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Please introduce yourself in the chat by sharing your ESC region and something you’re thankful for!

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Best Practices for Reviewing, Selecting, and Implementing HQIM

ESC Webinar

November 8, 2022

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Welcome & Introductions

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Sherry Birchem Director Office of Learning and Instructional Strategies

Kerry Martinez Assistant Director Office of Learning and Instructional Strategies

Jessica Faith Carter Senior Specialist, Field Services

Teresa Castellaneta HQIM Specialist Office of Learning and Instructional Strategies

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Today’s Objectives

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Participants will:

Examine connections between EdReports’ adoption processes and Phase 1 of the Ohio Curriculum Support Guide
Build the capacity of ESC staff to support districts with their adoption planning

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Agenda

Welcome

Shared Experiences with Reviewing, Selecting, and Implementing HQIM

Best Practices Reviewing, Selecting, and Implementing HQIM

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Closing & Next Steps

Open Office Hours

Featured Resources

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Virtual Norms

When in large groups, please use your mute button to help provide a distraction-free experience

When in breakout groups, please unmute so that you can engage in conversation

Videos on make for the best interaction :)

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Shared Experiences Supporting Districts with Reviewing, Selecting, and Implementing HQIM

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What ESCs are Saying About the Adoption Process

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“[We’re looking forward to] best practices in selecting HQIM materials, especially for districts not choosing a textbook series.”

“[We’d like to receive additional support on] a streamlined version of what’s in Ohio’s Curriculum Support Guide, as many districts don’t have the capacity to use it all.”

50% of ESC survey respondents shared that they are not involved in assisting districts with selecting instructional materials.

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Stop & Think - Poll #1

Which response best describes your previous or current experiences supporting districts with reviewing, selecting, and implementing HQIM?

10% of districts contact my ESC for support with HQIM adoptions

25% of districts contact my ESC for support with HQIM adoptions

50% of districts contact my ESC for support with HQIM adoptions

85% or more of districts contact my ESC for support with HQIM adoptions

Districts never contact my ESC for support with HQIM adoptions

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Stop & Think - Poll #2

Which response best describes your previous or current experiences supporting districts with reviewing, selecting, and implementing HQIM?

Districts primarily reach out to my ESC for support with reviewing materials

Districts primarily reach out to my ESC for support with selecting materials

Districts primarily reach out to my ESC for support with implementing materials

Districts primarily reach out to my ESC for other HQIM-related needs

None of the above

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Stop & Share

Discuss the questions below in your breakout room:

What does your ESC currently do to build district awareness of the HQIM supports and services your ESC provides?

Which stage of the adoption process poses the most challenges for the districts your ESC supports (e.g., reviewing, selecting, implementing, managing timelines)? How are you being responsive to districts’ needs in these areas?

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Best Practices for Supporting Districts with Reviewing, Selecting, and Implementing HQIM

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Materials selection is a high-stakes, legacy decision

Nationally, on average, states and/or districts adopt materials once every five to seven years. A district can miss the opportunity to serve a generation of students by selecting the wrong material.

3 years

2 years

1 year

4 years

5 years

6 years

7 years

Imagine a student who experiences at least seven years of education with materials that do not support deeper learning?

District Selection

Next District Selection

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Approaches to selecting high-quality materials

Our hope is to disrupt the historical process and give the field new ways of thinking about the adoption of new materials.
The first 5 steps in our adoption process get to the point of selecting materials that will be the best fit for you and your stakeholders. We believe that implementing the materials is an important step in our process since the entire goal of selecting great materials is the successful implementation of those materials, and all of our decisions along the way are reflected in how those materials are taken up by your teachers and community.
In prepare phase, you are establishing your process for adoption and establishing and grounding yourself firmly in your vision - this is where it is critical to think about your students, your teachers, your content.
In the study phase, you are studying materials - setting your parameters, and investigating options that could be a fit for the needs you established in your vision.
In the final phase, you make your materials decision and prepare for training and implementation of those materials.

Make connections to the Ohio Curriculum Support Guide

Link to EdReports Adoption Steps: https://edreports.org/resources/adoption-steps

Link to Ohio Curriculum Support Guide: https://ohiocurriculumsupport.org/

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The “Prepare” Phase

Engage Educators Upfront

Include educators on the adoption committee (with real roles and responsibilities)
Survey teachers (and listen to what they tell you)

Form a Representative Adoption Committee

Consider the committee’s composition (e.g., number of members, areas of expertise, various perspectives)
Have a comprehensive charge for the adoption work and be transparent about the process

Adoption 101: Engage Educators Upfront: https://edreports.org/resources/article/materials-adoption-101-engage-educators-upfront

Adoption Committee Recommendations: https://edreports.org/resources/article/curriculum-adoption-committee-recommendations

The “Prepare Phase” is all about setting up systems and processes to ensure a successful adoption, and teachers play an important role from the start
Ohio’s Curriculum Support Guide provides insights into the ways educators can and should be involved in preparing for adoption

For example

Step 1.2 - Educators can play a major role in helping to articulate the vision of instruction and core beliefs. Given their knowledge of what goes on in classrooms, their perspectives can help shape conversations around the what and how of the instructional vision

EdReports has tools that can serve as helpful resources for preparing teachers to be part of early adoption work:

Engage Educators Upfront - Senior Outreach Specialist Shannah Estep offers advice for districts about how to engage educators during the instructional materials adoption process.

Teacher voice from the very beginning is critical. Teachers are in classrooms, using materials, and seeing student results firsthand. When engaging teachers in the beginning of an adoption phase, it is important that teachers have an opportunity to authentically participate in the process. This includes being transparent about the full adoption process, roles and responsibilities, and how decisions will be made and communicated. This also includes surveying teachers to learn about what they are using, the challenges and gaps they experience, their student data, and what they need and hope in instructional material for their students

Adoption Committee - Bringing together a collaborative team of educators in an adoption committee is an essential component of your adoption process.

Teachers: Teacher representation is crucial for your adoption. Including teachers increases transparency in the process, prepares teacher leaders who can be champions of the work and materials, and builds teacher knowledge of and experience with the adopted materials. Teachers also bring a practical perspective to the decision-making process, and having their input early will provide a lens of what actually works in the classroom.

Engage Educators Upfront

Adoption Committee

Teachers: Teacher representation is crucial for your adoption. Including teachers increases transparency in the process, prepares teacher leaders who can be champions of the work and materials, and builds teacher knowledge of and experience with the adopted materials. Teachers also bring a practical perspective to the decision-making process, and having their input early will provide a lens of what actually works in the classroom.

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The “Study” Phase

How to Use EdReports Reviews to Support an Educator-Led Adoption Process

By educators, for educators
Using EdReports

The Power of Engaging All Educators During an Instructional Materials Adoption

When teachers are brought in at the end, it inhibits the ability to ensure materials reflect local priorities
Ensure that the teachers who will be using materials have a real say in what is chosen

How to Use EdReports Reviews to Support an Educator-Led Adoption Process: https://edreports.org/resources/article/how-to-use-edreports-reviews-to-support-an-educator-led-adoption-process

The Power of Engaging All Educators During an Instructional Materials Adoption:https://edreports.org/resources/article/the-power-of-engaging-all-educators-during-an-instructional-materials-adoption

The “Study Phase” is all about getting to know more about the materials of interest
Ohio’s Curriculum Support Guide provides insights into the roles teachers play during this phase

For example

Step 1.4 - Teachers are tremendously instrumental in providing insights during the pilots. Not only can they share what is and isn’t working for students, but they can also provide context on what it’s like to use materials as a teacher.

EdReports has tools that can serve as helpful resources for including teachers in the “Study Phase” of adoption work:

How to Use EdReports - Read one superintendents' story about using free EdReports reviews to improve his district's selection process.

Knowing which materials are aligned and high-quality has historically been a challenge; however, in Palo Alto when we approached curriculum adoption, we were able to rely on expert educator analyses from EdReports.org to support our adoption process.
We believed educators should be an integral part of the curriculum adoption process. They bring extensive knowledge of their students and what they need in classrooms to be successful.
We also know that our educators do not have the time to sift through the hundreds of titles that claim to be aligned to the standards.
The EdReports reviews provided a useful filter for our team to identify which materials we wanted to learn more about through structured pilots and which we did not.

The Power of Engaging All Educators - Learn about how Fife Public Schools engaged educators and ensured teacher voice was integral to the district’s instructional materials adoption.

Burrus and other leaders in the district knew it was past time to choose new materials that could support teachers in meeting the demands of college and career-ready standards, but they also knew that the process of choosing those materials would be integral to classroom success. Burrus said, “We didn’t want a situation where new materials just showed up at schools out of nowhere. We wanted to ensure that we not only chose the best materials for our students but that the teachers who would be using those materials had a real say in what was chosen.”

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A Note on Engaging with Publishers

Do Your Homework

Prepare and Share Questions in Advance

Focus on the Content and Priorities

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ESCs can support districts by providing thoughtful guidance and coaching on how to best engage with publishers

Note: This was a featured resources in webinar #3

Link to Article: https://edreports-206618.appspot.com/resources/article/3-best-practices-for-engaging-publishers-when-selecting-new-curricula

Engaging with publishers is an important part of adopting new materials and as many schools return to face-to-face instruction, the possibility of meeting with different representatives may also return. Benefits can include learning more about the product and its design in detail and hearing from publishers firsthand about the types of supporting materials that come with the program. This may all sound like common sense, but accessing the benefits from a publisher engagement can be harder than it sounds. It’s not uncommon for educators to attend large publisher fairs without deep knowledge about the programs they're investigating. Rethinking publisher engagement can be a successful tactic to ensure that educators have a clearer understanding about how materials will meet their students’ needs. We had the opportunity to learn from a group of rural Wisconsin school districts—the Cooperative Educational Service Association region (CESA-4)—that ran an exemplary publisher engagement process.

Do Your Homework

Analyze student data
Use EdReports reviews to look for how well materials address needs

Prepare and Share Questions in Advance

Especially about implementation supports, assessments, data collection, and technology

Focus on the Content and Top Priorities

look beyond the bells and whistles
Focus on priorities and alignment

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The “Prepare to Launch & Implement” Phase

Building Capacity and Consensus Through a Teacher-Led Materials Adoption

Encourage open forums and dialogue that can lead to honest feedback from teachers
Empower teachers to lead during the process and make use of consensus-building strategies

Selecting Great Materials is Not Enough

Rollouts make a difference in successful implementation
Connect selection to district priorities

Building Capacity and Consensus Through a Teacher-Led Materials Adoption: https://edreports.org/resources/article/building-capacity-and-consensus-through-a-teacher-led-materials-adoption

Selecting Great Materials is Not Enough: https://edreports.org/resources/article/selecting-great-materials-is-not-enough

The “Prepare to Launch & Implement Phase” is all about making a decision and preparing to get the materials in the hands of teachers to use with students.
Ohio’s Curriculum Support Guide provides insights into the ways teachers can and should be involved in implementation

For example

Throughout phases 2 and 3, feedback should be sought out to help ensure materials are implemented properly. During Step 2.5, educators should not only study the training and PD resources that come with their materials, but they should also be empowered to share their training needs

EdReports has tools that can serve as helpful resources for including teachers in the “Prepare to Launch & Implement Phase” of adoption work:

Building Capacity (Newport-Mesa Unified School District took on the task of adopting a new K-5 math program in 2017)

Snowballs - After data review and discussion, the first activitity was snowball activity. The purpose was to try to eliminate one of the three choices. Each teacher wrote on a piece a paper the program they would choose for adoption. Those papers were balled up and thrown into the middle of the room so that they could no longer be attached to the person who wrote it. The next step was for each teacher to pick up a random snowball and go into a corner of the room based on what program was written on the piece of paper. The new programs were fairly evenly split. The current program corner had only a few representatives. John Drake says, “That was the f irst opportunity to say ‘Is there a will that we can glean from this activity?’ Everyone could see that there was. The will of the group was that few believe the current program is viable.” The choice was down to two.
Consensus Cups - Teachers were split into groups of f ive. Each group had two facilitators to help with the discussion. Through the use of six colored cups, teachers could weigh in on how they were feeling and where their state of mind was regarding the programs
On the Line - Teachers chose where to stand on the line to signify how certain they were about one program or the other. Those with the strongest opinions stood at either end. Those still undecided and seeing equal value in both programs stood in the middle.

Selecting Great Materials is Not Enough (a tale of two district adoptions

"The greatest distinction we found was in how each district rolled out their selection decision and introduced the new resources teachers were expected to use."
"True impact in the classroom only comes when we support teachers to know WHY these materials are quality and HOW to use them effectively."

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Stop & Share

Discuss the questions below in your breakout room:

What do you see as your role in the adoption process?

Which phase of the adoption process is your ESC most effective at supporting districts with? What has made your ESC successful in this area?

What types of HQIM-related supports and resources would be most helpful for building the capacity of your ESC to assist districts with reviewing, selecting, and implementing HQIM?

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Featured Resources

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The Importance of a Strong Review

Move from…

Trying to investigate too many programs
Choosing what your neighboring district selected
Looking only at the “big name” publishers

Understanding the specific needs of your district
Learning about the current marketplace of materials
Narrowing the field of choices to a select few for deep study

Move to…

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Knowing What You’re Looking For

Discipline/Content-Area (ex. ELA)
Grade levels (ex. K-8)
Technology requirements (ex. LMS integration)
District/state policies

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Using EdReports

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3 Ways Instructional Leaders Can Support Teachers to Use HQIM

Prioritize the voices of teachers

Leverage instructional leadership to support coherence

Support teachers in ongoing problem solving, responding to data, collaboration

3 Ways to Instructional Leaders Can Support Teachers to Use HQIM: https://www.edreports.org/resources/article/3-ways-instructional-leaders-can-support-teachers-to-use-high-quality-materials

‘Rather than expecting teachers to piece [...] coherence together lesson by lesson and classroom by classroom, a supportive environment combined with quality materials help ensure all students are accessing the content they need — not just on a daily basis, but year after year.’

1. Prioritize the voices and needs of educators in your materials selection and implementation process.

2. Leverage instructional leadership roles to support curriculum coherence throughout the school building.

3. Support teachers to problem solve and address gaps through data, collaboration, and professional learning communities.

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Closing & Next Steps

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Applying Your Learning From Today

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Attend ESC and Statewide Webinars and Trainings

Review the Slides and Links to Dive Deeper into Resources

Request Technical Assistance/Coaching for Support with Your Work with Districts

Develop a Plan to Share Resources and Provide Support to Districts

Frequently Promote and Share Resources and Webinars with Your Districts

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Strategies to Support Districts Investing in HQIM

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Stop and Think

What are you most excited about?

What strategies do you plan to use with the districts you support?

What next steps are you planning to take within your ESC?

What do you hope to learn more about in the future?

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ESC Webinar Dates

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Date	Tentative Topic
1/10/23	Math Rubric & Guidance Documents
2/7/23	Non-Core Rubric & Guidance Documents
4/11/23	Science Rubric & Guidance Documents
5/9/23	ELA Rubric & Guidance Documents

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ESC Math Adoption Training Dates

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Training #	Format	Dates
Training #2	Virtual	12/5/22 - 12/7/22
Training #3	In-Person (Tentative)	2/20/23 - 2/22/23
Training #4	In-Person (Tentative)	3/20/23 - 3/22/23
Training #5	In-Person (Tentative)	4/17/22 - 4/19/22

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Statewide Webinar Dates

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Topic	Date
Supporting Teachers with HQIM	11/10/22
Best Practices in Reviewing, Selecting, and Implementing HQIM	12/15/22
Math Rubric & Guidance Documents	2/9/23
Non-Core Rubric & Guidance Documents	3/9/23
Stakeholder Engagement and HQIM	4/6/23
Science Rubric & Guidance Documents	5/11/23
ELA Rubric & Guidance Documents	6/15/23

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Technical Assistance and Coaching Overview

The Department has a significant amount of HQIM-related technical assistance hours from EdReports that are available to ESCs at no cost

Technical assistance can include support with:

Access to resources to support districts with adoption and/or implementation of HQIM
Coaching on how to support districts with HQIM related needs
Training on how to access, use, or train on EdReports HQIM resources and/or tools
Training on HQIM and special populations
Additional topics as requested

Complete the form to request support

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Technical Assistance Examples

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Technical Assistance Request Type	Example of EdReports Support
Access to resources to support districts with adoption and/or implementation of HQIM	Support locating tools and templates to meet specific needs around HQIM Feedback on adapting resources for local use
Coaching on how to support districts with HQIM related needs	Advising on strategies for helping districts set instructional visions
Training on how to access, use, or train on EdReports HQIM resources and/or tools	Repeat of previous webinars and trainings for individual ESCs 1:1 or small group walkthroughs of EdReports tools
Training on HQIM and special populations	Support locating resources that address HQIM and special populations
Additional topics as requested	Ask for what you need! We are happy to help!

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Next Steps

Register for upcoming webinars and smart adoption trainings

Share feedback and ways we can support

Complete today’s exit ticket

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Join us for open office hours after today’s session or request technical assistance

Jessica Faith

You have seen communication around statewide webinars. We encourage you to see what schools, districts, stakeholders are engaging in.

The first webinar will have a lot of similarities as we are framing and setting the purpose.

Link to Exit Ticket: https://forms.gle/784EaHHXewTWrFmT8

Highlight on exit ticket that we want to know what they want to get support with

Exit Ticket Questions

(Strongly Agree - Strongly Disagree)

This webinar allowed me to examine connections between EdReports’ adoption processes and Phase 1 of the Ohio Curriculum Support Guide
This webinar allowed me to build the capacity to support districts with their adoption planning.
This webinar provided me with an opportunity to network with other ESCs and share my experiences and best practices.

(Open Response)

What HQIM-related questions are you getting from your schools and districts?
What HQIM-related topics would you like to receive additional training and support on? Your responses here will help inform future webinar topics.
Does your ESC have an HQIM-related success story that would be beneficial to share with other ESCs? If yes, please provide details of the story and contact information below..
The Department a significant amount of HQIM-related technical assistance hours from EdReports that are available to ESCs at no cost. Are you interested in receiving additional technical assistance support from EdReports on HQIM-related topics?

Yes
No

If yes, please complete this form.

(Optional)

Name
Position
Email Address
ESC Region
ESC typology (rural, suburban, urban, other)
Would you like someone to follow up with you regarding your responses?

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High-Quality Instructional Materials Questions (HQIM)

ohmaterialsmatter@education.ohio.gov

Visit education.ohio.gov

Keyword Search: Ohio Materials Matter

Reach out to EdReports with questions

jcarter@edreports.org

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