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Overview: Reviewing, Selecting and Implementing Materials

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Overview: Reviewing, Selecting and Implementing Materials

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The Ohio Department of Education & Workforce believes that the best way to secure high-quality instructional materials for students is to engage stakeholders in a thoughtful adoption process.

Research shows that providing teachers with high-quality instructional materials is an effective strategy for increasing student learning. However, teachers need much more than a box of new materials to ensure great teaching and learning take place. They need support from a team of leaders who know how to select, prepare for and support the use of great materials.

The Ohio Curriculum Support Guide exemplifies a quality review and selection process. Download a copy of the entire framework by clicking the icon above.

Overview of the Process

As a local control state, districts and schools in Ohio make important decisions regarding instructional materials. There are growing efforts to support this decision-making process.
The following steps provide a brief overview of the process outlined in the Ohio Curriculum Support Guide.

Plan

During this phase, systems and processes should be set up for a successful adoption process. This includes forming the adoption committee and establishing markers of quality for instructional materials that meet the needs of students and teachers.

With a vision in place, materials can be investigated and options can be narrowed down. Opportunities should be provided for teachers to engage with or pilot materials and then provide feedback.

Use rubrics and reviews to identify materials that are high-quality and standards-aligned.
Consider using EdReport s.

Analyze student data.

Include local priorities.

Consider alignment to Ohio's Learning Standards.

Identify which materials are possible options for further investigation.

Collect and value teacher input.

Conduct the reviews and gather feedback. Use the Sample Agenda for Materials Review and Discussion as a template.

Once materials are chosen, the decision can be rolled out and next steps for ongoing professional learning can be determined.

Make use of consensus-building strategies.

Do a deep dive into the materials to better understand the design. Consider using the Materials Study Agenda to assist in the conversations.

Communicate what makes the materials high-quality and how they will be used effectively.

Consider using the Mini-Workbook to determine the plan for coaching.

Ohio Curriculum Support Guide Webinar Series Session 4: The Plan for Determining Teacher and Leader Support Using High-Quality Instructional Materials

Implement

This phase is about training, planning and coaching. Time must be invested to set up the structures necessary to ensure that the materials are implemented well.

Develop an implementation plan. Consider the key interactions you will need for lesson and unit internalization, common planning, department meetings, observations and student work analysis.

Provide ongoing, materials - based professional learning and coaching.

Step back and adjust the plan.

Annually reset.

Ohio Curriculum Support Guide Webinar Series Session 5: The Step-Back to Gather Data and Adjust the Implementation of High-Quality Instructional Materials

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Using HQIM: Reviewing, Selecting and Implementing Materials

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The Ohio Department of Education & Workforce believes that the best way to secure high-quality instructional materials for students is to engage stakeholders in a thoughtful adoption process. Research shows that providing teachers with high-quality instructional materials is an effective strategy for increasing student learning.

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Introduction

The Ohio Department of Education & Workforce, in partnership with EdReports, developed content area rubrics to assist teachers, districts, and school leaders in identifying high-quality, standards-aligned instructional materials (HQIM). The rubrics were designed with Ohio educators in mind and were vetted by a range of stakeholders to reflect Ohio's diverse needs.

These content area HQIM rubrics are meant to be used in conjunction with the  Ohio Curriculum Support Guide as part of a complete review, selection, and implementation process. Instructional materials selection is an important district decision, and conducting a thorough review of instructional materials at the local level is critical. Review teams can use the rubrics as a tool to aid in their decision-making process. Pursuant to ORC 3301.079 (B) (3) and 3313.60, it is the responsibility of Ohio's local boards of education to vet and approve curriculum and educational materials for use in the public schools within their district. Districts and schools should use their professional expertise to determine the suitability of any particular resources for use in their districts, schools, or classrooms.

Rubric Use

Content-area HQIM rubrics serve as a resource to support local teachers, districts, school leaders, and regional teams. Rubrics may be used by review and selection teams in any of the following ways:

To inform selection: HQIM rubrics serve as a guide for selecting instructional materials by providing criteria for evaluation.

As professional learning: HQIM rubrics identify professional learning needs to enhance educators' ability to support student learning effectively.

For stakeholder involvement: Rubrics facilitate stakeholder involvement in the review process, ensuring diverse perspectives are considered in defining high-quality instructional materials.

The rubrics can also be used to make the most of existing materials. They can:

Pinpoint the strengths and gaps in current materials.

Develop guidance tools and curricular supports.

Highlight areas of need for professional learning opportunities.

Plan for professional learning communities.

Consider where or when supplements or scaffolding may be needed.

Guide the design of instructional materials when necessary.

Content area rubrics and guidance documents are available in the following areas:

English Language Arts HQIM Information

Under  Ohio law, instructional materials in English language arts must be aligned with the science of reading and strategies for effective literacy instruction. Please see  High-Quality Instructional Materials in English Language Arts  for requirements.

Additional Resources

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The Ohio Department of Education & Workforce, in partnership with EdReports, developed content area rubrics to assist teachers, districts, and school leaders in identifying high-quality, standards-aligned instructional materials (HQIM). The rubrics were designed with Ohio educators in mind and were vetted by a range of stakeholders to reflect Ohio's diverse needs.

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Workbook - Curriculum Support Guide | Instruction Partners

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This workbook is designed to be used by teams of educators working through the selection and implementation journey for their school or system together.

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Robin Phillips GVESC_Better Lesson Tool Deck

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‪Transforming Teaching Through Curriculum-Based Professional Learning : The Elements‬‎ - ‪Record details‬‎ - ‪EBSCOhost Research Databases‬‎

InfOhio > Educators > EBSCO Professional Learning and Student ebooks> Type "Transforming Teaching Through Curriculum-Based Professional Learning" in the search bar

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Ohio's PreK-12 Digital Library. Optimized by the Management Council.

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Reading Tiered Fidelity Inventory (R-TFI)

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Reading Tiered Fidelity Inventory (R-TFI)

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Fidelity Inventory (R-TFI)

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School Leadership Teams need to know how well their MTSS for reading is implemented in their school. The Reading Tiered Fidelity Inventory (R-TFI) Version 2.1 lists the core features of MTSS for Tier 1 and the Advanced Tiers. Each can be assessed separately.

The School Leadership Team and other invited respondents review and score the features.

There is an Elementary-level Edition and a Secondary-Level Edition of the Reading Tiered Fidelity Inventory (R-TFI) Version 2.1. The Universal Tier 1 items vary slightly across each edition to match the unique data, systems, and practices of schools supporting students at different grade levels. The Advanced Tiers items are the same across both editions.

The R-TFI v.2.1 is used in schools that are engaged in an intensive professional learning scope and sequence to implement an integrated reading and behavior MTSS model. If you are interested in using the R-TFI and are not participating with MiMTSS Technical Assistance Center, please contact Dr. Kimberly St. Martin ([email protected] ) for resources and potential participation in research.

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Reading Tiered Fidelity Inventory (R-TFI)

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School Leadership Teams need to know how well their MTSS for reading is implemented in their school. The Reading Tiered Fidelity Inventory (R-TFI) Version 2.1 lists the core features of MTSS for Tier 1 and the Advanced Tiers. Each can be assessed separately. The School Leadership Team and other invited respondents review and score the features.

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Better Lesson Guide To Launching a New Curriculum

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Better Lesson Guide To Launching a New Curriculum

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Guide to Launching a New Curriculum - Better Lesson

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Math Curriculum Adoption  | ESCEO TEMPLATE 

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Support on understanding and implementing the Curric Support Guide for varying timelines of the selection process

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Support on understanding and implementing the Curric Support Guide for varying timelines of the selection process

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Strategies for getting more discourse in classrooms

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Strategies for getting more discourse in classrooms

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Lindsay Rayner, M.Ed., C-SLDI

Director of Curriculum and Learning

Muskingum Valley ESC

740-452-4518 ext. 1141

lindsay.rayner@mvesc.org

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Mary Inmon-Teglovic, math specialist, math coach(K-12)

North Central Ohio ESC

419.577.0501

mteglovic@ncoesc.org

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Teresa.Castellaneta@education.ohio.gov

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Shannon Leasure- Director of Mathematics for the Ohio Valley ESC. shannon.leasure@ovesc.org 

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Shannon Leasure- Director of Mathematics for the Ohio Valley ESC. shannon.leasure@ovesc.org 

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6-12 Math Supervisor,

Trumbull County ESC

heather.wukelich@trumbullesc.org

330-507-4679

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Jess Ault

North Central Ohio ESC

jault@ncoesc.org

419-294-7251

Ohio math specialist, math consultant, gifted consultant

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Clark County ESC

937-325-7671 (ext. 223)

Teri.Armstrong@clarkesc.org

Curriculum and Special Education

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There is limited money to cover piloting curriculum, such as materials, subs for training, vendor capacity for support, etc. Plus, the district wants to implement/pilot fast, without taking the time really go through the process.

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Need more support during Phase 2, without jumping right to Phase 3.

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Can DEW help push vendors to provide better customer service and PD AFTER districts purchase materials (especially SOR materials)? There are a lot of promises to get schools to buy, but then it drops off once they do. Like have a state site where schools can provide stars/ratings/comments?

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Ohio Curriculum Support Guide Professional Learning Series: Needs Assessment

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Ohio Curriculum Support Guide Professional Learning Series: Needs Assessment

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Why Teachers Don’t Use the High-Quality Instructional Materials They’re Given

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Steiner: Educators don’t believe their students can manage the rigor of grade-level instruction, and they’re not wrong. What can be done about it

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ESC of Lake Erie West

ncrotte@esclakeeriewest.org

419-724-1781

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Robin Phillips, School Improvement and Math Specialist

Gallia Vinton ESC

740-418-4505

rphillips@galliavintonesc.org