textbook commission meeting - dpi.state.nc.us · • cluster headings used as organizational tool...

Textbook Commission Meeting

Content Meeting

April 17, 2018

State Board Room

7th Floor, NCDPI

Today’s Agenda

• Welcome

• Approval of minutes

• Content training

• Evaluation form training

Textbook Commission MeetingApril 17, 2018

K-8 Mathematics Criteria Training

Beverly G. Vance, Section Chief

K-12 Mathematics/Science

Standards, Curriculum &

Instruction Division

Beverly G. Vance, Section Chief

K-12 Mathematics/Science

Standards, Curriculum & Instruction Division

• Back-story CCSS adopted

2010 and implemented through 2018

#1

• New Standards Adopted June,

2017 and implemented 2018 - 2019

#2 Criteria Sheets

• Content

• Pedagogy

• Accessibility

#3

Textbook Commission Meeting:




#1


2017 and implemented 2018

- 2019

#2 Criteria Sheets

• Content

• Pedagogy

• Accessibility

#3

1. Back-story

Instructional

CoachesCurriculum

DirectorsAdministrators

Teachers Higher Ed Accountability

Staff

EC & EL

Curriculum

Staff

School

Readiness

Staff

External

Business

Stakeholders

Mathematics Writing Team



#1



#2

Criteria Sheets

• Content

• Pedagogy

• Accessibility

#3



2. New Standards: General Changes

• Bullets used to rewrite standards with multiple parts to make expectations clear and concise

• Language added for clarification

• Examples removed and placed in instructional support documents

• Footnotes placed in the standards or instructional support documents

• Standards combined or separated, as needed, to achieve clarity

• Cluster headings used as organizational tool and no longer necessary to interpret the standard



#1



#2

Criteria Sheets

I. Content

II.Pedagogy

III.Accessibility

#3



Part I: Content

80% Alignment



Standards Documents

• 2017 Standards Documents

• Standards Comparisons

• Major Revisions

• Under Development - Unpacking

The Unpacking Documents

K-2Counting, Reading and Writing Numbers

• The purpose of the counting standards

(NC.K.CC.1 and NC.1.NBT.1) is for students

to rote count to investigate patterns in the

number system.

• The purpose of the reading and writing

number standards (NC.K.CC.3, NC.1.NBT.7,

NC.2.NBT.3) is for students to apply their

place value understanding to read and write

numbers.

KindergartenClarifying Standards:

• NC.K.CC.4 State the number of objects in a group, of up to 5 objects, without counting the objects (perceptual subitizing).• Apprehension of numerosity without using other

mathematical processes (e.g., counting)

• Supports cardinality

• NC.K.OA.6 Recognize and combine groups with totals up to 5 (conceptual subitizing).• Apprehension of numerosity through part-whole

relationships (one three and one three form a six on a domino)

• Supports addition and subtraction

First Grade

New limitation:

• NC.1.OA.1 Comparison Problem Types

New Standard:

• NC.1.MD.5 Identify quarters, dimes, and

nickels and relate their values to pennies.

5 pennies = 1 nickel

10 pennies = 1 dime

25 pennies = 1 quarter

Second GradeNew limitation:

• Comparison Problem Types

Concept removed:

• Line Plots

Combining standards:

• 2.G.2 was integrated into NC.2.OA.4

• Students use rectangular arrays to work with

repeated addition.

• Students also explore arrays as rectangles

partitioned into rows and columns

2 2 2 2 ?+++ =

3-5Change From Rounding to Estimation

Strategies“Use estimation strategies to assess

reasonableness of answers.”

• Rounding is one of several estimation strategies.

• This change of wording was done to shift the focus

from the memorization of rounding rules to

understanding reasonableness of answers.

• Context of the situation should determine the

estimation strategy used.

Third Grade

Limitations added:

NC.3.OA.8

• Two-Step word problems limited to addition,

subtraction, and multiplication

Concepts removed:

• Metric measurement

• Line plots

• Area of rectilinear figures

Fourth Grade

Limitations added:

• Factors

• Range of numbers for place value and place value operations

Concepts removed:

• Customary measurement removed and focus placed on the metric system (NC.4.MD.1) to align and support place value understanding with decimals (NC.4.NF.6)

• Fractional values on a line plot

Fourth Grade

Concept added:

• Finding area of rectilinear figures (NC.4.MD.3)

Fifth GradeLimitations added:

• Fraction denominators

• Multiplication of fractions (one-step problems)

• Measurement conversions with a conversion chart

• Dimensions of combined rectangular prisms

Concepts removed:

• Brackets and braces

• Exponents to denote powers of 10 (moved to 6th

grade)

• Line plots

Concepts added:

• Division models

• Line graphs

Part II: Pedagogy

Instructional Materials Review

Criteria Sheet: Mathematics K-8

6-8

Building Coherent Connections

• Developing a common language around rates,

scale factor and unit ratio (NC.6.RP.2, NC.7.RP.3)

• Using models and reasoning to build understanding

(NC.6.NS.1, NC.6.NS.4, NC.6.NS.9, NC.8.G.9)

• Closing gaps in the learning progressions

(NC.7.RP.2a, NC.8.EE.7)

• Allowing more time for development of advanced

mathematical concepts (NC.6.NS.9, NC.6.SP.3,

NC.7.SP.3a)

Developing a Common Language

NC.6.RP.2 Understand that ratios can be expressed as

equivalent unit ratios by finding and interpreting both unit ratios

in context.

• Placing the focus on unit ratios instead of unit rates.

For example: In the ratio of 50 dollar for 10 hours of work,

the unit ratios are 1 dollar for 1/5 hour of work and 5 dollars

for 1 hour of work.

NC.7.RP.3 Use scale factors and unit rates in proportional

relationships to solve ratio and percent problems.

• Using the terms scale factor and rates to describe the

multiplicative relationships in ratios and proportions.

Building Understanding

NC.6.NS.1 Use visual models and common denominators to: …division of fractions .

• Student develop the use of common denominators to divide fractions. This aligns to quotative division problems -how many ___ are in ___.

NC.6.NS.4 Understand and use prime factorization and the relationships between factors to…Find the least common multiple of two whole numbers less than or equal to 12 to add and subtract fractions with unlike denominators.

• In 5th grade, students only add and subtract fractions in related families using models. In 6th grade, students find the common denominator using the LCM to rewrite fractions to add and subtract.

Building Understanding

New Standard

NC.6.NS.9 Understand additive inverses when adding and

subtracting integers.

• Describe situations in which opposite quantities combine to

make 0.

• Understand as the number located a distance q from p, in the

positive or negative direction depending on the sign of q. Show

that a number and its additive inverse create a zero pair.

• Understand subtraction of integers as adding the additive

inverse, Show that the distance between two integers on the

number line is the absolute value of their difference.

• Use models to add and subtract integers from -20 to 20 and

describe real-world contexts using sums and differences.

Learning Gaps

NC.7.RP.2a

• Added proportions in different representations added from (8.EE.5-removed) to fill the gap between comparing ratios (NC.6.RP.3) and linear functions (NC.8.F.2)

NC.8.EE.7

• Added solving multi-step inequalities with variables on both sides to bridge the gap between inequalities in 7th grade (NC.7.EE.4) and NC Math 1 (NC.M1.A-REI.3)

Developing Mathematical Reasoning

NC.6.NS.9

• Added integers to 6th grade with limitations (-20

to 20, using models)

NC.6.SP.3, NC.7.SP.3a

• Removed the calculation of MAD (NC.6.SP.3)

from 6th grade and using MAD to make

comparative inferences in 7th grade

(NC.7.SP.3)

Part III: Accessibility

Instructional Materials Review

Criteria Sheet: Mathematics K-8

From Modeling to Algorithms

ConceptBuilding Understanding

with ModelsAchieving Proficiency

with Algorithm

Addition and Subtraction of Whole Numbers

Grades K, 1, and 2 Grade 4

Multiplication of Whole Numbers Grades 3 and 4 Grade 5

Division of Whole Numbers and Decimals

Grades 4 and 5 Grade 6

Addition and Subtraction of Fractions

Grades 4 and 5 Grade 6

Multiplication of Fractions Grades 4 and 5 Grade 6

Division of Fractions Grades 5 and 6 Grade 7

Addition and Subtraction of Integers

Grade 6 Grade 7

Mathematics Education:

EC Evaluation

Appropriateness,

Scope, and

Resources

Mathematics Education:

EL Evaluation

Appropriateness,

Scope, and

Resources

What do we look for as

Elements of Effective

Mathematics Instruction?

• Motivation

• Eliciting students’ prior knowledge

• Intellectual engagement

• Early use of Modeling and moves to

Algorithms

• Reasoning and Sense-making via the

Standards for Mathematical Practices

Updated Criteria &

Digital Resources

Donna Murray

Digital Teaching & Learning Division

Related Legislation

Transition from

textbooks to

digital learning

TextbookSystematically

organized &

Comprehensive

Hardbound / softbound books

Activity-oriented programs

Classroom kits

Technology based programs

NC Digital Learning Plan

NC Digital Learning Plan

• Standards

• Digital learning

• Personalization

• Interactivity

• Online resources

• Age appropriateness

• Accessibility

Textbook

alignment

considerations

Digital

Learning

Resources

Flexible

Interactive

Continuously

updated

Definition of Textbook /

Instructional Materials

Includes Digital ContentDigital Instructional Materials Acquisition Policies for States. SETDA. February 2018. www.setda.org.

State Statute

Implementation of

Digital Instructional Materials

Digital Instructional Materials Acquisition Policies for States. SETDA. February 2018. www.setda.org.

Research

• State Instructional Materials Review Association

• State Educational Technology Directors Association

• Digital Materials Acquisition Policies for States

• National Center on Accessible Educational Materials

• Universal Design for Learning

• Consortium for School Networking

• Web Content Accessibility Guidelines

• NC Digital Learning Resources Rubric

Criteria Sheet – Current Structure

• Content area sheet

– Content-specific criteria

– General criteria

• Additional criteria sheets

– English Learners

– Exceptional Children

Criteria Sheet – Revised Structure

1

Instructional Materials Review Criteria Sheet

INSTRUCTIONAL MATERIALS TITLE ______________________________ Bid No. ______

PUBLISHER___________________________________COPYRIGHT____________________

AUTHOR(S)_________________________________________ISBN_____________________ ADVISOR____________________________________________________________________

TEXTBOOK COMMISSION MEMBER _____________MEMBER’S SBE DISTRICT_______

Please explain your responses to the below in the space provide. Be sure to cite specific page numbers,

textual references as well as specific standards. Use additional sheets as necessary.

CONTENT

YES NO Alignment to standards

· Materials present main concepts that support a minimum of 80% of the

grade-level, proficiency level, and/or course expectations in the NCSCOS. · Content area specific criteria

Structure and organization

· User navigation of resources is easy to learn

· Format is visually appealing and not distracting from content · Content structure is logical

· Content is presented with sufficient depth and breadth to adequately address grade-level, proficiency level, and/or course expectations.

· Key concepts, skills and vocabulary are identified, developed, reviewed and reinforced · Features of resources are purposeful and enhance learning

· Content includes necessary supports and guides, such as content navigation, dictionary/thesaurus, related references, etc. · Digital content can be accessed on various devices and internet browsers

Accuracy

· Content is free of errors

· Use of correct grammar and spelling

· Does not contain outdated material

· Content is presented in a factual and objective manner, without bias

Documentation for Part II – Specific Criteria (Use extra sheets, if necessary.)

• Content

• Pedagogy

• Accessibility

Updated criteria

• Differentiation

• Personalization

• Relevancy

• Digital learning

• Accessibility

Technology

Criteria related to digital learning

Technology should meet all criteria for

accuracy, appropriateness, and scope.

Format is easy to navigate, visually appealing

and not distracting from content.

Teacher materials should also meet

the criteria of the teacher resources.

If student access is allowed, a

Save/Record feature should be included.

Print resources are available or may be

converted to specialized formats for accessibility.

1

Digital content can be

accessed on various devices

and Internet browsers.

Digital resources are accessible.

2

Technology features

include accessibility options

to enable all users

equivalent access.

3

The technology resource design

contains motivational elements

to engage students,

appropriate visual and auditory

elements, and provides

an intuitive user interface.

4

There are robust

digital resources

for student learning,

practice and assessment.

5

Digital materials provide

opportunities for meaningful,

interactive experiences.

6

Digital materials provide

content supports for teachers

to further develop expertise.

7

Exceptional Children (EC)

Considerations

Beverly [email protected]

Educational ConsultantExceptional Children Division

North Carolina Department of Public Instruction

mailto:[email protected]

EC IDEA Eligibility Categories

• Autism Spectrum Disorders

• Deaf-Blind

• Deaf & Hard of Hearing

• Emotional Disabilities

• Intellectual Disabilities

• Significant Cognitive Disabilities

• Specific Learning Disabilities

• Speech-Language Impairments

• Traumatic Brain Injury

• Visual Impairments(IDEA-Individuals with Disabilities Education Act)

EC Requirements

• Federal policy mandates that Students

With Disabilities (SWD) receive

instruction with their non disabled peers

to the fullest extent possible; 99% of EC

students are instructed in and assessed

on the same standards as their grade

level peers and therefore require access

to grade level textbooks.

EC Requirements

• Students with the most significant

cognitive disabilities or 1% of the EC

student population are instructed in and

assessed on modified grade level

standards; they also require access to

grade level textbooks.

EC Requirements

• Students may require instructional

accommodations to fully participate in

the general education setting;

considerations for accommodations

must be based on the individual needs

of each student and documented in the

student’s Individualized Education

Program (IEP).

Universal Design for Learning

Questions to Consider for all students:

Do the textbooks and materials provide for multiple means

of presentation, engagement, and representation?

Are there suggestions for ways to remediate, enhance,

reinforce?

Language Access

Textbooks should:

• Include a variety of linguistic supports

• Focus on key vocabulary and language

functions

• Provide opportunities for the use of visuals

and technology

• Promote building background knowledge

• Promote oral language development

associated with the content areas.

Content Access &

AccommodationsTextbooks should support the use of

accommodations to enhance content knowledge

through the use of:

• Manipulatives and hands-on materials

• Modeling

• Graphic Organizers/Advance Organizers

• Technology

• Specially Designed Instruction

• Differentiated Instruction

• Authentic Assessment Tools

• Alternate formats (easily adaptable to meet the needs of a

variety of disability areas such as vision, hearing, and cognitive

disabilities)

Access and Accessibility Tools

Textbooks should support instructional strategies

that promote:

• Activating and bridging prior knowledge and/or

experience

• Access to authentic texts

• Metacognitive development

• Higher order thinking skills

• Contextualization

• Building schema to enhance understanding

• Linguistic modality integration (listening, speaking,

reading, and writing)

Differentiation

Textbooks should support differentiation for all

learners in the following areas:

• Content: Knowledge, skills students are learning

• Process: Vary the learning activities: flexible

grouping, graphic organizers, diagrams, charts, maps

• Product: Vary complexity of the assignment/product

• Environment: classroom setting, location, space,

materials

Sample EC Evaluation Criteria

• 11 items in a “yes” or

“no” format to be

considered for EC

during the textbook

selection process

• Space to document

specific support for the

“yes” or “no” responses

EC Evaluation Criteria

• Content

– Grade appropriate, varied cognitive levels,

abilities, and learning styles

– Relevant, linking to prior knowledge, active

student engagement

– Key concepts, skills, vocabulary are

identified, developed, reviewed, and

reinforced


• Materials– Include a variety of exercises, reviews, assessments,

performance tasks

– Provide opportunities for students to collect, organize,

interpret and evaluate information

– Include summary of content, instruction, and objectives,

supplemental or background information

– Include guides, such as contents, glossary, dictionary,

bibliography/footnotes, references, websites, literature links,

support agencies

– Include sufficient material, well organized, easy to use,

comprehensive, durable and reasonably sized


• Resources

– Should accommodate first year and veteran

teachers

• Text

– should contain appropriate font, color, spacing,

legibility, photos, graphics, and captioning

• Technology

– Student text and teacher resources should meet

criteria for accuracy, appropriateness, and scope

EC Resources

• EC Disability Resources

• Specially Designed Instruction

• UDL Webinar

https://ec.ncpublicschools.gov/disability-resources

https://ec.ncpublicschools.gov/sdiguidance.pdf

https://ec.ncpublicschools.gov/conferences-profdev/training-materials

EL Evaluation

for Mathematics

Ivanna M T Anderson

[email protected],gov

Xatli Stox

[email protected]

ESL wiki:

http://eldnces.ncdpi.wikispaces.net

mailto:[email protected],gov


http://eldnces.ncdpi.wikispaces.net/

English Language Development

(ELD) Standards

Language & Content

▪ Language proficiency involves the

language associated with the content

areas.

▪ Content knowledge reflects the

declarative (what) and procedural

knowledge (how) associated with the

content.

Standards

ELD

• Academic language

development

• Language-based

• Reflective of the

varying stages of

second language

acquisition

• Representative of

social and academic

language contexts

State Content

• Academic

achievement

• Content-based

• Reflective of

conceptual

development

• Representative of

the school’s

academic curriculum

English Language Development

Standards

Social & Instructional Language

Language of Language

Arts

Language of Mathematics

Language of Science

Language of Social

Studies

Academic Language

Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

Language Access

• A variety of linguistic supports

• Focus on key vocabulary and language

functions

• Use of visuals and technology

• Building background knowledge

• Promotion of oral language development

• Native language support (when possible)

• And more…

Content Access

• Use of realia, manipulatives, and hands-on

materials

• Graphic Organizers/Advance Organizers

• Use of Technology

• Differentiated Instruction

• Authentic Assessment Tools

• And more…

Scaffolding: Accessibility Tools• Modeling

• Activating and bridging prior knowledge

and/or experience

• Access to authentic texts

• Metacognitive development

• Higher order thinking skills

• Contextualization

• Building schema

• Linguistic modality integration (listening,

speaking, reading, and writing)

• And more…

Socio-Cultural Contexts

• Register

• Genre/Text type

• Topic

• Task/Situation

• Participants’ identities and social roles

Sample EL Evaluation Form

12 Items to rate

“yes” or “no”

for meeting the

criteria.

Support for each

response

considering the

linguistic needs of

ELs

Item Support

• Keeping in mind the linguistic needs of

EL students and their teachers, please

give specifics to support both the

positive and negative responses to the

above. (Use additional sheets as

needed)

Evaluation Items

1. Content provides grade appropriate, yet

varied linguistic levels, abilities, and learning

styles.

2. Content is relevant, links to prior knowledge,

builds background knowledge, and promotes

active student engagement.

3. Materials provide opportunities for

interaction, such as, a variety of exercises,

reviews, assessments, and performance

tasks.

Evaluation Items (cont.)

4. Materials provide opportunities for

students to collect, organize, interpret,

and evaluate information critically and

creatively in a variety of formats.

5. Text and layout is age/proficiency/grade-

level appropriate, including font, color,

spacing legibility, photos, graphics, and

captioning.

6. Material includes necessary guides such

as table of contents, glossary (e.g.,

English & Spanish), index, sidebars,

atlas, dictionary/thesaurus,

bibliography/footnotes, see and see also

references, web sites, literature links, and

support agencies, etc.

7. Key concepts, skills, and vocabulary are

identified, developed, reviewed, and

reinforced.


8. Materials provide adequate teacher

resources, which include suggestions for

remediation, acceleration, extension of

learning, integration, feedback, and

review.

9. Materials include a summary of contents,

instruction and/or behavioral objectives,

supplemental or background information,

and answer keys/rubrics.


10.Materials are well organized, easy to use,

comprehensive, durable and reasonably

sized.

11.Resources accommodate the needs of

beginning through veteran teachers.

12.Technology is easy to navigate, visually

appealing, and includes a Save/Record

feature, if applicable.


Resources

• NC DPI ELD Wikispace

• World-Class Instructional Design and

Assessment (WIDA)

• Ivanna M T Anderson

[email protected]

• Xatli Stox

• [email protected]

http://eldnces.ncdpi.wikispaces.net/Home+(ELD)

https://www.wida.us/standards/eld.aspx



Evaluation Form Training

Amy Powell Moman, TOPS

Karen Eller, TOPS