The current adoption market segment remains in flux and is continually adapting and changing. The 19 states that still adopt textbooks in a variety of curriculum areas are loosening their requirements. Some states, such as Florida, have passed laws that allow districts to purchase “off-list” materials.
There are many factors disrupting the adoption market. The movement away from the Common Core State Standards (CCSS) is affecting the development of instructional materials for this market. Florida, a key adoption state, is a good example of a state that has moved away from the CCSS and is now developing its own standards for English language arts and mathematics, thus impacting upcoming adoptions in those curriculum areas. North Carolina is also currently reviewing its adoption process.
According to EdWeek.org, states aligned to the CCSS fall out as follows:
- 35 kept CCSS adoption (34 states and District of Columbia)
- 11 announced a major rewrite or replacement of CCSS
- 4 never adopted CCSS
- 1 adopted CCSS only in English language arts (ELA)
Schools continue to move toward digital lessons and digital experiences for students. Most students are digital natives and are comfortable in this world. However, not all students have equal access. How does the digital revolution affect ELL students?
Some ELL students are very comfortable with technology and how it works, while others are using it for the first time. Digital lessons, however, abound in the classroom. Across content areas, culminating activities in lessons often ask students to do more research on the Internet, use graphics in their reports, cite resources, and create digital slideshows. These types of activities are designed to help students acquire and adopt skills needed for 21st-century work. And a survey by the Joan Ganz Cooney Center at Sesame Workshop shows that Hispanic-Latino families want their children to have these skills.
Access Starts with the Directions
However, there are several roadblocks for ELL students. Most educational websites and software tools provide directions only in English, which poses a barrier for ELL students. If they cannot follow the directions, ELL students may struggle to complete assignments and fall behind their peers. Situations such as this can easily lead to frustration and might make ELL students reluctant to use digital devices in the classroom. So how can we scaffold learning for ELL students in digital lessons?
According to a 2016 White House report, the U.S. spends over $1.3 trillion on education expenditures. And the instructional materials market for K-12, which includes state adoptions, is over $19 billion. In large states, such as Texas, it makes sense to customize a national program. With smaller states, a calculation needs to be made: does the potential revenue justify the expense of customization? What’s the best way to customize for a specific state?
Start with Gap Analysis
The first step is a gap analysis to analyze the state standards. For example, in Texas, we would compare the TEKS to the standards the national program was aligned to, usually the Common Core State Standards (CCSS). This is a bit ironic, given that Texas never adopted CCSS. A gap analysis relative to CCSS is a tool you can use again and again as you develop plans for the many states that are moving away from CCSS or adapting it to create their own customized standards. Ultimately, the gap analysis answers important financial questions about the scope of work required for a successful customized program.
Curriculum is changing. Schools are moving towards competency-based assessment and personalized learning is becoming popular in many districts. Many states are moving away from the Common Core. All of these issues affect what is being taught in the classroom. How to keep up with the trends and movements? Here are some links to help keep you abreast of what is happening now.
Is it right for your students? Here’s a definition and explanation of personalized learning that will help you decide if it would work for your students.