2020P%20Draft%20Procedure%20%20%20Course%20Design%2C%20Selection%20and%20Adoption%20of%20Instructional%20Materials%20(1).pdf

Parent document: Regular Meeting following Surplus Hearing at 6_00 P.M.-10-17-2024.pdf

Text

MOSES LAKE

SCHOOL DISTRICT
Book Policy Manual
Section 2000 - Instruction
Title Procedure - Course Design, Selection and Adoption of Instructional Materials
Code 2020P
Status Active
Last Revised October 10, 2023
Last Reviewed November 15, 2022
Prior Revised Dates 06.97; 06.11; 04.15; 12/01/2015, 6/28/2018, 11/15/2022

For the purposes of this procedure, the definitions from Policy 2020 will apply.

District course design and core instructional materials should be regularly reviewed to ensure their ongoing alignment withstate
law, teaching and learning standards, and research-based best practices. All students will receive high quality core instruction
and, as appropriate, strategic and intensive intervention supports matched to student needs.

Course Design

Existing Courses
The superintendent or designee will establish a regular cycle of course design review and development that includes examination
by review committees composed of district subject area coordinators and, as appropriate, external content areaexperts. This
review cycle should be based on student need, changing demographics and funding. The cycle should cover eachcontent area to
ensure current course relevance. The course design process should review:

Relevance, rigor, and alignment to state learning standards;

Efficacy of core, alternative core, and intervention instructional materials that support student learning;

Processes and resources used to assess student progress and address teacher professional learning; and

Student engagement instructional strategies.

Recommendations of this review may lead to:
Affirmation of continued use of current processes and instructional materials;
Establishment of a timeline for completion of recommended tasks;
Creation and assignment of tasks to subcommittees as required to select, write, or revise the course design;
Recommendation of new instructional materials selection to the Instructional Materials Committee;
Design of course implementation and staff development plans;
Identification of projected budget needs in accordance with established timelines; and/or
Maintained communications with impacted stakeholders.

Social studies curriculum review or adoption

In compliance with RCW 28A.320.170, when the board adopts or reviews the district’s social studies curriculum, it will
incorporate history, culture and government of the nearest federally recognized Indian tribe or tribes utilizing curriculum
available on the OSPI website. The district may modify the OSPI curriculum to incorporate elements that have a regionally
specific focus or may incorporate the curriculum into existing instructional materials.

During regularly scheduled reviews and revisions of their social studies and history curriculum thereafter, the district will
collaborate with any federally recognized Indian tribe within its boundaries and with neighboring Indian tribes to expand and

improve instructional materials about Indian tribes and to create programs of classroom and community cultural exchange.

The district will collaborate with the office of the superintendent of public instruction on curricular areas regarding tribal
government and history that are statewide in nature.

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New Courses or Major Modifications to Existing Courses

New course offerings or major course modifications that propose significant changes to course objectives or scope will be reviewed
by the superintendent or designee prior to being scheduled to ensure that the course is rigorous, utilizes appropriateinstructional
materials, and is a carefully considered part of the school’s college and career pathways.

When the implementation of new or modified courses requires the adoption of new instructional resources, those resource
recommendations will be forwarded to the Instructional Materials Committee for consideration by the process outlined below.

Selection and Adoption of Instructional Materials

For the purposes of this procedure, instructional materials used in the school district will be classified as core, alternative core,
intervention, supplemental, and temporary supplemental and shall be selected according to the procedures that follow. The
principal is responsible for ensuring the continuing familiarity of his/her certificated staff with the requirement of this policy and
procedure. The district office will provide such technical assistance as may be necessary to accomplish this.

Roles and Responsibilities in the Selection and Adoption of Instructional Materials

Instructional Certificated Superintendent Instructional School Board
Material Type Teaching Staff Materials
Committee (IMC)

Core material Identify Establish adoption Recommend Adopt
procedure

Supplemental Identify Designate selector a ee ee

Temporary Select - within
Supplemental district guidelines

Instructional Material Delivery Formats
Instructional materials may be delivered in many formats, and may include textbooks, technology-based materials, or other
educational media.

Open Educational Resources

Open Educational Resources (OER) are teaching and learning resources that reside in the public domain or have been released under
an intellectual property license that permits their free use and re-purposing by others. A wide variety of free, high qualityinstructional
content is available from supplemental to core instructional materials. District staff are encouraged to consider OER when selecting
instructional materials. OER are subject to the same selection and adoption procedures as other instructional materials outlined in
this document.

Technology-based Resources

When instructional materials are technology based, district educational technology staff should be consulted regarding the
technological impacts of the suggested program. Equity of access for students and teachers must be considered for all core
materials delivered in digital formats.

Core Instructional Material Selection

Instructional Materials Committee

The Instructional Materials Committee (IMC) is formed to establish and monitor such procedures as may be necessary for the
evaluation and recommendation of core materials used by the district in conformance to stated criteria. The committee will act upon
requests for core material approval and will evaluate and act upon citizens’ requests for reconsideration of core materials.

Committee meetings will be held on a schedule determined by the district. Special meetings may be called by the committee
chairman if necessary. The committee secretary will provide department heads, principals, and program developers with copiesof the

committee meeting schedule.

The committee will consist of administrators, teachers, and stakeholders. Instructional Materials Committees may include
parents, but state law provides that parents must make up less than one-half the committee.

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Members will be appointed by the superintendent or designee through the district’s committee process. The chairman and the
secretary will be permanent members of the committee. Other members will have three-year terms. Temporary appointmentsof one
year or less may be made to fill vacancies.

Criteria for Selection of Core Instructional Materials
Core instructional materials shall be selected based upon the degree to which they:
A. Align to state standards;
B. Align with the district’s age-appropriate guidelines;
C. Demonstrate likelihood of impact as shown by scientific or evidence-based research;
D. Enable implementation of the district’s developed curriculum and meet state standards and College Readiness
requirements;
. Provide sufficient flexibility to meet the varied needs and abilities of the students served;
. Provide clear and appropriate differentiation components for English Language Learners, special education students,
students with academic opportunity gaps, and highly capable students;
G.Where appropriate, present balanced but differing views of issues, controversial or otherwise, in order that students may
develop critical analysis and informed decision-making skills;
H. Demonstrate consideration of appropriate format(s) (including technological, visual, and/or auditory components);
Support an equitable access to learning and learning materials for all students; including the provision of appropriate, high-
quality accessible instructional materials to all students with disabilities who require them; and
J. Are free of stereotyping and gender, race, class, and other forms of bias, recognizing that under certain circumstancesbiased
materials may serve as appropriate resources to present contrasting and differing points of view, and biased materials may
be employed in order to teach students about bias, stereotyping, and propaganda in historical or contemporary contexts.
The Washington Models for the Evaluation of Bias Content in Instructional Materials, publishedby the Office of
Superintendent of Public Instruction (OSPI) should be consulted in the selection process to further to thegoal of eliminating

content bias: https://www.k12.wa.us/CurriculumInstruct/InstructionalMaterialsReview.aspx.

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Age-appropriate Guidelines

The district shall choose material that provides rich educational content appropriate to students in the district over material that may provide
similar content but contains explicit sexual content, vulgarity, or profanity that is age-inappropriate or unnecessary for minors in school
settings.

Explicit sexual content that falls short of material prohibited by criminal laws is nonetheless generally inappropriate or unnecessary for
minors in school. As such, the district will prioritize the inclusion of quality materials suitable for educational goals and worthwhile for the
limited amount of time available to students that do not contain sexually explicit age-inappropriate content.

The following sets forth objective district standards governing age-inappropriate sexually explicit materials. Borderline cases may still arise
where a judgment call must be made, and administrators will use their professional discretion in applying these guidelines to such instances.

High School
High school instructional materials will not contain the following:

Material that would be illegal to give to minors, such as pornography or obscenity;

Visual or visually implied depictions of sexual acts or simulations of such acts;

Explicit written descriptions of sexual acts, except for scientific descriptions for science and health class; and
Visual depictions of nudity, except for science and health instruction, breastfeeding, or classic works of art.

GORY

Middle School
Middle school instructional materials will not contain the following:

Material that would be illegal to give to minors, such as pornography or obscenity;
Visual or visually implied depictions of sexual _acts or simulations of such acts;
Explicit written descriptions of sexual acts, except for scientific descriptions for science and health class; and

Visual depictions of nudity, except for anatomical diagrams for science and health instruction, breastfeeding, or classic works of
art.

GORY

Elementary School
Elementary school instructional materials will not contain the following:

Material that would be illegal to give to minors, such as pornography or obscenity;

Visual or visually implied depictions of sexual acts or simulations of such acts;

Explicit written descriptions of sexual acts;

Non-explicit references to sexual acts, except for the purposes of teaching students to avoid and report molestation; and
Visual depictions of nudity or depictions that imply a person is not wearing clothing, particularly where private areas are
strategically covered or not shown but where such depictions draw the viewers’ attention to the person’s private areas, except
breastfeeding.

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Parental consent must be obtained for elementary school students before using any instructional materials containing non-explicit references

used for the purposes of teaching students to avoid or report molestation and any diagrams for educating about anatomy for purpose of
science and health instruction.

Definitions
“Sexual acts” are defined as sexual intercourse, masturbation, sadism, masochism, bestiality, fellatio, cunnilingus, exhibition of
genitals or nudity if such nudity is depicted for the purpose of sexual stimulation or gratification, or any touching of the sexual or

other intimate parts.

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v

“Implied sex acts” are depictions that explicitly imply that a sex act is about to occur, is occurring, or has just occurred.

Prioritization
In selecting instructional materials, the superintendent or designee shall seek to prioritize materials that do not contain sexual content,
regardless of whether it is age-inappropriate based on the standards above.

When seeking approval from the board for instructional materials containing permitted sexualized content, the superintendent or designee
must notify the board that such material is present and if requested by the board, offer potential alternative options to the board that cover
similar pedagogical purposes for the resource but that do not contain the aforementioned content.

Identification of Core Instructional Materials

Core materials shall be initially selected by such certificated staff as the superintendent or designee may assign to form the
adoption team for a particular set of materials. Materials must meet the Criteria for the Selection of Core Materials above. The
adoption team will review core material according to superintendent-established procedures to ensure compliance with the above
selection criteria and by using instructional material evaluation tools listed on the OSPI website:

https://www.k12.wa.us/CurriculumInstruct/InstructionalMaterialsReview.aspx

Recommendation of Core Instructional Materials

The IMC will receive recommended district material proposals through superintendent-assigned staff that make up the AdoptionTeam.
The IMC will ensure that the core material has been reviewed according to superintendent-established procedures to ensure
compliance with the above selection criteria and by using instructional material evaluation tools listed on the OSPI website:

https: //www.k12.wa.us/CurriculumInstruct/InstructionalMaterialsReview.aspx

Based on their evaluation, the IMC will recommend instructional materials to the board for adoption. With IMC approval, the
Adoption Team will prepare a presentation and present the Adoption Team-recommended and IMC-recommended instructional
materials to the Board for consideration. The Adoption Team's presentation should contain the following information.

e What Core Instructional Materials are we currently using?

e What has shifted in standards, deficiencies, and/or approaches that make the current Core Instructional Materials
obsolete?

e How have the instructional targets/goals been measured previously?

e What process was used for evaluation and review of proposed Core Instructional Materials?

e What options, series, publishers, authors were considered prior to a selection?

e What is the complete cost(s) of the proposal?

e What is the longevity of the proposed Core Instructional Material adoption?

e How will the instructional targets/goals be measured? These target/goals should be specific, measurable, achievable,
relevant, and time bound.

Adoption of Core Instructional Materials
Core material will be approved by the board prior to their use in classrooms. Texts selected previously are exempt from thisrequirement.

Adoption of Core Instructional Materials will be completed over a minimum of two board meetings. The initial
presentation by the Adoption Team will occur at the first Board meeting.

Regularly Scheduled Core Material Updates

Any courses using OER as their core material shall annually convene a representative group of district teachers of the course torevise
and improve the core material. Adaptations shall be based on teacher and student suggestions and data from state or district
assessments identifying areas of lower student performance. Revised versions of the core material will be implemented for the
following school year.

If the adaptations to the core material results in significant changes to course objectives or scope, the revised resource shall be
forwarded to the Instructional Materials Committee for consideration and, formal recommendation for board adoption.

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Exceptional Needs or Rapidly Changing Circumstances

The superintendent or designee may authorize the acquisition of alternative core instructional materials to meet exceptional needs
or rapidly changing circumstances. However, expanded use of core instructional materials selected for exceptional needswill require
adoption through the formal process.

College in the High School, Advanced Placement (AP), and/or International Baccalaureate (IB)
College in the High School consistent with the requirements under Chapter 28A.600 RCW], AP, and/or IB courses may have
varying course designs as necessitated by their course credit transfer requirements.

Field Testing

The superintendent or designee may consider the use of field testing as part of the adoption process. Field testing can provide aflexible
opportunity to investigate the effectiveness of curricular approaches, instructional materials, and/or assessment resources through
careful experimentation for an identified purpose based on student needs.

Trial-use core instructional material of an experimental, field-test nature may be authorized for use by the superintendent for aperiod
of no more than one school year prior to adoption through the formal process.

Citizen Access to View Core Materials

Members of the community are invited to review any core instructional materials in current or proposed use. Such review may be
accomplished at the school, in the district office, or online. The review and examination process should be arranged in a wayto avoid
disrupting the educational program. The review of core materials should be undertaken with the knowledge of district objectives in
mind.

Intervention Instructional Material Selection

Instructional materials designed to support strategic or intensive intervention for students who are at risk of not meeting
established learning standards will be approved by the superintendent or designee based upon evidence from reputable sources(e.g.,
National Center on Response to Intervention, Johns Hopkins Best Evidence Encyclopedia).

Alternative Core Instructional Material Selection

The superintendent, or designee, will establish procedures through which schools may be approved to use alternative core
materials for specialized course offerings or flexible learning environments. In many cases, the superintendent may decide that
selection of these alternative core materials be made by certificated staff designated by the building principal. in partnership with
the MLSD Teaching and Learning Department.

Supplemental Material Selection
Supplemental materials will not require IMC approval or board adoption.

The superintendent shall delegate responsibility for examining, evaluating, and selecting all supplemental and temporary
supplemental materials to the principal or professional staff of the district. This includes preparing all student reading lists usingstate
standards-aligned resources/repositories. Staff will rely on reason and professional judgment in the selection of high quality
supplemental materials that align to state learning standards and are appropriate for the instructional program and developmental
level and interests of their students. While supplemental materials do not require item-by-item approval of theIMC, staff are
expected to thoroughly preview such materials and to give due consideration to the text complexity, developmental level of
students; appropriateness of language or images; bias against racial, gender, ethnic, or other social groups; and other sensitive
issues.

Temporary Supplemental Material Selection

Professional staff of the district will rely on reason and professional judgment in the selection of high quality temporary
supplemental materials that are appropriate for the instructional program and developmental level and interests of their
students.

Protest Procedure for Instructional Materials
When a parent/guardian or employee challenges any instructional materials used or restricted from use in the schools, the
following steps should be taken:
1. Concerns should first be discussed with the certificated teacher and/or the school principal. All parties are urged to
resolve the concern at this level.
2. If the concerns cannot be resolved through discussion at the school level, the following steps will be taken and the
challenged instructional material will continue to be used until a decision is rendered:

a. If the challenged instructional material is supplemental in nature, at a parent’s written request to the principal, the
supplemental material may be asked to be withdrawn from their student. The principal shall facilitate a meeting of
the complainant(s) and appropriate school staff. Following the meeting, the principal shall respondwith a written
decision. If warranted by the scope of the supplemental material, an appeal may be submitted tothe superintendent
or designee requesting review by the Instructional Materials Committee and a written decision.

b. If the instructional material is core, alternative core, or intervention material, the parent/guardian or employee may
register a request for reconsideration with the Superintendent or designee. This request will be forwarded tothe
Instructional Materials Review committee. The IMC will review the complaint and establish a timely process for public
consideration of the complaint, if appropriate.

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All instructional material reconsideration decisions will be by majority vote of the IMC and are final. Decisions of the committeewill be
delivered in writing to the superintendent, complainant, and affected staff within ten (10) school business days.

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