Selecting Instructional Materials and Supporting Effective Implementation EVERGREEN, WASHOUGAL, BATTLEGROUND, CAMAS, VANCOUVER AND WOODLAND PUBLIC SCHOOLS APRIL 27, 2016

Agenda Welcome/Introductions Ladder of Inference Course Design and Instructional Material Guidance/Toolkit  Reflect and discuss cycle  Policy deep dive Quality Assessment Rubrics (IMET and EQuIP) Next steps

What is your story as a _______ student? With a partner/trio, share your story of being a student in the content area. What is common to your stories? What were barriers to your learning? What worked for you as a student? How does this look the same/different for your students today?

Taking a learning stance and the ladder of inference

THE LADDER OF INFERENCE Taking a learning stance and the ladder of inference Read the short selection Turn and talk (15 min) ◦When have you found your thought process moving up the ladder of inference? Could be in your personal life or your professional life ◦How do you notice when others are moving up the ladder of inference? What does that sound like? ◦What are the potential effects of teams moving up the ladder of inference? ◦How can first focusing on identifying and discussing low- inference observations and data (Rungs 1 and 2) support your team? 6

Preliminary Discussion What does your current selection and adoption process look like? a.Who are the stakeholders involved in the process? b.What are the existing policies? Who sets them? c.How does your district determine alignment to learning standards and learning progression throughout courses? d.What is the timeline for the process? e.Do materials vary from school to school? f.How often does this process occur?

Textbook photo by Cassidy Curtis – CC BY NC SATextbook photo by Cassidy Curtis – CC BY NC SA Multimedia by hugoespinozas – CC BY NC SAMultimedia by hugoespinozas – CC BY NC SA Instructional Materials Revisited Not Your Parents’ Textbook

Under the Instructional Materials Umbrella Individual units, lessons, and plans Supplemental resources Assessments K-12 core curricula District-created materials/resources Online courses Teacher-created materials Maple by kanegen – CC BY May be printed or digital. May carry different licensing types from open to all rights reserved.

Instructional Material Considerations New learning standards, frameworks, and assessments Increased development of open educational resources 10

Why OER… 11 It Looks Insoluble It Looks Insoluble by David Goehring– CC BYCC BY

Course Design and Instructional Materials Selection Cycle Identify Parameters and Goals Review Existing Course Design Select Instructional Materials Implement Course and Assess Effectiveness Where do we want to go? Where are we now? How do we get there?Was it worth the trip?

Questions/Required Resources State learning standards District learning goals Applicable state laws Content area frameworks Metrics to gauge effectiveness of resources School board policy Where do we want to go? Identify Parameters and Goals OSPI Teaching and Learning IdentifyReview SelectAssess

Where do we want to go? Identify Parameters and Goals IdentifyReview SelectAssess Discussion: Take a moment to read through the questions in this section. Do you have other parameters that you need to consider? Other factors, beyond alignment important for your community? Who needs to be involved in these discussions and what supports need to be in place (release time, face to face or virtual convening, etc.) What metrics will you use to gauge the effectiveness of your instructional materials? Review your existing policy with regard to instructional materials adoption. Do any areas require additional clarification? 2020 Policy2020 Procedure

District Policy Links Battle Ground Public Schools Camus School District – PolicyCamus School District Camas School District - ProcedureCamas School District Washougal School District Vancouver Public Schools Woodland School District WSSDA Model Policy Evergreen Public Schools – on slide below

Where are we now? Review Existing Course Design IdentifyReview SelectAssess Questions  Are your instructional materials aligned to state learning standards?  Are your existing materials effective teaching and learning tools?  Is your professional learning strategy effective?

Reviewed OER Library Instructional Materials Guidance OSPI OER Review Results

Louisiana Department of Education led an online review of instructional materials to determine the degree of alignment with state content standards TIER 1 - EXEMPLIFIES QUALITY TIER2 - APPROACHING QUALITY TIER 3 - NOT REPRESENTING QUALITY Curricular Resources and Annotated Reviews Instructional Materials Guidance Louisiana Department of Education

Instructional Materials Guidance edreports.org edreports

Comparison View Helps to Sort Information The “compare” function shows how different programs align in different areas, so you can focus on what districts might consider based on local student and teacher needs.

Where are we now? Review Existing Course Design IdentifyReview SelectAssess Team Activity  Use one or more of the referenced sites to examine reviews of your current instructional materials.  What team (roles) will be responsible for assessing existing course design and materials.  What are the nuts and bolts of convening and facilitating this group?

How do we get there? Select Instructional Materials IdentifyReview SelectAssess What is the gap between where your district is currently and where you would like to be. Understand the current landscape of instructional materials Determine the level of instructional materials improvement and other supports and strategies needed. Minor Refresh Fill Gaps Complete Overhaul

Levels of Improvement Minor Refresh Instructional materials are in good shape, aligned to standards, student performance is good, teachers are prepared. District would like to include supplemental resources to increase engagement or to focus on specific ideas. 1.Establish district guidelines for identification and usage of temporary supplemental materials. 2.Have the principal designate an individual to approve the selection of supplemental resources and establish selection criteria for these resources. 3.Train teachers and district staff in the effective location of instructional materials and provide them with a firm understanding of resource licenses which will determine their levels of permitted uses for the resources.

Levels of Improvement Fill Gaps Current instructional materials do not quite meet standards but with some additions they could. This may include adding resources like lessons, units, or formative and summative assessment tasks. 1.Establish district guidelines for identification and usage of temporary supplemental materials. 2.Have the principal designate an individual to approve the selection of supplemental resources and establish selection criteria for these resources. 3.Leverage any existing reviews of material 4.Train teachers and district staff in the effective location of instructional materials and provide them with a firm understanding of resource licenses which will determine their levels of permitted uses for the resources. 5.Review the content for alignment to state learning standards using established rubrics

Levels of Improvement Complete Overhaul Existing instructional materials are out-of-date, not aligned with standards, and ineffective tools for students and teachers. A new option is required. 1.Examine current school board policies regarding the selection and adoption of instructional material. 2.Determine district capacity 3.Establish timelines and a project team communications strategy. 4.Determine if a “textbook” is necessary? Are digital options available? Does your district feel comfortable pulling together resources to create their own course curriculum? Is there appropriate material available?

Levels of Improvement Complete Overhaul 5.Determine strategy for identifying options and designate appropriate personnel 6.Determine if piloting or field testing is advisable. Examine any existing materials reviews from trusted sources. 7.Recruit and convene an Instructional Materials Review Committee 8.Report results and select material 9.Create an implementation strategy that includes initial resource training, sustained professional learning, and resources and strategies to help families support students with their learning

Review Lenses – Building Your Team Teachers/content specialists Quality and alignment to state learning standards Technology Specialists Delivery platforms, access, and security considerations Curriculum Specialist/Administration Assess the needs for successful implementation of the instructional material at scale Goed Zoekveld by Bart van de Blezen – CC BY NC SA

Aligned - blog from Student Achievement Partners Instructional materials taskforce Common Core-aligned sample lessons with explanations and supporting resources. Instructional Materials Alignment Toolkit Parent and community resources Professional development resources Instructional Materials Guidance Student Achievement Partners Achieve the Core – Aligned Blog

National and state reports, policy briefs, surveys, and white papers that focus on preparing all students for college and careers EQuIP Exemplar lessons and units Videos eLearning modules Peer review panel Instructional Materials Guidance Achieve Achieve EQuIP Rubrics

How do we get there? Select Instructional Materials IdentifyReview SelectAssess Team Discussion Where along the instructional materials improvement spectrum does your district fall? How will you select, train, and calibrate a team to look critically at instructional materials options? Describe the collaboration between IT and content experts in support of the selection and review process?

Was it Worth the Trip? Implement and Assess Effectiveness Questions  Define your strategy for professional learning around implementation of materials.  Were the changes you made impactful to teaching and learning in a positive way?  Did students achieve success based on the decided upon metrics? IdentifyReview SelectAssess

Was it Worth the Trip? Implement and Assess Effectiveness Team Discussion  What educator supports are in place or will be provided to promote successful implementation and continuing professional learning?  What are some opportunities to engage with parent or community groups?  Who and how will you monitor progress based on your decided upon metrics? IdentifyReview SelectAssess

EdReports Rubric IMET Rubric EQuIP Rubrics Achieve OER Rubrics IMET Rubric Instructional Materials Guidance Review Rubrics

IMET Non-Negotiable Criteria pp 4-16 Focus and Coherence 1. Materials must reflect the content architecture of the Standards by not assessing the specific topics named in Metric 1A before the grade level where they first appear in the Standards. 2. Materials must focus coherently on the Major Work of the grade in a way that is consistent with the progressions in the Standards.

IMET Alignment Criteria pp Materials must reflect the balances in the Standards and help students meet the Standards’ rigorous expectations. 2.Materials must authentically connect content standards and practice standards. 3.Materials must provide supports for English Language Learners and other special populations.

 Measures overall quality when compared to the CCSS  Unit-focused  Four Criteria I. Alignment to the Depth of the CCSS II. Key Shifts in the CCSS III. Instructional Supports IV. Assessment EQuIP

When evaluating lessons/units: Based on criteria ◦Need a common lens of understanding criteria- ◦Use CCSS, Progression Docs, Cluster Docs, etc. Evidence Based ◦Provide specific examples (reasons) in the unit where the criteria is weak. ◦Provides guidance on what you will need to look for to supplement the curriculum— entire unit, short activity? Improvements Suggested ◦Look for a unit that , activities that , add formative process for these 2 lessons, etc. Identifying Supplemental Support (adapt, supplement, create, etc.) OSPI MATH WEBINAR_PART 3_

Technology Rubric Examples:  Does each of the technology components within the resource work with your district’s devices?  Can part or all of the resources be accessed off-line, or does it require a “live” internet connection?  What plug ins, apps, software, etc. would a device need to have to run all the different components of this resource and enable students and teachers to seamlessly view and interact with the materials?

Review & Reflect Each group member selects a rubric or section of rubric to review. Discuss: ◦What knowledge and skills will a review team need to look critically at mathematics instructional materials options? ◦Cite evidence from the rubrics to support your thinking

Except where otherwise noted, this work is licensed Keep in Touch with OSPI

Additional Informational Slides

WSSDA Featured Policies District Sample Policies & Procedures – Updated April 2015 Instructional Materials Selection & Adoption: Policy 2020; 2020P New Instructional Materials Model Policy

Core Instructional Materials are the primary instructional resources for a given course. They are district- approved and provided to all students to help meet learning standards and provide instruction towards course requirements. Alternative Core Materials are the primary instructional materials for a given course that are used with a subset of students. These materials are intended to replace approved core materials and may be used for specialized course offerings or flexible learning environments. Photo by BioDivLibrary - Creative Commons Attribution License Core Instructional Materials are the primary instructional resources for a given course. They are district-approved and provided to all students to help meet learning standards and provide instruction towards course requirements. Alternative Core Materials are the primary instructional materials for a given course that are used with a subset of students. These materials are intended to replace approved core materials and may be used for specialized course offerings or flexible learning environments. Instructional Materials Categories

Core Instructional Materials are the primary instructional resources for a given course. They are district- approved and provided to all students to help meet learning standards and provide instruction towards course requirements. Alternative Core Materials are the primary instructional materials for a given course that are used with a subset of students. These materials are intended to replace approved core materials and may be used for specialized course offerings or flexible learning environments. Photo by BioDivLibrary - Creative Commons Attribution License Intervention Materials are designed to support strategic or intensive intervention for students who are at risk of not meeting established learning standards. Supplemental Materials are used in conjunction with the core instructional materials of a course. These items extend and support instruction. Temporary Supplemental Materials are those items used in conjunction with the core instructional materials of a course that are of interest or value for a short period of time and are chosen within district-established guidelines. Instructional Materials Categories

Roles and Responsibilities Instructional Material Type Role Certificated Teaching Staff PrincipalSuperintendent Instructional Materials Committee School Board Core materialidentify establish adoption procedure recommendadopt Alternative coreidentify designate selector InterventionIdentify designate selector Supplementalidentify designate selector Temporary Supplemental select – within district guidelines Model Policy 2020