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
Component
Type of Data
produced
Frequency
Number of
items
Administrati
on Mode
Scoring
Method
3-8
Summative
assessing
Common
Core
Scale score
for
achievement
and growth
Once
annually – 12
opportunitie
s
30 Selected
response
3 Extended
constructed
response
7
Technology
enhanced
1
Performance
event
Computer
Adaptive,
SR, ECR, TE
Computer
Adaptive:
automated
computer
scoring
Computer
Delivered:
teacher
administere
d
performance
event
Performance
Event
Combination
of AI and
teacher
Smarter Balanced Assessment Consortium
Assessment Design
Grade/ ELA
Type of
Component
Type of Data
produced
Frequency
Number of
items
Administration
Mode
Scoring
Method
HS
Summative
assessing
Common
Core
Scale score
for
achievemen
t and
growth
Once
annually –
1-2
opportuniti
es
Must be
administere
d at grade
11, may
administer
in grades 9
& 10
30
Selected
response
3
Extended
constructe
d
response
7
Technolog
y
enhanced
3
Performan
ce event
Computer
Adaptive, SR,
ECR, TE
Computer
Adaptive:
automated
computer
scoring
Computer
Delivered:
teacher
administered
performance
event
Performanc
e Event
Combinatio
n of AI and
teacher
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 (20112012)
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 twoyear 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.