2020P Procedure - Course Design, Selection, and Adoption of Instructional Materials

For the purposes of this procedure, the definitions from Policy 2020 will apply.
District course design and core instructional materials shall 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 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 state learning standards;
  • Efficacy of 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;
  • 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; and if necessary, to review and select new instructional materials;
  • Recommendation of new instructional materials selection to the Instructional Materials Committee (IMC) or Teaching and Learning Services;
  • 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
When the district adopts or reviews the social studies curriculum, it will incorporate history, culture, and government of the nearest federally recognized Indian tribe. During regularly scheduled reviews and revisions of their social studies and history curriculum thereafter, the district will make intentional outreach to 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. 
New Courses or Major Modifications to Existing Courses
A new course offering or major course modification that proposes 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, career, and community 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, supplemental, intervention, 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.
Roles and Responsibilities in the Selection and Adoption of Instructional Materials
Instructional Materials Type
District Staff
Instructional Materials Committee (IMC)
School Board
Primary instructional resources for a given course
Adoption Committee
Designates adoption process to Teaching and Learning Services
Review for recommendation to the School Board
Materials used in conjunction with core, to extend and support instruction
Adoption Committee, Certificated Teaching Staff
Designates adoption process and approval to Teaching and Learning Services
Materials designed to support strategic or intensive interventions
Adoption Committee, Teaching and Learning Services Staff
Designates approval to Teaching and Learning Services
Temporary Supplemental
Materials used with core materials that are of interest or value for a short period of time
District Staff-
within District Guidelines
Principal Approval
Instructional Materials Delivery Formats
Instructional materials may be delivered in many formats, and may include textbooks, technology-based materials, or other educational media. With the use of film, the following guidelines are in place:
  • Video clips of 20 minutes or less can be used with pre-approval by a building administrator.
  • R-rated film media, including video clips, will not be used.
  • PG-13 rated film media, including video clips, cannot be used below the 9th grade level.
  • Full length entertainment films/television media requires Teaching and Learning Services approval. Building administrator approval is required for each use on an annual basis for up to three additional years. After four years, the material requires renewed approval from Teaching and Learning Services.
Technology-Based Resources
When instructional materials are technology based, district educational technology staff shall be consulted regarding the technological impacts of the suggested program, and the technology approval process shall be initiated. Equity of access for students and teachers must be considered for all core materials delivered in digital formats.
Core Instructional Materials 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 materials approval and will evaluate and act upon citizens’ requests for reconsideration of core and supplemental materials.
Committee meetings will be held on a schedule determined by the district.  Special meetings may be called by the committee chairperson if necessary. The committee secretary will publish the committee meeting schedule.
The committee membership will consist of:
  • The following district administrators are designated as permanent members:
    • Administrators in charge of Teaching and Learning Services (including the committee chairperson);
    • Administrator in charge of PK-12 Education;
    • Administrator in charge of Career and Technical Education or designee; and
  • Other members will be appointed by the superintendent or designee. Membership must be approved by the Board of Directors. Temporary appointments of one year or less may be made to fill vacancies. The Instructional Materials Committees may include parents, but state law provides that parents must make up less than one-half the committee.
The following members will be appointed for three-year terms:
  • One representative nominated by each director of the School Board;
  • One community representative that may be appointed by the superintendent;
  • Three school-based administrators, one from each level;
  • District curriculum specialists;
  • Staff members from schools not represented by any of the above; and
  • One librarian/information technology specialist.
Criteria for Selection of Core Instructional Materials
Core instructional materials shall be selected based upon the degree to which they:
  1. Demonstrate likelihood of impact as shown by scientific or evidence-based research;

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

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

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

  5. 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;

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

  7. 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

  8. Are free of stereotyping and gender, race, socio-economic status, ability, family status, 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. 

Recommendation of Core Instructional Materials
The IMC will receive recommended district material proposals through superintendent-assigned staff. Core materials will be reviewed according to established procedures to ensure compliance with the above selection criteria and by using research-based evaluation tools.
Based on their evaluation, the IMC will recommend instructional materials to the Board for adoption.
Adoption of Core Instructional Materials
Core materials will be approved by the Board prior to their use in classrooms.
Regularly Scheduled Core Materials Updates
Any courses using Open Educational Resources (OER) as their core material shall annually convene a representative group of district teachers of 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.
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.

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 needs will require adoption through the formal process.

College in the High School and Advanced Placement (AP)
College in the High School consistent with the requirements under Chapter 28A.600 RCW and AP courses may have varying course designs and specific instructional materials requirements as necessitated by their course credit transfer requirements.

OSPI-Sponsored Curriculum
OSPI-developed curriculum resources consistent with goals for college, career, and community readiness may have specific instructional materials 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 materials 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.
Supplemental Materials Selection
Supplemental materials will not require IMC approval or board adoption.

The superintendent shall delegate responsibility for examining, evaluating, and selecting all supplemental materials to the professional staff of the district. This includes preparing student reading lists using state standards-aligned resources/repositories. Staff will apply district procedures, including bias review, for the review of instructional materials 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.

Intervention Instructional Materials 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 the reputable sources and/or, when appropriate or necessary, field testing.
Temporary Supplemental Material Selection
Temporary supplemental materials will not require IMC approval or Board adoption. The superintendent shall delegate responsibility for examining, evaluating, and selecting all temporary supplemental materials to the professional staff in schools. Staff will rely on reason and professional judgment in the selection of high-quality temporary supplemental materials that align to state learning standards and are appropriate for the instructional program and developmental level and interests of their students. While temporary supplemental materials do not require item-by-item approval of the IMC, 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, socio-economic, ability, family status, or other social groups; and other sensitive issues.
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: 

    1. If the challenged instructional material is a temporary supplemental material, a parent/guardian or employee may make a written request to the principal, to withdraw the material 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.

    2. If the instructional material is core, supplemental, 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 and establish a timely process for public consideration of the complaint, if appropriate.

All instructional materials reconsideration decisions will be by majority vote of the IMC and are final. Decisions of the committee will be delivered in writing to the superintendent, complainant, and affected staff within ten (10) school business days.
Date: 11/30/94
Revised: 10/10/06; 9/9/08; 12/8/09; 8/16/11; 10/8/13; 3/11/20; 1/17/23