Statewide Teaching and Learning Network Meeting JANUARY 7: INSTRUCTIONAL MATERIALS AND COURSE SUPPORTS

Introductions Photo by Robert Occhlallni – CC BY NC OSPI Robin Munson Assistant Superintendent, Assessment and Student Information Kathe Taylor Assistant Superintendent, Teaching and Learning ESD 113 Andrew Eyres Assistant Superintendent, Teaching and Learning

3 Question Mark by Alexander Drachmann – CC BY SA Access all materials for today’s meeting Important Information click box below Upload all questions regarding today’s meeting

Using the Digital Library to Support Professional Learning and Instruction STATEWIDE TEACHING AND LEARNING NETWORK MEETINGS ESD Facilitators: Please follow the Guide for Using the Digital Library to Support Professional Learning and Instruction

Selecting Instructional Materials and Supporting Effective Implementation STATEWIDE TEACHING AND LEARNING NETWORK MEETINGS

Topics Instructional Materials Overview ◦Considerations and categories ◦Updated model policy Instructional Materials Review Guidance ◦Review instruments ◦Building a review team Current Instructional Materials Work and Implementation Efforts ◦OSPI Programs ◦Other state, national, and non-profit efforts Input on new Instructional Materials Analysis Process document

Preliminary Discussion Connect to Padlet 1.What is your adoption process and where are you in the cycle? 2.Have you updated your policy in recent years? 3.How can OSPI and AESD support your district work with instructional materials, review, selection, and adoption?

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

ĭn-strŭk′shən’al mə-tîr′ē-əls All materials designed for use by students and their teachers as learning resources to help students to acquire facts, skills, and/or to develop cognitive processes. These instructional materials, used to help students meet state learning standards, may be printed or digital, and may include textbooks, technology-based materials, other educational media, and assessments. They may carry different licensing types from open to all rights reserved.

Under the Instructional Materials Umbrella Individual units, lessons, and plans Supplemental resources – formally adopted or not K-12 core curricula District-created materials/resources Online courses Teacher-created materials Maple by kanegen – CC BY These resources may be in any delivery platform and carry any license.

Instructional Material Considerations New learning standards, frameworks, and assessments Increased development of open educational resources 11

Why OER… 12 It Looks Insoluble It Looks Insoluble by David Goehring– CC BYCC BY

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

Selecting Instructional Material What category of instructional materials does the resource fall into? Does the item need to go through a vetting process? By whom? What review instruments are available or what reviews already exist? Do I have permission to use this? Are adaptations required and do you have permission to adapt? What is the delivery platform? Consider equity and access issues. Before you think about using ANY resource, you need to answer some questions… ?

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

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

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

Instructional Materials Guidance edreports.org edreports

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

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

Reviewed OER Library Instructional Materials Guidance OSPI OER Review Results

Current OSPI Instructional Material Support Efforts Implementation of state legislated reviews and programs: Bridge to College: ELA and Mathematics Transition Courses Computer Science Grants Math/Science Professional Development Sexual Health Education Curriculum Review Since Time Immemorial: Tribal Sovereignty in Washington State into Social Studies adoption processes Kip Tokuda Memorial Washington Civil Liberties Public Education Program Open Educational Resources Project T & L Network Day Questions Add any questions to the Network Day Questions site. We will respond in the Q & A session or via a FAQ on the OSPI website.

Current OSPI Instructional Material Support Efforts Bridge to College Transition Courses Bridge to College Course Information English language arts (ELA) and Mathematics Forth-year (senior-level) courses designed for students scoring a Level 2 on the Smarter Balanced high school assessment Students who earn a “B” or better in the Bridge Course are eligible to enter credit-bearing coursework in any of the State of Washington Community and Technical Colleges Jointly developed and coordinated by college faculty and high school teachers

Eligibility: All districts and high schools How to Apply: Identify potential school(s) and teacher(s) Review and complete iGrants Form Package 719 Selection Districts/schools will be selected on a first-come basis.  Priority will be given to schools with FRL %> 50%.  Districts will be notified starting in mid-January on a weekly, rolling basis.  Final decisions will be made end of March Current OSPI Instructional Material Support Efforts Bridge to College Transition Courses Register for Webinar Bridge to College Informational Webinar January 12, :30 – 4:30 pm

Capacity and Funding Districts must apply through iGrants (FP 719) for both new and continuing teachers. Continuing teachers may apply for funding to participate in the Community of Practice activities and limited supplies. Up to 100 new ELA and 100 new math teachers will be selected. Each participating school may be funded for up to 2 Math and 2 ELA teachers (continuing and new). Participating schools will receive up to $12,500 to cover summer and school year professional development costs Maximum $2,500 per participating teacher; $500 for leadership support. No indirect costs. Schools implementing the courses through the grant are required to use a provided Bridge to College course name and course code. Current OSPI Instructional Material Support Efforts Bridge to College Transition Courses iGrants

OSPI Bridge to College Web Site Course information and application info Bridge to College Initiative Web Site Teacher/student videos and communications materials Contact Information Bridge Course and K-12/ Higher Ed agreements: Sally Zeiger-Hanson, SBCTC, Bridge Course Project Manager | Course Content and iGrants Registration: OSPI Teaching & Learning: Current OSPI Instructional Material Support Efforts Bridge to College Transition Courses OSPI Bridge to College Web Site Bridge to College Initiative Web Site

During the 2015 session, the Washington State Legislature allocated funding for Computer Science Education. $1,000,000 of the general fund – state appropriation for fiscal year $1,000,000 of the general fund – state appropriation for fiscal year These funds support the following three purposes: Train and credential teachers in computer science; Provide and upgrade technology needed to learn computer science; and, For computer science frontiers grants to introduce students to and engage them in computer science. Apply for all three purposes or any combination Current OSPI Instructional Material Support Efforts Computer Science and Education Grant Computer Science Grants Webpage

Requirements: Demonstrate readiness to enact grant funds. Include underserved student populations. Equal grant match from private sources (including gifts, grants, endowments, and in-kind services which can be quantified) Grant Amounts: Grant awards will depend upon the proposal plan, narrative, strength of match, partnerships and length of grant request. Contact: Ellen Ebert Clarence Dancer Current OSPI Instructional Material Support Efforts Computer Science and Education Grant RFP available and application process open in iGrants: Week of January 11, 2016 Application Closing Date: February 8, 2016 Phase 1 (Year 1) Awards: March June 30, 2016 Phase 2 (Year 1 & 2) Awards: March 2016 – June 30, 2017 iGrants

The legislature appropriated $1.3 million dollars to support state-funded math and science professional development for high school math and science teachers in the school year. Professional Development will be: Provided by the math and science coordinators at each Educational Service District; each ESD will offer both the math and science workshops. In-person OR online (to ensure all teachers in the state can access this professional development). Focusing on math or science content as identified in the Washington State Learning Standards to support student success on the Smarter Balanced Assessment and Biology End-of-Course Current OSPI Instructional Material Support Efforts State-funded Professional Development for High School Teachers PD for High School Teachers Website

Eligibility High school math teachers and science teachers whose students sit for the Biology EOC assessment Funding Will cover a specific number of teachers in each district, as identified in the allocation spreadsheet. May cover costs such as substitutes, travel, and stipends. Prorated based on the actual number attendees. Unused funds from districts will be reallocated to participating districts. Only available for PD, through this initiative, that occurs before June 30, 2016 Funding Allocation Spreadsheet Current OSPI/AESD Instructional Material Support Efforts State-funded Professional Development for High School Teachers Registration for face-to-face PD opens (in each ESD region): January 2016 Limited Math Pilot Workshops: January 2016 (ESD 113 & 117) Face-to-face math and science workshops: February – June 2016 (all ESDs) Online math and science workshops: March – June 2016 (all ESDs)

Mathematics—High School Math: Developing Conceptual Understanding through Productive Routines This workshop has a content focus on quadratic functions and a pedagogical focus on the implementation of instructional routines that promote mathematical reasoning and student discourse. Teachers will explore quadratic functions through rich tasks, and they will have the opportunity to experience, analyze, and learn to implement productive instructional routines and strategies that they can incorporate into their mathematics lessons and units. Science—Biology EOC: Closing the Achievement Gap This professional learning experience will focus on strategies for improving students’ performance on the Biology EOC assessment and provide guidance for navigating some of the more challenging assessment items. Teachers will increase their understanding of Research and Explore and Criteria and Constraints Application items, develop strategies that engage all students in responding successfully to assessment prompts, explore student confidence and readiness for the Biology EOC, and create personal action plans for sustaining student achievement. Current OSPI Instructional Material Support Efforts State-funded Professional Development for High School Teachers Anticipated Workshop Formats In person, delivered by each ESD: Full day (6 hours) After school (2- or 3-hour segments) Possible Saturdays Online 2–3 week series Variety of dates available – open to all teachers across the state

Questions? General questions: Science content questions: Ellen Ebert Math content questions: Anne Gallagher District Funding Questions: Melissa Stricklett (360) Current OSPI Instructional Material Support Efforts State-funded Professional Development for High School Teachers

Current OSPI Instructional Material Support Efforts Implementing Tribal Culture and History Senate Bill 5433 Honors historic agreements between Washington State and federally recognized Tribes. Requires incorporation tribal history, sovereignty and governance curriculum of the nearest federally recognized tribe(s) as part of social studies review or adoptions. Districts shall meet this requirement by using the “Since Time Immemorial” curriculum OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION “Since Time Immemorial” curriculum may be modified to incorporate regional specific focus or to integrate into existing curriculum materials. Since Time Immemorial Curriculum

Current OSPI Instructional Material Support Efforts Competitive Grant Opportunity OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Kip Tokuda Memorial Washington Civil Liberties Public Education Program Funding Cycle #1: Up to $100,000 available Funding Cycle #2: Up to $200,000 available Application Deadline: 4:00 p.m., January 14, 2016 tp:// tp:// Civil Liberties Grant

Individual Reports  Summary  Review Data  Reviewer Comments Collaboration with Department of Health Requires review of sexual health education resources Current OSPI Instructional Material Support Efforts Healthy Youth Act - Sexual Health Education Sexual Health Curriculum Review

Current OSPI Instructional Material Support Efforts Open Educational Resources Project K-12 OER Project The legislature finds the state's recent adoption of new learning standards provides an opportunity to develop a library of high-quality, openly licensed K-12 courseware that is aligned with these standards.

OER are… Open Educational Resources (OER) reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. Beyond Definitions by opensource.com – CC BY SA

Rainbow by Pepijn Schmitz – CC BY NC SA Cost shift from textbooks to other critical areas Up to date, innovative materials Collaboration and partnerships Continual quality improvement and standards alignment Support for independent and differentiated learning Solve legal concerns with distribution and adaptation Benefits of OER

Spectrum of Pencils by designsbykari – CC BY NC OER are not one specific type of resource Image and audio resources Books in the public domain Video and audio lectures Interactive simulations Game-based learning programs Lesson plans Textbooks Online course curricula Professional learning programs

The 5 Rs of OER Reuse — copy verbatim Redistribute — share with others Revise — adapt and edit Remix — combine resources Retain — make, own, & control copies Letter R by Leo Reynolds – CC BY NC SA

Photo by nickwheeleroz – CC NC SA OPEN is not the same as FREE Any free resources on the internet FREE is not the same as OPEN. Strictly digital resources OER is a license not a delivery platform. A replacement for copyright Open licenses are just a set of permitted uses that the copyright holder clarifies.

Rhino by Chris Ingrassia – CC BY Finding target resources Evaluating quality and alignment District policies that don’t recognize OER as an option Access and security issues Challenges with OER

24 Full-Course Curricula: Algebra 1, Geometry, Integrated Math 1 & 2, Grades 6-8 Mathematics Mathematics English Language Arts 60 Units (3-6 wks): Grades 6-12 ELA OER Review Reviewed OER Library

Think about OER as an important part in your district’s instructional material strategy. Provide a forum for cross-district discussion of OER implementation. Next OER Summit: April 19, 2016 at ESD 101. OER Summits Mt. Rainier by Wsigemund Service CC BY SA

OER User Groups Together by JD Hancock CC BY Organized around a problem of practice Share ideas Define best practices Champion effective distribution and implementation of resources 2015 OER Grantees

OER Beyond Washington State K–12 OER California Georgia Hawaii Idaho Minnesota North Carolina Oregon Utah Washington Wisconsin K-12 OER Collaborative

OER Beyond Washington State # GoOpen – US Department of Education #GoOpen Department of Education is proposing a new regulation that would require all copyrightable intellectual property created with Department grant funds to have an open license. Cohort of 10 districts has taken up the #GoOpen challenge to replace at least one textbook with openly licensed educational resources within the next year. #GoOpen Ambassador Districts currently use openly licensed educational materials and are committed to helping other districts understand how to effectively discover and curate these resources

Break for Q & A 51 Question Mark by Alexander Drachmann – CC BY SA

Current OSPI Instructional Materials Guidance OSPI Teaching and Learning

Next Steps Revise / Replace the OLD (2008) OSPI Guidance for Selection of Instructional Materials Create / facilitate more intentional connections across districts undergoing adoption processes

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

Group Discussion and Feedback Is this a helpful frame for thinking about designing and updating courses? Please provide your feedback. Are there additional important steps that don’t fit into one of these four areas? Review the major questions under each section – are these the questions that your district is asking. What is missing? What additional resources are needed to help address the questions in each area? Connect to Padlet

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Slide Deck Contact Information Anne Gallagher Mathematics Director Carol Coe Social Studies Program Supervisor Laurie Dills Sexual Health Education Program Supervisor Barbara Soots OER Program Except where otherwise noted, this work is licensed under

Meeting Reflection/Input STATEWIDE TEACHING AND LEARNING NETWORK MEETINGS Feedback Survey