2020 - Course Design, Selection and Adoption of Instructional Materials

Policy and Procedure

Policy 2020

The board recognizes its responsibility for the improvement and growth of the educational program of the schools. To this end, the course designs will be evaluated, adapted, and developed on a continuing basis. Instructional materials shall be selected to ensure alignment with district and state standards to support the development of well-rounded students with the foundational skills and knowledge to achieve college and career readiness.

I. Course Design

The superintendent or designee will establish procedures for course design that:

Provide for the regular review of selected content areas and implementation of any suggested changes.
Provide for involvement of community representatives and staff members at appropriate times.

II. Selection and Adoption of Instructional Materials

The primary objective in selecting instructional materials is to implement, enrich and support the educational program of the schools. All instructional materials will be selected in conformance with:

Applicable state and federal laws;
Goals and/or learning standards of the district and state; and
Procedure 2020.

The school board is legally responsible for adopting all core instructional materials used in the district. Instructional materials shall be adopted by the Board prior to their use in school.

III. Middle School Courses

Course offerings for required core courses will be consistent amongst the middle schools. Core courses are defined as math, science, English language arts, and social studies. Advanced (highly capable, accelerated learning, etc. ) courses will be consistent amongst the middle schools.

Elective courses will be optional, with the exception of the Washington State requirement for health and physical education.

The superintendent or designee will establish procedures for core materials, alternate core, and intervention selection and adoption using criteria around evidence-based practices.

The superintendent or designee will ensure that the district maintains a list of all core instructional materials used within the school curriculum and that it is available for public review either in person or online.

The board intends for the superintendent to delegate responsibility for examining, evaluating, and selecting all supplemental and temporary supplemental materials to the professional staff of the district. This includes preparing all student reading lists and internet-based video (including but not limited to sources such as news, online lessons, lectures, speeches, science and history demonstrations, YouTube, etc.). Staff will rely on reason and professional judgment in the selection of high-quality supplemental materials that align to district and state learning standards and are appropriate for the instructional program, developmental level and interests of their students.

Procedure 2020

For the purposes of these rules and regulations, the definitions from Policy 2020 will apply.

District course design and core instructional materials should be regularly reviewed to ensure their ongoing alignment with state 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 area experts. This review cycle should be based on student need, changing demographics and funding. The cycle should cover each content area to ensure current course relevance. The course design process should review:

Relevance, rigor, and alignment to district and state learning standards;
Efficacy of core, alternative core, and intervention instructional materials that support student learning; and
Processes and resources used to assess student progress and address teacher professional learning.

Recommendations of this review may lead to:

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

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 appropriate instructional 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 materials, materials for alternative programs, 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 Material Type	Curriculum/ Renewal Committee	Principal	Superintendent	Instructional Materials Committee (IMC)	School Board
Core Material	indentify		establish adoption procedure	recommend	adopt
MaTerials for Alternative Programs	indentify		designate selector
Intervention	indentify		designate selector
Supplemental	indentify	designate selector
Temporary Supplemental	select - within 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. 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.

Commercial Videos

a. Federal law prohibits the use of commercially produced videos for entertainment in the classroom. However, these videos may be used in schools (in whole or in part), provided the following conditions are met:

1. There is a face-to-face (that is, teacher/student) setting.

2. It is part of the regular instruction (e.g., its in the curriculum outline and lesson plan), not as a reward.

3. It occurs in a classroom or other schoolroom devoted to instruction.

4. It is a legally produced copy with the copyright credits show on screen or with a handout.

b. Use of MPAA (Motion Picture Association of America) rated video requires parental notification (F-6 2311). Notifications (e.g., syllabus, course outline, special letter, etc.) will occur, when possible, at the beginning of each school year/semester to provide for parental preview. At a minimum, notifications will explain how films relate to the curriculum and outline procedures to obtain alternative assignments.

c. When a MPAA rated video is to be used which was not included on the original notification, permission slips (F-7 2311) will be sent home. Only those students returning signed parent slips will view the additional film. Building Principals will receive a sample file copy of parent notifications.

Internet Video

Internet-based video, including but not limited to such sources as news, lectures, speeches, on line lessons, science demonstrations, historical reenactment, YouTube features, etc. may be used as supplemental instructional materials to meet identified learning goals and objectives provided copyright limitations are followed and provided staff use reason, professional judgment, and materials selection criteria aligned to learning standards and appropriate to the developmental level of students.

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 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 , either or both of the Executive Directors of Teaching and Learning or designee if necessary. The committee secretary will keep all parties updated with the committee meeting schedule.

RCW 28A.320.230(1)(c) states in part, “The committee may include parents at the school board's discretion: PROVIDED, That parent members shall make up less than one-half of the total membership of the committee.” The Board of Directors values community members’ input in the selection of our students’ instructional materials. As such, the percentage of community members serving on the committee shall be as close to 49% as possible. Board Leadership, along with the Superintendent will consider all applicants. The Superintendent will appoint the necessary number of community members with final approval by the Board of Directors.

The committee will consist of: six (6) teachers, seven (7) parents/community members, and two administrator(s), all voting members. Either or both of the Executive Directors of Teaching and Learning or designee will be a permanent member of the committee. Other members will have three-year terms. Temporary appointments of one year or less may be made to fill vacancies. A member who misses two or more meetings during any school year may be replaced for the remainder of the appointed term. A member who needs a leave of absence may request a leave for up to one school year and a substitute may be appointed for that year. All temporary appointees are to be approved by the Board of Directors.

Criteria for Selection of Core Instructional Materials

Core instructional materials shall be selected based upon the degree to which they:

A. Demonstrate likelihood of impact as shown by scientific or evidence-based research; or by use and experience in other schools and educational settings.

B. Enable implementation of the district’s developed curriculum and meet state standards and College Readiness requirements;

C. Provide sufficient flexibility to meet the varied needs and abilities of the students served;

D. Provide clear and appropriate differentiation components for English Language Learners, special education students, students with academic opportunity gaps, and highly capable students;

E. 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;

F. Demonstrate consideration of appropriate format(s) (including technological, visual, and/or auditory components);

G. 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

H. Are free of stereotyping and gender, race, class, and other forms of bias, recognizing that under certain circumstances biased 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, published by the Office of Superintendent of Public Instruction (OSPI) should be consulted in the selection process to further to the goal of eliminating content bias: https://ospi.k12.wa.us/policy-funding/equity-and-civil-rights/resources-school-districts-civil-rights-washington-schools/reviewing-instructional-materials-bias.

Identification of Core Instructional Materials

Core materials shall be initially selected by such certificated staff as the superintendent or designee may assign. Materials must meet the Criteria for the Selection of Core Materials above.

Recommendation of Core Instructional Materials

The IMC will receive recommended district material proposals through superintendent-assigned staff. Core material will be 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://ospi.k12.wa.us/student-success/learning-standards-instructional-materials/course-design-instructional-materials.

Procedures established shall be approved by the board of directors.

Based on their evaluation, the IMC will recommend instructional materials to the board for adoption.

Adoption of Core Instructional Materials

Core material will be approved by the board prior to use in classrooms.

Regularly Scheduled Curriculum Renewal Core Materials Updates

If the adaptations to the core material result 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.

Core academic courses in this category, as defined by the District’s curriculum renewal cycle shall annually convene a representative group of district teachers from the course to revise 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.

Novels

Novels that are adopted by the Board will be adopted for a minimum grade level regardless of subject matter. Parents/Guardians of students who enroll in courses which are designed for older grades will be notified via the course syllabus of the curricular materials used in that course. On a case-by-case basis, staff members may use professional judgment to differentiate instruction and use materials adopted for an older grade level with verified (written, verbal or electronic) communication from the parent/guardian.

Exceptional Needs or Rapidly Changing Circumstances

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

College in the High School, Advanced Placement (AP), and/or International Baccalaureate (IB)

College in the High School, 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 a flexible 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 a period 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 way to 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).

Selection of Materials for Alternative Programs

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

Supplemental Material Selection

Supplemental materials will not require IMC approval or board adoption.

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.

Course Syllabi/Alternate Reading Assignments

Secondary teachers will prepare, have available for community members, and distribute to students/parents course descriptions which describe curriculum goals and list instructional materials, regardless of medium (and options where appropriate).
If applicable, teachers will include the following language in their syllabi, “Some of the topics and/or language in the reading materials may include strong sexual content, violence, or profanity. Parents and/or students are invited to address any concerns directly with me. If requested, alternative reading/assignments will be provided. Please review this syllabus to ensure the materials are appropriate for your student. For further information, parents and/or students are urged to utilize websites to investigate contents of these reading materials. Links to these sites are provided from the school district’s website.”
Teachers are required to request each student return a signed receipt from the student’s parent(s) signifying that they have both received and reviewed the syllabus.
In the event a student or parent objects to a required reading assignment, teachers will work with the student and/or parents to determine an appropriate alternate to the required reading assignment.

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:

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.
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 respond with a written decision. If warranted by the scope of the supplemental material, an appeal may be submitted to the Superintendent, or designee requesting review by the Instructional Materials Committee and a written decision.

b. If the instructional material is core, alternative program, or intervention material, the parent/guardian or employee may register a request for reconsideration with the Superintendent or designee. This request will be forwarded to the Instructional Materials committee. The IMC will review the complaint in a timely fashion, and notify the complainant in writing of their decision regarding the complaint.

c. The complainant may file an appeal to the Superintendent, or designee, of the review decision within ten (10) school days.

d. The Superintendent or designee will review the complaint and notify the complainant of judgment within ten (10) school days. The complainant may file an appeal to the School Board of Directors of the Superintendent’s, or designee’s decision within ten (10) school days.

e. The Board will review the complaint and notify the complainant of judgment within thirty (30) days, which shall be final.

f. The Superintendent or curriculum supervisor may, in the interest of conservation of the use of district personnel and resources, consolidate substantially similar requests for reconsideration of related instructional materials, and, subject to appeal to the Board of Directors at its next regular meeting, decline to hear repeated or substantially similar requests presented within one school year.

Forms

Legal References

RCW 28A.150.230 District school directors’ responsibilities

RCW 28A.320.230 Instructional materials - Instructional materials committee

RCW 28A.320.170 Tribal history and culture [as amended by SSB 5433]

RCW 28A.405.060 Course of study and regulations – Enforcement – Withholding salary warrant for failure

Ch. 28A.640 RCW Sexual Equality

WAC 180-44-010 Responsibilities related to instruction

WAC 392-190-055 Textbooks and instructional materials – Scope Elimination of bias

RCW 28A.320.233 Student materials – Denial based on protected class prohibited – Complaint procedure

RCW 28A.320.235 Supplemental instructional materials – Policies and procedures – Definitions

RCW 28A.345.130 Model policy and procedure for instructional materials – Diverse and inclusive curricula

Ch. 28A.642 RCW Discrimination Prohibition

Adoption

Policy

Adopted: December 10, 1985

Revised: April 1999

Revised: June 2011

Revised: April 2015

Revised: October 7, 2015

Revised: July 8, 2025

Procedure

Revised: October 1998

Revised: June 2011

Revised: April 2015

Revised: October 2015

Revised: April 25, 2023

(Formerly #2311)