PROCLAMATION PROCEDURESTCAT CONFERENCEDECEMBER 2009

Perri Ann Huntley Barbara Brown

La Joya ISD El Paso ISD

p.huntley@lajoyaisd.net bjbrown@episd.org

CREATE TIMELINE WITH DISTRICT STAFF SeptemberCurriculum & Instruction meet with Textbook Coordinator to

plan subject matter textbook hearing and campus evaluation. SeptemberCurriculum & Instruction subject matter staff prepare evaluation

tool for district textbook hearing and campus evaluation. November Official list of instructional materials recommended for adoption

approved by the State Board of Education at the November meeting will be distributed to the campus.

Dec.-Jan. District Textbook Coordinator and Curriculum & Instruction Subject Matter Coordinators have textbook hearing.

Dec.-Jan. Samples delivered to campus Dec.-April. Instructional Material Samples are reviewed at campus level. Dec-Feb District Hearing set up April 7 BALLOTS DELIVERED TO CAMPUS April 9 BALLOTS PICKED UP AT CAMPUS starting at 10:00 a.m. April 28 Recommendation submitted to Superintendent Office for

Board Approval May 1 District Textbook Coordinator submits order to Texas Education

Agency July 10 Textbooks Arrive at La Joya ISD August 24 Textbooks delivered to campuses for 1st day of Instruction

English for Speakers of Other Languages I & IIIrma ZunigaTuesday, November 10 & 17, 20104:30-5:30High School ESOL Teachers

English & Spanish Language Arts & Reading, Grade K-1Reading, English & SpanishGrades 2-5Graciela de AndaThursday, November 5, 2009Saturday, December 5, 20098:00-3:00---Transportation Complex1 Upper and 1 Lower Grade Teacher per Campus1 Supervisor per Campus

Literature Grades 6-12Gloria RodriguezSaturday, December 12, 20098:00-3:00---Transportation Complex1 Teacher from each grade level, 1 Assistant Principal and 1 Department Head from each Middle School & High School Campus.

AP English Languages, English LiteratureSandra VillarrealMeeting at Campuses December 7, 8, & 15, 20094:30-5:30High School AP Teachers for ELA

Reading (Elective), Grades 6-8Gloria RodriguezWednesday, December 9, 20093:00-4:30Middle School Reading Teacher from each Campus

English Language Proficiency Standards, Grades 9-12 Teacher EditionsIrma ZunigaInformation Meeting Thursday, December 3, 2009 4:30-5:30Hearing-Saturday, January 16, 20108:00-3:00 High School -1 Teacher from ELA, Social Studies, Science, & Math and 1 Assistant Principal

CONTACT PUBLISHERS WITH MEMO La Joya ISD is a “Closed School District” for textbook

adoptions. Publishers are not allowed at the campus. All contact and correspondence with district personnel will be made through Perri Ann Huntley, Textbook Coordinator.

Samples can be sent to the campus addresses attached. One sample for each grade level is needed at each campus and one sample to Central Office

After the State Board of Education approval of the Proclamation 2010, publishers will be contacted to participate in textbook hearings. District textbook hearings will be administered through Perri Ann Huntley.

Publishers who do not follow the above procedures will not be participants in Proclamation 2010.

DISTRICT TEXTBOOK COORDINATOR RESPONSIBILITIES  It is the responsibility of the District Textbook Coordinator to organize and coordinate the

adoption of all textbooks in the district. After the official adoption and selection have been made, then the final step is to place the order with TEA. The District Textbook Coordinator is responsible for all the duties listed below:

  1. Receives and responds to all correspondence from TEA. 2. Disseminates information from TEA to appropriate administrators and

personnel. 3. Contacts publisher representatives when necessary throughout the adoption

process. 4. Attends and facilitates the adoption procedures organizational meetings and

recommendation meeting. 5. Assists the subject area coordinator in the organization of the subject area

textbook hearing that will be held for the subject areas. 6. Receives shipment of one copy of all textbooks and ancillary materials on the

adoption list from all publishers. 7. Supervises the exhibit areas where textbooks and ancillary materials may be

previewed. 8. Consolidates information concerning membership, meeting dates, and final

examinations from the campus textbook facilitator. 9. Sends final adoption recommendations to the Superintendent for approval by

the School Board. 10. Places orders for newly adopted materials with TEA. 11. Receives shipment and delivers state-adopted textbooks for shipments to

campuses.  

SUBJECT AREA COORDINATOR

It is the responsibility of the subject area coordinator to coordinate the textbook evaluation with the district textbook coordinator to set up a district review for representative from each campus. Subject Area Coordinator creates a Subject Area Curriculum Rubric and Subject Area Textbook Adoption Procedures.

The subject area coordinator is aware from the publisher for the ancillary materials with a written response as to what is to be carried out throughout the adoption cycle. The subject area coordinator is responsible for the duties below during any year that textbooks from his/her subject area are on the adoption list.

SUBJECT AREA COORDINATOR  Assists the District Textbook Coordinator in the

procuring individuals for the Local Adoption Committee.

Assists the Principal and District Textbook Coordinator in procuring the individuals to be on the Subject Area Committee to participate in the adoption process.

Creates and distributes to campuses the Subject Area Curriculum Rubric to be used in Campus Review Process.

Creates an evaluation tool to be distributed at District Textbook Hearing for campus evaluations.

Prepares a timeline for the Subject Area Textbook Adoption Procedures

LOCAL CAMPUS COMMITTEE

The Local Campus Committee shall consist of all teachers who will be responsible for teaching the subject matter. The Principal of the campus will be in charge of the committee with the help of the Campus Textbook Facilitator.

LOCAL CAMPUS COMMITTEE

Holds an organizational meeting at which information about the adoption process will be made available.

Review samples using Subject Area Curriculum Evaluation Rubric

Have samples given to each grade level chair for teacher use during adoption period for all teachers to evaluate and use in the classroom.

Each teacher who teaches the subject matter will select the textbook from the adoption list for use in the district and be given the chance to cast a ballot

Remain professional and objective in making evaluations of the textbooks.

SUBJECT AREA COORDINATORS REVIEWS WITH CAMPUS MEMBERS

Elementary Campus-1 Upper/1 Lower/1 Supervisor

Middle-High School 1 Per Grade Level/1 Assistant Principal

Review Rubric/Proclamation Procedures/Timeline

LA JOYA ISD LANGUAGE ARTS / READING DEPARTMENT TEXTBOOK EVALUATION RUBRIC

Items Poor1

Fair2

Good3

Excellent4

Concept Development Little to no explanations in the text to support development of conceptual understanding.

Some explanations in the text to support development of conceptual understanding.

Most activities in the text provide support for the development of conceptual understanding.

All activities in the text provide support for the development of conceptual understanding.

Interventions Little to no lessons for diagnosing needs and prescribing interventions.

Some lessons for diagnosing needs and prescribing interventions

Most of the activities provide learning opportunities in a variety of ways

All of the activities provide learning opportunities in a variety of ways.

Maintenance Little to no maintenance of knowledge & skills statements.

Some lessons provide maintenance opportunities of the knowledge & skills.

Most lessons provide maintenance opportunities of the knowledge & skills.

All lessons provide maintenance opportunities of the knowledge & skills.

Engagement Little to no engaging activities requiring cooperative grouping, technology and minds on learning.

Some engaging activities requiring cooperative grouping, technology & minds on learning (higher order thinking skills).

Most of the activities are engaging requiring cooperative grouping, technology & minds on learning.

All of the activities are engaging requiring cooperative grouping, technology & minds on learning.

Problem Solving Little to no problem solving activities embedded in the lessons.

Some problem solving activities embedded in the lessons.

Most of the activities provide problem solving opportunities.

All of the activities provide problem solving opportunities.

Assessment Little to none of the assessments are aligned to TEKS and TAKS.(K-2 TPRI/TJL)

Some of the assessments are aligned to TEKS and TAKS.(K-2 TPRI/TJL)

Most of the assessments are aligned to TEKS and TAKS.(K-2 TPRI/TJL)

All of the assessments are aligned to TEKS and TAKS.(K-2 TPRI/TJL)

Timeline No timeline provided by the publisher.

Partial timeline provided by the publisher.

Adequate timeline provided by the publisher.

Detailed timeline provided by the publisher.

LA JOYA ISD LANGUAGE ARTS/READING DEPARTMENT TEXTBOOK EVALUATION FORM

Tag Line Knowledge & Skills Statement

Concept Development

Intervention Maintenance Engagement Problem Solving

Assessment Timeline Points Awarded

Print Awareness / Phonological AwarenessK-1

Students display phonological awareness.

Beginning Reading/ PhonicsK-3(Grades 1, 2) Students will continue to apply earlier standards with greater depth in increasingly complex texts.

Students use the relationships between letters & sounds, spelling patterns, & morphological analysis to decode written English.

Beginning Reading/ StrategiesK-3

Students comprehend a wide variety of texts drawing on useful strategies as needed.

Fluency1-8

Students read grade level text with fluency & comprehension.

Vocabulary DevelopmentK-12

Students understand new vocabulary & use it when reading and writing.

Comprehension of Literary Text / Theme & GenreK-12

Students analyze, make inferences & draw conclusions about theme & genre in different cultural, historical, & contemporary contexts …

Comprehension of Literary Text /PoetryK-12

Students understand, make inferences & draw conclusions about the structure & elements of poetry …

Comprehension of Literary Text /Drama2-12

Students understand, make inferences & draw conclusions about the structure & elements of drama…

Comprehension of Literary Text/FictionK-12

Students understand, make inferences & draw conclusions about the structure & elements of fiction …

Comprehension of Literary Text / Literary Nonfiction1-12

Students understand, make inferences & draw conclusions about the varied structural patterns & features of literary nonfiction …

Comprehension of Informational Text / Culture & HistoryK-12

Students analyze, make inferences & draw conclusions about the author’s purpose in cultural, historical, & contemporary contexts …

Comprehension of Informational Text / Expository TextK-12

Students analyze, make inferences & draw conclusions about expository text …

Comprehension of Informational Text / Persuasive Text3-12

Students analyze, make inferences & draw conclusions about persuasive text

Comprehension of Informational Text / Procedural TextK-12

Students understand how to glean & use information in procedural texts & documents.

Media LiteracyK-12

Students use comprehension skills to analyze how words, images, graphics, & sounds work together in various forms to impact meaning.

Comments: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Reviewed by: ________________________________ Date: _______________________Campus: ____________________________________ Position: ____________________

Total PointsAwarded

PUBLISHER EMAIL-READ RECEIPTS I have attached the agenda for Dec 5, 2009 Saturday at the La Joya ISD

Transportation Complex located in La Joya next to the Football Stadium.  We will allow you to set up on Friday afternoon from 3:30 p.m.-4:30 p.m. or at the designated times on agenda.  To provide lunch and breakfast for the attendees we will ask for a fee of $250 from the 4 Publisher slots to be given to my office by December 1, 2009.   Only items that are on the State Bid List will be set up, you will not need to bring all the items as they can’t be displayed.  In your packet no optional materials brochures will be distributed to attendees.

   I have also enclosed the Rubric that will be used for evaluation.  After

the SBOE meeting I will send you the Bid List for the State which is the only items that can be covered or displayed in the presentation.  We will not talk about anything that is optional in the presentation, only what is on State Bid List.  During the presentation if other items are talked about you will be asked to not participate in the Proclamation for La Joya ISD. 

  Plan for 80 attendees, 1 Upper Grade, 1 Lower Grade and 1 Supervisor

for 22 campuses and Central Office Staff

If you have any questions let me know.

HEARINGS

Presentations are Recorded

Must send campus representation or don’t vote

No Free Material Information

Only State Bid List

AGENDA FOR HEARINGS

La Joya ISDTextbook Adoption HearingProclamation 2010English and Spanish Language Arts & Reading, Grade K-1Reading English and Spanish Grade 2-5

Saturday, December 5, 2009La Joya ISD Transportation Department

7:30 a.m.-8:00 a.m. Pearson/Scott Foresman and HM/Harcourt Set Up

8:00 a.m.-8:15 a.m. Adoption Procedures Review

8:15 a.m.-9:45 a.m. Pearson-Scott ForesmanScott Foresman Reading Street

9:45 a.m.-10:00 a.m. Break

10:00 a.m.-11:30 a.m. Houghton Mifflin Harcourt School PublishersTexas Journeys

11:30 a.m.-12:00 p.m. Lunch Provided

11:30 a.m.-12:00 p.m. SRA/McGraw Hill and Macmillan/McGraw Hill Set up

12:00 p.m.-1:30 p.m. SRA/McGraw-HillTexas Imagine It! Student System

1:30 p.m.-1:45 p.m. Break

1:45 p.m.-3:15 p.m. Macmillan/McGraw Hill

Macmillan/McGraw-Hill Texas Treasures

3:15 p.m.-3:30 p.m. Review

CAMPUSES PARTICIPANTS REVIEW WITH STAFF AT CAMPUSSign In Sheets are on File at Campus

Review Process Continues at Campus with Textbooks used in classrooms

BALLOTS ARE DISTRIBUTED TO CAMPUS

Ballot Box Campus Name on

Bottom Teacher Roster Ballots Made with

Original Stamped on Them and Different Colors for Subjects

Number Ballots for Campus

Ballot Box Picked Up Sign In Sheet

Returned Extra Ballots

Returned

BALLOT BOXES

Opened at Office Ballots Sorted Out Ballots Counted Turn in Board

Agenda with List Keep Ballots until

Board Meeting

BOARD APPROVED

Publishers meet with Elementary Principals to Review Materials

Secondary Department Head meet with Publishers to Review Materials

PAPERWORK FOR PUBLISHERS

Done in my office

TRK sent to Campus Address

Workbooks sent to Campus Address

PUBLISHER REVIEW

Campus Review with Publisher on Materials included

State Adopted Materials Reviewed with Campus Administration