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I. Selection of Textbooks
- Textbooks are systematically organized materials comprehensive enough to cover the primary objectives outlined in the standard course of study for a grade or course.
- Formats for textbooks may be print, non-print, or digital media, including hardbound books, softbound books, activity-oriented programs, classroom kits and technology-based programs or materials that require the use of electronic equipment in order to be used in the learning process.
- Technology-based programs may include subscription or web-based materials.
II. Selection of Supplementary Materials
- Supplementary materials are instructional and learning resources that are selected to complement, enrich or extend the curriculum.
- Supplementary resources include, for example, specialized materials selected to meet the science of reading requirements, diverse needs or rapidly changing circumstances, library materials, digital resources, the school system’s media collection, classroom collections, and teacher-selected resources for individual classes.
- The procurement of materials must be accomplished in accordance with the law, including the First Amendment of the United States Constitution; board educational goals; board purchasing and accounting policies; and established selection guidelines, including the Library Bill of Rights of the American Library Association.
- The objectives for the selection of supplementary materials are as follows: 1. To provide a wide range of materials that will enrich and support the curriculum, taking into consideration the individual needs and varied interests, abilities, socio-economic backgrounds, learning styles and developmental levels of the students served; 2. to provide materials that will stimulate growth in factual knowledge, literary appreciation, aesthetic values, and ethical standards; 3. to provide a background of information that will enable students to comprehend their role as citizens in society and to make intelligent judgments in their daily lives; 4. to provide resources representing various points of view on controversial issues so that students as young citizens may develop, under guidance, the skills of critical thinking and critical analysis; 5. to provide resources representative of the many religious, ethnic, and cultural groups in our nation and the contributions of these groups to our American heritage; and 6. to place principle above personal opinion and reason above prejudice in the selection of the material of the highest quality in order to ensure a comprehensive collection appropriate for all users.
III. Process and Criteria for Selecting Supplementary Materials
- Responsibility for the final selection of supplemental learning materials is provided to professionally trained and licensed personnel who know the course of study, the methods of teaching, and the individual differences of the students in the schools for which the materials are provided.
- Selection shall be made primarily at the school level (principal, SIT, teachers) with the involvement of the district’s curriculum team.
- Priorities for resources to be acquired are based on school-wide objectives and on strengths and weaknesses in the existing collections.
IV. Materials Brought in by Teachers
- Principals shall establish rules concerning what materials may be brought in by teachers without review. Principals are encouraged to involve teachers in establishing these rules. The rules shall be published in the student and faculty handbooks.
V. Acceptance of Gift Materials
- Supplementary materials offered as a gift will be reviewed pursuant to the criteria outlined in policy 8220, Gifts and Bequests; and any regulations established by the superintendent. Gift materials may be accepted or rejected by the board based upon such criteria.
VI. Curriculum Development Committee (Reference: Policy Code Link)
- The curriculum must be developed to meet state and board requirements, using the current statewide instructional standards and any other legally required resources as a foundation.
- The district coordinates and ensures that the curriculum is aligned with the current statewide instructional standards and includes subject-area competencies for each grade level.
- The committee must include central office administrators, teachers, and school administrators representing the various schools and grade levels.
- Teachers should receive appropriate training so that they may participate in curriculum development.
- The committee also must seek input from parents, the community, and experts in order to make fully informed decisions.
- The committee also may recommend eliminating subject areas or objectives that are not state-required or related to the educational goals of the board.
VII. Curriculum Modification by Individual Schools
- The principal is the instructional leader of the school and is responsible for determining whether the curriculum meets the needs of the students of the school. Accordingly, the principal or designee may consider modifying the curriculum.
- To modify the curriculum, the principal must submit a proposal to the curriculum development committee. Unless the curriculum committee has significant concerns about the proposal, the committee will approve the changes so long as the curriculum maintains continuity.
- Note: After approval by the curriculum committee, the proposal must be submitted to the board for approval as a part of the school improvement plan process if the modifications include (1) expanding or reducing the subject areas or objectives; (2) eliminating subject areas or objectives not required by the state; or (3) waiving local board policies. The curriculum committee shall ensure that the curriculum continues to be aligned with the current statewide instructional standards.
VIII. Evaluation
- The district shall ensure that the methods for meeting curriculum objectives are regularly evaluated for their effectiveness.
- External curriculum audits by professional curriculum assessors are encouraged.
- The district is responsible for ensuring that periodic evaluations take place and reporting of results with recommendations to the board of education.
- Any student surveys used for evaluating the programs must be approved in advance by the superintendent.
- Instructional programs also may be evaluated and changes implemented as a part of a school's improvement plan, so long as the school continues to comply with all related board policies.
- Professional development is encouraged for teachers and administrators so that changes in the instructional program may be implemented as effectively as possible.
An effective district evaluation process should focus on the educational process as well as the outcomes of instructional programs by including techniques such as the following:
- testing programs, such as nationally standardized general achievement tests, national standardized tests and criteria reference tests in specific subject areas, and tests administered by other agencies;
- observations, surveys, interviews, anthologies, and portfolios;
- student records, including school achievement records and dropout records of students;
- periodic surveys of staff, parents, students, and community members; and
- review by outside professionals such as U.S. Department of Education specialists and specialists from other agencies.