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

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Presentation on theme: "Instructional Materials Preview and Evaluation Training for High School History-Social Science Adoption Prepared by Deborah GrangerMargaret Hill, Ph.D."— Presentation transcript:

1 Instructional Materials Preview and Evaluation Training for High School History-Social Science Adoption Prepared by Deborah GrangerMargaret Hill, Ph.D. Coordinator, History-Social ScienceHistory-Social Science Coordinator Orange County Dept. of EducationSan 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: :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 JACK O’CONNELL State Superintendent of Public Instruction 5 K-8 Adoption Process An 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 JACK O’CONNELL State Superintendent of Public Instruction 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 JACK O’CONNELL State Superintendent of Public Instruction 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 JACK O’CONNELL State Superintendent of Public Instruction 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 JACK O’CONNELL State Superintendent of Public Instruction 9 K-8 Adoption Process Role of IMAP 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.

10 JACK O’CONNELL State Superintendent of Public Instruction 10 K-8 Adoption Process Role of IMAP IMAP 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 JACK O’CONNELL State Superintendent of Public Instruction 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 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. The K-8 adoption process is largely state run. Local districts select from the materials approved by the state.

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16 JACK O’CONNELL State Superintendent of Public Instruction 16 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 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

17 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 –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

18 JACK O’CONNELL State Superintendent of Public Instruction 18 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

19 JACK O’CONNELL State Superintendent of Public Instruction 19 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.

20 JACK O’CONNELL State Superintendent of Public Instruction 20 Evaluating History-Social Science Instructional Materials Criteria for Evaluating Instructional Materials in History-Social Science, Kindergarten Through Grade Eight

21 JACK O’CONNELL State Superintendent of Public Instruction 21 Criteria for Evaluating Instructional Materials Categories: 1.History-Social Science Content/Alignment with Standards: Required of K-8 and Program Organization 3.Assessment 4.Universal Access 5.Instructional Planning and Support

22 JACK O’CONNELL State Superintendent of Public Instruction 22 Criteria for Evaluating Instructional Materials Categories: 1.History-Social Science Content/Alignment with Standards: Required of K-8 and Program Organization 3.Assessment 4.Universal Access 5.Instructional Planning and Support K-8: Required 9-12: Not required but recommended.

23 JACK O’CONNELL State Superintendent of Public Instruction 23 This Criterion is the gatekeeper In order to be adopted, materials must meet in full Category 1: History-Social Science Content/Alignment with Standards. History-Social Science Content/Alignment with Standards

24 JACK O’CONNELL State Superintendent of Public Instruction 24 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. ” History-Social Science Content Alignment with Standards

25 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. Publishers complete California Standards Maps to identify how their programs align with the History-Social Science Content Standards for California Public Schools.

26 JACK O’CONNELL State Superintendent of Public Instruction 26 Standards Map: Example

27 JACK O’CONNELL State Superintendent of Public Instruction 27 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.

28 JACK O’CONNELL State Superintendent of Public Instruction 28 Adoption Process Legal and Social Compliance Review The Legal and Social Compliance review operates in accordance with Education Code sections , 60048, and 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.

29 JACK O’CONNELL State Superintendent of Public Instruction 29 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

30 JACK O’CONNELL State Superintendent of Public Instruction 30 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.

31 JACK O’CONNELL State Superintendent of Public Instruction 31 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

32 JACK O’CONNELL State Superintendent of Public Instruction 32 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 Language on the CD Districts may then use IMFRP funds to purchase other adopted materials, such as foreign language, health, and visual and performing arts.

33 JACK O’CONNELL State Superintendent of Public Instruction 33 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)

34 JACK O’CONNELL State Superintendent of Public Instruction 34 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

35 JACK O’CONNELL State Superintendent of Public Instruction 35 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 sufficient materials by the second month of the school year.

36 JACK O’CONNELL State Superintendent of Public Instruction 36 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 School Accountability Report Card (SARC)

37 JACK O’CONNELL State Superintendent of Public Instruction 37 Audit Penalties Districts that fail to meet the requirements of the IMFRP and other Education Code sections governing instructional materials may forfeit their IMFRP funding if an audit finds that these funds were inappropriately expended.

38 Tools for a Local Textbook Review Process California Education Code NAME OF TEXT: PUBLISHER: EDUCATION CODEEVIDENCE FROM TEXT Cesar Chavez The State Board of Education shall ensure that the state curriculum and framework, where appropriate, include instruction on Cesar Chavez and the history of the farm labor movement in the United States, and that the state criteria for selecting textbooks include information to guide the selection of textbooks that contain sections that highlight the life and contributions of Cesar Chavez and the history of the farm labor movement in the United States No textbook, or other instructional materials shall be adopted by the state board or by any governing board for use in the public schools which contain(s) any matter reflecting adversely upon persons because of their race, sex, color, creed, handicap, national origin, or ancestry.

39 Tools for a Local Textbook Review Process Review Criteria Guide Category 1: History–Social Science Content/Alignment with Standards Basic Requirement See Standards Maps

40 Practice Review Process Step 1 - Select a standard (Think about selecting standards students struggle with learning) Example: Students analyze the development of federal civil rights and voting rights 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.

41 Practice Review Process Step 2 - Analyze the standard to determine: 1.Specific information or understandings students must learn. 2.The thinking skills students must demonstrate Content = development of women’s rights (chrono- logical study) including people who disagreed 1.Era of Stanton Anthony 1840s-50s (Seneca Falls) 2.Events/laws leading to 19th Amendment Changes from the 1920s-1960s 4.Civil Rights issues related to women in 1960s such as NOW, women’s liberation, etc. Thinking = analysis

42 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. 1.Mark those pages on the publisher provided standards map and note if they match publisher info. 2.Read the selection(s) 3.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 publisher Completed by reviewer

43 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

44 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

45 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)

46 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:

47 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

48 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.

49 Timeline for Local Adoption Process June – August Meet in subject specific small groups to review the standards alignment and code compliance. 2.Use the needs assessment information to select most important holistic Review Criteria 3.Determine critical standards topics using CST cluster data, benchmark tests, and/or teacher report 4.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.

50 Timeline for Local Adoption Process 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)

51 Timeline for Local Adoption Process September – November Pilot teachers use the books for the same pre- determined units of study. Teachers are advised not to pilot instructional materials unless standards maps are available. 2.Assistant Superintendent for Curriculum and Instruction prepares a parent/community review process according to district policy. 3.At the end of the pilot period, piloting teachers and the Textbook Review Committee examine and compare student benchmark assessment data.

52 Timeline for Local Adoption Process December 2005  The Textbook Review Committee completes a report with recommendations for textbooks and submits this to the Assistant Superintendent for Curriculum and Instruction.  The district implements a parent/community textbook review and feedback process.(See: Ed Code 60202)

53 Timeline for Local Adoption Process January - February Assistant Superintendent for C&I calls for additional or clarifying information from the Textbook Review Committee. 2.Local school board receives the recommendations of the Textbook Review Committee for study. 3.Local school board reviews parent/community input and the Textbook Review Committee report. 4.Local school board adopts standards-aligned history- social science instructional materials in accordance with California Education Code.

54 Timeline for Local Adoption Process March – June The district orders the adopted instructional materials. 2.Publisher teams provide in-service sessions by grade level/content area for the district faculty. 3.District grade level/content area teams meet to plan instruction and assessments using the new textbooks.

55 Timeline for Local Adoption Process June – July Teachers use the new textbooks in summer school. 2.District grade level/content area teams continue instruction and assessment planning September 2006 District teachers begin full implementation of new textbooks in all classes.

56 JACK O’CONNELL State Superintendent of Public Instruction 56 Funding and Legal Questions? Dr. Thomas Adams Director, Curriculum Frameworks and Instructional Resources Division California Department of Education (916)

57 Content and School or District Questions? Contact your county office H-SS Coordinator: Dr. Michelle Herczog Consultant, History-Social Science Los Angeles County Office of Education (562) Margaret Hill, Ph.D. History-Social Science Coordinator San Bernardino Co. Supt. of Schools (909) Deborah Granger History-Social Science Coordinator Orange County Depart. of Education (714)


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