Criteria for the Evaluation of Supplemental Instructional MaterialsIn 2010, the Council of Chief State School Officers and the National Governors Association Center for Best Practices released Common Core State Standards (CCSS) in mathematics and language arts. The California State Board of Education (SBE) adopted the CCSS on August 2, 2010. California has committed to implementing the CCSS, and is currently part of a multistate assessment consortium that plans on having CCSS-based assessments in place by the 2014–15 school year.
It will take a number of years to develop new curriculum frameworks and instructional materials aligned to the CCSS. In the interim, the State Superintendent of Public Instruction (SSPI) has invited publishers and producers of mathematics and English-language arts materials to submit supplemental instructional materials that bridge the gap between existing programs currently being used by districts and the CCSS. These evaluation criteria outline the requirements for such materials. Supplemental materials will be reviewed according to the criteria by teachers and content experts recruited by the SSPI and SBE. The results of the review will be listed on the California Department of Education Web site to help districts in their transition to the CCSS. The SSPI recommendation as approved by the SBE will be advisory only. The review is in no way mandatory for publishers and school districts will not be required to purchase these materials.
The intention of this process is that supplemental materials include the minimum amount of content needed to fully address the CCSS and that costs for districts to purchase and implement the supplements be kept low. Publishers are encouraged to submit their instructional materials in digital format.
This review is open to all publishers and producers of supplemental instructional materials who wish to participate. There will be two types of supplemental materials programs that may be submitted. To be eligible for recommendation by the SSPI for approval by the SBE, submitted materials must meet all of the criteria listed by category type outlined below.
Category 1: Supplements to Specific State-Adopted Programs
Supplemental materials may be submitted for specific kindergarten through grade seven mathematics programs that were adopted by the SBE on November 8, 2007, or for kindergarten through grade eight Reading/Language Arts/English Language Development programs that were adopted by the State Board on November 5, 2008. Because the 1997 California standards and the CCSS for mathematics do not match at grade eight, supplements for grade eight adopted mathematics programs will not be a part of this review. These submissions, in conjunction with the adopted program they are designed to supplement, will be evaluated according to whether they address all of the CCSS for a given grade level.
- The materials must align to the California CCSS, as adopted by the SBE on August 2, 2010. The California CCSS are available on the Sacramento County Office of Education Website . The supplemental materials submitted, in conjunction with the existing adopted grade-level materials, must cover all of the California CCSS for a given grade level. In mathematics, “all of the California CCSS” includes the Mathematical Practices standards. The Mathematical Practices standards must be taught in the context of the other content standards at each grade level. In English-language arts, the standards for Literacy in History–Social Studies, Science, and Technical Subjects will not be part of the review in grades six through eight.
Publishers can only cite content from the same grade level as evidence that a certain grade-level Common Core standard is covered in their program. For example, if a publisher has a kindergarten through grade six program, it could not cite its grade six textbook as evidence that a grade five Common Core standard was covered. The reason for this is that not every district may have purchased all grade levels of a particular program; a district may have only purchased kindergarten through grade five of that program, and may not have access to the grade six materials. Even if they did have the grade six materials, it would be unreasonable to expect districts to provide students with copies of multiple grade level textbooks to ensure full coverage of the CCSS. However, the publisher could include that grade six content in their grade five supplement.
Category 2: General Supplements to Any Program
In addition to specific state-adopted programs, any publisher or producer may submit a general supplement that can be used with any existing instructional materials program. These materials will be evaluated for alignment to a specific subset of the CCSS.
- The general supplemental materials are intended to align instructional materials currently being used in school to the California CCSS, as adopted by the SBE on August 2, 2010. The California CCSS are available on the Sacramento County Office of Education Website . The general supplements submitted must cover the subset of the California CCSS for a given subject area and grade level as detailed on the Supplemental Instructional Materials Review Web page. Supplemental materials for mathematics include both a subset of California CCSS for the grade level and all of the Mathematical Practices standards. The Mathematical Practices standards must be taught in the context of instruction in the other content standards at each grade level. General supplements may be submitted for any grade levels from kindergarten through grade seven for mathematics, and kindergarten through grade eight for English language arts.
General Criteria for All Programs
- The materials must conform to the Standards for Evaluating Instructional Materials for Social Content, 2000 Edition, as adopted by the SBE.
- The materials must be accurate, use proper grammar and spelling, and be free of all errors before they are sold to school districts.
- Where assessments are present in the supplemental materials, they must provide sufficient evidence for teachers to evaluate student progress toward proficiency in the content outlined in the CCSS.
- Where appropriate, the supplemental instructional materials must present comprehensive guidance for teachers in providing effective, efficient instruction for all students. Instructional materials should provide access to the standards-based curriculum for all students, including English-learners, advanced-learners, students below grade level in reading and writing skills, and students with disabilities.
- Clear instructions must be provided for teachers on how to use and integrate the supplemental instructional materials.