• Stakeholder Survey 6-12 English Language Arts Instructional Resource Adoption

    *Adapted from Mississippi's DOE's High-Quality Instructional Materials Rubric 2024

  •  

    Rockdale County Public Schools (RCPS) is committed to selecting core instructional resources for grades 6–12 that are fully aligned with the new Georgia K-12 English Language Arts (ELA) standards. These resources must meet the diverse needs of our students and teachers, and alignment with state standards is a fundamental requirement of our selection process.

    As part of this comprehensive adoption process, RCPS is taking the time needed to thoroughly vet and evaluate resources to ensure they align with Georgia’s curriculum and support high-quality instruction. This deliberate approach means our district will implement the new resources during the 2025–2026 academic year, following a well-thought-out selection process during the 2024–2025 academic year.

    To make the best decision, we need your input. All parents, students, teachers, leaders, and community stakeholders are encouraged to review both the print and/or digital instructional resources provided by vendors and complete a survey to share feedback on which resources will best serve our students.

    Review and Feedback Details:

    • When: January 3, 2025 – January 31, 2025

    • Where: Resources can be reviewed digitally or on-site at each school and in the foyer of the Central Office, located at 960 Pine Street, Conyers, GA.

    • Deadline to Submit Feedback: Friday, January 31, 2025

    Your feedback is critical to this process, and we value your partnership in helping us make the best choice for our students’ success. Please take the time to review the materials and complete the survey to ensure your voice is heard.

    Thank you for supporting the future of education in Rockdale County Public Schools!

        

    * Click here to access the Georgia 6-8 ELA Standards 

    * Click here to access the Georgia 9-12 ELA Standards 

    * Click here to access the ELA Course Descriptions

    *Click here to access the digital codes to review vendor resources

      Please submit feedback by Friday, January 31, 2025.  

  • Directions: After reviewing all resources, please record your ratings and feedback on the 6-8 and 9-12 ELA resource adoption materials regarding content, assessment, pedagogy, and ease of use. For each, indicate the description that best describes how the digital curriculum meets the criteria below. List specific strengths and weaknesses in the comments space provided. These comments should support particularly low or high scores. 

  • Stakeholder Role: I am a
  • School
  • I am reviewing (please complete a separate form for each grade band)

  • Middle School

  • Section 1.1: Text Quality and Complexity

    The texts are valuable and engaging for students, meeting quality and rigor standards appropriate for each grade level. The materials also help students progress toward reading independently.
  • M 1.1 a: All texts portray various demographics and personal characteristics to include a diverse range of gender, race/ethnicity, identity, geographic location, cultural norms, socioeconomic status, and intellectual and physical abilities.
    Rows
  • M 1.1 b: Materials include texts of varying genres and represent a balance between literary and informational texts. (ie. Fiction, Non-fiction, plays, poetry, etc.)
    Rows
  • M 1.1 c: All texts and related tasks are at the right difficulty level for each grade.
    Rows

  • Section 1.2: Alignment to the Standards with Questions and Tasks Grounded in Evidence

    Print and/or digital materials offer chances for in-depth, evidence-based discussions and writing about texts, helping to develop strong literacy skills.
  • M 1.2 a: Most of the questions, tasks, and assignments are connected directly to the reading material. All materials allow students to make connections to the text to find evidence and support their answers, including both clear facts and logical conclusions.
    Rows
  • M 1.2 b: All materials give students chances to practice different types of writing appropriate to grade level expectations.
    Rows
  • M 1.2 c: All materials provide clear instructions to support writing and offer multiple opportunities for students to practice writing with evidence, analyzing text, developing strong arguments, and communicating clear information.
    Rows
  • M 1.2 d: All materials have a year-long plan to support students with learning and using important vocabulary words in different types of texts.
    Rows

  • Section 2.1: Building Knowledge

    Print & Digital materials enhance knowledge by combining reading, writing, speaking, listening, and language skills.
  • M 2.1 a: Print and digital materials allow students to make connections, and answer questions about how ideas and information fit together in one text and across different texts.
    Rows
  • M 2.1 b: The materials provide a sequence of research skills that support collaborative research and writing projects, helping students build their knowledge by using various texts and sources to support grade level expectations.
    Rows

  • Section 2.2: Coherence

    Materials are systematically designed to help students achieve grade-level standards by the end of the year.
  • M 2.2 a: Materials are designed to provide adequate instructional time to align content with grade-level instruction, practice opportunities, and assessments.
    Rows
  • M 2.2 b: Materials assist English learners in understanding challenging content and offer teachers guidance on using strategies and scaffolds effectively.
    Rows
  • M 2.2 c: The materials consistently offer strategies and supports to help students in special populations engage with grade-level content and achieve or surpass grade-level standards, ensuring their active participation in learning English Language Arts and literacy.
    Rows

  • Section 3.1: Teacher Supports

    Teacher Supports highlights opportunities for teachers to plan and use materials effectively and with integrity, while also enhancing their own understanding of the content.
  • M 3.1 a: The materials include a teacher’s edition with comprehensive, adult-level explanations and examples of advanced concepts, helping teachers enhance their understanding of the subject.
    Rows
  • M 3.1 b: The materials include a teacher’s edition with standards correlation information, explaining how the standards fit within the overall series.
    Rows
  • M 3.1 c: The materials offer strategies to inform all stakeholders, such as students, parents, and caregivers, about the program and provide suggestions on how they can support student progress and achievement.
    Rows

  • Section 3.2: Assessment

    Assessment identifies how materials provide tools, guidance, and support for teachers to collect, interpret, and act on data about student progress towards the standards.
  • M 3.2 a: Assessments resources contain aligned rubrics and scoring guidelines, offering teachers ample guidance for interpreting student performance and providing follow-up suggestions.
    Rows
  • M 3.2 b: Assessments resources provide accommodations that enable students to showcase their knowledge and skills without altering the assessment content.
    Rows
  • M 3.2 c: Assessments resources offer a system with multiple opportunities throughout the grade, course, or series to evaluate what students are learning and have learned.
    Rows

  • Section 3.3: Student Supports

    Student Supports identifies the ways in which materials are designed for each child's regular and active participation in grade-level/grade-band/series content.
  • M 3.3 a: The materials offer diverse approaches to learning tasks over time and various ways for students to demonstrate their learning.
    Rows
  • M 3.3 b: The materials offer guidance and strategies to help teachers use students’ home languages to support their learning.
    Rows

  • Section 3.4: Intentional Design

    Intentional Design identifies how materials support students and teachers with a visual design that is engaging and references or integrates digital technology (when applicable), with guidance for teachers.
  • M 3.4 a: The materials incorporate technology, including interactive tools and virtual manipulatives, to engage students with grade-level standards when applicable.
    Rows
  • M 3.4 b: The materials offer teacher guidance on using embedded technology to support and enhance student learning when applicable.
    Rows
  • M 3.4 c: The materials are accessible on a digital platform and allow for remote learning opportunities.
    Rows
  • I am reviewing (please complete a separate form for each grade band)

  • High School

  • Section 1.1: Text Quality and Complexity

    The texts are valuable and engaging for students, meeting quality and rigor standards appropriate for each grade level. The materials also help students progress toward reading independently.
  • H 1.1 a: All texts portray various demographics and personal characteristics to include a diverse range of gender, race/ethnicity, identity, geographic location, cultural norms, socioeconomic status, and intellectual and physical abilities.
    Rows
  • H 1.1 b: Materials include texts of varying genres and represent a balance between literary and informational texts. (ie. Fiction, Non-fiction, plays, poetry, etc.)
    Rows
  • H 1.1 c: All texts and related tasks are at the right difficulty level for each grade.
    Rows

  • Section 1.2: Alignment to the Standards with Questions and Tasks Grounded in Evidence

    Print and/or digital materials offer chances for in-depth, evidence-based discussions and writing about texts, helping to develop strong literacy skills.
  • H 1.2 a: Most of the questions, tasks, and assignments are connected directly to the reading material. All materials allow students to make connections to the text to find evidence and support their answers, including both clear facts and logical conclusions.
    Rows
  • H 1.2 b: All materials give students chances to practice different types of writing appropriate to grade level expectations.
    Rows
  • H 1.2 c: All materials provide clear instructions to support writing and offer multiple opportunities for students to practice writing with evidence, analyzing text, developing strong arguments, and communicating clear information.
    Rows
  • H 1.2 d: All materials have a year-long plan to support students with learning and using important vocabulary words in different types of texts.
    Rows

  • Section 2.1: Building Knowledge

    Print & Digital materials enhance knowledge by combining reading, writing, speaking, listening, and language skills.
  • H 2.1 a: Print and digital materials allow students to make connections, and answer questions about how ideas and information fit together in one text and across different texts.
    Rows
  • H 2.1 b: The materials provide a sequence of research skills that support collaborative research and writing projects, helping students build their knowledge by using various texts and sources to support grade level expectations.
    Rows

  • Section 2.2: Coherence

    Materials are systematically designed to help students achieve grade-level standards by the end of the year.
  • H 2.2 a: Materials are designed to provide adequate instructional time to align content with grade-level instruction, practice opportunities, and assessments.
    Rows
  • H 2.2 b: Materials assist English learners in understanding challenging content and offer teachers guidance on using strategies and scaffolds effectively.
    Rows
  • H 2.2 c: The materials consistently offer strategies and supports to help students in special populations engage with grade-level content and achieve or surpass grade-level standards, ensuring their active participation in learning English Language Arts and literacy.
    Rows

  • Section 3.1: Teacher Supports

    Teacher Supports highlights opportunities for teachers to plan and use materials effectively and with integrity, while also enhancing their own understanding of the content.
  • H 3.1 a: The materials include a teacher’s edition with comprehensive, adult-level explanations and examples of advanced concepts, helping teachers enhance their understanding of the subject.
    Rows
  • H 3.1 b: The materials include a teacher’s edition with standards correlation information, explaining how the standards fit within the overall series.
    Rows
  • H 3.1 c: The materials offer strategies to inform all stakeholders, such as students, parents, and caregivers, about the program and provide suggestions on how they can support student progress and achievement.
    Rows

  • Section 3.2: Assessment

    Assessment identifies how materials provide tools, guidance, and support for teachers to collect, interpret, and act on data about student progress towards the standards.
  • H 3.2 a: Assessments resources contain aligned rubrics and scoring guidelines, offering teachers ample guidance for interpreting student performance and providing follow-up suggestions.
    Rows
  • H 3.2 b: Assessments resources provide accommodations that enable students to showcase their knowledge and skills without altering the assessment content.
    Rows
  • H 3.2 c: Assessments resources offer a system with multiple opportunities throughout the grade, course, or series to evaluate what students are learning and have learned.
    Rows

  • Section 3.3: Student Supports

    Student Supports identifies the ways in which materials are designed for each child's regular and active participation in grade-level/grade-band/series content.
  • H 3.3 a: The materials offer diverse approaches to learning tasks over time and various ways for students to demonstrate their learning.
    Rows
  • H 3.3 b: The materials offer guidance and strategies to help teachers use students’ home languages to support their learning.
    Rows

  • Section 3.4: Intentional Design

    Intentional Design identifies how materials support students and teachers with a visual design that is engaging and references or integrates digital technology (when applicable), with guidance for teachers.
  • H 3.4 a: The materials incorporate technology, including interactive tools and virtual manipulatives, to engage students with grade-level standards when applicable.
    Rows
  • H 3.4 b: The materials offer teacher guidance on using embedded technology to support and enhance student learning when applicable.
    Rows
  • H 3.4 c: The materials are accessible on a digital platform and allow for remote learning opportunities.
    Rows
  • I am reviewing (please complete a separate form for each grade band)
  • Should be Empty: