Facilitator: Drew Hinds, ODE (503)

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Presentation transcript:

Facilitator: Drew Hinds, ODE drew.hinds@state.or.us (503) 947-5799 CCSS English Language Arts (ELA) and Literacy and English Language Proficiency and Development (ELP/D) Instructional Materials Criteria Facilitator: Drew Hinds, ODE drew.hinds@state.or.us (503) 947-5799 Today: Characteristics of well informed consumers Knowledge of the shifts in the CCSS Criteria to identify quality materials Context: Common Core State Standards Framework: Past → Present → Future → Facilitator Drew Hinds (Oregon Department of Education) Also representing: Debbie Connolly, Tom Luba and members of the CCSS Stewardship Team Instructional Materials Workgroup www.ode.state.or.us/go/CommonCore www.ode.state.or.us/go/InsructionalMaterials

Common Core State Standards (CCSS) Goals of State-led Joint Effort: -Fewer, clearer, and higher-level standards -Standards aligned with college and work expectations -Internationally benchmarked standards -Consistent learning expectations across states CCSS Math, English Language Arts (ELA) and Literacy adopted by Oregon State Board of Education, October 2010

Target for Quality Materials that Support CCSS Teaching and Learning CCSS and Established Criteria Performance Tasks and Assessments (Summative) Instruction and Formative Feedback Instructional Resources and Learning Objects Quality Content (Instructional Materials)

Instructional Materials Process Triple Loop State Role District Role School Role Teaching and Learning Process Instructional Materials Selection Curriculum Training and Professional Development Instructional Materials Review and Vetting Instructional Materials Adoption Secure Statewide Pricing and Distribution Stakeholder Engagement and Outcome-based Planning Standards Adoption The advantage of a State process is the triple loop. If materials are vetted at the state level and selected and purchased at the district, it is likely that the majority of the materials used for teaching and learning in the State adhere to the tenets of quality described in this presentation (Aligned, Accessible, and Qualified as defined by agreed upon Criteria). You can see in the triple loop that materials adoption supports teaching and learning through policy and a process that involves stakeholders at multiple levels of implementation.

CCSS ELA & L and ELP/D Adoption Schedule Quality instructional materials to support the implementation of the CCSS and ELPA 21 CCSS English Language Arts (2013-14) CCSS ELA & L and ELP/D

English Language Arts (ELA) and Literacy: Criteria CCSS English Language Arts (ELA) and Literacy: Criteria Literacy Standards for Technical Subjects

Dimensions of the ELA and Literacy Criteria Alignment to the Rigor of the CCSS Key Areas of Focus in the CCSS Instructional Supports Assessment

English Language Proficiency/ Development (ELP/D) CCSS English Language Proficiency/ Development (ELP/D) Criteria