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Two groups of states that are designing assessments for the new set of common academic standards have expanded their plans to provide instructional materials and professional development to help teachers make the transition to the new learning goals.
The common-assessment consortia, which include all but five states, won $330 million in Race to the Top money last September to design new tests for . The U.S. Department of Education later awarded an additional $15.8 million to each consortium, aimed at helping states shift from their current standards and tests to the new ones.
The two groups鈥� plans, finalized in January, show that they intend to wade more deeply into providing curriculum resources and instructional materials to teachers than they proposed in their original grant applications. They also plan to use the funds for professional development on the new standards and test and to help states collaborate on making the policy changes needed for a smooth transition.
鈥淚n our original application, we didn鈥檛 pay a lot of attention to the instructional side. It was pretty clearly an assessment proposal,鈥� said Michael Cohen, the president of Achieve, a Washington group that is helping manage one of the consortia, the . With its supplemental plan, he said, PARCC hopes to offer a variety of instructional tools, such as sample tasks and model lessons, 鈥渨ithout creating the national curriculum no one wants.鈥�
Competition Aplenty
The consortia鈥檚 new resources will enter an increasingly crowded marketplace of curriculum materials being developed or adapted for the common standards in mathematics and English/language arts, which have now been adopted by all but seven states.
Read more about reaction to the assessment consortia鈥檚 plans here:
Among the many organizations working on such products are major publishers, such as Pearson, which recently released middle and high school curricula crafted to reflect the common standards. The American Federation of Teachers is assembling a wide-ranging 鈥渢oolkit鈥� of resources, such as model lesson plans and videos of teachers teaching particular standards, and will devise a framework to help teachers evaluate how well materials reflect the common standards, said David Sherman, who is working with an AFT task force on implementing the standards.
The union also will support collaborations among its local affiliates, school districts, universities, nonprofit groups, and others to produce or adapt curriculum resources for the new standards, he said.
Also working on a range of instructional materials are a half-dozen organizations that received $19 million in grants last year from the Bill & Melinda Gates Foundation. (鈥淕ates Awards 15 Grants for Common-Standards Work,鈥� Feb. 24, 2010.)
Both PARCC and the other consortium, the , envision building digital libraries of resources that would be freely available to educators. They plan some of the same types of tools, but would go about developing them in somewhat different ways.
鈥楽MARTER鈥� Blueprint
The SMARTER Balanced group plans to hire two full-time content experts to identify and collaborate with organizations already working on curricular materials for the common standards鈥攕uch as nonprofit groups, professional organizations, universities, and curriculum developers鈥攁nd contract with them to 鈥渁dapt or extend鈥� their products to align with the consortium鈥檚 vision, the supplemental plan says.
That process would build a range of products for the digital library, including curriculum frameworks, exemplars of curriculum units, and tools to help teachers with formative assessment, the plan says.
鈥淎s a multistate consortium, we wanted to make sure that thousands of teachers could effectively use the $16 million in support,鈥� said Joe Willhoft, the executive director of the SMARTER Balanced group, which has 31 member states.
The library of curriculum materials would provide a 鈥渇oundation鈥� for professional development for teachers, the group鈥檚 plan says. The consortium, which has emphasized the involvement of teachers in designing and scoring its new assessments, says in its plan that it will involve nearly 2,800 teachers from across the country in choosing or devising formative-assessment tools for the digital library. Those tools will include exemplar modules that show teachers how to gauge student learning as classroom lessons are being taught and how to adjust instruction accordingly.
SBAC also intends to work with states and professional groups to build teachers鈥� expertise in its assessment system and teach them how to score and analyze student responses to test items. It will create, among other resources, model curriculum and instructional units aligned to the common standards and training modules for teachers to help them focus instruction on the standards, according to the group鈥檚 plan.
PARCC鈥檚 Vision
The PARCC consortium envisions a digital library of instructional and professional-development tools aimed at developing teachers鈥� understanding of the common standards and giving early signals about the types of student performance and teacher instruction required by the assessments, officials say in their plan.
Those tools could include formative activities, model instructional units, and resources to help teachers and principals understand the results of the consortium鈥檚 鈥渢hrough course鈥� assessment, which produces a summative score by combining scores from the different types of assessments given four times during the school year.
The consortium also will create 鈥渃ollege-readiness tools,鈥� such as 12th grade courses to bolster the skills of students who fall short of college-readiness cutoffs on the consortium鈥檚 11th grade test. The courses are to be modeled after those in a California program designed to gauge and support college readiness. (鈥淪uccess College-Readiness Intervention Hard to Gauge,鈥� Jan. 26, 2011.)
Most of the work will be completed by groups of school districts, states, private or nonprofit groups, or universities through a competitive-bidding process, Mr. Cohen said.
PARCC鈥檚 materials won鈥檛 make up a complete curriculum, but states that wish to craft one could use the units as building blocks, the group says in its plan. PARCC will work with states to write curriculum frameworks and exemplar lesson plans for the common standards.
The consortium intends to use the supplemental funding to involve teachers more than it envisioned when it originally applied for funding. It hopes to build 鈥渃adres鈥� of teachers who will be trained in PARCC鈥檚 assessments, instructional materials, and professional-development tools, and can serve as 鈥渁mbassadors鈥� for them in their states, its plan says.
Additionally, because PARCC鈥檚 25 members include 10 winners of Race to the Top grants, the consortium envisions helping those states coordinate use of that money and PARCC funds to produce a 鈥渃oherent and complete set of tools from which all states could benefit,鈥� the plan says. It also will create early prototypes of its assessments that teachers can pilot as soon as 2010-11, a process that will help teachers learn the PARCC system, and provide feedback to shape development of the final set, Mr. Cohen said.
The influx of new materials presents both opportunities and challenges for teachers as they try to sort through what best reflects the new common standards. Dottie Whitlow, the executive director of math and science for the Atlanta schools, said her district will draw on Georgia curriculum frameworks, sample tasks, and other supports the state offers, and will evaluate emerging new materials as well.
鈥淚鈥檝e been doing curriculum work for a long time, and it鈥檚 always a daunting task to figure out what materials to use,鈥� she said. 鈥淭here are all sorts of promises made about alignment. I remind teachers that these are advertisements to some extent. It鈥檚 up to us to determine whether these materials are a tight alignment, which is what we want, or a correlation.鈥�
