1. OER Project Office of Superintendent of Public Instruction Office of Superintendent of Public Instruction Digital Learning Department Digital Learning Department http://digitallearning.k12.wa.us/oer http://digitallearning.k12.wa.us/oer 2016 OER Summit NorthEast Washington ESD 101 Mt. Rainier by Wsigemund Service CC BY SA

2. All resources for this event are located: http://bit.ly/1DK8crP

3. Team Introductions… Photo by Robert Occhlallni – CC BY NC What opportunity with respect to OER is your district exploring? What is your biggest concern with OER?

4. 1.Think about OER as an important part in your district’s instructional material strategy. 2.Engage with stakeholders outside your area of expertise to look at OER through different lenses. 3.Provide a forum for cross- district discussion of OER implementation issues. Photo by Cristiano Corsini – CC BY NC SA Goals

5. Agenda Benefits and challenges of OER OER in broader instructional materials context Locating OER and understanding licensing and remixing Vetting OER Theory into Practice Spokane Public Schools Central Valley School District Next Steps

6. 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. Beyond Definitions by opensource.com – CC BY SA

7. 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

8. OER Stories Council of Chief State School Officers (CCSSO): OER Stories, Policies, and Resources State Educational Technology Directors Association (SETDA) OER Case Studies

9. Education Week OER Stories – Grandview School District

10. OER Stories – Bethel School District Sage InitiativeWashington EngageNY Mathmatics User Group

11. Why OER… 11 Question Mark by Alexander Drachmann – CC BY SA

12. 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.

13. What’s protected by copyright? BOOKSSCRIBBLESDOODLESMOVIESARTICLESMUSICBALLETSPHOTOGRAPHSSOFTWAREPLAYSSCULTPTUREARCHITECTUREPAINTINGSWEBSITES Copyright sign by Horla Varian – CC BY

14. Open licenses help avoid you becoming a copyright detective! The Detective by Paurlan - CC BY

15. Open Licenses All Rights Reserved No Rights Reserved Traditional Copyright Alone Public Domain Some Rights Reserved Open License Adapted from Creative Commons in the Classroom – J. Goates http://www.slideshare.net/Jessicacoates/creative-commons-in-the-classroom-2013#/ http://www.slideshare.net/Jessicacoates/creative-commons-in-the-classroom-2013#/

16. OER clearly define user permissions

17. Creative Commons License License structure has three layers of information. Creative Commons

18. Copyright holder uses open license to express rights associated with reuse.

19. More accommodating More restrictive Creative Commons Licenses http://creativecommons.org/about/licenses/

20. University of Texas: First Year French Course http://bit.ly/1s2PV0D Utah Department of Education Grade 3 Science Book http://1.usa.gov/1RPFf6O Odell Education: Grade 7 ELA unit http://bit.ly/20vRWp9 Mathematics Assessment Project: Math Lesson http://bit.ly/1VOfX7o Activity: Find the license…

21. If the license is not clear? Check the Terms of Use

23. Rainbow by Pepijn Schmitz – CC BY NC SA 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 Cost shift from textbooks to other critical areas Benefits of OER

24. OER promote innovative uses of materials…

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

26. But Wait…

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

28. 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.

29. 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.

30. 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.

31. 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.

32. WSSDA Featured Policies Instructional Materials Selection & Adoption: Policy 2020; 2020P New Instructional Materials Model Policy WSSDA Featured Policies 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 designat e selector Temporary Supplemental select – within district guidelines

33. Discussion How often does your district assess course standards alignment and effectiveness? Does your current policy address the full range of options available now for instructional materials? What level of course updating is your district facing – minor refresh, fill gaps, complete overhaul.

34. Clownfish by Leszek Leszczynski – CC BY Finding OER

35. Internet Search Engines Google Advanced Search

36. OER Commons https://www.oercommons.org/ Curriki http://www.curriki.org/ National Science Digital Library https://nsdl.oercommons.org/ OER Repositories

37. Library of Congress https://www.loc.gov/teachers/classroommaterials PhET https://phet.colorado.edu Student Achievement Partners http://achievethecore.org Organizations with OER

38. Full Course OER EngageNY Full-Course OER EngageNY

39. CK12 Full-Course OER CK-12

40. Utah Open Textbooks Utah Open Textbooks Full-Course OER Utah Department of Education

41. Use one of the referenced sites or another of your own choosing to find two openly licensed resources in the grain size you discussed earlier. Activity: Find a resource…

42. OER Commons Curriki Canvas Commons Microsoft - OER Search Google Edmoto Spotlight Amazon Smarter Balanced Digital Library OpenEd Pinterest State Repositories Individual Developers Teachers Pay Teachers Better Lesson Share My Lesson Read Works PBS Learning Media This is only a small portion of the sites, repositories, and search engines out there that educators will use to find instructional materials of ALL license types. Know your need, search critically, and understand your level of permitted use!

43. Once a resource is found, ask yourself: Does the license give me permission to download, use, and/or make adaptations? How will you vet for quality and alignment? Who needs to approve use of this resource? Where will you store? How will you edit it? Can you add it to your LMS? How will you distribute? apples by msr – CC BY NC SA Reviewing OER – Get Open Smart

44. 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 Review Lenses – Building Your Team

45. IMET Rubric EQuIP Rubrics Achieve OER Rubrics How to Evaluate Quality

46. http://digitallearning.k12.wa.us/oer/library/ Washington OER Project OER Review Results Reviewed OER Library 24 full-course mathematics curricula 60 English Language Arts units Review instruments and process

47. Looking for the Learning Standards Shifts in a Mathematics Lesson Anne Gallagher Mathematics Director Office of Superintendent of Public Instruction Anne.Gallagher@k12.wa.us

48. Mathematical Pedagogy Shifts Moving From:Moving To: A focus on getting the right answer Reasoning with the mathematics and honoring how students arrive at a solution Getting the answer quicklyProductive struggle and seeing mistakes as an opportunity to learn from them Only procedural problemsRich tasks that elicit mathematical thinking and reasoning

49. The Three Shifts in Mathematics Focus: Strongly where the standards focus Coherence: Think across grades and link to major topics within grades Rigor: In major topics, pursue with equal intensity: ◦Conceptual understanding ◦Procedural skill and fluency ◦Application

50. Standards for Mathematical Practice 1.Make sense of problems and persevere in solving them 2.Reason abstractly and quantitatively 3.Construct viable arguments and critique the reasoning of others 4.Model with mathematics 5.Use appropriate tools strategically 6.Attend to precision 7.Look for and make use of structure 8.Look for and express regularity in repeated reasoning

51. Shift One: Focus Strongly Where the Standards Focus Spend more time on foundational concepts to deepen understanding – CCSS critical areas of focus Focus on fewer rich problems vs. pages of procedural problems Teach less, learn more – not rescuing students – allowing the productive struggle. Less topic coverage can be associated with higher scores on those topics covered because students have more time to master the content that is taught.”

52. Traditional K-12 U.S. Approach

53. Focus by Grade Level

54. Shift Two: Coherence Learning progression across grades, and links to major topics within grades Carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years. Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning. Standards are built on this progression of learning

55. Coherence: Link to major topics within grades Example: Geometric measurement 3.MD.C

56. Shift Three: Rigor Equal intensity in conceptual understanding, procedural skill/fluency, and application The CCSS-M require: ◦Building a strong conceptual understanding of math ideas ◦Procedural skill and fluency – skills we most associate with mathematics ◦Application of mathematics in real world situations

57. Conceptual Understanding (x + 2)(x + 1) FOIL

58. http://Mathhttp://Math Math Curriculum to Review Core Materials Utah Middle School Math Project - http://utahmiddleschoolmath.org/7th- grade/student-materials.shtml Chapter 4: Ratios and Proportions ◦Section 4.1 – Understand and Apply Unit Rates – pages 7MF4-1 to -6 of 7 th Grade Textbook ◦Section 4.1 – Understand and Apply Unit Rates – pages 7WB4 – 8 – 43 of 7 Grade Workbook Supplemental Desmos - https://student.desmos.com Class code of 7h7k Geogebra - http://www.geogebra.org/ Illuminations - https://illuminations.nctm.org/

59. Teacher/Content Expert Lens: Using the EQuIP Rubric Alignment to the depth in CCSS Key Shifts Instructional Supports Assessment About EQuIP

60. What we look for: Column III Lesson/Unit Unit or Longer

61. Reporting Your Results Which of these criteria can you identify in the lesson/unit overview? What evidence do you see that it exists?

62. Administrator/Curriculum Specialist Lens Consider the curricular implementation questions as you review these resources.

63. Technology Specialist Lens Use the Technology Rubric to assess the technology benefits and challenges of these OERs – both core and supplemental.

64. Group Work and Reporting

65. Looking for the Learning Standards Shifts in an English Language Arts Lesson Abby Spencer Elementary Literacy Coordinator NorthEast Washington ESD 101 aspencer@esd101.net

66. Every Day, Every Student Gets These Components of Literacy Instruction: Reading Writing Language Speaking & Listening Literacy in SS/H (6-12) Literacy in Sci/T (6-12) … “literacy instruction” happens across all content areas!

67. Three Shifts in English Language Arts Regular practice with complex text and its academic language Reading, writing, and speaking grounded in evidence from text, both literary and informational Building content knowledge through content-rich nonfiction

68. Shift One: Regular practice with complex text and its academic language Careful, targeted scaffolding of text complexity Focus on appropriately rigorous texts Practice reading easy/at-level/strenuous texts Strategic teaching of Tier 2 and Tier 3 vocabulary with authentic application of new words and terms

69. Shift Two: Reading, writing, and speaking grounded in evidence from text, both literary and informational Moving from “How do you feel about what you just read? Can you connect with it? Do you like it?” to “Identify three examples that let you know what the author’s purpose is. Do you agree with the author?”

70. Shift Three: Building content knowledge through content-rich nonfiction Provides an ideal context for building language, vocabulary, knowledge, and reasoning Is challenging, complex, and has deep comprehension-building potential Is an opportunity for students to learn how to engage, interact, and have “conversations” with the text in ways that prepare them for the type of experiences they will encounter in college and careers.

71. Expectations of Informational Text Exposure

72. It is Working!

73. Greater focus on SPEAKING and LISTENING SPEAKING AND LISTENING Comprehension and collaboration (standards 1−3) Day-to-day, purposeful academic talk in one-on-one, small-group, and large-group settings Presentation of knowledge and ideas (standards 4−6) Formal sharing of information and concepts, including through the use of technology MEDIA and TECHNOLOGY Just as media and technology are integrated in school and life in the twenty-first century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards.

74. How to Write A Memior: A Close Reading Lesson LearnZillion

75. Teacher/Content Expert Lens: Using the EQuIP Rubric Alignment to the depth in CCSS Key Shifts Instructional Supports Assessment About EQuIP

76. What we look for: Column II Lesson/Unit Unit or Longer

77. Criteria Reading Text Closely Text-Based Evidence Writing from Evidence Academic Vocabulary Increasing Text Complexity Building Disciplinary Knowledge Balance of Texts Balance of Writing

78. Reporting your Results Which of these criteria can you identify in the lesson/unit overview? What evidence do you see that it exists?

79. Administrator/Curriculum Specialist Lens Consider the curricular implementation questions as you review this resource as well as one of the resources noted by your team earlier.

80. Technology Specialist Lens Use the Technology Rubric to assess the technology benefits and challenges of this OER as well as the resources noted by your team earlier.

81. Group Work and Reporting

82. Theory to Practice Idealism detached from action is just a dream. But idealism allied with pragmatism, with rolling up your sleeves and making the world bend a bit, is very exciting. It's very real. It's very strong. Bono Spokane Public Schools Central Valley School District

83. Open Education Resources April 16, 2016 Tricia Gessele – Math Specialist Kristin Whiteaker – Director SVBL Spokane Public Schools

84. What was the need and why OER? Common Core State Standards shift Math adoption committee in 2012-2013 First in many years for grades 3-5 Committee stalled due to lack of deeply aligned resources

85. Selection Engage New York Need for CCSS aligned resources 3 year interim adoption to give publishers a chance to align to CCSS Aligned to publishers criteria Written specifically to CCSS

86. Implementation High levels of professional development Spring of 2014 – optional pilot of two modules, professional development sessions 2014-2015 – optional transition to ENY due to CBA constraints of double adoption with ELA curriculum. 96 percent chose to transition to ENY. 4 2 hour sessions specific to grade level, stipend for attending all four and providing artifact 2 1 day sessions for grade bands – digging deeper into models and progressions – school representatives

87. Implementation 2015-2016: Summer Institute 6 hours PD for new hires Eureka PD trainers 2 days of models and progressions 3 2 hours sessions digging deeper for grade bands Move to version 2 from Eureka, New teacher guides and student sets, Spiral bound for grades 7/8, Teacher choice in printing Homework

88. Benefits “Kids are learning more than they ever have” “I am continually surprised at what my students can do” “It is so nice that the students already know the models when they get to my grade level” Deeply aligned to CCSS K-8 alignment

89. Challenges Fully consumable No color Printing for a district of 30,000 K-2 teachers struggle making it friendly for math workshop or stations Teacher work intensive for differentiation Assessments Eureka usage charge

90. Lessons Learned Logistics: Perfect bind for grades 6-8 Some districts do it for grades below as well Delivery schedule and printshop orders Frequent communication with vendors for printing Double check the print before it is sent to buildings

91. Next Steps Math Adoption Committee for implementation for 2017-18 at least for K-2 ENY will be one of the curriculums considered within the adoption Move 6 th grade to perfect bind materials Not printing homework, assessments, exit tickets, sprints from vender to give more teacher professional choice in what to use when for students Fewer deliveries for 2016-1017

92. Questions Thank you Contact information: Tricia Gessele triciag@spokaneschools.orgtriciag@spokaneschools.org Kristin Whiteaker kristinw@spokaneschools.orgkristinw@spokaneschools.org

93. OER User Groups Together by JD Hancock CC BY Organized around a problem of practice Share ideas, define best practices, and champion effective distribution and implementation of resources iGrants – FP 730 Proposals due May 18, 2016

94. OER: From Noun to Verb Promoting Open Practice Using Open Resources Adapting Open Materials Engagement with OER often follows a path from using materials to sharing of educational resources for the common good and a finally practice of continual iterative development of material.

95. How do small schools with teachers working in isolation collaborate and share resources? OER User Groups Southeast WA OER Consortium SearchSelectEvaluateImplementReflect Corelaborate Blog

96. OER User Groups Southeast WA OER Consortium OER Commons Group

97. “… because we would like other districts to be able to download or copy/use whatever we have created, we are fine with taking off the “Do Not Copy” watermark and would like to include a Creative Commons (CC) license at the bottom instead. “ Everett Public Schools

98. Creating OER Create by DoremeGirl CC BY NC 1.Make sure work is copyrightable 2.Make sure you have rights 3.Understand license options and rational for choosing type

99. District Policies Photo by PugnoM CC BY NC Districts should have up-to-date policies on teacher-created and district-created created materials. Ownership of copyright Ownership of copyright Licensing requirements Licensing requirements Clarification of ownership of grant-funded work Clarification of ownership of grant-funded work

100. Applying and Open License Open Washington Attribution Builder Creative Commons License Chooser

101. Spread the Word OER Commons Washington Hub

102. Movement by Gwenaël Piaser – CC BY NC SA What are your next steps? Do you have a specific goal with regard to the implementation of OER in your district? What is your biggest need in this area? Next Steps

103. Except where otherwise noted, this work is licensed under a Creative Commons Attribution License @waOSPI_OER anne.gallagher@k12.wa.us aspencer@esd101.net dennis.small@k12.wa.us barbara.soots@k12.wa.us http://www.k12.wa.us/ Please complete the evaluation for this event: http://bit.ly/22fogkc http://digitallearning.k12.wa.us/oer