Instructional Materials: The Future is Here. What is Happening Nationally? SMARTER Balanced Assessment Consortium (SBAC) Smarter Balanced Assessment Consortium Assessment Design The Consortium will provide the following by the 2014-15 school year: 3. Formative tools and resources 4. Responsible flexibility 5. Distributed summative assessment a. Content clusters throughout a course b. Most appropriate time for each student c. Scores rolled up Smarter Balanced Assessment Cons Assessment Design Grade/ ELA Type of Type of Data Frequency Number of Administrati Scoring Component produced items on Mode Method 3-8 Summative Scale score Once 30 Selected Computer Computer assessing for annually – 1- response Adaptive, Adaptive: Common achievement 2 3 Extended SR, ECR, TE automated Core and growth opportunitie constructed computer s response Computer scoring 7 Delivered: Technology teacher Performance enhanced administere Event 1 d Combination Performance performance of AI and event event teacher Smarter Balanced Assessment Consortium Assessment Design Grade/ ELA Type of Type of Data Frequency Number of Administration Scoring Component produced items Mode Method HS Summative Scale score Once 30 Computer Computer assessing for annually – Selected Adaptive, SR, Adaptive: Common achievemen 1-2 response ECR, TE automated Core t and opportuniti 3 computer growth es Extended Computer scoring Must be constructe Delivered: administere d teacher Performanc d at grade response administered e Event 11, may 7 performance Combinatio administer Technolog event n of AI and in grades 9 y teacher & 10 enhanced 3 Performan ce event Publishing Industry • Realities from the Past • Realizations of the Present • Visions for the Future Social Studies Adoption • Recently completed the criteria setting, call for bid and adoption process for social studies instructional materials • No materials considered for adoption met the criteria for Grades K-8 • Limited resources for Grades 9-12 met the criteria • The few texts meeting criteria are books currently under adoption or the materials met criteria a a minimal level. What about Science? • This is the year we are scheduled to establish criteria for social studies • We have previously convened a group of science teachers to revise the current CSOs. • However, when talk of Common State Standards began, we put our most recent revisions on hold. • The Common State Standards are not ready; we cannot use them for criteria setting. • Do we adopt the shelved standards, use these as basis for criteria setting and ignore the Common State Standards for Science for 6 years if we find aligned quality interactive digital resources? alignerd? Technology Infrastructure • Do we have the technology infrastructure to support the interactive digital resources being created by the publishers left standing? • Do we have the technology infrastructure to support the assessments described in the SMARTER Balanced awarded grant? What We Know All content area teachers across all programmatic levels report limited access to technology for instructional purposes. Most refer specifically to computers used almost exclusively for assessment purposes when they talk about technology. Social studies and science teachers report limited, or no, access to technology for instructional or assessment purposes. We must build the technology infrastructure upon a solid foundation of equitable access by all content areas for instructional purposes. The West Virginia Response Common State Standards Three Phase Plan 1. Study, develop an understanding of, and place the Common Core Standards for English and Mathematics into the WV Framework (2010-2011) 2. Alignment of Common Core Standards for English and Mathematics with current instructional materials, identify gaps and create digital resources to fill gaps (2011- 2012) 3. Alignment of all Teach 21 resources to the Common Core Standards (2012-2013) We have recommended that the WV Board of Education and WVDE continue to support the currently adopted content, learning skills and technology tools standards and objectives throughout the life of the contract with CTB that supports the administration of WESTEST2. It is our recommendation that the State Board of Education revise Policy 2445.40 to delay the adoption of instructional materials for two years and that they request that county school systems use the funding normally set aside for the purchase of instructional materials during those two years to build their technology infrastructure to support interactive digital resources in the classroom. The WVDE Office of Instruction also recommended that we convene a group of teachers representative of the critical mass of teachers implementing quality Global 21 instruction in their classrooms to advise WVDE on next steps in assuring that all teachers and their students have equitable access to quality instructional materials, as well as the technology necessary to implement Global 21 in their classrooms. You are that group. Guidance to County Systems • From this group and others we will identify representatives to come together to prepare a guidance document to present to the State Superintendent of Schools and the Cabinet Members. • We must build the technology infrastructure to support interactive digital resources aligned to the mission of Global 21, the recently released common core state standards for English and mathematics, and the common state standards for social studies and science, currently under development. Support for Social Studies • We will not engage in instructional materials adoption process for any content area during two- year delay. • Next adoption process will begin in 2012 and focus on placement of quality instructional materials in social studies classrooms in 2013. • WVDE will assemble team of teachers to collaboratively design electronic Global 21 resource materials to supplement current instructional materials. • Strong recommendation county school systems give priority to social studies teachers as they build technology infrastructure.
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