met to discuss the results of the sub-committee review.  The team reviewed rubric data for all seven publishers.  The team did not discuss bias, as there was not enough data from the review.  The team recommended reviewing the resources for bias in the next round. The following publishers rated highest:  Amplify Core Knowledge, McGraw Hill Wonders and Great Minds Fundations/Wit & Wisdom. 

Round 1 Meeting Dates

• January 13, 2022
• February 1, 2022
• February 15, 2022

Round 1 Meeting Summaries

January 13, 2022

The full review committee met to discuss the sub-committee data and review process.  Publishers were discussed, including how to access online and print resources.  Committee members decided which parts of the rubrics (Curriculum Alignment Rubric, Science of Reading Scales, Bias Rubric) that they would complete.  The review window is set for January 13, 2022 - April 4, 2022.

February 1, 2022

The full review committee met to discuss the revised process for adoption. Based on community feedback, administration added a second review of the original top seven resources.  The full review team studied the assignments and rubrics.  The window to review one assigned curriculum is February 1, 2022 - February 22, 2022. 

February 15, 2022

The dual language Spanish Language Arts (SLA) review team met to discuss rubrics and support documents for reviewing SLA resources.  The window to review one assigned curriculum was extended for the SLA team to February 28, 2022.

Round 2 Meeting Dates

• March 7, 2022
• March 21-24, 2022
• March 23, 2022
• March 28, 2022
• April 4, 2022
• April 4-7, 2022
• April 7, 2022
• April 26, 2022
• May 17, 2022
• June 8, 2022

Round 2 Meeting Summaries

March 7, 2022

The full review committee met to discuss the data from the first round of review.  The following publishers scored the highest:  Amplify Core Knowledge/Caminos, HMH Into Reading/Arriba la Lectura, and Savvas myView/miVision. The team reviewed the timeline and rubrics for the second round (Science of Reading Scales, OSPI Bias Rubric). The window to review each of the three resources was set for March 7, 2022, to April 18, 2022.

March 21-24, 2022

Individual grade level team members met for short check-in meetings to discuss the process and address any questions that members had about the review. Discussions involved accessing print resources, rubric alignment and the science of reading. Teams should have completed at least one rubric by this date.

March 23, 2022

The SLA review team met with the Amplify Caminos representative to discuss the resource and get answer to their specific questions.

March 28, 2022

SLA Publisher Presentation HMH Arriba la Lectura

April 4, 2022

SLA Publisher Presentation Savvas miVision

April 4-7, 2022

Grade Level Check-in Meetings

April 8-22, 2022

Parent Review Available Online

• Literacy Review Resource Course Flyer (English)
• Literacy Review Resource Course Flyer (Spanish)

April 26, 2022

Full Review Team Vote: It was decided to pilot for 2022-2023 school year.

Data of student proficiency indicates that our current Tier 1 resources for core instruction are not meeting the needs of our students. Over 50% of students do not read on grade level. Our current curriculum, Journeys and Expeditionary Learning, are not evidence-based curriculum grounded in the Science of Reading, nor do they provide direct, explicit, or systematic instruction. A new curriculum is needed to provide a Structured Literacy Model to meet the Dyslexia Law. 

First Review District Office Literacy	Sub-Committee Review	Full Committee Review	Pilot
Highest Rating Programs	Highest Rating Programs	Highest Rating Programs	Highest Rating Programs
ARC Core ELA/SLA	ARC Core ELA/SLA
Amplify CKLA/Caminos	Amplify CKLA/Caminos	Amplify CKLA/Caminos	Amplify CKLA/Caminos
EL Education	EL Education
HMH Into Reading/Arriba La Lectura	HMH Into Reading/Arriba La Lectura	HMH Into Reading/Arriba La Lectura
Savvas myView/MiVision	Savvas myView/MiVision	Savvas myView/MiVision
MH Wonders/Maravillas	MH Wonders/Maravillas
Great Minds: Wit & Wisdom	Great Minds: Wit & Wisdom
Lowest Rating Programs
Benchmark
Bookworms
Colvert Ed
Collaborative Literature
Essential Skills
Fountas & Pinnell
Open Court
Reading Street
Units of Study
iReady Magnetic Reading

When the full committee reviewed the top three choices, the data revealed that Amplify CKLA was the most aligned to the district needs and requirements, but the committee had some reservations about the diversity of the resource, and if the Caminos curriculum (Spanish Language Arts) would provide equitable resources. Based on that information the committee determined that a sampling of schools would pilot the curriculum in 2022-2023 school year to explore and address concerns. 

Diversity/Bias: A committee of teachers and instructional coaches from the pilot schools met to review the en􀆟re curriculum for diversity and bias. Teaching and Learning collaborated with the Equity Office to define the process, gain a clear understanding of bias, and get trained on the OSPI bias rubric. It was noted that all curriculum has some form of bias. The committee examined the results from the first bias rubric and determined that there were four areas of concern identified: family representation; a variety of roles and character traits; multicultural representation; and imagery and language. 

After reading through the full curriculum and completing the KSD Bias Form, the committee identified that there was no bias, and enough diverse representation in the following areas: variety of roles/character traits of different races, ethnicities, cultures, tribal citizens, and persons with disabili􀆟es; imagery depicted people with disabilities, various body types and ages, and family representation. However, it did identify bias or underrepresentation in the following areas: different genders and gender identity was not well represented in the 2nd and 3rd-grade curriculum; images for the story “The Tiger Brahman, and the Jackal” portrayed stereotypical East Indian characters; and the third-grade text “Wind in the Willows” used the term “gypsy,” which can be a slur for Romani people; the range of family configurations was minimal across K-5; an ac􀆟vity in the kindergarten curriculum asked students to create a totem pole which could be considered offensive to the spirituality of some native tribes; and some lessons in a few of the units were told from a stereotypical settlers point of view. 

The committee offered ways to mi􀆟gate or eliminate the bias and underrepresentation identified. If adopted, those will be noted in the unit frameworks. 

Teaching and Learning also met with the teachers teaching the Caminos curriculum in the Dual Language program to collect data on bias and underrepresentation in Caminos. At the time, no bias or underrepresentation was noted. 

Caminos as an equitable resource: The Caminos curriculum was not fully complete at the beginning of the pilot. All units and core curriculum were completed during the ’22-23 school year, and the teachers had access to that curriculum. Unfortunately, the SLA teachers did not have equitable access to the supplementary materials that the ELA teachers did during this school year. Amplify has stated that the Caminos supplementary materials, including the Interac􀆟ve Classroom, the Hub, Boost Reading, and others will be complete and ready for classroom use before the beginning of the ’23-24 school year. Teaching and Learning and the SLA teachers had a preview of some of those materials in mid-March. 

Pilot evaluation included survey data from teachers, students, and building leadership; implementation walkthrough data; and student achievement data. 

Survey data can be reviewed here. Teachers and Building Leadership indicated a strong alignment to the Science of Reading, Inclusion of Best practices, and Quality/Utility of Materials. Three-fourths of students felt the curriculum was awesome, good, or ok. 

Walkthrough data revealed that of the 84 indicators observed, 82% were being implemented with integrity. 

Student achievement data from DIBELS and iReady showed that Pilot and Non-Pilot schools performed equally within the sta􀆟s􀆟cal norm. It was anticipated that the Pilot schools would have underperformed the Non-Pilot schools with an implementation dip. 

The selection of topics for the Knowledge Domains in Amplify were made based on student interest, classic literature, diversity, and real-world applications. These topics are not intended to replace science or social studies curriculum, as the standards that are in CKLA/Caminos are ELA standards and do not overlap with the standards of science or social studies. 

There are a few instances in a few grade levels where the Knowledge topics in ELA align with the topics in Science and Social Studies. The desire to have the content areas integrated into the literacy block is one that many concur with. Unfortunately, we have yet to discover a curriculum that would adequately and comprehensively meet the standards requirements of all subject areas in one package. 

One teacher, one instructional coach, and one administrator from each pilot school was invited to serve on the recommendation team. All Dual Language SLA teachers were invited to the team. Preference was given to pilot staff who were on the original review committee. 

The team met and reviewed the data, discussed in small groups, and completed a form with recommendations. 88% voted to move the Amplify CKLA/Caminos curriculum forward for potential full adoption. 

Teaching and Learning will present the curriculum and research to the Instructional Materials Council. If the Council approves the curriculum, it will be presented to the Kent School Board for final adoption.