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.