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Instructional Materials Preview and Evaluation Training for

Instructional Materials Preview and Evaluation Training for High School History-Social Science Adoption. Prepared by Deborah Granger Margaret Hill, Ph.D. Coordinator, History-Social Science History-Social Science Coordinator

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Instructional Materials Preview and Evaluation Training for

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  1. Instructional Materials Preview and Evaluation Training for High School History-Social Science Adoption Prepared by Deborah Granger Margaret Hill, Ph.D. Coordinator, History-Social Science History-Social Science Coordinator Orange County Dept. of Education San Bernardino County Supt. of Schools Michelle M. Herczog, Ed.D. Consultant, History-Social Science Los Angeles County Office of Education

  2. Our Goal: To present a unique opportunity for high schools/districts to receive evaluation materials, information, processes, and publisher presentations to aid in the selection of standards-based history-social science materials for World History, U.S. History, American Government,and Economics. We also included Advanced Placement/ International Baccalaureate history-social science courses.

  3. AGENDA 8:00 – 8:30 a.m. Registration and Cont. Breakfast 8:30 – 8:45 a.m. Welcome and Introductions • Overview of the materials 8:45 - 10:15 a.m. Adoption Process Training • Overview of the Adoption Process • Tools for Selecting Standards-Based Instructional Materials • Practice Review Process • Suggested Timeline for Local Adoption 10:15-10:30 a.m. Break 10:30 a.m. – 12:15 p.m. Break-out Sessions: • World History • United States History • Economics/American Government • Advanced Placement and International Baccalaureate

  4. AGENDA 12:15 – 1:00 p.m. Box Lunch and Viewing of Publisher Materials 1:00 – 2:45 p.m. Break-out Sessions (continued): • World History • United States History • Economics • American Government • Advanced Placement and/International Baccalaureate 2:45 – 3:30 p.m. Viewing of Publisher Materials

  5. K-8 Adoption ProcessAn Overview • Recruitment of Reviewers • Training • Publisher Presentations • Independent Evaluation of Materials • Deliberations and Report Writing • Curriculum Commission Recommendations • State Board of Education Adoption • Local District Review and Adoption

  6. The 2005 K-8 History-Social Science Primary Adoption Important events: • January 11, 2005: Invitation to Submit meeting for publishers • March 1, 2005: Submission deadline • April 5-8, 2005: Training of reviewers in Sacramento • April 21, 2005: Sampling deadline • June 22-24, 2005: Legal and social compliance review in Sacramento • July 11-14, 2005: Review panel deliberations in Sacramento

  7. The 2005 K-8 History-Social Science Primary Adoption Important events (cont.): • September 29-30, 2005: Curriculum Commission meets, holds public hearings, and makes recommendations on the submitted programs • November 9-10, 2005: State Board meets, holds a public hearing, and takes final action on the adoption submissions • December 2006: Post-adoption briefing for publishers • February 2006: Distribution of Price Lists and Order Forms to districts

  8. K-8 Adoption Process Recruitment of Reviewers Following a statewide recruitment and thorough application process, the Curriculum Commission recommends and the State Board appoints members of the Content Review Panel (CRP) and Instructional Materials Advisory Panel (IMAP).

  9. The IMAP is composed primarily of classroom teachers but also includes a broad range of other participants (e.g., school administrators, curriculum specialists, and parents) who evaluate materials according to all elements of the criteria. IMAP members review submitted materials according to State Board-adopted criteria and ensure that the content of materials is in alignment with the curriculum framework and content standards. K-8 Adoption Process Role of IMAP

  10. K-8 Adoption ProcessRole of IMAPIMAP members review submitted materials according to State Board-adopted criteria in the five categories below: Criterion 1: Content/Alignment with Curriculum Criterion 2: Program Organization Criterion 3: Assessment Criterion 4: Universal Access Criterion 5: Instructional Planning and Support

  11. K-8 Adoption Process Role of CRP CRP members (usually scholars with a doctorate in the subject area) review submitted materials according to State Board-adopted evaluation criteria and ensure that materials are accurate, aligned to grade level content standards, and are based on current and confirmed research.

  12. K-8 and 9-12 Instructional Materials Adoption Process The K-8 adoption process is largely state run. Local districts select from the materials approved by the state. The 9-12 adoption process is locally run but subject to many of the same Education Code requirements. Since the Williams Settlement, these requirements are subject to greater scrutiny.

  13. K-8 Adoption Process • The Adoption Process starts with the adoption of the • Framework and • Criteria for the Evaluation of Instructional Materials, grades K-8, pursuant to Education Code sections 60200-60206. • The criteria, like the frameworks, are developed by the Curriculum Commission and adopted by the State Board at least 30 months prior to the adoption of instructional materials

  14. K-12 Adoption Process The Adoption Process starts with the adoption of the… • Framework (Updated 2000) and • Criteria for the Evaluation of Instructional Materials, pursuant to Education Code sections 60200-60206. • K-8: required • 9-12: recommended The criteria, like the frameworks, are developed by the Curriculum Commission and adopted by the State Board at least 30 months prior to the adoption of instructional materials

  15. Curriculum Framework Purpose • Provide support for teachers and guidelines for educational programs • Give direction to publishers for the development of instructional materials • Serve as a guide for local selection of instructional resources (grades 9-12) • Provide direction for curriculum delivery • Reflect current and confirmed research • Provide direction for teacher professional development programs, in-service, pre-service and teacher licensing standards

  16. Curriculum Framework Components • Uses current and confirmed research in education and the specific content area to provide a firm foundation for curriculum and instruction • Describes the scope and sequence of knowledge and skills all students need to master (based on content standards) • Used in the state adoption of instructional materials.

  17. Evaluating History-Social Science Instructional Materials Criteria for Evaluating Instructional Materials in History-Social Science, Kindergarten Through Grade Eight

  18. Criteria for Evaluating Instructional MaterialsCategories: • History-Social Science Content/Alignment with Standards: Required of K-8 and 9-12 • Program Organization • Assessment • Universal Access • Instructional Planning and Support

  19. Criteria for Evaluating Instructional MaterialsCategories: • History-Social Science Content/Alignment with Standards: Required of K-8 and 9-12 • Program Organization • Assessment • Universal Access • Instructional Planning and Support K-8: Required 9-12: Not required but recommended.

  20. History-Social Science Content/Alignment with Standards • This Criterion is the gatekeeper • In order to be adopted, materials must meet in full Category 1: History-Social Science Content/Alignment with Standards.

  21. History-Social Science Content Alignment with Standards Instructional materials provide “instruction designed to ensure that students master all of the History-Social Science Content Standards for the intended grade level. Analysis skills of the pertinent grade-span must be covered at every grade level.”

  22. Publishers complete California Standards Maps to identify how their programs align with the History-Social Science Content Standards for California Public Schools. History-Social Science Standards Maps K-8: Standards alignment is validated at the State level by Instructional Materials Advisory Panel (IMAP) members and Content Review Panel (CRP) experts. 9-12: Standards alignment is validated by textbook review committees in local districts.

  23. Standards Map: Example

  24. Adoption Process Legal and Social Compliance Review K-8: The legal and social compliance review is conducted by the IMAP/CRPs and also by a group of community volunteers assembled for that purpose. 9-12: The legal and social compliance review is conducted by local school districts.

  25. Adoption Process Legal and Social Compliance Review The Legal and Social Compliance review operates in accordance with Education Code sections 60040-60044, 60048, and 60200 and rules established by the State Department of Education. The standards and categories that are reviewed for legal compliance are listed within the State Board approved document entitled Standards for Evaluating Instructional Materials for Social Content.

  26. Legal and Social Compliance Review See: Standards for Evaluation of Instructional Materials for Social Content Chart (packet & CD) CDE Legal Compliance Categories • Male and Female Roles • Ethnic and Cultural Groups • Older Persons and the Aging Process • People with Disabilities • Entrepreneur and Labor • Religion • Ecology and the Environment • Dangerous Substances • Thrift, Fire Prevention, and Humane Treatment of Animals and People • Declaration of Independence and the Constitution of the United States • Brand Names and Corporate Logos • Diet and Exercise

  27. Adoption Process Education Code Compliance K-8: Education Code compliance is conducted by the Legal and Social Compliance Review Panel 9-12: Education Code compliance review is conducted by local school districts.

  28. Instructional Materials Funding • Main source of state funding: the Instructional Materials Funding Realignment Program (IMFRP) • First priority: standards-aligned materials for all students, core subjects • Mathematics • Reading/Language Arts • History-Social Science • Science

  29. Instructional Materials Funding When all pupils have standards-aligned instructional materials in the four subjects listed above, the governing board certifies that this has been accomplished. See sample IMFRP Certification - Suggested Languageon the CD Districts may then use IMFRP funds to purchase other adopted materials, such as foreign language, health, and visual and performing arts.

  30. Instructional Materials Funding 24 month rule: • K-8: Materials must be in place 24 months after SBE adoption (November 2005) • 9-12: Materials must be in place 24 months after local district adoption To use IMFRP funds, the local instructional materials adoption must be made after the State Board of Education adoption of the curriculum frameworks: • Reading Language Arts (December 1998) • Mathematics (December 1998) • History-Social Science (October 2000) • Science (February 2002)

  31. Instructional Materials Sufficiency The district governing board holds an annual hearing and adopts a Resolution of Instructional Materials Sufficiency See: Suggested Resolution on Sufficiency of Instructional Materials on the CD

  32. Instructional Materials Sufficiency EC 60119, revised by SB 550: The governing board must make a determination by resolution as to whether each pupil in the district has sufficient instructional materials in the 4 core areas. If there are insufficient materials, the governing board must… • Provide information on the reasons why there are insufficient materials. • Take action to insure that each pupil will have sufficientmaterials by the second month of the school year.

  33. Instructional Materials Sufficiency Definition of “sufficient” Each pupil (grades K-12) has standards-aligned textbook or instructional materials, or both, to use in class and to take home to complete required homework assignments. Source: Data element definitions and sources for the 2003-04 School Accountability Report Card (SARC) http://www.cde.ca.gov/ta/ac/sa/def04textbooksuff.asp

  34. Audit Penalties • Districts that fail to meet the requirements of theIMFRP and other Education Code sections governing instructional materials may forfeit their IMFRP funding if an audit finds that these funds were inappropriately expended.

  35. Tools for a Local Textbook Review Process California Education Code NAME OF TEXT:PUBLISHER:

  36. Tools for a Local Textbook Review Process Review Criteria Guide

  37. Practice Review Process Step 1 - Select a standard (Think about selecting standards students struggle with learning) Example: 11.10 Students analyze the development of federal civil rights and voting rights. 11.10.7 Analyze the women's rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the roles of women.

  38. Practice Review Process Step 2 - Analyze the standard to determine: • Specific information or understandings students must learn. • The thinking skills students must demonstrate • Content = development of women’s rights (chrono- • logical study) including people who disagreed • Era of Stanton Anthony 1840s-50s (Seneca Falls) • Events/laws leading to 19th Amendment 1868-1920 • Changes from the 1920s-1960s • Civil Rights issues related to women in 1960s such as NOW, women’s liberation, etc. • Thinking = analysis

  39. Practice Review Process Step 3 - Using the Table of Contents and Index of the text, determine the pages in the text that cover the standard. • Mark those pages on the publisher provided standards map and note if they match publisher info. • Read the selection(s) • Make note on the standards map if the text material includes information about all the elements of the standard. STANDARDS MAP _________________________________________________________________________________________ Grade| Stand. | Text of Stand. | Introduced| Practiced| Taught to Mastery|Yes| No| Evaluator Notes Pre-printed Completed by publisherCompleted by reviewer

  40. Review Criteria Charts How to use them at your site. Think about the students at your school and the reading or learning support they need to learn this standard. 1. 2. 3.

  41. Local Student Need Example: Vocabulary What are some ways that textbooks support vocabulary development… 1. Pre-teach at beginning of chapter 2. Highlight in text 3. Use appositional definitions 4. Vocabulary activities as part of the student chapter review

  42. Criteria Review Chart Find your school’s learning issue on the chart or add it at the end. Chart entry that addresses our example need: Strategies for universal access and ways to improve the vocabulary, reading and language skills of English learners in the H-SS context (Category 2, Entry 7)

  43. Practice Review Process Step 4 -Reread the selection with the criteria in mind and make notes on the Review Criteria Sheet Example: Strategies for universal access and ways to improve the vocabulary, reading and language skills of English learners in the H-SS context (Category 2 Entry 7) Universal access: 1. 2. 3.

  44. Spring 2005 • Establish Textbook Review Committee: • Make it representative and diverse • Content area, English Learner, GATE, and Special Ed specialists • Site or district administrator • University specialists • Examine the History-Social Science Content Standards and Framework • Meet with teachers, students, and parents to create • a needs assessment survey (Think about demographics, subgroups and CST performance, vertical articulation, & teacher, parent, and student input about learning needs.) Timeline for Local Adoption Process

  45. May - June 2005 Attend one of the three Southern California conferences on History-Social Science Secondary Textbook review and publisher presentations. Conduct needs assessment. Request sample copies of instructional materials for review. Timeline for Local Adoption Process

  46. June – August 2005 Meet in subject specific small groups to review the standards alignment and code compliance. Use the needs assessment information to select most important holistic Review Criteria Determine critical standards topics using CST cluster data, benchmark tests, and/or teacher report Examine all of the textbooks that adhere to California Content Standards for characteristics in the holistic criteria that provide strong instructional support for critical topics and identified students in the local schools. Timeline for Local Adoption Process

  47. June – August 2005 (cont’d) 5. Narrow the selection to two or three texts for a fall pilot process. 6. District/principal selects pilot teachers/classes with input from the Textbook Review Committee. 7. Textbook Review Committee, administrators, and pilot teachers establish benchmark criteria for the pilot classes. (Example: student motivation, level of understanding of concepts, test scores) Timeline for Local Adoption Process

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