• Home
  • /
  • Secondary ELA Reading List Teacher Information HS

Secondary ELA Reading List Teacher Information HS

The 57 Bus: A True Story of Two Teenagers and the Crime that Changed their Lives

by Dashka Slater   HS Reading List

From Amazon: One teenager in a skirt. One teenager with a lighter. One moment that changes both of their lives forever. If it weren’t for the 57 bus, Sasha and Richard never would have met. Both were high school students from Oakland, California, one of the most diverse cities in the country, but they inhabited different worlds. Sasha, a white teen, lived in the middle-class foothills and attended a small private school. Richard, a black teen, lived in the crime-plagued flatlands and attended a large public one. Each day, their paths overlapped for a mere eight minutes. But one afternoon on the bus ride home from school, a single reckless act left Sasha severely burned, and Richard charged with two hate crimes and facing life imprisonment. The case garnered international attention, thrusting both teenagers into the spotlight.

American Street

by Ibi Zoboi     HS Reading List

From Amazon: In this stunning debut novel, Pushcart-nominated author Ibi Zoboi draws on her own experience as a young Haitian immigrant, infusing this lyrical exploration of America with magical realism and vodou culture. On the corner of American Street and Joy Road, Fabiola Toussaint thought she would finally find une belle vie—a good life. But after they leave Port-au-Prince, Haiti, Fabiola’s mother is detained by U.S. immigration, leaving Fabiola to navigate her loud American cousins, Chantal, Donna, and Princess; the grittiness of Detroit’s west side; a new school; and a surprising romance, all on her own. Just as she finds her footing in this strange new world, a dangerous proposition presents itself, and Fabiola soon realizes that freedom comes at a cost. Trapped at the crossroads of an impossible choice, will she pay the price for the American dream?

Dear Martin

by Nic Stone     HS Reading List

From Amazon: Justyce McAllister is a good kid, an honor student, and always there to help a friend—but none of that matters to the police officer who just put him in handcuffs. Despite leaving his rough neighborhood behind, he can’t escape the scorn of his former peers or the ridicule of his new classmates. Justyce looks to the teachings of Dr. Martin Luther King Jr. for answers. But do they hold up anymore? He starts a journal to Dr. King to find out. Then comes the day Justyce goes driving with his best friend, Manny, windows rolled down, music turned up—way up, sparking the fury of a white off-duty cop beside them. Words fly. Shots are fired. Justyce and Manny are caught in the crosshairs. In the media fallout, it’s Justyce who is under attack.

Memoirs of an Imaginary Friend: A Novel

by Matthew Dicks          HS Reading List

From Amazon: I am not imaginary… Budo is lucky as imaginary friends go. He’s been alive for more than five years, which is positively ancient in the world of imaginary friends. But Budo feels his age and thinks constantly of the day when eight-year-old Max Delaney will stop believing in him. When that happens, Budo will disappear. Max is different from other children. Some people say he has Asperger’s, but most just say he’s “on the spectrum.” None of this matters to Budo, who loves Max unconditionally and is charged with protecting him from the class bully, from awkward situations in the cafeteria, and even in the bathroom stalls. But he can’t protect Max from Mrs. Patterson, a teacher in the Learning Center who believes that she alone is qualified to care for this young boy. When Mrs. Patterson does the unthinkable, it is up to Budo and a team of imaginary friends to save Max―and Budo must ultimately decide which is more important: Max’s happiness or his own existence. Matthew Dicks’ Memoirs of an Imaginary Friend is a triumph of courage and imagination that touches on the truths of life, love, and friendship as it races to a heartwarming . . . and heartbreaking conclusion.

Bodega Dreams

by Ernesto Quionez         HS Reading List

From Amazon: In a stunning narrative combining the gritty rhythms of Junot Diaz with the noir genius of Walter Mosley, Bodega Dreams pulls us into Spanish Harlem, where the word is out: Willie Bodega is king.  Need college tuition for your daughter?  Start-up funds for your fruit stand?  Bodega can help.  He gives everyone a leg up, in exchange only for loyalty—and a steady income from the drugs he pushes.

Lyrical, inspired, and darkly funny, this powerful debut novel brilliantly evokes the trial of Chino, a smart, promising young man to whom Bodega turns for a favor.  Chino is drawn to Bodega’s street-smart idealism, but soon finds himself over his head, navigating an underworld of switchblade tempers, turncoat morality, and murder.

The RRISD Secondary Reading List Review Process is used for whole class/small group classroom instruction (e.g., novels; large, expository texts; book club; and literature circle choices).  The secondary reading list does not pertain to independent reading titles that the student has self-selected even if there is an instructional assignment attached to the title.

High School Parent Letter Digital Form Template

This link creates your own copy of the form and will only include responses from your students’ parents.

Process for Digital Retrieval of Signatures

  1. Click on the appropriate link above.
  2. Click on Copy
  3. Edit the form to include the books you are using in instruction.
  4. To share with parents:  click SEND
    • email directly to parents or
    • click the link icon and share the address of the form with parents or
    • Click the code icon and use the code to add the form to your website
  5. Click on RESPONSES to see who has completed the form and their responses.  You can also create a spreadsheet of the responses.

Each teacher has the option to send the parent notification letter to parents/guardians in digital or written, hard-copy form. Expand to read RRISD School Board policy.

Secondary Reading Assignments

 

 

 

 

 

 

 

 

 

 

Secondary parents/guardians shall be sent a digital or written notification letter of possible reading selections assigned for the students’ whole class/small group classroom instruction. [See EF(EXHIBIT) and (REGULATION)] Parents/guardians are encouraged to examine the District’s secondary reading list and decide what titles their students may read.

Printable HS Parent Letter Template – ENGLISHPrintable HS Parent Letter Template – SPANISH

 

 

Teacher Book Submission Form

PROCEDURE FOR TEXT REVIEW PROCESS

At least two professional staff members will read the text under consideration. Staff members may include teacher(s), an instructional coach, and/or a librarian. The teacher submitting the request will complete one RRISD Secondary Reading List Review Google Form. The teacher submitting the request will forward the form and required documentation for the Round Rock ISD Secondary Reading List Review Committee to Caron Sharp, Secondary ELAR Curriculum Coordinator: caron_sharp@roundrockisd.org. The RRISD Governing Secondary Reading List Review Committee will be comprised of the Director of Curriculum, Director of Library Services, and the Secondary ELAR Curriculum Coordinator. Areas of possible objection including profanity, violence, religion, drugs/alcohol, and sex will be reviewed by the RRISD Governing Secondary Reading List Review Committee to determine the overall merit of the work.

CRITERIA FOR A TEXT TO BE PLACED ON THE RRISD SECONDARY READING LIST*

* supports state ELA/R TEKS  * reinforces the Aligned Round Rock ISD Curriculum (ARRC/grade-level content)  * meets course and grade appropriateness  * matches age and cognitive development Additional information is also requested on the form including readability, synopsis, and potentially objectionable material.

IMPORTANT: The required documentation was developed with the “NCTE Guidelines for Selection of Materials in English Language Arts Programs”. The RRISD Governing Secondary Reading List Review Committee must determine if the proposed text (1) has a clear connection to established educational objectives and (2) addresses the needs and maturity level of the students for whom it is intended.

TIMELINE FOR SUBMISSIONS FOR THE RRISD SECONDARY READING LIST 2018-2020**

1. Title nominations for the spring semester 2019 are due at the end of the 2nd Six Weeks, 2018 fall semester. The RRISD Secondary Reading List Review Google Form and substantiating text documentation are due by 5:00 pm November 2, 2018. Early submission(s) are encouraged.

2. Title nominations for the fall semester 2019 are due May 1, 2019. The RRISD Secondary Reading List Review Google Form and substantiating text documentation are due by 5:00 pm on May 1, 2019. Early submission(s) are encouraged. Book submissions will be finalized by July 13, 2019 by 5:00 pm for the fall semester.

The RRISD Governing Secondary Reading List Review Committee will meet after each submission deadline. Title submission(s) will be assigned to participating review committee members. The RRISD Governing Secondary Reading List Review Committee and designated committee members will reconvene to approve/reject proposed title submission(s). Caron Sharp, Secondary ELAR Curriculum Coordinator, will notify teacher(s)/librarian(s) if title submission(s) were approved or rejected.

Note: The timeline is subject to modification.

Board Policy

The District shall provide a wide range of instructional resources for students and faculty that present varying levels of difficulty, diversity of appeal, and a variety of points of view. Although professional staff members may select instructional resources for their use in accordance with District policy and administrative regulations, the ultimate authority for determining and approving the curriculum and instructional program of the District lies with the Board.

 

 

 

 

 

 

 

Objectives

In this policy, “instructional resources” may include textbooks, library acquisitions, supplementary resources for classroom use, and any other instructional resources, including electronic resources, used for formal or informal teaching and learning purposes. The primary objectives of instructional resources are to implement, enrich, and support the District’s educational program. The Board shall rely on District professional staff to select and acquire instructional resources that:

1.Enrich and support the curriculum, taking into consideration students’ varied interests, abilities, learning styles, and maturity levels.

2. Stimulate growth in factual knowledge, enjoyment of reading, literary appreciation, aesthetic values, and societal standards.

3.Present various sides of controversial issues so that students have an opportunity to develop, under guidance, skills in critical analysis and in making informed judgments in their daily lives.

4. Represent many ethnic, religious, and cultural groups and their contributions to the national heritage and world community.

5. Provide a wide range of background information that will enable students to make intelligent judgments in their daily lives.

Selection Criteria In the selection of instructional resources, professional staff shall ensure that the resources:

1. Support and are consistent with the general educational goals of the state and District and the aims and objectives of individual schools and specific courses consistent with the District and campus improvement plans.

2. Be chosen to enrich and support the curriculum and the personal needs of users.

3. Meet high standards of quality in:

a. Presentation.

b. Physical format.

c. Educational significance.

d. Readability.

e. Authenticity.

f. Artistic quality and/or literary style.

g. Factual content.

4. Be evaluated as a whole and selected for their strengths rather than rejected for their weaknesses. Selected resources will not be masked, clipped, or altered in any manner inconsistent with the author’s intent.

5. Are appropriate for the subject area and for the age, ability level, learning styles, and social and emotional development of the students for whom they are selected.

6. Are designed to provide information that will motivate students and staff to examine their own attitudes and behavior; to understand their duties, responsibilities, rights, and privileges as citizens participating in our society; and to make informed choices in their daily lives.

7. Provide information on opposing sides of controversial issues so that users may develop under guidance the skill of critical analysis.

The selection of learning resources shall be directed toward maintaining a diverse collection representing various views.

Administrators, teachers, library media specialists, other District personnel, parents, and community members, as appropriate, may recommend instructional resources for selection. Gifts of instructional resources shall be evaluated according to these criteria and accepted or rejected in accordance with CDC(LOCAL).

Selection of resources is an ongoing process that includes the removal of resources no longer appropriate and the periodic replacement or repair of resources that still have educational value.

Challenged Resources

The District shall not remove resources from a library for the purpose of denying students access to ideas with which the District disagrees. Any resident or employee of the District may challenge learning resources used in the District’s educational program on the basis of appropriateness.

Secondary Reading Assignments

Secondary parents/guardians shall be sent a digital or written notification letter of possible reading selections assigned for the students’ whole class/small group classroom instruction. [See EF(EXHIBIT) and (REGULATION)] Parents/guardians are encouraged to examine the District’s secondary reading list and decide what titles their students may read.

Elementary Reading Assignments

Elementary parents/guardians shall receive a parent notification statement regarding elementary reading selections for English Language Arts instruction in the elementary student-parent handbook. [See EF(EXHIBIT) and (REGULATION)] Parents shall receive this information at the beginning of each school year or upon enrolling their children in a District elementary school.

Request for Informal Reconsideration

The school receiving a complaint regarding a learning resource shall try to resolve the issue informally:

Step One

Within five working days of the receipt of a complaint, the teacher or librarian whose students are using the learning resource shall meet with the complainant; listen to his or her concerns; explain the learning resource selection procedures; the particular place the questioned resource occupies in the educational program; its intended educational usefulness; and work with the complainant to resolve his or her concerns, including but not limited to, offering the student, if a student is involved, another comparable and acceptable learning resource.

Step Two

If the complainant is not satisfied with the results of the Step One conference and wishes to continue the challenge, the complainant shall meet with the principal regarding the learning resource. The Step Two conference shall occur within five working days after the completion of the Step One conference. The principal shall meet with the complainant, listen to his or her concerns, and work with the complainant to resolve his or her concerns. The principal may also refer the complainant to someone else who could provide additional information as needed. The informal process may not be used to remove resources from the District instructional curriculum or from campus libraries. Resources may only be removed if that is the result of completing the formal challenge process detailed below.

Request for Formal Reconsideration of a Learning Resource

If the complainant wishes to file a formal challenge, all steps in the Request for Informal Reconsideration of this policy must have been completed. The complainant shall then notify the campus principal who, in turn, shall provide the complainant with a copy of this policy and copies of forms entitled Request for Reconsideration of Instructional Resources—Level I and Request for Reconsideration of Instructional Resources—Level II, found in EF(EXHIBIT). Not later than ten working days after the Step Two conference, the complainant shall file a completed Request for Reconsideration of Instructional Resources—Level I form with the principal. In addition, the principal shall immediately notify the director of legal services regarding the challenge. The director of legal services shall facilitate the formal challenge to its completion.

Level I

Upon receipt of a completed Request for Reconsideration of Instructional Resources—Level I form, the principal shall form a Reconsideration Committee consisting of:

1. Two teachers from the area of concern and/or grade level chosen by the area or grade-level coordinator.

2. A Parent-Teacher Association representative chosen by the executive committee of the PTA.

3. A parent recommended to the principal by the campus site-based decision-making committee.

4. A nonschool District employee member of the campus site-based decision-making committee.

5. The school library media specialist.

6. The principal, who shall facilitate the committee and in case of a tie, shall break the tie.

All members of the committee shall review the challenged resource in its entirety. Within ten working days of the receipt of a completed Request for Reconsideration of Instructional Resources—Level I form, the appointed reconsideration committee shall meet and review the challenged resource and judge whether it conforms to the Criteria for Selection as outlined in this policy. The reconsideration committee shall meet in closed meeting with the complainant and other school staff as needed. The reconsideration committee shall complete and sign the Checklist for Reconsideration of Instructional Resources found in EF(EXHIBIT).

No later than ten working days after the reconsideration committee meeting, the complainant, teachers who served on the committee, the campus library media specialist, the director of library/media services, and the Superintendent shall receive signed copies of the completed and signed Checklist for Reconsideration of Instructional Resources form.

The decision of this reconsideration committee is binding for the individual school where the challenge was filed. Notwithstanding any procedure outlined in this policy, the complainant shall have the right to appeal any decision of the reconsideration committee to the Superintendent.

Level II

Within ten working days of the receipt of the completed and signed campus-level Checklist for Reconsideration of Instructional Resources—Level I form, the complainant may appeal the decision of the campus-level reconsideration committee to the Superintendent. To appeal, the complainant shall submit to the Superintendent a completed and signed copy of the Request for Reconsideration of Instructional Resources—Level II form found in EF(EXHIBIT). Only those specific complaints presented in the Request for Reconsideration of Resources—Level I form may be presented at Level II.

Upon receipt of a completed Request for Reconsideration of Instructional Resources—Level II form, the Superintendent shall appoint a District-level reconsideration committee consisting of:

1. A school library media specialist, teacher, counselor, and principal from the appropriate instructional level.

2. A representative from the District council of Parent-Teacher Associations.

3. A parent member at large.

4. Two community members at large.

5. A coordinator or director in the area of concern.

6. A high school student council representative.

7. A member of the administrative staff who shall convene the committee, facilitate the operations of the committee, and vote only in the event of a tie vote.

Within ten working days of receipt of the completed and signed Request for Reconsideration of Instructional Resources—Level II form, the appointed District-level reconsideration committee shall meet, evaluate the challenged resource, and judge whether it conforms to the Criteria for Selection as outlined in this policy. The District-level reconsideration committee shall meet in closed session with the complainant, the school library/media specialist, teachers, and the principal from the campus where the challenge was originally filed. The District-level reconsideration committee shall complete and sign the Checklist for Reconsideration of Instructional Resources form found in EF(EXHIBIT). This form and a written recommendation shall be submitted to the Superintendent for review, consideration, and decision. The decision of the Superintendent is binding for all campuses in the District.

Notwithstanding any procedure outlined in this policy, the complainant shall have the right to appeal any Level II decision to the Board.

Level III

The decision of the Level II Reconsideration Committee may be appealed to the Board at Level III by completing and filing a Level III Reconsideration form within ten working days of receipt of the Level II Reconsideration checklist. The appeal must be presented in writing at the time on a form provided by the District. It shall include a written description of the decision or action causing the appeal, specific facts supporting the appeal, the date it occurred, the remedy sought, the name, address, and telephone number of the person appealing, and/or the person’s representative, if any. Only those specific complaints and supporting facts presented at Level II may be presented at Level III.

During the Board meeting following the Level III filing, when decisions are made regarding future agenda items, it shall be determined whether to place the matter on the agenda of a future Board meeting. The administrative decision at Level II shall be upheld if the Board does not request that the matter be put on the agenda for possible Board action. The lack of official action by the Board upholds the administrative decision at Level II.

If the matter is placed on the agenda of a subsequent Board meeting, the Board President may set reasonable time limits on reconsideration presentations and the Board shall listen to the reconsideration request.

Once the Board has responded to the appeal as stated above, the matter is concluded.

Guiding Principles

The following principles shall guide the Board and staff in responding to challenges of instructional resources:

1. A complainant may raise an objection to a learning resource used in a school’s educational program despite the fact that the individuals selecting such resources were duly qualified to make the selection, followed the proper procedure, and observed the criteria for selecting learning resources.

2. The principal or designee shall review the selection and objection rules with the teaching staff at least annually. The staff shall be reminded that the right to object to learning resources is one granted by policies enacted by the Board.

3. No parent has the right to determine reading, viewing, or listening matter for students other than his or her own children.

4. When a learning resource is challenged, the principles of the freedom to read/listen/view must be defended.

5. Access to a challenged resource shall not be restricted during the reconsideration process.

6. The major criterion for the final decision is the appropriateness of the challenged resource for its intended educational use. No challenged instructional resource shall be removed solely because of the ideas expressed therein.

7. A decision to sustain a challenge shall not necessarily be interpreted as a judgment of irresponsibility on the part of the professional involved in the original selection and/or use of the resource.