2020 Policy – Course Design, Selection and Adoption of Instructional Materials

The superintendent is responsible for the improvement and growth of the educational program of the schools. To this end, the course designs shall be evaluated, adapted and developed on a continuing basis. Instructional materials shall be selected to ensure alignment with state learning standards and enable all students to master foundational skills and knowledge to achieve college and career readiness.

Definitions

For the purpose of policy and procedure 2020, the following definitions will apply:

A. Course Design is the process that includes identifying and sequencing essential content supporting students’ development towards state learning standards and The Bellingham Promise outcomes. Course design involves providing appropriate instructional materials, professional development and support systems for teachers as they implement the course.

B. Instructional Materials are all materials designed for use by students and their teachers as learning resources to help students to acquire facts, skills and/or to develop cognitive processes. These instructional materials, used to help students meet state learning standards, may be printed or digital and may include textbooks, technology-based materials, other educational media and assessments. They may carry different types of licensing from open to all rights reserved. For the purposes of this policy, there are five categories of instructional materials:

1. Core instructional materials are the identified primary instructional resources for a given course. Core instructional materials meet learning standards associated with a specific course or grade level content area and are reviewed and recommended for use by the Instructional Materials Committee (IMC) and approved by the superintendent. The implementation of these resources is supported by district professional development to ensure teachers gain the knowledge and skills to be able to use the materials with fidelity. (e.g., an identified districtwide math curriculum, intended for use across a whole grade band or an identified course text, book or digital curriculum package, for use in a specific course across all schools)

2. Alternative core instructional materials are the primary instructional materials for a given course that are used with a subset of students. These materials are intended to replace approved core materials and may be used for specialized course offerings or flexible learning environments. Alternative core materials meet learning standards associated with a specific course or grade level content area and are reviewed and recommended for use by IMC and approved for use by the superintendent. Implementation of these curricular resources may be targeted more in specific schools or school departments and professional development support is scaled to support that implementation (e.g., an identified course text, book or digital curriculum package for use in a specific course within a subset of schools or specific departments within a single school).

3. Intervention materials are designed to support strategic or intensive intervention for students. Intervention materials are used with students to accelerate progress toward particular learning goals based on systematic assessment, decision-making and progress monitoring. Intervention materials may be reviewed and recommended for use by the IMC, but do not require the superintendent’s approval for use. Intervention materials may be aligned with other existing published curricula or they may be teacher-created resources and may support extra help for students who are above or below standard.

4. Supplemental instructional materials are used in conjunction with the core instructional materials of a course. These items extend and support instruction. They include, but are not limited to, books, periodicals, visual aids, video, sound recordings, computer software and other digital content. Supplemental instructional materials may be reviewed and recommended for use by the IMC. Supplemental instructional materials do not require the superintendent’s approval.

5. Temporary supplemental instructional materials are those items used in conjunction with the core or alternative core instructional materials of a course that are of interest or value for a short period of time and are chosen within district-established guidelines. They are not intended to supplant the adopted curriculum nor be used on a regular instructional basis. Examples might include timely articles from relevant, reliable sources, websites or news broadcasts. The use of temporary supplemental instructional materials for time periods of over one year requires consideration of the material as either part of the core instructional material for a course or supplemental instructional material for the course depending on the nature and scope of the material.

C. Instructional Materials Committee (IMC) makes core instructional materials adoption recommendations to the superintendent based on this policy and procedure.

Course Design

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

A. Provide for the regular review of selected content areas and implementation of any suggested changes.

B. Provide for involvement of community representatives and staff members at appropriate times.

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:

A. Applicable state and federal laws.

B. Goals and/or learning standards of the district and state; and

C. Procedures established by the IMC which address the criteria detailed in the corresponding procedure 2020P.

The superintendent is responsible for the adoption of all core instructional material used in the district.

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

The superintendent will ensure that a listing of all core instructional material used within the school curriculum is maintained in the district and is available for public review either in-person or online.

The superintendent shall delegate responsibility for examining, evaluating and selecting all supplemental instructional materials and temporary supplemental instructional materials to the professional staff of the district. This includes preparing all student reading lists. Staff will rely on reason and professional judgment in the selection of high quality supplemental instructional materials that align to state learning standards and are appropriate for the instructional program and developmental level and interests of their students.

Legal References:

Chapter 28A.640 RCW Sexual Equality

Chapter 28A.642 RCW Discrimination Prohibition

RCW 28A.150.230 District school directors' responsibilities

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

RCW 28A.320.230 Instructional materials Instructional materials committee

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

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