STATE BOARD OF EDUCATION – ADMINISTRATIVE RULE SUMMARY
Title/OAR #: Mathematics Instructional Materials Adoption /OAR 581-11-0141 Date: September 18, 2008
Staff/Office: Phyllis Guile and Drew Hinds/Educational Improvement and Innovation
New Rule Amend Existing Rule Repeal Rule
Hearing Date: ______N/A – Temporary Rule______Hearings Officer Report Attached
Action Requested:
First Reading/Second Reading Adoption Adoption/Consent Agenda
WHAT THE PROPOSED/AMENDED RULE DOES:
Adopts by reference the updated list of basal instructional materials for Mathematics, Grades K-8 to be in classrooms by September 2009.
BACKGROUND:
The State Board of Education hereby adopts by reference basal instructional materials for Mathematics, Grades K-8. The materials are adopted in the following subjects and categories for the adoption cycle beginning July 1, 2009 and ending June 30, 2015.
Board History:
Instructional Materials changes the Rule every 7 years because we are on a 6 year contract and a 7 year cycle.
Statutory Authority:
ORS 337.050 - List of textbooks and instructional materials. (1) The State Board of Education shall review and adopt, for periods established by the board, a list of textbooks and other instructional materials for use by school districts.
See Attached:
Page 2 – Temporary Rule
Page 3 – Statement of Need for Temporary Rule
Page 4 – Proposed Mathematics, Grades K-8 Adoption List for use by School Districts – "State-
Adopted Instructional Materials for Mathematics, 2009-2015"
Page 5 – Short informational article written by one Oregon teacher who participated in the State
Instructional Materials Adoption Process titled “How Will the Class of 2014 Benefit from the
K-8 Instructional Materials Evaluation?”
STAFF RECOMMENDATION:
The Superintendent and ODE Staff recommend the State Board adopt at its October meeting, the following Rule and Proposed Mathematics, Grades K-8 Adoption List for use by school districts by reference.
Temporary Rule
Created by CH on 9/4/08
581-011-0141
Instructional Materials for Mathematics Adopted by the State Board of Education, 2009-2015
(1) The State Board of Education adopts by reference "State-Adopted Instructional Materials for Mathematics, 2009-2015" listing instructional materials in the following categories:
(a) Mathematics - Grades K-5/6; and
(b) Mathematics - Grades 6-8.
(2) The recommended materials are adopted for the adoption cycle beginning July 1, 2009 and ending June 30, 2015.
[Publications referenced are available from the agency]
Stat. Auth.: ORS 337.050Stat. Implemented: ORS 337.050
Secretary of State
STATEMENT OF NEED AND JUSTIFICATION
A Certificate and Order for Filing Temporary Administrative Rules accompanies this form.
Board of Education 58100
Agency and Division Administrative Rules Chapter Number
In the Matter of: the adoption of OAR 581-011-0141
Rule Caption: (Not more than 15 words that reasonably identifies the subject matter of the agency’s intended action.)
Adopts by reference instructional materials for mathematics.
Statutory Authority: ORS 337.050
Other Authority:
Stats. Implemented: ORS 337.050
Need for the Temporary Rule(s):
State law requires the state board to review and adopt a list of textbooks and other instructional materials for use by school districts.
Documents Relied Upon, and where they are available:
Listing documents and copies of instructional materials are available from agency.
Justification of Temporary Rule(s):
In order to promptly report the Mathematics, Grades K-8 instructional materials that have been adopted and placed on the list.
Cindy Hunt 9/5/08
Authorized Signer Printed name Date
Administrative Rules Unit, Archives Division, Secretary of State, 800 Summer Street NE, Salem, Oregon 97310. ARC 945-2005
”State-Adopted Instructional Materials for Mathematics, 2009-2015”
MATHEMATICS EDUCATION
INSTRUCTIONAL MATERIALS
CONTRACT YEARS 2009-2015
Category 2 – Mathematics, Grades K-5/6
Carolina Biological Supply Co., Math Out of the Box, c. 2009
HMH Supplemental Publishers, Inc., Saxon Math, c. 2008
Houghton Mifflin Harcourt School Publishers, Math Expressions, c. 2009
Kendall/Hunt Publishing Co. Math Trailblazers, c. 2008
Macmillan/McGraw-Hill, Math Connects, c.2009
Pearson Scott Foresman, Investigations in Number, Data, and Space, c. 2008
Pearson Scott Foreman, enVisionMATH, c. 2009
SingaporeMath.com, Inc. Earlybird Kindergarten Mathematics Standards Edition and Primary Mathematics Standards Edition, c. 2008
The Math Learning Center, Bridges in Mathematics, c. 2007, 2008
Wright Group/McGraw-Hill, Everyday Mathematics, Third Edition, c. 2007, 2008
Category 3 – Mathematics Education, Grades 6-8
Glencoe/McGraw-Hill, Math Concepts and MathScape, c. 2009 & 2007
HMH Supplemental Publishers, Inc., Saxon Math, c. 2007
Holt McDougal, Holt Mathematics, Holt Algebra 1, McDougal Littell Pre-Algebra, MathThematics, Algebra Readiness and Math Intervention, c. 2007 & 2008
Pearson Prentice Hall, Connected Mathematics, c. 2009
Pearson Prentice Hall, Prentice Hall Mathematics, c. 2008
SMc Curriculum, Oregon Focus on Math, c. 2008
Wright Group/ McGraw-Hill, The University of Chicago School Mathematics Project, Pre-Transition Mathematics, Grade 6, Transition Mathematics, Grade 7, Algebra, Grade 8, c. 2009 & 2008
How Will the Class of 2014 Benefit from the K-8 Math Instructional Materials Evaluation?
(A teacher’s perspective on the State Instructional Materials Adoption Process)
By Cheri Clausen, May Roberts Elementary, Ontario
The class of 2014 will benefit from the adoption of quality materials that support instruction of Oregon’s Core and Content Standards. The better the K-8 material, the better our students will be prepared for meeting the ‘New Diploma’ requirements. As a part of the instructional materials evaluation, ODE staff and participants considered the importance of the new diploma requirements of two years of Algebra 1 and above. Concepts and approaches of effective resources demonstrate a clear priority to prepare students for meeting these new requirements. Quality instructional materials provide teachers scope, sequence, and methods in which knowledge and skills can be developed, reinforced, and assessed.
As a teacher participant in the 2008 Instructional Materials Evaluation, it was my job to utilize the state-adopted criteria to distinguish quality materials. During the process, I was pleasantly surprised to observe the changes that some publishers have made in response to needs expressed by educators, and I was disappointed to see that some publishers continue to stick to their same line of materials in spite of current research. This realization honed in on the importance of our job as evaluators: we can’t rely upon publishers to assess their own materials as we would. I also realized that the relationship between teacher evaluators and textbook publishers is a symbiotic one.
The publishers need to receive passing scores on the criteria list from the evaluators in order to have their textbooks put on the state adoption list. While the evaluators have a vested interest in what is published they rely upon these materials to help their students meet the state standards. The Process allows the evaluators to select quality materials for a state-adopted list that districts use in their local adoption process. Following the state-adoption of the list of materials in the fall, districts are required to do one of three things: (1) adopt off the list (2) independently adopt using the same criteria and process or (3) postpone for up to one year.
This means that new K-8 Math materials are required to be in classrooms by September 2009. Next year the state will adopt lists of instructional materials for 9-12 math and K-12 science. Additional information, forms, laws and regular updates are available at http://www.ode.state.or.us/go/InstructionalMaterials.
Teacher-developed criteria serve as the foundation for valid scoring across a variety of submitted materials. Having comprehensive materials and the skills to recognize the most effective tools for our particular needs will help our students meet the standards including the 2014 graduation requirements. Multiple language formats, reference books, diagnostic testing, and technological tools will go a long way in helping us close the achievement gap that exists in Oregon. The following commonalities surfaced during the evaluation process, serving as a filter for identifying quality materials according to the state-adopted scoring criteria:
• Oregon Core and Content Standards: Effective materials provide teachers with ample opportunities to teach the state adopted Core and Content Standards outlined for each grade level and are substantive enough for teachers to emphasize in-depth learning and mastery.
• Structure and Organization: Materials are visually uncluttered and laid out in an easy to follow format, allowing quick identification of lesson objectives and preparations.
• Multiple language formats: Publisher offers student materials and parent communications in Spanish and other languages. Some of these materials provide all publications in multiple language translations.
• Differentiation Strategies: Materials contain diagnostic assessments with prescriptive objectives and intervention techniques for all learners. Some provide recommendations for English Language Learners, remediation, acceleration, enrichment, multi-age/blended classes and are conveniently highlighted on lessons and unit plans.
• Effective uses of Technology: Materials allow teachers to access edit and print pages from a CD or online version. Students, parents and teachers can access materials and resources from the publisher’s website. Formative and summative assessments are available on computers, providing instant scoring, feedback, diagnostic information, and record management to the student and teacher.
• Exploration and investigation: Students are given ample opportunities to build learning from concrete hands-on experiences to abstract concepts.
• Real Life Application: Lessons are engaging and relative. Students are provided opportunities to apply learning.
• Learning Tools: High quality manipulatives are provided and integrated into daily lessons. Reference guides are provided and explain mathematical terms and concepts. These guides are provided for students, parents and teachers as and serve as tools for adults helping children with homework and reinforcement activities.
• Literacy Support: Materials include analysis of reading and have a Lexile level at or below their intended audience, avoiding roadblocks for struggling readers. Literature connections are highlighted to integrate appropriate reading materials and links to other content areas.
• Ongoing Support: Publisher should offer initial in-service training for staff and ongoing professional development tips highlighted throughout series and available online. Ongoing technical support is provided via phone or online.
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