Learning Standards Instructional Materials

Bonisiwe Shabane
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learning standards instructional materials

As required by state law (RCW 28A.655.070), OSPI develops the state’s learning standards and periodically revises them based on the student learning goals in RCW 28A.150.210. Learn more about the Washington State Learning Standards Review project Learn more about Instructional Materials selection and adoption guidance Learning Standards vs. Instructional Materials: Key Differences Learning standards define what all students need to know and be able to do at each grade level.

Curriculum frameworks provide guidance for implementing the content standards adopted by the State Board of Education (SBE). Frameworks are developed by the Instructional Quality Commission, which also reviews and recommends textbooks and other instructional materials to be adopted by the SBE. Schools in California, other states and abroad may review and use the California State Board of Education-adopted Content Standards and Curriculum Frameworks in developing their own curricula. However, no such school shall use the California Department of Education's (CDE) or California SBE’s respective names or logos on any resulting curriculum materials or imply that any such materials are approved or endorsed... Furthermore, the Content Standards and Curriculum Frameworks are protected by copyright, and the above authorization for others to review and consider these materials does not permit publishing, distributing, or making any other use of... Please see CDE’s copyright statement.

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To realize this vision, research suggests that high-quality, standards-aligned curricular materials — in the hands of well-supported educators who know how to skillfully use them — are crucial. Seven years into the initiative, more than 4.8 million students across IMPD network states have access to High Quality Instructional Materials (HQIM) in English Language Arts (ELA) and more than 5.8 million in math. As an example of the impact of this work, in five of these states—Delaware, Louisiana, Maryland, Rhode Island, and Tennessee—more than 80% of students statewide have access to high-quality materials in ELA and math. Today, the IMPD Network formally collaborates with 15 states to support their districts in selecting high-quality curricula and in providing their educators and aspiring educators with curriculum-based professional learning. CCSSO supports leaders in these states to develop and implement strategic plans that are transforming both policy and practice — all in service of improving teaching and learning. As TEA implements aspects of House Bill (HB) 1605 and supports educators to improve student academic outcomes, instructional materials terminology and definitions evolve.

This page defines key terms related to instructional materials. An instructional material is any content that conveys the essential knowledge and skills of a subject through any medium or combination of media. The term includes, but is not limited to: In addition to the general definition of instructional materials, HB 1605 established three categories of instructional materials: Full-Subject, Tier-One: Instructional material designed to provide a student full coverage of 100% of state standards adopted by the State Board of Education (SBOE) for a certain subject and grade level in the required... This includes providing all the materials required for students to learn and practice, like workbooks, manipulatives, assessments, and embedded language supports as well as all the materials required for teachers to plan and teach,...

Partial-Subject, Tier-One: Instructional material designed to provide a student with mastery in a portion of the essential knowledge and skills adopted by the SBOE for a certain subject and grade level in the required... Over the last 10 years, we have seen a shift in how states, districts, schools, and teachers access and leverage high-quality instructional materials to guide instruction. With so many options, deciding what’s most appropriate for your individual students and community can seem overwhelming. We also know that the current challenges districts are facing – including how best to address the immediacy of schooling loss – means that the stakes around curriculum and academic decisions are higher than... Teachers and school leaders know that materials matter, but don’t always have access to the high-quality instructional materials (HQIM) their students deserve. Additionally, we know that instructional materials are not the only element necessary for changing teacher practice or improving student outcomes.

The following guide shares key practices and outcomes for establishing a shared instructional vision, selecting HQIM, prioritizing professional learning for educators, and ensuring that these improvements stick by fostering collaboration, internalization, and practice. Teachers spend 7-12 hours per week searching for and creating instructional resources, many of them unvetted. When teachers don’t have access to strong materials, they search for them online, often leading to inconsistent quality and weak alignment to the standards. HQIMs are cited as a top funding priority for teachers, but access to high-quality materials is disproportionate, with low-income students less likely than high-income students to have quality content and curriculum in the classroom. Providing equitable access to HQIM is critically important as we address schooling-loss across the country. According to The Opportunity Myth, a report released by TNTP in 2018, “When students who started the year behind had greater access to grade-appropriate assignments, they closed the outcomes gap with their peers by...

And, when we use HQIM, we are more likely to engage students. Another study similarly illustrated that teachers – using aligned materials – engaged students in mathematical practices at a significantly higher rate than teachers who did not have access to aligned curriculum. The bottom line? Materials matter. They are the core element of effective and equitable instruction and improved student learning. But are they enough?

The Illinois Learning Standards establish expectations for what all students should know and be able to do in each subject at each grade. The standards emphasize depth over breadth, building upon key concepts as students advance. The standards promote student-driven learning and the application of knowledge to real world situations to help students develop deep conceptual understanding. Intentionally rigorous, the Illinois Learning Standards prepare students for the challenges of college and career. The Standards & Instruction team is excited to share information about a new tool called the Illinois Learning Compass​. It is designed to share what all students should know and be able to do by the end of each school year.

Educators, students, families, and others can use the Illinois Learning Compass to explore the Illinois Learning Standards. It will allow for searching and filtering -- even enabling the extraction of information to an Excel document. Please fill out an Illinois Learning Compass Feedback Form​ or email the team at standards@isbe.net if you want to provide feedback or ask questions. ​ A recorded webinar has been created and housed on the website to demonstrate how to utilize this tool. Educators prioritize building their capacity to understand curriculum and instructional materials, aligned assessments of and for learning, and teaching strategies in the classrooms they influence or lead.

They understand the overall vision for student instruction that is tied to student standards and curriculum and their role in its implementation. They build and use the knowledge, skills, and practices essential to effectively identifying, adapting, and using high-quality instructional materials, assessing student learning, and creating engaging classroom experiences for each student. As part of their job-embedded learning focused on the use of high-quality curriculum and instructional materials, educators incorporate data from aligned assessments as part of cycles of inquiry and continuous improvement. While those educators with authority to lead a district’s or organization’s overall strategy for student success are responsible for providing access to high-quality curriculum and instructional materials, every educator places a high priority on... Here are the main constructs of the Curriculum, Assessment, and Instruction standard. Recent research clarifies the importance of the quality of the curriculum and instructional materials in use in classrooms and the role of high-quality curriculum and instructional materials in achieving excellence in schools.

When school and system leaders prioritize the identification and use of high-quality curriculum, more students learn at higher levels. It is critical that professional learning focus tightly on the identification, understanding, and use of those materials.

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