STATE BOARD OF EDUCATION – TOPIC SUMMARY
Topic: Second Languages (World Languages) Instructional Materials Criteria
Date: January 28-29, 2010
Staff/Office: Phyllis Guile, Drew Hinds/Educational Improvement and Innovation
Action Requested:
Informational Only
Adoption Later
Adoption
Adoption/Consent Agenda
ISSUE BEFORE THE BOARD:
Adopting Second Languages (World Languages) Instructional Materials Criteria.
BACKGROUND:
The Board is responsible for establishing criteria for review and selection of instructional materials for each
grade and subject (ORS 337.035). These materials are adopted in the subjects and categories for the
Subject Matter Cycle beginning July 1, 2010 and ending June 30, 2017 (ORS 337.090 and OAR 581-0110070). Second Languages (World Languages) is the subject matter that is under consideration through review
and selection this year. The process began in Fall 2009 with meetings of the Second Languages (World
Languages) Standards and Criteria Committees, whose members contributed to the devel The Board is
responsible for establishing criteria for review and selection of instructional materials for each
grade and subject (ORS 337.035). These materials are adopted in the subjects and categories for the
Subject Matter Cycle beginning July 1, 2010 and ending June 30, 2017 (ORS 337.090 and OAR 581-0110070). Second Languages (World Languages) is the subject matter that is under consideration through review
and selection this year. The process began in Fall 2009 with meetings of the Second Languages (World
Languages) Standards and Criteria Committees, whose members contributed to the development of the
proposed criteria. The State Board of Education has the responsibility to adopt by reference the proposed
criteria and lists of basal instructional materials for Second Languages (World Languages).
Instructional Materials are adopted by the State Board of Education in a 7-year subject matter cycle that results
in a 6-year contract with publishers (ORS 337.090 and OAR 581-011-0070).
opment of the
proposed criteria. The State Board of Education has the responsibility to adopt by reference the proposed
criteria and lists of basal instructional materials for Second Languages (World Languages).
Instructional Materials are adopted by the State Board of Education in a 7-year subject matter cycle that results
in a 6-year contract with publishers (ORS 337.090 and OAR 581-011-0070).
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
1
Following adoption by the State Board of Education, school districts make the local decision to do one of the
following:
 Select and adopt from the list (ORS 337.050 and OAR 581-022-1640)
 Independently adopt instructional materials using the State Criteria (OAR 581-022-622)
 Postpone adoption for up to two years (OAR 581-022-1650).
POLICY QUESTIONS:
No policy issues.
STAFF RECOMMENDATION: ODE staff recommends adoption of Second Languages (World
Languages) Instructional Materials criteria, by reference, at the January 2010 board meeting.
Criteria for the Adoption of Basal Instructional Materials for Category 1: Elementary
Second Languages (World Languages)
Note: Languages may include Spanish, French, German, Japanese, Sign Language, Mandarin
Chinese, Russian, or Italian.
Contract Years 2011 - 2017
I. LEGAL REQUIREMENTS SECTION
A.
BASAL INSTRUCTIONAL MATERIALS CRITERIA
Submitted Materials must be organized systems of instruction that:


Align with the Oregon Content Standards in Second Languages (World Languages)
Align with the Oregon Essential Skills of Reading, Writing, and Speaking
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 regardless of race, color, creed, national origin, age, gender, or
disability.

Avoid stereotyping
AND
Does the program meet the above requirements for equity?
______Yes
_____No
C. National Instructional Materials Accessibility Standard (NIMAS)
Submitted Materials Must:
2

Have 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
3
10
9
8
7
6
5
4
3
2
1
Exceeds the criteria
Adheres to the criteria
Sometimes adheres to the criteria
Occasionally adheres to the criteria
Rarely adheres to the criteria
Category 1 – Elementary Second Languages (World Languages)
II. EVALUATIVE CRITERIA SECTION
Instructional Material:
____1. Provides instructional strategies and instructional support materials to ensure that students have the
opportunity to acquire the knowledge and skills necessary to achieve Oregon State Essentials Skills
and the Core Academic Content Standards for Second Languages (World Languages).
____2. Provides materials designed for use in planning and implementation of differentiated instruction
addressing multiple learning styles and the needs of struggling students.
____3. Incorporates a variety of realia. (e.g. objects or activities used to relate classroom teaching to relevant
instructional strategies and varied forms of assessment.)
____4. Provides activities that progress logically and realistically from input through instruction to language
production, integrated practice and language expansion.
____5. Provides examples of age-appropriate activities and tasks that integrate themes/functions in ways that
mirror real-life situations.
____6. Vocabulary is presented in context, is accessible, introduced, re-enforced and continuously reviewed
throughout the material.
____7. Reinforces appropriate language arts skills as well as integrates skills and concepts from other content
areas.
____8. Provides examples of formative and summative assessments that are aligned with instructional
materials and strategies in (1) speaking, (2) reading, (3) listening and (4) writing.
____9. Identifies a variety of high quality non-print media and technologies to support instruction.
____10. Provides comprehensive meaningful materials for language practice outside the classroom.
____11. Promotes the diversity of distinct cultures and individuals that share the target language including but
not limited to dialects and idioms.
____12. Are visually focused and uncluttered with clearly defined lesson objectives and formatted for efficient
student and teacher use.
____13. Provides supports including materials specifically designed for use by student and teachers to
implement the program.
____14. Provides relevant applications for students to relate language and understandings of cultural
connections to the world around them and to build awareness in life, home, school, and careers.
4
Oregon Department of Education
255 Capitol St NE
Salem, OR 97310
503-947-5746
Criteria for the Adoption of Basal Instructional Materials for Category 2: Secondary
Second Languages (World Languages)
Note: Languages may include Spanish, French, German, Japanese, Sign Language, Mandarin
Chinese, Russian, or Italian.
Contract Years 2011 – 2017
I. LEGAL REQUIREMENTS SECTION
A.
BASAL INSTRUCTIONAL MATERIALS CRITERIA
Submitted Materials must be organized systems of instruction that:


Align with the Oregon Content Standards in Second Languages (World Languages)
Align with the Oregon Essential Skills of Reading, Writing, and Speaking
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 regardless of race, color, creed, national origin, age, gender, or
disability.

Avoid stereotyping
AND
Does the program meet the above requirements for equity?
______Yes
_____No
C. National Instructional Materials Accessibility Standard (NIMAS)
Submitted Materials Must:

Have 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
5
10
9
8
7
6
5
4
3
2
1
Exceeds the criteria
Adheres to the criteria
Sometimes adheres to the criteria
Occasionally adheres to the criteria
Rarely adheres to the criteria
Category 2 – Secondary Second Languages (World Languages)
II. EVALUATIVE CRITERIA SECTION
Instructional Material:
____1. Provides instructional strategies and instructional support materials to ensure that students have the
opportunity to acquire the knowledge and skills necessary to achieve Oregon State Essentials Skills
and the Core Academic Content Standards for Second Languages (World Languages).
____2. Provides materials designed for use in planning and implementation of differentiated instruction
addressing multiple learning styles and the needs of struggling students.
____3. Incorporates a variety of realia (e.g. objects or activities used to relate classroom teaching to relevant
instructional strategies and varied forms of assessment.)
____4. Provides activities that progress logically and realistically from input through instruction to language
production, integrated practice and language expansion.
____5. Provides examples of age-appropriate activities and tasks that integrate themes/functions in ways that
mirror real-life situations.
____6. Vocabulary is presented in context, is accessible, introduced, re-enforced and continuously reviewed
throughout the material.
____7. Reinforces appropriate language arts skills as well as integrates skills and concepts from other
content areas.
____8. Provides examples of formative and summative assessments that are aligned with instructional
materials and strategies in (1) speaking, (2) reading, (3) listening and (4) writing.
____9. Identifies a variety of high quality non-print media and technologies to support instruction.
____10. Provides comprehensive meaningful materials for language practice outside the classroom.
____11. Promotes the diversity of distinct cultures and individuals that share the target language including but
not limited to dialects and idioms.
____12. Are visually focused and uncluttered with clearly defined lesson objectives and formatted for efficient
student and teacher use.
____13. Provides supports including materials specifically designed for use by student and teachers to
implement the program.
____14. Provides relevant applications for students to relate language and understandings of cultural
connections to the world around them and to build awareness in life, home, school, and careers.
6
Oregon Department of Education
255 Capitol St NE
Salem, OR 97310
503-947-5746
Criteria for the Adoption of Basal Instructional Materials for Category 3: Language for
Native/Heritage Speakers
Note: Languages may include Spanish, French, German, Japanese, Sign Language, Mandarin
Chinese, Russian, or Italian.
Contract Years 2011 – 2017
I. LEGAL REQUIREMENTS SECTION
A.
BASAL INSTRUCTIONAL MATERIALS CRITERIA
Submitted Materials must be organized systems of instruction that:


Align with the Oregon Content Standards in Second Languages (World Languages)
Align with the Oregon Essential Skills of Reading, Writing, and Speaking
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 regardless of race, color, creed, national origin, age, gender, or
disability.
AND

Avoid stereotyping
Does the program meet the above requirements for equity?
______Yes
_____No
C. National Instructional Materials Accessibility Standard (NIMAS)
Submitted Materials Must:

Have 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
7
10
9
8
7
6
5
4
3
2
1
Exceeds the criteria
Adheres to the criteria
Sometimes adheres to the criteria
Occasionally adheres to the criteria
Rarely adheres to the criteria
Category 3 – Language for Native/Heritage Speakers
II. EVALUATIVE CRITERIA SECTION
Instructional Material:
____1.
Provides instructional strategies and instructional support materials to ensure that students have
the opportunity to acquire the knowledge and skills necessary to achieve Oregon State Essentials
Skills and the Core Academic Content Standards for Second Languages (World Languages).
____2. Provides materials designed for use in planning and implementation of differentiated instruction
addressing multiple learning styles and the needs of English Language Learners in mastering a
language.
____3. Emphasizes clear, explicit instructions to students, teacher-modeling while “thinking aloud” about
strategies, skill practice, appropriate pacing of lessons, guided practice in application of new skills,
checks for understanding of new skills, explicit teaching of comprehension skills and allows for
independent student use.
____4. Includes material in English that focuses on aspects of learning, as well as target language
materials that provide opportunities to practice correct forms and functions in the target language
including meaningful materials for language practice outside the classroom.
____5. Incorporates a variety of realia including non-print media and technology. (e.g. objects or activities
used to relate classroom teaching to relevant instructional strategies.)
____6. Provides activities that progress logically and realistically from input through instruction, language
production and expansion, and incorporates increasingly complex practice into lessons, increasing
rigor at each successive grade.
____7. Provides examples of age-appropriate activities and tasks that integrate themes/functions in ways
that mirror real-life situations.
____8. Provides multiple instructional strategies and activities for explicitly teaching vocabulary
acquisition, including using contextual clues to learn new words, root words, and prefixes/suffixes
(native language specific). Vocabulary is presented in context, is accessible, introduced, reenforced and continuously reviewed.
____9. Reinforces appropriate language skills and integrates skills and concepts from other content areas.
____10. Provides examples of formative and summative assessments that are aligned with instructional
strategies in (1) speaking, (2) reading, (3) listening and (4) writing.
____11. Promotes the diversity of distinct cultures and individuals that share the target language including
but not limited to regionalisms.
____12. Provides instructional support for the development of academic language (the more difficult,
abstract, technical concepts and vocabulary used in texts and tests) and the practice of academic
language through listening, reading, writing, and speaking (via presentations, guided discussions,
or communicative activities).
____13. Provides instructional support for the writing process, writing strategies and applications that
progress in breadth, depth, and sophistication.
____14. Provides writing and speaking activities (e.g., discussing/responding to open-ended prompts,
tracing cause and effect relationships, comparing real life situations, dramatizing, simulating, or
using themes) for students to make connections across reading selections, contemporary and
classical culture, and/or their personal experiences.
____15. Provides relevant applications for students to relate language and understandings of cultural
connections to the world around them and to build awareness in life, home, school, and careers.
8