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CCRESA C&I Council Meeting December 16, 2014

This article provides an overview of the standards review process for ELA and Math, including the timeline, feedback from educators and non-educators, and the textbook adoption process. It also discusses the K-12 OER Collaborative and the Founding Principles Act updates.

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CCRESA C&I Council Meeting December 16, 2014

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  1. CCRESA C&I Council Meeting December 16, 2014

  2. Standards Review Process

  3. Standards Review Schedule

  4. So how does that look for ELA and Math Standards Review this year? Focus Groups Survey feedback from non-educators NCDPI Standards Review Committee Survey feedback from educators Academic Standards Review Commission E-mail

  5. NCDPI Standards Review Committee: • Determine what revisions are needed based on their content expertise and data gathered • Draft revisions • Gather input on the revisions and incorporate feedback • Prepare final revision documents and present to State Board for adoption • Depending on the degree of change in the revised standards, new test specifications must be created and test items developed field tested.

  6. Sample Standards Review Timeline The process timeline is adjusted depending on the degree of revision necessary.

  7. Textbook Adoption Calling Textbook Evaluation Advisors

  8. Textbook Evaluation Advisors • Seeking Teachers and Instructional Leaders interested in serving • Openings available for all grade levels/courses and content areas under adoption • Grades K-2, 3-5, and 6-8 • Physical Science, Biology, Chemistry, Physics, and Earth/Environmental 

  9. Qualifications • Candidates must be certified in science and grade level of interest • Prefer candidates currently teaching science and the grade level of interest • Prefer candidates who have previous experience reviewing textbooks at the local level or state level

  10. Science Textbook Adoption and Evaluation Advisors Webinar Curriculum Directors or Science Supervisors may attend a webinar for more information about the science textbook adoption and how to become a textbook advisor: • January 15, 2015 • 4:00 – 5:00 • Reserve your Webinar seat now at:https://www1.gotomeeting.com/register/170806880

  11. K-12 OER Collaborative

  12. States in the Collaborative This is a state-led collaborative with support from non-profit organizations that support open content Nevada Oregon Utah Washington Wisconsin • Arizona • California • Hawaii • Idaho • Minnesota • North Carolina

  13. Partners Supporting this Work • Council of Chief State School Officers (CCSSO) • Achieve • The Learning Accelerator • Lumen Learning • Creative Commons • State Educational Technology Directors Association (SETDA) • State Instructional Materials Review Association (SIMRA) • Association of State Supervisors of Mathematics (ASSM)

  14. Goals of the Collaborative • provide additional choice to local education agencies with regards to content • significantly reduce expenditures for instructional materials • provide much greater flexibility with quality educational content

  15. Accomplishing Collaborative Goals • Starting with ELA and Math, contract with vendors to create full-course, high-quality open education resources for K–12 mathematics and English language arts/literacy • RFP was issued and is open to vendors, districts, and groups of teachers

  16. Benefits for LEAs • The Collaborative will ensure the materials resulting from the RFP are vetted by teachers, openly licensed, regularly updated, aligned to assessments, and available for free in both digital and print format. • NC will make resources available in Home Base (Schoolnet, LOR, and OpenClass). • LEAs will be able to adapt these materials to meet their particular needs using their own channels of review and development.

  17. Timeline Contracts for Phase II (full-development) will be awarded after the review of the prototype units created by successful contractors in Phase I. Milestone due dates will be established prior to Phase II awards with an expected development cycle of one year so resources are available in the 2016-17 school year.

  18. Next Steps • Consider submitting a letter of intent by January 9, 2015 to create Math and English language arts resources • Keep informed. Information about the request for proposal and other due dates may be found at http://k12oercollaborative.org/

  19. Founding Principles Act Update

  20. High School Courses Civics and Economics: • Institutions of constitutional democracy • Practices of American government • Fundamental principles and values upon which our nation was founded • Basic concepts of American politics and citizenship 100% alignment to The Founding Principles Act

  21. High School Courses American History I: • European exploration through Reconstruction • Establishment of political parties, America’s westward expansion, sectional conflict, Civil War • Founding Principles

  22. High School Courses American History II: • late nineteenth century through the early 21st century • political, economic, social and cultural development of the United States from the end of the Reconstruction era to present times

  23. Recommendation 1 Rename current required course “Civics and Economics” to: American History: The Founding Principles, Civics, and Economics

  24. Recommendation 2 • Local Boards of Education ensure that the intent of The Founding Principles Act is carried out through: • ongoing review of the curriculum content used in courses addressing The Founding Principles • professional development for teachers

  25. Resources http://ssnces.ncdpi.wikispaces.net/High+School+Resources

  26. Policy Updates • Course for Credit • Credit Recovery • Retaking a course for credit • HS Endorsements • Career, College, College/UNC, Academic Scholars, Global Language

  27. Course Codes • 2015-16 Course Codes – now posted • Active list only (inactive codes not available to select) • Only Comprehensive Articulation Agreement community college course have codes • Use generic for all others • Use generic for university

  28. Honors Portfolio Review • Ensure all explanations and evidences clearly  illustrate exactly how the course provides rigor on a level appropriate for advanced learners • How is the honors level course adapted and differentiated for advanced learners • How does the honors level curriculum of the course support vertical alignment for college and career readiness appropriate for advanced learners • How is the honors level course being taught in greater depth, complexity and rigor than a Standard levelcourse

  29. Very important to the process… • Spend time thinking through and planning your LEAs process for supporting the development and fidelity of honors courses • Use the Implementation Guide • Use the Quick Reference Guide to guide you on what sections should have evidences included within the actual Portfolio and what evidences should be submitted as attachments

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