Instructional Materials Preview and Evaluation Training for High School History-Social Science...

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

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.

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

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

JACK O’CONNELLState Superintendent of Public Instruction

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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


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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


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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


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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).


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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.


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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


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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.

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.

History-Social Science Instructional Materials Adoption

K-8 9-12

Which governing board is responsiblefor adopting instructional materials thatmeet all legal requirements?

The StateBoard ofEducation

Local school boards.

Must instructional materials purchasedwith IMFRP funds be standards-aligned?

Yes Yes

Are publishers required to submitstandards maps to help identifyalignment of instructional materials tostandards?

Yes No, but may be requested byschool districts.

Must instructional materials purchasedwith IMFRP funds comply with theCalifornia Education Code?

Yes Yes


K-8 9-12

Must instructional materials purchasedwith IMFRP funds be reviewed for Legaland Social Compliance?

Yes, atthe statelevel.

Yes, at the local level.

Must instructional materials purchasedwith IMFRP funds meet all fivecategories as identified in the Criteriafor the Evaluation of InstructionalMaterials?

Yes No 9-12 materials must meetCriterion 1: Content/Alignment

with CurriculumNot required, but suggestedto meetCriterion 2: Program

OrganizationCriterion 3: AssessmentCriterion 4: Universal AccessCriterion 5: Instructional Planning

and SupportIs there a specific time wheninstructional materials must be adopted?

Yes, theSBE willadopt H-SSmaterialsNov. 2005

Yes, local governing boards willadopt any time within theframework adoption cycle.


K-8 9-12

Are districts expected to purchaseinstructional materials within theframework adoption cycle?

Yes Yes

What is the 24 month rule? Districts areexpected to have adopted instructionalmaterials in students’ hands within 24months of adoption.

Yes, within 24months of StateBoard of Educationadoption.

Yes, within 24 months oflocal school boardadoption.

Once materials are in place for each ofthe core areas, may districts use IMFRPfunds to purchase instructional materialsfor other subject areas including health,physical education, art, and foreignlanguage?

Yes Yes

Are districts that fail to meet therequirements of the IMFRP and otherEducation Code sections governinginstructional materials subject toforfeiting their IMFRP funding if an auditfinds that these funds wereinappropriately expended?

Yes Yes


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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

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


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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


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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.


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Evaluating History-Social Science Instructional Materials

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


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Criteria for Evaluating Instructional Materials Categories:

1. History-Social Science Content/Alignment with Standards:

Required of K-8 and 9-12

2. Program Organization

3. Assessment

4. Universal Access

5. Instructional Planning and Support


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Criteria for Evaluating Instructional Materials Categories:

1. History-Social Science Content/Alignment with Standards:

Required of K-8 and 9-12

2. Program Organization

3. Assessment

4. Universal Access

5. Instructional Planning and Support

K-8: Required

9-12: Not required but

recommended.


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• 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


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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

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.


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Standards Map: Example

Standard Map – Basic Comprehensive ProgramGrade Ten – History-Social Science

World History, Culture, and Geography: The Modern World

Students on grade ten study major turning points that shaped the modern world, from the late eighteenth century through the present, including the causeand course of the two world wars. They trace the rise of democratic ideas and develop an understanding of the historical roots of current world issues,especially as they pertain to international relations. They extrapolate from the American experience that democratic ideals are often achieved at a highprice, remain vulnerable, and are not practiced everywhere in the world. Students develop an understanding of current world issues and relate them totheir historical, geographic, political, economic, and cultural contexts, Students consider multiple accounts of events in order to understandinternational relations from a variety of perspectives.

PUBLISHER CITATIONS FOR LEA USE ONLYMeetsStandard

Grade Standard#

Text of Standard Introduced Practiced Taught toMastery

Y N Local Education AgencyEvaluator Notes

10 10.1 Students relate the moral and ethical principlesin ancient Greek and Roman philosophy, inJudaism, and in Christianity to thedevelopment of Western political thought.

10 (1) Analyze the similarities and differences inJudeo-Christian and Greco-Roman views oflaw, reason and faith, and duties of theindividual.

10 (2) Trace the development of the Westernpolitical ideas of the rule of law andillegitimacy of tyranny, using selections fromPlato’s Republic and Aristotle

10 (3) Consider the influence of the U.S.Constitution on Political systems in thecontemporary world.

Publisher:Program Title:Components:Grade Level(s):Intended Audience:


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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.


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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.


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Legal and Social Compliance ReviewSee: 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


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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.


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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


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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.


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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)


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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


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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.


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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

http://www.cde.ca.gov/ta/ac/sa/def04textbooksuff.asp


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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.

Tools for a Local Textbook Review Process

California Education CodeNAME OF TEXT:

PUBLISHER:

EDUCATION CODE EVIDENCE FROM TEXT

51008 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.

51501

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.

Tools for a Local Textbook Review Process

Review Criteria Guide

Category 1: History–Social Science Content/Alignment with Standards

Basic Requirement See Standards Maps

Category 2: ProgramOrganization

Level of LocalPriority

Evidence From InstructionalMaterials

Well organized with appropriateacademic language supportDetailed, in-depth, expository narrativefocused on ideas, actions, conflicts, andachievements.Emphasis on cause, effect, andsignificance of eventsStrategies for universal access and waysto improve the vocabulary, reading andlanguage skills of English learners in theH-SS context

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.


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 1868-19203. Changes from the 1920s-1960s4. Civil Rights issues related to women in 1960s such

as NOW, women’s liberation, etc.Thinking = analysis


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

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.

Local Student Need

Example:Vocabulary

What are some ways that textbooks support vocabulary development…1. Pre-teach at beginning of chapter2. Highlight in text 3. Use appositional definitions4. Vocabulary activities as part of the student chapter review

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)


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.

Spring 2005

Establish Textbook Review Committee: Make it representative and diverse

Content area, English Learner, GATE, and Special Ed specialists

Site or district administratorUniversity specialists

Examine the History-Social Science Content Standards and Framework

Meet with teachers, students, and parents to createa 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


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.


June – August 2005

1. 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.


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)


September – November 2005

1. 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.


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)


January - February 2006

1. 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.


March – June 2006

1. 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.


June – July 2006

1. 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 ofnew textbooks in all classes.


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Funding and Legal Questions?

Dr. Thomas Adams

Director, Curriculum Frameworks and Instructional Resources Division

California Department of Education

(916) 319-0881

[email protected]

mailto:[email protected]

Content and School or District Questions?

Contact your county office H-SS Coordinator:

Dr. Michelle HerczogConsultant, History-Social ScienceLos Angeles County Office of Education(562) [email protected]

Margaret Hill, Ph.D.History-Social Science CoordinatorSan Bernardino Co. Supt. of Schools(909) [email protected]

Deborah GrangerHistory-Social Science CoordinatorOrange County Depart. of Education(714) [email protected]








Instructional Materials Preview and Evaluation Training for High School History-Social Science...

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