Instructional Materials to Support Common Core State Standards (CCSS) Today: Context of the webinar today Independent Adoption - OAR Feedback Instructional Materials Web page District adoption/selection information 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 May 1, 2012

Objectives for this Webinar Elicit feedback on New District Guidance for Instructional Materials OAR 581-022-1622 Independent Adoptions of Instructional Materials Response to law change initiated by House Bill 4014 (Mandate Relief) Demonstrate the updated CCSS Instructional Materials web page Introduce the district adoption/selection information Regarding district’s previous selection of ELA & Math Discuss some of the most supportive methods that have been suggested to publish the information

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

The Oregon Diploma (Context) Standards-Based Credit Requirements 4- English/LA 3- Arts/CTE/Second Language 3- Math 1- Health 3- Science 1- PE 3- Social Sciences 6- Electives Total = 24 credits Essential Skills Proficiency Reading (2012)  Writing (2013) Apply math (2014) Personalized Learning Education Plan & Profile Career-Related Learning Standards Career-Related Learning Experiences Extended Application State Board adopted Diploma requirements in 2007 and districts have been working hard on implementation. Standards based diploma, essential skills that are contained within and cut across classes.

Brief Introduction (Context) Context of instructional materials in support of the implementation of CCSS Bridge year introduction and definition Bridge (Interim Adoption Year 2012-13) CCSS English Language Arts (2013-14) CCSS Mathematics (2014-15) CCSS Bridge CCSS ELA CCSS Math

What is an Interim Adoption (Bridge) Year? The Bridge Year leverages Oregon’s existing investment in Standards and Materials to support the implementation of the Common Core State Standards Provides new correlations, pacing guides and supplements to older materials in support of CCSS implementation from contracted publishers for ELA and Math Allows publishers the opportunity to submit additional supplements and intervention materials developed for CCSS Allows publishers to submit professional development and teacher materials that support CCSS implementation Offers an opportunity for publishers to submit updated versions of materials in print, digital and accessible formats

Target for 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 Process Triple Loop 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. State Role District Role School Role

Instructional Materials Forms and Examples Print (Publishers) Digital (Publishers/Providers) Open (Content Providers) Free (Organizations/Persons) Examples Textbook Print Materials Student Textbooks Student Resources Student Readers Teacher Editions Teacher Materials Ancillary Materials Gratis Materials Trade Books Basal/Core Materials Intervention Resources Supplemental Resources Techbook Digital Applications eTextbooks Digital Publications Digital Providers Digital Services Digital Interventions Subscription Services Online Course Providers Online Programs Customizable Sites Core-Intervention Tools iBooks and Inkling Apps OERs OER Commons Flexbooks WatchKnow TeacherTube Khan Academy Curriki MERLOT Open Courses Connexions Monterey Institute MITE Open Learning Initiative Beyond Textbooks Projects Free (Not openly licensed) NCTM Lessons/Units Wikipedia Wikibooks Web pages/sites Internet Resources Teacher Websites WebQuests Internet Tools Internet Media Association Web Pages Organization Tools School Library Information Functions: Teaching and Learning Forms (Examples and Descriptions) 9

GAP . Print/Digital Materials & Services Free Educational Resources Conceptual Framework for Instructional Materials – Search, Discovery and Use . Print/Digital Materials & Services Standards-Based Curriculum Core/Basal Instructional Materials Evaluation/Adoption Teacher Teaching Materials Free Educational Resources Open Educational Resources GAP Student Learning Materials Core/Basal Instructional Materials Vetting Search, Discovery and Use Most people are aware that teachers use resources beyond the instructional materials adopted by the states and school districts. There is an expectation for teachers to use supplemental and intervention materials, tools and services that generate student interest, increase achievement and create relevancy in the learned curriculum. Yet, there are few if any States that attend to such materials in a formal State process. This leaves the Gap illustrated by the “quality” materials that are not attended to in any formal vetting. Teachers and students are left to their own in the search, discovery and vetting of such materials but could benefit from better methods of search and discovery of such quality resources. Constraints with regard to skill and time keep teachers and students from effectively searching, discovering or using the quality materials that are available. States and innovative content publishers are collaborating to deliver aligned, accessible, quality content to more effectively support teaching and learning. The materials represented by the red dot with the yellow outline are materials, services and resources that teachers discover to support teaching and learning in their respective learning environment. These materials may have been discovered through a formal state process, professional development training, shared by a colleague, provided as an incentive for a for-profit organization or provided by a primary resource provider. The materials represented by the large red dot outlined in orange are materials discovered by students or for students. These materials, services or resources may have been discovered through a search and discovery process that involved their friends, parents or members of the community and could be accessed before or after school hours as well as during the learning period. Vetting of some of these materials may not have been done by the State, District, School or Teacher so students must be trained in strategies to determine accuracy and reliability of the content presented. Students in elementary and middle grades should have access to high quality materials that are aligned to Standards. Secondary students should have access to high quality materials that represent a variety of perspectives, including primary resource documents, literature and tools. The analytics that support the search, discovery and use of materials, services and resources that support teaching and learning is still in development. While there are a number of products, for-profit resources, commons and depositories available there is not one location where all good materials may be accessed or reviewed. As State processes move forward there will be an increased number of materials that are vetted but it is likely that teachers and students will need to continue to develop strategies to search, discover and vet materials that are most efficient and effective in the teaching and learning process. Short Definition of Learning Object (Used above): Learning Objects are typically defined as digital media that is designed and/or used for instructional purposes. These objects range from maps and charts to video demonstrations and interactive simulations. Because of this wide range of sophistication, a more conservative term, “media objects” might be used when describing these objects. (BYU, 2011) Supplemental/ Intervention Instructional Resources 10

New District Guidance as a result of House Bill 4014 (Mandate Relief)

Updated CCSS Instructional Materials Web Page www.ode.state.or.us/go/CommonCore www.ode.state.or.us/go/InsructionalMaterials

School District Adoption/Selection Information

Additional Feedback Please submit additional feedback regarding instructional materials to support the CCSS to: CCSS Stewardship Team Instructional Materials Workgroup Co-Chairs: Debbie Connolly Debbie.Connolly@medford.k12.or.us Tom Luba Tom.Luba@lblesd.k12.or.us ODE Staff: Drew Hinds drew.hinds@state.or.us Paula Merritt paula.merritt@state.or.us 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 May 1, 2012