STATE BOARD OF EDUCATION – TOPIC SUMMARY
Topic: Instructional Materials Criteria for CCSS Mathematics and English Language Proficiency
2014
Date: January 23-24, 2014
Staff/Office: Theresa Richards, Martha Martinez, Mark Freed; ISAA Unit
Action Requested:
Informational Only
Adoption Later
Adoption
Adoption/Consent Agenda
ISSUE BEFORE THE BOARD:
Adoption of criteria to be used in the evaluation of instructional materials aligned to the
Common Core State Standards (CCSS) in Mathematics and English Language Proficiency for
2013-14.
BACKGROUND:
Criteria used in the evaluation of instructional materials are developed by stakeholders and
formally adopted by the State Board of Education (ORS 337.035, OAR 581-011-0065).
Instructional Materials are adopted by the State Board of Education in a seven-year subject
matter cycle that results in a six-year contract with publishers (ORS 337.090 and OAR 581-0110070).
According to Oregon Law:
ORS 337.050 (1) “The State Board of Education shall review and adopt, for periods
established by the board, a list of textbooks and other instructional materials for use by
school districts.”
OAR 581-011-0065 (2) “The State Board of Education shall review the criteria which will
be used in the evaluation of instructional materials submitted for adoption. The Board
will adopt the criteria no later than its January meeting in the adoption year.”
OAR 581-011-0070 (1) “The State Board of Education shall adopt instructional materials
by rule prior to October 31 each year. (2) The adoption period consists of the seven-year
period following adoption of an instructional materials list by the State Board of
Education in accordance with the provisions of ORS 337.050.”
OAR 581-011-0071 “Pursuant to 337.120, district school boards shall adopt instructional
materials for each grade and subject field for which instruction is provided by the
district from the approved list except as otherwise provided by 337.141.”
Following adoption by the State Board of Education, school districts make the local decision to
do one of the following:
 Select and adopt Instructional Materials from the State Board-adopted list (ORS 337.050
and OAR 581-022-1640)
 Independently adopt instructional materials using the state-established criteria (OAR
581-022-622)
 Postpone adoption for up to two years (OAR 581-022-1650).
The Oregon Department of Education convened teachers and curriculum specialists with
experience in CCSS Mathematics and also those in English Language Proficiency on October 18,
2013 to develop criteria for evaluating instructional materials during the summer of 2014.
ODE staff presented the criteria to the Board for a first reading in December 2013.
STAFF RECOMMENDATION: ODE staff recommends adoption of criteria, by consent agenda, at
the January 23-24, 2014 board meeting.
4
Exceeds the criteria
Publisher______________________
3
Adheres to the criteria
Score_____________
2
Sometimes adheres to the criteria
Team/Cat____________
Evaluator ID__________
Submission #__________
1
Occasionally adheres to the criteria
.
0
Rarely adheres to the criteria
Criteria for the Review and Adoption of Instructional Materials for:
Category 4, 5 and 6: (CCSS) Mathematics – Grades K-5/6, 6-8 and 9-12
LEGAL REQUIREMENTS SECTION
A.
BASAL INSTRUCTIONAL MATERIALS CRITERIA
The submitted materials must make up an organized system of instruction that align with adopted state standards.
Does the program meet the above requirements for basal instructional materials?
______Yes
_____No
B.
EQUITY CRITERIA
Submitted materials must provide models, selections, activities and opportunities for responses which promote respect for all people described in ORS 659.850, OAR 581-0210045 and support program compliance standards described in OAR 581-021-0046.
Does the program meet the above requirements for equity?
______Yes
_____No
C. National Instructional Materials Accessibility Standard (NIMAS)
Submitted materials must include assurance from the publishers agreeing to comply with the most current NIMAS specifications regarding accessible instructional materials.
Does the program meet the above requirements for NIMAS?
______Yes
_____No
D. Digital Manufacturing Standards and Specifications (MSST Form B and M):
Submitted materials must include assurance from the publishers agreeing to comply with the most current digital manufacturing standards and specifications.
Quality Review Rubric for Instructional Materials: Common Core State Standards (CCSS) Mathematics
Does the program meet the above MSST requirements?
______Yes
_____No
Quality Review Rubric for Instructional Materials was originally developed for units/lessons by Tri-State Collaborative (MA, NY, RI – facilitated by Achieve): 7/6/2012.
View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt. If modified, please attribute Tri-State and re-title.
Quality Review Rubric for Instructional Materials: Common Core State Standards (CCSS) Mathematics
Category 4: CCSS Mathematics – Grades K-5/6
I. Alignment to the CCSS Mathematical
Content**
The instructional materials reflect evidence
of key shifts that are reflected in the CCSS:
FOCUS
___1. Addresses all grade-level CCSS
Mathematics standards by including a
clear and explicit purpose for
instruction and prioritizing critical
concepts for each grade level.
COHERENCE
___2. Materials are consistent with the
learning progressions in the Standards
based on previous understandings.
RIGOR
Requires students to engage with and
demonstrate challenging mathematics
with appropriate balance among the
following:
___ 3. Application: Provides opportunities
for students to independently apply
mathematical concepts in real-world
situations.
___ 4. Conceptual Understanding:
Develops understanding through
conceptual problems and questions,
multiple representations and
opportunities for students to write and
speak mathematically.
___ 5. Procedural Skill and Fluency:
Expects, supports and provides
guidelines for procedural skill and
fluency with core calculations and
II. Alignment to the CCSS Mathematical
Practices**
The instructional materials identify and utilize the
Standards for Mathematical Practice (MP):
___ 6. The mathematical practices are explicit and
central to the lessons, handled in a gradeappropriate way and well connected to the
content being addressed.
___ 7. Overarching habits of mind of a productive
mathematical thinker:
 Engages students in productive struggle
through relevant, thought-provoking questions,
problems and tasks that stimulate interest and
elicit mathematical thinking. (MP.1)
 Uses and encourages precise and accurate
mathematics, academic language, terminology
and concrete or abstract representations.
(MP.6)
___ 8. Reasoning and explaining:
 Provides sufficient opportunities for students to
reason mathematically and express reasoning
through classroom discussion, written work and
independent thinking. (MP.2 & MP.3)
III. Instructional Supports
IV. Assessment
The teacher materials are responsive to varied
teacher needs:
___11. Includes clear, sufficient and easy to use
guidance to support teaching, learning of
the targeted standards and vocabulary,
including, when appropriate, the use of
supported technology, web and media.
___12. Provides a discussion of the mathematics of
the units and the mathematical point of
each lesson as it relates to the organizing
concepts of the unit.
___13. Recommend and facilitate a mix of
instructional approaches, such as using
multiple representations (e.g., including
models, using a range of questions, checking
for understanding, flexible grouping, pairshare, etc.).
___14. Gradually remove supports, requiring
students to demonstrate their mathematical
understanding independently.
___15. Teacher materials are organized and easy
to use.
The instructional materials
regularly assesses whether
students are mastering standardsbased content and skills:
The materials are responsive to varied student
learning needs:
___9. Modeling and using tools:
___16. Differentiation for ELD, SPED, students
 Encourages the strategic use of concrete or
below or above and other special
abstract representations (e.g. pictures, symbols,
populations is evident.
expressions, equations, graphics, models,
___17. Uses technology and media to deepen
technology based tools) in the discipline. (MP.4
learning.
& MP.3)
___18. Cultivates student interest and engagement
in math.
___20. Demonstrate grade-level
CCSS (content and
Mathematical Practices)
and are rigorous.
___21. Available in digital/nondigital formats and are
accessible to all students.
___22. Includes rubrics and
proficiency criteria.
___23. Uses varied modes which
must include selected,
constructed, extended
response items, selfassessments and
performances tasks to
provide teachers with a
range of formative and
summative data to inform
instruction.
Quality Review Rubric for Instructional Materials was originally developed for units/lessons by Tri-State Collaborative (MA, NY, RI – facilitated by Achieve): 7/6/2012.
View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt. If modified, please attribute Tri-State and re-title.
Quality Review Rubric for Instructional Materials: Common Core State Standards (CCSS) Mathematics
mathematical procedures (when called
for in the standards for the grade) to
be performed quickly and accurately.
___10. Seeing structure and generalizing:
 Connect prior knowledge in order to retell and
reflect on patterns and evaluate reasoning.
(MP.7 & MP.8)
Oregon Definition of Instructional Material: Units/lessons and materials
that make up the major instructional vehicle for a given course of study as
described in OAR 581-011-0050.
Rating Scale for Each Criterion (Content, Practices, Supports and
Assessment):
4: Exceeds the criteria
3: Adheres to the criteria
2: Sometimes adheres to the criteria
1: Occasionally adheres to the criteria
0: Rarely adheres to the criteria
___19. Provides extensions and extra support for
students above and below grade level.
Overall Rating for the Instructional material:
E: Exemplar - meets all the “must have” criteria (**) and most of the other criteria in the remaining
dimensions (mainly 3-4’s).
E/I: Exemplar if Improved - meets all the “must have” criteria (**) , needs some improvement in remaining
dimensions (mainly 2-3’s).
R: Needs Revision – Does not meet all “must have” criteria (**) and requires significant revision in one or
more dimensions (mainly 1-2’s).
N: Not Recommended - does not meet the criteria in the dimensions (mainly 0-2’s).
N/R: Not ready to review – use rubric criteria to revise and organize instructional material then resubmit
for a quality review.
Quality Review Rubric for Instructional Materials was originally developed for units/lessons by Tri-State Collaborative (MA, NY, RI – facilitated by Achieve): 7/6/2012.
View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt. If modified, please attribute Tri-State and re-title.
Quality Review Rubric for Instructional Materials: Common Core State Standards (CCSS) Mathematics
Category 5: CCSS Mathematics – Grades 6-8
I. Alignment to the CCSS Mathematical Content**
The lesson/unit reflects evidence of key shifts that
are reflected in the CCSS:
FOCUS
___1. Lessons and units targeting the major work
of the grade (at the standard and cluster level)
provide an especially in-depth treatment, with
especially high expectations. Lessons and units
targeting supporting work of the grade (at the
standard and cluster level) have visible
connection to the major work of the grade and
are sufficiently brief. Lessons and units do not
hold students responsible for material from later
grades.
COHERENCE
___2. The content develops through reasoning
about the new concepts on the basis of
previous understandings.
RIGOR
Requires students to engage with and demonstrate
challenging mathematics with appropriate balance
among the following:
___3. Application: Provides opportunities for
students to independently apply mathematical
concepts in real-world situations and problem
solve with persistence, choosing and applying an
appropriate model or strategy to new situations.
___4. Conceptual Understanding: Develops
students’ understanding through brief
conceptual problems and questions, multiple
representations and opportunities for students
to write and speak about their understanding.
___5. Procedural Skill and Fluency: Expects,
supports and provides guidelines for procedural
II. Alignment to the CCSS Mathematical
Practices**
The instructional materials identify and
utilize the Standards for Mathematical
Practice (MP):
___6. The mathematical practices are
explicit and central to the lessons,
handled in a grade-appropriate way and
well connected to the content being
addressed.
___7. Overarching habits of mind of a
productive mathematical thinker
 Engages students in productive struggle
through relevant, thought-provoking
questions, problems and tasks that
stimulate interest and elicit
mathematical thinking. (MP.1)
 Uses and encourages precise and
accurate mathematics, academic
language, and terminology. (MP.6)
___8. Reasoning and explaining
 Materials provide sufficient
opportunities for students to reason
mathematically and express reasoning
through classroom discussion, written
work and independent thinking. (MP.2
& MP.3)
___9. Modeling and using tools
 Encourages the strategic use of
concrete or abstract representations
(e.g., pictures, symbols, expressions,
III. Instructional Supports
IV. Assessment
Each lesson is responsive to varied teacher needs:
___11. Includes clear and sufficient guidance to
support teaching and learning of the targeted
standards, including, when appropriate, the use
of technology and media.
___12. Provides a discussion of the mathematics of
the units and the mathematical point of each
lesson as it relates to the organizing concepts of
the unit.
___13. Recommend and facilitate a mix of
instructional approaches for a variety of learners
such as using multiple representations (e.g.,
including models, using a range of questions,
checking for understanding, flexible grouping,
pair-share).
___14. Gradually remove supports, requiring
students to demonstrate their mathematical
understanding independently.
___15. Teacher materials are organized and easy to
use.
The lesson/unit regularly
assesses whether students are
mastering standards-based
content and skills:
___21. Is designed to elicit direct,
observable evidence of the
degree to which a student
can independently
demonstrate the targeted
CCSS.
___22. Includes aligned rubrics,
answer keys and scoring
guidelines that provide
sufficient guidance for
interpreting student
performance.
___23. Use varied modes of
curriculum embedded
assessments (selected,
constructed, extended
response items, and
performances tasks) that
may include pre-, formative,
summative and selfassessment measures.
___24. Assesses student
proficiency using methods
that are accessible and
unbiased, including the use
of grade-level language in
student prompts.
___25. Provides extensions for
students with high interest
The materials are responsive to varied student
learning needs:
____16. Provides instructional strategies for special
populations (e.g. students with disabilities, ELL,
gifted).
____17. Allow teacher/student access through
digital media to deepen understanding.
Publisher will support media with updates.
____18. Supports diverse cultural and linguistic
backgrounds, interests and styles.
____19. Provides appropriate level and type of
scaffolding, differentiation, intervention and
Quality Review Rubric for Instructional Materials was originally developed for units/lessons by Tri-State Collaborative (MA, NY, RI – facilitated by Achieve): 7/6/2012.
View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt. If modified, please attribute Tri-State and re-title.
Quality Review Rubric for Instructional Materials: Common Core State Standards (CCSS) Mathematics
skill and fluency with core calculations and
mathematical procedures (when called for in the
standards for the grade) to be performed quickly
and accurately.
equations, graphics, models). (MP.4 &
MP.5)
___10. Seeing structure and generalizing
 Requires students to look for and make
use of structure; and look for and
express regularity in repeated
reasoning. (MP.7 & MP.8)
Oregon Definition of Instructional Material: Units/lessons and materials
that make up the major instructional vehicle for a given course of study as
described in OAR 581-011-0050.
Rating Scale for Each Criterion (Content, Practices, Supports and
Assessment):
4: Exceeds the criteria
3: Adheres to the criteria
2: Sometimes adheres to the criteria
1: Occasionally adheres to the criteria
0: Rarely adheres to the criteria
support for a broad range of learners.
A unit or longer lesson should:
____20. Demonstrate an effective sequence and a
progression of learning where the concepts or
skills advance and deepen over time.
or working above grade
level.
Digital Assessment materials:
___26. Are easy to manipulate
and customize
___27. Are linked to CCSS
___28. Have large problem banks
Overall Rating for the Instructional material:
E: Exemplar - meets all the “must have” criteria (**) and most of the other criteria in the remaining
dimensions (mainly 3-4’s).
E/I: Exemplar if Improved - meets all the “must have” criteria (**) , needs some improvement in remaining
dimensions (mainly 2-3’s).
R: Needs Revision – Does not meet all “must have” criteria (**) and requires significant revision in one or
more dimensions (mainly 1-2’s).
N: Not Recommended - does not meet the criteria in the dimensions (mainly 0-2’s).
N/R: Not ready to review – use rubric criteria to revise and organize instructional material then resubmit for
a quality review.
Category 6: CCSS Mathematics – Grades 9-12
I. Alignment to the CCSS Mathematical Content**
II. Alignment to the CCSS Mathematical
Practices**
III. Instructional Supports
Quality Review Rubric for Instructional Materials was originally developed for units/lessons by Tri-State Collaborative (MA, NY, RI – facilitated by Achieve): 7/6/2012.
View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt. If modified, please attribute Tri-State and re-title.
IV. Assessment
Quality Review Rubric for Instructional Materials: Common Core State Standards (CCSS) Mathematics
The lesson/unit reflects evidence of key shifts that
are reflected in the CCSS:
FOCUS
___1. Lessons and units targeting the major work
of the grade (at the standard and cluster level)
provide an especially in-depth treatment, with
especially high expectations.Lessons and units
targeting supporting work of the grade (at the
standard and cluster level) have visible
connection to the major work of the grade and
are sufficiently brief. Lessons and units do not
hold students responsible for material from later
grades.
COHERENCE
___2. The content develops through reasoning
about the new concepts on the basis of
previous understandings.
RIGOR
Requires students to engage with and demonstrate
challenging mathematics with appropriate balance
among the following:
___3. Application: Provides opportunities for
students to independently apply mathematical
concepts in real-world situations and problem
solve with persistence, choosing and applying an
appropriate model or strategy to new situations.
___4. Conceptual Understanding: Develops
students’ understanding through brief
conceptual problems and questions, multiple
representations and opportunities for students
to write and speak about their understanding.
___5. Procedural Skill and Fluency: Expects,
supports and provides guidelines for procedural
skill and fluency with core calculations and
mathematical procedures (when called for in the
standards for the grade) to be performed quickly
The instructional materials identify and
utilize the Standards for Mathematical
Practice (MP):
___6. The mathematical practices are
explicit and central to the lessons,
handled in a grade-appropriate way and
well connected to the content being
addressed.
___7. Overarching habits of mind of a
productive mathematical thinker
 Engages students in productive struggle
through relevant, thought-provoking
questions, problems and tasks that
stimulate interest and elicit
mathematical thinking. (MP.1)
 Uses and encourages precise and
accurate mathematics, academic
language, and terminology. (MP.6)
___8. Reasoning and explaining
 Materials provide sufficient
opportunities for students to reason
mathematically and express reasoning
through classroom discussion, written
work and independent thinking. (MP.2
& MP.3)
___9. Modeling and using tools
 Encourages the strategic use of
concrete or abstract representations
(e.g., pictures, symbols, expressions,
equations, graphics, models). (MP.4 &
MP.5)
Each lesson is responsive to varied teacher needs:
___11. Includes clear and sufficient guidance to
support teaching and learning of the targeted
standards, including, when appropriate, the use
of technology and media.
___12. Provides a discussion of the mathematics of
the units and the mathematical point of each
lesson as it relates to the organizing concepts of
the unit.
___13. Recommend and facilitate a mix of
instructional approaches for a variety of learners
such as using multiple representations (e.g.,
including models, using a range of questions,
checking for understanding, flexible grouping,
pair-share).
___14. Gradually remove supports, requiring
students to demonstrate their mathematical
understanding independently.
___15. Teacher materials are organized and easy to
use.
The materials are responsive to varied student
learning needs:
____16. Provides instructional strategies for special
populations (e.g. students with disabilities, ELL,
gifted).
____17. Allow teacher/student access through
digital media to deepen understanding.
Publisher will support media with updates.
____18. Supports diverse cultural and linguistic
backgrounds, interests and styles.
____19. Provides appropriate level and type of
scaffolding, differentiation, intervention and
support for a broad range of learners.
A unit or longer lesson should:
____20. Demonstrate an effective sequence and a
The lesson/unit regularly
assesses whether students are
mastering standards-based
content and skills:
___21. Is designed to elicit direct,
observable evidence of the
degree to which a student
can independently
demonstrate the targeted
CCSS.
___22. Includes aligned rubrics,
answer keys and scoring
guidelines that provide
sufficient guidance for
interpreting student
performance.
___23. Use varied modes of
curriculum embedded
assessments (selected,
constructed, extended
response items, and
performances tasks) that
may include pre-, formative,
summative and selfassessment measures.
___24. Assesses student
proficiency using methods
that are accessible and
unbiased, including the use
of grade-level language in
student prompts.
___25. Provides extensions for
students with high interest
or working above grade
level.
Digital Assessment materials:
Quality Review Rubric for Instructional Materials was originally developed for units/lessons by Tri-State Collaborative (MA, NY, RI – facilitated by Achieve): 7/6/2012.
View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt. If modified, please attribute Tri-State and re-title.
Quality Review Rubric for Instructional Materials: Common Core State Standards (CCSS) Mathematics
and accurately.
___10. Seeing structure and generalizing
 Requires students to look for and make
use of structure; and look for and
express regularity in repeated
reasoning. (MP.7 & MP.8)
Oregon Definition of Instructional Material: Units/lessons and materials
that make up the major instructional vehicle for a given course of study as
described in OAR 581-011-0050.
Rating Scale for Each Criterion (Content, Practices, Supports and
Assessment):
4: Exceeds the criteria
3: Adheres to the criteria
2: Sometimes adheres to the criteria
1: Occasionally adheres to the criteria
0: Rarely adheres to the criteria
progression of learning where the concepts or
skills advance and deepen over time.
___26. Are easy to manipulate
and customize
___27. Are linked to CCSS
___28. Have large problem banks
Overall Rating for the Instructional material:
E: Exemplar - meets all the “must have” criteria (**) and most of the other criteria in the remaining
dimensions (mainly 3-4’s).
E/I: Exemplar if Improved - meets all the “must have” criteria (**) , needs some improvement in remaining
dimensions (mainly 2-3’s).
R: Needs Revision – Does not meet all “must have” criteria (**) and requires significant revision in one or
more dimensions (mainly 1-2’s).
N: Not Recommended - does not meet the criteria in the dimensions (mainly 0-2’s).
N/R: Not ready to review – use rubric criteria to revise and organize instructional material then resubmit for
a quality review.
Quality Review Rubric for Instructional Materials was originally developed for units/lessons by Tri-State Collaborative (MA, NY, RI – facilitated by Achieve): 7/6/2012.
View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt. If modified, please attribute Tri-State and re-title.
Criteria for the Review and Adoption of Instructional Materials for:
Category 1, 2, 3 English Language Proficiency
Grades K-2, Grades 3-5/6, Grades 6/7-12 Criteria
Summary: Quality instructional materials for English Language Proficiency provide for explicit English
language instruction necessary for students to access academic content and interpersonal communication.
Students identified as English Language Learners (ELL) “face a double challenge: they must simultaneously
learn how to acquire enough of a second language to participate in an academic setting while gaining an
understanding of the knowledge and skills in multiple disciplines through that second language.” ELP materials
should assure ELL students receive the rigorous and systematic education they need to graduate from high
school career and college ready and include developmentally and age-appropriate support for newcomers,
across grade and proficiency levels.
LEGAL REQUIREMENTS SECTION
A.
BASAL INSTRUCTIONAL MATERIALS CRITERIA
The submitted materials must make up an organized system of instruction that align with adopted
state standards.
Does the program meet the above requirements for basal instructional materials?
______Yes
_____No
B.
EQUITY CRITERIA
Submitted materials must provide models, selections, activities and opportunities for responses
which promote respect for all people described in ORS 659.850, OAR 581-021-0045 and support
program compliance standards described in OAR 581-021-0046.
Does the program meet the above requirements for equity?
______Yes
_____No
C. National Instructional Materials Accessibility Standard (NIMAS)
Submitted materials must include assurance from the publishers agreeing to comply with the most
current NIMAS specifications regarding accessible instructional materials.
Does the program meet the above requirements for NIMAS?
______Yes
_____No
D. Digital Manufacturing Standards and Specifications (MSST Form B and M):
Submitted materials must include assurance from the publishers agreeing to comply with the most
current digital manufacturing standards and specifications.
Does the program meet the above MSST requirements?
______Yes
_____No
4
Completely addresses
criteria
3
Team/Cat____________
Mostly addresses criteria
Publisher______________________
Evaluator ID__________
Score_____________
2
Somewhat addresses
criteria
Submission #__________
1
Minimally addresses
criteria
Category 1: English Language Proficiency – Grades K-2 Criteria
Criteria
0
Does Not address criteria
Important Considerations
1_____Materials provide scaffolding for English
Materials scaffold the construction of meaning from
Learners of varying English proficiency to
identifying key words and phrases to identifying central
construct meaning form grade appropriate texts ideas and themes. Resources are grade-level specific,
and oral presentations.
culturally relevant, current/engaging. Resources include
informational and literary text and a variety of media.
2 ____Materials provide students with opportunities
Specific purposes include: exchanging ideas and
for frequent oral and written interactions for
information, critiquing, analyzing, responding to peers,
the specific purposes indicated under
obtaining information from real world sources (i.e.,
“Important Considerations”.
internet, periodicals, etc.), and engaging in complex,
relevant, and authentic academic tasks with
appropriate scaffolds.
3____Materials provide opportunities for students to
Opportunities include oral presentations, written
speak and write about complex literary and
compositions, integration of multimedia, a variety of
informational texts and topics.
grade-appropriate texts, topics and experiences.
4____Materials provide activities that require students Specific purposes include: persuading/arguing,
to create oral and written claims, support claims comparing and contrasting, describing, and
with reasoning and evidence, especially for the
exemplifying.
specific purposes indicated under “Important
Considerations".
5_____Materials guide research and evaluation to
Both short and sustained research projects are
communicate findings, to answer questions and supported. Resources and activities are grade and
to solve problems.
developmentally appropriate and utilize multiple print
/media sources.
6_____Materials provide resources and activities that
Activities require students to identify important
require students to analyze and critique the
elements and explain, analyze and evaluate
arguments of others orally and in writing.
oral/written arguments. Resources and topics should
be grade and developmentally appropriate.
7_____Materials provide resources and activities that
Formal/informal scenarios are included (e.g., role
require students to adapt language choices to
playing) and require students to adapt language
propose, task and audience when speaking and register accordingly. Oral/written activities are
writing.
grade/developmentally appropriate.
8____Materials provide resources and activities for
Materials help students develop an understanding of
students to determine the meaning of
idiomatic expressions, figurative language, morphology,
words/phrases in oral presentations and in
proverbs, denotation, connotations, general, specific,
literary and informational text.
technical and abstract grade appropriate vocabulary.
9____Materials provide resources/activities for
A range of communication is addressed: from basic to
students to create clear and coherent grade
complex, detailed communication about an event or
appropriate speech and text.
topic, and from syntactically simple to complex
sentences.
4
Completely addresses
criteria
3
Mostly addresses criteria
2
Somewhat addresses
criteria
1
Minimally addresses
criteria
10____Materials provide resources and activities for
students to make accurate use of standard
English to communicate in speech and writing.
11____Teacher and student materials include preassessments, formative assessments, and
summative assessments.
12____Materials include developmentally and ageappropriate support for newcomers, across
grade levels.
13____A clear research plan is provided that details
how the efficacy of materials in teaching English
to English Learners of different levels of English
proficiency will be assessed and improved over
time.
14____An array of instructional supports are provided
and appropriate to the intended tasks.
0
Does Not address criteria
Students are exposed to and provided opportunities to
practice their use of frequently occurring nouns, noun
phrases verbs, conjunctions, prepositions and
sentences ranging from simple to complex.
Assessments address all four domains: reading, writing,
listening/speaking and are aligned with Oregon’s 2013
ELP standards. Additional supports are provided for reteaching lessons and concepts.
Resources provide accommodations for newcomers
with limited to advanced literacy skills. Texts are
developmentally and age appropriate, address different
grade levels address limited to advanced literacy skills.
Revisions are based on qualitative and quantitative
evidence of actual use/results with ELL from P-K to 12
and varying English proficiency levels.
These include sensory support,(to access meaning via
visual and other senses) graphic supports,
metacognitive strategies, and interactive supports (e.g.,
technology, collaboration, native language supports.)
Team/Cat____________
Publisher______________________
Evaluator ID__________
Score_____________
Submission #__________
Category 2: English Language Proficiency – Grades K-3-5/6 Criteria
Criteria
Important Considerations
1_____Materials provide scaffolding for English
Materials scaffold the construction of meaning from
Learners of varying English proficiency to
identifying key words and phrases to identifying central
construct meaning form grade appropriate texts ideas and themes. Resources are grade-level specific,
and oral presentations.
culturally relevant, current/engaging. Resources include
informational and literary text and a variety of media.
2 ____Materials provide students with opportunities
Specific purposes include: exchanging ideas and
for frequent oral and written interactions for
information, critiquing, analyzing, responding to peers,
the specific purposes indicated under
obtaining information from real world sources (i.e.,
“Important Considerations”.
internet, periodicals, etc.), and engaging in complex,
relevant, and authentic academic tasks with
appropriate scaffolds.
3____Materials provide opportunities for students to
Opportunities include oral presentations, written
speak and write about complex literary and
compositions, integration of multimedia, a variety of
informational texts and topics.
grade-appropriate texts, topics and experiences.
4____Materials provide activities that require students Specific purposes include: persuading/arguing,
to create oral and written claims, support claims comparing and contrasting, describing, and
with reasoning and evidence, especially for the
exemplifying.
specific purposes indicated under “Important
Considerations".
5_____Materials guide research and evaluation to
Both short and sustained research projects are
communicate findings, to answer questions and supported. Resources and activities are grade and
to solve problems.
developmentally appropriate and utilize multiple print
/media sources.
6_____Materials provide resources and activities that
Activities require students to identify important
require students to analyze and critique the
elements and explain, analyze and evaluate
arguments of others orally and in writing.
oral/written arguments. Resources and topics should
be grade and developmentally appropriate.
7_____Materials provide resources and activities that
Formal/informal scenarios are included (e.g., role
require students to adapt language choices to
playing) and require students to adapt language
propose, task and audience when speaking and register accordingly. Oral/written activities are
writing.
grade/developmentally appropriate.
8____Materials provide resources and activities for
Materials help students develop an understanding of
students to determine the meaning of
idiomatic expressions, figurative language, morphology,
words/phrases in oral presentations and in
proverbs, denotation, connotations, general, specific,
literary and informational text.
technical and abstract grade appropriate vocabulary.
9____Materials provide resources/activities for
A range of communication is addressed: from basic to
students to create clear and coherent grade
complex, detailed communication about an event or
appropriate speech and text.
topic, and from syntactically simple to complex
sentences.
10____Materials provide resources and activities for
Students are exposed to and provided opportunities to
students to make accurate use of standard
practice their use of frequently occurring nouns, noun
English to communicate in speech and writing.
phrases verbs, conjunctions, prepositions and
sentences ranging from simple to complex.
11____Teacher and student materials include preAssessments address all four domains: reading, writing,
assessments, formative assessments, and
listening/speaking and are aligned with Oregon’s 2013
summative assessments.
ELP standards. Additional supports are provided for reteaching lessons and concepts.
12____Materials include developmentally and ageResources provide accommodations for newcomers
appropriate support for newcomers, across
with limited to advanced literacy skills. Texts are
grade levels.
developmentally and age appropriate, address different
grade levels address limited to advanced literacy skills.
13____A clear research plan is provided that details
Revisions are based on qualitative and quantitative
how the efficacy of materials in teaching English evidence of actual use/results with ELL from P-K to 12
to English Learners of different levels of English and varying English proficiency levels.
proficiency will be assessed and improved over
time.
14____An array of instructional supports are provided
These include sensory support,(to access meaning via
and appropriate to the intended tasks.
visual and other senses) graphic supports,
metacognitive strategies, and interactive supports (e.g.,
4
Completely addresses
criteria
3
Mostly addresses criteria
2
Somewhat addresses
criteria
1
Minimally addresses
criteria
0
Does Not address criteria
technology, collaboration, native language supports.)
Team/Cat____________
Publisher______________________
Evaluator ID__________
Score_____________
Submission #__________
Category 3: English Language Proficiency – Grades 6/7-12 Criteria
Criteria
Important Considerations
1_____Materials provide scaffolding for English
Materials scaffold the construction of meaning from
Learners of varying English proficiency to
identifying key words and phrases to identifying central
construct meaning form grade appropriate texts ideas and themes. Resources are grade-level specific,
and oral presentations.
culturally relevant, current/engaging. Resources include
informational and literary text and a variety of media.
2 ____Materials provide students with opportunities
Specific purposes include: exchanging ideas and
for frequent oral and written interactions for
information, critiquing, analyzing, responding to peers,
the specific purposes indicated under
obtaining information from real world sources (i.e.,
“Important Considerations”.
internet, periodicals, etc.), and engaging in complex,
relevant, and authentic academic tasks with
appropriate scaffolds.
3____Materials provide opportunities for students to
Opportunities include oral presentations, written
speak and write about complex literary and
compositions, integration of multimedia, a variety of
informational texts and topics.
grade-appropriate texts, topics and experiences.
4____Materials provide activities that require students Specific purposes include: persuading/arguing,
to create oral and written claims, support claims comparing and contrasting, describing, and
with reasoning and evidence, especially for the
exemplifying.
specific purposes indicated under “Important
Considerations".
5_____Materials guide research and evaluation to
Both short and sustained research projects are
communicate findings, to answer questions and supported. Resources and activities are grade and
to solve problems.
developmentally appropriate and utilize multiple print
/media sources.
6_____Materials provide resources and activities that
Activities require students to identify important
require students to analyze and critique the
elements and explain, analyze and evaluate
arguments of others orally and in writing.
oral/written arguments. Resources and topics should
be grade and developmentally appropriate. Primary
source documents are included.
7_____Materials provide resources and activities that
Formal/informal scenarios are included (e.g., role
require students to adapt language choices to
playing) and require students to adapt language
propose, task and audience when speaking and
writing.
8____Materials provide resources and activities for
students to determine the meaning of
words/phrases in oral presentations and in
literary and informational text.
9____Materials provide resources/activities for
students to create clear and coherent grade
appropriate speech and text.
10____Materials provide resources and activities for
students to make accurate use of standard
English to communicate in speech and writing.
11____Teacher and student materials include preassessments, formative assessments, and
summative assessments.
12____Materials include developmentally and ageappropriate support for newcomers, across
grade levels.
13____A clear research plan is provided that details
how the efficacy of materials in teaching English
to English Learners of different levels of English
proficiency will be assessed and improved over
time.
14____An array of instructional supports are provided
and appropriate to the intended tasks.
register accordingly. Oral/written activities are
grade/developmentally appropriate.
Materials help students develop an understanding of
idiomatic expressions, figurative language, morphology,
proverbs, denotation, connotations, general, specific,
technical and abstract grade appropriate vocabulary.
A range of communication is addressed: from basic to
complex, detailed communication about an event or
topic, and from syntactically simple to complex
sentences.
Students are exposed to and provided opportunities to
practice their use of frequently occurring nouns, noun
phrases verbs, conjunctions, prepositions and
sentences ranging from simple to complex.
Assessments address all four domains: reading, writing,
listening/speaking and are aligned with Oregon’s 2013
ELP standards. Additional supports are provided for reteaching lessons and concepts.
Resources provide accommodations for newcomers
with limited to advanced literacy skills. Texts are
developmentally and age appropriate, address different
grade levels address limited to advanced literacy skills.
Revisions are based on qualitative and quantitative
evidence of actual use/results with ELL from P-K to 12
and varying English proficiency levels.
These include sensory support,(to access meaning via
visual and other senses) graphic supports,
metacognitive strategies, and interactive supports (e.g.,
technology, collaboration, native language supports.)