1. 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
(503)
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
May 1, 2012

2. Objectives for this Webinar
Elicit feedback on New District Guidance for Instructional Materials
OAR 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

3. 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

4. The Oregon Diploma (Context)
Standards-Based Credit Requirements
4- English/LA Arts/CTE/Second Language
3- Math Health
3- Science PE
3- Social Sciences 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.

5. Brief Introduction (Context)
Context of instructional materials in support of the implementation of CCSS
Bridge year introduction and definition
Bridge (Interim Adoption Year )
CCSS English Language Arts ( )
CCSS Mathematics ( )
CCSS Bridge
CCSS ELA
CCSS Math

6. 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

7. 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

8. 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

9. 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

10. 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

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

12. Updated CCSS Instructional Materials Web Page

13. School District Adoption/Selection Information

14. Additional Feedback
Please submit additional feedback regarding instructional materials to support the CCSS to:
CCSS Stewardship Team Instructional Materials Workgroup Co-Chairs:
Debbie Connolly
Tom Luba
ODE Staff:
Drew Hinds
Paula Merritt
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
May 1, 2012