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CREATE TABLE `joomla_adoptions` (
  `id` int(11) NOT NULL AUTO_INCREMENT,
  `status` int(11) DEFAULT NULL,
  `date_entered` timestamp NOT NULL DEFAULT CURRENT_TIMESTAMP,
  `contact_name` varchar(128) DEFAULT NULL,
  `contact_position` varchar(128) DEFAULT NULL,
  `contact_email` varchar(128) DEFAULT NULL,
  `contact_phone` varchar(128) DEFAULT NULL,
  `contact_call_time` varchar(32) DEFAULT NULL,
  `school_district` varchar(128) DEFAULT NULL,
  `school_name` varchar(128) DEFAULT NULL,
  `school_addr1` varchar(128) DEFAULT NULL,
  `school_addr2` varchar(128) DEFAULT NULL,
  `school_city` varchar(64) DEFAULT NULL,
  `school_state` char(2) DEFAULT NULL,
  `school_zip` varchar(10) DEFAULT NULL,
  `category1` varchar(32) DEFAULT NULL,
  `subject1` varchar(128) DEFAULT NULL,
  `grade1` varchar(32) DEFAULT NULL,
  `level1` varchar(64) DEFAULT NULL,
  `needed_by1` date DEFAULT NULL,
  `category2` varchar(32) DEFAULT NULL,
  `subject2` varchar(128) DEFAULT NULL,
  `grade2` varchar(32) DEFAULT NULL,
  `level2` varchar(64) DEFAULT NULL,
  `needed_by2` date DEFAULT NULL,
  `category3` varchar(32) DEFAULT NULL,
  `subject3` varchar(128) DEFAULT NULL,
  `grade3` varchar(32) DEFAULT NULL,
  `level3` varchar(64) DEFAULT NULL,
  `needed_by3` date DEFAULT NULL,
  `school_year` varchar(16) DEFAULT NULL,
  `decision_date` date DEFAULT NULL,
  `additional_info` longtext,
  `email_sent` tinyint(1) NOT NULL DEFAULT '0',
  PRIMARY KEY (`id`)
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INSERT INTO `joomla_adoptions` VALUES (1,NULL,'2011-11-13 00:28:12','Roni Rumsey','Director of Teaching, Learning','roni_rumsey@eatonville.wednet.edu','3608791000','Morning','Eatonville','','PO Box 698200 Lynch St','','Eatonville','WA','98328','Math','Math - Common Core',NULL,'Elementary - K-6','2012-01-02','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2011-12','2012-05-01','Only math materials aligned to CCSS. Please send documentation showing alignment.',1),(2,NULL,'2011-11-13 04:59:06','Judy Kornbau','Secretary','jkornbau@bisd303.org','206-780-1071 ','Afternoon','Bainbridge Island School District 3','','8489 Madison Avenue NE','','Bainbridge island','WA','98110','Math','All',NULL,'All Levels - K-12','2011-10-26','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2011-12','2012-06-30','We will not accept shipped sample materials - they must be hand delivered by the local rep and deliveries will be by appointment only. Please call Judy Kornbau at 206/780-1071 to make an appointment. Due to the limited amount of space we have for samples, we also ask that you limit the materials to be submitted to a copy of the TE & SE and if it\'s a program that encompasses more than one grade or subject, provide one TE/SE sample for the best representation of the program (i.e., if it\'s a K-8 program you represent, select a good representation of the best the program offers for 1 or 2 grade levels only). We plan to set up a review/elimination process, settle on 3-5 of the best and then request additional supporting materials down the road if needed and schedule formal presentations for the last 2-3. We are not looking at supplemental math programs at this time and limit core materials submitted to core content aligned ones only.',1),(3,NULL,'2011-11-30 00:45:23','Eric Magi','Science Coordinator','ericm@spokaneschools.org','509-354-7358 ','Morning','Spokane Public Schools','Libby Center','2900 E First Ave.','','Spokane','WA','99202','Science','Human Biology text and resources',NULL,'11th/12th','2012-01-15','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2012-13','2012-04-01','1. Hardback textbook<br />\r\n2. Web resources (book online)<br />\r\n3. Teacher resources with study guide,test bank<br />\r\n4. Student lab manual<br />\r\n5. Virtual labs<br />\r\n6. Digital images of anatomical structures',1),(4,NULL,'2011-12-01 00:06:09','Eric Magi','Science Coordinator(District )','ericm@spokaneschools.org','509-354-7358 ','Morning','Spokane Public Schools','Libby Center','2900 E. First Ave','','Spokane','WA','99202','Science','Human Biology',NULL,'10th grade','2012-01-15','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2012-13','2012-01-30','Teachers request a hardbound student text with web resources (online book ets.), teacher resources with study guide and test bank, virtual lab manual, and digital images of anatomical sturctures.',1),(5,NULL,'2011-12-01 00:12:04','Rebecca Campeau','Math Instructional Facilitator','ericm@spokaneschools.org','253-571-1207 ','Morning','Tacoma','','601 S. 8th Street','','Tacoma','WA','98401','Math','Trig and Statistics',NULL,'10-12','2012-02-01','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2012-13','2012-06-01','We are interested in reviewing any text where statistics and trig. have been comined into one text bok  This class will be and elective math course.  Students will have completed Algebra 1 and Geometry.<br />\r\nThank you in advance for your assistance,<br />\r\nRebecca Campeau',1),(6,NULL,'2011-12-09 23:28:09','Rick Biggerstaff','Seconday Math Coordinator','rickb@spokaneschools.org','509-354-7357 ','Any Time','Spokane Public Schools','Libby Center: Room 215','2900 E. First Ave','','Spokane','WA','99202','Math','AP Calculus',NULL,'High School','2012-01-25','Math','Transition Algebra (see Additional Information below)',NULL,'High School','2012-01-25','None','',NULL,'','0000-00-00','2012-13','2012-02-29','AP Calculus:  <br />\r\nThis course follows the AP Calculus standards outlined by the College Board.  Please include content for both the AB and BC curriculum.  We typically have between 400 and 500 students.<br />\r\n<br />\r\nTransition Algebra:<br />\r\nBetween 300 and 500 students.  Below is a course description followed by the Common Core State Stanadards this course will address as power standards for the course. We have not yet decided on the arragement of the content for this course so materials may be have the content \"integrated\" or \"traditionally\" arranged. We are interested in reviewing both (or other options). This course serves as a 3rd credit in high school math and helps transition students to higher levels of math who may have struggled in Algebra 1 and Geometry.  <br />\r\n<br />\r\nThis title and description comes from the Washington State Course Codes #02055 as follows:<br />\r\nTransition Algebra courses review and extend algebra and geometry concepts for students who have already taken Algebra 1 and Geometry.  Transition Algebra courses include a review of such topics as properties  and operations of real numbers; evaluation of rational algebraic expressions; solutions and graphs of first degree equations and inequalities; translation of word problems into equations; operations with and factoring of polynomials; simple quadratics; properties of plane and solid figures; rules of congruence and similarity; coordinate geometry including lines, segments and circles in the coordinate plane; and angle measurement in triangles including trigonometric ratios.<br />\r\nWe have identified the following Common Core State Standards as \"power standards\" for this course:<br />\r\nF- IF.1<br />\r\nUnderstand that a function from one set (called the domain) to<br />\r\nanother set (called the range) assigns to each element of the domain<br />\r\nexactly one element of the range. If f is a function and x is an element<br />\r\nof its domain, then f(x) denotes the output of f corresponding to the<br />\r\ninput x. The graph of f is the graph of the equation y = f(x).<br />\r\n<br />\r\nF-IF.2<br />\r\nUse function notation, evaluate functions for inputs in their domains,<br />\r\nand interpret statements that use function notation in terms of a<br />\r\ncontext.<br />\r\n<br />\r\nF-IF.4<br />\r\nFor a function that models a relationship between two quantities,<br />\r\ninterpret key features of graphs and tables in terms of the quantities,<br />\r\nand sketch graphs showing key features given a verbal description<br />\r\nof the relationship. Key features include: intercepts; intervals where the<br />\r\nfunction is increasing, decreasing, positive, or negative; relative maximums<br />\r\nand minimums; symmetries; end behavior; and periodicity.★<br />\r\n<br />\r\nF-IF.8<br />\r\nWrite a function defined by an expression in different but equivalent<br />\r\nforms to reveal and explain different properties of the function.<br />\r\na. Use the process of factoring and completing the square in a<br />\r\nquadratic function to show zeros, extreme values, and symmetry<br />\r\nof the graph, and interpret these in terms of a context.<br />\r\n<br />\r\nF-IF.9<br />\r\nCompare properties of two functions each represented in a different<br />\r\nway (algebraically, graphically, numerically in tables, or by verbal<br />\r\ndescriptions). For example, given a graph of one quadratic function and<br />\r\nan algebraic expression for another, say which has the larger maximum.<br />\r\n<br />\r\nF-LE.1<br />\r\nDistinguish between situations that can be modeled with linear<br />\r\nfunctions and with exponential functions.<br />\r\n<br />\r\nF-LE.2<br />\r\nConstruct linear and exponential functions, including arithmetic and<br />\r\ngeometric sequences, given a graph, a description of a relationship, or<br />\r\ntwo input-output pairs (include reading these from a table).<br />\r\n<br />\r\nF-LE.5<br />\r\nInterpret the parameters in a linear or exponential function in terms of<br />\r\na context.<br />\r\n<br />\r\nA-APR.3<br />\r\nIdentify zeros of polynomials when suitable factorizations are<br />\r\navailable, and use the zeros to construct a rough graph of the function<br />\r\ndefined by the polynomial.<br />\r\n<br />\r\nA-REI.3<br />\r\nSolve linear equations and inequalities in one variable, including<br />\r\nequations with coefficients represented by letters.<br />\r\n<br />\r\nA-REI.6<br />\r\nSolve systems of linear equations exactly and approximately (e.g., with<br />\r\ngraphs), focusing on pairs of linear equations in two variables.<br />\r\n<br />\r\nA-REI.11<br />\r\nExplain why the x-coordinates of the points where the graphs of<br />\r\nthe equations y = f(x) and y = g(x) intersect are the solutions of the<br />\r\nequation f(x) = g(x); find the solutions approximately, e.g., using<br />\r\ntechnology to graph the functions, make tables of values, or find<br />\r\nsuccessive approximations. Include cases where f(x) and/or g(x)<br />\r\nare linear, polynomial, rational, absolute value, exponential, and<br />\r\nlogarithmic functions.★<br />\r\n<br />\r\nN-RN.2<br />\r\nRewrite expressions involving radicals and rational exponents using<br />\r\nthe properties of exponents.<br />\r\n<br />\r\nG-CO.9<br />\r\nProve theorems about lines and angles. Theorems include: vertical<br />\r\nangles are congruent; when a transversal crosses parallel lines, alternate<br />\r\ninterior angles are congruent and corresponding angles are congruent;<br />\r\npoints on a perpendicular bisector of a line segment are exactly those<br />\r\nequidistant from the segment’s endpoints.<br />\r\n<br />\r\nG-CO.10 <br />\r\nProve theorems about triangles. Theorems include: measures of interior<br />\r\nangles of a triangle sum to 180°; base angles of isosceles triangles are<br />\r\ncongruent; the segment joining midpoints of two sides of a triangle is<br />\r\nparallel to the third side and half the length; the medians of a triangle<br />\r\nmeet at a point.<br />\r\n<br />\r\nG-CO.11<br />\r\nProve theorems about parallelograms. Theorems include: opposite<br />\r\nsides are congruent, opposite angles are congruent, the diagonals<br />\r\nof a parallelogram bisect each other, and conversely, rectangles are<br />\r\nparallelograms with congruent diagonals.<br />\r\n<br />\r\nG-SRT.5<br />\r\nUse congruence and similarity criteria for triangles to solve problems<br />\r\nand to prove relationships in geometric figures.<br />\r\n<br />\r\nG-SRT.8<br />\r\nUse trigonometric ratios and the Pythagorean Theorem to solve right<br />\r\ntriangles in applied problems.★<br />\r\n<br />\r\nG-GPE.4<br />\r\nUse coordinates to prove simple geometric theorems algebraically. For<br />\r\nexample, prove or disprove that a figure defined by four given points in the<br />\r\ncoordinate plane is a rectangle; prove or disprove that the point (1, √3) lies<br />\r\non the circle centered at the origin and containing the point (0, 2).<br />\r\n<br />\r\nPlease contact me if further information is needed for you to make selections on materials.',1),(11,NULL,'2012-01-12 19:02:27','Sharon Stewart','Admin. Assistant to Curriculum Director','sstewart@cheneysd.org','509-559-4559 ','Morning','Cheney School District','Aministration Building','520 Fourth Street','','Cheney','WA','99004','Other Curriculum','General Music',NULL,'K-5','2012-02-06','Other','Band',NULL,'K-5','2012-02-06','Other','Orchestra',NULL,'K-5','2012-02-06','2012-13','2012-06-04','',1),(12,NULL,'2012-01-26 17:13:14','Debbie Nye','Science Curriculum Specialist','nyed@issaquah.wednet.edu','425-837-7618 ','Any Time','Issaquah','May Valley Service Ctr.','16430 SE May Valley Road','Attn: IVE P-3','Renton','WA','98059','Science','Life Science',NULL,'6th','2012-03-15','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2012-13','2012-07-11','During this adoption process, district policy requires that you not contact any district personnel, except for the person responsible for coordinating the materials review.  Failure to comply with this request will result in disqualification for your company for the review and adoption process.<br />\r\n<br />\r\nThe district is aware of the great variety of materials available and is investigating them at this time.  We are seeking materials that:<br />\r\n<br />\r\n Utilize best practices and research on student achievement<br />\r\n Are Inquiry and Lab based<br />\r\n Align with Common Core Standards and Grade Level Expectations <br />\r\n Promote standards-based practices in instruction and assessment<br />\r\n Support culturally relevant teaching<br />\r\n Are gender and bias free<br />\r\n<br />\r\nPlease do not ship any materials for an arrival date prior to Feb 10th.',1),(13,NULL,'2012-01-26 22:27:36','Eric Magi','Science Coordinator','ericm@spokaneschools.org','509-354-7358 ','Morning','Spokane Public Schools','Libby Center','2900 E. First Ave.','','Spokane','WA','99202','Science','Human Biology (Anatomy and Physiology)',NULL,'11th-12th','2012-02-17','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2011-12','2012-04-01','We are interested in any print materials, web-based materials, laboratory activities or other resources to support a high school level human anatomy and physiology class and other human biology content.',1),(14,NULL,'2012-02-07 22:40:31','Jerry Miller','Director of Instructional Support','millerj3@issaquah.wednet.edu','425-837-7043 ','Any Time','Issaquah School District','Teaching and Learning Services','565 NW Holly Street','','Issaquah','WA','98027','World Language','Spanish, French, Japanese, Mandarin/Chinese, American Sign Language',NULL,'high school and college','2012-03-23','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2012-13','2012-06-01','February 7, 2012<br />\r\n<br />\r\nDear Publisher Representative:<br />\r\n<br />\r\nThe Issaquah School District is currently in the process of selecting secondary World Language curricular materials for all levels of study – high school through college. <br />\r\n<br />\r\nDuring this adoption process, district policy requires that you not contact any district personnel, except for the person responsible for coordinating the materials review.  Failure to comply with this request will result in disqualification for your company for the review and adoption process.<br />\r\n<br />\r\nThe district is aware of the great variety of materials available and is investigating them at this time.  We are seeking materials that:<br />\r\n<br />\r\n Utilize best practices and research on student achievement<br />\r\n Align with Common Core Standards and Grade Level Expectations <br />\r\n Promote standards-based practices in instruction and assessment<br />\r\n Support culturally relevant teaching<br />\r\n Are gender and bias free<br />\r\n<br />\r\nIf you have materials that fit the description above, please contact Jerry Miller, Director of Instructional Support, at 425-837-7043 to arrange for a review.  All materials must be received at the district prior to March 23, 2012 at 4:00 pm.<br />\r\n<br />\r\nThank you for your assistance.<br />\r\n <br />\r\nSincerely,<br />\r\n<br />\r\n<br />\r\nEmilie Hard<br />\r\nExecutive Director<br />\r\nTeaching and Learning Services',1),(15,NULL,'2012-02-28 22:00:13','Carolyn Treleven','Executive Director, Teaching and Learning','ctreleven@fpschools.org','253-298-3006 ','Any Time','Franklin Pierce','','315 S 129th St.','','Tacoma','WA','98444','World Language','Spanish 1 through AP, and Heritage speakers',NULL,'9-12','2012-03-11','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2012-13','2012-05-06','',1),(16,NULL,'2012-02-29 22:28:32','Vincent Pecchia','Director of Instructional Leadership','pecchivj@puyallup.k12.wa.us','253-841-8646 ','Any Time','Puyallup School District','Educational Services Center','302 2nd Street SE','','Puyallup','WA','98372','Language Arts','Integrated with Social Studies Content',NULL,'K-6','2012-03-23','Social Studies','Integrated with Researched Based Reading Skills and Strategies',NULL,'K-6','2012-03-23','None','',NULL,'','0000-00-00','2012-13','2012-06-29','We are looking for a reading curriculum that is designed with the following:<br />\r\n<br />\r\n1. Focus on the five components of reading (phonemic awareness, phonics, fluency, comprehension, and vocabulary)<br />\r\n2. Contains skills and strategies that are scientifically researched based<br />\r\n3. Contains the following assessment types: screening, progress monitoring, diagnostic, and (outcome based) summative.  <br />\r\n4.  Has a strong integration of social studies content inline with Washington State Grade Level Expectations (GLEs).',1),(17,NULL,'2012-03-01 21:20:25','Eric Magi','Science Coordinator','ericm@spokaneschools.org','509-354-7358 ','Morning','Spokane Public Schools','Libby Center','2900 E. 1st','','Spokane','WA','99202','Science','Physical Science resources (9th Physics/9th chemistry)',NULL,'9th grade','2012-04-13','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2012-13','2012-09-15','We are looking for Science 9 Physics and Science 9 Chemistry materials to support an inquiry approach to physical science for general 9th grade students.',1),(18,NULL,'2012-03-08 20:20:33','Leslie Nielsen','Math Curriculum Specialist','nielsenl@issaquah.wednet.edu','425-837-7051 ','Any Time','Issaquah','Administration/TLS/L. Nielsen','565 NW Holly Street','','Issaquah','WA','98027','Math','Pre-Calculus',NULL,'9-12','2012-03-20','Math','AP Calculus',NULL,'9-12','2012-03-20','Math','IB Math 1, 2 and 3',NULL,'9-12','2012-03-20','2011-12','2012-06-27','March 8, 2012<br />\r\n<br />\r\nDear Publisher Representative:<br />\r\n<br />\r\nThe Issaquah School District is currently in the process of selecting Pre-Calculus, AP Calculus and IB Math 1, 2, and 3 curricula. <br />\r\n<br />\r\nDuring this adoption process, district policy requires that you not contact any district personnel, except for the person responsible for coordinating the materials review.  Failure to comply with this request will result in disqualification for your company for the review and adoption process.<br />\r\n<br />\r\nThe district is aware of the great variety of materials available and is investigating them at this time.  We are seeking materials that:<br />\r\n<br />\r\n Utilize best practices and research on student achievement<br />\r\n Align with Common Core Standards and Grade Level Expectations <br />\r\n Promote standards-based practices in instruction and assessment<br />\r\n Support culturally relevant teaching<br />\r\n Are gender and bias free<br />\r\n<br />\r\nIf you have materials that fit the description above, please contact Leslie Nielsen, Math Curriculum Specialist, at nielsenl@issaquah.wednet.edu to arrange for a review.  All materials must be received at the district prior to March 20, 2012 at 4:00 pm.<br />\r\n<br />\r\nThank you for your assistance.<br />\r\n <br />\r\nSincerely,<br />\r\n<br />\r\nEmilie Hard<br />\r\nExecutive Director<br />\r\nTeaching and Learning Services',1),(19,NULL,'2012-03-22 22:09:50','Michael Olsen','Principal/Curriculum Director','molsen@sje.wednet.edu','509-648-3336 ','Any Time','St. John-Endicott Cooperative School District','St. John-Endicott Cooperative Schools','301 W. Nob Hill','','St. john','WA','99171','Science','Chemistry Curriculum',NULL,'9-12','2012-04-06','Science','Physics Curriculum',NULL,'9-12','2012-04-06','None','',NULL,'','0000-00-00','2012-13','2012-05-11','',1),(20,NULL,'2012-03-28 17:31:14','Dick Sander','Mathematics Specialist','rsander@everettsd.org','425-385-4072 ','Morning','Everett Public Schools','EPS STEM','STEM portable','3700 Federal Ave.','Everett','WA','98201','Math','AP calc, pre calc, AP statistics, 4th yr quantitative course',NULL,'10th - 12th','2012-05-04','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2013-14','2013-01-30','Everett Public Schools is doing a high school advanced math adoption with new materials to be implemented in Fall 2013. The course/levels include advanced high school math: AP Statistics, Pre Calculus, AP Calculus.  In addition we are looking for a 4thyear quantitative high school math course text, as described by HEC Board recommendations: math-based quantitative course like statistics, applied math, or appropriate career and technical courses, that could be an alternative to pre calculus. <br />\r\nWe are considering unbiased materials that include this criteria: full alignment with Common Core State Standards and/or College Board Standards,or College Readiness Standards, print and digital licensing, an instructionally balanced approach (procedural - conceptual), inclusion of rich mathematical tasks. Contact Dick Sander, Everett Public Schools.<br />\r\nSend materials to:<br />\r\n<br />\r\nPenny Creek Elementary<br />\r\nMath portable #4<br />\r\n4117 132nd St. SE<br />\r\nEverett, WA 98208',1),(21,NULL,'2012-04-03 17:41:13','Wendy Nyberg','Purchasing Agent','purchasing@asdk12.org','907-742-8622 ','Morning','Anchorage School District','','Purchasing/Warehouse','4919 Van Buren Street','Anchorage','AK','99517','Math','Please see the \'Invitation to Submit\'',NULL,'K-8','2012-05-11','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2013-14','2013-05-31','Anchorage School District<br />\r\nPurchasing Department<br />\r\n4919 Van Buren Street<br />\r\nAnchorage, Alaska  99517-3137<br />\r\n<br />\r\nApril 3, 2012<br />\r\n<br />\r\nINVITATION TO SUBMIT TEXTBOOKS AND/OR INSTRUCTIONAL MATERIALS<br />\r\nFOR EVALUATION AND POSSIBLE ADOPTION<br />\r\n<br />\r\nNOTICE IS HEREBY GIVEN that the Anchorage School District is requesting the submission of textbooks, instructional materials, and information pertaining to the curriculum review process.<br />\r\n<br />\r\nITS 2012-01<br />\r\nMATHEMATICES FOR GRADES K-8<br />\r\n<br />\r\nSubmissions are due no later than 3:00 p.m., Anchorage Time, May 11, 2012.<br />\r\n<br />\r\nThis Invitation to Submit (.pdf) is available electronically at the District’s Purchasing website: http://www.asdk12.org/depts/purchasing/',1),(23,NULL,'2012-06-01 23:36:22','Dana Jones','Executive Director of Leadership and Learning','djones1@longview.k12.wa.us','360-425-7912 ','Morning','Longview School District','K-5 and 9-12 buildings','2715 Lilac','','Longview','WA','98632','Social Studies','texts. supplemental materials,',NULL,'K-5 and 9_12','2012-07-01','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2013-14','2012-12-20','',1),(24,NULL,'2012-06-05 20:04:49','Chris Herold','Administrative Intern','heroldck@gmail.com','503-724-7857 ','Evening','Parochial','Pilgrim Lutheran','5650 SW Hall Blvd.','','Beaverton','OR','97005','Social Studies','publishers samples',NULL,'K-8','2012-06-15','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2012-13','2012-06-30','We would like to evaluate all K-8 state approved social studies curriculum.  Also, we would be interested in looking at a couple high school series in World Geography and US History.  If any of the series are ebooks, that would be a strong draw.<br />\r\nBest contact times are 7-7:30 am, and 3:15 pm and later. Thank you.',1),(25,NULL,'2012-06-22 21:58:36','Dick Sander','K-12 Mathematics Specialist','rsander@everettsd.org','425-385-4072 ','Any Time','Everett Public Schools','Longfellow Building Annex','3715 Oakes Ave.','','Everett','WA','98201','Math','Comprehensive K-5 Math programs',NULL,'K-5','2012-08-30','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2013-14','2013-02-01','Everett Public Schools is beginning an elementary K-5 math adoption process with new materials to be implemented in Fall 2013. We are looking for unbiased materials that include the following criteria: full alignment with Common Core State Standards, print and digital licensing, an instructionally balanced approach (procedural - conceptual), included interventions (ELL, SpED), accessibility to all student populations, inclusion of rich mathematical tasks, strong vertical cohesion (through the grades), and online or CD support resources for students, parents, and teachers. Contact Dick Sander, EPS at 425-385-4072 prior to June 28 and after July 22.',1),(26,NULL,'2012-07-31 22:04:00','Dick Sander','K-12 Math Specialist','rsander@everettsd.org','425-385-4072 ','Any Time','Everett Public Schools','STEM Math','3700 Federal Ave','','Everett','WA','98201','Math','Core Math Curriculum, K-5',NULL,'K-5','2012-09-14','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2013-14','2013-02-01','Everett Public Schools is beginning an elementary K-5 math adoption process with new materials to be implemented in Fall 2013. We are looking for unbiased materials that include the following criteria: full alignment with Common Core State Standards, print and digital licensing, an instructionally balanced approach (procedural - conceptual), included interventions (ELL, SpED), accessibility to all student populations, inclusion of rich mathematical tasks, strong vertical cohesion (through the grades), and online or CD support resources for students, parents, and teachers. <br />\r\nContact Dick Sander, Everett Publlic Schools 425-385-4072   rsander@everettsd.org',1),(27,NULL,'2012-09-04 19:03:33','Wendy Nyberg','Purchasing Agent','purchasing@asdk12.org','907-742-8622 ','Morning','Anchorage School District','','Warehouse/Receiving','4919 Van Buren Street','Anchorage','AK','99517','Other Curriculum','High School Biology [Grades 9-12]',NULL,'9-12','2012-09-28','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2012-13','2013-01-31','Anchorage School District<br />\r\n<br />\r\nPurchasing Department<br />\r\n4919 Van Buren Street<br />\r\nAnchorage, Alaska  99517-3137<br />\r\n<br />\r\nSeptember 4, 2012<br />\r\n<br />\r\nINVITATION TO SUBMIT TEXTBOOKS AND/OR INSTRUCTIONAL MATERIALS<br />\r\nFOR EVALUATION AND POSSIBLE ADOPTION<br />\r\n<br />\r\nNOTICE IS HEREBY GIVEN that the Anchorage School District is requesting the submission of textbooks, instructional materials, and information pertaining to the curriculum review process.<br />\r\n<br />\r\nITS 2012-03<br />\r\nHIGH SCHOOL BIOLOGY (GRADES 9-12)<br />\r\n<br />\r\nSubmissions are due no later than 3:00 p.m., Anchorage Time, September 28, 2012.<br />\r\n<br />\r\nThis Invitation to Submit (.pdf) is available electronically at the District’s Purchasing website: http://www.asdk12.org/depts/purchasing/',1),(28,NULL,'2012-09-19 00:15:27','Judy Kornbau','Administrative Assistant','jkornbau@bisd303.org','206-780-1071 ','Afternoon','Bainbridge Island School District','Curriculum & Instruction','8489 Madison Avenue NE','c/o Judy Kornbau','Bainbridge island','WA','98110','Math','CCSS Developed Math for Core Only',NULL,'K-8','2012-10-15','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2011-12','2013-05-31','We hope to take the math program review committee recommendations to the Board in the spring 2013, make our purchases summer 2013 and implement the new programs in 2013-14.  Please contact Judy Kornbau at 206/780-1071 or at jkornbau@bisd303.org before shipping K-8 math samples.',1),(29,NULL,'2012-09-19 19:40:49','Elizabeth Duffey','Instructional Facilitator','eduffey@tacoma.k12.wa.us','253-571-1130 ','Morning','Tacoma Public Schools','Central Administration','601 S 8th ST','','Tacoma','WA','98402','Language Arts','comprehensive curriculum',NULL,'9-12','2012-10-15','Language Arts','texts and readers',NULL,'Advanced Placement (9-12)','2012-10-15','None','',NULL,'','0000-00-00','2013-14','2013-05-15','We are looking for one core curriculum for language arts classes that is adaptable enough for both special education and honors level classes. We are not interested in an anthology by itself, but rather a comprehensive curriculum which integrates reading and writing, is culturally responsive, and calls for specific, research-based pedagogy. Professional Development aligned with the curriculum is a bonus. For AP we are looking for a complete text, as well as books of readings (both language and literature). Call before sending material, please.',1),(31,NULL,'2012-09-28 22:12:55','Susie Smith','Elementary Literacy Specialist','smiths@issaquah.wednet.edu','425-837-7074 ','Morning','Issaquah School District','Teaching and Learning Services','565 NW Holly Street','','Issaquah','WA','98027','Other Curriculum','Writing',NULL,'K-5','2012-11-02','Other','Handwriting',NULL,'K-5','2012-11-02','Other','Spelling',NULL,'3-5','2012-11-02','2013-14','2013-05-08','September 28, 2012<br />\r\n<br />\r\n<br />\r\nDear Publisher Representative:<br />\r\n<br />\r\nThe Issaquah School District is currently in the process of selecting elementary writing materials for grades K through 5.<br />\r\n<br />\r\nDuring this adoption process, district policy requires that you not contact any district personnel, except for the person responsible for coordinating the materials review. Failure to comply with this request will result in disqualification for your company for the review and adoption process.<br />\r\n<br />\r\nThe district is aware of the great variety of materials available and is investigating them at this time. We are seeking materials that:<br />\r\n<br />\r\n	Utilize best practices and research on student achievement<br />\r\n	Align with Common Core Standards and Grade Level Expectations<br />\r\n	Promote standards-based practices in instruction and assessment<br />\r\n	Utilize a Writer’s Workshop approach<br />\r\n	Teach spelling/word work (for grades 3-5 only)<br />\r\n	Teach handwriting<br />\r\n<br />\r\nIf you have materials that fit the description above, please contact Susie Smith, Elementary Literacy Specialist, at 425-837-7074 to arrange for a review. All materials must be received at the district prior to November 2, 2012 at 4:00 pm.<br />\r\n<br />\r\nThank you for your assistance.<br />\r\n<br />\r\nSincerely,<br />\r\n<br />\r\n<br />\r\n<br />\r\nEmilie Hard<br />\r\nExecutive Director<br />\r\nTeaching and Learning Services',1),(32,NULL,'2012-10-02 18:56:05','Elizabeth Duffey','Instructional Facilitator','eduffey@tacoma.k12.wa.us','253-571-1130 ','Morning','Tacoma Public Schools','Central Administration Building','601 S 8th ST','','Tacoma','WA','98402','Language Arts','texts; comprehensive reading/writing programs',NULL,'9-12','2012-10-26','Language Arts','texts, digital and otherwise',NULL,'AP--11 and 12','2012-10-26','None','',NULL,'','0000-00-00','2013-14','2013-03-13','This is our second call for materials. Please contact me. We are adopting language arts core curriculum and AP curriculum.',1),(33,NULL,'2012-10-04 18:57:40','Wendy Nyberg','Purchasing Agent','purchasing@asdk12.org','907-742-8622 ','Morning','Anchorage School District','','Warehouse/Receiving','4919 Van Buren Street','Anchorage','AK','99517','Science','AP Biology, High School (grades 10-12)',NULL,'10-12','2012-10-26','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2012-13','2013-01-31','Anchorage School District<br />\r\nPurchasing Department<br />\r\n4919 Van Buren Street<br />\r\nAnchorage, Alaska  99517-3137<br />\r\n<br />\r\nOctober 4, 2012<br />\r\n<br />\r\nINVITATION TO SUBMIT TEXTBOOKS AND/OR INSTRUCTIONAL MATERIALS<br />\r\nFOR EVALUATION AND POSSIBLE ADOPTION<br />\r\n<br />\r\nNOTICE IS HEREBY GIVEN that the Anchorage School District is requesting the submission of textbooks, instructional materials, and information pertaining to the curriculum review process.<br />\r\n<br />\r\nITS 2012-04<br />\r\nAP HIGH SCHOOL BIOLOGY (GRADES 10-12)<br />\r\n<br />\r\nSubmissions are due no later than 3:00 p.m., Anchorage Time, October 26, 2012.<br />\r\n<br />\r\nThis Invitation to Submit (.pdf) is available electronically at the District’s Purchasing website: http://www.asdk12.org/depts/purchasing/',1),(34,NULL,'2012-10-08 19:31:27','Eric Magi','Science Coordinator','ericm@spokaneschools.org','509-354-7358 ','Morning','Spokane Public Schools','Libby Center','2900 E. First','','Spokane','WA','99202','Science','AP Biology Text',NULL,'11-12','2012-11-05','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2013-14','2013-02-06','We will review all available text resources and student/teacher support materials for our district AP Biology course.',1),(35,NULL,'2012-10-16 04:11:26','Teri Poff','Director of Teaching and Learning','Teri.poff@shorelineschools.org','206-393-4211 ','Any Time','Shoreline','Cathy Allres','18560 1st Ave. NE','','Shoreline','WA','98102','Social Studies','World history 400-1450,  and Washington State History and United States History 1776-1890',NULL,'7 and 8','2012-11-01','Social Studies','World History 1450-present including contemporary issues',NULL,'9 and 10','2012-11-01','Social Studies','United States History 1890-present and civics/government',NULL,'11 and 12','2012-11-01','2013-14','2013-04-03','Please do not contact individual teachers or schools. This is a comprehensive textbook adoption for social studies, grades 7-12. Please note the time periods noted at each grade level for world history and United States history.',1),(36,NULL,'2012-10-16 23:31:09','Charisse Berner','Director of Curriculum and Professional Development','bernercb@mukilteo.wednet.edu','425-356-1205 ','Any Time','Mukilteo','Lake Stickney Center','1625 Madison Way','','Lynnwood','WA','98087','Social Studies','To align with WA scope and sequence',NULL,'Middle School','2012-12-06','Social Studies','Contemporary World Studies; US History; American Government and Civics',NULL,'High School','2012-12-06','Social Studies','Washington State Studies',NULL,'middle school TBD (likely 7)','2012-12-06','2013-14','2013-03-05','NOTE Mailing address listed in School Information section of this adoption notice will get materials directly to the Curriculum and Professional Development Office.<br />\r\n<br />\r\nWe are doing a comprehensive Social Studies adoption grades 6-12. We will begin reviweing materials in December. Our courses will align to the WA state Social Studies Learning Standards and graduation requirements.<br />\r\nWe will also be working to align our literacy practices to the CCSS for History/Social Studies. In addition, we will be looking for materials for middle school Washington State Studies. We also will consider texts for Debate, Law and Psychology.<br />\r\nPlease send an email to Charisse if you represent texts for AP Social Studies classes. We will send you a list of our AP courses.<br />\r\nWe expect to have semi-finalist presentations for MS materials on Feb 12 and HS materials on Feb 14. With recommendations to our Instructional Materials COmmittee in March and Board in April. Professional Development is expected in May/June with implemenation in fall 2013. We have roughly 1100 students per grade level. <br />\r\nIf your materials are not adopted, please make plans to reclaim your sample items no later than May 31 or they will be given away and/or donated.',1),(37,NULL,'2012-10-18 20:58:57','Kim Dennis','District Math Coordinator','kimberlyd@spokaneschools.org','509-354-7356 ','Any Time','Spokane Public Schools','SPS Support Services Building','Attn: K-8 Math Adoption','2815 E. Garland Ave.','Spokane','WA','99207','Math','K-8 Instructional Mathematics Resources',NULL,'K-8','2012-11-21','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2013-14','2013-02-28','We are requesting core instructional resources for grades Kindergarten through eight. Resources will serve a K-8 student population of 16,000 K-6 students and 4,000 7-8 students. <br />\r\n<br />\r\nThe materials should include teacher and student resources aligned to Common Core State Standards for Mathematics. We are interested in reviewing resources in all formats, paper and digital. Given the recent implementation of Common Core State Standards, we realize that many publishers will continue to adapt resources; we are especially interested working with publishers who will provide future access to any revisions the publisher may make as they continue to align with Common Core, without incurring additional cost.<br />\r\n<br />\r\nWe request that publishers send for review any programs with supplemental components (such as calendar routines). Resources do not need to be comprehensive, K-8. We are also interested in reviewing resources aligned with Common Core recommendations for Acceleration at grades 7 and 8. <br />\r\n<br />\r\nPlease send three to five complete sets of teacher and student resources per grade level. <br />\r\n<br />\r\nPublishers should be sure to indicate on all mailing labels that the resource is intended for the K-8 Math Adoption (indicated above).',1),(38,NULL,'2012-10-18 22:02:48','Rick Biggerstaff','Secondary Math Coordinator','rickb@spokaneschools.org','509-354-7357 ','Any Time','Spokane Public Schools','Libby Center','Attn: MaryEllen Brown  HS Math Adoption','2900 E First Ave.','Spokane','WA','99202','Math','Precalculus',NULL,'11-12','2012-11-21','Math','Quantitative Reasoning',NULL,'11-12','2012-11-21','None','',NULL,'','0000-00-00','2011-12','2013-02-25','We are reviewing core materials for each course along with any teacher and student resources both in paper and electronic form.  Please send 3 to 5 sets of materials to help with our adoption committee needs.<br />\r\n<br />\r\nPrecalculus:<br />\r\nThis course typically follows our Algebra 2 course and prepares students for calculus.  We look for programs which use algebraic, numerical and graphical approaches in a balanced manner.  The use of technology should be woven throughout the program.  The standards for this course reflect the Common Core State Standards for Mathematics.  We have approximately 700 students enrolled in this course district wide.<br />\r\n<br />\r\nQuantitative Reasoning:<br />\r\nThis course has many titles or themes around the nation: Quantitative Reasoning; Quantitative Literacy, etc.  This is typically a 4th year option for students following Algebra 2 and is often found in first year college programs.  Content for this course should align to the Common Core State Standards for Mathematics and reflects a nation-wide effort to expose students to high levels of mathematical reasoning and quantitative problem solving through practical applications.  Topics often include applications in business, science and social sciences.  We have approximately 300 students enrolled in this course district wide.<br />\r\n<br />\r\nPlease be sure to write:<br />\r\nAttn: MaryEllen Brown HS Math Adoption<br />\r\non the address label of material',1),(39,NULL,'2012-10-22 17:02:43','Dave Balcom','Director of Secondary Education','dbalcom@mlsd.wednet.edu','509-766-2650 ','Morning','Moses Lake School District','','W 920 Ivy','','Moses lake','WA','98837','Language Arts','Anthology and Grammar Texts',NULL,'6 - 12','2012-11-21','Science','Hol Student Access',NULL,'9-12','2012-11-01','None','',NULL,'','0000-00-00','2013-14','2013-05-15','',1),(40,NULL,'2012-11-09 17:52:20','Michelle Lewis','Curriculum Coordinator','Michellel@spokaneschools.org','509-354-7294 ','Morning','Spokane Public Schools','Libby Center','2900 East First','Room 214 Attn: Mary Ellen Brown','Spokane','WA','99202','Social Studies','AP United States Government and Politics',NULL,'12','2012-11-30','Social Studies','Civics',NULL,'12','2012-11-30','None','',NULL,'','0000-00-00','2013-14','2013-03-15','We are in the process of creating two separate courses.  Materials for the AP United States Government and Politics need to address the course objectives of the College Board’s course.  Materials for the Civics course should be appropriate for senior level readers and cover the following topics: Constitutional and Economic Underpinnings of US Government; Political Beliefs & Behaviors; Political Parties, Interest Groups & Mass Media; Institutions of Government; Public Policy;  and Civil Rights and Liberties.',1),(41,NULL,'2012-11-20 20:09:34','Kyndahl Carlson','Administrative Assistant - Purchasing','kcarlson@tahomasd.us','425-413-3427 ','Any Time','Tahoma School District','Tahoma School District','25720 Maple Valley Black Diamond RD SE','','Maple valley','WA','98038','Science','MS Life Science aligned with Next Generation Science Standards Framework',NULL,'Grade 7','2012-11-25','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2012-13','2012-12-20','Tahoma would like to review Middle School Life Science resources aligned with Next Generation Science Standards Framework.  Shipping questions please contact Kyndahl Carlson above.  Specific adoption questions please contact Dawn Wakeley at dwakeley@tahomasd.us.',1),(42,NULL,'2012-11-21 17:43:12','Carolyn Treleven','Executive Director, Teaching and Learning','ctreleven@fpschools.org','253-298-3006 ','Any Time','Franklin Pierce Schools','Franklin Pierce Schools','315 S 129th','','Tacoma','WA','98444','Math','core programs',NULL,'K-5','2012-12-14','Math','Intensive Intervention materials',NULL,'K-5','2012-12-14','None','',NULL,'','0000-00-00','2011-12','2013-04-30','Please send no more than one set of sample materials per grade level at this time.',1),(43,NULL,'2012-11-26 22:15:59','Michelle Daml','Curriculum Coordinator','michelle.daml@k12northstar.org','907-452-2000 ext11419','Any Time','Fairbanks North Star Borough School District','','520 5th Ave','','Fairbanks','AL','99701','Social Studies','Social Studies',NULL,'K-12','2013-01-15','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2013-14','2013-04-30','The FNSBSD Curriculum Department is currently requesting K – 12 Social Studies materials to include core programs and supplemental materials.  Core materials must meet federal guidelines for being scientifically research based.  This research should be sent directly to Michelle Daml or Melanie Hadaway, 520 5th Avenue, Fairbanks, AK 99701. <br />\r\n<br />\r\nFNSBSD will accept one set of each company\'s materials, including ancillary materials such as teacher resources, manipulatives, workbooks, kits, adaptive resources, and technology components (see minimum technology requirements below) for each grade level being reviewed.  Please do not send anything that needs to be returned.  Clearly label packages with “SAMPLE MATERIALS”<br />\r\n<br />\r\nCore programs should include technology support for teachers and students; interventions appropriate for Tier II and Tier III, and differentiation strategies for advanced students.<br />\r\n<br />\r\nCorrelations to Alaska Standards are appreciated, but not mandatory at this phase of the review process.  <br />\r\n<br />\r\nMaterials should be sent to:<br />\r\nAttn:  Curriculum Department, 520 5th Ave, Fairbanks, AK 99701.<br />\r\nMaterials should arrive between Dec. 15, 2012 and Jan. 15, 2013, and will be reviewed in January and February of 2013 by a committee of Fairbanks teachers.  Proposed selection date is March 2013. <br />\r\n<br />\r\nSoftware and other technology components MUST have the following components: Mac: Must be able to run on PowerPC Mac’s (G4 or G5).  Must be compatible with OS 10.4 (tiger), 10.4.9 or higher.  Must be compatible with OS system 10.5 (Leopard).  PC: Pentium III 500Mz or better with 512 Mb or more RAM.  Must be compatible with Windows XP or higher<br />\r\n<br />\r\n<br />\r\nFor a copy of the current draft of the K – 12 curriculum, go to this link: <br />\r\n<br />\r\nhttp://www.k12northstar.org/departments/curriculum/curriculum-guides/social-studies',1),(44,NULL,'2012-11-27 22:36:48','Michelle Lewis','Curriculum Coordinator','Michellel@spokaneschools.org','509-354-7293 ','Any Time','Spokane Public Schools','Libby Center','2900 East 1st','Attn: Mary Ellen Brown','Spokane','WA','99202','Social Studies','AP US Government',NULL,'12','2012-12-06','Social Studies','Civics',NULL,'12','2012-12-06','Social Studies','Current World Affairs',NULL,'12','2012-12-06','2013-14','2012-12-06','We are one week away from beginning our material review cycle for three social studies courses: AP US Government, Civics and Current World Affairs.  To be a part of this adoption, please send six (6) examination copies of instructional materials.  These are all senior level courses.  This is a second  a request for materials in light of the small number of materials that have been submitted for our consideration.',1),(45,NULL,'2012-11-27 23:43:34','Kyndahl Carlson','Admin Assist - Purchasing','kcarlson@tahomasd.us','425-413-3427 ','Any Time','Tahoma School District','Central Services Center','25720 Maple Valley Black Diamond RD SE','','Maple valley','WA','98038','Math','Pre-Calculus',NULL,'12','2013-01-01','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2013-14','2013-02-01','We are looking for a book to follow the Holt Algebra 2 book that is the Pre-Calculus level of mathematics. It would be great to have on-line resources if possible.  The difficulty level needs to be higher than Algebra 2.  There does not need to be any trigonometry.<br />\r\nIt needs to cover functions,  polynomials, exponentials, logarithms ,and  rational functions.',1),(46,NULL,'2012-11-28 00:06:30','Kyndahl Carlson','Admin Assist - Purchasing','kcarlson@tahomasd.us','425-413-3427 ','Any Time','Tahoma School District','Central Services Center','25720 Maple Valley Black Diamond RD SE','','Maple valley','WA','98038','Math','Consumer Math - Spec Ed',NULL,'High School - Special Ed','2013-12-13','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2012-13','2012-12-31','The high school SPED team is working on a new course proposal.<br />\r\n <br />\r\nWe would like to create a consumer math class that covers things like:<br />\r\n <br />\r\n•	Family income<br />\r\n•	Budgets<br />\r\n•	Checking/Savings Accounts<br />\r\n•	Grocery shopping<br />\r\n•	Household expenses<br />\r\n•	Mortgages & home responsibilities<br />\r\n•	Utilities<br />\r\n•	Auto expenses<br />\r\n•	Life Insurance<br />\r\n•	Income Tax<br />\r\n<br />\r\nThe class would fulfill a math credit for special education students not progressing past pre-algebra.',1),(47,NULL,'2012-11-30 19:46:41','Samantha Wuttig','Special Education Content Coach','samantha.wuttig@k12northstar.org','907-452-2000 x11556','Any Time','Fairbanks North Star Borough School District','Special Education Department','520 Fifth Avenue','','Fairbanks','AK','99701','Special Education','ONLY Math Items',NULL,'K-12','2013-01-09','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2012-13','2013-04-01','The FNSBSD Special Education Department is currently requesting K – 12 math materials for our special education students.   The core materials and interventions must meet federal guidelines for being scientifically research based.  This research should be sent directly to Samantha Wuttig, Special Education Department, 520 5th Avenue, Fairbanks, AK 99701. <br />\r\n<br />\r\nFNSBSD will accept one set of each company\'s materials, including ancillary materials such as teacher resources, manipulatives, workbooks, kits, adaptive resources, and technology components (see minimum technology requirements below) for each grade level being reviewed.  Please do not send anything that needs to be returned.  Clearly label packages with “SAMPLE MATERIALS”<br />\r\n<br />\r\nCore programs should include technology support for teachers and students; interventions appropriate for Tier II and Tier III, and differentiation strategies for advanced students.<br />\r\n<br />\r\nCorrelations to newly adopted Alaska Standards are appreciated, but not mandatory at this phase of the review process.  <br />\r\n<br />\r\nMaterials should be sent to:<br />\r\nAttn:  Special Education Department, 520 5th Ave, Fairbanks, AK 99701.<br />\r\nMaterials should arrive between Dec. 10, 2012 and Jan. 9, 2013, and will be reviewed in January through March of 2013 by a committee of Fairbanks teachers.  Proposed selection date is April 2013. <br />\r\n<br />\r\nSoftware and other technology components MUST have the following components: Mac: Must be able to run on PowerPC Mac’s (G4 or G5).  Must be compatible with OS 10.4 (tiger), 10.4.9 or higher.  Must be compatible with OS system 10.5 (Leopard).  PC: Pentium III 500Mz or better with 512 Mb or more RAM.  Must be compatible with Windows XP or higher<br />\r\n<br />\r\n<br />\r\nFor a copy of the current of the K – 12 math curriculum, go to this link: <br />\r\n<br />\r\nhttp://www.k12northstar.org/departments/curriculum/curriculum-guides/mathematics',1),(50,NULL,'2012-12-11 00:24:34','Nancy Stewart','Health and Technology Specialist','stewartn2@issaquah.wednet.edu','425-837-7147 ','Morning','Issaquah','Administration Building','565 NW Holly Street','','Issaquah','WA','98027','Health/PE','Health',NULL,'Gr 6 - 8','2013-01-23','PE','PE',NULL,'Gr 6 - 12','2013-01-23','None','',NULL,'','0000-00-00','2013-14','2013-07-10','December 10, 2012<br />\r\n<br />\r\n<br />\r\nDear Publisher Representative:<br />\r\n<br />\r\nThe Issaquah School District is currently in the process of selecting secondary PE curriculum for grades 6 through 12 and Health curriculum for grades 6 through 8.<br />\r\n<br />\r\nDuring this adoption process, district policy requires that you not contact any district personnel, except for the person responsible for coordinating the materials review. Failure to comply with this request will result in disqualification for your company for the review and adoption process.<br />\r\n<br />\r\nThe district is aware of the great variety of materials available and is investigating them at this time. We are seeking materials that:<br />\r\n<br />\r\n	Utilize best practices and research on student achievement in fitness and health<br />\r\n	Utilize technology<br />\r\n	Align with State Standards and Grade Level Expectations <br />\r\n	Promote standards-based practices in instruction and assessment<br />\r\n	Support culturally relevant teaching<br />\r\n	Are gender and bias free<br />\r\n<br />\r\nIf you have materials that fit the description above, please contact Nancy Stewart, Health and Technology Specialist, at 425-837-7147 to arrange for a review. All materials must be received at the district prior to January 23, 2013, at 4:00 pm.<br />\r\n<br />\r\nThank you for your assistance.<br />\r\n<br />\r\nSincerely,<br />\r\n<br />\r\n<br />\r\n<br />\r\nEmilie Hard<br />\r\nExecutive Director<br />\r\nTeaching and Learning Services',1),(51,NULL,'2012-12-11 00:30:28','Alexis Davison','Health/CTE Curriculum Specialist','davisona@issaquah.wednet.edu','425-837-7633 ','Morning','Issaquah','Administration','565 NW Holly Street','','Issaquah','WA','98027','Health/PE','Family Health',NULL,'Gr 10','2013-01-23','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2013-14','2013-07-10','December 10, 2012<br />\r\n<br />\r\n<br />\r\nDear Publisher Representative:<br />\r\n<br />\r\nThe Issaquah School District is currently in the process of selecting Family Health curriculum for grade 10.<br />\r\n<br />\r\nDuring this adoption process, district policy requires that you not contact any district personnel, except for the person responsible for coordinating the materials review. Failure to comply with this request will result in disqualification for your company for the review and adoption process.<br />\r\n<br />\r\nThe district is aware of the great variety of materials available and is investigating them at this time. We are seeking materials that:<br />\r\n<br />\r\n	Utilize best practices and research on student achievement in fitness and health<br />\r\n	Utilize technology<br />\r\n	Align with State Standards and Grade Level Expectations <br />\r\n	Promote standards-based practices in instruction and assessment<br />\r\n	Support culturally relevant teaching<br />\r\n	Are gender and bias free<br />\r\n<br />\r\nIf you have materials that fit the description above, please contact Alexis Davison, Health/CTE Curriculum Specialist, at 425-837-7633 to arrange for a review. All materials must be received at the district prior to January 23, 2013, at 4:00 pm.<br />\r\n<br />\r\nThank you for your assistance.<br />\r\n<br />\r\nSincerely,<br />\r\n<br />\r\n<br />\r\n<br />\r\nEmilie Hard<br />\r\nExecutive Director<br />\r\nTeaching and Learning Services',1),(52,NULL,'2012-12-11 23:39:07','James Fry','Exec. Dir. Teaching & Learning','fryj@csdk12.org','509-758-5538 ','Afternoon','Clarkston School District','Clarkston High School','1294 Chestnut Street','','Clarkston','WA','99403','World Language','Spanish Textbooks 1-4',NULL,'High School','2013-01-18','World Language','French Textbook 1-4',NULL,'High School','2013-01-18','World Language','German Textbook 1-4',NULL,'High School','2013-01-18','2012-13','2013-04-01','',1),(53,NULL,'2013-01-10 17:06:01','Sharon Stewart','Assistant to Curriculum Director','sstewart@cheneysd.org','509-559-4559 ','Any Time','Cheney Public Schools','Administration Building','12414 S. Andrus Road','','Cheney','WA','99004','Fine Arts','Instrumental Band/Orchestra Methods Books',NULL,'Secondary','2013-02-01','None','Choral Sight Reading Methods Books',NULL,'','2013-02-01','None','',NULL,'','0000-00-00','2013-14','2013-04-30','Music Adption',1),(54,NULL,'2013-01-10 18:21:59','Lillie Gray','(DPO/Buyer)','lillie.gray@state.or.us','503-947-5647 ','Any Time','ODE - Department of Education','ODE - Office of Student Learning and Partnerships','Public Service BLDG, 3RD FLR','255 Capitol ST','Salem','OR','97310','Assessment','computer adaptive formative and summative student  assessment for students in alternative programs',NULL,'alternative programs','2013-01-24','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2012-13','2013-01-31','ODE-1250-12 <br />\r\nThe Oregon Department of Education (ODE), Office of Finance and Administration (OFA), <br />\r\nProcurement Services Unit, on behalf of the Office of Student Learning and Partnership <br />\r\n(OSLP), hereinafter referred to as \"Agency,\" seeks Proposals from qualified individuals, <br />\r\ncompanies and organizations to provide a computer adaptive formative and summative student <br />\r\nassessment for students in alternative programs. <br />\r\n<br />\r\nThe initial term of the resulting Contract(s) will be from the Contract\'s effective date <br />\r\nthrough June 30, 2017. <br />\r\n<br />\r\nThe total value of the contract(s) awarded pursuant to this RFP not to exceed is expected <br />\r\nto be $100,000.00. Funding is contingent upon approval by the Legislative Assembly of <br />\r\nappropriations, limitations, or other expenditure authority.',1),(55,NULL,'2013-01-18 17:34:03','Shirlene Forgey','Secretary','sforgey@psd1.org','509-546-2659 ','Any Time','Pasco School District','Pasco School District','1215 W Lewis','','Pasco','WA','99301','Health/PE','Multple grade level books to review, 6, 7, 8, and H.S.  Strong literacy component, Spanish and English, interactive supplemental',NULL,'6-12','2013-02-01','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2013-14','2013-05-30','Our school community consists of 72% hispanics, therefore, having Spanish components are a must.  Differentiated strategies within the curriculum area also wanted.  Once we choose we would like a Rep to come and demonstrate resources and components of the curriculum.',1),(56,NULL,'2013-01-24 22:08:03','Karin Ray','Elementary Curriculum Coordinator','KarinR@spokaneschools.org','509-354-5945 ','Any Time','Spokane Public School','District Office','200 North Bernard','','Spokane','WA','99201','Language Arts','Grammar',NULL,'K-8','2013-02-15','Language Arts','Vocabulary',NULL,'K-8','2013-02-15','None','',NULL,'','0000-00-00','2012-13','2013-06-14','We are looking for curriculum or supplemental materials to support the new Common Core State Language Standards - specifically looking at vertically aligned materials in grammar and vocabulary.',1),(57,NULL,'2013-01-24 22:17:47','Michelle Lewis','Secondary Curriculum Coordinator','Michellel@spokaneschools.org','509-354-7294 ','Any Time','Spokane Public Schools','District Office','200 N Bernard','','Spokane','WA','99201','Language Arts','World Mythology',NULL,'12','2013-02-15','Language Arts','Bible as/in Literature',NULL,'12','2013-02-15','None','',NULL,'','0000-00-00','2013-14','2013-05-17','We are currently requesting resources to support a new course, Bible as/in Literature and an exisiting course, World Mythology.  Both courses will be for senior level students and college level texts will be considered.  The courses will be adopted for the 2013-2014 school year.<br />\r\n<br />\r\nPlease send three copies of any resource for consideration.',1),(58,NULL,'2013-01-25 22:09:57','Roni Rumsey','Dir. Teaching Learning Assessment','roni_rumsey@eatonville.wednet.edu','360-879-1036 ','Any Time','Eatonville School District','','Po Box 69','200 Lynch St','Eatonville','WA','98328','Science','Earth Science 6-8',NULL,'Middle School','2013-02-15','Science','Phyical Science',NULL,'Middle school','2013-02-15','None','',NULL,'','0000-00-00','2013-14','2013-06-07','Looking for science materials (kits and texts) that support what is coming in NGSS.',1),(59,NULL,'2013-01-30 17:56:29','Debbie Nye','Secondary Science Specialist','nyed@issaquah.wednet.edu','425-837-7618 ','Morning','Issaquah School District','Issaquah School District/D Nye','565 NW Holly Street','','Issaquah','WA','98027','Science','Biodiversity and Lab Concepts',NULL,'Gr 9-12','2013-02-20','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2013-14','2013-06-05','January 30, 2013<br />\r\n<br />\r\nDear Publisher Representative:<br />\r\n<br />\r\nThe Issaquah School District is currently in the process of selecting a Biodiversity and Lab Concepts curriculum for the high school level.<br />\r\n<br />\r\nDuring this adoption process, district policy requires that you not contact any district personnel, except for the person responsible for coordinating the materials review. Failure to comply with this request will result in disqualification for your company for the review and adoption process.<br />\r\n<br />\r\nThe district is aware of the great variety of materials available and is investigating them at this time. We are seeking materials that:<br />\r\n<br />\r\n* Utilize best practices and research on student achievement<br />\r\n* Is Inquiry and application-based<br />\r\n* Align with Common Core Standards (ELA in Science) and National Science Framework<br />\r\n* Promote standards-based practices in instruction and assessment<br />\r\n* Support culturally relevant teaching<br />\r\n* Are gender and bias free<br />\r\n<br />\r\nIf you have materials that fit the description above, please contact Debbie Nye, Secondary Science Specialist, at 425-837-7618 to arrange for a review. All materials must be received at the district prior to February 20, 2013 at 4:00 pm.<br />\r\n<br />\r\nThank you for your assistance.<br />\r\n<br />\r\nSincerely,<br />\r\n<br />\r\nEmilie Hard<br />\r\nExecutive Director<br />\r\nTeaching and Learning Services',1),(60,NULL,'2013-01-30 20:22:03','ALISON WISEMAN','ADMIN ASST','alison.wiseman@tumwater.k12.wa.us','360-709-7036 ','Morning','TUMWATER SCHOOL DISTRICT','','621 LINWOOD AVE SW','','Tumwater','WA','98512','Science','Physics',NULL,'High School','2013-02-28','Science','AP Biology',NULL,'High School','2013-02-28','None','',NULL,'','0000-00-00','2013-14','2013-06-14','',1),(61,NULL,'2013-02-11 22:07:49','Jane Butler','Administrative Assistant','butler.jane@evsd90.wednet.edu','509-573-7326 ','Any Time','East Valley School District No. 90','','2002 Beaudry Rd.','','Yakima','WA','98901','Social Studies','Civics, World History, Economics, US History/Government',NULL,'9-12','2013-02-18','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2013-14','2013-05-15','',1),(62,NULL,'2013-02-14 18:29:41','Kristin Lawrence','Special Education Program Administrator','kristin.lawrence@esd112.org','360-600-6251 ','Morning','Educational Service District 112','ESD 112','2500 NE 65 Ave','','Vancouver','WA','986616812','Math','Basic Algebra for Special Education - Linked to CCSS',NULL,'9-12','2013-03-11','Math','Basic Geometry for Special Education- Linked to CCSS',NULL,'9-12','2013-03-11','None','',NULL,'','0000-00-00','2012-13','2013-05-17','',1),(63,NULL,'2013-02-28 00:37:23','Betsy Hernandez','Secretary','hernandezb@issaquah.wednet.edu','425-837-7602 ','Any Time','Issaquah School District','Teaching and Learning Services','565 NW Holly Street','','Issaquah','WA','98027','Social Studies','World History - Ancient Civilizations (Earliest Civilizations through fall of Roman Empire), World History-600 CE-1600 CE (Europ',NULL,'Middle School','2013-04-01','Social Studies','World HIstory I (1450-1700), World History II (1700-1920), World History III (1920 to Present), AP/Honors World History, AP Euro',NULL,'High School','2013-04-01','None','',NULL,'','0000-00-00','2014-15','2014-06-01','February 27, 2013<br />\r\n<br />\r\nDear Publisher Representative:<br />\r\n<br />\r\nThe Issaquah School District is currently in the process of selecting secondary social studies curriculum for grades 6-12.<br />\r\n<br />\r\nDuring this adoption process, district policy requires that you not contact any district personnel, except for the person responsible for coordinating the materials review. Failure to comply with this request will result in disqualification for your company for the review and adoption process.<br />\r\n<br />\r\nThe district is aware of the great variety of materials available and is investigating them at this time. We are seeking materials that:<br />\r\n<br />\r\n Utilize best practices and research on student achievement<br />\r\n Align with Common Core Standards, ELA/Social Studies and Grade Level Expectations for Washington State for Social Studies<br />\r\n Promote standards-based practices in instruction and assessment<br />\r\n Support culturally relevant teaching<br />\r\n Are gender and bias free<br />\r\n<br />\r\nIf you have materials that fit the description above, please contact Betsy Hernandez, at 425-837-7602 to arrange for a review. All materials must be received at the district prior to April 1, 2013 at 4:00 pm.<br />\r\n<br />\r\nThank you for your assistance.<br />\r\n<br />\r\nSincerely,<br />\r\n<br />\r\n<br />\r\nEmilie Hard<br />\r\nExecutive Director<br />\r\nTeaching and Learning Services',1),(64,NULL,'2013-03-01 18:27:34','Wendy Nyberg','Purchasing Agent','purchasing@asdk12.org','907-742-8622 ','Morning','Anchorage School District','','Warehouse/Receiving','4919 Van Buren Street','Anchorage','AK','99517','Social Studies','High School Economics [Grades 9-12]',NULL,'9-12','2013-03-29','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2013-14','2013-07-18','Anchorage School District<br />\r\n<br />\r\nPurchasing Department<br />\r\n4919 Van Buren Street<br />\r\nAnchorage, Alaska  99517-3137<br />\r\n<br />\r\nMarch 1, 2013<br />\r\n<br />\r\nINVITATION TO SUBMIT TEXTBOOKS AND/OR INSTRUCTIONAL MATERIALS<br />\r\nFOR EVALUATION AND POSSIBLE ADOPTION<br />\r\n<br />\r\nNOTICE IS HEREBY GIVEN that the Anchorage School District is requesting the submission of textbooks, instructional materials, and information pertaining to the curriculum review process.<br />\r\n<br />\r\nITS 2013-02<br />\r\nHIGH SCHOOL ECONOMICS<br />\r\n<br />\r\nSubmissions are due prior to 3:00 p.m., Alaska Standard Time, March 29, 2013.<br />\r\n<br />\r\nThis Invitation to Submit (.pdf) is available electronically at the District’s Purchasing website: http://www.asdk12.org/depts/purchasing/',1),(65,NULL,'2013-03-01 20:28:57','Wendy Nyberg','Purchasing Agent','purchasing@asdk12.org','907-742-8622 ','Morning','Anchorage School District','','Warehouse/Receiving','4919 Van Buren Street','Anchorage','AK','99517','Social Studies','High School Consumer Economics [Grades 9-12]',NULL,'9-12','2013-03-29','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2013-14','2013-07-18','Anchorage School District<br />\r\n<br />\r\nPurchasing Department<br />\r\n4919 Van Buren Street<br />\r\nAnchorage, Alaska  99517-3137<br />\r\n<br />\r\nMarch 1, 2013<br />\r\n<br />\r\nINVITATION TO SUBMIT TEXTBOOKS AND/OR INSTRUCTIONAL MATERIALS<br />\r\nFOR EVALUATION AND POSSIBLE ADOPTION<br />\r\n<br />\r\nNOTICE IS HEREBY GIVEN that the Anchorage School District is requesting the submission of textbooks, instructional materials, and information pertaining to the curriculum review process.<br />\r\n<br />\r\nITS 2013-03<br />\r\nHIGH SCHOOL CONSUMER ECONOMICS<br />\r\n<br />\r\nSubmissions are due prior to 3:00 p.m., Alaska Standard Time, March 29, 2013.<br />\r\n<br />\r\nThis Invitation to Submit (.pdf) is available electronically at the District’s Purchasing website: http://www.asdk12.org/depts/purchasing/',1),(66,NULL,'2013-03-04 20:59:33','Wendy Nyberg','Purchasing Agent','purchasing@asdk12.org','907-742-8622 ','Morning','Anchorage School District','','Warehouse/Receiving','4919 Van Buren Street','Anchorage','AK','99517','Social Studies','High School Ancient Civilizations [Grades 9-12]',NULL,'9-12','2013-04-01','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2013-14','2013-07-18','Anchorage School District<br />\r\nPurchasing Department<br />\r\n4919 Van Buren Street<br />\r\nAnchorage, Alaska  99517-3137<br />\r\n<br />\r\nMarch 4, 2013<br />\r\n<br />\r\nINVITATION TO SUBMIT TEXTBOOKS AND/OR INSTRUCTIONAL MATERIALS<br />\r\nFOR EVALUATION AND POSSIBLE ADOPTION<br />\r\n<br />\r\nNOTICE IS HEREBY GIVEN that the Anchorage School District is requesting the submission of textbooks, instructional materials, and information pertaining to the curriculum review process.<br />\r\n<br />\r\nITS 2013-04<br />\r\nHIGH SCHOOL ANCIENT CIVILIZATIONS<br />\r\n<br />\r\nSubmissions are due prior to 3:00 p.m., Alaska Standard Time, April 1, 2013.<br />\r\n<br />\r\nThis Invitation to Submit (.pdf) is available electronically at the District’s Purchasing website: http://www.asdk12.org/depts/purchasing/',1),(67,NULL,'2013-03-05 00:35:44','Wendy Nyberg','Purchasing Agent','purchasing@asdk12.org','907-742-8622 ','Morning','Anchorage School District','','Warehouse/Receiving','4919 Van Buren Street','Anchorage','AK','99517','Social Studies','High School Global Geography [Grades 9-12]',NULL,'9-12','2013-04-01','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2013-14','2013-07-18','Anchorage School District<br />\r\nPurchasing Department<br />\r\n4919 Van Buren Street<br />\r\nAnchorage, Alaska  99517-3137<br />\r\n<br />\r\nMarch 4, 2013<br />\r\n<br />\r\nINVITATION TO SUBMIT TEXTBOOKS AND/OR INSTRUCTIONAL MATERIALS<br />\r\nFOR EVALUATION AND POSSIBLE ADOPTION<br />\r\n<br />\r\nNOTICE IS HEREBY GIVEN that the Anchorage School District is requesting the submission of textbooks, instructional materials, and information pertaining to the curriculum review process.<br />\r\n<br />\r\nITS 2013-05<br />\r\nHIGH SCHOOL GLOBAL GEOGRAPHY<br />\r\n<br />\r\nSubmissions are due prior to 3:00 p.m., Alaska Standard Time, April 1, 2013.<br />\r\n<br />\r\nThis Invitation to Submit (.pdf) is available electronically at the District’s Purchasing website: http://www.asdk12.org/depts/purchasing/',1),(68,NULL,'2013-03-05 22:35:09','Wendy Nyberg','Purchasing Agent','purchasing@asdk12.org','907-742-8622 ','Morning','Anchorage School District','','Warehouse/Receiving','4919 Van Buren Street','Anchorage','AK','99517','Social Studies','High School Alaska History [Grades 9-12]',NULL,'9-12','2013-04-02','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2013-14','2013-07-18','Anchorage School District<br />\r\nPurchasing Department<br />\r\n4919 Van Buren Street<br />\r\nAnchorage, Alaska  99517-3137<br />\r\n<br />\r\nMarch 5, 2013<br />\r\n<br />\r\nINVITATION TO SUBMIT TEXTBOOKS AND/OR INSTRUCTIONAL MATERIALS<br />\r\nFOR EVALUATION AND POSSIBLE ADOPTION<br />\r\n<br />\r\nNOTICE IS HEREBY GIVEN that the Anchorage School District is requesting the submission of textbooks, instructional materials, and information pertaining to the curriculum review process.<br />\r\n<br />\r\nITS 2013-06<br />\r\nHIGH SCHOOL ALASKA HISTORY<br />\r\n<br />\r\nSubmissions are due prior to 3:00 p.m., Alaska Standard Time, April 2, 2013.<br />\r\n<br />\r\nThis Invitation to Submit (.pdf) is available electronically at the District’s Purchasing website: http://www.asdk12.org/depts/purchasing/',1),(69,NULL,'2013-04-11 15:09:51','Travis G Smith','Curriculum Supervisor','travis.smith@tumwater.k12.wa.us','360-709-7044 ','Any Time','Tumwater School District','','621 Linwood Ave. SW','','Tumwater','WA','98512','Math','High School Statistics',NULL,'10-12','2013-04-19','Math','Supplemental Intervention Math Materials',NULL,'6-8','2013-04-19','None','',NULL,'','0000-00-00','2013-14','2013-05-17','',1),(70,NULL,'2013-04-12 18:31:38','Travis G Smith','Curriculum Supervisor','travis.smith@tumwater.k12.wa.us','360-709-7044 ','Any Time','Tumwater School District','','621 Linwood Ave. SW','','Tumwater','WA','98512','Science','Astronomy',NULL,'6-8','2013-04-23','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2013-14','2013-05-24','',1),(71,NULL,'2013-04-17 20:26:40','Genevieve Ramsey','Literacy Facilitator','genevieve.ramsey@rentonschools.us','425-204-2332 ','Morning','Renton School District','Kohlwes Education Center','300 S.W. 7th St.','','Renton','WA','98057','Social Studies','Washington State History',NULL,'7th','2013-05-05','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2011-12','2013-07-31','',1),(72,NULL,'2013-04-29 17:57:57','Dave Holmes','Assistant Superintendent of Teaching & Learning','dave.holmes@lacenterschools.org','360-263-2131 ','Morning','La Center School District','','725 Highland Road','','La center','WA','98629','Math','Math',NULL,'K - 12','2013-06-14','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2013-14','2013-09-01','',1),(73,NULL,'2013-05-21 21:49:02','Natalie Kohler','Curriculum Admin Secretary','nkohler@kpbsd.k12.ak.us','907-714-8885 ','Morning','Kenai Peninsula Borough School District','','148 N. Binkley','','Soldotna','AK','99669','Social Studies','Online links to materials only',NULL,'K-5, 6-12, K12','2013-06-07','Science','Online links to materials only',NULL,'K-5, 6-12, K12','2013-06-07','None','',NULL,'','0000-00-00','2014-15','2013-12-20','At this time we only want to look at links to your materials.  We will choose what companies we want to look at samples from in August.',1),(74,NULL,'2013-07-22 21:09:11','Christine Avery','Director of Curriculum & Professional Development','averycm@mukilteo.wednet.edu','425-356-1233 ','Morning','Mukilteo School District','Lake Stickney','1625 Madison Way','','Lynnwood','WA','98087','World Language','Spanish, German, French',NULL,'9-12','2013-09-30','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2014-03-15','',1),(75,NULL,'2013-08-01 18:43:48','Dana Rosenbach','Executive Director of Leadership and Learning','drosenbach@longview.k12.wa.us','360-575-7019 ','Morning','Longview School District','','2715 Lilac','','Longview','WA','98632','Language Arts','ELA CCSS aligned materials',NULL,'K-5','2013-09-10','Language Arts','ELA CCSS aligned materials',NULL,'9-12','2013-09-10','None','',NULL,'','0000-00-00','2014-15','2014-02-27','We are doing a literacy adoption.',1),(76,NULL,'2013-08-06 22:39:46','Natalie Kohler','Curriculum Secretary','nkohler@kpbsd.k12.ak.us','907-714-8885 ','Morning','Kenai Peninsula Borough School District','','148 N. Binkley','','Soldotna','AK','99669','Science','2nd generation standards material',NULL,'k-12','2013-08-30','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2013-11-01','This is a second request. KPBSD would like to see 2nd generation core curriculum materials. Elementary, Middle, and Secondary.  Please send links to your materials ONLY at this time',1),(77,NULL,'2013-09-12 22:32:15','ALISON WISEMAN','ADMIN ASST','alison.wiseman@tumwater.k12.wa.us','360-709-7036 ','Morning','TUMWATER SCHOOL DISTRICT','','621 LINWOOD AVE SW','','Tumwater','WA','98512','Social Studies','AP HISTORY',NULL,'HIGH SCHOOL','2013-11-15','Social Studies','WORLD HISTORY',NULL,'HIGH SCHOOL','2013-11-15','Social Studies','US HISTORY',NULL,'HIGH SCHOOL','2013-11-15','2013-14','2014-04-20','',1),(78,NULL,'2013-09-18 19:57:37','Nancy Stewart','Health/PE Specialist','stewartn@issaquah.wednet.edu','425-837-7147 ','Any Time','Issaquah School District','Teaching and Learning Services','565 NW Holly Street','','Issaquah','WA','98027','Health/PE','Non-Fiction Health/PE Related Literature',NULL,'K-5','2013-10-23','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2014-04-01','September 18, 2013<br />\r\n<br />\r\nDear Publisher Representative:<br />\r\n<br />\r\nThe Issaquah School District is currently in the process of selecting K-5 non-fiction literature on health and fitness related topics.<br />\r\n<br />\r\nDuring this adoption process, district policy requires that you not contact any district personnel, except for the person responsible for coordinating the materials review. Failure to comply with this request will result in disqualification for your company for the review and adoption process.<br />\r\n<br />\r\nThe district is aware of the great variety of materials available and is investigating them at this time. We are seeking materials that:<br />\r\n<br />\r\n Utilize best practices and research on student achievement in health and fitness<br />\r\n Align with State Standards and Grade Level Expectations for health and fitness<br />\r\n Promote standards-based practices in instruction<br />\r\n Support culturally relevant teaching<br />\r\n Are gender and bias free<br />\r\n<br />\r\nIf you have materials that fit the description above, please contact Nancy Stewart, Health/PE Curriculum Specialist, at 425-837-7147 to arrange for a review. All materials must be received at the district prior to October 23, 2013, at 4:00 pm.<br />\r\n<br />\r\nThank you for your assistance.<br />\r\n<br />\r\nSincerely,<br />\r\n <br />\r\nEmilie Hard<br />\r\nExecutive Director<br />\r\nTeaching and Learning Services',1),(79,NULL,'2013-09-18 20:36:47','Nancy Stewart','Health/PE Specialist','stewartn2@issaquah.wednet.edu','425-837-7147 ','Any Time','Issaquah School District','Teaching and Learning Services','565 NW Holly Street','','Issaquah','WA','98027','Health/PE','PE Curriculum',NULL,'K-5','2013-10-23','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2013-14','2014-04-01','September 18, 2013<br />\r\n<br />\r\nDear Publisher Representative:<br />\r\n<br />\r\nThe Issaquah School District is currently in the process of selecting K-5 Physical Education curriculum.<br />\r\n<br />\r\nDuring this adoption process, district policy requires that you not contact any district personnel, except for the person responsible for coordinating the materials review. Failure to comply with this request will result in disqualification for your company for the review and adoption process.<br />\r\n<br />\r\nThe district is aware of the great variety of materials available and is investigating them at this time. We are seeking materials that:<br />\r\n<br />\r\n  Utilize best practices and research on student achievement in fitness<br />\r\n  Align with State Standards and Grade Level Expectations for fitness<br />\r\n  Promote standards-based practices in instruction<br />\r\n  Support culturally relevant teaching<br />\r\n  Are gender and bias free<br />\r\n<br />\r\nIf you have materials that fit the description above, please contact Nancy Stewart, Health/PE Curriculum Specialist, at 425-837-7147 to arrange for a review. All materials must be received at the district prior to October 23, 2013, at 4:00 pm.<br />\r\n<br />\r\nThank you for your assistance.<br />\r\n<br />\r\nSincerely,<br />\r\n <br />\r\nEmilie Hard<br />\r\nExecutive Director<br />\r\nTeaching and Learning Services',1),(80,NULL,'2013-09-26 15:10:27','Linda Henderson','Secondary Language Arts Specialist','hendersonl@issaquah.wednet.edu','425-837-7603 ','Any Time','Issaquah','Admin/Teaching and Learning Services','565 NW Holly Street','','Issaquah','WA','98027','Social Studies','US History',NULL,'11','2013-10-15','Social Studies','Civics',NULL,'12','2013-09-15','None','',NULL,'','0000-00-00','2014-15','2014-06-18','September 26, 2013<br />\r\n<br />\r\n<br />\r\n<br />\r\nDear Publisher Representative:<br />\r\nThe Issaquah School District is currently in the process of selecting secondary social studies curriculum for US History for grade 11 and Civics for grade 12.<br />\r\n<br />\r\nDuring this adoption process, district policy requires that you not contact any district personnel, except for the person responsible for coordinating the materials review. Failure to comply with this request will result in disqualification for your company for the review and adoption process.<br />\r\n<br />\r\nThe district is aware of the great variety of materials available and is investigating them at this time. We are seeking materials that:<br />\r\n<br />\r\n Utilize best practices and research on student achievement<br />\r\n Align with Common Core Standards, ELA/Social Studies and Grade Level Expectations for Washington State for Social Studies<br />\r\n Promote standards-based practices in instruction and assessment<br />\r\n Support culturally relevant teaching<br />\r\n Are gender and bias free<br />\r\n<br />\r\nIf you have materials that fit the description above, please contact Linda Henderson, at 425-837-7603 to arrange for a review. All materials must be received at the district prior to October 15, 2013 at 4:00 pm.<br />\r\n<br />\r\nThank you for your assistance.<br />\r\n<br />\r\nSincerely,<br />\r\n <br />\r\n<br />\r\nEmilie Hard<br />\r\nExecutive Director<br />\r\nTeaching and Learning Services',1),(81,NULL,'2013-10-04 19:44:26','Lisa Bowen','Secondary Social Studies','lisabo@spokaneschools.org','509-354-5974 ','Any Time','Spokane Public Schools','Libby Center','2900 E First Ave','','Spokane','WA','99202','Social Studies','AP European History Textbook',NULL,'High School/College','2013-10-31','Social Studies','AP World History Textbook',NULL,'High School/College','2013-10-31','Social Studies','World History Textbook',NULL,'9/10th Grade','2013-10-31','2014-15','2014-04-01','Vendors must consider our district\'s materials request on the following website that you\'ll need to copy/paste in your browser:  <br />\r\nhttp://www.spokaneschools.org/cms/lib/WA01000970/Centricity/domain/3201/approved_curriculum_materials/curriculum_adoptions/SPS_Curriculum_Materials_Request_Sept%202013.pdf',1),(82,NULL,'2013-10-04 19:48:53','Lisa Bowen','Secondary Social Studies','lisabo@spokaneschools.org','509-354-5974 ','Any Time','Spokane Public Schools','Libby Center','2900 E First Ave','','Spokane','WA','99202','Social Studies','AP Human Geography',NULL,'High School/College','2013-10-31','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2014-04-01','Vendors must consider our district\'s materials request on the following website that you\'ll need to copy/paste in your browser:  <br />\r\nhttp://www.spokaneschools.org/cms/lib/WA01000970/Centricity/domain/3201/approved_curriculum_materials/curriculum_adoptions/SPS_Curriculum_Materials_Request_Sept%202013.pdf',1),(83,NULL,'2013-10-18 19:31:07','Eric Magi','Science Coordinator','ericm@spokaneschools.org','509-354-7358 ','Any Time','Spokane Public Schools','District office','200 N. Bernard','','Spokane','WA','99201','Science','Chemistry core text resources + electronic resources',NULL,'11-12','2013-11-13','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2014-01-30','',1),(84,NULL,'2013-10-18 19:34:36','Eric Magi','Science Coordinator','ericm@spokaneschools.org','509-354-7358 ','Any Time','Spokane Public Schools','District office','200 N. Bernard','','Spokane','WA','99201','Science','Chemistry Core Materials',NULL,'11-12','2013-11-13','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2014-01-29','Please follow this link to find a document that outlines additional information about curriculum materials requested, including electronic resources needed and proposal guidelines for e-texts, instructional software, electronic resources, and technology tools.  This required document called \"SPS Curriculum Materials Requested\" can be found under the section with the same name.  Link: http://www.spokaneschools.org/Page/21277<br />\r\n<br />\r\nPLEASE IGNORE PREVIOUS REQUEST',1),(85,NULL,'2013-10-21 23:25:36','Eric Magi','Science Coordinator','ericm@spokaneschools.org','509-354-7358 ','Any Time','Spokane Public Schools','Central Office','200 N. Bernard','','Spokane','WA','99224','Science','Physics text and associated resources',NULL,'11th-12th','2013-11-13','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2011-12','2014-01-29','Please follow this link to find a document that outlines additional information about curriculum materials requested, including electronic resources needed and proposal guidelines for e-texts, instructional software, electronic resources, and technology tools.  This required document called \"SPS Curriculum Materials Requested\" can be found under the section with the same name.  Link: http://www.spokaneschools.org/Page/21277',1),(86,NULL,'2013-11-04 22:45:48','Georgia Lindquist','Curriculum Specialist','glindquist@everettsd.org','425-385-4064 ','Any Time','Everett Public Schools','Please contact Georgia Lindquist for more information about location for materials delivery.','Please contact Georgia Lindquist for more information about location for materials delivery.','','Everett','WA','98201','Language Arts','Instructional resources. Please see \"Additional Information\" below.',NULL,'6 - 12','2013-11-27','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2014-04-15','Everett Public Schools is doing a secondary English Language Arts adoption with new materials to be implemented in the fall of 2014. The grade levels are middle school (6, 7, 8) and high school (9, 10, 11, 12). We are looking for materials that meet these criteria: free of bias; full alignment with Common Core State Standards (integration of Reading, Writing, Language, and Speaking/Listening strands); alignment with research-based practices in literacy instruction and assessment; standards-aligned, leveled formative and summative assessment resources; inclusion of resources for enrichment, as well as intervention, support, and accessibility to special populations (SpEd and ELL); print and digital instructional resources and online textbook; strong vertical cohesion through the grades; support for students and parents outside the classroom.',1),(87,NULL,'2013-11-12 21:56:28','Susan Johnston','Buyer','procurementservices@seattleschools.org','206-252-0569 ','Morning','Seattle Schools District #`','','22445 3rd Avenue S','','Seattle','WA','98134','Math','Core K-5 Mathematics',NULL,'K - 5','2013-11-22','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2014-05-01','Please contact Procurementservices@seattleschools.org to receive a copy of RFI - reference RFI10318',1),(88,NULL,'2013-12-20 20:36:09','Charisse Berner','Director of Teaching and Learning','charisse.berner@bellinghamschools.org','360-676-6547 ','Any Time','Bellingham','Warehouse','317 Iowa Street','','Bellingham','WA','98225','Math','CCSS based; core materials for teachers and students',NULL,'PreK-5','2014-01-31','Math','CCSS based; core materials for teachers and students',NULL,'6th-8th grades','2014-01-31','Math','CCSS based; core materials for teachers and students',NULL,'Algebra 1, Geometry and Algebra 2','2014-01-31','2014-15','2014-03-27','Send two copies each of teacher resources and student materials including access to online resources.<br />\r\nSend list of district users; efficacy studies and Lexiles for materials.<br />\r\nCall for more details.<br />\r\nPublishers will be asked to take back samples at the end of the review process.',1),(89,NULL,'2014-01-02 15:12:50','Carolyn Treleven','Executive Director, Teaching and Learning','ctreleven@fpschools.org','253-298-3006 ','Any Time','Franklin Pierce Schools','Franklin Pierce Schools','312 S 129th St','','Tacoma','WA','98444','Math','Algebra 1, Geometry, Algebra 2, PreCalc, Calc',NULL,'High School','2014-01-20','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2013-14','2014-05-01','High School math adoption - Common Core designed materials only.',1),(90,NULL,'2014-01-06 23:16:09','Christine Moloney','Director of Instructional Leadership','molonecn@puyallup.k12.wa.us','253-840-8931 ','Morning','Puyallup School District','attn: Christine Moloney','302 2nd Street SE','','Puyallup','WA','98372','Science','K-5 Science Curriculum',NULL,'K-5','2014-01-17','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2014-02-05','Please be contact 253-840-8931 prior to sending materials. <br />\r\nWe are only looking for materials that are aligned with NGSS and Common Core State Standards.<br />\r\n<br />\r\nPlease be advised the address provided is a District business office and not a warehouse.',1),(91,NULL,'2014-01-06 23:16:09','Christine Moloney','Director of Instructional Leadership','molonecn@puyallup.k12.wa.us','253-840-8931 ','Morning','Puyallup School District','attn: Christine Moloney','302 2nd Street SE','','Puyallup','WA','98372','Science','K-5 Science Curriculum',NULL,'K-5','2014-01-17','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2014-02-05','Please be contact 253-840-8931 prior to sending materials. <br />\r\nWe are only looking for materials that are aligned with NGSS and Common Core State Standards.<br />\r\n<br />\r\nPlease be advised the address provided is a District business office and not a warehouse.',1),(92,NULL,'2014-01-08 19:38:46','Holly Stein','Project Consultant','Seattleliteracy@comcast.net','206-784-7797 ','Morning','Auburn School District','James Fugate Administrative Bldg','915 Fourth St. NW','Attn.:  Laurie Rogojin','Auburn','WA','98002','Language Arts','CCSS aligned ELA materials  for grades 9-12;',NULL,'9-12','2014-01-31','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2015-03-15','Materials should be delivered to the District Office.  Contact person for material delivery is:  Laurie Rogojin<br />\r\n<br />\r\nIn addition to more comprehensive reading/writing/discussion/media programs, we will consider a number of resources for stand alone 12th grade offerings,e.g., science fiction.  We also want to consider novels and readers.  The school district serves a student body with a wide range of needs.<br />\r\n<br />\r\nTimeline:  we would like rep demonstrations for committee in mid-Feb and mid-March.  Piloting will begin in late spring and continue through next winter. Decision and training will occur in the latter half of the 2014-15 school year.  Implementation to occur in 2015. Ultimately, the district will offer with a menu of options/resources for schools to use.',1),(93,NULL,'2014-01-21 23:56:23','Bob Hartman','Teacher','rhartman@tahomasd.us','emailonly','Any Time','Tahoma School District','Tahoma Senior High','18200 SE 240th St','','Covington','WA','98042','Math','Pre-Calculus',NULL,'10-12','2014-02-09','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2014-04-01','We are looking to preview Pre-Calculus textbooks for adoption next year that have online resources for students to access.  Please email Bob Hartman at the above address with any questions.',1),(94,NULL,'2014-01-29 21:13:05','Genevieve Ramsey','District Literacy/Social Studies Facilitator','genevieve.ramsey@rentonschools.us','425-204-2332 ','Morning','Renton School District','Kohlwes Education Center','300 SW 7th St.','','Renton','WA','98057','Social Studies','World History Materials',NULL,'10th','2015-02-18','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2017-05-31','We are looking for both World History materials that cover from early empires to modern times of time as well as supplemental materials that may focus on one time period or use a primary intstructional method.',1),(95,NULL,'2014-01-30 00:28:02','Linda McKay','Exec Directior Teaching and Learning','Lmckay@mlsd.wednet.edu','509-766-2650 ','Any Time','Moses Lake School District 161','Administration Center','920 W. Ivy Ave','','Moses lake','WA','98837','Language Arts','ELA Core materials',NULL,'6-10','2014-02-06','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2013-14','2014-05-01','If you have already submitted samples, please do not send duplicates. Do not contact school sites; Linda McKay is your sole source contact in MLSD.',1),(96,NULL,'2014-02-06 17:12:33','Michael Olsen','Principal/Director','molsen@sje.wednet.edu','509-657-3523 ','Any Time','Endicott School District','Endicott Elementary School','308 School Drive','','Endicott','WA','99125','Language Arts','Complete Commom Core Aligned Reading Curriculum',NULL,'K-5','2014-02-28','Other','Complete Common Core Aligned Wring Curriculum',NULL,'K-5','2014-02-28','None','',NULL,'','0000-00-00','2014-15','2014-05-23','We have multiage classrooms, so curriculum that works well with combo (K/1, 2/3, 4/5) classrooms is preferable.',1),(97,NULL,'2014-02-06 18:33:34','Michael Olsen','Principal/Director','molsen@sje.wednet.edu','509-657-3523 ','Any Time','Endicott School District','Endicott Elementary School','308 School Drive','','Endicott','WA','99125','Language Arts','CCSS Reading curriculum',NULL,'K-5','2014-02-28','Other','CCSS writing curriculum',NULL,'K-5','2014-02-28','None','',NULL,'','0000-00-00','2014-15','2014-05-23','',1),(98,NULL,'2014-02-11 23:36:29','Cynthia Russell','Administrative Assistant to Executive Director','russecm@puyallup.k12.wa.us','253-841-8716 ','Any Time','Puyallup School District','District Wide','302 2nd St SE','','Puyallup','WA','98372','Science','science materials for new adoption',NULL,'6th-8th','2014-02-25','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2014-04-15','',1),(99,NULL,'2014-04-01 23:27:41','Rachel Holliday','Purchasing Agent','holliday-mcmullen_ra@asdk12.org','907-742-8622 ','Morning','Anchorage School District','','Warehouse/Receiving','4919 Van Buren St','Anchorage','AK','99517','Science','High School AP Physics 1 & 2',NULL,'9-12','2014-04-25','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2014-07-01','Anchorage School District<br />\r\nPurchasing Department<br />\r\n4919 Van Buren Street<br />\r\nAnchorage, Alaska  99517-3137<br />\r\n<br />\r\nApril 1, 2014<br />\r\n<br />\r\nINVITATION TO SUBMIT TEXTBOOKS AND/OR INSTRUCTIONAL MATERIALS<br />\r\nFOR EVALUATION AND POSSIBLE ADOPTION<br />\r\nITS 2014-05 HIGH SCHOOL ADVANCED PLACEMENT (AP) PHYSICS 1 & 2<br />\r\n<br />\r\nNOTICE IS HEREBY GIVEN that the Anchorage School District is requesting the submission of textbooks, instructional materials, and information pertaining to the curriculum review process.<br />\r\n<br />\r\nITS 2014-05<br />\r\nHIGH SCHOOL ADVANCED PLACEMENT (AP) PHYSICS 1 & 2<br />\r\n<br />\r\nSubmissions are due prior to 3:00 p.m., Local Time, April 25, 2014.<br />\r\n<br />\r\nThis Invitation to Submit (.pdf) is available electronically at the District’s Purchasing website: http://www.asdk12.org/purchasing/',1),(100,NULL,'2014-04-01 23:31:25','Rachel Holliday','Purchasing Agent','holliday-mcmullen_ra@asdk12.org','907-742-8622 ','Morning','Anchorage School District','','Warehouse/Receiving','4919 Van Buren St','Anchorage','AK','99517','Science','High School AP Physics C',NULL,'9-12','2014-04-25','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2014-07-01','Anchorage School District<br />\r\nPurchasing Department<br />\r\n4919 Van Buren Street<br />\r\nAnchorage, Alaska  99517-3137<br />\r\n<br />\r\nApril 1, 2014<br />\r\n<br />\r\nINVITATION TO SUBMIT TEXTBOOKS AND/OR INSTRUCTIONAL MATERIALS<br />\r\nFOR EVALUATION AND POSSIBLE ADOPTION<br />\r\nITS 2014-06 HIGH SCHOOL ADVANCED PLACEMENT (AP) PHYSICS C<br />\r\n<br />\r\nNOTICE IS HEREBY GIVEN that the Anchorage School District is requesting the submission of textbooks, instructional materials, and information pertaining to the curriculum review process.<br />\r\n<br />\r\nITS 2014-06<br />\r\nHIGH SCHOOL ADVANCED PLACEMENT (AP) PHYSICS C<br />\r\n<br />\r\nSubmissions are due prior to 3:00 p.m., Local Time, April 25, 2014.<br />\r\n<br />\r\nThis Invitation to Submit (.pdf) is available electronically at the District’s Purchasing website: http://www.asdk12.org/purchasing/',1),(101,NULL,'2014-04-16 23:47:41','Natalie Kohler','Secretary/Curriculum','nkohler@kpbsd.k12.ak.us','907-714-8885 ','Morning','Kenai Penisula Borough School District','','148 N Binkley','','Soldotna','AK','99669','Science','Advance Placement Biology.  Full curriculum',NULL,'High School','2014-04-30','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2014-05-30','Only full curriculum, student text, teacher text (if available),digital materials.',1),(102,NULL,'2014-05-07 17:09:49','Kelly Wilcox','Administrative Assistant, Teaching & Learning','wilcoxk@skitsap.wednet.edu','360-874-7052 ','Any Time','South Kitsap','Administration','2689 Hoover Ave. SE','','Port orchard','WA','98366','Language Arts','Inclusive and stand alone programs',NULL,'K-12','2014-05-15','Language Arts','Hougton Mifflin anthologies and support matierals',NULL,'11-12','2014-05-15','Language Arts','newest edition of Holt ELA and support materials',NULL,'9-12','2014-05-15','2014-15','2015-01-01','Schools would like to begin piloting materials beginning Fall 2014 for possible adoption by Spring 2015',1),(103,NULL,'2014-05-27 19:59:44','Brian Sahler','Math Teacher','bsahler@pps.net','503-916-5280 ','Morning','Wilson High School','Wilson High School','1151 SW Vermont Ave','','Portland','OR','97219','Math','70 Practice of Statistics, 5th Edition',NULL,'High School','2014-08-22','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2014-08-01','Need a quote for total cost of 70 texts.<br />\r\n<br />\r\nCould you pretty please throw in a Teacher\'s Edition and a Teacher\'s Resource Binder??<br />\r\n<br />\r\nThanks,<br />\r\n<br />\r\nBrian Sahler<br />\r\nbsahler@pps.net',1),(104,NULL,'2014-06-20 20:28:13','LORI KNUDSON','DIRECTOR CURRICULUM & PROF. DEV.','lknudson@mv.k12.wa.us','360-428-6110 ','Any Time','Mount Vernon School District','','124 East Lawrence Street','SHIP TO: 2101 CLEVELAND AVE','Mount vernon','WA','98273','Math','ALL STU AND TCHR MATERIAL K-5',NULL,'K-5','2014-07-01','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2015-03-10','ADOPTION TEAM TO MEET 14/15.  PURCHASES TO BEGIN FOR 15/16 SCHOOL YEAR.<br />\r\nWOULD LIKE TO SEE \"EUREKA MATH\"',1),(105,NULL,'2014-06-20 20:33:21','Lori Knudson','Director Curriculum and Prof Dev','lknudson@mv.k12.wa.us','360-428-6110 ','Any Time','Mount Vernon School District','','124 E. Lawrence Street','SHIP TO: 2101 CLEVELAND AVE','Mount vernon','WA','98273','Math','all stu and techr material for 6-7-8',NULL,'6-7-8','2014-07-01','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2015-03-02','ADOPTION TEAM TO MEET 14/15.  PURCHASES TO BEGIN FOR 15/16 SCHOOL YEAR.',1),(106,NULL,'2014-06-20 20:39:34','Lori Knudson','Director Curriculum and Prof Dev.','lknudson@mv.k12.wa.us','360-428-6110 ','Any Time','Mount Vernon School District','','124 E. Lawrence Street','SHIP TO: 2101 CLEVELAND AVE','Mount vernon','WA','98273','Math','All stu and tchr material 9-12, and see notes below',NULL,'9-10-11-12','2014-07-01','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2015-03-02','ADOPTION TEAM TO MEET 14/15.  PURCHASES TO BEGIN FOR 15/16 SCHOOL YEAR.<br />\r\nWould also like to see:<br />\r\nAP Statistics<br />\r\n•	Stats Modeling the World 4th Edition – Bock, Velleman, DeVeaux – Pearson<br />\r\n•	The Practice of Statistics 5th Edition – Starnes, Tabor, Yates, Moore – Bedford Freeman Worth<br />\r\n•	Workshop Statistics 4th Edition – Rossman, Chance – John Wiley & Sons<br />\r\n•	Statistics: From Data to Decision 2nd Edition – Watkins, Scheaffer, Cobb – John Wiley & Sons<br />\r\n•	Statistics: Learning From Data 1st Edition – Peck, Olsen – Cengage Learning<br />\r\n<br />\r\n<br />\r\nAP Calculus<br />\r\n*Finney, Ross L., Franklin D. Demana, Bert K. Waits, and Daniel Kennedy. Calculus: A Complete Course, 2nd edition. Upper Saddle River, NJ: Prentice Hall.<br />\r\nFinney, Ross L., Franklin D. Demana, Bert K. Waits, and Daniel Kennedy. Calculus: Graphical, Numerical, Algebraic: AP Edition. Boston: Pearson Prentice Hall.<br />\r\nHughes-Hallett, Deborah, et al. Calculus: Calculus: Single and Multivariable, 6th edition. New York: John Wiley & Sons.<br />\r\nHughes-Hallett, Deborah, et al. Calculus: Single Variable, 6th edition. New York: John Wiley & Sons.<br />\r\nRogawski, Jon . Calculus: Early Transcendentals, 2nd edition. New York: W.H. Freeman and Company.<br />\r\nRogawski, Jon. Calculus: Traditional. New York: W.H. Freeman and Company.<br />\r\nRogawski, Jon. Single Variable Calculus: Early Transcendentals, 2nd edition. New York: W.H. Freeman and Company.<br />\r\nRogawski, Jon. Single Variable Calculus: Traditional. New York: W.H. Freeman and Company.<br />\r\nStewart, James. Calculus, 7th edition. Pacific Grove, CA: Brooks/Cole.',1),(107,NULL,'2014-06-23 16:54:56','lori knudson/susanne gaudette','director & assist for Curriculum & PD','lknudson@mv.k12.wa.us','360-428-6110 ','Any Time','MOUNT VERNON SCHOOL DISTRICT','','124 EAST LAWRENCE STREET','ship to 2101 Cleveland Ave','Mount vernon','WA','98273','Math','SPANISH MATERIAL',NULL,'K-5','2014-07-01','Math','SPANISH MATERIAL',NULL,'6-7-8','2014-07-01','Math','SPANISH MATERIAL',NULL,'9-10-11-12','0000-00-00','2014-15','2015-03-02','',1),(108,NULL,'2014-07-01 21:52:42','Dawn Wallace','Director of Instructional Support','wallaced@issaquahwednet.edu','425-837-7043 ','Morning','Issaquah','Administration','565 NW Holly Street','Attn: Dawn Wallace','Issaquah','WA','98027','None','Elementary/Secondary Music',NULL,'K-12','2014-11-14','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2015-04-22','June 30, 2014<br />\r\n<br />\r\nDear Publisher Representative:<br />\r\n<br />\r\nThe Issaquah School District is currently in the process of selecting Elementary and Secondary Music materials.<br />\r\n<br />\r\nDuring this adoption process it is requested that you do not contact any district personnel.  Failure to comply with this request could result in disqualification for your company for the review and adoption process.<br />\r\n<br />\r\nThe district is aware of the great variety of materials available and is investigating them at this time.  We are seeking materials that:<br />\r\n<br />\r\n- Utilize best practices and research on student achievement<br />\r\n- Align with National Music Education Standards and Washington State Standards<br />\r\n- Promote standards-based and researched-based practices in instruction and assessment<br />\r\n- Provide a comprehensive music program<br />\r\n- Support culturally relevant teaching<br />\r\n- Integrate technology into teaching and learning<br />\r\n- Are gender and bias free<br />\r\n<br />\r\nIf you have materials that fit the description above, please contact Dawn Wallace, Director of Instructional Support, at wallaced@issaquah.wednet.edu or (425) 837-7043.<br />\r\n<br />\r\nThank you for your assistance.<br />\r\n<br />\r\nSincerely,<br />\r\n <br />\r\nEmilie Hard<br />\r\nExecutive Director<br />\r\nTeaching and Learning Services',1),(109,NULL,'2014-07-30 20:08:53','Natalie Kohler','Curriculum Admin Sec.','nkohler@kpbsd.k12.ak.us','907-714-8885 ','Morning','Kenai Peninsula Borough School District','','148 N Binkley','','Soldotna','AK','99669','Science','Complete Science Instructional Program. Must be based on/or developed from NGSS and electronic files of the printed material mus',NULL,'K-5, 6-8, 9-12','2014-09-05','Other','Health Program aligned to Alaska State Standards, electronic files of the printed material must be available through NIMAC using',NULL,'K-5, 6-8, 9-12','2014-09-05','Other','Internet Safety curricululm, must be E-Rate compliant.  Electronic files of the printed material must be available through NIMAC',NULL,'K-5, 6-8, 9-12','2014-09-05','2014-15','2014-11-30','KPBSD is looking for full instructional programs.  Do not send or contact with supplemenatal materials offers.',1),(110,NULL,'2014-09-02 18:37:45','Melanie Hadaway','Secondary Curriculum Coordinator','melanie.hadaway@k12northstar.org','907-452-2000 ','Afternoon','Fairbanks North Star Borough SD','','520 5th Avenue','','English','AK','99707','Math','See attached',NULL,'9-12','2014-10-01','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2015-03-31','The FNSBSD Curriculum Department is currently requesting 9-12 mathematics to include textbooks, supplemental materials, online resources and kits.  Materials will be reviewed beginning October 1, 2014 with a proposed selection date in March of 2015.  We will accept one set of each company’s materials, including ancillary materials such as teacher resources, workbooks, kits and technology components.  We are also interested in previewing e-textbooks. Please send online access instructions if applicable.  Do not send anything that must be returned.  Correlations to Alaska State Standards are appreciated; if not aligned to AKSS, correlation to Common Core State Standards is mandatory.<br />\r\n<br />\r\nSoftware and other technology components MUST meet the following requirements:<br />\r\nMac – Must be able to run on an Intel or Universal Binary Architecture.  Must be compatible with OS 10.5 or higher.  No Power PC applications.  PC:  Must be able to run on an Intel Core Duo or higher.  Must be compatible with Windows 7. <br />\r\n<br />\r\nDistribution of any preview, field test, or pilot materials must be coordinated through our office.  Clearly label packages “SAMPLE MATERIALS.”  Materials should be sent attention Holly Cervin, Curriculum Department, 520 5th Avenue, Fairbanks, Alaska, 99701.  Redemption codes for e-textbooks should be emailed to holly.cervin@k12northstar.og.<br />\r\n<br />\r\nThe following is a list of courses for which we will be selecting materials:<br />\r\n<br />\r\nCourse Title	Length<br />\r\nAlgebra I	2 semesters<br />\r\nGeometry 	2 semesters<br />\r\nSTEM Geometry	2 semesters<br />\r\nAlgebra II	2 semesters<br />\r\nSTEM Algebra II	1 semester<br />\r\nTrigonometry	1 semester<br />\r\nFunctions & Analysis	1 semester<br />\r\nAP Calculus AB	2 semesters<br />\r\nAP Calculus BC	2 semesters<br />\r\nAP Statistics	2 semesters<br />\r\nComputer Programming	2 semesters<br />\r\nAdvanced Algebra with Financial Applications	1 semester<br />\r\nStatistical Analysis in Athletics	1 semester<br />\r\nMath for Trades and Technical Careers	2 semesters<br />\r\n<br />\r\nA draft of the 9-12 math curriculum is available online at http://www.k12northstar.org/curriculum',1),(111,NULL,'2014-09-18 17:02:13','Lena Jones','Secondary Science Specialist','jonesl@issaquah.wednet.edu','425-837-7618 ','Morning','Issaquah','Administration/TLS','565 NW Holly Street','','Issaquah','WA','98027','Science','Physical Science',NULL,'6-8','2014-10-16','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2014-11-12','September 18, 2014<br />\r\n<br />\r\nDear Publisher Representative:<br />\r\n<br />\r\nThe Issaquah School District is currently in the process of selecting middle school Physical Science curriculum.<br />\r\n<br />\r\nDuring this adoption process, district policy requires that you not contact any district personnel, except for the person responsible for coordinating the materials review. Failure to comply with this request will result in disqualification for your company for the review and adoption process.<br />\r\n<br />\r\nThe district is aware of the great variety of materials available and is investigating them at this time. We are seeking materials that:<br />\r\n<br />\r\n	Utilize best practices and research on student achievement <br />\r\n	Align with State Standards and Grade Level Expectations <br />\r\n	Promote standards-based practices in instruction<br />\r\n	Support culturally relevant teaching<br />\r\n	Are gender and bias free<br />\r\n<br />\r\nIf you have materials that fit the description above, please contact Lena Jones, Secondary Science Curriculum Specialist, at 425-837-7618 to arrange for a review. All materials must be received at the district prior to October 16, 2014, at 4:00 pm.<br />\r\n<br />\r\nThank you for your assistance.<br />\r\n<br />\r\nSincerely,<br />\r\n <br />\r\nEmilie Hard<br />\r\nExecutive Director<br />\r\nTeaching and Learning Services',1),(112,NULL,'2014-09-18 21:22:56','Dawn Wallace','Director of Instructional Support','wallaced@issaquahwednet.edu','425-837-7043 ','Morning','Issaquah','Administration/TLS','565 NW Holly Street','','Issaquah','WA','98027','Fine Arts','Elementary/Secondary Music',NULL,'K-12','2014-11-03','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2015-05-13','September 18, 2014<br />\r\n<br />\r\n<br />\r\nDear Publisher Representative:<br />\r\n<br />\r\nThe Issaquah School District is currently in the process of selecting Elementary and Secondary Music materials.<br />\r\n<br />\r\nDuring this adoption process it is requested that you do not contact any district personnel.  Failure to comply with this request could result in disqualification for your company for the review and adoption process.<br />\r\n<br />\r\nThe district is aware of the great variety of materials available and is investigating them at this time.  We are seeking materials that:<br />\r\n<br />\r\n-Utilize best practices and research on student achievement<br />\r\n-Align with National Music Education Standards and Washington State Standards<br />\r\n-Promote standards-based and researched-based practices in instruction and assessment<br />\r\n-Provide a comprehensive music program<br />\r\n-Support culturally relevant teaching<br />\r\n-Integrate technology into teaching and learning<br />\r\n-Are gender and bias free<br />\r\n<br />\r\nIf you have materials that fit the description above, please contact Dawn Wallace, Director of Instructional Support, at wallaced@issaquah.wednet.edu or (425) 837-7043. All materials must be received at the district prior to November 3, 2014, at 4:00 pm.<br />\r\n<br />\r\nThank you for your assistance.<br />\r\n<br />\r\nSincerely,<br />\r\n <br />\r\nEmilie Hard<br />\r\nExecutive Director<br />\r\nTeaching and Learning Services',1),(113,NULL,'2014-09-19 22:06:47','Rachel Holliday','Purchasing Agent','holliday-mcmullen_ra@asdk12.org','907-742-8622 ','Any Time','Anchorage School District','','Warehouse/Receiving','4919 Van Buren St','Anchorage','AK','99517','Math','High School PreCalculus',NULL,'9-12','2014-10-24','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2015-01-30','Anchorage School District<br />\r\nPurchasing Department<br />\r\n4919 Van Buren Street<br />\r\nAnchorage, Alaska  99517-3137<br />\r\n<br />\r\nSeptember 19, 2014<br />\r\n<br />\r\nINVITATION TO SUBMIT TEXTBOOKS AND/OR INSTRUCTIONAL MATERIALS<br />\r\nFOR EVALUATION AND POSSIBLE ADOPTION<br />\r\nITS 2015-04 HIGH SCHOOL PRECALCULUS<br />\r\n<br />\r\nNOTICE IS HEREBY GIVEN that the Anchorage School District is requesting the submission of textbooks, instructional materials, and information pertaining to the curriculum review process.<br />\r\n<br />\r\nITS 2014-04<br />\r\nHIGH SCHOOL PRECALCULUS<br />\r\n<br />\r\nSubmissions are due prior to 3:00 p.m., Local Time, October 24, 2014.<br />\r\n<br />\r\nThis Invitation to Submit (.pdf) is available electronically at the District’s Purchasing website: http://www.asdk12.org/purchasing/',1),(114,NULL,'2014-09-23 17:56:37','Kelly Zimmerman','Secretary','zimmerka@puyallup.k12.wa.us','253-841-8646 ','Any Time','Puyallup School District','Educational Service Center','302 2nd St SE','','Puyallup','WA','98372','Social Studies','US History',NULL,'10-11','2014-10-30','Social Studies','AP US History',NULL,'10-11','2014-10-30','World Language','German 1-4',NULL,'9-12','2014-11-21','2014-15','2014-12-19','',1),(115,NULL,'2014-09-23 19:56:54','Rachel Holliday','Purchasing Agent','holliday-mcmullen_ra@asdk12.org','907-742-8622 ','Any Time','Anchorage School District','','Warehouse/Purchasing','4919 Van Buren St','Anchorage','AK','99517','World Language','World Languages Levels I and II (Grades 7-12) - French, German, Spanish, Russian, Japanese, Chinese, Latin',NULL,'7-12','2014-10-24','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2015-01-30','ANCHORAGE SCHOOL DISTRICT<br />\r\nPurchasing Department<br />\r\n4919 Van Buren Street<br />\r\nAnchorage, Alaska  99517-3137<br />\r\n<br />\r\nSeptember 23, 2014<br />\r\n<br />\r\nINVITATION TO SUBMIT TEXTBOOKS AND/OR INSTRUCTIONAL MATERIALS<br />\r\nFOR CONSIDERATION, EVALUATION AND POSSIBLE ADOPTION<br />\r\nITS 2015-05 WORLD LANGUAGES LEVELS I AND II (GRADES 7-12) – FRENCH, GERMAN, SPANISH, RUSSIAN, JAPANESE, CHINESE, LATIN<br />\r\n<br />\r\nNOTICE IS HEREBY GIVEN that the Anchorage School District is requesting the submission of textbooks, instructional materials, and information pertaining to the curriculum review process.<br />\r\n<br />\r\nITS 2015-05<br />\r\nWORLD LANGUAGES LEVELS I AND II (GRADES 7-12) – FRENCH, GERMAN, SPANISH, RUSSIAN, JAPANESE, CHINESE, LATIN<br />\r\n<br />\r\nSubmissions are due prior to 3:00 p.m., Local Time, October 24, 2014.<br />\r\n<br />\r\nThis Invitation to Submit (.pdf) is available electronically at the District’s Purchasing website: http://www.asdk12.org/purchasing/',1),(116,NULL,'2014-09-29 23:49:31','Pam Kidder','Secondary Science Coordinator','pamk@spokaneschools.org','509-354-7358 ','Afternoon','Spokane School District','Administration Building','200 N. Eernard','','Spokane','WA','99201','Science','Text books, lab manuals, and support materials',NULL,'AP Chemistry','2014-10-29','Science','Text books, lab manuals, and support materials',NULL,'AP Environmental Science','2014-10-29','Science','Text books, lab manuals, and support materials',NULL,'AP Physics','2014-10-29','2014-15','2015-02-25','We will need a variety of materials that have electronic support included in the package.',1),(117,NULL,'2014-10-03 03:32:32','Enrique Chee','Bainbridge HS Science Dept Chair','echee@bisd303.org','206-780-1358 ','Morning','Bainbridge Island School District','Bainbridge High School','8489 Madison Avenue NE','','Bainbridge island','WA','98110','Science','Biology, Chemistry, Physics, Environmental Science, Marine Science, & Forensic Science',NULL,'9-12','2014-10-15','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2015-05-14','Need textbook samples referenced for the high school science courses given above asap (Oct 11th preferred) that have been designed with next general science standards in mind. Intend to invite selected publisher\'s reps. to present preferred programs to the science committee in December 2014.',1),(118,NULL,'2014-10-03 03:40:12','Krisen Haizlip','Associate Principal','khaizlip@bisd303.org','206-780-1280 ','Morning','Bainbridge Island School District 303','Woodward Middle School','9330 NE High School Rd.','','Bainbridge island','WA','98110','Science','Designed to Meet Next Generation Science Standards',NULL,'Grades 6-8','2014-10-15','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2015-05-14','Please send samples of materials designed to meet next generation science standards for grades 6-8 asap (prefer by 10/15/14).  The district plans to invite a selected few publishers reps to present programs that are chosen from what\'s submitted at the science review committee meeting in mid-December 2014.',1),(119,NULL,'2014-10-10 18:09:52','Elaine Aoki and Mark Jewell','Director and Dept. Head','elaine.aoki@bush.edu','206-326-7739 ','Any Time','The Bush School','The Bush School','3400 E. Harrison St.','','Seattle','WA','98112','Math','k-6 Math',NULL,'K-6','2014-12-01','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2015-03-09','',1),(120,NULL,'2014-10-16 02:21:13','Erika Doyle','Curriculum Coordinator','erika.doyle@rsd.edu','509-967-6069 ','Any Time','Richland School District','District Office','615 Snow Ave.','','Richland','WA','99352','World Language','Information regarding Spanish curriculum, e- book',NULL,'9-12','2014-10-31','Other','Health curriculum, e-book',NULL,'6th, 7th and 9-12','2014-10-31','Social Studies','World Geography, e-book',NULL,'9-12','2014-10-31','2014-15','2015-03-10','',1),(121,NULL,'2014-10-24 02:20:31','Patti Puyear','ELA/ Social Studies Facilitator','Patriciapu@spokaneschools.org','509-354-7249 ','Any Time','Spokane Public Schools','','200 N Bernard','','Spokane','WA','99201','Social Studies','Teacher Edition, Student Edition, Digital Components',NULL,'K-6','2014-11-03','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2015-05-17','Vendors must consider our district\'s materials request on the following website that you\'ll need to copy/paste in your browser: http://www.spokaneschools.org/cms/lib/WA01000970/Centricity/domain/3201/approved_curriculum_materials/curriculum_adoptions/SPS_Curriculum_Materials_Request_Sept%202013.pdf<br />\r\nWe are interested in reviewing social studies resources that align with Washington State Social Studies Standards and includes text that fall within the grade level text complexity bands required by the Common Core State Standards. Additionally, we are interested in social studies curriculum that has addressed the C3 Framework.',1),(122,NULL,'2014-10-24 15:53:33','Martina Morgan','AP Teacher','mmorgan@tahomasd.us','425-413-9691 ','Any Time','Tahoma School District','Tahoma Senior High - Martina Morgan','18200 SE 240th Street','','Covington','WA','98042','Social Studies','AP European History',NULL,'High School','2014-11-30','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2015-01-31','We are requesting samples of AP European History texts to review for a textbook adoption 2015-2016.  We will start the review process over this winter. Please forward all samples to Martina Morgan at Tahoma Senior High.',1),(123,NULL,'2014-10-24 21:13:04','Patti Puyear','ElA/Social Studies Facilitator','patriciapu@spokaneschools.org','509-354-7249 ','Any Time','Spokane Public School','','200 N Bernard','','Spokane','WA','99201','Social Studies','Teacher Edition, Student Edition, Digital components',NULL,'K-6','2014-11-06','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2015-05-25','Vendors must consider our district\'s materials request on the following website that you\'ll need to copy/paste in your browser:http://www.spokaneschools.org/cms/lib/WA01000970/Centricity/domain/3201/approved_curriculum_materials/curriculum_adoptions/SPS_Curriculum_Materials_Request_October_2014.pdf  <br />\r\n<br />\r\nWe are interested in reviewing social studies resources that align with Washington State Social Studies Standards and includes text that fall within the grade level text complexity bands required by the Common Core State Standards. Additionally, we are interested in social studies curriculum that has addressed the C3 Framework.',1),(124,NULL,'2014-10-27 21:28:55','Pam Kidder','Secondary Science Coordinator','pamk@spokaneschools.org','509-354-7358 ','Afternoon','Spokane School District','','200 N. Bernard','','Spokane','WA','99201','Science','AP Environmental Science',NULL,'10-12','2014-11-06','Science','AP Chemistry',NULL,'10-12','2014-11-06','Science','AP Physics',NULL,'10-12','2014-11-06','2014-15','2015-02-25','AP Environmental Science needs:<br />\r\n•Test banks<br />\r\n•Current issues<br />\r\n•Content (pollution, global change, ecology/ecosystems, human population, energy resources)<br />\r\n•Readability to reach both high and low level learners<br />\r\n•Figures/pictures, tables, and graphics relevant and high quality<br />\r\n•Reading strategies<br />\r\n•Online/user friendly – copy of the book and resources (power points, video clips, and labs); easily accessible<br />\r\n•Current events bank<br />\r\n•Connections to AP test<br />\r\n•Study guide<br />\r\n•Quantitative practice questions –dimensional analysis<br />\r\n•Lab manuals<br />\r\nAP Chemistry needs:<br />\r\n•Important topics: thermo, kinetics, equilibrium (solution equilibrium), acids & bases, electrochem<br />\r\n•Online component<br />\r\n•PES<br />\r\n•Particle diagrams<br />\r\n•Online animations<br />\r\n•Online quizzes for practice<br />\r\n•Tutorials<br />\r\nAP Physics needs:<br />\r\n•Student-centered, quality investigations<br />\r\n•Online resources<br />\r\n•Online homework<br />\r\n•Online demonstrations, simulations and virtual labs<br />\r\n•Lots of options via electronic resources<br />\r\n•Online version of textbook w/ options like a modern e-reader e-book<br />\r\n•Web-assign-like options<br />\r\n•Online assessment options',1),(125,NULL,'2014-11-01 00:52:22','Paul Harvey','Executive Director of Student Achievement','pharvey@steilacoom.k12.wa.us','253-983-2222 ','Any Time','Steilacoom Historical School District','Steilacoom High School','511 Chambers Street','','Steilacoom','WA','98388','Science','Chemistry and Physics',NULL,'9-12','2014-11-13','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2015-05-01','We are looking for inquiry based instruction materials that are aligned with NGSS',1),(126,NULL,'2014-11-03 22:34:19','Rachel Holliday','Purchasing Agent','purchasing@asdk12.org','907-742-8621 ','Any Time','Anchorage School District','','Warehouse/Receiving','4919 Van Burent St','Anchorage','AK','99517','Social Studies','High School United States Government',NULL,'9-12','2014-12-10','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2015-02-27','Anchorage School District<br />\r\nPurchasing Department<br />\r\n4919 Van Buren Street<br />\r\nAnchorage, Alaska  99517-3137<br />\r\n<br />\r\nNovember 3, 2014<br />\r\n<br />\r\nINVITATION TO SUBMIT<br />\r\n TEXTBOOKS AND/OR INSTRUCTIONAL MATERIALS<br />\r\nFOR CONSIDERATION, EVALUATION, AND POSSIBLE ADOPTION<br />\r\n<br />\r\n<br />\r\nNOTICE IS HEREBY GIVEN that the Anchorage School District is requesting the submission of textbooks, instructional materials, and information pertaining to the curriculum review process.<br />\r\n<br />\r\nITS 2015-06<br />\r\nHIGH SCHOOL UNITED STATES GOVERNMENT<br />\r\n<br />\r\nSubmissions are due prior to 3:00 p.m., Local Time, December 10, 2014.<br />\r\n<br />\r\nThis Invitation to Submit (.pdf) is available electronically at the District’s Purchasing website: http://www.asdk12.org/purchasing/ - Current bidding opportunities.',1),(127,NULL,'2014-11-04 01:25:59','Rachel Holliday','Purchasing Agent','purchasing@asdk12.org','907-742-8622 ','Any Time','Anchorage School District','','Warehouse/Receiving','4919 Van Buren St','Anchorage','AK','99517','Social Studies','High School Advanced Placement (AP) United States Government',NULL,'9-12','2014-12-10','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2015-02-27','Anchorage School District<br />\r\nPurchasing Department<br />\r\n4919 Van Buren Street<br />\r\nAnchorage, Alaska  99517-3137<br />\r\n<br />\r\nNovember 3, 2014<br />\r\n<br />\r\nINVITATION TO SUBMIT<br />\r\n TEXTBOOKS AND/OR INSTRUCTIONAL MATERIALS<br />\r\nFOR CONSIDERATION, EVALUATION, AND POSSIBLE ADOPTION<br />\r\n<br />\r\n<br />\r\nNOTICE IS HEREBY GIVEN that the Anchorage School District is requesting the submission of textbooks, instructional materials, and information pertaining to the curriculum review process.<br />\r\n<br />\r\nITS 2015-07<br />\r\nHIGH SCHOOL ADVANCED PLACEMENT (AP) UNITED STATES GOVERNMENT<br />\r\n<br />\r\nSubmissions are due prior to 3:00 p.m., Local Time, December 10, 2014.<br />\r\n<br />\r\nThis Invitation to Submit (.pdf) is available electronically at the District’s Purchasing website: http://www.asdk12.org/purchasing/ - Current bidding opportunities.',1),(128,NULL,'2014-11-04 18:44:12','Nova Williams','Learning Services Coordinator','nova.williams@mercerislandschools.org','206-236-4510 ','Morning','Mercer Island School District','','4160 86th Avenue SE','','Mercer island','WA','98031','Language Arts','Comprehensive Reading Curriculum',NULL,'3-5','2014-12-12','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2015-03-31','We are specifically looking for a comprehensive literacy model curriculum that addresses curriculum, instruction, and assessment. <br />\r\nIn order to be considered for this adoption, you must complete a proposal form. Please contact Nova Williams to obtain a proposal and additional information.',1),(129,NULL,'2014-11-06 19:21:30','Kelly Wilcox','Administrative Assistant','wilcoxk@skitsap.wednet.edu','360-874-7052 ','Morning','South Kitsap','Administrative Building','2689 Hoover Ave. SE','','Port orchard','WA','98366','Math','Algebra II and above',NULL,'10-12','2014-11-20','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2015-04-06','',1),(130,NULL,'2014-11-13 19:05:36','Michelle Lewis','Secondary Social Curriculum','Michellel@spokaneschools.org','509-354-7294 ','Afternoon','Spokane Public Schools','Libby Room 214','2900 E First Ave','','Spokane','WA','99202','Language Arts','AP English Literature Materials',NULL,'Grade 11/12','2014-12-12','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2015-02-27','Vendors must consider our district\'s materials request on the following website that you\'ll need to copy/paste in your browser:  <br />\r\nhttp://www.spokaneschools.org/cms/lib/WA01000970/Centricity/domain/3201/approved_curriculum_materials/curriculum_adoptions/SPS_Curriculum_Materials_Request_Sept%202013.pdf',1),(131,NULL,'2014-11-13 19:28:50','Michelle Lewis','Secondary Social Studies Curriculum','Michellel@spokaneschools.org','509-354-7294 ','Afternoon','Spokane Public Schools','Libby Room 214','2900 East First Avenue','Room 214','Spokane','WA','99202','Social Studies','Washington State History',NULL,'7th','2014-12-01','Social Studies','AP Art History',NULL,'11-12','2014-12-12','Social Studies','AP United State History',NULL,'11','2014-12-05','2014-15','2015-02-13','We are in the process of selecting a new textbook and instructional materials for our AP United States History course.  Please send eight (8) copies of any material that you would like considered for this adoption.  This instructional material should be specifically designed to address the College Board\'s AP US History test.<br />\r\nVendors must consider our district\'s materials request on the following website that you\'ll need to copy/paste in your browser:  <br />\r\nhttp://www.spokaneschools.org/cms/lib/WA01000970/Centricity/domain/3201/approved_curriculum_materials/curriculum_adoptions/SPS_Curriculum_Materials_Request_Sept%202013.pdf',1),(132,NULL,'2014-11-19 22:08:59','Jennifer Wolfe','Partner, The Learning Accelerator','jennifer.wolfe@learningaccelerator.org','NA','Any Time','K-12 OER Collaborative','K-12 OER Collaborative','NA','','Na','NA','98504','Math','see comments in Additional Information',NULL,'K-12','2015-01-09','Language Arts','see comments in Additional Information',NULL,'K-12','2015-01-09','None','',NULL,'','0000-00-00','2011-12','2015-01-16','This form is not applicable for the RFP just released. Please visit http://k12oercollaborative.org/<br />\r\nfor more information and to view a copy of the full RFP.<br />\r\nLetters of Intent are due 1/9/2015<br />\r\nA webinar describing the RFP is scheduled for December 3 at 10 am (PT). Register on the K-12 Collaborative website.',1),(133,NULL,'2014-11-21 23:30:51','Nancy Stewart','Curriculum Specialist','stewartn2@issaquah.wednet.edu','425-837-7147 ','Morning','Issaquah','Administration/TLS','565 NW Holly Street','','Issaquah','WA','98027','Math','Elementary Math',NULL,'K-5','2015-01-16','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2016-04-06','November 21, 2014<br />\r\n<br />\r\n<br />\r\nDear Publisher Representative:<br />\r\n<br />\r\nThe Issaquah School District is currently in the process of selecting Elementary math materials to be implemented in the 2016-17 school year. <br />\r\n<br />\r\nDuring this adoption process it is requested that you do not contact any district personnel.  Failure to comply with this request could result in disqualification of your company for the review and adoption process.<br />\r\n<br />\r\nThe district is aware of the great variety of materials available and is investigating them at this time.  We are seeking materials that:<br />\r\n<br />\r\n*Utilize best practices and research on student achievement<br />\r\n*Align with Washington State Learning Standards for the Common Core<br />\r\n*Promote standards-based and research-based practices in instruction and assessment<br />\r\n*Provide a comprehensive math program<br />\r\n*Support culturally relevant teaching<br />\r\n*Integrate technology into teaching and learning<br />\r\n*Are gender and bias free<br />\r\n<br />\r\nIf you have materials that fit the description above, please contact Nancy Stewart, Instructional Support, at stewartn2@issaquah.wednet.edu or (425) 837-7147. All materials must be received at the district prior to January 16, 2015, at 4:00 pm.<br />\r\n<br />\r\nThank you for your assistance.<br />\r\n<br />\r\nSincerely,<br />\r\n <br />\r\nEmilie Hard<br />\r\nAssistant Superintendent of<br />\r\nTeaching and Learning Services',1),(134,NULL,'2014-11-26 23:49:11','Georgia Lindquist','Literacy and Humanities Specialist','glindquist@everettsd.org','425-385-4064 ','Any Time','Everett Public Schools','Lively Environmental Center','1918 Seattle Hill Road','','Mill creek','WA','98012','Social Studies','See Additional Information section below.',NULL,'6, 8, 8, 10, 11, 12','2014-12-19','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2015-05-12','IMPORTANT ADOPTION INFORMATION:<br />\r\nEverett Public Schools is doing a secondary Social Studies adoption with new materials to be implemented in the fall of 2015. The grade levels are middle school (6, 7, 8) and high school (10, 11, 12). We are looking for materials that meet these criteria: free of bias; full alignment with Washington State Social Studies Standards and Common Core State Standards for Literacy in History/Social Studies (integration of Reading, Writing, Language, and Speaking/Listening strands); alignment with 21st century skills, deeper learning support, and research-based best practices in Social Studies instruction and assessment; standards-aligned, leveled formative and summative assessment resources, including inquiry-based performance tasks; inclusion of resources for enrichment and challenge, as well as intervention, support, and accessibility to special populations (SpEd and ELL); extensive print, digital, and online instructional resources and an online textbook; strong vertical cohesion through the grades; support for students and parents outside of the classroom.<br />\r\n<br />\r\nPlease note especially the content focus of each grade level: <br />\r\n6th Grade - World History; 7th Grade - Washington State History/Government (including tribal history) and World Geography; 8th Grade – U.S. History and Government (from the Revolution to the early 20th century); 10th Grade – World History (1450 to the present); 11th Grade – U.S. History and Government (primarily 20th and 21st centuries); 12th Grade – Civics/Government (primarily U.S. government). <br />\r\n<br />\r\nPlease note also that we are interested in core instructional materials, structured simulations, primary and secondary sources, simulations, document-based questioning and responses, history and social science lenses, Common Core integration, and technology resources.<br />\r\n<br />\r\n<br />\r\nIMPORTANT SHIPPING INFORMATION:<br />\r\nPlease contact Georgia Lindquist (glindquist@everettsd.org) regarding delivery of materials: date of delivery, tracking information, etc., as we need to ensure that personnel are available to receive the materials shipment the day of delivery. NOTE: We cannot accept delivery after December 19, due to Winter Break. If you cannot meet this delivery date, please let Georgia Lindquist know (glindquist@everettsd.org), and we will make other arrangements.<br />\r\n<br />\r\nFor grades 6, 7, and 8, please ship six teacher editions/resources and six student texts/materials for review. <br />\r\n<br />\r\nFor grades 10, 11, and 12, please ship five teacher editions/resources and five student texts/materials for review<br />\r\n<br />\r\nWe request that you ship materials in boxes only, as we cannot accommodate display materials in the space we have available.<br />\r\n<br />\r\nThank you!',1),(135,NULL,'2014-12-12 20:32:38','Angela Franklin','Curriculum Coordinator','afranklin@upsd.wednet.edu','253-566-5600 ext3330','Any Time','University Place School District','Primary Schools and Intermediates','3717 Grandview Drive West','','University place','WA','98467','Language Arts','Systematic Phonics',NULL,'Pre K and K-2','2015-01-02','Language Arts','Core Literacy Programs',NULL,'K-5','2015-01-02','None','',NULL,'','0000-00-00','2014-15','2015-05-29','We currently have the following materials:<br />\r\n<br />\r\nJourneys<br />\r\nReading Street<br />\r\nReady Gen<br />\r\nWonders<br />\r\nRead Well<br />\r\nOpen Court (Newest edition of the Foundational Skills)<br />\r\nNational Geographic- Reach for Reading (Grades 1 and 4)<br />\r\nJunior Great Books<br />\r\nCore Knowledge (Grades pre K and K)<br />\r\nReading Mastery<br />\r\n<br />\r\nAm I missing anything?',1),(136,NULL,'2014-12-17 18:37:11','Joni Brocl','SS TOSA','JoniB@SpokaneSchools.org','509-354-5974 ','Any Time','Spokane Public Schools','Libby Center','2900 East First Avenue','Libby: Room 215','Spokane','WA','99202','Social Studies','AP US History',NULL,'Advanced Placement','2015-01-08','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2015-02-27','Please copy and paste the following into your internet browser for specific district adoption details: <br />\r\n http://www.spokaneschools.org/cms/lib/WA01000970/Centricity/domain/3201/approved_curriculum_materials/curriculum_adoptions/SPS_Curriculum_Materials_Request_October_2014.pdf',1),(137,NULL,'2014-12-23 22:30:45','ALISON WISEMAN','ADMIN ASST','alison.wiseman@tumwater.k12.wa.us','360-709-7036 ','Any Time','TUMWATER SCHOOL DISTRICT','','621 LINWOOD AVE SW','','Tumwater','WA','98512','Social Studies','Social Studies',NULL,'6TH - 8TH GRADES','2015-01-30','Social Studies','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2015-04-23','',1),(138,NULL,'2015-01-05 18:57:35','Suzanne Paul','Curriculum Specialist','spaul@fpschools.org','253-298-3060 ','Any Time','Franklin Pierce Schools','','315 S 129th St.','','Tacoma','WA','98444','Language Arts','common core specific',NULL,'PK-5','2015-01-08','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2015-06-15','We want two sets of each grade level - comprehensive programs and specific strand (i.e reading, writing) programs.<br />\r\nFor initial review, we would only want Teacher\'s Guide and Student material.',1),(139,NULL,'2015-01-05 19:29:16','Kristin Edlund','Secondary LA/SS Specialist','edlundk@issaquah.wednet.edu','425-837-7092 ','Any Time','Issaquah','Teaching & Learning Services','565 NW Holly Street','','Issaquah','WA','98027','Language Arts','See Attached Letter for details',NULL,'6-8','2015-02-27','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2015-05-27','January 5, 2015<br />\r\n<br />\r\nDear Publisher Representative:<br />\r\n<br />\r\nThe Issaquah School District is currently in the process of selecting Middle School Language Arts materials to be implemented in the 2016-17 school year. <br />\r\n<br />\r\nDuring this adoption process it is requested that you do not contact any district personnel.  Failure to comply with this request could result in disqualification of your company for the review and adoption process.<br />\r\n<br />\r\nThe district is aware of the great variety of materials available and is investigating them at this time.  We are seeking only materials that:<br />\r\n<br />\r\n-Utilize a Writer’s Workshop/Reader’s Workshop approach<br />\r\n-Align with Washington State Learning Standards for the Common Core<br />\r\n-Promote standards-based and research-based best practices in instruction and assessment<br />\r\n-Provide a comprehensive writing or reading program<br />\r\n-Support culturally relevant teaching<br />\r\n-Integrate technology into teaching and learning<br />\r\n-Are gender and bias free<br />\r\n<br />\r\nIf you have materials that fit the description above, please contact Kristin Edlund, Instructional Support, at edlundk@issaquah.wednet.edu or (425) 837-7092. All materials must be received at the district prior to February 28, 2015, at 4:00 pm.<br />\r\n<br />\r\nThank you for your assistance.<br />\r\n<br />\r\nSincerely,<br />\r\n <br />\r\nEmilie Hard<br />\r\nAssistant Superintendent of<br />\r\nTeaching and Learning Services',1),(140,NULL,'2015-01-13 18:58:28','Jean Carwin','K-8 Math Specialist','jean.carwin@sno.wednet.edu','360-563-7253 ','Any Time','Snohomish School District','Valley View Middle School','14308 Broadway Ave SE','','Snohomish','WA','98296','Math','Please ONLY send Teacher resources (will request other resources if program becomes a finalist)',NULL,'K-5','2015-01-30','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2015-05-08','Initial review round will only be with teacher resources. Do not send other resources because we do not have the capacity to hold all those materials. Program reps will be contacted if program is selected as a finalist and a request of accompanying resources will be made then.  Implementation year will be 2015-16 school year.<br />\r\nThank you!<br />\r\nJean Carwin',1),(141,NULL,'2015-01-27 20:05:22','Kelly Wilcox','Administrative Assistant for Teaching and Learning','wilcoxk@skitsap.wednet.edu','360-874-7052 ','Any Time','South Kitsap School District','Districtwide - 1 High Scool + 3 Jr Highs','2689 Hoover Ave. SE','','Port orchard','WA','98366','Science','all middle school thru college level sciences',NULL,'6-12','2015-02-13','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2015-04-16','MS science curriculums are the priority, upper grade level options can be sent a bit later if preferred(both integrated and content specific such as life, physical, earth/space), biology, chemistry, physical, physics, astronomy (college level), oceanography/marine science (college level), anatomy and physiology, and earth.',1),(142,NULL,'2015-01-29 23:19:04','Jody Johnson','Curriculum Secretary','jjohnson@upsd.wednet.edu','253-566-5603 ','Afternoon','University Place','District Curriculum Office','3717 Grandview Drive W','','University place','WA','98466','Social Studies','Contemporary World History',NULL,'9-12','2015-02-05','Social Studies','World History',NULL,'9-12','2015-02-05','None','',NULL,'','0000-00-00','2014-15','2015-05-29','We are looking for editions published after 2012.',1),(143,NULL,'2015-02-08 22:04:29','Erika Doyle','Curriculum Coordinator','erika.doyle@rsd.edu','509-967-6069 ','Any Time','Richland School District','District Office','615 Snow Ave.','','Richland','WA','99352','Science','Ecology and Biodiversity',NULL,'11th - 12th grade (Not AP)','2015-06-30','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2015-04-08','Please contact me prior to sending material. Since books for this course can cover very different content, I would like to discuss the content we are looking to cover prior to material being send.',1),(144,NULL,'2015-02-08 22:48:21','Erika Doyle','Curriculum Coordinator','erika.doyle@rsd.edu','509-967-6069 ','Any Time','Richland School District','District Office','615 Snow Ave.','','Richland','WA','99352','Science','Environmental Science',NULL,'11th and 12th','2015-04-06','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2011-12','2015-06-30','Please contact me prior to sending material. We are looking for an Environmental Science book with a Ecology and Biodiversity focus.',1),(145,NULL,'2015-02-11 17:11:43','Roni Rumsey','Director TEaching and Learning','rumseyr@riverview.wednet.edu','425-844-4520 ','Any Time','Riverview','','PO Box 591','15510 1st Ave NE','Duvall','WA','98019','Language Arts','Balanced literacy programs only CCSS',NULL,'K-5','2015-03-02','Other','Writing curriculum CCSS aligned',NULL,'6-3','2015-03-02','None','',NULL,'','0000-00-00','2014-15','2015-09-11','We are just in the beginning phase and would like to preview only materials that are deeply aligned to CCSS.',1),(146,NULL,'2015-03-06 05:53:04','Susan Johnston','Buyer','sjohnston@seattleschools.org','206-252-0569 ','Any Time','Seattle School District','District Adoption','2445 3rd Ave S','','Seattle','WA','98134','Social Studies','Common Core Social Studies Adoption',NULL,'6-8','2015-03-26','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2015-03-26','Request for Proposal-RFP02556 Step 1 Social Studies Grade 6-8 Adoption<br />\r\n <br />\r\nSeattle Public School District is planning a Social Studies Adoption for Grades 6-8 aligned to Common Core State Standards with tools, components and resources to enable the teacher to address all learners’ needs.  This adoption is to primarily serve our middle school students in grades 6-8.<br />\r\n <br />\r\nRFP DOCUMENTS, associated addenda are available by emailing your request to: <br />\r\nprocurementservices@seattleschools.org<br />\r\n <br />\r\nRFP RESPONSES will be received by Seattle School District (“SPS”) through 10:00 a.m. PST on Thursday, March 26th, 2015 by e-mailing completed forms to procurementservices@seattleschools.org <br />\r\n <br />\r\nWhen communicating with the District, please do so via email and include RFP02556 Step 1 in the subject line of your request.',1),(147,NULL,'2015-03-18 16:47:36','Bruce Leonardy','District Arts Coordinator','leonarBA@puyallup.k12.wa.us','252-841-8748 ','Morning','Puyallup School District','Maplewood Elementary','1110 W. Pioneer','Attn:  Maggie Smith','Puyallup','WA','98371','Fine Arts','K-6 Elementary Music',NULL,'K-6 Elementary Music Curriculum','2015-03-25','None','',NULL,'','0000-00-00','None','',NULL,'','0000-00-00','2014-15','2015-03-17','The curriculum committee will review all sumitted samples on Thursday, March 26, 2015.  The district will start using the selected curriculm for the 2015-15 school year.',1);

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margin: 0in 0in 0pt;\"><strong style=\"mso-bidi-font-weight: normal;\"><span style=\"line-height: 115%; font-size: 11pt;\"><span style=\"font-family: Bookman Old Style;\">Northwest Educational Resources Association Meeting</span></span></strong></p>\r\n<p class=\"MsoNormal\" style=\"text-align: center; margin: 0in 0in 0pt;\"><strong style=\"mso-bidi-font-weight: normal;\"><span style=\"line-height: 115%; font-size: 11pt;\"><span style=\"font-family: Bookman Old Style;\">The Emerging Landscape of Open Educational Resources (OER)</span></span></strong></p>\r\n<p class=\"MsoNormal\" style=\"text-align: center; margin: 0in 0in 0pt;\"><strong style=\"mso-bidi-font-weight: normal;\"><span style=\"line-height: 115%; font-size: 11pt;\"><span style=\"font-family: Bookman Old Style;\">OSPI Updates and Discussion</span></span></strong></p>\r\n<p class=\"MsoNormal\" style=\"text-align: center; margin: 0in 0in 0pt;\"><strong style=\"mso-bidi-font-weight: normal;\"><span style=\"line-height: 115%; font-size: 11pt;\"><span style=\"font-family: Bookman Old Style;\"> </span></span></strong></p>\r\n<p class=\"MsoNormal\" style=\"text-align: center; margin: 0in 0in 0pt;\"><strong style=\"mso-bidi-font-weight: normal;\"><span style=\"line-height: 115%; font-size: 11pt;\"><span style=\"font-family: Bookman Old Style;\">December 12, 2011; 9:30 – 12:00</span></span></strong></p>\r\n<p class=\"MsoNormal\" style=\"text-align: center; margin: 0in 0in 0pt;\"><strong style=\"mso-bidi-font-weight: normal;\"><span style=\"line-height: 115%; font-size: 11pt;\"><span style=\"font-family: Bookman Old Style;\">OSPI WIIN Center, Tacoma</span></span></strong></p>\r\n<p class=\"MsoNormal\" style=\"margin: 0in 0in 0pt;\"><strong style=\"mso-bidi-font-weight: normal;\"><span style=\"line-height: 115%; font-size: 11pt;\"><span style=\"font-family: Bookman Old Style;\"> </span></span></strong></p>\r\n<p class=\"MsoNormal\" style=\"text-align: center; margin: 0in 0in 0pt;\"><strong style=\"mso-bidi-font-weight: normal;\"><span style=\"line-height: 115%; font-size: 11pt;\"><span style=\"font-family: Bookman Old Style;\">Agenda</span></span></strong></p>\r\n<p class=\"MsoNormal\" style=\"text-align: center; margin: 0in 0in 0pt;\"><span style=\"line-height: 115%; font-size: 11pt;\"><span style=\"font-family: Bookman Old Style;\"> </span></span></p>\r\n<p class=\"MsoNormal\" style=\"margin: 0in 0in 0pt;\"><span style=\"font-family: Bookman Old Style;\"><strong style=\"mso-bidi-font-weight: normal;\"><span style=\"line-height: 115%; font-size: 11pt;\">Purpose:</span></strong><span style=\"line-height: 115%; font-size: 11pt;\"> This meeting is a follow-up to the June 2011 discussion about OERs in the Washington context. OSPI staff will provide relevant updates on implementation and supports for the Common Core State Standards, then participants will have an opportunity to learn about the OER in the context of the state’s current landscape (state, regional, and local levels). There will be time for discussion about OER overall, and within the upcoming legislative session, what role NWERA might play to support an informed dialogue about the topic with state policy makers.</span></span></p>\r\n<p class=\"MsoNormal\" style=\"margin: 0in 0in 0pt;\"><strong style=\"mso-bidi-font-weight: normal;\"><span style=\"line-height: 115%; font-size: 11pt;\"><span style=\"font-family: Bookman Old Style;\"> </span></span></strong></p>\r\n<p class=\"MsoNormal\" style=\"margin: 0in 0in 0pt;\"><strong style=\"mso-bidi-font-weight: normal;\"><span style=\"line-height: 115%; font-size: 11pt;\"><span style=\"font-family: Bookman Old Style;\"> </span></span></strong></p>\r\n<p class=\"MsoNormal\" style=\"margin: 0in 0in 0pt;\"><strong style=\"mso-bidi-font-weight: normal;\"><span style=\"line-height: 115%; font-size: 11pt;\"><span style=\"font-family: Bookman Old Style;\">Welcome and Introductions</span></span></strong></p>\r\n<p class=\"MsoNormal\" style=\"text-indent: 0.5in; margin: 0in 0in 0pt;\"><strong style=\"mso-bidi-font-weight: normal;\"><span style=\"line-height: 115%; font-size: 11pt;\"><span style=\"font-family: Bookman Old Style;\">Jody McCrain </span></span></strong></p>\r\n<p class=\"MsoNormal\" style=\"margin: 0in 0in 0pt;\"><strong style=\"mso-bidi-font-weight: normal;\"><span style=\"line-height: 115%; font-size: 11pt;\"><span style=\"font-family: Bookman Old Style;\"> </span></span></strong></p>\r\n<p class=\"MsoNormal\" style=\"margin: 0in 0in 0pt;\"><strong style=\"mso-bidi-font-weight: normal;\"><span style=\"line-height: 115%; font-size: 11pt;\"><span style=\"font-family: Bookman Old Style;\">OSPI Update: State of Common Core State Standards Implementation</span></span></strong></p>\r\n<p class=\"MsoNormal\" style=\"text-indent: 0.5in; margin: 0in 0in 0pt;\"><strong style=\"mso-bidi-font-weight: normal;\"><span style=\"line-height: 115%; font-size: 11pt;\"><span style=\"font-family: Bookman Old Style;\">Jessica Vavrus, OSPI</span></span></strong></p>\r\n<p class=\"MsoListParagraph\" style=\"text-indent: -0.25in; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l1 level1 lfo1;\"><a name=\"_GoBack\"></a></p>',1,0,'0000-00-00 00:00:00',2,'{\"category_layout\":\"\",\"image\":\"\"}','','','{\"author\":\"\",\"robots\":\"\"}',125,'2011-12-07 19:38:34',125,'2011-12-07 19:38:54',0,'*'),(19,173,7,4,5,2,'public/dept-of-education','com_content','Department of Education','dept-of-education','','',1,0,'0000-00-00 00:00:00',1,'{\"category_layout\":\"\",\"image\":\"\"}','','','{\"author\":\"\",\"robots\":\"\"}',42,'2012-03-29 23:44:33',0,'0000-00-00 00:00:00',0,'*'),(20,207,7,6,7,2,'public/news','com_content','What\'s News','news','','',1,0,'0000-00-00 00:00:00',1,'{\"category_layout\":\"\",\"image\":\"\"}','','','{\"author\":\"\",\"robots\":\"\"}',42,'2013-02-27 15:44:51',0,'0000-00-00 00:00:00',0,'*');

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INSERT INTO `joomla_content` VALUES (1,33,'Welcome','welcome','','<p>Welcome to the new Northwest Educational Resource Association.</p>\r\n<p>NWERA is a professional organization dedicated to providing educators in the Pacific Northwest with quality education materials in most every subject area and medium. We serve teachers and students from preschool to high school in public and private sectors, vocational and adult education, including colleges, universities and libraries.</p>\r\n','\r\n<p>Our website is designed to promote effective communication and provide up-to-date information among members and the education community. NWERA strives to promote fellowship and goodwill making every effort to foster fair business relations. We cultivate communication to keep abreast of the current issues and trends that impact educators and students.</p>\r\n<p>The features are intended to give educators enhanced access to our services and a vehicle to disseminate information to NWERA members in a timely manner.</p>\r\n<p><strong>Publishers Directory</strong></p>\r\n<p>Search by company, representative name, state, zip code, content area and grade level. Also available in a printer friendly directory.</p>\r\n<p><strong>Exhibits</strong></p>\r\n<p>Post dates, registration and information about upcoming exhibits and view a list of exhibits in the database. When exhibit notices are submitted online, all WOATRA members receive an email announcing the event information.</p>\r\n<p><strong>Adoptions</strong></p>\r\n<p>Request materials and announce (or post) an adoption. When material requests are submitted online, all NWERA members receive an email announcing the call for materials.</p>\r\n<p><strong>Become a Member</strong></p>\r\n<p>Receive valuable information including email announcements of the newest adoption notices, industry news, and convenient access to your customers.</p>',1,0,0,16,'2011-04-08 22:09:42',42,'','2011-11-13 00:00:29',45,0,'0000-00-00 00:00:00','2011-04-08 22:09:42','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',6,0,18,'','',1,2473,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(2,34,'Sales Reps','salesreps','','<p>\r\n<p>Looking for your local representative, a particular company, or materials in a certain subject area offered by publishers? WOATRA has made it easy for you!</p>\r\n<p>You can find the information you are looking for by searching our database of members and their companies by company name, first name or last name of representative, zip code, content area, and even by grade levels that publishers serve.</p>\r\n<p>You may also browse the entire membership list alphabetically. Miss our paper directory? We have provided a print-friendly directory for your convenience.</p>\r\n</p>','',0,0,0,7,'2011-04-08 23:10:30',42,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-04-08 23:10:30','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,4,'','',1,90,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(3,35,'Exhibits','exhibits','','<p>Follow these 9 easy steps to announce exhibit events online for WOATRA representatives to access and view. The information submitted will be automatically formatted and generate an event page which then can be viewed by all members.</p>\r\n<p>List the Exhibit Chairperson\'s contact information for the event.</p>','',0,0,0,7,'2011-04-08 23:12:21',42,'','2011-08-02 15:59:16',42,0,'0000-00-00 00:00:00','2011-04-08 23:12:21','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',2,0,3,'','',1,35,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(4,36,'Request Samples','requestsamples','','<p>\r\n<p>Request Samples / Post an Adoption Notice</p>\r\n<p>Follow these 5 easy steps to request materials online from WOATRA members. The information submitted will be automatically formatted and generate a request for materials which then can be viewed by all members. Members will also receive an email with the request.</p>\r\n<p>Enter the information of the person who is requesting the materials</p>\r\n</p>','',-2,0,0,7,'2011-04-08 23:12:50',42,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-04-08 23:12:50','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,1,'','',1,24,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(5,37,'Join','join','','<p>Membership Renewal and Application</p>\r\n<p>Membership is open to everyone who devotes his/her time to the promotion of educational materials in Washington, Oregon and Alaska, Idaho and Montana.</p>','',0,0,0,16,'2011-04-08 23:13:20',42,'','2013-02-27 16:28:32',42,0,'0000-00-00 00:00:00','2011-04-08 23:13:20','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',7,0,17,'','',1,242,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(6,39,'Newsletter','newsletter','','<p>Newsletters will appear here.</p>','',1,0,0,8,'2011-04-08 23:18:26',42,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-04-08 23:18:26','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,2,'','',2,3,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(7,40,'Adoptions','adoptions','','<p>\r\n<p>You can now search adoptions by specific school year, state and content area!</p>\r\n<p>As always, you can view a list of adoptions that have been posted in the last 60 days.</p>\r\n</p>','',1,0,0,8,'2011-04-08 23:19:03',42,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-04-08 23:19:03','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,1,'','',2,27,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(11,56,'K-12 Math Program Information','k-12-math-program-information','','<p><a href=\"Newsletters/186K12mathprograminfo.doc\" target=\"_blank\"><img src=\"images/downloadicon.png\" border=\"0\" /></a> Download K-12 Math Program Information</p>','',1,0,0,10,'2006-07-11 00:00:00',45,'','2011-08-16 14:56:53',45,0,'0000-00-00 00:00:00','2011-08-16 14:54:55','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',2,0,66,'','',2,5,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(9,54,'Amended WOATRA constitution','amended-woatra-constitution','','<p>Download Amended WOATRA constitution Here.</p>\r\n<p><a href=\"Newsletters/179WOATRAConstitution_R&amp;A_June 2 2006.doc\" target=\"_blank\"><img src=\"images/downloadicon.png\" border=\"0\" /></a></p>\r\n<p> </p>','',1,0,0,10,'2006-06-27 00:00:00',42,'','2011-08-16 14:40:56',45,0,'0000-00-00 00:00:00','2011-08-16 14:22:43','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',6,0,68,'','',1,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(10,55,'K12 Mathematics Diagnostic Review','k12-mathematics-diagnostic-review','','<p><a href=\"Newsletters/185K12Mathdiagreview.doc\" target=\"_blank\"><img src=\"images/downloadicon.png\" border=\"0\" /></a> Download K12 Mathematics Diagnostic Review</p>','',0,0,0,10,'2006-07-11 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 14:50:08','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,67,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(12,57,'Math Review','math-review','','<p><a href=\"Newsletters/186K12mathprograminfo.doc\" target=\"_blank\"><img src=\"images/downloadicon.png\" border=\"0\" /></a> Download Math Review</p>','',1,0,0,10,'2006-07-12 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 14:59:38','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,65,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(13,58,'FAQ on Reading Review','faq-on-reading-review','','<p><a href=\"Newsletters/188FAQReading.doc\" target=\"_blank\"><img src=\"images/downloadicon.png\" border=\"0\" /></a> Download Reading Review</p>','',1,0,0,10,'2006-07-20 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:03:05','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,64,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(14,59,'Math Evaluation Team application','math-evaluation-team-application','','<p>\r\n<p>The Office of Superintendent of Public Instruction (OSPI) is seeking participants to participate in the K-12 Mathematics Standards Revision Process. As many of you are aware, House Bill 1906 required the State Board of Education (SBE) to convene an independent Math Panel and consultant to conduct a review of our existing K-12 mathematics standards (EALRS and GLEs). The firm, Strategic Teaching (led by Linda Plattner), completed the review and has submitted a final report with recommendations for revisions to the standards. The final review report and recommendations can be found on the SBE website (www.sbe.wa.gov). During the next four months, OSPI will be considering the recommendations from the report and revising the K-12 mathematics standards. We will be contracting with an external organization to provide leadership for this important and urgent project. A competitive Request for Proposal process has been conducted and in the coming days we will be announcing the organization selected to be our partner in this work. Part of the revision process will include convening groups of mathematics stakeholders from Washington State to participate in this process. The membership of the groups participating in the revision process will be representative of the state\'s population in terms of geography, gender, and ethnicity. Additionally the teams will reflect a diverse group of mathematics teachers, mathematicians, school district and/or ESD curriculum experts, Higher Education mathematics faculty, business representatives, and community members. This application is for membership on the Standards Revision Team. Meetings (dates below) will take place in the SeaTac area (exact location to be announced). OSPI will cover lodging, travel, meals, and substitute reimbursements, where needed, provided that state guidelines and procedures are followed. Clock hours will be available at no cost. To apply to be a member of K-12 Standards Revision Team, complete and submit the attached application. Please return completed application materials by facsimile to Gloria Hong at 360-725-6023 no later than close of business day on September 27, 2007. Selected applicants will be notified by October 1, 2007. Please note the first work session is October 3-5, 2007. For questions contact Gloria Hong at Gloria.Hong@k12.wa.us or 360/725-6412. Please forward to others you think would be interesting in applying. The Office of the Superintendent for Public Instruction is committed to equal opportunity in all programs, activities and employment, and to full compliance with federal and state laws that prohibit discrimination on the basis of race, ethnicity, national origin, sex, sexual orientation, religion, military status, age or disability.   The Standards Revision Team Meeting Schedule Meeting Dates October 3-5, 2007 (3 days) October 31-November 2, 2007 (3 days) January 7-8, 2008 (2 days)<span style=\"white-space: pre;\"> </span>Purpose Training/Structure Revision Process; Identify grade-level priorities Outline Draft One Examine feedback and develop revised draft Meetings are scheduled from 8:00 a.m. to 5:00 p.m. each day (3:00 p.m. on last day). Participants need to be present at all meetings. Breakfast (7:30 a.m.) and lunch (noon) is provided on-site. Travel is reimbursed provided that state guidelines and procedures are followed. Lodging is provided for those who live outside a 50-mile radius of the meeting site. Applicant Name:<span style=\"white-space: pre;\"> </span> Work Phone/Cell:<span style=\"white-space: pre;\"> </span> Grade/Title:<span style=\"white-space: pre;\"> </span> Fax:<span style=\"white-space: pre;\"> </span> ESD: Work Email:<span style=\"white-space: pre;\"> </span> District/Organization:<span style=\"white-space: pre;\"> </span> Home Email:<span style=\"white-space: pre;\"> </span> School Name:<span style=\"white-space: pre;\"> </span> Home Phone/Cell: Address:<span style=\"white-space: pre;\"> </span> Address:<span style=\"white-space: pre;\"> </span> City, Zip:<span style=\"white-space: pre;\"> </span> , City, Zip:<span style=\"white-space: pre;\"> </span> , Grade Band Expertise: CHECK ALL THAT APPLY 0 K-2<span style=\"white-space: pre;\"> </span> 0 3-5<span style=\"white-space: pre;\"> </span> 0 6-8<span style=\"white-space: pre;\"> </span> 0 9-12 Current Position: CHECK ALL THAT APPLY 0 District/ESD Administrator 0 Classroom Teacher 0 Business: ________________________ 0 Other: ___________________________ 0 Mathematics TOSA/Instructional Facilitator/Coach 0 Special Education Teacher 0 Mathematician 0 Post-secondary Mathematics Educator Please complete (optional): 0 Female<span style=\"white-space: pre;\"> </span>0 Asian/Pacific Islander<span style=\"white-space: pre;\"> </span>0 Black/African American<span style=\"white-space: pre;\"> </span>0 Hispanic 0 Male<span style=\"white-space: pre;\"> </span>0 Indian/Alaska<span style=\"white-space: pre;\"> </span>0 Multi-racial<span style=\"white-space: pre;\"> </span>0 Native American 0 Other:<span style=\"white-space: pre;\"> </span> 0 White</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2007-09-24 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:06:10','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,63,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(15,60,'Math Standards Revision ','math-standards-revision','','<p>\r\n<p>LATEST OSPI MATH ANNOUNCEMENT Mathematics Standards Revision and Adoption  2008 Senate Bill (SB) 6534 requires: o State Board of Education (SBE) to use national consultant to:  conduct an exemplar review of the February 29, 2008 final draft of the revised K-12 mathematics standards by May 15, 2008; and  recommend specific language changes and content changes needed to finalize K-12 standards. o By May 15, 2008, SBE reviews above work from national consultant, consults with Math Panel, and holds public hearing; SBE may direct modifications at that time. o By July 1, 2008, OSPI to revise the standards according to recommendations outlined by the SBE report. o By July 31, 2008, SBE to approve adoption of revised standards by OSPI and/or develop a plan for ensuring recommendations are implemented and standards adopted by September 25, 2008. o Does not preclude an accelerated schedule for revision of standards (see Phases below).  Anticipated Schedule for Revision in Spring 2008: o K-8 standards: Exemplary review and recommendations completed by SBE contractor and submitted to OSPI for revision by early April; anticipated adoption mid-April (SBE will have a special board meeting on April 18 for this purpose). o 9-10 standards (Algebra 1, Geometry, Integrated Mathematics 1 and 2): Exemplary review and recommendations completed by SBE contractor and submitted to OSPI for revision by early May; anticipated approval by SBE for OSPI adoption mid-May. o 11-12 standards (Algebra 2 or Integrated Mathematics 3): Exemplary review and recommendations completed by SBE contractor and submitted to OSPI for revision in June; anticipated approval by SBE for OSPI adoption at July 24-25 Board meeting. Professional Development on Revised Mathematics Standards  Mathematics Professional Development Facilitators: Individuals and teams will be recruited and receive five days of training, focusing on the Washington State revised mathematics standards, mathematics content and support with delivering content professional development. o Focus for summer 2008: Grades K-8 revised standards; o Facilitator Application Due: April 2, 2008; notification by April 18, 2008.  ESD Mathematics Coordinators: The 9 regional ESD math coordinators will serve as regional leaders to support the facilitators in their regions.  Summer 2008 Professional Development Opportunities: o OSPI will sponsor two summer 2008 four-day professional development opportunities on the revised K-8 standards:  OSPI Summer Institute (tentatively: Tacoma area; July 29 - August 1)  One four-day math strand may be offered.  OSPI Math Standards PD Institute (Spokane, dates TBD)  One four-day event may be offered. o District and Regional Summer Opportunities:  Many districts plan to integrate professional development on the revised standards into previously planned and scheduled summer opportunities.  ESD Mathematics Coordinators will compile and track information related to professional development opportunities on the revised standards offered and conducted by facilitators in their regions on the revised standards. Mathematics Instructional Materials (curriculum) Review  2008 Second Substitute House Bill (2SHB) 2598 requires: o Within six months of the adoption of the revised math standards, OSPI will conduct a review of basic mathematics curriculum materials and submit recommendations of no more than three at each level  elementary, middle and high school. o When OSPI completes review, it submits to SBE for two-month review of its recommendations. o Diagnostic and supplemental materials for elementary, middle and high school will also be reviewed for their alignment with revised standards (per 2008 ESHB 2687). o OSPI in conjunction with SBE will create Request for Proposal (RFP) to seek consultant to adapt the existing Washington curriculum to be adapted to new standards and report RFP bidder results to leg by Dec. 1, 2008.  Anticipated Phases for Review of Instructional Materials: o K-8 standards: Assuming adoption of K-8 standards occurs in April, review of basic mathematics instructional materials may occur this spring. o 9-12 standards (Algebra 1, Geometry, Integrated 1, etc.): Review of 9-12 instructional materials will likely occur in fall 2008.  If adoption occurs by May/June 2008, review and recommendations of three must be submitted to SBE by November 2008. o Supplemental and Diagnostic materials: The review of supplemental and diagnostic materials will be completed separately from the review of basic materials.  Likely timing: fall 2008.  Instructional Materials Review Committee Application o The applications to participate as an Instructional Materials Review Committee Member and as a Professional Development Facilitator have been combined into ONE application. This is to accommodate individuals who may be interested and able to contribute to both projects. o Application Due: April 2, 2008; notification by April 18, 2008. Mathematics Assessment  Beginning in spring 2009, OSPI to shorten the WASL and scoring time in elementary and middle grades in mathematics, reading, and science (not writing).  SPI to implement four end-of-course assessments for high school mathematics: o Algebra I and Integrated Mathematics I  Pilot 2008-09  Optional 2009-10 Administered statewide 2010-11 o Geometry and Integrated Mathematics II  Pilot 2009-10 No optional period Administered statewide 2010-11 . For Class of 2013, students may meet the high school mathematics standard using one of the following: o Comprehensive WASL o Algebra I and the Geometry EOC assessments o Integrated I and Integrated II EOC assessments.  Beginning with the Class of 2014, students must meet the high school mathematics standard using the end-of-course assessments.  All of the current objective alternative assessments continue to be available.</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2008-04-01 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:09:47','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,62,'','',2,2,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(16,61,'Publisher Notice','publisher-notice','','<p><a href=\"Newsletters/206OfficeofSuperintendent.doc\" target=\"_blank\"><img src=\"images/downloadicon.png\" border=\"0\" /></a> Download Publisher Notice</p>','',1,0,0,10,'2008-07-22 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:17:34','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,61,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(17,62,'Math Panel Notes','math-panel-notes','','<p>\r\n<p>MATH PANEL NOTES FROM AUGUST 26, 2008 MEETING Math Panel Attendees: Brad Beal, Jane Broom, Helen Burn, Chris Carlson, Tim Christensen, Bob Dean, Dan Dempsey, Bob McIntosh, Larry Nyland, Amanda Shearer-Hannah, Kim Vincent OSPI: Terry Bergeson, Lexi Domaradzki, Porsche Everson, George Bright, Jessica Vavrus SBE Board and Staff: Mary Jean Ryan, Linda Lamb, Steve Dal Porto, Bunker Frank, Edie Harding SBE Consultant: Linda Plattner, Strategic Teaching Edie Harding reviewed the OSPI and SBE legislative charge from 2SHB 2598, which requires OSPI to present the SBE with recommendations for no more than three basic math curricula for elementary, middle and high school within six months after the adoption of the standards. The K-8 standards were adopted at the end of April. OSPI has conducted its review and ranked 12 elementary programs and 13 middle school programs. Several SBE math panelists participated in that review. The review examined content alignment to the new standards which accounted for a weighted of 70 percent and a review of additional items including: assessment, equity and access, instructional planning and professional support, program organization and design and student learning for a weighted score of 30 percent. OSPI will bring a recommendation to the SBE at its September 24-25 meeting. SBE hired Strategic Teaching through a nationally competitive contract to assist the Board and its math panel with a review of the OSPI recommendations. The Board anticipates responding to OSPI’s recommendations at its November 5-6 meeting to meet the SBE deadline of responding within 2 months to the OSPI recommendations on elementary and middle school. The purpose of the math panel meeting today is to give Strategic Teaching guidance on its review. The math panel will also meet on October 14 to review Strategic Teachings’ findings. The work on high school curricular menu will November and December, as the high school standards were adopted in late July. A meeting date for the math panel will be determined as soon as the SBE determines that OSPI has completed its work on the high school curricular menu review. OSPI is also reviewing supplemental materials for all the current curriculum programs and developing a request to publishers to participate in the development of an online K-12 math curriculum that would be aligned to the new math standards and be of no cost to school districts. Based on the publisher responses, OSPI will ask the legislature for funding to complete the work. Linda Plattner described her plans for the review. Her math content reviewers include: Steve Wilson, Andy Clark, Connie Colton, and Sue Pimentel. She will also use a statistician, Sean Mulvenon. 1. PROJECT GOALS FOR K-8 REVIEW •<span style=\"white-space: pre;\"> </span>Review OSPI process •<span style=\"white-space: pre;\"> </span>Validate findings of 4 programs identified by OSPI (see project process below) •<span style=\"white-space: pre;\"> </span>Use additional expertise to look at content in a slightly different way and to look at more aspects of the programs to shed light on additional program characteristics. •<span style=\"white-space: pre;\"> </span>Work with Math Panel, particularly around •<span style=\"white-space: pre;\"> </span>Process Strategic Teaching uses •<span style=\"white-space: pre;\"> </span>How results are reported •<span style=\"white-space: pre;\"> </span>Maximizing the impact of results (districts and SBE) 2.<span style=\"white-space: pre;\"> </span>STRATEGIC TEACHING PROCESS •<span style=\"white-space: pre;\"> </span>Looking at grades 2, 4, and 7 for content alignment only (not other pieces such as assessment, equity and access, student learning that OSPI reviewed) •<span style=\"white-space: pre;\"> </span>Reviewing the Teacher’s edition and student text. While we are not looking at enrichment and support materials, etc., materials that appear in the teacher’s edition will be considered. Homework pages, for example, might easily be in an extra workbook, and is an important consideration for the amount of practice. • Two independent reviewers will review every program at each grade level (At least 3 reviewers will do pieces of each grade level. At least 3 reviewers will do pieces of each program. “Teams” will be formed and re-formed.) •<span style=\"white-space: pre;\"> </span>4-point rubric (see rubric attachment)— The SBE Panel recommended rather than 5 point rubric •<span style=\"white-space: pre;\"> </span>After 2 people review a program for a grade level, they compare scores, paying particular attention to those with a 2-point+ spread. A reviewer may choose to change his or her score. •<span style=\"white-space: pre;\"> </span>Strategic Teaching will compare ST results to OSPI’s results, paying particular attention to the aggregated results. We intend to aggregate Core Content, Additional Key Content, and Process standards, as well as by strand (number, algebra, measurement....) 3.<span style=\"white-space: pre;\"> </span>CONTENTS OF STRATEGIC TEACHING REPORT •<span style=\"white-space: pre;\"> </span>Use lay language and attach a glossary if necessary •<span style=\"white-space: pre;\"> </span>OSPI Report •<span style=\"white-space: pre;\"> </span>Summary • Other possible methodology •<span style=\"white-space: pre;\"> </span>3-point rubric •<span style=\"white-space: pre;\"> </span>Analyze OSPI 1’s. SBE Math Panelists had concerns about what a “1” really stood for under OSPI’s methodology. Do they become Strategic Teaching 2’s or 3’s? •<span style=\"white-space: pre;\"> </span>Strategic Teaching findings by program (without rankings) •<span style=\"white-space: pre;\"> </span>ST results of content match (more information is useful. Where does and doesn’t it align? The dashboard/rudder is better than picking the right horse.) •<span style=\"white-space: pre;\"> </span>ST results compared to OSPI and analysis of the differences •<span style=\"white-space: pre;\"> </span>Mathematical soundness •<span style=\"white-space: pre;\"> </span>“Teachability” •<span style=\"white-space: pre;\"> </span>Content beyond the standards that detracts (Excessive content) •<span style=\"white-space: pre;\"> </span>Quality of TE •<span style=\"white-space: pre;\"> </span>Use of direct instruction, class discussion, group work, independent work •<span style=\"white-space: pre;\"> </span>Other notable qualities (strengths &amp; weaknesses) 4. QUALITATIVE VS. QUANTITATIVE RESULTS How do we keep the focus on information rather than data and statistical analysis? •<span style=\"white-space: pre;\"> </span>Focus on helping school districts make the best use of this data •<span style=\"white-space: pre;\"> </span>Very well written •<span style=\"white-space: pre;\"> </span>Clear language, layman’s terms •<span style=\"white-space: pre;\"> </span>Be sure you “put yourself” on the page—biases need to be put up front PANEL COMMENTS •<span style=\"white-space: pre;\"> </span>Chris Carlson presented his review of the OSPI data- he posed the question of how likely would it be that a random 24 reviewers would get the same score. He expressed concerns (as did others) with why programs such as Singapore were not more highly ranked. He found a wide range in terms of how each reviewer “graded” each program although his “ranking” did not change the top 4 programs that OSPI ranked, he felt that several programs ranked underneath were close enough statistically that they should be examined. •<span style=\"white-space: pre;\"> </span>Look at the top 6 programs To determine whether there is a statistical difference between #2, 3, 4 or to better help districts that are using or want to use #4, 5, 6 (Note: SBE has charged Strategic Teaching to look at the top 4, based what ST finds the SBE may decide to have ST look at more if ST does not find similar alignment to OSPI’s) •<span style=\"white-space: pre;\"> </span>Are some standards more important than others? Be sure to look at important mathematical concepts that are critical for kids to know to be successful in math (see attachment for list of major topics ST plans to focus on) •<span style=\"white-space: pre;\"> </span>Provide the dashboard kind of information that helps school districts determine where the gaps are •<span style=\"white-space: pre;\"> </span>Save the reasons for the rubric decisions to provide information the school district decisions • Have another mathematician with a different view of mathematics look at the same topics •<span style=\"white-space: pre;\"> </span>Look at the additional programs will important for supplementation •<span style=\"white-space: pre;\"> </span>The form of the data presentation is critical. One person prefers pie charts with each slice color-coded by the individual score of a reviewer •<span style=\"white-space: pre;\"> </span>Include strengths and weaknesses of programs and up-front section that states guiding principles.</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2008-09-08 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:20:12','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,60,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(18,63,'Annual Meeting','annual-meeting','','<p>\r\n<p>Please amend the minutes to reflect the following: Rusty Carter questioned the cost of dues. Barbara Blair responded that the price shouldn\\\'t change because we need money to maintain the website. Barbara Blair stated that we need take measures to become a non-profit organization. UPDATE FROM JUNE 13TH MEETING Here is the data from the wall charts on which members attending made suggestions concerning future plans: Website: clarify acronyms for conferences Better event info target audience and attendance. Major Conference representation: Oregon Reading Association; WSASCD; Washington Library Media Association NW Math; Alaska Principals’ conference; Alaska Special Ed conference; NCCE; ASTE—Alaska Tech Conference; COSA: Alaska Literacy Association; WLA; WLMA; Washington Association of Education Grants Managers. One suggestion to ask for booth pricing discount for WOATRA members at conferences. Other Ideas Message if districts would commit to always list adopting it would reduce the number or reps cold calling on them $5 Starbucks card for district/people who return information regarding adoption to WOATRA Gloria Hiten has a PDF “quick survey” Wanna reduce the number of reps calling to your office Mission/Constitution Needs to include better relationships with educators. ; Article II Section 7—add Alaska to Oregon and Washington references.</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2008-09-10 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:21:02','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,59,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(19,64,'Annual Meeting 2','annual-meeting-2','','<p><a href=\"Newsletters/214WOARTA_minutes_6-13-08[2].doc\" target=\"_blank\"><img src=\"images/downloadicon.png\" border=\"0\" /></a> Download Annual Meeting Minutes</p>','',1,0,0,10,'2008-09-10 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:23:35','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,58,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(20,65,'Board minutes 9-08-08','board-minutes-9-08-08','','<p><a href=\"Newsletters/236WOATRA Board 9-08-08.doc\" target=\"_blank\"><img src=\"images/downloadicon.png\" border=\"0\" /></a> Download Board Minutes</p>','',1,0,0,10,'2008-09-16 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:25:34','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,57,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(21,66,'Request for Information: On-line Math Curricula','request-for-information-on-line-math-curricula','','<p>\r\n<p>REQUEST FOR INFORMATION TITLE: Online Mathematics Curricula INFORMATION PROPOSAL DUE DATE: Tuesday, November 4, 2008, at 4:30 p.m. local time in Olympia, Washington.PURPOSE:The Washington State Office of Superintendent of Public Instruction (OSPI) and the Washington State Board of Education (SBE) are seeking information from private vendors and/or nonprofit organizations to determine the interest, existing capacity, qualifications of organizations, and cost to adapt an existing mathematics curricula to be aligned with Washington’s revised K-12 mathematics standards (pursuant to 2008 Second Substitute House Bill (2SHB 2598, Section 1)). The information obtained as a result of this RFI will be used to inform legislative budget and policy deliberations during the 2009 session. If funds are appropriated during the 2009 Legislative session, it is our intention to issue a comprehensive Request for Proposal (RFP) to fund this work, including ongoing online access by school districts at no cost. This RFP would be issued in spring 2009 to begin work in July 2009. At a minimum the curricula would:•<span style=\"white-space: pre;\"> </span>Cover course content in one of the following grade bands:o<span style=\"white-space: pre;\"> </span>K-12; K-5; 6-8; or 9-12 (these include the state’s college readiness standards);•<span style=\"white-space: pre;\"> </span>Be available (either fully or a portion) online at no cost to school districts;•<span style=\"white-space: pre;\"> </span>Include core/comprehensive instructional materials, with any available supplemental materials, program assessments (screening, progress monitoring, diagnostic), and/or other resource materials to support instruction in specific areas; and•<span style=\"white-space: pre;\"> </span>Provide resources and supports (i.e., professional development, online access) for all potential “users” of the materials, including teachers, student and parents. A report providing an aggregate analysis of the results of this RFI is due to the Legislature by December 1, 2008. The content of individual information proposals will be kept confidential. BACKGROUND:Following the close of the 2007 Legislative Session, the SBE was directed via Second Substitute House Bill (2SHB) 1906 to hire an expert national consultant to conduct a thorough review of the Washington State Mathematics Standards (Essential Academic Learning Requirements and Grade Level Expectations) and for OSPI to revise the K-12 standards as a result of the SBE consultant’s recommendations. The SBE issued the recommendations for revision to OSPI in September 2007 and OSPI began revision in October 2007. OSPI presented the final draft of the K-12 revised mathematics standards to the state Legislature on January 31, 2008. During the 2008 Legislative session, the Legislature took further action regarding approval of the revised mathematics standards via Senate Bill (SB) 6534, by directing further review of the revised standards and requiring OSPI to adopt the revised K-12 standards no later than September 25, 2008. The revised K-8 mathematics standards were adopted on April 28, 2008, and the 9-12th grade standards were adopted on July 30, 2008. Additionally as part of 2SHB 1906 and further detailed in 2008 Second Substitute House Bill (2SHB) 2598, OSPI is required to issue recommendations for no more than three basic mathematics curricula each for elementary , middle, and high school grade spans within six months after the standards are adopted. In order to determine the degree of alignment to the revised standards and to issue the recommendations, OSPI has conducted instructional materials reviews (IMRs) of existing K-8 core/comprehensive (basic) mathematics curricula and K-12 supplemental mathematics programs. High school core/comprehensive mathematics curricula and supplemental materials will be reviewed in fall 2008. INFORMATION PROPOSAL CONTENTS: In order to respond to this RFI, please submit the following (and refer to the “Purpose” section of this RFI for specifics on what the curricula would include):<span style=\"white-space: pre;\"> </span>Declaration of Interest: Describe why your organization is interested in pursuing this project, including what specific opportunities and challenges this project presents for your organization and the state of Washington. Please also include potential issues related to making the curricula available online and possible considerations for the state in issuing a subsequent Request for Proposals (RFP) in spring 2009.<span style=\"white-space: pre;\"> </span>Proposed Deliverables and Timelines: Describe the online and text-based products that would be available. Using July 1, 2009, as the tentative start date, indicate the critical timelines for curricula adaption and subsequent implementation.<span style=\"white-space: pre;\"> </span>Estimated Cost: Provide an estimated cost analysis for each phase (including curricula adaptation and ongoing implementation costs) of this project.<span style=\"white-space: pre;\"> </span>Qualifications: Please provide a list of the most essential qualifications for performing this work. SUBMISSION OF INFORMATION PROPOSALS:Please submit the information proposal electronically via email to the RFI Coordinator at the address listed below. Information proposals must be received by OSPI no later than 4:30 p.m. local time in Olympia, Washington, on Tuesday, November 4, 2008. The subject should be clearly marked: “Response to Math Curricula RFI”.Jessica Vavrus, Math Curricula RFI CoordinatorOperations and Programs Administrator, Teaching and LearningOffice of Superintendent of Public InstructionEmail Address: Jessica.vavrus@k12.wa.usPhone: 360-725-6417 RESOURCES: •<span style=\"white-space: pre;\"> </span>2SHB 2598, Section 1 text:“Within thirty days after the adoption of final revised mathematics standards as directed under RCW 28A.305.215, the Office of the superintendent of public instruction and the state board of education shall work together to develop a request forproposals for private vendors or nonprofit organizations to adapt an existing mathematics curriculum to be aligned with Washington\\\'s essential academic learning requirements and grade level expectations and make the curriculum available online at no cost to school districts. At a minimum, the proposed curriculum shall cover course content in grades kindergarten through twelve and the state\\\'s college readiness standards. Proposals shall address cost and timelines for adaptation and implementation of the curriculum. The office of the superintendent of public instruction shall review the responses to the request for proposals, including an analysis of the qualifications of the respondents, and report the results of the request for proposals under this section to the governor and the education and fiscal committees of the legislature by December 1, 2008.”•<span style=\"white-space: pre;\"> </span>Full text of Session Laws can be found at:•<span style=\"white-space: pre;\"> </span>2SHB 1906: http://apps.leg.wa.gov/documents/billdocs/2007-08/Pdf/Bills/Session%20Law%202007/1906-S2.SL.pdf •<span style=\"white-space: pre;\"> </span>SB 6534: http://apps.leg.wa.gov/documents/billdocs/2007-08/Pdf/Bills/Session%20Law%202008/6534.SL.pdf •<span style=\"white-space: pre;\"> </span>2SHB 2598: http://apps.leg.wa.gov/documents/billdocs/2007-08/Pdf/Bills/Session%20Law%202008/2598-S2.SL.pdf •<span style=\"white-space: pre;\"> </span>OSPI Mathematics Fact Sheet: http://www.k12.wa.us/CurriculumInstruct/Mathematics/pubdocs/MathFactSheet.pdf •<span style=\"white-space: pre;\"> </span>Washington State Revised Mathematics Standards: http://www.k12.wa.us/CurriculumInstruct/Mathematics/RevisedStandards.aspx • OSPI K-8 Instructional Materials Review and Publisher Informationhttp://www.k12.wa.us/CurriculumInstruct/publishernotices.aspx</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2008-09-25 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:26:37','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,56,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(22,67,'9-12 Math Core IMR Publisher Notice.9-26-08','9-12-math-core-imr-publisher-notice9-26-08','','<p>\r\n<p>Publisher Notice Office of Superintendent of Public Instruction 9-12 Mathematics Core/Comprehensive Instructional Materials Review November 9-14, 2008 2008 9-12 Mathematics Instructional Materials Review Publisher Notice, September 26, 2008 Page 1 The Office of Superintendent of Public Instruction (OSPI) will lead a review of core/comprehensive mathematics instructional materials intended for use in public schools serving grades 9-12. This review will be conducted to fulfill requirements of 2SHB 1906 from the 2007 Legislative Session and HB 2598 from the 2008 Legislative Session. These bills require OSPI to make recommendations of no more than three basic (core/comprehensive) mathematics curricula each for elementary (K-5), middle (6-8), and high school (9-12) grade spans to the State Board of Education (SBE) for review and comment. This review of core mathematics instructional materials will be based on the 2008 Washington State 9-12 Mathematics Standards and will inform which three “basic curricula” are recommended to the SBE. The results of the review will not represent any form of requirement to purchase instructional materials by school districts. All programs reviewed will be included in the final report that will be posted on the OSPI website as a resource for school districts seeking information to assist them in selection of core mathematics instructional materials for their schools. It is the intent of OSPI to review all materials that are considered core/comprehensive mathematics instructional materials that are currently used in Washington schools. If materials are submitted that do not fall into that category or are stand-alone supplemental materials, they will not be reviewed at this time. K-12 stand-alone supplementary materials will be reviewed at a later date. Core materials are considered to be the primary teacher’s manual, student text(s) and any support materials that are free with the purchase of the core materials. INTENT TO SUBMIT: Publishers are asked to email of their intent to submit mathematics materials for the review to Alisa Conway at alisa.conway@k12.wa.us no later than 1:00pm PST on Friday, October 31, 2008. Intent to Submit notifications must include the following information: 1. Program Name 2. Publisher Name 3. Copyright Date 4. Course and/or Course Series to be reviewed: Mathematics (Integrated) I, II, and III Algebra 1 and 2 Geometry 5. Type of Program: Text-based only; Computer-based only; OR Text and computer components as part of core instruction 6. Contact information (publisher representative name, email address, phone number) Publisher Notice Office of Superintendent of Public Instruction 9-12 Mathematics Core/Comprehensive Instructional Materials Review November 9-14, 2008 2008 9-12 Mathematics Instructional Materials Review Publisher Notice, September 26, 2008 Page 2 PRE-REVIEW PUBLISHERS MEETING: A meeting with publisher representatives intending to submit materials and/or interested in learning more about the review process will take place at the AmeriTel Inn in Lacey, WA on October 7, 2008 from 1:00 p.m. to 3:00 p.m. At this meeting, OSPI will share specific information regarding which materials should be submitted, how many copies of materials, the program alignment worksheet to be completed, and other important information related to the review of materials. All materials will be posted to the OSPI website at http://www.k12.wa.us/CurriculumInstruct/publishernotices.aspx following the October 7th meeting. AmeriTel Inn Olympia 4520 Martin Way E Lacey, WA 98516, United States 360-459-8866 INSTRUCTIONAL MATERIALS REVIEW DETAILS: Location: SeaTac Marriott 3201 South 176th Street Seattle, Washington 98188 USA Phone: (206)-241-2000 Important Dates/Times: o Review Dates: November 9, 2008–November 14, 2008 o Publisher Materials Set-Up: November 9, 2008 from 10:00am–1:00pm o Publisher Materials Pick-Up: November 14, 2008 from 1:30pm – 3:00pm All materials must be picked up by publishers at the review site by 3:00pm on November 14, 2008. Materials not retrieved will be subject to disposal at the hotel. POST-REVIEW PUBLISHER MEETING: A preliminary report of the review will be shared with publisher representatives tentatively in December 2008 in the Olympia area. PLEASE NOTE: OSPI will not meet with individual publisher representatives regarding this process. All representatives are respectfully asked to contact Jessica Vavrus in the OSPI Teaching and Learning Office at (360) 725-6417 or email jessica.vavrus@k12.wa.us for clarification regarding the review process. The 2008 Washington State 9-12 Mathematics Standards are currently available online at: http://www.k12.wa.us/CurriculumInstruct/Mathematics/RevisedStandards.aspx. The 9-12 review instrument, program materials checklist, alignment worksheets, and frequently asked questions will be available online following the October 7, 2008 publisher meeting at: http://www.k12.wa.us/CurriculumInstruct/publishernotices.aspx.</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2008-09-30 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:27:25','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,55,'','',2,2,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(23,68,'Board minutes 9-16-08','board-minutes-9-16-08','','<p><a href=\"Newsletters/248WOATRA_Board_Meeting_Minutes_Sept_16,_2008.doc\" target=\"_blank\"><img src=\"images/downloadicon.png\" border=\"0\" /></a> Download Board Minutes</p>','',1,0,0,10,'2008-10-04 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:29:03','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,54,'','',2,2,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(24,69,'Independent Study of Curriculum Review K-* Math','independent-study-of-curriculum-review-k--math','','<p>\r\n<p>Independent Study of Washington State K-8 Curriculum Review October 2008 Prepared by: Curriculum Review 1 Table of Contents Introduction Executive Summary Charge to Strategic Teaching Review of OSPI Process Differences in Scoring Methods Overview of Scoring Approaches Review Bias Confidence Intervals Elementary School Findings Comparison of Content Match for Elementary Programs Mathematical Soundness in Elementary School Middle School Findings Comparison of Content Match for Middle School Mathematical Soundness Individual Mathematics Programs Bridges in Mathematics Holt Investigations Math Connects Math Expressions Math Thematics Prentice Hall Appendices A. Descriptions of Mathematical Concepts B. Comparison of OSPI and ST Rubrics C. Relationship Between OSPI and ST Scores 2 2 5 7 9 10 12 12 13 13 21 25 25 28 31 31 33 35 36 37 39 41 43 43 48 49 Curriculum Review 2 Introduction With the Washington State K – 12 Mathematics Standards firmly in place, Washington has turned its attention to finding instructional programs and materials that align with those standards. To a large degree, curriculum controls what is learned and how it is learned. Sound programs can help guide new teachers and can shore up the skills of teachers who lack a strong background in mathematics. Good curricula also provide top-notch teachers the materials they need to do their best work. As the legislature requires, the Office of the Superintendent of Public Instruction, OSPI, identified programs for elementary and middle school. Based on a comprehensive curriculum review, OSPI recommends Math Connects (K–5) and Bridges in Mathematic for elementary schools and Holt Mathematics and Math Connects (6–8) for middle schools. The Washington State Board of Education, SBE, recognizes the importance of choosing wisely. The mathematics programs that school districts implement determine what teachers use and what students see every day. SBE has requested that Strategic Teaching, ST, work with the SBE Math Panel to study the OSPI review. The purpose is to ensure that OSPI’s highest ranked programs do meet the state’s mathematics standards. Executive Summary During June of 2008, OSPI reviewed twelve elementary and thirteen middle school sets of comprehensive instructional materials for mathematics. The process involved four independent reviews for each program and a statistical analysis of the reviews. This produced a rank ordering of all elementary school programs and another rank ordering for all middle school programs. The final report also included detailed information about every program, down to the standard level. Of the four top ranked program, ST agrees with OSPI that Math Expressions and Math Connects (K-5) at the elementary school and Math Connects (6-8), Holt Mathematics and Prentice Hall at the middle school align to the content in the standards. These programs are also mathematically sound and prepare students to move forward in mathematics. Curriculum Review 3 At the request of the SBE, with guidance from the SBE Math Panel, ST reviewed OSPI’s work. ST examined selected grade levels of the top ranked programs to be sure that the programs do indeed meet Washington’s standards. Specifically, ST: Reviewed the approach used by OSPI; Included an analysis by a nationally renowned mathematician of core mathematics topics in each program to determine the mathematical soundness of each program; Evaluated the amount of content in each program and compared its findings to those of OSPI; and Summarized the key characteristics of each program. ST found the approach OSPI used to review curriculum rigorous and similar in many ways to those used in most jurisdictions. OSPI’s contractor, Relevant Strategies, was professional and thorough at each stage of the process. The curriculum review was designed to be fair to all publishers. There are other methods of statistical analysis that might have been employed, but there is no reason to believe the outcomes would have been different. ST included a mathematician’s review of core topics—whole number multiplication, area of triangle, addition, subtraction, multiplication, and division with fractions and proportionality—to see how each is developed across grade levels in the programs under review. This is an examination of whether or not the instructional materials accurately represent the field of mathematics and whether or not errors related to the topics exist. To be clear, a mathematician is someone who studies the field of mathematics and is not an expert on teaching mathematics to students or on preparing teachers to do so. At the elementary level ST determined Math Expressions to be a rare find that completely includes the conceptual underpinnings and the procedural knowledge, with clear explanations between the two for the important content in Washington’s standards. Math Connects offers an acceptable choice, because its few shortcomings are easily remedied. Bridges and Investigations, which were judged to be relatively low on content alignment by both OSPI and ST, were also found to be mathematically problematic. At the middle school level, Math Connects is the strongest program, needing only a small amount of supplementation that can be easily done. Holt Mathematics and Prentice Hall Mathematics are acceptable choices, yet share the characteristic of depending on knowledgeable teachers Curriculum Review 4 to make connections among mathematical topics and to explain why procedures work. Math Thematics is mathematically problematic in its treatment of proportionality. The comparison between OSPI’s results and ST’s results regarding how well particular programs match to Washington’s standards is complex. ST found as much or more content as did OSPI in all but two programs. However, there was a great deal of variation at the standard level and even at the topic level. There are a lot of reasons for the variation including different rubrics, different number of reviewers, and the fact that ST didn’t give credit for off-grade level content. It may be that reviewers looked at the same materials and came to different conclusions. It is also possible, because ST looked at every lesson in every program rather than the lessons identified in the publisher’s alignment, that ST looked at more material and that resulted in slightly higher scores. A combination of both is likely. Of the top-four ranked programs, ST agrees with OSPI that Math Expressions and Math Connects (K–5) at the elementary school and Math Connects (6–8) Holt, and Prentice Hall at the middle school align to the content in the standards. These programs are also mathematically sound and prepare students to move forward in mathematics. Curriculum Review SBE asked ST to do three tasks. SBE asked SBE to evaluate the process used by OSPI. This is discussed in detail in the next section, but simply put, OSPI professionally applied practices commonly used to review curriculum. The process was designed to give every program an equal opportunity to be selected. SBE asked ST to review the highest-ranking programs at the elementary school and middle levels at grades two, four, and seven. At the elementary school level, Bridges in Mathematics, Investigations, Math Connects, and Math Expressions were examined. At the middle school level Holt Mathematics, Math Connects, Math Thematics, and Prentice Hall were selected. The relationship between the amount of matching content OSPI found in a program and the amount of matching content ST found in a matching program is complex. To summarize the finding of the twelve programs and grade levels that are reviewed: In two programs OSPI found more total content alignment between the program and the standards than did ST. In six programs OSPI and ST found about the same amount of total content in the program and in the standards. In four programs ST found more total content alignment between the program and the standards than did OSPI. Even when the total content was similar, the content was often found in different standards. More details about the comparison can be found in the sections for “Elementary School Findings” and “Middle School Findings.” SBE also requested that a mathematician review the programs to determine whether or not each is mathematically sound. To do this, ST identified core topics and examined their development across grade levels, from introduction to consolidation. ST looked at both the conceptual and the procedural sides of the topics, as well as how thoroughly procedures are explained. The topics of whole number multiplication, area of a triangle, arithmetic of fractions, and proportionality were examined. Results can be found in the sections for “Elementary School Findings,” “Middle School Findings,” and “Individual Mathematics Programs.” 5 Charge to Strategic Teaching Curriculum Review Additionally, the SBE Math Panel had questions about OSPI scores and analysis. One concern was that OSPI’s approach eliminated two programs at the elementary school level and two programs at the middle school level that are statistically tied to programs included in the top four ranked programs. ST appreciates this concern, noting that ST would also have taken a different approach to the analysis. However, OSPI’s methods are both sound and common, so only four programs will be reviewed at each level. There was discussion about some standards being more important than others and whether important standards should be weighted in the scoring process. Given the difficulty of finding consensus around which standards are most important, ST believes that reporting information by strand will at least provide information about where strong content matches exist. The Panel also had questions about how OSPI and ST score standards that receive middle scores. A detailed discussion can be found in Appendix C, but broadly speaking, standards that receive a low total score from OSPI tend to receive a low total score from ST. Standards that receive a high total score from OSPI, tend to receive a high total score from ST. 6 Curriculum Review 7 Review of OSPI Process OSPI contracted with Relevant Strategies to conduct a review of all comprehensive elementary and middle school mathematics programs. Relevant Strategies applied the highest standards of professionalism to this task. It is clear that the review was designed to answer an open question, “Which sets of instructional materials meet the Washington State standards?” and not to support a foregone conclusion. Meticulous attention to details throughout the process minimized the possibility that unconsidered factors would influence outcomes. For example, each publisher had the same amount of square footage to display its materials. Serious effort was made to eliminate or at least reduce bias from usual sources. In particular, each reviewer was asked if he or she could review a specific program fairly—without bias—before he or she was given that program to evaluate. OSPI convened a group of forty-two people between June 22 and June 27, 2008, to review the instructional materials. During that time, the reviewers received training on the standards, training related to scoring, on-site support, and daily meetings to discuss issues related to scoring. Reviewers who scored the same standard zero and two—a difference of two points—were given the opportunity to discuss their rationale and change their scores. The reviewers were systematically assigned and reassigned in ways that reduced the possibility of “scorer drift,” the tendency of a group that works together for a long time to start to think and score alike in ways that may be different than the main group. Four independent reviewers matched and scored every standard to every program at every grade level using a three-point rubric for every program at every grade level, K through eight. Time constraints meant that one program at one grade level was reviewed by three, rather than four, reviewers. The points on OSPI’s rubric ranged from zero, meaning the standard is not met, to two, meaning the standard is fully met. OSPI scored and ranked the programs on multiple components. Specifically it examined the degree to which each program aligns with the content in Washington’s K – 8 Mathematics Standards and the 1) quality of the program’s organization and design, 2) balance of student experience, 3) assessment, 4) instructional planning and professional support, and 5) equity and access. It is clear that the review was designed to answer an open question, “Which sets of instructional materials meet Washington’s standards?” and not to support a foregone conclusion. Curriculum Review 8 The programs are ranked using an average of the scaled composite scores1 of all of the standards across all of the grade levels. Content is weighted at 70 percent of the overall score. There is some variability in the weights given to the other attributes, but the total contribution of the non-content aspects is 30 percent. A total of 12 elementary programs and 13 middle school programs were evaluated. A wide range of approaches is used for curriculum reviews by various jurisdictions and there is probably no best way. It is important that the process be inclusive and fairly considers all viable options. OSPI seems to have done this by including representation from all interested groups and publishers. OSPI applied a particularly formal and systematic approach to its process—the type often associated with assessment events. Given the attention and tension around curriculum in Washington, the exceptional attention to detail was probably wise. Another strength of OSPI’s curriculum review is that information is presented for every reviewed program down to the level of specific standards, meaning the report is useful to districts ready to adopt new programs and for districts that will need to supplement current adoptions that were reviewed. There are multiple of ways to conduct curriculum reviews and OSPI’s approach has many strengths. Particularly commendable are 1) the amount of input and feedback from stakeholder groups, 2) the rigorous attention to detail in inventory, training, and scoring, and 3) the specificity of the results and their usefulness to school districts. All this said there are three areas that ST would have approached differently. First, mathematicians should have been involved in reviewing the instructional materials. Content can be included but presented in ways that build long-term misunderstandings among students. While mathematicians do not necessarily understand the pedagogical issues related to teaching mathematics, they bring a knowledge of the discipline of mathematics that most mathematics educators lack. Second, a four-point rubric has inherent advantages over a three-point rubric. The additional score point forces more refined decisions and the even 1 The score that is given divided by the maximum possible score, which converts the score to a scale of “1”. This means a standard judged fully met all the points gets “1” no matter how many actual points are awarded and allows comparisons to made because the scale is the same. To take the scaled average of these professional judgments, opinions really, out beyond one or two decimal places gives a false impression about the precision of the data Curriculum Review 9 number of levels forces the reviewer to make a decision about whether the standard is closer to “completely met” or “completely missing.” Last, the middle level in odd-numbered rubric tends to become a catchall and to receive a disproportionate amount of scores.2 Third, there are questions about the statistical analysis. To be clear, ST is not suggesting that the results would be different from those produced by OSPI because of the data analysis. ST questions how well the data set stands up to the amount of analysis that has been done. The simplest example can be seen in the scaled score. This is the average of four scores that range from zero to two translated to a one-point scale. To take the scaled average of these professional judgments, opinions really, out beyond one or two decimal places gives a false impression about precision of the data. ST also questions the method employed by OSPI to look at reviewer bias. OSPI chose to use t-test and adjust for multiple comparisons, which is a sound educational statistics method. ST believes that a more appropriate approach would have been to apply the generalizability theory, a methodology designed for situations exactly like curriculum review. That being said, OSPI’s approach is able to identify programs that align to Washington’s standards and other methods most likely would not have improved on these results. Differences in Scoring Methods There are differences—important differences—between the approaches of OPSI and ST that are largely driven by the differences in project goals. OSPI had the task of reviewing all viable comprehensive mathematics programs in order to recommend up to three programs for the elementary schools and up to three programs for middle schools. ST has the task of reviewing OSPI’s work and so has only to sample and verify OSPI’s results. These differences are summarized in the following chart. 2 Wiggins, Grant P. Educative Assessment: Designing Assessment to Inform and Improve Student Performance (San Francisco: Jossey-Bass, 1998), VI-5:1. Retrieved from Knowledge Quest on the Web on October 4, 2008 http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/kqweb/kqarchives/volume31/312philip.cfm#Ref6 Curriculum Review 10 OSPI ST Reviewed Programs 12 Elementary 13 Middle 4 top-ranked elementary 4 top-ranked middle Content Identification Publisher’s alignment is used to locate matching lessons. Reviewers examine lessons to determine if the content matches the standard. After content is scored, reviewers make overall judgments about the other attributes that are evaluated. Every lesson is reviewed and the content in the lesson mapped to the standards. After the scoring is complete, the publisher’s alignment is used to double check that all identified lessons are considered. Notes about the program are taken throughout the process and then used to discuss the non-scored attributes at the end. Scored Attributes Content Program organization and design Balance of student experience Assessment Instructional planning and professional support Equity and access Content Mathematician Review ST mathematician reviews key topics and their development across grade levels. For this review, grade placement is not important. Rather, how topics are introduced, developed, and brought to closure are analyzed as indications of a program’s mathematical soundness. Non-Scored Analysis Program organization and design Instructional approaches Presence of extra content in the program and not in the standards General program usability Number of Reviews 4 independent reviews 2 independent reviews Number of Reviewers 42 4 Time Spent on Review An average of 3.5 hours is spent per review. This time was not carefully monitored, but reviewers report spending between 6 and 18 hours on a program at a grade level. The majority of the reviews, including discussion time between reviewers, range from 9 to 12 hours. Non-matching Scores Reviewers who have scores with 2-point spreads, discuss those differences and make changes based on their own discretion. All non-matching scores (1-point spread) are discussed and changes made at reviewers discretion. Grade Levels All grades, K – 8 2, 4, 7 Training Extensive training on standards; training on rubric and review process; daily calibration meetings Reviewers had intimate knowledge of standards; collaborative rubric development; calibration training using curriculum materials from project Rubric 3-point rubric 4-point rubric Overview of Scoring Approaches Curriculum Review 11 There are some differences that cannot be mitigated. While there is the additional detail that naturally travels with additional score points in ST’s rubric, it is missing one element that should be noted. OSPI considers content that is above or below grade level by a year to be partially meeting the standard and deserving of a “one” score. Since ST only reviewed selected grade levels and reviewers did not have access to off-grade materials, it did not do this. Such standards would receive a zero from ST. Appendix B offers a side-by-side comparison of the score points that match to each other on the OSPI and ST rubrics. The effects of some of the differences in scoring approaches can be minimized. For example, as previously discussed, using scaled scores allows comparisons between three-point rubrics and fouru-point rubrics. Focusing ST’s work to look at OSPI’s scores related to the content match also helps. This defines the work as an apples-to-apples comparison by creating a common core—content—that both groups examine. Fortunately, OSPI maintained separate data for its content scores. The effects of some of the differences, such as the additional time spent by ST, are hard to determine. It seems reasonable there will be an effect, and that this effect will vary. Publishers should have identified the important content matches for OSPI reviewers to examine, but this is not the same as ST having unlimited time to examine every lesson in detail. Some of the differences, such as the mathematician’s review, will have no effect on the numerical scores. This is a separate analysis and the results are not co-mingled. Despite these differences, the reviews are more similar than not. In both reviews trained and skilled adults apply a rubric to determine the degree to which the content in a standard is covered in a particular mathematics program. Both OSPI and ST are interested in identifying programs that make it likely the typical student in an ordinary classroom will meet the standard. While it is not reasonable to expect the numbers to match exactly, it is reasonable to expect ST’s process to verify OSPI’s results. In both reviews trained and skilled adults apply a rubric to determine the degree to which the content in a standard is covered in a particular mathematics program. Curriculum Review 12 Review Bias (NEW TEXT TO BE PLACED HERE.) Confidence Intervals (NEW TEXT TO BE PLACED HERE.) Curriculum Review 13 Reasonable people, making every attempt to make fair decisions, can draw rational conclusions that differ. Elementary School Findings Comparison of Content Match for Elementary Programs The major purpose of examining this curriculum review is to determine whether or not the programs ranked highest by OSPI contain the necessary content and so, meet Washington’s standards. In order to compare ST’s results to those of OSPI, the average scaled score for each standard is computed. This simply means that all of the scores are added together and divided by the total possible points. For example, given that four OSPI reviewers score a particular standard 0-1-1-1, the scaled score would be 3 ÷ 8 = 0.38, since 8 is the maximum number of points possible based on the rubric used. And given that two ST reviewers grant this hypothetical standard the scores of 1-2, the corresponding scaled score would be 3 ÷ 6 = 0.50, since ST uses a rubric with three at the highest score. This allows the results to be compared on the same scale and shows a difference of 0.12. There is danger in reading too much into these numbers, particularly at the standard level. In the example above, OSPI and ST agreed that the hypothetical standard is missing content and/or key teaching strategies. At first glance, one might think that ST found more content in the particular standard than did OSPI. In this case, the difference is due to the combination of differences in the number of reviewers and points on the rubric. The point is, there will frequently be differences in scores, even when reviewers agree. In an attempt to make sense of the differences, ST is using the percent form. It is easier to talk and think about a 12 percent difference, than one of 0.12. Another word of caution is in order. Even with a literal interpretation, a difference of 12 percent means that ST found 12 percent more of the total content than OSPI. It does not mean ST found 12 percent more content than did OSPI, which is actually an increase of 0.12 over 0.38 or 32% more content. As scores are aggregated, the artificial differences related to scoring methodology should disappear. For that reason, ST is comparing results at the mathematical topic and at the grade level, rather than at the individual standard level. Another danger associated with over analysis of this data is that rubric-based evaluation is not a precise science. Reasonable people, making every attempt to make fair decisions, can draw rational conclusions that differ. Curriculum Review 14 A false sense of precision can be implied when averages are calculated to multiple decimal places. For this reason, ST will use only two decimal places in its tables. All that said, quantifying the numbers offers precious insight into reviewer thinking and allows systematic evaluation and comparison that wouldn’t otherwise be possible. With the limits of the methodology clearly in mind, ST will assume that differences at the mathematical topic and grade level represent real differences in content, even if those differences are not perfectly captured by the numbers. Grade 2 OSPI Scores by Section ST Scores by Section Difference Bridges in Mathematics 2.1. Place value and the base ten system 0.88 0.67 -21% 2.2. Addition and subtraction 0.83 0.72 -11% 2.3. Measurement 0.90 0.83 -7% 2.4. Additional key content 0.78 0.30 -48% 2.5. Reasoning, problem solving, and communication 0.93 0.69 -24% Bridges Grade 2 Average Scale Score 0.86 0.66 -21% Investigations 2.1. Place value and the base ten system 0.31 0.33 2% 2.2. Addition and subtraction 0.74 0.57 -11% 2.3. Measurement 0.68 0.57 -4% 2.4. Additional key content 0.65 0.70 5% 2.5. Reasoning, problem solving, and communication 0.63 0.69 7% Investigations Grade 2 Average Scale Score 0.61 0.59 -2% Math Connects 2.1. Place value and the base ten system 0.77 0.75 -2% 2.2. Addition and subtraction 0.74 0.70 -3% 2.3. Measurement 0.55 0.73 18% 2.4. Additional key content 0.80 0.93 13% 2.5. Reasoning, problem solving, and communication 0.89 0.83 -6% Math Connects Grade 2 Average Scale Score 0.76 0.78 2% Math Expressions 2.1. Place value and the base ten system 0.56 0.72 16% 2.2. Addition and subtraction 0.79 0.85 6% 2.3. Measurement 0.58 0.77 19% 2.4. Additional key content 0.63 0.73 11% 2.5. Reasoning, problem solving, and communication 0.80 0.81 1% Math Expressions Grade 2 Average Scale Score 0.69 0.80 11% Curriculum Review 15 Grade 4 OSPI Scores by Section ST Scores by Section Difference Bridges in Mathematics 4.1 Multi-digit Multiplication 0.58 0.88 31% 4.2 Fractions, decimals, and mixed numbers 0.57 0.74 17% 4.3 Concept of area 0.65 0.94 30% 4.4 Additional key content 0.72 0.79 7% 4.5 Reasoning, problem solving, and communication 0.61 0.88 27% Bridges Grade 4 Average Scale Score 0.62 0.85 23% Investigations 4.1 Multi-digit Multiplication 0.68 0.55 -13% 4.2 Fractions, decimals, and mixed numbers 0.34 0.30 -5% 4.3 Concept of area 0.44 0.31 -13% 4.4 Additional key content 0.41 0.48 7% 4.5 Reasoning, problem solving, and communication 0.60 0.47 -13% Investigations Grade 4 Average Scale Score 0.50 0.43 -7% Math Connects 4.1 Multi-digit Multiplication 0.83 0.85 3% 4.2 Fractions, decimals, and mixed numbers 0.81 0.74 -6% 4.3 Concept of area 0.63 0.58 -4% 4.4 Additional key content 0.81 0.81 0% 4.5 Reasoning, problem solving, and communication 0.69 0.77 8% Math Connects Grade 4 Average Scale Score 0.76 0.76 0% Math Expressions 4.1 Multi-digit Multiplication 0.69 0.92 23% 4.2 Fractions, decimals, and mixed numbers 0.64 0.87 23% 4.3 Concept of area 0.63 0.58 37% 4.4 Additional key content 0.81 0.79 -2% 4.5 Reasoning, problem solving, and communication 0.38 0.77 8% Math Expressions Grade 4 Average Scale Score 0.53 0.89 36% There is a lot to say about how ST’s results compare to OSPI’s results. In a perfect world, there would have been a more consistent relationship between ST’s results and OSPI’s results. There are reasons—unlimited time, examination of every lesson—that ST’s scores might have been consistently higher. There are other reasons—not considering off-grade level content, reviewer discussions about every different score point—that might cause consistently lower scores. Apparently the effects of these variables fluctuate. Curriculum Review 16 For example, in Grade two, ST identified 21 percent less of the possible content than did OSPI did for Bridges, virtually matched OSPI with Investigations and Math Connects, and found 11 percent more of the possible content for Math Expressions. There are even differences for the same programs. Bridges offers the strongest example. In Grade two, OSPI finds that 86 percent of the possible content is present, but that only 62 percent of the possible content is present in grade four. ST has almost opposite findings, but if one thinks about the aggregate of both grade levels, the differences would almost disappear. To shed light on the inconsistencies, ST looked first at grade two Bridges, where ST found less content. ST looked at score points with large differences and selected three examples. OSPI’s score ranged from 0.68 to 1.00 for the following standards, while ST scores ranged from 0.00 to 0.33. Here are ST’s scores and comments: 2.4.B Collect, organize, represent, and interpret data in bar graphs and picture graphs. (OSPI score = 1.00; ST score = 0.33) ST Comments: The program does a good job with collecting and organizing data in bar graphs. All of the lessons about glyphs were cut to make room for the extra lessons that meet WA standards. In lessons 5-19 and 5-20, students make and interpret bar graphs (TE 579 to 586). Lesson 6-8, about the speed of marbles on ramps, has students collect, organize, and average data and includes homework where they graph data (TE 696 to 699). 6-10 is about bar graphs that represent linear relationships (TE 705 to 709). 6-11 to 6-13 asks students to apply information from bar graphs to solve problems related to rolling marbles (TE710 to 720). Workplace 9 includes bar graphs (TE 796). In unit 7 lessons 4, 6, and 28 include significant work on bar graphs. This reviewer did not see picture graphs, unless the “eyes” and “snowmen” growing charts are counted. This score seems harsh, but is the correct application of the rubric since content is missing. Bridges Grade 2 Average Scale Score 0.86 0.65 -21% Bridges Grade 4 Average Scale Score 0.62 0.85 23% Curriculum Review 17 While there is an emphasis on collecting data (Volume 2, Unit 5 and Volume 3, Unit 7), the other performances are also amply represented as they pertain to bar graphs although more emphasis on interpretation is needed. Probability is considered along with data analysis – at this age would be better to separate the two. Pie graphs are also introduced which may be too much at this age since they have little understanding of fractions. Did not see pictographs. 2.2.C Add and subtract two-digit numbers efficiently and accurately using a procedure that works with all two-digit numbers and explain why the procedure works. (OSPI score 0.75; ST score = 0.17) ST Comments: The standard algorithm for addition and subtraction is shown in Supplement A5 with the caveat to “be sure they understand that it is not a replacement for all the strategies they have already invented; it is just another option,” (Sup A5.16 to A5.19). While mastery of the standard algorithm is not expected in second grade, neither should it be a black sheep. Students share their mental strategies (counting on, making tens, etc.) but strategies for working with numerals on paper seems to be missing. There is no reason to believe that students are being led to use “efficient and accurate methods that work every time” beyond manipulatives. Work Place 9 “Key Chain Charms” has students doing 2-digit subtract with renaming “using methods that make sense to them,” (TE 631 to 632). A.5-4 is about place value as applied in addition and subtraction. There are a few pages of practice, which are often homework (TE 753) but it is not clear what students are practicing. Publisher cites 7-9, which is a class discussion of mental strategies and 5-23 to 5-25, which depends on models. While there is a good amount of practice for adding and subtracting two-digit numbers (teachers told to include every week) not clear that a procedure that “works with all two-digit numbers” is singled out or privileged nor that students are asked to explain why that procedure works. Standard algorithm that involves place value is included although student innovations are encouraged from beginning to end. In May, e.g., student-invented strategies are still being solicited in Activity 4, Set A5. All in all, there is too much emphasis on game playing and too much emphasis on methods other than the standard algorithm. Curriculum Review 18 2.4.D Model and describe division situations in which sets are separated into equal parts. (OSPI score = 0.63; ST score = 0.17) ST Comments A score of “1” is given because of the lesson at the very beginning of the year about ants dividing into columns. It is unusual placement and by itself is not enough. The publisher’s reference to Workplace 10B is not a good fit because that lesson is about dividing a whole into halves. There is an occasional reference to division but it pops up without a lot of direct instruction. It is briefly mentioned but never developed. Volume 3, Unit 7 does get to dividing candy bars between and among students but the focus is on fractions. Since ST does not have access to OSPI rationale, it is not possible to know whether reviewers looked at the same material and came to different conclusions or did not see the same material. Standard 2.2.C illustrates the point of people looking at the same material and drawing different conclusions. OSPI and ST reviewers looked at the same material and awarded different scores. While ST reviewers saw a very weak content match—0.17—between Bridges and the standards, OSPI reviewers saw a strong—0.75—content match. The rationale for OSPI’s score isn’t available, but we do know that reasonable people can look at the same evidence and draw different conclusions. In some instances it is also possible that ST looked at more material than did OSPI. Both groups looked at the materials in the publisher’s alignment. Additionally, ST reviewed every lesson, including those in the supplementary materials, which was not possible for OSPI reviewers. Also, in the particular case of Bridges, materials that should have been excluded, because they were replaced by supplemental units, might inadvertently have been included by OSPI reviewers. To understand better what happens when ST identifies more content than OSPI, disparate scores for grade four Expressions are examined more carefully. This program and grade level were chosen because that is where the largest discrepancy lies. Curriculum Review 19 ST judged Expressions to have 88 percent of the content related to multi-digit multiplication versus the 58 percent of content OSPI scored present. While generally the difference for this topic is an accumulation of ST seeing slighting more content in every standard, there are some glaring exceptions. 4.1.E Compare the values represented by digits in whole numbers using place value. (OSPI score = 0.000; ST score = 1.000) ST Comments: “Understand the value of the digit” is emphasized when decimals are taught in unit 3. Beginning on page 1047 to 1086 decimals are thoroughly taught. This is a place value based unit, that includes modeling, comparing, impact of zeros, and lots of practice via decimal secret code cards. There is optional extension into thousandths. In addition to inclusion in the spiral review, there is a follow-up lesson on pg. 1139. Using place value with numbers is a focus of Unit 3 and lays a strong foundation for comparisons. Understanding the value of the digits and how they compare in later units (Unit 11) as they relate to decimals along with the decimal Secret Code Cards makes this content fully covered. 4.3.E Demonstrate that rectangles with the same area can have different perimeters, and that rectangles with the same perimeter can have different areas. (OSPI score = 0.125; ST score = 1.000) ST Comments: This is really how the program introduces area, but the non-relationship is explicitly taught on 245 &amp;246 This content is explicitly addressed on p. 245-246. 4.4.F Describe and compare the likelihood of events. (OSPI score = 0.000; ST score = 0.833) Curriculum Review 20 ST Comments: Unit 9 focuses on probability and the likelihood of events. There are two pages of practice for students—more is needed as this can be a difficult concept for students. Unit 9 is about probability and covers equally likely, probability, sample space, and outcomes with typical activities like penny tosses and drawing marbles. It includes area probability using spinners. It ends with students designing a fair game. Although no single lesson focuses on comparing the likelihood of events, it is embedded and questions are sprinkled throughout. TE 945 to 956 One has to believe that ST reviewers saw lessons and units that OSPI reviewers did not see. If it were possible for everyone who reviewed a program to discuss their scores and to share his or her rational, ST believes the scores would be much more similar. All this said, even without the perfectly correlated idea, the question to be answered is, “does the program meet the standard?” It is not necessary to have perfectly coordinated scores to answer that question. Curriculum Review 21 Mathematical Soundness in Elementary School The majority of the attention during OSPI’s curriculum review and ST’s subsequent curriculum review audit is focused on matching the program content to the standards. The mathematical analysis is an additional review of the material that looks carefully at selected topics across grade levels. It goes beyond the simple content match to determine whether central topics are correct from a mathematical viewpoint. The analysis is not about how the mathematics is taught—a question better answered by mathematics educators—but about how accurately mathematics is represented in the program. A mathematician is best prepared to make judgments about the mathematical soundness of representations of concepts, the accuracy of definitions. He or she notices when critical explanations are missing. ST selected three topics at the elementary school and two at middle school to be thoroughly analyzed from their introduction through closure of the topic. Grade placement, while noted, was not of particular import. For elementary school, the topics of whole number multiplication, area of the triangle, and the arithmetic of fractions were selected. A detailed discussion of each is found in Appendix A The following chart offers a visual overview of the results of ST’s examination. Please note it does not reflect or relate to a summary of scores—no rubric was used for this component of ST’S work. Detailed analysis of each of the programs can be found at XXXX. Whole Number Multiplication Area of Triangle Adding and Subtracting Fractions + All necessary concepts and skills related to the topic are introduced, developed, represented, and consolidated using correct mathematics. √ The topic is introduced and consolidated without mathematical errors, but some aspect is not thoroughly developed. - The typical student would not master the content or be ready for the next level of mathematics. Bridges In Mathematics + — — Investigations — — — Math Connects + — + Math Expressions + + + Curriculum Review Of the four programs, Math Expressions is mathematically the strongest. With great clarity and simplicity the program goes from a geometric representation of multiplication using place value through a sequence of notations to end up with the standard algorithm for whole number multiplication. The content is not just present and correct, it is elegantly done. The thread related to area of triangle is completely covered. The formulas for the areas of triangles, parallelograms, and rectangles are all thoroughly developed. The area of the triangle is related to that of the parallelogram and this to the area of a rectangle. All of this is done with clarity. The program also does an excellent job of developing the addition and subtraction of fractions. Fractions are defined as numbers by using fraction strips and the number line. Addition and subtraction are represented on the number line as well. There are good problems. All three topical threads are covered. With Math Expressions, students should be prepared for the next levels of mathematics. Math Connects covers the thread related to multiplication with a minor exception. It lacks a numerical model for multiplication that contains place value and demonstrates commutativity and distributivity all in one place. The definition and the formula for the area of a rectangle are well done, but the formula for the area of a parallelogram is not given. Students are shown how to compute the area, but the formula is not made explicit. The real failure of Math Connects is the lack of content about the area of a triangle. This thread is mathematically sound, but incomplete. Fractions and the arithmetic of fractions are thoroughly covered. The only weakness is the emphasis on a least common denominator for adding and subtracting fractions and downplaying the easily accessible common denominator, which is, however, covered. In all, with the exception of area of triangle, students should be prepared for further mathematics when coming from Math Connects. The mathematics is clearly presented and is available in the student materials. Bridges in Mathematics finishes most of the whole number multiplication thread in Grade five of the original program. The connections to other mathematical concepts are done well enough but not always explicitly. Missing are a numerical model that demonstrates the use of commutativity and distributivity and work with three-digit numbers. In the Bridges Washington State Supplement, the transitions from representations to partial products to the standard algorithm are handled nicely. But the numerical model using commutativity and distributivity is not 22 Curriculum Review 23 included and there is only minimal work with three-digit numbers. It should be mentioned that the program does not celebrate the standard algorithm, but seems to always be looking for alternative ways to do things. Giving students the opportunity to learn a variety of methods in order to build understanding can be part of good teaching and does not require devaluing the standard algorithm. The definition of area is never clearly given in the regular program, but is included in the Washington Supplement. In the supplement, Bridges properly defines area and derives the formula for the area of a rectangle. Unfortunately, the derivation of the formula for parallelograms is mathematically incorrect and the derivation of the formula for the area of a triangle is inadequate because it is based on the very limited examples from Geoboard triangles. There are no word problems. Bridges’ grade-three supplement explains well what it means to put fractions on the number line, but falls short with representing adding and subtracting fractions as numbers. There is inadequate opportunity for students to understand addition and subtraction, partly because the concepts and skills associated with common denominators are not developed. In the Grade-five supplement, there is a mathematical error in the primary explanatory example of fraction addition. There are no word problems for fractions or area after they are developed. Bridges does not provide the necessary foundation concepts or skills related to fractions that would prepare students to go on. The strength of Investigations in the multiplication thread is the development of strategies for single-digit multiplication leading to fluency. The primary weakness is that the program does not lead to fluency with the standard algorithm. The standard algorithm is present, but receives too little attention, this is illustrated by the fact that there are only a few single-step word problems and one multi-step word problem using multiplication. The second serious problem is the lack of connectivity in the development of the standard algorithm from place-value fundamentals. This idea is not completely missing, but there are only two representations using place value that illustrate their “breaking apart by place” algorithm and the representation and the algorithm are separated by significant time in the program. The numerical representation of the algorithm’s distributivity and commutativity is available in the teacher’s preliminary material, but not in the student’s materials. The materials do not make 1) an explicit connection using commutativity and distributivity between the area representation and the numerical representation or 2) the connection between the numerical representation and the “breaking apart by place” algorithm. Investigations is missing the formulas for the areas of rectangles, parallelograms, and triangles. Curriculum Review 24 By not developing fluency with and understanding of the standard algorithm and then applying this skill to multi-step word problems, students are not prepared for the next stage of their mathematical education. Investigations is missing the formulas for the areas of rectangles, parallelograms, and triangles. The areas of rectangles are computed, but the areas of parallelograms and triangles are not. The connection between the area of a parallelogram and that of a rectangle or that of a triangle is never made. A strength in Investigations is the use of the clock model and the rectangular model to represent addition and subtraction of fractions. However this follows mathematically flawed work in grades three and four and takes place before fractions are well defined as numbers. Work in Investigations is limited to fractions with sums of less than 2 and there is very limited work with mixed numbers, leaving students unprepared to deal with fractions as simple as 11/3. Most importantly, common denominators are not developed, so students are unable to add arbitrary fractions with what they are taught. Students using this program will be unprepared to go on in mathematics. A strength is the use of the clock model and the rectangular model to represent addition and subtraction Curriculum Review Comparison of Content Match for Middle School The following chart provides a comparison of the OSPI and ST results related to the amount of content match identified by the reviewers. Middle School Findings 25 Grade 7 OSPI Scores by Section ST Scores by Section Difference Holt 7.1 Rational numbers and linear equations 0.93 0.79 -14% 7.2 Proportionality and similarity 0.57 0.78 21% 7.3 Surface area and volume 0.94 1.00 6% 7.4 Probability and data 0.95 1.00 5% 7.5 Additional key content 0.94 1.00 6% 7.6 Reasoning, problem solving, and communication 0.95 0.94 -2% Holt Grade 7 Average Scale Score 0.85 0.89 4% Math Connects 7.1 Rational numbers and linear equations 0.71 0.74 2% 7.2 Proportionality and similarity 0.64 0.80 16% 7.3 Surface area and volume 0.59 0.50 -9% 7.4 Probability and data 0.93 0.65 -28% 7.5 Additional key content 0.88 1.00 13% 7.6 Reasoning, problem solving, and communication 0.86 0.60 -26% Math Connects Grade 7 Average Scale Score 0.75 0.71 -4% Math Thematics 7.1 Rational numbers and linear equations 0.81 0.74 -7% 7.2 Proportionality and similarity 0.43 0.74 31% 7.3 Surface area and volume 0.61 0.67 6% 7.4 Probability and data 0.80 0.80 0% 7.5 Additional key content 0.92 1.00 8% 7.6 Reasoning, problem solving, and communication 0.98 0.76 -11% Math Thematics 7 Average Scale Score 0.73 0.76 3% Prentice Hall 7.1 Rational numbers and linear equations 0.82 0.81 -1% 7.2 Proportionality and similarity 0.63 0.72 10% 7.3 Surface area and volume 0.31 0.58 27% 7.4 Probability and data 0.65 0.93 28% 7.5 Additional key content 0.88 1.00 13% 7.6 Reasoning, problem solving, and communication 0.59 0.79 20% Prentice Hall Grade 7 Average Scale Score 0.64 0.78 14% Curriculum Review With the exception of Prentice Hall, ST and OSPI found similar amounts of content in the examined programs at the program level. At the topic level, there is a consistent variability that is worth examination. ST found more—it ranges from 13% to 31%—of the content that is in the standards related to the topic of proportionality and similarity than did OSPI. While is not possible to know with certainty if different reviewers looked at different materials or if they looked at the same materials and came to different conclusions, comparing ST reviewer notes and publisher alignments provides insights. ST reviewers were under no compunction to record all supporting lessons, but the details in the scoring sheets suggest they often did so. The following table compares Holt’s and Prentice Hall’s alignments and ST citations for the topic of proportionality. It is not certain that any firm conclusions can be drawn from this examination, but it seems to indicate that for the topic of proportions, the higher scores granted by ST relate to both the review of extra material and to different judgments about the same materials. There are several instances, such as in standard 7.2.C for both Holt and Prentice Hall, when ST looked at material beyond what is listed in the publisher’s alignment and awarded a higher score. Sometimes this material was completely omitted by the publisher, as was the case for Prentice Hall and standard 7.2.H, but more often ST found related material in the lessons leading up to and away from those cited by the publisher. There are also times, such as in standard 7.2.F for Holt, that both groups appear to have reviewed the same material and ST reviewers granted higher scores. 26 Curriculum Review 27 Holt Alignment ST Citations for Holt Prentice Hall Alignment ST Citations for Prentice Hall 7.2.C • Lab 5.7 pp. 298-299 • Lesson 5.7 pp. 300-307 • 5-7 with lab • 5-8 • Reteach, practice, challenge, and problem solving resources. • 5.5a • 5.6a • Pg. 270 - 271 • 5-5a • 5-5b • 5-6a • Practice sheets, adapted practice sheets, reteaching sheets, and guided problem solving OSPI score = 0.88 ST score = 1.00 OSPI score = 0.50 ST score = 0.83 • Lesson 5.9 pp. 308-311 • 5-9 • Chapter 8 extension • 5.5b • 5.6a • Pg 270 - 271 • 5-6 • Practice sheets, adapted practice sheets, reteaching sheets, and guided problem solving OSPI score = 0.63 ST score = 0.67 OSPI score = 0.75 ST score = 1.00 7.2.E • Lesson 12.5 pp. 650-654 • 5-6 lab • 4-4 • 4-5 • 4-6 • 5-3 • 9-1 • 10-1 • Problem Solving Application • 9-1 • 9-1a • 9-2 • 9-3 • 9-4 • 9-5 • 9-6 • 9-7 • 9-8 OSPI score = 0.50 ST score = 0.67 OSPI score = 0.88 ST score = 0.83 7.2.F • Lesson 5.3 pp. 278-282 • 5-3 • 9-1 • 9-4a • 10-2 • 10-2b • 10-3 • 10-3a • Practice sheets, adapted practice sheets, reteaching sheets, and guided problem solving OSPI score = 0.250 ST score = 0.667 OSPI score = 0.50 ST score = 0.50 • Lesson 5.3 pp. 278-282 • 5-2 • 5-3 • 5-2 • 5-4 • Guided Problem Solving • 5-2 • 5-2 Extension • 5-3 • 5-3b • 5-4a • 5-4b • 5-5 OSPI score = 0.50 ST score = 0.667 OSPI score = 0.38 ST score = 0.33 • Lesson 5.4 pp. 283-286 • Lesson 12.5 pp. 650-654 • 5-4 • 5-7 • 9-2 • 10-2 • 5-1 • 5-2 • 5-3 • 5-3b • 5-4a • 5-5 • 5-5b OSPI score = 0.750 ST score = 1.00 OSPI score = 0.50 ST score = 1.00 Curriculum Review Mathematical Soundness 28 Multiplication and Division of Fractions Proportions + All necessary concepts and skills related to the topic are introduced, developed, represented, and consolidated using correct mathematics. √ The topic is introduced and consolidated without mathematical errors, but some aspect is not thoroughly developed. - The typical student would not master the content or be ready for the next level of mathematics. Holt √ √ Math Connects — + Math Thematics — — Prentice Hall √ √ Overall, Math Connects is strongest, with Prentice Hall and Holt tying for the middle place. It is disappointing to see the treatment of multiplication and division of fractions across the four texts chosen for examination. While all four programs make a good start on the topic, in the end, the rules for the multiplication and division of fractions are just stated and not explained. Students need the opportunity to learn to understand the procedures they are asked to apply. As they stand none of these programs completely does this, although some come closer than others. In particular, none of them use the inverse nature of multiplication and division. The good news is that this topic is relatively easy to address with supplementation. Ratios, rates, proportions and proportionality reach into all corners of middle school mathematics. Helping students see and use the connections among scale and slope and similarity is a complex task. It cannot be amended with a few supplemental lessons and added definitions. This is a topic that must be well developed within the chosen mathematics program. Holt In Holt, the multiplication of simple fractions is nicely modeled, but the text gives no explanation for the general rule for multiplying fractions. The only attempt to explain the division of fractions is for the cases where the answer is a whole number. The rule for dividing fractions is given without explanation, as a rule to be memorized. One section on solving simple equations could be turned into an explanation of division, but it is not taken advantage of in this way. It contains equations of the sort A = BX that are solved by multiplying both sides by the reciprocal of B. This could easily be Curriculum Review 29 tied to the inverse nature of multiplication and division. The topic could be extended by replacing A, which is usually a whole number, with a fraction. Rates are not properly defined when they are introduced. There are a lot of proportion problems, but they are of mixed quality and some are mathematically inappropriate. Cross products are taught, but the underlying logic is not included in the student text. Linear equations, their graphs, and slopes are included, but underdeveloped. Proportions, slopes, and graphs are also included but the program does not establish well enough the connections that should be made through similar triangles and the proportionality constant. Direct variation is included. Math Connects Multiplication of simple fractions is nicely modeled in Math Connects, but it gives no explanation for the general rule for multiplying fractions. Division of fractions is only explained using examples where the answer is a whole number. There is no explanation given for the rule for dividing fractions. Math Connects thoroughly develops ratios, rates, and proportion, including proper definition in the text each year of the middle school program. Proportion problems are numerous, of varying types, and such problems are present in all three years of the material. Cross products are appropriately and correctly explained. The connection to a proportionality constant and a graph is not emphasized, but it is there and the connection between slope and similar triangles is also present, although it is even weaker. Math Thematics Math Thematics includes solid modeling of multiplication of simple fractions, but again, without explaining the general rule for multiplying fractions. As is common, the only attempt to explain the division of fractions is with examples in which the answer is a whole number. The text gives no explanation for the rule for dividing fractions. Math Thematics 1 one sets up a confusing foundation for ratios, rates and proportions by not giving a definition of “ratio”. This is corrected in Book 2, a year later, but that delay puts students in the position of having to build a foundation of misconceptions. Cross products are taught, but how and why they work is not explained. There are proportion problems in limited number throughout the three years, but many of them are scattered throughout the text, there is never any intensive practice. Curriculum Review 30 There is a minimal connection of graphs to ratios and rates, but there is nothing explicit about how they connect to proportions, such as the constant of proportionality. Linear equations are not shown to produce graphs that are lines, and no reason is given for slopes of lines to be independent of points chosen to compute them. This series’ presentation of proportions would not develop the foundational understanding students need. Prentice Hall Prentice Hall includes good models of multiplication of simple fractions, but it does not provide an explanation for the general rule for multiplying fractions. Similar to the other reviewed programs, the only attempt to explain the division of fractions is by using examples that have a whole number for an answer. No explanation is given for the rule for dividing fractions. There is a missed opportunity in a section on solving simple equations that could have easily been turned into an explanation of division. This is a place that the skilled teacher can add to the explanation and make the connections that are missing. Information in the teacher’s edition indicates an awareness that these procedures can be explained, but the explanations are not included. The teacher’s edition does make the statement that multiplication and division are inverse operations, but this information is not reflected in the lessons. The definitions for ratios, rates, and proportions are included and correct. Cross products are not explained in grade six, when they are first taught, but they are in subsequent grade levels. There are a variety of word problems, although they are not particularly challenging. The real weakness comes from the lack of connection between proportions and graphs. The slope is not well developed and defined, nor are equations shown to give lines as graphs, but the real weakness in Prentice Hall comes from the lack of connection between proportions and graphs. Curriculum Review 31 Bridges in Mathematics With the help of the supplemental materials, Bridges mostly covers the thread of whole number multiplication. This is not true for the topic of area. The supplemental materials include the formulas for area missing from the main program, but the derivation of the formula for the area of a parallelogram is mathematically unsound and the derivation of the formula for the area of a triangle is inadequate. The handling of adding and subtracting fractions is also problematic. Materials in the supplemental materials do address addition and subtraction of fractions, but common denominators are not included. The materials also contain a serious mathematical error in a major example used to illustrate a central point. The typical student would only be prepared to go on in mathematics for the thread of whole number multiplication. OSPI Grade 2 Average Scale Score 0.86 ST Grade 2 Average Scale Score 0.66 OSPI Grade 4 Average Scale Score 0.62 ST Grade 4 Average Scale Score 0.85 Bridges is a program structured around a limited number of units each year. Unit topics relate to mathematical strands such as fractions or data, rather than themes or problem contexts. Typical lessons begin with a problem or investigation that small groups of students tackle at their desks. Students share their thinking, strategies, and solutions in the classroom discussion that follows. There does not appear to be a systematic emphasis to bring closure or to consolidate the mathematical ideas under examination. Most days include time for students to work at centers that have games and activities related to the mathematical content under investigation in order to practice skills and explore ideas. Direct instruction is rarely used in the main Bridges program and occasionally used in the supplemental Bridges materials. There are many commendable things about Bridges. Most impressive is the publisher’s responsiveness to creating lessons that exactly match to Washington’s standards. The teacher’s edition contains a great deal of information. Every unit is preceded with a well-developed overview. There are many examples of the types of classrooms discussions that should Individual Mathematics Programs Curriculum Review 32 be generated during the lesson. Because the classroom discussions are a mainstay of the program, these are important examples. Additionally there is information about classroom management and assessment tips scattered throughout. ST reviewers found the materials hard to navigate. The program exists in multiple books—1) number corner activities, 2) main materials, 3) practice workbook, 4) home connections, and 5) the supplemental materials— and lacks both a comprehensive table of contents and an index. It would be difficult for a teacher to isolate topics for review or extension and to remember that some lessons in the main program must be replaced with lessons from the supplemental materials. Curriculum Review 33 Holt Holt begins by modeling well multiplication of simple fractions, but does not bridge from the model to a general rule for multiplying fractions. Division of fractions is only explained for those problems with whole number answers, leaving students to assume that if it works for these numbers it must work for all numbers. Although the paper folding model is included and teachers are reminded that division is multiplication by the reciprocal, there is no explanation for dividing fractions included. There is a section on solving simple equations that could be turned into an explanation of division and in some ways comes close, but it is not taken advantage of in this way. Both multiplication and division are broken down into small bits for easier digestion, making it the best of the four programs in this respect Rates are not properly defined when they are introduced. There are a lot of proportion problems, of mixed quality. Cross product is not explained in the student text, but it is in the teacher edition. Linear equations, their graphs, and slopes are done, but not done thoroughly. Proportions, slopes, and graphs are not linked up well through similar triangles and the proportionality constant, but the concept of direct variation is included. Students would be prepared to go on, assuming teachers made explicit implicit content. OSPI Grade 7 Average Scale Score 0.85 ST Grade 7 Average Scale Score 0.89 Lessons usually begin with a warm up activity that activates prior knowledge and includes a short problem of the day. Using direct instruction, the teacher guides students through a set of (usually) three example problems, each one related to a different sub-topic, that illustrate how to do solve a problem type. For example, the lesson on customary measurements has a sample problem for 1) choosing the appropriate customary unit, 2) converting customary units, and 3) adding or subtracting mixed units of measure. This is followed by guided practice, independent practice and then practice problems and spiral review. There is a dependence on direct instruction with guided and independent practice, although the program includes some games to solidify skills. There is a well-developed section on test-prep including various types of problems and tools to aid teachers such as student work samples for extended response items. Curriculum Review 34 Units are by topic and each lesson stands alone. It usually builds on the lesson from the previous day, but sometimes the effect can be a bit jumbled. Chapter five includes lessons about ratios, rates, slope and rates of change, identifying and writing proportions, solving proportions, generate formulas to convert units, customary measurements, similar figures, similar figures and proportions, scale drawings and scale models, and proportional relationships. The connections among and between these topics are not as clear as they should be. The teacher’s edition is rich with calls-outs related to math background, interdisciplinary connections, ongoing assessment, student intervention, and teaching tips. A fair amount of content is included in Holt that does not map to Washington standards. This includes a lot of chapter five, which is about angles, circles and polygons, congruent figures, translations, reflections, rotations, and symmetry; most of chapter six, which is about percent, percent of change, and interest; and most of chapter nine, which is about measurement of two-dimensional figures. However, the program is designed in such a way that it is relatively easy for a teacher to skip chapters, as long as they know to do so, meaning the content does not have to take time away from teaching Washington’s standards. Curriculum Review 35 Investigations, as the name suggests favors an approach to learning that is exploratory in nature. A typical day begins with “10 Minute Math” which gives students the opportunity to maintain and practice learned skills and numerical fluency. Most of the remainder of the day is spent with students working in groups to investigate a mathematical situation or problem, which is different than applying mathematics they know to solve a problem. There is an emphasis on students discussing their strategies and solutions. The strength of the program is in the suggestions for conceptual development of key concepts. It is hard to stress how well this is done in Investigations. Students develop strong visual models for challenging concepts such as fractions, multi-digit multiplication, and area. However, the transition to abstract fluency or generalization is not always developed or evident. For example, students develop good number sense, but may not develop efficiency in operations. Two other issues should be mentioned. Pacing may prove challenging. While each session seems appropriately designed for a class period, the teacher is asked to assess frequently to decide on the number of additional problems to provide and to provide enough time for struggling students to understand the concept. At the same time, there are insufficient extensions or enrichments to engage adept students who may more easily learn the concepts. Also, at some grade levels, including grade four, Investigations includes a great deal of content that does not match grade four standards. As much as half of the content matches to standards at other grade levels and the grade level is almost always lower than Washington’s grade four. Investigations Investigations receives the lowest scaled score given for content from both OSPI and ST of the four top-ranked middle school programs. The necessary components of whole number multiplication are there, but the connections are not. Fluency with the standard algorithm is not developed. In the area thread, there is no formula for the area of a rectangle although students do computer area. Parallelograms and triangles are not considered. Addition and subtraction of fractions has a good start with strong models, but this foundation is not used to build the necessary mathematics. A typical student would not be prepared for the next level of Washington mathematics using this program. OSPI Grade 2 Average Scale Score 0.61 ST Grade 2 Average Scale Score 0.59 OSPI Grade 4 Average Scale Score 0.50 ST Grade 4 Average Scale Score 0.43 Curriculum Review 36 Math Connects Math Connects is the program that is ranked in the top four for both elementary and middle school. At the elementary level, the thread related to multiplication is covered except it lacks a numerical model for multiplication that contains place value and demonstrates commutativity and distributivity all in one place. The definition and the formula for the area of a rectangle are well done, but the formula for the area of a parallelogram is not given. Students are shown how to compute the area, but the formula is not made explicit. The one piece that is completely missing is the area of a triangle. This thread is mathematically sound, but incomplete. Fractions and the arithmetic of fractions are thoroughly covered. The only weakness is the emphasis on a least common denominator for adding and subtracting fractions and the de-emphasis of the easily accessible common denominator, Still, students should be prepared for further mathematics when coming from Math Connects. The mathematics is clearly presented and is available in the student materials. In middle school, Math Connects makes a good start with good modeling of multiplication of simple fractions but no explanation for how this extends to the general rule for multiplying fractions is given. While this is not always easy to see, one way is to show the connection to repeated addition. The only attempt to explain the division of fractions is for the cases where the answer is a whole number. No explanation is given for the rule for dividing fractions, when it could be as easy as making the connection to the inverse relationship of multiplication and division. Ratios, rates, and proportion are properly defined every year and proportion problems are numerous, of varying types, and in all three years of the middle school program. Cross products are used but not explained properly. The connection to a proportionality constant and a graph is made, but not emphasized enough and the connection to slope and similar triangles is there with even less development. With very little extra, students would be well prepared in the topic of proportionality. They would need a better understanding of why the procedures associated with multiplication and division of fraction work to go to the next level of mathematics. The missing pieces are easy to supplement. OSPI Grade 2 Average Scale Score 0.76 ST Grade 2 Average Scale Score 0.78 OSPI Grade 4 Average Scale Score 0.76 ST Grade 4 Average Scale Score 0.76 OSPI Grade 7 Average Scale Score 0.75 ST Grade 7 Average Scale Score 0.71 Curriculum Review 37 Math Expressions Math Expressions develops whole number multiplication completely and elegantly. The area thread is done extremely well. Adding and subtracting fractions, both the conceptual and procedural sides as well as the connections between the two, is explicitly developed. With the exception of the work on common denominators, all of the mathematics is in the student materials. This program provides a solid foundation to move ahead in mathematics. OSPI Grade 2 Average Scale Score 0.82 ST Grade 2 Average Scale Score 0.66 OSPI Grade 4 Average Scale Score 0.62 ST Grade 4 Average Scale Score 0.85 A typical day starts with a short skills building or practice and homework review. The actual lesson usually starts with a problem that students work on, in groups, at their desk. This is followed by “math talk,” Expressions’ version of student discourse, during which the teacher pulls out student thinking and summarizes and consolidates the important mathematical ideas for the day. Teachers sometimes use direct instruction during this time to teach specific skills or concepts. Students are then led through some guided practice or group work and on to independent practice or a group task. Every lesson has a homework worksheet and a spiral review worksheet. The teacher’s edition is very strong. Although the front material is a bit overwhelming, there is a complete table of contents and index, so content is very easy to find. The goal for each lesson is clearly identified, as is a suggested time frame and a list of specific materials that will be needed. “Best practice” ideas, such as the main points that should be included in the class discussion, are woven into the teacher’s edition. Sometimes it alerts the teacher to commonly held student misconceptions and ideas to support the student. Sometimes it offers general guidance on how to teach a lesson like, “Students will also probably say that both arrays have six dots; accept this answer because it works for these specific arrays. But it cannot be the basis for a general argument for all arrays asked for in the next exercise.” Curriculum Review In a typical lesson, the teacher begins with some scaffolding questions that active prior learning, the new concept is explained/demonstrated and the class is asked a few questions to check for understanding, the teacher works some examples, students work some problems to be sure they know what to do, and then the students work practice problems which include some spiral review problems. While every program has a predictability, this one seems to suffer from adherence to its format. At the elementary level, the teacher is often directed to \\\"Have students open their books and read the information in ...\\\" Hands-on activities are included in the teacher’s edition but identified as appropriate for use with below grade students. Similarly, at the middle school level, students rarely experience hands-on mathematics. The program does include approximately six mini-labs per year, designed to last about one-half hour, scheduled before a new major concept is introduced. With the exception of the mini-labs, students spend most of their time on the procedural side of mathematics. The program appears relatively easy to use, although the teacher’s edition has so much information—not all of it helpful—that a teacher might discount it. Alternative introductory lessons and teaching strategies for English Language Learners are included. The directions to the teacher are often very general, and not specific to the problem or concept. While there is a good deal of information about differentiation - some useful, some not - there is not enough good information about the whole group instruction. The additional worksheets provide plenty of additional material for teachers to use to reteach and enrich. 38 Curriculum Review 39 Math Thematics Math Thematics does a good job of modeling multiplication of simple fractions and giving students the opportunity to practice doing so in a meaningful context. What is missing is the bridge between the model for the simple case and the explanation for the general rule. The only attempt to explain the division of fractions is for the cases where the answer is a whole number. No explanation is given for the rule for dividing fractions. Book 1 sets up a confusing foundation for ratios, rates and proportions by not giving a definition of ratio. This is corrected in Book 2, but by then students are working from a shaky foundation. Why and how cross products work is not explained. There are proportion word problems, but they are limited in number and scattered throughout the material. A minimal connection of graphs to ratios and rates is made, but nothing explicit is done about proportions, such as the constant of proportionality. Linear equations are not shown to produce graphs that are lines and there is no explanation given for slopes of lines to be independent of points chosen to compute them. A student would be unprepared to go on in mathematics, although multiplication and division of fractions could be easily supplemented. OSPI Grade 7 Average Scale Score 0.73 ST Grade 7 Average Scale Score 0.76 Math Thematics organizes takes traditional content and organizes it into themes or modules. For example, the first module, “Search and rescue” uses an excerpt from a book, Hachet, in which a young man is stranded after his plane crashes. The unit relates the math in the unit—including angles and rays, coordinate grids, order of operations, adding and subtracting integers, modeling functions, writing equations to model situations, and using inverse operations to solve one-step equations—to search and rescue situations. In the second module, “Bright ideas,” the text bundles many important mathematical discoveries along with the key information about the person who developed the mathematics, thereby at least exposing students to some math history. The remaining modules are: Codes, The Art of Motion, Recreation, Flights of Fancy, Math-Thematical Mix, and Heart of the City. Every section includes “Reflecting” and “Spiral Review.” Reflecting has questions and problems that push and check student understanding. Each unit ends with a series of application problems Curriculum Review 40 that requires students to apply the mathematics learned in the unit in a realistic context. For example, the first problem in unit one requires the student to develop plan a rescue plan with limited daylight and gas for the rescue plane. These concepts and skills are put into realistic contexts. The lessons are highly engaging, but the mathematics gets a bit chopped up and the later units seem fragmented. Also, the organization means that it is difficult to omit the mathematics that is not included in Washington’s standards and there is quite a lot of that. The program is easy to use, with a table of contents and index. There is a lot of help for teachers. The margin in the TE include “Tips from Teachers,” “Developing math concepts,” which are ideas for how to introduce and teach a topic; “Teaching notes,” which are mathematical content background notes for teachers; “common errors,” (example: “when substituting a value for a variable in a multiplication expression, students will sometimes forget to perform the multiplication and simply write the number....Remind students to write the multiplication symbol or to use parentheses.” which describe not only errors students commonly make, but also ways to address them; “About Key Concepts” gives more information about the mathematics; “Absent Students,” which identifies materials to use that compress the missed lesson(s); “Classroom Management” has teaching tips that are germane to the specific lesson; “Differentiated Instruction” proves suggestions for that topic, and “Closure question,” which ensures students leave the lesson with the main idea. Unfortunately, not all of the important mathematics is included in the teacher help and not all of it is explained when it is included. Curriculum Review 41 Prentice Hall Multiplication of simple fractions is nicely modeled but no explanation for the general rule for multiplying fractions is given meaning students would not understand why the rules work. Division of fractions is explained only for the cases where the answer is a whole number. No explanation is given for the rule for dividing fractions. There is a section on solving simple equations that comes very close and could easily turned into an explanation of division. There is an indication, in the teacher’s edition, that these formulas can be explained, even though the explanations are missing. Similarly, the teacher’s edition makes the statement that multiplication and division are inverse operations, but this information is not included in the student text nor used in the lessons. Correct definitions are included for ratios, proportions, and rates when a concept is introduced. Cross products are not explained the first year it is taught, but they are in the year two. There are a variety of problems but none are particularly difficult. It is left to the teacher to fill in the connections between proportions, slopes, and graphs. Generally, slope is not well defined and equations are explicitly shown to give lines as graphs. While the material is present, but the teacher must do the teaching. OSPI Grade 7 Average Scale Score 0.64 ST Grade 7 Average Scale Score 0.78 Prentice Hall is a solid mathematics text that contains appropriate mathematics. Activity labs are used prior to the majority of lessons to develop conceptual understanding of mathematical procedures. These are an essential component of the text; it is during these labs that the conceptual base for students’ understanding of specific mathematical procedures occurs. Good models exist in the labs; however the “bridge” between the models and the rules are not made explicit in the teaching notes or in the actual lesson. Since fluency may not be certain without conceptual understanding, teachers will need to know to do this. The actual lessons begin with a summary of “what” will be learned and “why” it is needed, a list of essential skills and vocabulary, and multiple examples where key concepts are highlighted. In addition to labs, the program uses a mix of direct instruction and student group work that leads to guided and independent practice. Homework exercises offer “Go for Help” and “Go Online” notes to assist students with finding appropriate examples and tutoring help. Curriculum Review 42 The TE includes a “Mathematics Teacher Handbook” at the beginning of the text that explains how to use the teacher text effectively. This section provides information on where to find real-world applications, activity labs, chapter projects, and specific problem solving strategies throughout the text. Support is provided for lesson differentiation, formative and summative assessment, technology use, and additional professional development opportunities. A “Math Background” summary precedes each chapter. This includes essential math understandings for successfully teaching the concepts in the chapter; teachers that by-pass reading these two-page summaries risk omitting important connections between procedures and the conceptual understanding of those procedures. Included in the margins of each lesson are additional math backgrounds relevant to the individual lesson, guided instruction notes to deepen student understanding, differentiated instruction suggestions, lesson openers and closers, common error alerts, additional examples, and assessment tools. Even with all of this, the teacher’s edition often does make explicit why procedures work and connections between various strands of mathematics. The student edition does not stand alone. It does not make the connection explicit between the individual lessons and the lab used to develop the procedures used in the lesson. For example, in 2-4a Activity Lab Comparing Fractions, students model comparing fractions with paper strips. The lab includes a discussion of why it is easier to compare fractions with common denominators. In the lesson 2-4, students compare fractions by writing the fractions with common denominators and comparing the numerators. No reference to the lab is made and no alternate strategies are included; the teacher is needed to make the connection. Curriculum Review 43 Appendix A Whole Number Multiplication The standard algorithm for multiplication has particular importance in mathematics for several reasons. First, it is fairly easy to link it to the all-important place value system. Second, it is necessary in order to extend multiplication to decimals; the same algorithm is used, it is just the decimal place that has to be understood. Third, whole number multiplication is used for all four arithmetic operations with fractions: , and . Fourth, multiplication is used throughout all of mathematics. The standard algorithm solves the universal problem of whole number multiplication, taking the ad hoc out of multiplication. As such, it is one of the truly beautiful and powerful mathematical theorems that students can learn about in elementary school. Learning the algorithm is much more than just learning a way to multiply, it is learning a major mathematical structure. The thread we consider starts with the following: 3.2.D Apply and explain strategies to compute multiplication facts to 10x10 and the related division facts. This is an important preliminary, as is indicated in the Washington standards, to the following: 4.1.A Quickly recall multiplication facts through 10x10 and the related division facts. The standard algorithm is based on distributivity, commutativity, and these single digit multiplications. Knowing all without hesitation is important for fluency with the standard algorithm. Once these are all under control it is possible to connect multiplication with place value, as is expected in this standard: 4.1.C Represent multiplication of a two-digit number by a two-digit number with place value models. The usual representation is to break up numbers using expanded notation and to use the area model of multiplication, thus connecting multiplication to its foundation in the place value system. There are certainly other acceptable models, but it is essential these include a numerical model to € ab×cd=acbd€ ab±cd=ad±bcbd€ ab÷cd=adbc Curriculum Review 44 make the step from a representation to numbers. In the numerical model we need this standard: 4.1.D Multiply by 10, 100, and 1,000. Then, multiplication, as it is represented using place value, must be connected to the notation for the standard algorithm so that we can achieve the standard below: 4.1.F Fluently and accurately multiply up to a three-digit number by one- and two-digit numbers using the standard algorithm. There is a lot that is important here. The notation for the standard algorithm must be connected to a place value representation so that the notation makes sense to students. Obviously, learning this standard by rote is inadequate. This standard will be emphasized as the goal, because without it, even with the foundation of good developmental standards, a student is unprepared to go on in the study of mathematics. Once fluent, multiplication should cease to be a problem but should just be a skill that can be used in problem solving. Thus, ultimately, we need the standard below: 4.1.I Solve single- and multi-step word problems involving multi-digit multiplication and verify the solutions. The point of this thread is to develop an understanding of and a facility with the standard algorithm for multiplication so that it can be readily used as a tool for problem solving. This is of fundamental mathematical importance, and this is reflected by its place in the Washington State standards. Area of a Triangle Area is a fundamental concept in mathematics. The area of a triangle is derived from that for a parallelogram (by taking two copies of the triangle and making a parallelogram) and the area for that is, in turn, derived from the area of a rectangle (by cutting up the parallelogram and rearranging the pieces to make a rectangle). The area of a rectangle follows from multiplication and the area of a square, which essentially gives the definition of area. With the area of rectangles, parallelograms, and triangles under control, the area of polygons and planer surfaces can be calculated. In practice, measurement also comes into play. The computation of volumes frequently depends on knowing the areas connected to the solid. As the student progresses, the techniques for computing area also progress. The Integral Calculus allows students to extend their knowledge of area to much more Curriculum Review 45 complex figures, but that ability depends heavily on the understanding of area from elementary school. This thread begins with the area part of: 4.3.C Determine the perimeter and area of a rectangle using formulas, and explain why the formulas work. The “explain why the formulas work” part of this is essential. Next, we go to: 5.3.D Determine the formula for the area of a parallelogram by relating it to the area of a rectangle. The goal of this thread is given by the next two standards: 5.3.E Determine the formula for the area of a triangle by relating it to the area of a parallelogram. and 5.3.I Solve single- and multi-step word problems about the perimeters and areas of quadrilaterals and triangles and verify the solutions. Fractions and the Arithmetic of Fractions The importance of fractions to mathematics cannot be overstated. Students start with whole numbers and then develop fractions to get the rational numbers. Eventually, real numbers can be constructed from the rational numbers and, finally it is possible to add the last bit to get complex numbers. With the real numbers one can put coordinates on the line or the plane, and from this comes the ability turn geometry into algebra and algebra into geometry. The point is that fractions are an essential intermediary step in mathematics. Numbers and geometry are at the heart of mathematics, and fractions are required for both. You can’t do mathematics without an understanding of fractions and their operations. To do fractions requires a thorough understanding of whole numbers and the arithmetic operations with them. The step of going from whole numbers or integers to fractions is the same step taken to go from polynomials to rational expressions. This is a common transition in mathematics and elementary school fractions are the easiest place to start. The four arithmetic operations with fractions are divided between grades Curriculum Review 46 five and six in the Washington State standards. This crosses the boundary between elementary school and middle school and so it is likely that different programs will be used for these two grades. That boundary makes it all the more important to accomplish the grade five standards in grade five, and that middle school be able to assume mastery of the grade five standards. Because of this jurisdictional problem, the following is a discussion of the elementary school material. This thread begins with seeing a fraction as a number, and putting it on the number line will do, as in: 3.3.A Represent fractions that have denominators of 2, 3, 4, 5, 6, 8, 9, 10, and 12 as parts of a whole, parts of a set, and points on the number line. Next fractions need to be defined or represented as numbers in addition and subtraction: 5.2.A Represent addition and subtraction of fractions and mixed numbers using visual and numerical models, and connect the representation to the related equation. Finally we need a purely numerical way to add and subtract fractions: 5.2.E Fluently and accurately add and subtract fractions, including mixed numbers. In order to do this, students must understand what denominators mean and how to find and work with common denominators. We also need the fraction part of the following standard: 5.2.H Solve single- and multi-step word problems involving addition and subtraction of whole numbers, fractions (including mixed numbers), and decimals, and verify the solutions. Multiplication and Division of Fractions Continuing the fraction thread from elementary school we will focus on multiplication and division for fractions by doing the following: 6.1.D Fluently and accurately multiply and divide non-negative fractions and explain the inverse relationship between multiplication and division with fractions. And by presenting the corresponding fraction part of the application standard 6.1.H Solve single- and multi-step word problems involving operations with fractions and decimals and verify the solutions. Curriculum Review In order for word problems with fractions and decimals to make sense for students, there needs to be a good representation of the multiplication of fraction multiplication. It is difficult to represent fraction multiplication for anything but simple fractions so there has to be a logical connection and explanation that takes the student from the simple cases they can see with a representation to the general formula. There are multiple ways to do this, both geometric and algebraic (numerical), but the connection must be established. Although certain cases of division with fractions can be represented, it is not easy to represent even simple situations such as . There are a number of ways to make sense of fraction division but bringing in the inverse relationship between multiplication and division can make it very easy. Any explanation must make sense not only of the simple example just given, but also of examples such as . Proportions After establishing control over the rational numbers in elementary school, middle school includes a lot of work with rates, ratios, percents and proportions. Proportions are reviewed with the focus on student’s understanding well enough to work problems, as described in: 7.2.B Solve single- and multi-step problems involving proportional relationships and verify the solutions. To begin, students need to understand what ratios, rates and proportions are and see a good development of representations for proportions. Cross products always show up here and this technique should be justified. Washington would like to see multi-step problems. Proportions can be put at the center of a number of mathematical connections, as is the case in the standard: 7.2.F Determine the slope of a line corresponding to the graph of a proportional relationship and relate the slope to similar triangles. This means the proportion needs to be represented as linear graphs through the origin. To do this requires an understanding of slope. Slope is shown to be well defined when it is connected to the proportionality of similar triangles. This is required in order to show that a proportionality equation is a straight line. This standard connects much of middle school mathematics. 47 Curriculum Review 48 OSPI Rubric ST Rubric 2 Fully Met • The standard is fully developed at the expected grade level. A typical student would be able to achieve mastery with the available content. 3 All content and key teaching/ learning tools present • The content from the standard is fully present at the correct grade level. • There is adequate information about the content and sufficient teaching/learning ideas included in the program to ensure that students develop conceptual understanding and procedural skill. • There is sufficient practice to ensure mastery. A typical student would be able to achieve mastery with the core program materials. 1 Partially Met • The standard is fully developed at +/- one grade level from the expected grade. • 50% or more of the standard is met at grade level, but some aspect of the standard is not present. The standard is fully developed, but limited in practice or reinforcement. 2 All or most content present, but key teaching/learning tools are missing • The key content from the standard exists in the program at the correct grade level. • The core materials need supplementation to do such things as adding additional opportunities for practice or finding more representations to help students consolidate learning. Many students would achieve mastery with the core program material. 1 Missing important content • Some significant aspect of the content is not present. - Some of the content may be completely absent. - Some of the content may be less rigorous. - It would take significant time and knowledge to fill the content gaps in the program. A typical student would not achieve mastery with the core program materials. 0 Not Met • The standard is not covered at grade level or +/- one grade level. • The standard is briefly mentioned, but a typical student would not be able to achieve mastery with the available content. • The standard is partially met at +/- one grade level. 0 Little or no content • All or most of the content in the standard is missing in the program at the correct grade level. - It may be completely absent - It may be briefly mentioned, but it is not developed. - It may contain less sophisticated precursor content that would led to the content in the standard A typical student would not be able to achieve mastery with the core program materials. Appendix B Curriculum Review 49 Appendix C Relationship Between OSPI and ST Scores ST looked at standards that had been scored “one” by OSPI to see how we scored those standards. To make some sense of this, only those standards to which OSPI gave two “one’s” were considered. Put another way, ST looked at all possible combinations of standards scores that include at least two “one’s.” The score types are: 0-0-1-1 0-1-1-1 1-1-1-1/1-1-0-2 1-1-1-2 1-1-2-2 The possible combinations could have a range of between two and six points given by OSPI reviewers. Scores1-1-1-1 and 1-1-0-2 are considered together because a total of four points is awarded. The ST total scores that mapped to these standards were then averaged. The ST scores ranged from zero, when both reviewers judged there to be no match to six, when both ST reviewers gave the full three points. The following chart shows a clear relationship. Two things became apparent. First, even for those standards than received at least two “one” scores, many more standards received higher scores than lower scores. OSPI gave forty-five standards a total of two or three points compared to eighty-three standards that received a total of five or six point. Second, standards that received a low total score from OSPI tended to receive a low total score from ST. Standards that receive a high total score from OSPI, tended to receive a high total score from ST. The combination mean that such standards could have a range of between two and six points given by OSPI reviewers. Scores1-1-1-1 and 1-1-0-2 are considered together because a total of four points is awarded. The ST total scores that mapped to these standards were then averaged. The ST scores ranged from zero, when both reviewers judged there to be no match to six, when both ST reviewers gave the full 3 points. The following chart shows a clear relationship. Standards that received a low total score from OSPI tended to receive a low total score from ST. Standards that receive a high total score from OSPI, tended to receive a high total score from ST.</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2008-10-16 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:31:08','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,53,'','',2,3,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(25,70,'Math Review 2','math-review-2','','<p>\r\n<p>Publisher Notice Office of Superintendent of Public Instruction K-12 Mathematics Supplemental Instructional Materials Review December 5-10, 2008 2008 K-12 Mathematics Supplemental Instructional Materials Review Publisher Notice, October 28, 2008 Page 1 OVERVIEW: The Office of Superintendent of Public Instruction (OSPI) will lead a review of supplemental mathematics instructional materials intended for use in public schools serving Grades K-12. This review is conducted to fulfill requirements of 2SHB 1906 from the 2007 Legislative Session and HB 2598 from the 2008 Legislative Session. These bills require OSPI to make recommendations of no more than three basic (core/comprehensive) mathematics curricula each for elementary, middle, and high school grade spans to the State Board of Education (SBE) for review and comment. In addition, OSPI is required to identify supplemental materials as necessary to support each curriculum. OSPI reviewed K-8 core/comprehensive mathematics instructional materials in June 2008, and will review 9-12 core/comprehensive mathematics instructional materials in November 2008. The core/comprehensive materials reviewed were those materials considered to be the primary teacher’s manual, student text(s) and any support materials that would be free with the purchase of the core materials. These materials should not be included in this review. The upcoming supplemental instructional materials review will review materials used to augment the core/comprehensive mathematics program to ensure that students meet or exceed grade level standards. This review will complement the core/comprehensive reviews by identifying supplemental curricula that will bring core materials into alignment with the 2008 Washington State K-12 Revised Mathematics Standards. The results of all mathematics instructional materials reviews (core/comprehensive and supplemental) will be included in the final reports that will be posted on the OSPI website as resources for school districts. The information will assist districts in selection of mathematics instructional materials for their schools. The results of these reviews will not represent any form of requirement to purchase instructional materials by school districts. Publisher Notice Office of Superintendent of Public Instruction K-12 Mathematics Supplemental Instructional Materials Review December 5-10, 2008 2008 K-12 Mathematics Supplemental Instructional Materials Review Publisher Notice, October 28, 2008 Page 2 INTENT TO SUBMIT: Publishers are asked to email their intent to submit mathematics materials for the review to Alisa Conway at alisa.conway@k12.wa.us no later than 1:00 p.m. PST on Wednesday, November 26, 2008. Intent to submit materials for review must include the following information: 1. Program Name a. If this product is supplemental to a specific core/comprehensive program, please indicate which program 2. Publisher Name 3. Copyright Date 4. Recommended Grade Levels and/or Grade Ranges (the grade level standards to which this program best aligns) 5. Type of Program Type: Text-based OR computer-based program 6. Contact information (publisher representative name, email address, phone number) PRE-REVIEW PUBLISHERS MEETING: A meeting with publisher representatives intending to submit materials and/or interested in learning more about the review process will take place at the SeaTac Marriott Hotel in SeaTac, WA on Sunday, November 9, 2008 from 11:00 a.m. to 12:30 p.m. in Salon A. SeaTac Marriott 3201 South 176th Street Seattle, Washington 98188 USA Phone: (206)-241-2000 INSTRUCTIONAL MATERIALS REVIEW DETAILS: Location: Red Lion, Yakima 607 East Yakima Ave Yakima, WA 98901 1-800-733-5466 Important Dates/Times: o Publisher Materials Set-Up: December 5, 2008 from 3:00 p.m.–6:00 p.m. o Review Dates: December 6, 2008–December 10, 2008 o Publisher Materials Pick-Up: All materials must be picked up by publishers at the review site between 2:00-4:00 p.m. on December 10, 2008. Materials not retrieved will be subject to disposal at the hotel. Publisher Notice Office of Superintendent of Public Instruction K-12 Mathematics Supplemental Instructional Materials Review December 5-10, 2008 2008 K-12 Mathematics Supplemental Instructional Materials Review Publisher Notice, October 28, 2008 Page 3 POST-REVIEW PUBLISHER MEETING: A preliminary report of the review will be shared with publisher representatives tentatively in January 2009 in the Olympia area. PLEASE NOTE: OSPI will not meet with individual publisher representatives regarding this process. All representatives are respectfully asked to contact Jessica Vavrus in the OSPI Teaching and Learning Office at (360) 725-6417 or email jessica.vavrus@k12.wa.us for clarification regarding the review process. The 2008 Revised K-12 Washington State Mathematics Standards are currently available online at: http://www.k12.wa.us/CurriculumInstruct/Mathematics/RevisedStandards.aspx. The K-12 supplemental review instruments, scoring rubric, program materials checklist, alignment worksheets, and frequently asked questions will be available online following the November 9, 2008 publisher meeting at: http://www.k12.wa.us/CurriculumInstruct/publishernotices.aspx.</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2008-10-28 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:33:14','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,52,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(26,71,'Supplemental Math Review publisher Q &A','supplemental-math-review-publisher-q-aa','','<p>\r\n<p>1 Office of Superintendent of Public Instruction K-12 Supplemental Instructional Materials Review Publisher’s Questions and Answers UPDATED: 11/17/08 Submission of Materials, Set-Up, Review Week Logistics 1. Do we need one checklist for each grade range that is submitted for review? a. One checklist should be submitted for each unique product. For example, if your product “Math Rocks” spans grades K-8, please submit just one checklist. 2. How many sets of materials are needed for each program? a. Please submit TWO (2) bins per grade level that the program addresses. If materials are the same for multiple grades (i.e., 2, 3, and 4), submit 2 bins for each grade level the program addresses. Please note that this is different than the verbal guidance given at the Supplemental Publisher’s Meeting on November 9. 3. How many computers are needed for the review? a. See Supplemental Program Checklist – One computer for each grade band (K-5, 6-8, 9-12) with two sets of hard copy materials. 4. If the program is specifically aligned with multiple core programs, not just those made by the publisher, how could we indicate the multiple programs? a. List all programs that the program is directly aligned with (and intended for use with) on the Checklist. General Process and Review Documents 5. When will the draft scoring rubric and review documents be finalized? a. 5 business days following 9-12 core review (by November 21, 2008 – Friday). Please note this is different than the verbal communication provided at the Supplemental Publisher’s Meeting on November 9. 6. How will publishers be involved in this process? a. Each publisher submitting a program for review will complete the Program Alignment Worksheets for each program that is submitted to the review. While publishers are not expected to provide a presentation, we are asking that publishers provide a Publisher Information Packet (Program Overview and Research Summary) for each program submitted. Reviewers will be instructed to spend no more than 15-20 minutes reviewing the Publisher Information Packet. These materials will be used to provide background information on your program for reviewers. They will not be scored in any way. 2 b. There is not a specific format or template to use for the Program Overview or Research Summary however please keep in mind that reviewers will be instructed to spend no more than 20 minutes reviewing the information provided. 7. How will the Other Factors be weighted? a. The overall weighting for Other Factors is 30%. See slide 8 in the PowerPoint presentation from 11/9/08 Publisher Meeting for more details. 8. What does each of the Other Factors categories mean? a. The statements that reviewers will be asked to respond to are shown on the Other Factors score sheet. The final version of this document will be posted to the web site on or before Friday, November 21, 2008. 9. Will publishers need to complete an alignment worksheet for the Other Factors? a. No. The Other factors are professional judgments by the reviewers, there is no separate form that publisher will complete for use during the review. b. A publisher could represent some of the Other Factor topics in the Program Overview document. 10. How will time be managed to allow fair review of all products? a. Approximately 3 hours on average will be spent per reviewer per product. Citations 11. Some programs meet standards in multiple grades. How should this be represented on the Program Alignment Worksheet (PAW)? a. Complete one PAW for each program submitted for review. The Program Information tab in the Excel spreadsheet asks you to indicate the target grade for the materials and then asks you to indicate which grades the materials may align to in which citations would be provided. Indicate all grade levels within the worksheets to which the program aligns, and complete the applicable worksheets i. Include the book name, page and section numbers with each citation. If there is other information that will assist reviewers in locating the citation, include it briefly as well. b. Ensure that all relevant worksheets from the PAW are printed (in legible type) for each bin. For example, if the “Math Rocks” 3rd grade supplemental text aligns to standards in grades 2, 3, 4 and 5; print out those worksheets and include a copy in both of the 3rd grade bins. 12. How many citations per standard are necessary? a. When listing citations, please indicate which you believe are critical to meeting the standards first (in order of importance). There is no limit on the number of citations. However, be mindful that the reviewers will spend an average of 3 hours per program, and that excessive references are not helpful. 13. Can we provide a footnote for assisting the reviewer to find the materials based on the citations provided? 3 a. Yes – in addition, by providing publisher contact information on the program checklist, we will contact publishers if reviewers do not understand the citations. Final Report and Data Display 14. How will data from this review be presented in the final report? a. The final report will provide information for teachers and districts that link core programs with the supplemental programs that may fill the gaps in each of the core programs that were reviewed for K-8 and 9-12. There will be a program-specific section that describes how the program aligned across the board of standards alignment and other factors. 15. Is there a way that programs can be listed so as to not give preferential treatment to any one program? a. We will consider listing programs alphabetically whenever possible. Programs may be listed in rank order if the measurement has statistical significance.</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2008-11-20 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:34:04','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,51,'','',2,5,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(27,72,'Scoring Ribric and sample for Supplemental Math Review K-12','scoring-ribric-and-sample-for-supplemental-math-review-k-12','','<p><br />\r\n<p><span style=\"font-family: Verdana, Arial, Helvetica, Geneva, SunSans-Regular, sans-serif; font-size: small;\">K-12 Mathematics Supplemental Materials Review December 2008 This document provides the following: Final content alignment Scoring Rubric Sample Content Standards Scoring Form that will be used by reviewers - the sample is for Algebra I, however the format and rubric will be the same for all grade levels. Final “Other Factors” Scoring Form – this will be used by reviewers for all grade levels. The program provides general supplementation for the Performance Expectation: N/A 1 2 3 4 The material was never intended to cover this performance expectation The standard is briefly mentioned, but has very limited practice or development The standard is somewhat covered, but less than 50% of the standard is addressed 50% or more of the standard is addressed with practice and possibly some development The standard is strongly covered, has sufficient and varied practice, and provides some conceptual development.</span></p>\r\n<div style=\"font-family: Verdana, Arial, Helvetica, Geneva, SunSans-Regular, sans-serif; font-size: medium;\"></div>\r\n</p>','',1,0,0,10,'2008-11-21 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:36:14','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,50,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(28,73,'Science Update','science-update','','<p>\r\n<p>Teaching and Learning Science Update 10 February 2009<span style=\"white-space: pre;\"> </span> Science Standards: The Revised Washington State Science Standards have been reviewed by the State Board of Education on the 10th of December, 2008 and presented to the House Education Committee on the 16th of January, 2009. The law (RCW 28A.305.215) states that: “The superintendent shall adopt the revised essential academic learning requirements and grade level expectations unless otherwise directed by the legislature during the 2009 legislative session.” So we are waiting for the end of the legislative session on the 26th of April at which time Randy will be the one to adopt them. Alan Burke, the Deputy Superintendent for Teaching and Learning assures me all is in order and this should move ahead once the legislative session closes. You can find the revised standards at: http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandards.pdf. If you have any questions please feel free to contact the office. Science Instructional Materials Curriculum Review (IMR): OSPI has requested that the legislature provide our office an extension of six weeks from the May 15th date to complete the materials review, giving us until the 30 of June, 2009. If granted the recommendations would go to the State Board of Education for review at that time. The SBE would then have two months to complete their process. If all moves forward as planned, the science curricular recommendations would be complete by the end of August 2009. Relevant Strategies has been selected as the contractor to facilitate the Instructional Materials Review (IMR). Porsche Everson will be the consultant working with us. She masterfully facilitated the mathematics IMR, has extensive experience in this type of work and the entire OSPI Science Team is looking forward to working with Porsches. The applications to be a part of the Science IMR team are due on the 13th of February (this Friday) so move right along if you would like to be considered. Applications must be post-marked by midnight on the 13th of February or bring them into the office by 4:30 p.m. The link to the application can be found on the main page of the OSPI website under “What’s New”. Team member selections will be made and notified the last week in February. If you are not applying and would like to volunteer (travel and lunch provided) to review applications on February 19th from 8 a.m. to 4 p.m. please send me (mary.mcclellan@k12.wa.us) or Breanne (Breanne.Conley@k12.wa.us) an e-mail and we will get back to you with all the details. We can use a few more people to help. Math-Science Partnership Grants: The letters of intent for the current round of MSP grants were due this past Friday and we have a great deal of interest from both the math and science communities this year. We will be reviewing them on the 13th of March and awarding grants within the following two weeks. If you have not applied for a grant and would like to be considered for the review team contact me mary.mcclellan@k12.wa.us or Tara at tara.richerson@k12.wa.us . The legislature is in session so it is very interesting and busy. You might want to keep track of your favorite bill at http://apps.leg.wa.gov/billinfo/. Know the work you are doing is infinitely important and how very much you are appreciated. Mary McClellan, NBCT OSPI Science Director for Teaching and Learning P.O. Box 47200 600 Washington St. S.E. Olympia, WA 98504-7200 360-725-6311 FAX-360-725-0494</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2009-02-11 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:37:02','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,49,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(29,74,'HYA FAQ Sexual health materials review','hya-faq-sexual-health-materials-review','','<p>\r\n<p>Publisher NoticeOffice of Superintendent of Public InstructionSexual Health EducationCurriculum ReviewMarch 9-11, 20092/4/09 Page 1BACKGROUND:The Office of Superintendent of Public Instruction (OSPI) will conduct a second review of sexual health education curricula intended for use in K-12 schools. A report from the first review, which took place in February 2008, can be located on the OSPI website at http://www.k12.wa.us/CurriculumInstruct/healthfitness/HealthyYouthact.aspx. This second review is conducted to fulfill requirements of the Healthy Youth Act, ESSB 5297, passed by the 2007 Washington State Legislature. This law requires OSPI, in consultation with the Department of Health (DOH), to develop a list of sexual health education curricula that are consistent with the 2005 Guidelines for Sexual Health and Disease Prevention. This list shall be intended to serve as a resource for schools, teachers, or any other organization or community group, and is required to be updated annually and made available on the websites of OSPI and DOH. See Attachment A for frequently asked questions regarding ESSB 5297. REVIEW DETAILS: Location: SeaTac Radisson Hotel 18118 International Blvd Seattle, WA 98188 (206) 244-6666 Review Process: The review will have two phases. Washington State DOH will review curricula for medical and scientific accuracy as required by the Healthy Youth Act. OSPI will review curricula for alignment with the 2005 Guidelines for Sexual Health and Disease Prevention. The findings from both reviews will be combined into one report and posted on the OSPI website as a resource for local school districts seeking information to assist them in selecting sexual health education curricula for their schools. The results of the reviews will serve as information only and will not represent any form of endorsement or approval of curricula. Materials identified for review will include programs submitted by Washington schools as well as those submitted by publishers. Programs should be those intended to be used in a public school setting in Grades K-12. The 2009 review will build on the 2008 review; therefore, please submit only materials that were not included in OSPI’s 2008 review. In the event that submission volume exceeds capacity, OSPI will prioritize curricula to be included in the review with the goal of a wide representation of curricula that are currently in use across Washington State.Publisher NoticeOffice of Superintendent of Public InstructionSexual Health EducationCurriculum ReviewMarch 9-11, 20092/4/09 Page 2Intent to Submit:Interested publishers should email the following information to Lesley Eicher at lesley.eicher@k12.wa.us no later than February 27, 2009. Intent to Submit notifications must include the following information:1. Curriculum name2. Publisher name3. Copyright date4. Grade levels to be reviewed (K 1 2 3 4 5 6 7 8 9 10 11 12)5. Contact information (publisher representative name, email address, and phone number)Submission of Curricula: Publishers are invited to submit sexual health education curricula to be included in the review by March 5, 2009. Submitted materials must be accompanied by one completed Publisher Submission Checklist per curriculum. See checklist for details on what to submit. All materials to be reviewed must be received by OSPI no later than March 5, 2009. Please mail curricula and completed submission checklists to: Lesley Eicher, Health and Sexuality Education Program Supervisor Office of Superintendent of Public Instruction P.O. Box 47200 600 W. Washington St. Olympia, WA 98504-7200 All materials will be returned via U.S. Mail after April17, 2009.</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2009-02-12 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:37:57','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,48,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(30,75,'Publisher submission form for sexual health materials','publisher-submission-form-for-sexual-health-materials','','<p>\r\n<p>Publisher Notice Office of Superintendent of Public Instruction Sexual Health Education Curriculum Review March 9-11, 2009 1 PUBLISHER SUBMISSION CHECKLIST **Please complete ONE checklist for each separate curriculum to be reviewed** Curriculum Name: ________________________________ Publisher: ___________________________________ Copyright Date: __________________________________ Representative Name: _______________________________________________________ Representative Email ________________________________________________________ Representative Phone:_____________________________ Grades Submitted for Review (circle all that apply): K 1 2 3 4 5 6 7 8 9 10 11 12 Contact information for purchase of curriculum: Phone: Website: Mailing Address: __________________________________________________________________________________ Please provide the following materials for EACH curriculum submitted for review:  One (1) Publisher Submission Checklist.  Two (2) complete copies of the complete curriculum to be reviewed.  One (1) Research Summary for the curriculum.  One (1) overview for the curriculum submitted for review. This may be submitted in hard copy format only, not to exceed 5 pages. Publisher Notice Office of Superintendent of Public Instruction Sexual Health Education Curriculum Review March 9-11, 2009 2 Publisher Representative Certification: I, _______________________________________________ (printed name), certify that the following statements are true and correct: The above materials have been submitted in accordance with the instructions outlined in the OSPI Publisher’s Notice for the Sexual Health Education Curriculum Review. The materials submitted are either published or in press and are available for purchase by April 2009. In addition, I understand that violation of the above statements will prevent the above curriculum from being considered as part of this Sexual Health Education Curriculum Review. I agree that I, and no other representatives from this publishing company, will not initiate contact with any members of the review committee during review week. I understand that any contact with reviewers during review week will be facilitated by an OSPI representative (contact information for review week provided below). Publisher Representative Signature ___________________________________________ Date_________________ Publisher Representative Contact Information: In the case that reviewers have questions during review week, OSPI will facilitate a conversation with the publisher representative and the reviewer. Please provide contact information for the individual in your company who would be best able to respond to reviewer questions regarding the curriculum during review week. Please be aware that the review hours run from 9:00am – 5:00pm Monday through Wednesday of the review week (March 9 -11, 2009). Publisher Representative Name: _______________________________________________ Contact Phone: _______________________________ Alternate Phone: ______________________________</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2009-02-12 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:39:07','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,47,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(31,76,'Curriculoum list for sexual health material review','curriculoum-list-for-sexual-health-material-review','','<p>\r\n<p>Curricula included in OSPI’s 2008 Sexual Health Education Review ELEMENTARY Draw the Line – Respect the Line ETR Associates, Santa Cruz 2003 Grade 6 F.L.A.S.H. Seattle King County Public Health 2007 Grades 4, 5, 6 Health Smart ETR Associates, Santa Cruz 2007 Grade 5 Health Smart ETR Associates, Santa Cruz 2002 Grade 6 Decisions for Health Holt Rinehart Winston 2004 Elementary KNOW HIV/STD Prevention OSPI 2003 Grades 5 and 6 The Great Body Shop Children’s Health Market 2008 Grades 5, 6 MIDDLE SCHOOL Draw the Line - Respect the Line ETR Associates, Santa Cruz 2003 Grades 7 and 8 F.L.A.S.H. Seattle King County Public Health 2007 Grades 7 and 8 Health Smart – Abstinence ETR Associates, Santa Cruz 2004 Middle School Health Smart – HIV/STD, Pregnancy Prevention ETR Associates, Santa Cruz 2004 KNOW HIV/STD Prevention OSPI 2005 Grades 7 and 8 HIGH SCHOOL ABC+G Reach Ministries 2008 High School Comprehensive School Health Education McGraw Hill 2007 High School F.L.A.S.H. Seattle King County Public Health 2007 Grades 11 and 12 F.L.A.S.H. Seattle King County Public Health 2007 Grades 9 and 10 Glencoe Health McGraw Hill 2004 High School Health Smart – Abstinence ETR Associates, Santa Cruz 2004 High School Health Smart – HIV/STD and Pregnancy ETR Associates, Santa Cruz 2004 Health Teacher.com Health Teacher 2003 High School Holt - Sexuality and Society Holt Rinehart 2005 High School KNOW HIV/STD Prevention OSPI 2006-07 High School Making Proud Choices ETR Associates 2006 High School Human Sexuality Prentice Hall 2007 High School Reducing the Risk ETR Associates 2004 High School Safer Choices Level 1 ETR Associates 2007 High School Safer Choices Level 2 ETR Associates 2007 High School Totally Awesome Health Meeks-Heit 1999 High School Healthy Relationships &amp; Sexuality Glencoe, McGraw Hill 2009 High School SPECIAL EDUCATION F.L.A.S.H. for Special Education Seattle King County Public Health 2007 Middle/High</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2009-02-12 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:40:05','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,46,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(32,77,'Publisher notice for sexual health material review','publisher-notice-for-sexual-health-material-review','','<p>\r\n<p>Publisher Notice Office of Superintendent of Public Instruction Sexual Health Education Curriculum Review March 9-11, 2009 2/4/09 Page 1 BACKGROUND: The Office of Superintendent of Public Instruction (OSPI) will conduct a second review of sexual health education curricula intended for use in K-12 schools. A report from the first review, which took place in February 2008, can be located on the OSPI website at http://www.k12.wa.us/CurriculumInstruct/healthfitness/HealthyYouthact.aspx. This second review is conducted to fulfill requirements of the Healthy Youth Act, ESSB 5297, passed by the 2007 Washington State Legislature. This law requires OSPI, in consultation with the Department of Health (DOH), to develop a list of sexual health education curricula that are consistent with the 2005 Guidelines for Sexual Health and Disease Prevention. This list shall be intended to serve as a resource for schools, teachers, or any other organization or community group, and is required to be updated annually and made available on the websites of OSPI and DOH. See Attachment A for frequently asked questions regarding ESSB 5297. REVIEW DETAILS: Location: SeaTac Radisson Hotel 18118 International Blvd Seattle, WA 98188 (206) 244-6666 Review Process: The review will have two phases. Washington State DOH will review curricula for medical and scientific accuracy as required by the Healthy Youth Act. OSPI will review curricula for alignment with the 2005 Guidelines for Sexual Health and Disease Prevention. The findings from both reviews will be combined into one report and posted on the OSPI website as a resource for local school districts seeking information to assist them in selecting sexual health education curricula for their schools. The results of the reviews will serve as information only and will not represent any form of endorsement or approval of curricula. Materials identified for review will include programs submitted by Washington schools as well as those submitted by publishers. Programs should be those intended to be used in a public school setting in Grades K-12. The 2009 review will build on the 2008 review; therefore, please submit only materials that were not included in OSPI’s 2008 review. In the event that submission volume exceeds capacity, OSPI will prioritize curricula to be included in the review with the goal of a wide representation of curricula that are currently in use across Washington State. Publisher Notice Office of Superintendent of Public Instruction Sexual Health Education Curriculum Review March 9-11, 2009 2/4/09 Page 2 Intent to Submit: Interested publishers should email the following information to Lesley Eicher at lesley.eicher@k12.wa.us no later than February 27, 2009. Intent to Submit notifications must include the following information: 1. Curriculum name 2. Publisher name 3. Copyright date 4. Grade levels to be reviewed (K 1 2 3 4 5 6 7 8 9 10 11 12) 5. Contact information (publisher representative name, email address, and phone number) Submission of Curricula: Publishers are invited to submit sexual health education curricula to be included in the review by March 5, 2009. Submitted materials must be accompanied by one completed Publisher Submission Checklist per curriculum. See checklist for details on what to submit. All materials to be reviewed must be received by OSPI no later than March 5, 2009. Please mail curricula and completed submission checklists to: Lesley Eicher, Health and Sexuality Education Program Supervisor Office of Superintendent of Public Instruction P.O. Box 47200 600 W. Washington St. Olympia, WA 98504-7200 All materials will be returned via U.S. Mail after April17, 2009.</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2009-02-12 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:41:21','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,45,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(33,78,'Science Review','science-review','','<p>\r\n<p>Publisher Notice Office of Superintendent of Public Instruction K-12 Science Core/Comprehensive Instructional Materials Review May 11-15, 2009 2009 K-12 Science Instructional Materials Review Publisher Notice, February 2009 Page 1 The Office of Superintendent of Public Instruction (OSPI) will lead a review of core/comprehensive science instructional materials intended for use in public schools serving grades K-12. This review is conducted to fulfill requirements of Second Substitute House Bill 1906, passed by the 2007 State Legislature. This bill requires OSPI to make recommendations of no more than three basic (core/comprehensive) science curricula each for elementary, middle, and high school grade spans to the State Board of Education (SBE) for review and comment. Currently, a new bill (SB 5414) is moving through the 2009 Legislature which would adjust the scope of the high school recommendations. This bill would direct OSPI to make no more than three recommendations for each of the major high school courses within the following science domains: Physical Science, Earth and Space Science, and Life Science. This review of core science instructional materials will be based on the 2009 Washington State Science Standards and will inform which three “basic curricula” are recommended to the SBE. The results of the review will not represent any form of requirement to purchase instructional materials by school districts. All programs reviewed will be included in a final report that will be posted on the OSPI website as a resource for school districts seeking information to assist them in selection of core science instructional materials for their schools. It is the intent of OSPI to review all materials that are considered core/comprehensive science instructional materials that are currently used in Washington schools. If materials are submitted that do not fall into that category or are stand-alone supplemental materials, they will not be reviewed at this time. Stand-alone supplementary materials will be reviewed at a later date. Core materials are considered to be the primary teacher’s manual, student text(s) and any written or on-line support materials that are free with the purchase of the core materials. If classroom equipment is a part of your instructional materials, it will not be necessary to submit them for the review. INTENT TO SUBMIT: Publishers are asked to email of their intent to submit science materials for the review to Breanne Conley at Breanne.Conley@k12.wa.us no later than April 17, 2009. Intent to submit materials for review must include the following information: 1. Program Name 2. Publisher Name 3. Copyright Date 4. Recommended Grade Levels 5. Type of Program (Text-based OR kit/module based) 6. List of Program Materials (including titles and ancillaries) 7. Contact information (publisher representative name, email address, phone number) Publisher Notice Office of Superintendent of Public Instruction K-12 Science Core/Comprehensive Instructional Materials Review May 11-15, 2009 2009 K-12 Science Instructional Materials Review Publisher Notice, February 2009 Page 2 PRE-REVIEW PUBLISHERS MEETING, March 31, 2009: A meeting with publisher representatives intending to submit materials and/or interested in learning more about the review process will take place at the ESD 113 (Olympia Room) in Olympia on Tuesday, March 31, 2009, from 1–3 p.m. The address is 601 McPhee Rd.; Olympia, WA; 98502. This meeting will provide an overview of the review process, as well as be an opportunity for publishers to learn about the instruments that will be used to conduct the review. INSTRUCTIONAL MATERIALS REVIEW DETAILS, May 11-15, 2009: The Heathman Lodge 7801 NE Greenwood Drive Vancouver, Washington 98662 Phone: (360) 254-3100, Fax: (360) 254-6100 Important Dates/Times: Review Dates: Monday, May 11, 2009 – Friday, May 15, 2009 Publisher Materials Set-Up: Monday, May 11, 2009 from 8:00am–12:00pm Publisher Materials Pick-Up: All materials must be picked up by publishers at the review site no earlier than 1:30 p.m. and no later than 4:00 p.m. on Friday, May 15, 2009. Materials not retrieved will be subject to disposal at the hotel. POST-REVIEW PUBLISHER MEETING, Date To Be Determined: A preliminary report of the review will be shared with publisher representatives tentatively in June 2009 in the Olympia area. PLEASE NOTE: OSPI will not meet with individual publisher representatives regarding this process. All representatives are respectfully asked to contact Tara Richerson in the OSPI Science Office at (360) 725-0421 or email Tara.Richerson@k12.wa.us for clarification regarding the review process. The 2009 Washington State Science Standards, review instrument, and frequently asked questions will be available online at http://www.k12.wa.us/CurriculumInstruct/publishernotices.aspx.</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2009-03-23 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:42:16','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,44,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(34,79,'Supplemental Science publisher meeting','supplemental-science-publisher-meeting','','<p>\r\n<p>The Office of Superintendent of Public Instruction (OSPI) will lead a review of supplemental science instructional materials intended for use in public schools serving grades K-12. This review will take place May 8-12 in Spokane, WA. We are asking you to please share this information with publishers of supplemental science instructional materials. Important Dates: •<span style=\"white-space: pre;\"> </span>Publisher’s Informational Webinar: May 5, 2009, 12:30-2:30 •<span style=\"white-space: pre;\"> </span>Due date for Letter of Intent to Submit Supplemental Instructional Materials: May 8, 2009 •<span style=\"white-space: pre;\"> </span>Supplemental Review: June 8-12, 2009 (Spokane) Please see the Publisher’s Notice available at: http://www.k12.wa.us/CurriculumInstruct/publishernoticesScience.aspx for more information about the supplemental review. Thank you in advance for your assistance. If you have any questions please do not hesitate to contact me. Sincerely, Gilda Wheeler Program Supervisor, Education for Environment and Sustainability Office of Superintendent of Public Instruction PO Box 47200; 600 Washington St. SE, Olympia, WA 98504 gilda.wheeler@k12.wa.us Office: (360) 725-4976; Cell: (360) 480-7956 www.k12.wa.us/curriculumInstruct/EnvironmentSustainability</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2009-04-28 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:43:03','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,43,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(35,80,'Letter from Allen Burke for 9-12 Math Materials','letter-from-allen-burke-for-9-12-math-materials','','<p>\r\n<p>Dear Curriculum Directors/ Education Leaders: The purpose of this message is to communicate the High School Mathematics Core/Comprehensive Instructional Materials Final Recommendations, pursuant to 2007 House Bill 1906. The state Legislature directed the Office of Superintendent of Public Instruction (OSPI), in consultation with the State Board of Education (SBE), to recommend no more than three basic mathematics curricula at the elementary, middle and high school levels. RCW 28A.305.215 (7)(b) proscribes the following process for the Superintendent to make his curricula recommendations: “Within two months after the presentation of the recommended curricula, the state board of education shall provide official comment and recommendations to the superintendent of public instruction regarding the recommended mathematics curricula. The superintendent of public instruction shall make any changes based on the comment and recommendations from the state board of education and adopt the recommended curricula.” The recommendations serve as a guide to school districts in the state of Washington regarding which curricula are most aligned with the revised K-12 mathematics standards. Superintendent Dorn’s final high school recommendations are based on both the work of OSPI and the SBE as directed by statute. The final recommendation for high school is: Holt Mathematics. Please note that OSPI has recommended the math curricula as per the legislated requirement. It is not the role of OSPI to direct which curricula a school district may or should select. It is not a state requirement for any district to specifically use the recommended curricula. It is the position of Superintendent Dorn that the SBE and OSPI recognize that additional study and a review of the current recommendation may be appropriate in the next few years after curricula publishers have had sufficient time to make revisions to better align their products with Washington State’s mathematics standards. BACKGROUND On January 15, 2009, Superintendent Dorn made initial High School Core/Comprehensive Instructional Materials recommendations to the SBE. Those initial recommendations were Holt Mathematics, Discovering Mathematics, and Core-Plus Mathematics. The SBE was required to \\\"provide review and formal comment on proposed recommendations\\\" to OSPI regarding math curricula. SBE made their comments and recommendations to OSPI during the March 13, 2009 SBE meeting. The board recommended additional work be done to reconcile differences in two different reviews conducted by OSPI and SBE. In light of unprecedented budget shortfall, funds for continuing this work are not currently available and no further study was possible. As districts are making adoption decisions, excellent information is available from OSPI and SBE. OSPI’s High School Core/Comprehensive Instructional Materials review and report can be found at: http://www.k12.wa.us/CurriculumInstruct/publishernoticesMathematics.aspx. The final results of the SBE’s review of the mathematics instructional materials are posted on the SBE website: http://www.sbe.wa.gov/documents/2009-3-8WAHSCurriculumStudy.pdf. ADDITIONAL SUPPORTS It is important to note that successful mathematics programs may exist with virtually any of the reviewed curricula. While instructional materials matter, other factors contribute to the success of students learning mathematics in Washington State. Those factors include quality of instruction, parent involvement, available supports, and numerous other aspects. The results of the mathematics basic curriculum reviews is coupled with the results of our recently completed K-12 mathematics supplemental materials review, to build a system of support for districts using any mathematics curricula. This supplemental materials report can be found at: http://www.k12.wa.us/CurriculumInstruct/publishernoticesMathematics.aspx. In addition, OSPI is working closely with the regional Educational Service Districts to convene “like-user” groups for review of the various curricula in use across the state and to determine what supplemental materials are being used and/or need to be developed to ensure better alignment with our new math standards. Regarding the revised K-12 mathematics standards, there are no immediate plans to revise these newly adopted standards. However, we will continue to monitor nationwide efforts to develop a consistent set of standards that would be commonly used across the country. School districts should move forward with strong implementation of the new mathematics standards. Questions concerning this communication may be directed to the Teaching &amp; Learning Mathematics Office at (360) 725-0437 or Greta Bornemann, Mathematics Director for Teaching &amp; Learning, at greta.bornemann@k12.wa.us. The agency TTY number is (360) 664-3631. EXECUTIVE SERVICES Ken Kanikeberg Chief of Staff K-12 EDUCATION Alan Burke, Ed.D. Deputy Superintendent RD:kc</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2009-05-05 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:43:49','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,42,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(36,81,'Meeting with Alan Burke and Jessica Vavrus','meeting-with-alan-burke-and-jessica-vavrus','','<p>\r\n<p>Hi Everyone, I want to send this report regarding a recent meeting with the WOATRA board, Dr. Alan Burke, Jessica Vavrus and myself. I initiated the meeting on behalf of the WOATRA board. The purpose of the meeting was to meet Dr. Burke and gain a sense of the temperature in Olympia so to speak and how can we continue to build a positive relationship with OSPI. The meeting was positive and all the WOATRA members felt ground was gained in our relationship with OSPI. Here are the specific topics discussed during the meeting. 1.<span style=\"white-space: pre;\"> </span>Budget cuts are affecting OSPI as well as all other facets of the educational world. Thus, OSPI is cutting its staff by 10%. The possibility of hiring consultants like Porsche is not likely as there are no additional funds provided by legislature for any extras. So the natural question that comes to mind is what about future material reviews? There are no materials reviews planned or mandated by the legislature in the near future. There is a plan in the next couple of years to rewrite the reading standards. Revisiting the reading materials posted on the website in 2013 is still planned by OSPI. 2.<span style=\"white-space: pre;\"> </span>OSPI is currently in the beginning stages of developing an intervention guide for reading and math. The purpose to help districts review materials and adopt a program. Jessica said this is in the beginning stages and doesn’t know what it will look like in its final form. I asked to be included in some of the discussions. She is promoting my being included in conversations in which representatives have not usually been included. My sense is the intervention guides will function as the review process, but each district will review for individual needs. As I find out more information about this development, I’ll let you know. The Reading guide will be based on 5 components of reading and the new reading standards that are forthcoming. 3.<span style=\"white-space: pre;\"> </span>There is a movement to produce national standards. Dr. Burke was at a meeting in Chicago regarding the development of such national standards. This too is in the early stages and too soon to really know much about it; however, there is momentum behind the movement. This is supported by Supt. Randy Dorn. 4.<span style=\"white-space: pre;\"> </span>Digital Leaning Commons (DLC) are becoming a part of OSPI. OSPI’s role will be overseeing the virtual academies. 5. ARRA money will be released July 1. The meeting in Spokane May 19 and 20 is specifically to discuss the release and the Title 1 guidelines. Except for Title 1, there will be no guidelines, other than the Feds, for districts in how the money is spent. 6. Dr. Burke will be covering more of the day-to-day responsibilities for Superintendent Dorn, who because of his experience in the Legislature is spending more time working with legislators during the legislative session than Terry did as Supt. This is a change in the leadership model. 7.<span style=\"white-space: pre;\"> </span>Finally, we the WOATRA board members and I were invited back by Dr. Burke to meet on a quarterly basis to discuss ways for us all to meet the challenges being experienced by the education community and meeting the needs of districts across the state. I’ll be working with Judy Decker to schedule the next meeting for summer. If you have concerns or interests for the board to take to that meeting, please feel free to contact me or a board member and your concern/idea will be taken for discussion. I want to stress the positive nature of this meeting. Although I realize the climate for selling here in WA is not easy with all the reviews and recommendations—having a positive relationship with OSPI and an opening for the flow of information is great. We did specifically state to Dr. Burke and Jessica that WA State is not a big enough market for companies to make huge accommodations. I am certain he heard us. He seems willing to work with WOATRA to share information to benefit everyone. The four of us present at the meeting felt this meeting and the open attitude of sharing information would not have happened even 6 months ago. As things unfold in the near future, I am hopeful WOATRA members will have access to a much broader view of information. That’s all folks, Jody</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2009-05-13 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:44:43','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,41,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(37,82,'National standards','national-standards','','<p>\r\n<p>46 States Commit to Common-Standards Push By Michele McNeil Premium article access courtesy of Edweek.org. Read more FREE content! Printer-Friendly Email Article Reprints Comments (18) Forty-six states—representing 80 percent of the nation’s K-12 student population—have formally agreed to join forces to create common academic standards in math and English language arts through an effort led by the National Governors Association and the Council of Chief State School Officers. The four states not on board, as of Friday, were Alaska, Missouri, South Carolina, and Texas. “This is a giant step,” said U.S. Secretary of Education Arne Duncan, who has been pushing states to adopt common, rigorous standards. “It would have unimaginable, this kind of thing, just a year or two ago.” As for those states holding out, he said: “I’m not focused on politics, but there’s plenty of time” for them to sign on. In each of the 46 states, both the governor and the chief education officer signed a memorandum of agreement committing to the process and development of voluntary, common standards—the tangible result of a daylong meeting in Chicago in April. The District of Columbia, Puerto Rico, and the U.S. Virgin Islands have also agreed to take part. “It’s going to take both the governor and the chief to get this work done,” said Dane Linn, the director of the education division of the Washington-based NGA’s Center for Best Practices. “This is really becoming an economic and a moral imperative. We can’t afford to keep operating in a vacuum.” The groups plan to pursue their aggressive timeline of getting college- and career-readiness standards—those things students should know by the time they finish high school—in draft form for states and eventually the public to review in July. Grade-by-grade standards—which the organizers are also calling “learning progression standards”—are set to be done in December. Working groups composed of representatives from the Washington-based group Achieve, the New York City-based College Board, and ACT Inc., the Iowa City, Iowa-based organization that administers the college-entrance test of that name, will develop the standards. Both the NGA and the CCSSO plan to create a “validation” committee made up of independent national and international experts in content standards to review and comment on the drafts. The experts will be nominated by states and organizations, but ultimately chosen by those two organizations. Once the standards are agreed to, it will be up to the states to get them adopted. The signed memo stipulates that the common core must represent at least 85 percent of a state’s standards, and that the common core needs to be adopted within three years. The memo also spells out that the governors’ association and the state chiefs’ council will convene a “national policy forum” to facilitate the sharing and coordination of this standards effort. The forum will include the Alliance for Excellent Education, the Business Roundtable, the National School Boards Association, the Council of the Great City Schools, the James B. Hunt Jr. Institute for Leadership and Policy, and the National Association of State Boards of Education. Lengthy Process The 46-state commitment follows an April 17 meeting in Chicago that drew 41 states. The one-day summit was meant to get education chiefs and governors’ policy advisers in a room to learn about the effort, and eventually to commit to it. (\\\"NGA, CCSSO Launch Common Standards Drive,\\\" April 20, 2009.) “We didn’t want them to join in a cavalier way,” said Gene Wilhoit, the executive director of the Washington-based CCSSO. “It’s time for a very serious effort.” A primary goal is to eliminate the patchwork of academic standards across the country that result in students in the same grades learning different things in different states. The effort also is intended to devise a more rigorous common set of academic targets, and then internationally benchmark them. But that isn’t a persuasive argument for officials in Texas, which just approved new English and math standards, and developed and ordered new testing materials and textbooks as a result. Switching gears could cost the state up to $3 billion, said Texas Education Agency spokeswoman DeEtta Culbertson. “The economic reasons [for holding out] are substantial,” she said. In South Carolina, a spokesman for Gov. Mark Sanford said that the state has a separately elected superintendent of education, and that Gov. Sanford, a Republican, deferred to Superintendent Jim Rex to make the decision. “The governor does not have a role in implementing education policy,” spokesman Joel Sawyer said. But even though Mr. Rex, a Democrat, has signed on, Gov. Sanford will still not sign the agreement, Mr. Sawyer added. Pete Pillow, a spokesman for the education superintendent, said the state education department is already preparing to pursue the common standards even if South Carolina isn’t officially part of the larger group. Missouri isn’t necessarily holding out for good, but is currently searching for a new education chief. Gov. Jay Nixon, a Democrat, wanted to wait until a new chief is on board, which will probably be this summer, said spokesman Scott Holste. A call to the education department in Alaska was not returned. For states that are forging ahead, there could be a financial payoff. Chiefs and governors have their eyes on federal economic-stimulus money in the $4.35 billion Race to the Top fund, authorized as part of the $787 billion American Recovery and Reinvestment Act, which Secretary Duncan will dole out in the form of competitive grants to states. (The memo of agreement mentions the Race to the Top Fund as a possible revenue source.) Mr. Duncan and President Obama are pushing for voluntary common content standards. The U.S. Department of Education is finalizing the application process for the Race to the Top money, said spokesman John White. Although states will need to submit individual applications for that aid, states will still be asked to collaborate on their proposals, Mr. White said. Vol. 28, Issue 33</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2009-06-03 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:45:40','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,40,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(38,85,'Supplemental Science Webinar registration','supplemental-science-webinar-registration','','<p>\r\n<p>Supplemental Science Instructional Materials Review Report Join us for a Webinar on August 6 Space is limited. Reserve your Webinar seat now at: https://www1.gotomeeting.com/register/130282544 Review of the the Supplemental Instructional Material Review for publishers. Title:<span style=\"white-space: pre;\"> </span> Supplemental Science Instructional Materials Review Report Date:<span style=\"white-space: pre;\"> </span> Thursday, August 6, 2009 Time: 9:00 AM - 10:00 AM PDT After registering you will receive a confirmation email containing information about joining the Webinar. System Requirements PC-based attendees Required: Windows® 2000, XP Home, XP Pro, 2003 Server, Vista Macintosh®-based attendees Required: Mac OS® X 10.4 (Tiger®) or newer</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2009-08-04 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:46:23','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,39,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(39,88,'Middle School Science Grants','middle-school-science-grants','','<p>\r\n<p>Good morning all, A very nice grant opportunity for middle school teachers to strengthen STEM education but the application deadline is 20 August, 2009. Please share with any of your colleagues that might benefit and like to apply. Mary Mary H. McClellan, NBCT Science Director for Teaching and Learning Office of Public Instruction 600 Washington St. S.E. P.O. Box 47200 Olympia, WA 98504 Office:360-725-6311 Cell: 360-359-3767 Youth Service America has received funding from the Corporation for National and Community Service to launch an exciting new grants program designed to support selected middle school teachers and service-learning coordinators in strengthening their delivery of Science, Technology, Engineering and Mathematics (STEM) curricula through service-learning. The program will target students from disadvantaged circumstances in states with the highest drop out rates in the nation (Arkansas, Arizona, Colorado, Delaware, Georgia, Illinois, Louisiana, Nevada, New Mexico, New York, North Carolina, and Washington). STEMester of Service grantees will engage up to 75 middle school students in a semester-long, STEM-focused service-learning program. Student projects will address meaningful community problems intentionally connected to state academic standards and will incorporate youth voice, as well as opportunities for reflection, demonstration and celebration. Training and preparation will occur in the fall for all grantees. School programs will launch on Martin Luther King Day, January 18, 2010, and culminate on Global Youth Service Day, April 23-25, 2010. The program components include: Annual $5,000 grant for teachers or service-learning coordinators. ($1,000 of the grant will be applied toward travel for professional development.) Training and professional development, including participation at YSA\\\'s Youth Service Institute in Washington, D.C, October 2009. Resources such as curriculum guides and project ideas aligned to academic standards to help grantees plan and implement STEMemester of Service. Technical assistance and personalized online support from YSA. National recognition and visibility through YSA communications and outreach initiatives. Who is eligible? Teachers, administrators and service-learning coordinators in middle schools Staff and service-learning coordinators in afterschool programs The schools and after-school programs must be located in Arkansas, Arizona, Colorado, Delaware, Georgia, Illinois, Louisiana, Nevada, New Mexico, New York, North Carolina, and Washington. The deadline to apply is August 20. Please begin by completing this Eligibility Quiz: http://tinyurl.com/stemesterquiz If you are eligible, you will be given access the application materials. More information is available at www.ysa.org/awards ************************************************************************ Community-Campus Partnerships for Health promotes health (broadly defined) through partnerships between communities and higher educational institutions. Become a member today at www.ccph.info Join us for CCPH\\\'s 11th Conference, “Creating the Future We Want to Be: Transformation through Partnerships,” May 12-15, 2010 in Portland, OR! ***********************************************************************</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2009-08-07 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:47:04','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,38,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(40,89,'Letter from SBE regarding Science review and recommendations','letter-from-sbe-regarding-science-review-and-recommendations','','<p>\r\n<p>Chair- Mary Jean Ryan  Vice Chair- Warren T. Smith Sr.  Randy Dorn, Superintendent of Public Instruction Dr. Bernal Baca  Amy Bragdon  Dr. Steve Dal Porto  Dr. Sheila Fox  Phyllis Bunker Frank  Austianna Quick Bob Hughes  Eric Liu  Dr. Kristina Mayer  John C. \\\"Jack\\\" Schuster  Jeff Vincent  Anna Laura Kastama Edie Harding, Executive Director (360) 725-6025  TTY (360) 664-3631  FAX (360) 586-2357  Email: sbe@k12.wa.us  www:sbe.wa.gov Old Capitol Building, Room 253 P.O. Box 47206 600 Washington St. SE Olympia, Washington 98504 August 26, 2009 Randy Dorn, Superintendent Office of Superintendent of Public Instruction 600 Washington Street Southeast Olympia, Washington 98504 Dear Superintendent Dorn: We are responding to your letter dated June 30, 2009, requesting guidance from the State Board of Education (SBE) and the SBE Science Advisory Panel on your preliminary recommendations for science instructional materials. We understand that ESSB 5414, Section 5 (7)(c) directed you to “present to the SBE, recommendations for no more than three basic science curricula each for elementary and middle school grade spans and not more than three recommendations for each of the major high school courses within the following science domains: Earth and space science, physical science, and life science.” We are offering our official comment and recommendations within the two-month response period mandated by the above legislation. Most of our recommendations are based on the advice of our Science Advisory Panel, which met on August 7, 2009 to discuss the K-12 Core Science Instructional Materials Review June 2009 Preliminary Report and Initial Recommendations, prepared by the Office of Superintendent of Public Instruction (OSPI). A table at the end of this letter compares the SBE recommendations with the OSPI preliminary recommendations. General Comments/Recommendations The instructional materials review process was strong. We affirm the integrity of OSPI’s instructional materials review process. The process was strengthened by using many reviewers to provide feedback, and by weighting and tabulating scores to form a single, “composite” score. Chair- Mary Jean Ryan  Vice Chair- Warren T. Smith Sr.  Randy Dorn, Superintendent of Public Instruction Dr. Bernal Baca  Amy Bragdon  Dr. Steve Dal Porto  Dr. Sheila Fox  Phyllis Bunker Frank  Austianna Quick Bob Hughes  Eric Liu  Dr. Kristina Mayer  John C. \\\"Jack\\\" Schuster  Jeff Vincent  Anna Laura Kastama Edie Harding, Executive Director (360) 725-6025  TTY (360) 664-3631  FAX (360) 586-2357  Email: sbe@k12.wa.us  www:sbe.wa.gov The instructional materials recommended will need supplementation, both to align with standards and to address the needs of students seeking advanced study in science. • No curriculum program aligned perfectly with the new science standards or satisfied all of OSPI’s Instructional Materials Review evaluation criteria; your staff’s work to identify areas where supplementary materials will be needed is crucial. • The science standards (and the curriculum materials that are aligned with them) are designed to bring all • Curriculum directors should be advised that the curriculum programs will need supplementation for both of the reasons cited above. students to a level of scientific literacy needed to be an informed citizen. However, the recommended curriculum materials may be inadequate for the level of rigor or depth that students who intend to pursue advanced study will need (particularly those intending to pursue Science, Technology, Engineering, and Mathematics (STEM) study in college). A state plan is needed to help districts purchase instructional materials that are current and can be updated readily. • The state should explore online materials and partnerships to help make current scientific information accessible. • The state should provide funding assistance for districts to regularly replace outdated materials. Comments/Recommendations About Specific Instructional Materials The Science Advisory Panel recognized the usefulness of a cut-off score for the purpose of making preliminary recommendations. At the same time, panel members determined that an arbitrary cut-off score has limits, and therefore took a fresh look at the overall scores that contributed to the composite score. Panel members sought to add value to the decision making process by considering the conceptual development reviews of the expert, independent reviewers. Those reviews had not been factored into the calculation of the composite scores. In the case of the elementary programs, the Panel also weighed the implications of making no recommendation at all. After considering the input of the Science Advisory Panel, the SBE makes the following recommendations regarding the specific instructional materials. ELEMENTARY PROGRAMS Recommend the three elementary curricula that received the highest composite scores: Science Companion (Chicago Science Group), Science and Technology for Children (STC) (Carolina Biological Supply), and FOSS (Delta Education). In your June 30, 2009 transmission letter that accompanied the K-12 Core Science Instructional Materials Review June 2009 Preliminary Report and Initial Chair- Mary Jean Ryan  Vice Chair- Warren T. Smith Sr.  Randy Dorn, Superintendent of Public Instruction Dr. Bernal Baca  Amy Bragdon  Dr. Steve Dal Porto  Dr. Sheila Fox  Phyllis Bunker Frank  Austianna Quick Bob Hughes  Eric Liu  Dr. Kristina Mayer  John C. \\\"Jack\\\" Schuster  Jeff Vincent  Anna Laura Kastama Edie Harding, Executive Director (360) 725-6025  TTY (360) 664-3631  FAX (360) 586-2357  Email: sbe@k12.wa.us  www:sbe.wa.gov Recommendations, you asked the SBE and Science Panel for guidance, “with particular interest…regarding the elementary programs…” Although no elementary curricula met the designated cut-off score, and therefore were not included in the Superintendent’s preliminary recommendations, the Science Advisory Panel felt strongly, and the SBE concurs, that clear, state-level guidance is needed in order to encourage more and better science at the elementary level, where students’ exposure to science is most limited. A recommendation (vs. no recommendation) will better serve teachers’ and students’ needs. The conceptual reviews of the three curricula with the highest ratings were generally positive and indicated that all were aligned with the National Science Education Standards (NSES); Washington’s standards are based on the NSES Standards. Of interest, but not “the” determining factor, was the fact that two of the programs with the highest composite scores (STC and FOSS) are being used by 70 percent of the 230 districts responding to an OSPI survey; the state has a considerable investment in these programs. The Science Advisory Panel believed the recommendation should be provisional, noting that each curriculum needs to be more explicit and intentional about incorporating the cross-cutting systems, inquiry and application standards. These are good points. However, SBE believes that the Instructional Materials Review Preliminary Report clearly communicates the strengths and limits of each curriculum program. By identifying areas where supplementation will be needed, OSPI can help districts and publishers recognize and target areas for improvement. MIDDLE SCHOOL PROGRAMS Maintain the Superintendent’s preliminary recommendations: Science Explorer (Prentice Hall), Middle Level Modules in Life, Earth and Physical Science (Holt McGougal), and Full Option Science System (FOSS) (Delta Education). The Science Advisory Panel’s analysis supported the Superintendent’s preliminary recommendations. Panel members also suggested an “honorable mention” for the two programs (LA: Issue Series, IAT: Earth/Life/Physical Series) that met the cut-off composite score, but could not be considered because the legislative directive asked the Superintendent to recommend no more than three curricula per level. HIGH SCHOOL PROGRAMS Maintain the Superintendent’s preliminary recommendations for Biology, Earth Sciences, Physical Science and Physics. The Science Advisory Panel’s analysis supported the Superintendent’s preliminary recommendations. For this reason, the Board supports recommendations for: Chair- Mary Jean Ryan  Vice Chair- Warren T. Smith Sr.  Randy Dorn, Superintendent of Public Instruction Dr. Bernal Baca  Amy Bragdon  Dr. Steve Dal Porto  Dr. Sheila Fox  Phyllis Bunker Frank  Austianna Quick Bob Hughes  Eric Liu  Dr. Kristina Mayer  John C. \\\"Jack\\\" Schuster  Jeff Vincent  Anna Laura Kastama Edie Harding, Executive Director (360) 725-6025  TTY (360) 664-3631  FAX (360) 586-2357  Email: sbe@k12.wa.us  www:sbe.wa.gov Biology: A Human Approach—Kendall Hunt (BSCS) Biology Insights in Biology—Kendall/Hunt Earth-Comm—It’s About Time Publishing Earth Sciences Active Physical Science—It’s About Time Publishing Physical Science Foundations of Physical Science—CPO Science Active Physics—It’s About Time Publishing Physics In chemistry, look again at the recommendation to include Chemistry— Kendall/Hunt. The Science Advisory Panel recognized that the composite score for Chemistry—Kendall/Hunt was on the cusp. The overall content scores for the domain standards, particularly in relation to several programs that did not meet the cut-off, were of sufficient concern that panel members thought a second look was warranted. Maintain the Superintendent’s preliminary recommendations for Integrated Science (Science—An Inquiry Approach—Kendall Hunt, and Coordinated Science—It’s About Time Publishing), with a caveat that districts using Coordinated Science would be advised to supplement the curriculum with one of the recommended biology programs. In your June 30, 2009 transmission letter that accompanied the K-12 Core Science Instructional Materials Review June 2009 Preliminary Report and Initial Recommendations, you asked the SBE and Science Panel for guidance, “with particular interest…regarding the…integrated programs.” One of the recommended programs, Coordinated Science, exceeded the .7 composite cut-off score, despite the fact that it did not include a life science component. The Science Advisory Panel considered the conceptual review and the overall scores, and concluded that the recommendation should be maintained, with the caveat noted above. The conceptual review notes that the program is “not truly integrated across fields; each field given its own section of the text.” Panel members saw this potential weakness as a strength; biology could be added without violating the integrity of the program. Finally, as you know, the SBE is very supportive of science education, and has included three credits of science for all students in the CORE 24 graduation requirements framework approved in July 2008. We also believe that in order for Washington State to maintain its leadership in the fields of science and technology, students who intend to Chair- Mary Jean Ryan  Vice Chair- Warren T. Smith Sr.  Randy Dorn, Superintendent of Public Instruction Dr. Bernal Baca  Amy Bragdon  Dr. Steve Dal Porto  Dr. Sheila Fox  Phyllis Bunker Frank  Austianna Quick Bob Hughes  Eric Liu  Dr. Kristina Mayer  John C. \\\"Jack\\\" Schuster  Jeff Vincent  Anna Laura Kastama Edie Harding, Executive Director (360) 725-6025  TTY (360) 664-3631  FAX (360) 586-2357  Email: sbe@k12.wa.us  www:sbe.wa.gov prepare for STEM careers at a community and technical or four-year college, should pursue the appropriate level of technical, mathematics, and science preparation in high school; usually, this includes four years of science, four years of math, and relevant technical courses. Your leadership in aligning the new science and math standards, curriculum and assessment is crucial to our efforts to improve science literacy for all students, and to encourage more student interest in STEM-related fields. We look forward to working with you in our collective efforts to best serve the students of this state. Sincerely, Mary Jean Ryan, Chair Chair- Mary Jean Ryan  Vice Chair- Warren T. Smith Sr.  Randy Dorn, Superintendent of Public Instruction Dr. Bernal Baca  Amy Bragdon  Dr. Steve Dal Porto  Dr. Sheila Fox  Phyllis Bunker Frank  Austianna Quick Bob Hughes  Eric Liu  Dr. Kristina Mayer  John C. \\\"Jack\\\" Schuster  Jeff Vincent  Anna Laura Kastama Edie Harding, Executive Director (360) 725-6025  TTY (360) 664-3631  FAX (360) 586-2357  Email: sbe@k12.wa.us  www:sbe.wa.gov Comparison of SPI Preliminary Recommendations with SBE Official Comment and Recommendations SPI Preliminary Recommendations SBE Recommendations No Initial Recommendations at the Elementary Level. Recommend the three elementary curricula that received the highest composite scores: • Science Companion (Chicago Science Group) • Science and Technology for Children (STC) (Carolina Biological Supply) • Full Option Science System (FOSS) (Delta Education) At the middle school level: • Science Explorer—Pearson (Prentice Hall) • Middle Level Modules in Life, Earth and Physical Science (Holt McDougal) • Full Option Science System (FOSS) (Delta Education) At the middle school level: • Science Explorer—Pearson (Prentice Hall) • Middle Level Modules in Life, Earth and Physical Science (Holt McDougal) • Full Option Science System (FOSS) (Delta Education) High School Life Science: • Biology: A Human Approach (BSCS) (Kendall Hunt) • Insights in Biology (Kendall Hunt) High School Life Science: • Biology: A Human Approach (BSCS) (Kendall Hunt) • Insights in Biology (Kendall Hunt) High School Earth and Space: • EarthComm (It’s About Time Publishing) High School Earth and Space: • EarthComm (It’s About Time Publishing) High School Physical Science: • Active Physical Science (It’s About Time Publishing) • Foundations of Physical Science (CPO Science) High School Physical Science: • Active Physical Science (It’s About Time Publishing) • Foundations of Physical Science (CPO Science) High School Physics: • Active Physics (It’s About Time Publishing) High School Physics: Active Physics (It’s About Time Publishing) High School Chemistry: • Active Chemistry (It’s About Time Publishing) • Chemistry (Kendall Hunt) High School Chemistry: • Active Chemistry (It’s About Time Publishing) Look again at the recommendation to include Chemistry (Kendall Hunt). High School Integrated Science: • Science: An Inquiry Approach (Kendall Hunt) High School Integrated Science: • Science: An Inquiry Approach (Kendall Hunt) Chair- Mary Jean Ryan  Vice Chair- Warren T. Smith Sr.  Randy Dorn, Superintendent of Public Instruction Dr. Bernal Baca  Amy Bragdon  Dr. Steve Dal Porto  Dr. Sheila Fox  Phyllis Bunker Frank  Austianna Quick Bob Hughes  Eric Liu  Dr. Kristina Mayer  John C. \\\"Jack\\\" Schuster  Jeff Vincent  Anna Laura Kastama Edie Harding, Executive Director (360) 725-6025  TTY (360) 664-3631  FAX (360) 586-2357  Email: sbe@k12.wa.us  www:sbe.wa.gov • Coordinated Science (It’s About Time Publishing) • Coordinated Science (It’s About Time Publishing) Add a caveat that districts using Coordinated Science would be advised to supplement the curriculum with one of the recommended biology programs. In addition, the SBE made the following three general comments: • The instructional materials review process was strong. • The instructional materials recommended will need supplementation, both to align with standards and to address the needs of students seeking advanced study in science. • A state plan is needed to help districts purchase instructional materials that are current and can be updated readily.</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2009-09-23 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:48:31','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,37,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(41,90,'Questions for Dr. Burke and Jessica','questions-for-dr-burke-and-jessica','','<p>\r\n<p>What is is necessary to compete for RTTT dollars: What is the scope of the grant?; What effect might the switch to national standards have on the WA lad requiring OSPI to recommend only the top three core math and science programs? What is the status of the call for an on line math program for state use? With the current funding climate, what is the expectation of whre districts will be for the next two years?; call participants; What level of tramsparency will there be regarding districts applying for improvement grant monies? Bruce; With the push for national standards, how will it change the standards in WA? What will happen in the development of new reading standards? Elaina; What can Education Representatives do differently or in additionto support districts. schools and teachers ? Barbara Blair; Update on status of RTT and Common Core Standards. Abi; One question that I would like to have addressed is a description of the evaluation process for the providers and courses for the Online Learning Initiative. We know from previous OSPI math material reviews that they are better at evaluating print materials than educational technology products. Are they developing a new process and criteria for evaluating educational technology products for the Online Learning evaluation process? How can we review the process and provide input to yield the best results for all parties? Emory; What about the master price agreement for the math? Will the state request from the 3 programs? Oct. 1 is when most companies do price increases. The state has lost the leverage for getting that price agreement for last year’s prices. Jerry; 1. Is OSPI providing any financial support starting this year to the school districts to purchase the recommended science curricular materials such as books, kits &amp; equipment, supplementals and professional developments (PDs), If funding will be provided, how much money will be appropriated per student or per district or per school? If not provided, what is the OSPI’s plan for school funding starting next year? 2. What is the role of the Educational Service Districts (ESDs) around the state in terms of providing regional support and resources to local teachers and administrators regarding the recommended science curricula? 3.<span style=\"white-space: pre;\"> </span>Will the annual WA LASER Showcase conference usually held in January, annual LASER Summer Institute in June, and annual NACL workshops (fall &amp; spring) continue to be in place as sources of information and professional development for the science teachers on the recommended science curricula? 4. Besides funding, what are other, if any, developments/initiatives that will originate from OSPI and ESD that we as publishers can expect for teachers, administrators and districts to get resources, support and training on the recommended science curricula, 5. Compare and contrast the science WASL to the new science test? When will the new science test be implemented in the schools? Will be correlations between the new recommended science curricula and the new science test—if so, please explain? Matt; I\'m interested in hearing from Dr. Burke about whether the OSPI will be encouraging districts to spend their School Improvement Funding (summer 2010) on curriculum and supplemental materials. Brian</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2009-09-30 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:49:16','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,36,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(42,91,'Superintendent Dorn changes Graduation Requirements','superintendent-dorn-changes-graduation-requirements','','<p>\r\n<p>FOR IMMEDIATE RELEASE November 19, 2009 Contact: Nathan Olson, OSPI nathan.olson@k12.wa.us (360) 725-6015 Supt. Dorn Calls for Changes to Math, Science Graduation Requirements Proposal calls for continuation of current math requirement through 2014 SEATTLE — Citing major concerns with the passing rates on the high school math and science exams, State Superintendent Randy Dorn has proposed significant changes to the math and science graduation requirements. Dorn will unveil his proposal today at the annual conference of the Washington State School Directors Association. Dorn said students and schools will need more time with new math and science learning standards that are now being implemented around the state. The new standards won’t be assessed until 2011 for math and 2012 for science. That doesn’t provide ample opportunity for the class of 2013, current ninth graders and the first class required to pass four state exams, to learn the standards, or teachers and schools to align curriculum and materials to them, he added. “It doesn’t take a mathematician to see that we have a big problem in our state. Less than 50 percent of our 10th graders are passing the math and science exams,” said Dorn, who noted 10th graders’ passing rate on the reading and writing exams is more than 80 percent. “We need to be fair to our students and give them time to learn the new standards. It’s simply a matter of doing what’s right.” Current law states that beginning with the class of 2013 (students in the ninth grade in the 2009-10 school year), students will be required to pass two end-of-course tests: one in Algebra I/Integrated Math I, and one in Geometry/Integrated Math II. In his proposed changes to the math graduation requirement, Dorn will ask the 2010 Legislature to: •<span style=\"white-space: pre;\"> </span>Continue the current requirement of either passing a state math exam or earning two credits of math after 10th grade through of the class of 2014; and •<span style=\"white-space: pre;\"> </span>Establish a “two-tier” bar for the math graduation requirement, beginning with the class of 2015, in which one tier – Proficient – is the goal, but another tier – Basic – is enough to earn a diploma. Students who meet Basic would be required to earn a fourth credit of math. Using Massachusetts as a successful example, Dorn said his proposal of a two-tier system maintains the state’s high standards, but also helps set a realistic passing bar for students. Requiring a fourth math credit ensures that students who don’t meet Proficient on state exams will continue to build their math skills. “We’ve been arguing about math for decades now,” Dorn said. “We’ve finally got some of it right. Now we need to figure out what kids should know coming out of high school.” Dorn’s proposed changes to the science graduation requirement include the creation of end-of-course exams in life sciences and physical sciences instead of using single comprehensive science test. He also proposes that the Legislature delay the science graduation requirement until 2017, after students have had time to learn the new science standards, and the new end-of-course exams have been administered for two years. “Reading, writing and math are taught every day in our schools, but the same can’t be said for science,” Dorn said. “We need an increased emphasis on science instruction in elementary and middle schools so our students are better prepared for the high school graduation requirement. I also believe the end-of-course exams will assess our students’ knowledge more effectively than a single comprehensive test.” Dorn emphasized that his plan for math and science is fair to students. “This is the best way to give students the education they deserve,” he said. “We must maintain our high standards, but we have a rare chance to set the bar at the right level as we implement new learning standards in math and science and move to end-of-course exams.” About OSPI The Office of Superintendent of Public Instruction (OSPI) is the primary agency charged with overseeing K-12 education in Washington state. Led by State School Superintendent Randy Dorn, OSPI works with the state’s 295 school districts and nine educational service districts to administer basic education programs and implement education reform on behalf of more than one million public school students. OSPI does not discriminate and provides equal access to its programs and services for all persons without regard to race, color, gender, religion, creed, marital status, national origin, sexual preference/orientation, age, veteran’s status or the presence of any physical, sensory or mental disability. For more information, visit the OSPI Web site at http://www.k12.wa.us. – ### –</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2009-11-20 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:50:09','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,35,'','',2,35,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(43,92,'WSTA Standards training for WA teachers','wsta-standards-training-for-wa-teachers','','<p>\r\n<p>WSTA Region 7 update<span style=\"white-space: pre;\"> </span> 11/6/09 Greetings! Please share this information with any interested colleagues. WSTA is providing a PD workshop towards the EARTH/SPACE Sciences Standards in six locations across the State. Our Region 7 (ESD 113) is being encouraged to choose to attend one of the others. I will be presenting with Brian Hawkins of NASA ASEP with Region 8 (ESD 112) in Vancouver on 1 Dec. 2009. This workshop is being sponsored with a grant from NASA. Registration cost is zero. The flyer is attached. Register with ESD 112 course # 27905. The West-side choices: Region 6 (Pierce County) with Region 10 (King County); Puget Sound (ESD 121); Region 5 (ESD 189) with Region 9 (ESD 114); Check for dates and locations. National Science Decathlon has the Conference level tournament scheduled for 24 April 2010 at Hudson’s Bay HS in Vancouver, Wa. The National level will be at Central Washington University in Ellensburg, Wa on 29th May, 2010. The Decathlon committee is still looking for a host(s) for the State level, and/or Regional levels. Please contact me for any information/questions. Remember to mark your calendars for the WSTA Conference in Mill Creek at Jackson HS on the 12, 13, 14th March 2010. Visit the WSTA website for information. Some of us have memberships to renew. Please do so. Thank you. Michael Holst, WSTA Region 7 Representative michaelarthur4@comcast.net www.wsta.net</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2009-11-20 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:50:54','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,34,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(44,93,'Report from meeting with Jessica Vavrus','report-from-meeting-with-jessica-vavrus','','<p>\r\n<p>Report from meeting with Jessica Vavrus On November 2, 2009 Board members Jim Patenaude, Karen Tennyson, Abi McNaughton and myself met with Jessica Vavrus to discuss what is up-coming for education and OSPI. We took our list of member generated questions and spent a couple of hours talking about the current issues facing educators and publishers as we all work to navigate the economic situation and the myriad of changes coming with the prospect of national standards and racing to the top. What we discovered in the course of our conversation is 1) there are more questions and answers at all levels; 2) there is more possibility for partnership ; and 3) the current administration makes for a much kinder and gentler OSPI. In this particular meeting, we met only with Jessica as Dr. Burke was called to a meeting with the Gates foundation regarding the Race to the Top (RTTT) Grant application. We are planning a full membership meeting in mid-February where all members interested can hear first- hand about the RTTT application, school improvement, state assessment consortiums, and national standards. Once we have a date finalized, we will let everyone know location and time. Race to the Top: When we met with Jessica, she and Dr. Burke had just returned from a meeting in Chicago regarding common assessments and national standards. We actually postponed our meeting with them to wait until they returned to have access to the additional information. At this time, there are no final guidelines for the applications for RTTT applications. There are four assurance areas: teacher quality, struggling schools, common standard/assessments and data. STEM is an unstated area that is being looked at and evaluated in the process. At present, OSPI has formed some work groups to look at the criteria—look at gaps and try to figure out where to go. The stakes are high thus all players are involved—governor, State Board of Education, and OSPI. This is likely to be the topic of SBE meeting for some months to come. First round of the application deadline is January. OSPI is planning to submit an application for this round of funding. Areas of concern for meeting assurance areas are the teacher compensation system, and the lack of private charter schools. In order to meet the assessment and common standards section, states must fully adopt the national standards in math and English by the end of summer 2010. These national standards must make-up at least 85% of the state standards. Round 2 of the RTTT grants are due May or June. OSPI plans to apply for both rounds. If the first application is not accepted, they hope to have feedback from that application to improve application number 2. This will require district and building buy in across the state. It sounds as if WA is leaning toward participating in common standards and assessments. The trick is making sure adopting the national standards is not a step down in rigor. There is a bit of wiggle room in that there is an additional 15% of standards that can be above the national standards that can be state specific. In choosing states to form a coalition, OSPI and company, are looking for states that match WA assessment philosophy rather than by geographic proximity. We suggested they look to partner with one of the big states, CA, TX, NY or FL if possible as they represent a large portion of the population and position WA in relation to materials meeting specific needs. Currently, OSPI is not looking to change the new science or math standards. The message is these are the standards to teach. With English standards being part of the national standards work it is a good time to begin reviewing LA standards; however, the legislature has not appropriated any money for reviews of materials nor is it likely to happen in the near future. There is a chart posted in the newsletter section showing the current standards development and revision cycle. The question of what will happen with the new math standards in regards to adopting national standards is still an unknown. By the Feb meeting, Jessica thought they would have a better idea of how the standards would match in a rudimentary side-by-side comparison. In regards to the recommendation of top three programs that meet the standards, there is a strong feeling that we will not see this action again from the legislature in the review of other materials. As far as funding for the recommended programs, there is none available from the state level. The only prospective requirement of using those materials may come from the State Board of Education mandating use of the recommended materials for districts or buildings not meeting AYP. There is a RTT website through the Governor’s office where more information is available. School Improvement The new regulations are very specific for the upcoming release of school improvement funds. The Title 1 requirements coming out are more focused than the current requirements. There are funds coming out E2T2 or Innovation funds—not much information yet. Striving Readers is a Research Study and is not available in an open bidding process or open choice of materials. There are 4 districts and 6 schools participating. OSPI funds were used to choose the programs used, timeline, and professional development looking for very specific results. With the adoption of the new law determining basic education, there is discussion of NERK or non-educational resource. This funding formula is about creating funding sources for adoption of curricula. This is not a new idea, the hope is to up the dollar amount per pupil to allow districts to have money to set up an adoption schedule and purchase materials on a regular adoption schedule (determined by district.) Other Stuff In terms of the online Learning Initiative, courses not materials are being evaluated. There is no intention to evaluate materials at this time. Information about the courses that are being evaluated are on the OSPI website. The ESD’s role of support is in helping teachers understand and use the new standards. They are creating train the trainer seminars and webinars to help districts implement the new science standards. They are not supporting per se the recommended curricula. Although the legislature mandated that OSPI recommend no more than three programs, there is no requirement that districts purchase only those three programs. So, OSPI is working with LASER for guidance in using materials that are adopted by LASER and not on the recommended list. They want to support all districts in teaching to the standards regardless of what curriculum is being used.</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2009-11-20 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:51:47','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,33,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(45,94,'Exhibitor Information form WASA','exhibitor-information-form-wasa','','<p>\r\n<p>2010 WASA SMALL SCHOOLS CONFERENCE Exhibits – March 1 only Yakima Convention Center EXHIBITOR INFORMATION SHEET Exhibit Booth Information Each booth includes a draped, 6’ table, two chairs and electrical service. If you will be using a freestanding display rather than a draped table, please be sure it will fit into the allotted area so it does not crowd or restrict adjoining displays. Exhibits are scheduled for Monday only. Deadline for entry is February 1. Exhibit Schedule Set-up Hours<span style=\"white-space: pre;\"> </span> Sunday, February 28<span style=\"white-space: pre;\"> </span> 3–5 p.m. Monday, March 1<span style=\"white-space: pre;\"> </span> 6–7:30 a.m. Exhibit Hours Monday, March 1 7:30 a.m.–4 p.m. Breakdown Monday, March 1<span style=\"white-space: pre;\"> </span> after 4 p.m. Registration Packets Exhibitor booth assignments, registration packets and conference badges will be placed on your table to indicate which booth space you hold. Sponsorship Opportunities Full sponsorship and co-sponsorship opportunities are available at the conference. Sponsorship opportunities include, Monday breakfast ($1800), Monday lunch ($2600), Monday ice cream social co-sponsorship ($250), Tuesday breakfast ($1200), Tuesday lunch ($1000) and keynote speaker ($3000). All sponsorships will be appropriately recognized in the conference program and at the function. For more information on sponsoring an event at the conference, please contact Mack Armstrong, WASA Assistant Executive Director, at 800-859-9272. Cancellation Should you need to cancel your booth registration, you must do so in writing prior to February 19, 2010. Cancellations after that will be charged the cancellation fee of $50. There are no refunds for no-shows. Housing For housing reservations, contact the Yakima Center Red Lion Hotel at 509-248-5900 by February 7, 2010 to ensure you receive the special WASA room block rate. Meals If you would like to join conference attendees for lunch on Monday, advance tickets are available for purchase (see form). Security Security will not be provided during the workshop or during the evening hours. It is the responsibility of vendors to secure their own property. Prize Drawing A special exhibitor prize drawing will be held at the conference for participants who visit a minimum number of exhibits and have a vendor initial the exhibitor check-off card. As an added attraction, some exhibitors may want to hold other prize drawings at their display. Shipment of booth materials Deliveries of packages or other items should arrive no more than 48 hours prior to conference start dates. All packages should be properly marked with group name and contact, conference name, conference dates and number of boxes. Call tags must be issued for all material to be shipped back. All packages are to be delivered to: Yakima Convention Center Attn: Shipping Department 10 North 8th St Yakima WA 98901 Yakima Convention Center agrees to normal and reasonable deliveries of packages or of other items. For deliveries of items outside the norm, Yakima Convention Center reserves the right to impose appropriate service charges.</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2009-11-25 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:52:32','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,32,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(46,95,'Exhibitor Registration form WASA','exhibitor-registration-form-wasa','','<p>\r\n<p>2010 WASA SMALL SCHOOLS CONFERENCE Exhibits – March 1 only Yakima Convention Center EXHIBITOR INFORMATION SHEET Company<span style=\"white-space: pre;\"> </span> Address<span style=\"white-space: pre;\"> </span> Email<span style=\"white-space: pre;\"> </span> City State ZIP<span style=\"white-space: pre;\"> </span> Phone Fax<span style=\"white-space: pre;\"> </span> Names of representatives who will attend conference (name badges will be made from this list): Brief description of company service/product: Display Requirements Electrical Outlet<span style=\"white-space: pre;\"> </span> Yes<span style=\"white-space: pre;\"> </span><span style=\"white-space: pre;\"> </span>No Internet Connection<span style=\"white-space: pre;\"> </span> Yes<span style=\"white-space: pre;\"> </span><span style=\"white-space: pre;\"> </span>No (Wireless is complimentary. Hard-wired is $75 per line and needs to be paid directly to the Yakima Convention Center; contact Lisa Krous at 800-221-0751.) Sponsorship Opportunities (please indicate desired optional sponsorship participation below) Monday continental breakfast $1,800/co-sponsorship $900 Monday lunch $2600/co-sponsorship $1,300<span style=\"white-space: pre;\"> </span> Monday ice cream social co-sponsorship/$250 Tuesday continental breakfast $1200/co-sponsorship $600  Tuesday lunch $1000/co-sponsorship $500 Keynote speaker $3,000 Sponsors will be recognized at the sponsored event and in the conference program. Please contact Assistant Executive Director, Mack Armstrong, if you would like more information regarding sponsorships. Price<span style=\"white-space: pre;\"> </span> Quantity<span style=\"white-space: pre;\"> </span>Total Exhibit space<span style=\"white-space: pre;\"> </span>$375 per booth<span style=\"white-space: pre;\"> </span> Internet Connection – Hard-wired line to be paid directly to the Yakima Convention Center, contact Lisa Krous at 800-221-0751<span style=\"white-space: pre;\"> </span>$75 for hard-wired line - wireless is complimentary<span style=\"white-space: pre;\"> </span> Monday Lunch<span style=\"white-space: pre;\"> </span>$25 per person<span style=\"white-space: pre;\"> </span> Sponsored Event (options from list above) $<span style=\"white-space: pre;\"> </span> Total Enclosed CREDIT CARD  Visa  Mastercard # Exp.<span style=\"white-space: pre;\"> </span>______  CHECK (payable to WASA) TOTAL AMOUNT $<span style=\"white-space: pre;\"> </span> Send this form and payment to: WASA, 825 Fifth Avenue S.E., Olympia WA 98501 FAX: 360-352-6873 NOTE: A non-refundable administrative fee of $50.00 will be charged for all cancellations after February 19, 2010.</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2009-11-25 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:53:15','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,31,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(47,96,'Update from teaching and learning','update-from-teaching-and-learning','','<p>\r\n<p>Update from the Department of Teaching and Learning for WA and OR In the course of the last week, I have talked with both Jessica and Drew to find out what is going on at the state level. My specific questions were around the Race To the Top applications and what is happening, Common Core Standards and the progress being made in that area, and the Legislative session-- new information which is coming out from the legislature. Washington: There is no round one application for RTTT being submitted. Although Alan and the people at OSPI are working hard to complete an application for round 2, the information they are receiving regarding states actually receiving these grants is not promising. So they are looking to see what is possible if WA does not win one of these grants. The legislative package being addressed during this session of the legislature includes: •<span style=\"white-space: pre;\"> </span>Teacher evaluations •<span style=\"white-space: pre;\"> </span>The accountability Index •<span style=\"white-space: pre;\"> </span>Adoption of Common core Standards (it looks like this adoption is probable and WA will add the 15% of the standards available to each state above the common core. There is a website where you can look at the progress of Race to the Top. It is out of the governor’s office http://www.recovery.wa.gov/rttt/default.asp. Jessica said they have been looking at the common core standards for math and Language Arts and correlating them to the new math standards adopted last year. She said the shift in math is insignificant. Therefore the priority for them is in implementation of the standards. This year about 15 percent of the student population is using one of the three recommended curricula. At this time there are no materials reviews funded, but new reviews are likely. It depends on funding that may be in conjunction with implementation of common standards. If you have an idea of how you might like to partner with the districts around implementation of the new standards, please let me know. It would be great to hear from representatives of ways to work with OSPI as partners in this work. I understand that the bottom line must be a way to connect with potential customers and generate sales, but how out of the box can we think (this is my question not Jessica’s)? Work on common summative assessments is beginning, and the members of OSPI are talking with other states to find members of the consortium with like philosophies regarding assessment. Currently there are 23 states involved. It is still uncertain if funding for this work is tied to RTTT grants. Formative assessments are also being worked on. This is called MOSAIC and 20 states are involved. Funding for this work is tied to RTTT dollars. There are still more questions than answers, and OSPI is working with even fewer staff members. You can have an opportunity to talk with Jessica and/or Alan Burke at a special meeting sponsored by WOATRA in early March. We’ll send you all the details in the next week. Oregon: Oregon has completed the application for round 1 of Race to the Top. Much of the work has been completed by special task force out of the governor’s office. They are beginning the work with math specialists to correlate Oregon current math standards with those of the common core standards. Because the Oregon math standards are closely aligned to the national standards, there is reason to believe that there will be close correlations. With the college board, a state holder in the creation of the common core standards, Drew thought we would see a focus on adjusting skills downward. So, the focus in grades 1 &amp;2 would be multiplication instead of the current addition and subtraction. The goal is for students to be ready for algebra by grade 7. Other news out of Oregon Teaching and Learning are the new graduation requirements and the change to proficiency credits. The increase of core classes in order to graduate could have implications on text books being used. Here is the big tip from Drew. In early November there is to be a conference held by NASTA, SIIA where the discussion regarding involving publishers in the discussion of quality materials for students will be taken to the US Dept of ED. The first day and a half of this meeting will be open to publishers. Drew thought information regarding registration would be available on the NASTA website within the next month. This could be really important information for your company to know and attend to be a part of these discussions. More to come about this soon. For now . . . . Thhhhhhattt’s all folks</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2010-01-25 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:54:01','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,30,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(48,97,'Quarterly meeting with OSPI','quarterly-meeting-with-ospi','','<p>\r\n<p>Quarterly Meeting with OSPI and NWERA Board Members: All board members were present as well as Executive Director, Jody McCrain at a meeting with Alan Burke and Jessica Vavrus. Randy Dorn sat in on the last 30 minute of the meeting. Topics of discussion: 1)<span style=\"white-space: pre;\"> </span>Ed u Jobs—Money available to districts form federal government. Alan expected most districts to bank this money for a reserve. Many districts are facing a 6-10% cut to non-basic education budget. This includes k-3 enhancement program, levy equalization, and full-day Kindergarten. Although there are surprisingly some districts with money saved to purchase materials especially in Math, many are looking at another deficit in the 2011-2013 biennium. It does help that the new levy rules increase the lid from 24 to 28%, but this will not meet the needs to keep teachers and non-basic programs functioning. 2)<span style=\"white-space: pre;\"> </span>In the up-coming election, the passage of 1098 will help schools. If the Tim Eyman initiative passes, it will be very difficult for the schools to operate. 3)<span style=\"white-space: pre;\"> </span>Subject Reviews—Development and upcoming adoption of the common core standards means that LA standards are up for review. Currently the plan is for a 2011 revision. There is no information regarding the possibility of a materials review to accompany the rewriting of the standards. This is determined by the legislature through the funding provided. The Common core Standards (CCS) must be adopted in full; however, states can add up to 15% more standards, if they choose, but the state is required to develop the assessments for the additions. Washington has considered maintaining a separate writing program, but at this time, there are more questions than answers. We do know that there will be new or at least up-dated LA standards as the common core becomes more solidified. The math standards are remaining intact for now. OSPI has hired an independent auditor to cross check the WA math standards with the Common Core to see how they align. At present, it seems as if there is close alignment. If there are changes, it seems it will be in scope and sequence of what is taught at what grade more than a change in the standards. At present, 35 states have tentatively approved the standards and 40 are expected to have approved by the end of the year. A point has been made that these are not national standards—they are common core and each state has the prerogative to make changes to match their individual needs. Major point to emphasize for schools. Some districts may be holding back making purchasing decisions for math and/or LA material, waiting for the common core standards to take effect. It could be up to 4 years before federal money to purchase materials might be available. We cannot afford kids to go without materials for 4 years. If a district is planning on waiting, we can let them know from Dr Alan Burke—we, as a state, cannot let four years pass without materials for our students while we wait to see what might happen. Math standards, in particular, seem to already be closely aligned with the CCS, and waiting several years to buy new materials will not benefit anyone. 4)<span style=\"white-space: pre;\"> </span>Washington has won a grant of $150M to develop assessments for common core standards (CCS). There will be summative assessments as well as formative assessments for teachers to use in the classroom. The goal is to align to CCS and reduce the cost of assessment from $43 per student to $23 per student. End of course exams begin with Algebra and Geometry in 2011. Students who completed Algebra in 2010 will be required to take an End of course exam in Geometry as well as an end of course make up test for Algebra the end of the 2011 school year. Passing both of these exams will be necessary to meet the new graduation requirement. This is in place as a part of the revised Math standards. If this will be part of the assessment for CCS is still unknown. There is some discussion of Proficiency Exams or end of course exams to be used as high school exit exams with the new assessments. Again, because students are going to be tested in end of course exams from grades 7-12 this school year based on the current standards, waiting to purchase new materials until the adoption of CCS is not an acceptable option. 5)<span style=\"white-space: pre;\"> </span>Partnership with OSPI—finally we talked about strengthening our partnership with OSPI. We asked to have the NWERA website linked to the OSPI website. Because we are now a non-profit entity, it is possible for our website to be a link on the OSPI site. I am working with Jessica currently to shepherd the process through the bureaucracy. We also requested that Alan and Jessica and others emphasize to conference partners the importance of attendance in the exhibit area and working with NWERA to make a win/win for all involved. Also, the benefits a district has if it creates a relationship with a representative before purchasing materials. I suspect this topic will remain on the agenda for several meetings. RTTT up-date—there is very little chance for money even if there is a round three application. The lack of charter schools and districts unwilling to tie teacher evaluation to test scores moves WA state out of the running for RTTT money. There is still a commitment for quality education and a plan to reform education. As always the question is how to fund it. Stay tuned. Jody</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2010-10-29 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:54:44','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,29,'','',2,4,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(49,98,'Mathematics System Improvement Framework','mathematics-system-improvement-framework','','<p><span style=\"font-family: Verdana, Arial, Helvetica, Geneva, SunSans-Regular, sans-serif; font-size: small;\">\r\n<p>Mathematics system Improvement Framework: This was presented to the State Board of Education in the Sept Board meeting. The complete document is available at http://www.k12.wa.us/Mathematics/SystemsImprovement.aspx (this is not a hot link. You must copy and paste it into your browser) on the OSPI website. It is a downloadable document that is currently being piloted in those schools and districts in school improvement. This seems to me to be an important document to get to know if you sale math products, and your program is not one of the three recommended programs as legislated in the last review of materials. The document was created by OSPI mathematics department, as well as the ESD’s across the state for the purpose of offering guidance to districts in implementing a coherent K-12 math system. It is designed to offer a guide for timely accurate monitoring of student learning and adjustment of teacher instruction. There are 5 components to the document: 1.<span style=\"white-space: pre;\"> </span> Mathematics Leadership 2.<span style=\"white-space: pre;\"> </span>Core/Tier I Mathematics Program 3.<span style=\"white-space: pre;\"> </span>High Quality Mathematics Instruction 4.<span style=\"white-space: pre;\"> </span>Mathematics Assessment System 5.<span style=\"white-space: pre;\"> </span>Tier II and Tier III Mathematics Intervention It is based on the research and development –looked at what happened in reading and applied the process to math. I think if you read through this document and apply the content to your programs, you’ll find ways to talk to customers about math besides the three recommended programs in how they design a coherent program that is intentional, and provides guidance for instruction, PD, RTI, inclusion for ELL, and closes the achievement gap. There is a section of the document that addresses PD and teacher preparation to teach math. There is discussion of a new specialty endorsement for elementary teachers in Math addressing specific skills to teach math to young students. This is a plan in the beginning stages. There is a case study on the State Board of Ed website –Crown Hill Elementary case study. The next State Board meeting is scheduled for Nov 9-10 at the New Market Skills Center 7299 New market Street SW; Tumwater, WA . to date, there is no agenda posted.</p>\r\n<div></div>\r\n</span></p>','',1,0,0,10,'2010-10-29 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:56:19','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,28,'','',2,1,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(50,99,'Washington Learning source Meeting','washington-learning-source-meetin','','<p> </p>\r\n<p>September 1, 2010 Meeting with Washington Learning Source (WLS) Attendees from WLS<span style=\"white-space: pre;\"> </span> Attendees from NWERA Anne Anderson<span style=\"white-space: pre;\"> </span> Jody McCrain Conn Quinn<span style=\"white-space: pre;\"> </span> Karen Tennyson Today, Jody and I met with Anne from WLS, she asked Conn to join us as the discussion progressed. NWERA was there to introduce ourselves and our organization and to discuss the continued conflict of conference dates between WLS and other states and organization. We discussed with Anne how NWERA can help them increase participation of WLS vendors and possibly increase the number of NWERA vendors, who would join the WLS program. We also discussed our role with OSPI, Anne was impressed and this is when she included Conn. We discussed our upcoming meeting with Jessica and Allen to discuss RTTT, Common Core, etc. Because WLS now has a partnership with OSPI, they were interested in how our organizations could benefit each other in relaying accurate information to the schools throughout the state. Also on our agenda was how to educate school districts and the state to include technology in their requests for adoption materials. We also talked about how districts do not follow the same rigorous adoption process when they are purchasing technology materials and programs. The possibility of educating districts in how to adopt programs/materials, to be more consistent in their adoption processes and learn how to look at technical programs is one of the areas that both entities had a major interest. We also discussed the e-Learning Showcases held by PSESD WLS. The attendance for these has continued to dwindle. Having a nationally recognized expert is one way we thought attendance could be improved and the idea of having the speaker sponsored by a number of companies was raised. WLS would also like our help with their newsletter. They are interested in help with upping the content of the newsletter. Maybe a regular column by NWERA regarding technology based curriculum. Also, they have a “Teacher Feature” spotlighting a teacher who is using a program in an innovative or effective way. NWERA could nominate teachers for presentation in the newsletter. They would be especially interested if the teacher featured in the next newsletter could also present at the WLS Showcase this fall. Would it be necessary to identify NWERA members by the materials they carry, so we are not inundating textbook reps only with information regarding technology? Becoming involved in a partnership with WLS could help us increase our ranks of new members. We would have value to add.</p>\r\n<p> </p>','',1,0,0,10,'2010-10-29 00:00:00',45,'','2011-11-30 17:33:05',42,0,'0000-00-00 00:00:00','2011-08-16 15:56:56','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',2,0,27,'','',2,7,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(51,100,'Seattle Adoption','seattle-adoption','','<p>\r\n<p>REQUEST FOR INFORMATION/SAMPLES SEATTLE SCHOOL DISTRICT NO. 1 CURRICULUM ADOPTION 14 January 2011 Seattle School District No. 1 is planning several curriculum adoptions to be implemented at the start of the 2011/2012 school year. Important dates to consider for this process are….. IMPORTANT DATES: SCIENCE AND MUSIC DATE INFORMATION/SAMPLES REQUESTED FROM VENDOR: 14 January 2011 LAST DAY FOR QUESTIONS TO BE E-MAILED TO THE DISTRICT IS NO LATER THAN: 20 January 2011 INFORMATION/SAMPLES REQUIRED TO BE RECEIVED AT THE DISTRICT NO LATER THAN: 24 January 2011 IMPORTANT DATES: SOCIAL STUDIES AND LANGUAGE ARTS DATE INFORMATION/SAMPLES REQUESTED FROM VENDOR: 14 January 2011 LAST DAY FOR QUESTIONS TO BE E-MAILED TO THE DISTRICT IS NO LATER THAN: 28 January 2011 INFORMATION/SAMPLES REQUIRED TO BE RECEIVED AT THE DISTRICT NO LATER THAN: 10 February 2011 The procurement process will consist of an RFI (Request for Information/Samples) which is the basis for this communication. Samples will be reviewed by the various adoption committees. The curriculum recommendations delivered by the adoption committees will result in a “short list” of finalists. The finalists will then be invited to participate in a RFP (Request for Proposal) process. The RFP process will result in a recommendation of curriculum to be purchased. Attached you will find the subject related information from each of the District’s Curriculum Adoption Managers. The categories/subjects being considered are. RFI11061 Science-High School Consists of; RFI11061A, 9th Grade Physical Science RFI11061B, 11th- 12th Grade Chemistry RFI11061C, 11th- 12th Grade Physics RFI11062 Music-Elementary RFI11063 Language Arts/Literacy-Middle School Grade 6, 7, 8 RFI11064 Social Studies-High School Consists of; RFI11064A 9th Grade World History I &amp; II RFI11064B 10th Grade World History III RFI11064C 9th- 10th Grade AP World History RFI11064D 11th Grade United States History RFI11064E 11th Grade AP United States History RFI11064F 12th Grade American Government or American Government &amp; Economics RFI11064G 12th Grade AP American Government The District requires that you adhere to the above deadlines for asking questions and delivering materials to our central warehouse. All materials delivered will be at the expense of the prospective vendor/publisher. Sample materials will not be returned by the District and will become the property of the District. Please deliver ONE (1) SET OF SAMPLE MATERIALS to the following address via freight prepaid. Please reference the particular RFI#(S) and subjects you are submitting samples for. Please use separate clearly marked/labeled shipping cartons for each individual RFI, i.e. RFI11061A, 9th Grade Physical Science, RFI11064C 9th- 10th Grade AP World History etc. , SEATTLE SCHOOL DISTRICT NO.1 PLC/SHAWN SIPE/ CURRICULUM ADOPTION SAMPLES RFI # (for example RFI11061A, 9th Grade Physical Science) 2445 THIRD AVENUE SOUTH SEATTLE, WA 98134 During this adoption process it is requested that you do not contact any district personnel (outside of the Procurement/Purchasing Services staff mentioned below). Failure to comply with this request could result in disqualification for your company for the review and adoption process. The District will select the finalists based on the best interests of the District, all factors considered. The District reserves the right to reject any or all responses to the RFI, waive informalities, and make the award in its best interest. Finalists identified during the RFI process are expected to be invited to participate in a future RFP (Request for Proposal). The RFP’s are expected to be issued by the end of February or early March 2011. District Procurement/Purchasing Services Contacts are: CRAIG MURPHY, PURCHASING MANAGER SEATTLE SCHOOL DISTRICT NO. 1 cemurphy@seattleschools.org Phone: 206-252-0570 Fax: 206-252-0505 SUSAN JOHNSTON, BUYER sjohnston@seaqttleschools.org Phone: 206-252-0569 Fax: 206-252-0505 Best Regards, CRAIG MURPHY, PURCHASING MANAGER SEATTLE SCHOOL DISTRICT NO. 1 cemurphy@seattleschools.org Phone: 206-252-0570 Fax: 206-252-0505 REQUEST FOR INFORMATION/SAMPLES SEATTLE SCHOOL DISTRICT NO. 1 CURRICULUM ADOPTION SPECIFICATIONS 14 January 2011 RFI11064 Social Studies-High School Consists of; RFI11064A 9th Grade World History I &amp; II RFI11064B 10th Grade World History III RFI11064C 9th- 10th Grade AP World History RFI11064D 11th Grade United States History RFI11064E 11th Grade AP United States History RFI11064F 12th Grade American Government or American Government &amp; Economics RFI11064G 12th Grade AP American Government Publishers should submit materials that align with newly aligned SPS 9-12 Social Studies. Materials should include Core and/or AP texts, be aligned with the new Common Core Standards for Social Studies, support College Readiness skills including reading, research, analysis, critical thinking, and include rich resources including primary source documents and assessments,and be available in both print and electronic versions. REQUEST FOR INFORMATION/SAMPLES SEATTLE SCHOOL DISTRICT NO. 1 CURRICULUM ADOPTION SPECIFICATIONS 14 January 2011 RFI11062 Music-Elementary Instructional Materials Adoption to Include: •<span style=\"white-space: pre;\"> </span>Teacher Planning Guide (3) •<span style=\"white-space: pre;\"> </span>Access to Electronic Resources (2) – could be part of supplemental resources as well as traditional music textbook package • Recordings to support student learning (3) •<span style=\"white-space: pre;\"> </span>Student textbooks (2) •<span style=\"white-space: pre;\"> </span>Supplemental materials (beyond teacher planning guide and students textbooks) that support student learning in the areas identified below (2) Content of Materials Should Support the Teaching and Learning of: 1.<span style=\"white-space: pre;\"> </span>Global perspectives of music (broad range of cultural traditions) (3) 2.<span style=\"white-space: pre;\"> </span>Note and rhythmic skill development (3) 3.<span style=\"white-space: pre;\"> </span>Singing (2) 4. Movement (2) Other (only identified by one group as a top choice – second tier criteria) 1.<span style=\"white-space: pre;\"> </span>Attentive listening 2.<span style=\"white-space: pre;\"> </span>Responding to and through music 3.<span style=\"white-space: pre;\"> </span>Composing and creating music REQUEST FOR INFORMATION/SAMPLES SEATTLE SCHOOL DISTRICT NO. 1 CURRICULUM ADOPTION SPECIFICATIONS 14 January 2011 RFI11063 Language Arts/Literacy-Middle School Grade 6, 7, 8 Leveled libraries Class novels Grammar text Texts to support: Analytical and critical thinking Student examination of current social issues Student discourse Readers Workshop Leveling Books should be leveled by Fountas and Pinnell (Guided Reading) levels that range from A through Z. We will want to target below grade level readers by including some L level books and higher. We would then need to compile approximately 50 books at each level (or as many as possible based on funding for the adoption). Informational/Literary Text Percentages At the middle level we want to provide approximately 40% informational and 60% literary text. We would want to connect some of these texts to the current social studies units of study (e.g. historical fiction on the U.S. to tie in with units on U.S. history), as well as other multiple genres such as science fiction, mystery, contemporary. Other considerations We want text to support current social issues explored by students at the middle years (School Board has also requested this) As per criteria for selection, we want diversity in authors and topics explored We would want texts that connect to the Units of Study in Writing such as literary essay, short story, memoir etc. and books that are listed as mentor texts in the Writing Units We also want titles that are going to engage our students of color. REQUEST FOR INFORMATION/SAMPLES SEATTLE SCHOOL DISTRICT NO. 1 CURRICULUM ADOPTION SPECIFICATIONS 14 January 2011 RFI11061 Science-High School Consists of; RFI11061A, 9th Grade Physical Science RFI11061B, 11th- 12th Grade Chemistry RFI11061C, 11th- 12th Grade Physics A. Inquiry-Based Physical Science - 9th Grade B. Inquiry-Based Chemistry - 11th &amp; 12th Grades C. Inquiry-Based Physics - 11th &amp; 12th Grades</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2011-01-14 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:57:47','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,26,'','',2,2,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(52,101,'Responses to questions Seattle SD','responses-to-questions-seattle-sd','','<p>\r\n<p>26/JAN/2011 RESPONSES TO VENDOR QUESTIONS RFI11061 RFI11062 RFI11063 RFI11064 ADOPTION SAMPLES REQUESTED second round of questions Good afternoon WOATRA executives McNaughton, McCrain and prospective vendors, . To WOATRA/ McNaughton, McCrain, Please post this on your WOATRA members site and also forward via your e-mail list serve. As expected, our inquiry has generated several questions from the vendor community. Below, we are responding to the second round of questions. If your questions are not answered with the below communication, we are still awaiting a response from our Adoption Coordinators. We will forward additional responses as we receive replies. . RFI11061 SCIENCE HIGH SCHOOL VENDOR QUESTION What are the bar coding requirements for these adoptions? DISTRICT RESPONSE Bar coding requirements will be addressed during the next RFP stage of the process. VENDOR QUESTION Will I be able to come in and set up the materials? DISTRICT RESPONSE At this time the District is not inviting any vendors/reps etc. to participate with set up of materials. Please deliver your materials to our warehouse address previously provided. . VENDOR QUESTION We would like to retrieve the materials once the adoption closes. I have been able to do so in the past. Can I do so again this time? DISTRICT RESPONSE No, the District is not planning on returning materials to vendors/publishers. Below is excerpt/language from the original communication on this subject. “All materials delivered will be at the expense of the prospective vendor/publisher. Sample materials will not be returned by the District and will become the property of the District.” VENDOR QUESTION Is Seattle Public Schools able to consider online resources outside of the traditional textbook, but material directly related to the support of the curriculum being adopted?(This question came up other occasions so we are replying for each curriculum category, now) DISTRICT RESPONSE From the point of view of science, yes, we want to consider on-line options. ************************************************************************************************************** RFI11062 MUSIC ELEMENTARY VENDOR QUESTION What are the bar coding requirements for these adoptions? DISTRICT RESPONSE Bar coding requirements will be addressed during the next RFP stage of the process. VENDOR QUESTION Will I be able to come in and set up the materials? DISTRICT RESPONSE At this time the District is not inviting any vendors/reps etc. to participate with set up of materials. Please deliver your materials to our warehouse address previously provided. . VENDOR QUESTION We would like to retrieve the materials once the adoption closes. I have been able to do so in the past. Can I do so again this time? DISTRICT RESPONSE No, the District is not planning on returning materials to vendors/publishers. Below is excerpt/language from the original communication on this subject. “All materials delivered will be at the expense of the prospective vendor/publisher. Sample materials will not be returned by the District and will become the property of the District.” VENDOR QUESTION Is Seattle Public Schools able to consider online resources outside of the traditional textbook, but material directly related to the support of the curriculum being adopted?(This question came up other occasions so we are replying for each curriculum category, now) DISTRICT RESPONSE Music will also consider online options. ****************************************************************************************************************** RFI11063 LANGUAGE ARTS/LITERACY MIDDLE SCHOOL VENDOR QUESTION What are the bar coding requirements for these adoptions? DISTRICT RESPONSE Bar coding requirements will be addressed during the next RFP stage of the process. VENDOR QUESTION Will I be able to come in and set up the materials? DISTRICT RESPONSE At this time the District is not inviting any vendors/reps etc. to participate with set up of materials. Please deliver your materials to our warehouse address previously provided. . VENDOR QUESTION We would like to retrieve the materials once the adoption closes. I have been able to do so in the past. Can I do so again this time? DISTRICT RESPONSE No, the District is not planning on returning materials to vendors/publishers. Below is excerpt/language from the original communication on this subject. “All materials delivered will be at the expense of the prospective vendor/publisher. Sample materials will not be returned by the District and will become the property of the District.” VENDOR QUESTION Is Seattle Public Schools able to consider online resources outside of the traditional textbook, but material directly related to the support of the curriculum being adopted?(This question came up other occasions so we are replying for each curriculum category, now) DISTRICT RESPONSE I (we) will have a middle school subcommittee be looking at Open Source materials. OSPI has worked on this also and we will tap into what they found out about this area. VENDOR QUESTION We are unclear as to what \\\"student discourse\\\" consists of. Any help would be greatly appreciated. DISTRICT RESPONSE This is very broad, but one stipulation of the Board was to engage students in discussion of text. So, in light of this we want a range of text that have interesting themes which explore topics near and dear to the students. In this way the teacher can then engage students in great discussions. VENDOR QUESTION Should we only include titles with paperback editions suitable for rebinding? DISTRICT RESPONSE We should look at hardcover. This will have a huge impact on price and so we will need to most likely adjust the number of books per collection. VENDOR QUESTION Can you clarify that you want 50 titles suggested for each of the guided reading levels from L through Z, a total of 750 titles? DISTRICT RESPONSE We are looking at research regarding the number of books needed at each level and it indicates that we need at least 40-50 books. VENDOR QUESTION Do you only want titles that have been issued a GRL ranking? Or, just titles for those reading at or below grade level 8? (the GRL tops out at 8th grade, with Z being used for both 7th &amp; 8th grades. L&amp;M are both rated for 2nd grade reading level. 4th grade starts at Q, so if there were equal numbers of titles per GRL, the largest portion of the titles would be far below the grade level of the students.) DISTRICT RESPONSE We of course need to cost out the collection of titles as we have a finite amount for the adoption. We will be looking for more books at the higher levels, U and up. In order to support the more proficient readers, we will also want books that are above Z, in other words, more complex novels and informational books, but we want to make sure they do not duplicate the high school titles (available on our website). VENDOR QUESTION Is there access to information about the district’s Middle School Social Studies curricula? To properly tie the titles into the social science units, it would be helpful to know what they’re studying in history, etc. DISTRICT RESPONSE The middle school S. St. units are: Sixth grade is Ancient Civilization, Eastern Hemisphere Seventh grade is U S History from Revolution through Reconstruction (1877) Eighth grade is one semester of World Geography and one semester of Washington State History At our first adoption meeting the committee agreed that we need some text sets, books that explore similar nonfiction topics at a range of reading levels. VENDOR QUESTION Is there a list of mentor texts for the Writing Units? DISTRICT RESPONSE I am attaching a link that will take you to the site where mentor texts are listed and discussed. http://www.google.com/cse?q=mentor+texts+for+readers+workshop+&amp;cx=007286276677556501598%3A-rqpa_0szni&amp;ie=UTF-8&amp;x=11&amp;y=6 VENDOR QUESTION Wanted to clarify, since Seattle SD has a Readers Workshop model, are you just looking at core literacy programs for Gr. 7-8, or are you also looking at programs to support (i.e. a reading comprehension program)? DISTRICT RESPONSE In light of the fact that we are using the pedagogy of Readers Workshop, the committee is interested in text collections (classroom libraries) that support a wide range of readers. It would not be a core program as this would not support the workshop model. Teachers will be engaging students in group discussions and Book Clubs in order to deepen comprehension of text. Since many teachers currently incorporate the Comprehension Toolkit into the workshop, there is no need to examine a reading comprehension program. VENDOR QUESTION Does the District have a recommended list of middle school class novels? DISTRICT RESPONSE We do not have a recommended list of middle school texts. The text collections the committee is interested in looking at will include a broad range of texts, including classics. VENDOR QUESTION Are there district guidelines or could you be more specific of what the district means by “text to support current social issues”? DISTRICT RESPONSE Regarding current social issues, we would want text that examine themes of adolescent life as well as contemporary world issues like child labor, immigration and others. VENDOR QUESTION Does the district have a list of “books that are listed as mentor texts in the Writing Units”? DISTRICT RESPONSE For the list of mentor texts related to Writers and Readers, publishers can go onto the Teachers College website and get copies of these texts. http://www.google.com/cse?q=mentor+texts&amp;cx=007286276677556501598%3A-rqpa_0szni&amp;ie=UTF-8 VENDOR QUESTION How long is your Language Arts &amp; Social Studies adoption cycle? DISTRICT RESPONSE The adoption cycle for LA materials will be completed by May 4th when I make my recommendations to the Board. Board Action will then take place on May 18th. Historically, the District adoption cycle runs 7 years +/- VENDOR QUESTION Are the novel purchases separate from the classroom libraries? DISTRICT RESPONSE The classroom libraries should include the classroom novels and the exact titles have not been determined, but should of course connect directly to the mentor texts suggested by Teachers College. The TC website has very extensive lists of texts that should help publishers as they put together the collections. VENDOR QUESTION How many class novels per grade are your looking for? DISTRICT RESPONSE The important piece for publishers to remember is that when we say classroom novels, we are not talking about every student reading the same book. Part of the workshop model is getting away from having the whole class read the same novel and instead having students form Book Clubs to examine common themes, topics, issues, do writing about these and have deep discussions while citing evidence from the texts. VENDOR QUESTION Are you looking for teacher support for the leveled libraries and/or the classroom novels? DISTRICT RESPONSE We are not looking for teacher support with the classroom libraries as teachers will use the collection of units from TC that they received through their training in workshop. What did come up was around professional development for teachers on how to teach reading to students below grade level and we are looking at that through interventions such as a double dose class in reading. ***************************************************************************************************************************************** RFI11064 SOCIAL STUDIES HIGH SCHOOL VENDOR QUESTION What are the bar coding requirements for these adoptions? DISTRICT RESPONSE Bar coding requirements will be addressed during the next RFP stage of the process. VENDOR QUESTION Will I be able to come in and set up the materials? DISTRICT RESPONSE At this time the District is not inviting any vendors/reps etc. to participate with set up of materials. Please deliver your materials to our warehouse address previously provided. . VENDOR QUESTION We would like to retrieve the materials once the adoption closes. I have been able to do so in the past. Can I do so again this time? DISTRICT RESPONSE No, the District is not planning on returning materials to vendors/publishers. Below is excerpt/language from the original communication on this subject. “All materials delivered will be at the expense of the prospective vendor/publisher. Sample materials will not be returned by the District and will become the property of the District.” VENDOR QUESTION Is this a textbook-only adoption, or would the Seattle District be interested in reviewing textbook alternatives such as hands-on history programs which address the needs of underachieving students? Will any supplemental materials such as atlases or wall maps be purchased as a part of this social studies adoption? DISTRICT RESPONSE This may be primarily a textbook adoption (online and digital versions included). I would love to include other resources such as primary source readers, atlases, etc, but don\\\'t believe there is enough in the budget. We could however review such materials if there is budget, and the committee decides to go that direction. VENDOR QUESTION Can you please tell me what types of educators make up the adoption committee? In other words, are they mostly social studies department heads, teachers, etc...? DISTRICT RESPONSE The SS adoption committee is composed of 9-12 SS teachers from core high schools and one alternative high school some are department heads, some regular classroom teachers, and one high school principal. VENDOR QUESTION Is Seattle Public Schools able to consider online resources outside of the traditional textbook, but material directly related to the support of the curriculum being adopted?(This question came up other occasions so we are replying for each curriculum category, now) DISTRICT RESPONSE This may be primarily a textbook adoption (online and digital versions included). VENDOR QUESTION Is the District looking at Supplemental Social Studies Resources, or is a core text book desired for this adoption? DISTRICT RESPONSE Social Studies is looking at both Core Textbooks and Supplementary resource. The final recommendation for the SS adoption is introduced at the May 4th school board meeting, with board action occurring on May 18th. VENDOR QUESTION How long is your Language Arts &amp; Social Studies adoption cycle? DISTRICT RESPONSE The final recommendation for the SS adoption is introduced at the May 4th school board meeting, with board action occurring on May 18th. Historically, the District adoption cycle runs 7 years +/- . Since final questions for Science and Music were due January 20, 2011 . And . Final questions for Social Studies and Language Arts are due January 28, 2011 we expect to have any remaining questions responded to by the first part of the week of Jan 31, 2011. . We look forward to continuing to work thru/complete this question/response process. . Regards, CRAIG MURPHY, PURCHASING MANAGER SEATTLE SCHOOL DISTRICT NO. 1 cemurphy@seattleschools.org</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2011-01-26 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:58:36','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,25,'','',2,0,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(53,102,'Responses to questions Seattle SD 2','responses-to-questions-seattle-sd-2','','<p>\r\n<p>21/JAN/2011 RESPONSES TO VENDOR QUESTIONS RFI11061 RFI11062 RFI11063 RFI11064 ADOPTION SAMPLES REQUESTED Good afternoon WOATRA executives McNaughton, McCrain and prospective vendors, . We are receiving your samples in daily. Thank you for your interest. . To WOATRA/ McNaughton, McCrain, Please post this on your WOATRA members site and also forward via your e-mail list serve. As expected, our inquiry has generated several questions from the vendor community. Below, we are responding to the first wave of questions. Many questions are still being considered by the District’s Adoption Coordinators/Project managers. If your questions are not answered with the below communication , we are still awaiting a response from our Adoption Coordinators. We will forward additional responses as we receive replies. . RFI11061 SCIENCE HIGH SCHOOL VENDOR QUESTION We have 3 textbooks with copyrights of 2010, 2005, and 2002. To determine what samples we should send, could you please let us know how far back you are willing to consider copyrights? DISTRICT RESPONSE The 2010 is most preferred. They can send the 2005. We do not want to consider 2002 VENDOR QUESTION Should pricing information be sent with the samples, or does that come later? DISTRICT RESPONSE No, pricing information is not requested at this time. The pricing issues will be addressed during the RFP stage of the process. ************************************************************************************************************** RFI11062 MUSIC ELEMENTARY VENDOR QUESTION What are some of the key issues in Seattle S.D. in regards to music i.e. Kodaly, ORFF etc.? DISTRICT RESPONSE As a district we don’t prescribe to a specific method or approach to music instruction but most of our teachers use a mixture of Kodaly/Orff/Dalcroze. I would recommend you point vendors to our K-5 curriculum map located on the alignment pages http://www.seattleschools.org/area/curriculumalign/k5mmap.pdf ****************************************************************************************************************** VENDOR QUESTION On the RFI for Instructional Materials Adoption to Include: after each of the bulleted items there is a number in parenthesis. Could you please tell me what that number means? DISTRICT RESPONSE She asks that vendors (should) disregard the numbers **************************************************************************************************************** RFI11063 LANGUAGE ARTS/LITERACY MIDDLE SCHOOL VENDOR QUESTION Is your adoption committee looking for an adoption sampler or do they truly want to see samples of what the actual program will look like when they order it? DISTRICT RESPONSE We want to see the actual end product which would be a collection of texts, nonfiction and fiction, at a variety of levels and including multiple genres. A sample would not allow the committee to make an informed choice. VENDOR QUESTION In RFI11063 Language Arts/Literacy-Middle School Grade 6, 7, 8 it states that you are looking for 40% informational text and that you would like to have the books leveled. Because of the nature of informational text it is hard to level informational text. Could you please ask the committee how we would need to address this? DISTRICT RESPONSE The use of lexiles would be sufficient, but certainly publishers can give an indication of the appropriate grade level in which the text should be read. Usually, this is done through lexile measures just as it is measured in fictional texts. Some publishers may also use the Common Core illustrative texts to determine appropriate grade levels. VENDOR QUESTION Also, is there a formal response form that we need to fill out to address the following? Texts to support: Analytical and critical thinking Student examination of current social issues Student discourse Readers Workshop DISTRICT RESPONSE There is no set form to complete; these reflect the desire of the Board and of the community, both staff and families, to support the work currently in place, namely, Readers Workshop. ***************************************************************************************************************************************** RFI11064 SOCIAL STUDIES HIGH SCHOOL VENDOR QUESTION Is this a District wide Adoption? DISTRICT RESPONSE We are adopting for 10th grade district wide. The priority is for Core World History, but with the intent of also purchasing additional AP World texts. If AP texts are purchased the number would be relatively small. ******************************************************************** VENDOR QUESTION How many high schools? DISTRICT RESPONSE We are not providing demographic information at this time. Demographic info will be indicated during the RFP process. You may want to review general/public information that is available on our main District website for additional insight. http://www.seattleschools.org/area/main/index.dxml ************************************************************************ VENDOR QUESTION What is the student enrollment for AP World History??? DISTRICT RESPONSE We are not providing demographic information at this time. Demographic info will be indicated during the RFP process. You may want to review general/public information that is available on our main District website for additional insight. http://www.seattleschools.org/area/main/index.dxml ************************************************************************** VENDOR QUESTION AP US History??? DISTRICT RESPONSE We are not providing demographic information at this time. Demographic info will be indicated during the RFP process. You may want to review general/public information that is available on our main District website for additional insight. http://www.seattleschools.org/area/main/index.dxml ******************************************************** VENDOR QUESTION Does this adoption also include AP Economics ? If so, what is the student enrollment for AP Economics?? DISTRICT RESPONSE No AP Economics books in this adoption. We are not providing demographic information at this time. Demographic info will be indicated during the RFP process. You may want to review general/public information that is available on our main District website for additional insight. http://www.seattleschools.org/area/main/index.dxml ************************************************************************* VENDOR QUESTION How many copies of the student textbook are you going to need to review??? DISTRICT RESPONSE For this RFI stage of the process please supply one (1) set. Those vendors that are invited to participate in the RFP stage of the process will be required to supply additional copies. ************************************************************************* VENDOR QUESTION Are you also interested in EBOOKS??? DISTRICT RESPONSE You may supply information about technology based products/solutions/content you have available. The District will likely address this issue during the RFP process. ************************************************************************* VENDOR QUESTION Who are the textbooks samples for this adoption sent to??? Please confirm mailing address. DISTRICT RESPONSE An excerpt from the original RFI communication is included here for additional clarification… Please deliver ONE (1) SET OF SAMPLE MATERIALS to the following address via freight prepaid. Please reference the particular RFI#(S) and subjects you are submitting samples for. Please use separate clearly marked/labeled shipping cartons for each individual RFI, i.e. RFI11061A, 9th Grade Physical Science, RFI11064C 9th- 10th Grade AP World History etc. SEATTLE SCHOOL DISTRICT NO.1 PLC/SHAWN SIPE/ CURRICULUM ADOPTION SAMPLES RFI # (for example RFI11061A, 9th Grade Physical Science) 2445 THIRD AVENUE SOUTH SEATTLE, WA 98134 ********************************************************************** VENDOR QUESTION Please confirm that you need to receive the textbook samples by February 10, 2011?? DISTRICT RESPONSE An excerpt from the original RFI communication is included here for additional clarification… IMPORTANT DATES: SCIENCE AND MUSIC DATE INFORMATION/SAMPLES REQUESTED FROM VENDOR: 14 January 2011 LAST DAY FOR QUESTIONS TO BE E-MAILED TO THE DISTRICT IS NO LATER THAN: 20 January 2011 INFORMATION/SAMPLES REQUIRED TO BE RECEIVED AT THE DISTRICT NO LATER THAN: 24 January 2011 IMPORTANT DATES: SOCIAL STUDIES AND LANGUAGE ARTS DATE INFORMATION/SAMPLES REQUESTED FROM VENDOR: 14 January 2011 LAST DAY FOR QUESTIONS TO BE E-MAILED TO THE DISTRICT IS NO LATER THAN: 28 January 2011 INFORMATION/SAMPLES REQUIRED TO BE RECEIVED AT THE DISTRICT NO LATER THAN: 10 February 2011 ************************************************************************************************************ VENDOR QUESTION In regards to RFI11064 Social Studies-High School adoption call for the Seattle School District, I am curious if you are interested in reviewing programs that are designed for 9th and 10th graders that are reading below grade level? We have a program that covers the concepts of high school social studies but has been created to be accessible to students that do not read at grade level. Please let me know if that can be submitted for review. DISTRICT RESPONSE I (the District) would be interested in reviewing the 9th and 10th grade materials mentioned(above) below ****************************************************************************************************************** Thank you for your continued participation in the process. . Regards, CRAIG MURPHY, PURCHASING MANAGER SEATTLE SCHOOL DISTRICT NO. 1 cemurphy@seattleschools.org</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2011-01-26 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 15:59:15','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,24,'','',2,3,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(54,103,'Round 3 of responses to questions','round-3-of-responses-to-questions','','<p>\r\n<p>As expected, our inquiry has generated several questions from the vendor community. Below, we are responding to the third round of questions. If your questions are not answered with the below communication, we are still awaiting a response from our Adoption Coordinators. We will forward additional responses as we receive replies. . . RFI11061 SCIENCE HIGH SCHOOL VENDOR QUESTION For Science Materials, the date for “samples required to be received” is Jan. 24. This is a short turn-around to ship and deliver. If the samples arrive shortly after (a few days) will they be accepted for the Curriculum Adoption Review? DISTRICT RESPONSE The District will maintain its originally stated deadlines/dates. We are including below, and excerpt from the original RFI communication regarding deadlines for the Science materials. IMPORTANT DATES: SCIENCE AND MUSIC DATE INFORMATION/SAMPLES REQUESTED FROM VENDOR: 14 January 2011 LAST DAY FOR QUESTIONS TO BE E-MAILED TO THE DISTRICT IS NO LATER THAN: 20 January 2011 INFORMATION/SAMPLES REQUIRED TO BE RECEIVED AT THE DISTRICT NO LATER THAN: 24 January 2011 . If, any dates/deadlines are to change on any of our adoptions, we will broadcast that out thru WOATRA and our supplemental e-mail address list. RFI11062 MUSIC ELEMENTARY If, any dates/deadlines are to change on any of our adoptions, we will broadcast that out thru WOATRA and our supplemental e-mail address list. . . RFI11063 Language Arts/Literacy-Middle School Grade 6, 7, &amp; 8th VENDOR QUESTION If books are only available in PB (paperback) should we not submit? DISTRICT RESPONSE No, please do offer them for consideration. It may be that the majority of books are HC (hard cover) and some that do not come in HC but are compelling books that will hook readers should be added. VENDOR QUESTION Based on the reply from the second round of questions I am not clear – For the Language Arts classroom libraries and novels are you only considering hard copy? DISTRICT RESPONSE We will be ordering hardcover for the libraries. If, any dates/deadlines are to change on any of our adoptions, we will broadcast that out thru WOATRA and our supplemental e-mail address list. RFI11064 SOCIAL STUDIES HIGH SCHOOL If, any dates/deadlines are to change on any of our adoptions, we will broadcast that out thru WOATRA and our supplemental e-mail address list. Regards, CRAIG MURPHY, PURCHASING MANAGER SEATTLE SCHOOL DISTRICT NO. 1 cemurphy@seattleschools.org</p>\r\n<div></div>\r\n</p>','',1,0,0,10,'2011-01-28 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 16:00:04','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,23,'','',2,3,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),(55,104,'Dr Stephen Krashen','dr-stephen-krashen','','<p>Dr Stephen Krashan wil be Effective Second Language Aquisition sponsored by Staff Development Resources (SDR) One day confernces will be held in Seattle on April 11 2011 and Portland OR April 13 2011. For more inforamation regarding these conferences, call Carol Stenzel 855-483-2248</p>','',1,0,0,10,'2011-01-28 00:00:00',45,'','0000-00-00 00:00:00',0,0,'0000-00-00 00:00:00','2011-08-16 16:00:40','0000-00-00 00:00:00','','','{\"show_title\":\"\",\"link_titles\":\"\",\"show_intro\":\"\",\"show_category\":\"\",\"link_category\":\"\",\"show_parent_category\":\"\",\"link_parent_category\":\"\",\"show_author\":\"\",\"link_author\":\"\",\"show_create_date\":\"\",\"show_modify_date\":\"\",\"show_publish_date\":\"\",\"show_item_navigation\":\"\",\"show_icons\":\"\",\"show_print_icon\":\"\",\"show_email_icon\":\"\",\"show_vote\":\"\",\"show_hits\":\"\",\"show_noauth\":\"\",\"alternative_readmore\":\"\",\"article_layout\":\"\"}',1,0,22,'','',2,3,'{\"robots\":\"\",\"author\":\"\",\"rights\":\"\",\"xreference\":\"\"}',0,'*',''),