Instruction BP 6161.1(a)
SELECTION OF CURRICULUM-BASED INSTRUCTIONAL MATERIALS
INTRODUCTION
The Governing Board of the San Lorenzo Unified School District supports the basic tenets of academic
freedom and the principles stated in the Library Bill of Rights and the Statement on Intellectual Freedom
issued by the Association for Educational Communications and Technology.
The Governing Board views the selection of instructional materials as an outgrowth of the process for
curriculum review and renewal. District agreement on the goals and priorities for student learning and
on the development and evaluation of curriculum based on these goals and the state curricular guidelines
precedes the selection of instructional materials. The Board believes that care must be taken to select
and evaluate instructional materials so they support the curriculum, present a broad spectrum of
knowledge and viewpoints, reflect the ethnic and cultural diversity of our society, and enhance the use of
multiple teaching strategies and technologies.
Further, the Governing Board recognizes that educational research and state guidelines suggest
supplementary materials that support instruction include literature, historical documents, primary source
material, trade books and journals. In this way, texts and other supplementary instructional materials
assist students in the construction of knowledge and in connecting what they learn in school to the world
they encounter outside of school. The selection of instructional materials should take into account new
forms of learning and assessment.
In accordance with the Instructional Materials Funding Realignment Program, the Board’s priority in the
selection of instructional materials is to ensure that all students in grades K-12 are provided with
instructional materials that are aligned to state content standards in the core curriculum areas of
reading/language arts, mathematics, science, and history/social science. Students in grades K-8 shall be
provided with instructional materials adopted by the State Board of Education in core subjects.
In addition to basic or core texts, the Board encourages teachers to use other instructional materials
which are relevant to the district’s curricular goals and which take into account students’ maturity,
interests and talents. Such materials enable teachers to introduce content and instructional strategies that
enrich the curriculum, enhance learning, help students make critical judgments and stimulate their
intellectual growth. When selecting these materials, teachers shall review them according to the
evaluation criteria and provide appropriate introductory and follow-up activities. These materials may
be subject to the formal selection and adoption process at the discretion of the District and Governing
Board. Films should be used in accordance with the District Audio-Visual Policy, No. 236.
Page 1 of 4
BP 6161.1(b)
INSTRUCTIONAL MATERIALS EVALUATION OVERSIGHT COMMITTEE
An evaluation oversight panel composed of Educational Services administrators will be selected by the
Superintendent or his/her designee to certify that the evaluation process of curriculum-based materials
has been followed. The oversight panel shall provide for evaluation input prior to certifying the
evaluation process to the Governing Board. Specific information regarding the roles and responsibilities
of the committee and criteria for membership can be found in Administrative Regulations #6161.1.
STEPS IN THE PROCESS FOR SELECTION AND ADOPTON OF INSTRUCTIONAL MATERIALS
The process for selection and adoption of instructional materials begins with teachers identifying texts
and materials which support the district’s curricular goals and culminates in the action of the Governing
Board. Factors playing a role in initiating the process include:
a. a review of the curriculum based on state frameworks and reform reports
b. development of new courses
c. changes in the student population and especially in the ethnic, linguistic and cultural diversity of
students
d. recognition of the findings from educational research based on student achievement data
regarding how students learn
The state curriculum cycle focuses attention on particular subject areas, including district review of
curricular goals, and may result in adoption. Information regarding specific steps in the selection and
adoption process and the formation of district and school level committees is contained in
Administrative Regulations #6161.1.
SELECTION AND EVALUATION OF INSTRUCTIONAL MATERIALS
Guided by the district curriculum and state frameworks and reform reports, the district will develop
subject specific as well as general evaluation criteria for the selection of instructional materials. The
District will use these criteria in selecting materials that support the district curriculum while at the same
time providing for the needs of our students. Selection and evaluation committees shall access the
educational suitability of instructional materials according to the following criteria:
1. Relationship to the adopted courses of study and current curricular goals
2. Contribution to a comprehensive, balanced curriculum.
3. Reliable quality of scholarship as evidenced by:
a. Accurate, up-to-date and well-documented information.
b. Objective presentation of diverse viewpoints.
c. Clear, concise writing and appropriate vocabulary.
d. Thorough treatment of subject.
4. Fair and balanced portrayal of people with regard to race, creed, color, national origin, sex and
handicap.
5. Provision for a wide range of materials on all levels of difficulty, with appeal to students of
varied interests, abilities, and maturity levels.
6. Inclusion of materials that provide engaging and uplifting perspectives, insights, and experiences.
7. Inclusion of materials which stimulate discussion of contemporary issues and improve students'
thinking and decision-making skills.
8. Contribution to the proper articulation of instruction through grade levels.
9. Quality and durability of paper, binding etc.
10. Availability of corresponding versions in languages other than English.
11. Availability and quality of corresponding teacher's guides.
BP 6161.1(c)
PUBLIC INPUT IN THE SELECTION PROCESS
The Superintendent or designee shall establish a process by which instructional materials shall be
reviewed for recommendation to the Board. This process shall involve teachers in a substantial manner
and shall also encourage the participation of parents/guardians and community members.
Once the instructional materials evaluation process has been reviewed and certified by the Instructional
Materials Evaluation Oversight Committee, the materials will be publicly displayed for a period of 15
working days at the District Office. The public will be notified of the availability of these materials for
review through the District website and the minutes of the Governing Board. A notice that a public
hearing will be held relative to the proposed instructional materials will be posted 10 days prior to the
Board meeting at which the materials will go forward for adoption approval.
CONFLICT OF INTEREST
To ensure integrity and impartiality in the evaluation, selection and approval of instructional materials,
any district employee participating in the evaluation, selection or approval of instructional materials
shall not engage or be currently engaged in any of the following conduct:
a. Accept any emolument, money, or other valuable thing or inducement, except for copies of
instructional materials, to directly or indirectly influence the adoption or purchase of any
instructional material.
b. Be employed by or receive compensation from any person, firm, organization, or any of its
subsidiaries or controlling entities submitting instructional materials to the district.
c. Have or negotiate a contractual relationship with any person, firm, or organization or any of
its subsidiaries or controlling entities submitting instructional materials to the district.
d. Have an interest as a contributor, author, editor, or consultant in any textbook or other
instructional material submitted to the district, unless there are extenuating circumstances
and the Superintendent or designee approves the employee’s participation in the evaluation,
selection and approval of instructional materials.
Any district employee considered for participation in the evaluation, selection or approval of
instructional materials shall, in advance of such participation, execute an Affirmation Regarding Conflict
of Interest. Committee members must adhere to district standards of ethical behavior for employees,
community members and volunteers as described in Board Policy #344—Certificated Staff.
CHALLENGE PROCESS
A great deal of time and care are taken so that instructional materials are selected which reflect the
educational goals of the entire community. If parents or guardians of students enrolled in the San
Lorenzo Unified School District object to instructional materials in use, they may request alternative
assignments for their students, and parents or students may challenge the use of particular instructional
materials. The process for initiating a challenge can be found in Administrative Regulation #6161.1.
Page 3 of 4
BP 6161.1(d)
The Board has the ultimate authority to approve or disapprove the proposed instructional materials. The
Board’s decision shall be based on pedagogical concerns. Appropriate pedagogical concerns are stated
in Education Code section 233.5 which reads as follows:
a. Each teacher shall endeavor to impress upon the minds of the pupils the principles of morality,
truth, justice, patriotism, and a true comprehension of the rights, duties, and dignity of American
citizenship, the meaning of equality and human dignity, including promotion of harmonious
relations, exercise sensitivity and discretion, kindness toward domestic pets and the humane
treatment of living creatures, to teach them to avoid idleness, inflammatory statements, profanity,
and falsehood, and to instruct them in manners and morals and the principles of a free
government.
b. Each teacher is also encouraged to create and foster an environment that encourages pupils to
realize their full potential and that is free from discriminatory attitudes, practices, events, or
activities, in order to prevent acts of hate violence, as defined in subdivision (e) of Section 233.
Legal References
35010 Control of district; prescription of rules & enforcement
51510-51513 Prohibited Materials
60000-60005 Instructional Materials
60010 Definitions
60040-60048 Instructional Material Requirements
60200-60206 Selection & Adoption of Instructional Materials
Board adopted: August 21, 2001, Revision: October 18, 2005, Revised: May 20, 2008
Page 4 of 4
BP-AG\Pol-6161.1
SAN LORENZO
UNIFIED SCHOOL DISTRICT
ADMINISTRATIVE REGULATIONS
Instruction AR 6161.1(a)
SELECTION AND ADOPTION OF CURRICULUM-BASED INSTRUCTIONAL MATERIALS
The steps for the selection and adoption of instructional materials are outlined below and also
displayed visually in the chart, which accompanies these rules and regulations.
STEPS IN THE PROCESS OF SELECTION AND ADOPTION FOR A PILOT OF NON STATE
ADOPTED MATERIALS
• Non state adopted materials shall not be piloted without prior approval of the Board of
Education.
• Formation of district or school level selection committee with representation from parents,
students, teachers, community members and administrators
• Review of district curricular goals and other pertinent information such as state frameworks
and reform reports
• Establishment of evaluation criteria and documentation with minutes of meeting/s held to
discuss the evaluation of the materials
• Screening of materials based on California Department of Education and local evaluation
criteria
• Presentation of materials being considered for piloting to the district level Instructional
Materials Evaluation Oversight Committee
• Certification of the evaluation process by the Instructional Materials Evaluation Oversight
Committee to the Superintendent for Governing Board action
• Governing Board action on proposed pilots
• Piloting, display of materials and sharing of results whenever possible
• Recommendation of materials for adoption to Instructional Materials Evaluation Oversight
Committee and notification to community of materials being considered
• Certification of the evaluation process to Superintendent for Governing Board action or
return to District or School Selection Committee for further consideration
Page 1 of 9
AR 6161.1(b)
• If certification of the evaluation process is forwarded for Governing Board action, post 10
day notification of Board Hearing regarding adoption to the community.
• Materials on display in the Instructional Materials Technology Center
• Public hearing held
• Governing Board action
STEPS IN THE PROCESS OF SELECTION AND ADOPTION WHEN A PILOT WILL NOT BE
USED
• Formation of district or school level selection committee with representation of parents,
students, teachers, community members, and administrators
• Review of district curricular goals and other pertinent information such as state frameworks
and reform reports
• Establishment of evaluation criteria and minutes of meeting/s held to discuss the evaluation
of the materials
• Screening of materials based on evaluation criteria and at the elementary level on the state
approved list for textbook adoption
• Recommendation of materials for adoption to the district level Instructional Materials
Evaluation Oversight Committee and notification to community of materials being
considered
• Certify the evaluation process to Superintendent for Governing Board action or return to
District or School Selection Committee for further consideration
• If certification of the evaluation process is forwarded for Governing Board action,
notification to community of display time of materials at the District Office
• Public hearing held
• Governing Board action
DISTRICT AND SCHOOL LEVEL SELECTION COMMITTEES
Selection committees shall be established at either the district or school level. The selection committee
shall be composed of teachers, parents, students and administrators. An ad hoc district level selection
committee shall be formed for these purposes:
• to respond to the state curriculum cycle
• to address new graduation requirements
Page 2 of 9
AR 6161.1(c)
• to consider the selection of new materials district wide
• to review a range of materials in relation to the district’s curricular goals and to select materials
for piloting
The district level selection committee promotes articulation among grade levels and allows for
development of a coherent approach to materials selection.
A school level selection committee shall be formed to select materials for a particular site based on
curricular and student needs. Schools shall be responsible for establishing a process that is open and
involves the parents, teachers, community members, administrators and students. The evaluation
criteria established by the district or school-level committee should reflect those enumerated in Board
Policy #6161.1
PROCEDURES FOR SELECTION AND PILOT OF INSTRUCTIONAL MATERIALS
The process for selection and pilot of instructional materials varies depending upon whether materials
are being selected district wide or by an individual school site. A district wide selection may focus on
one subject area K-12 or on other learning needs such as second language acquisition. An individual
school selection may focus on the need to select multi-cultural materials or other instructional need.
Other factors which influence the process include costs related to purchase of materials for piloting,
availability of a range of materials for consideration, priority assigned to the selection in light of other
materials selections occurring in the district or at the school.
The selection process also varies from the K-8 to the 9-12 level. At the elementary level, the state
publishes an approved list of texts from which teachers identify books and other materials for piloting
and adoption. The initial screening has been completed at the state level taking into account the match
with the state frameworks and reform reports, and criteria such as sensitivity to cultural differences,
recognition of different learning styles and interests, and incorporation of research on teaching and
learning. At the high school level, the frameworks and reform reports again guide materials selection
but there is no pre-screening on the part of the state, and the definition of “basic text” tends to be
broader.
PILOTING OF INSTRUCTIONAL MATERIALS
In addition to pre-screening, the piloting of instructional materials is an important step in the
selection/adoption process. Piloting comprises a form of classroom research; that is, teachers are
trying out new materials, noting how students respond and learn, and recording their experiences,
perceptions and adaptations to share with colleagues and parents. The process for selection and pilot
will emphasize teacher research and the sharing of results so that the materials eventually selected will
best meet the needs of the students. Pilots vary in their size and scope, ranging from the involvement
of a few teachers at one school site to a number of teachers across the district. For example, fifth grade
teachers at one school who want to enrich the science program might pilot the use of hands-on science
teaching units or lab books; this pilot would involve only two to three teachers and focus on one or two
sets of materials. In contrast, English/language arts teachers across the district might pilot a number of
selections aimed at increasing the use of multicultural literature to build cultural understanding; this
pilot might involve teachers from every site and grade level and a variety of literary materials.
Page 3 of 9
AR 6161.1(d)
The piloting of instructional materials is most effective when time and resources for collaboration are
provided. Regardless of the number of teachers involved or the intensity of the pilot, what is critical is
that teachers have the opportunity to share the results of their pilot with colleagues, to compare the use
of different materials, and together to make informed decisions regarding the optimal materials for their
learning goals and their students.
The following procedures will govern the selection and piloting process with some adaptation depending
upon the size and scope of the pilot:
a. Only materials that are under consideration for purchase will be piloted.
b. Non state adopted piloted materials will be subjected to the same selection process as outlined
for materials coming directly to the Instructional Materials Evaluation Oversight Committee
(IMEOC) for certification approval
c. The Instructional Materials Evaluation Oversight Committee will certify the evaluation process
to the Superintendent for Governing Board action prior to the actual commencement of the pilot.
d. Pilots will be distributed as evenly as possible among different student populations and among
teachers who are representative of the district in terms of experience, ethnicity and teaching
style.
e. When possible, materials will be rotated among teachers to increase applicability of results and
to minimize bias.
f. Materials will be compared to the evaluation criteria.
g. The district or school selection committee will compile the results from the participating teachers
and any input from other teachers and parents reviewing the materials.
h. Parents will be notified of pilot materials and given access to review those materials. In addition,
they will be apprised of the progress made on the pilots, based on teachers sharing their results
throughout the process.
i. Pilots should not take longer than two calendar years.
INSTRUCTIONAL MATERIALS EVALUATION OVERSIGHT COMMITTEE
The Superintendent shall establish a district level Instructional Materials Evaluation Oversight
Committee (IMEOC). Once a district or school selection committee has completed the process of
reviewing the curriculum, piloting materials and analyzing the results, it shall submit its program
adoption recommendations and back-up information to the Instructional Materials Evaluation Oversight
Committee.
The Instructional Materials Evaluation Oversight Committee shall be composed of the Director of
Instructional Materials, a certificated library teacher, the Director of Instruction and Program
Improvement, the Administrator of Curriculum and Professional Development and/or other
administrative staff as designated
Page 4 of 9
AR 6161.1(e)
The district Instructional Materials Evaluation Oversight Committee will be knowledgeable in the
following areas:
• instructional materials selection
• the relationship among the curriculum, instructional methods, materials and assessment
• current research regarding teaching and learning
Members of the district Instructional Materials Evaluation Oversight Committee will work with district
and school site instructional materials adoption committees to guide and monitor the evaluation process.
The members of the district Instructional Materials Evaluation Oversight Committee will provide
leadership to the process to ensure that the evaluation process provides for parent, teacher, student and
public input as well as adherence to all of the evaluation criteria recommended in Instructional Materials
Education Code.
PROCESS FOR CHALLENGING INSTRUCTIONAL MATERIALS
When a student’s parent or guardian wishes to challenge the use of any instructional materials, these
steps shall be followed until the challenge is resolved:
1. The challenger will request and hold a conference with the teacher regarding the materials in
question.
2. The challenger will request and hold a conference with the site administrator.
3. The challenger will secure a challenge form from the school site.
4. The challenger will complete the form which includes:
a. title and author/director/producer of the materials
b. medium (audio, video, book, art, etc.)
c. publisher
d. where the materials are in use (school, grade, classroom)
e. how the materials are used
f. objectionable section(s) by page, item, event, sequence or theme
g. reason for challenge
5. The challenger will submit the challenge form to the site administrator.
6. Within 10 working days of receipt of the challenge form, the site administrator or designees will
review the challenge to determine if the materials were selected according to the board policy
and are being used as intended.
7. The site administrator will inform the challenger of the results of the review in writing.
Page 5 of 9
AR 6161.1(f)
8. If the challenger is dissatisfied with the result of the review, he/she may refer the challenge to the
Superintendent. Any such referral must be in writing and submitted to the Superintendent within
10 working days of receipt of the results.
9. The Superintendent shall advise the Governing Board of the unresolved challenge and convene
the Instructional Materials Evaluation Oversight Committee (IMEOC). The challenged materials
will continue to be used pending the outcome of the challenge process.
10. In evaluating the challenged materials, the IMEOC shall address the reason for the challenge, and
shall be guided by the evaluation criteria.
11. At the completion of the challenge review, which must take place within 20 working days, the
committee shall submit its report including written recommendation(s) to the Superintendent.
The Superintendent will notify in writing all concerned parties regarding the decision.
12. Within 10 working days of receipt of the decision, the challenger may submit a written appeal to
the Governing Board through the Superintendent who shall forward the appeal along with all
pertinent materials.
13. The Governing Board shall review the challenge in closed or public session as appropriate and
advise the challenger in writing of its decision.
Once the materials are challenged, they may not be challenged again within 36 months, or by the same
party at any time or for the same reason.
The Board has the ultimate authority to approve or disapprove the proposed instructional materials. The
Board’s decision shall be based on pedagogical concerns. Appropriate pedagogical concerns are stated
in Education Code section 233.5 which reads as follows:
a. Each teacher shall endeavor to impress upon the minds of the pupils the principles of morality,
truth, justice, patriotism, and a true comprehension of the rights, duties, and dignity of American
citizenship, and the meaning of equality and human dignity, including promotion of harmonious
relations, kindness toward domestic pets and the humane treatment of living creatures, to teach
them to avoid idleness, profanity, and falsehood, and to instruct them in manners and morals and
the principles of a free government.
b. Each teacher is also encouraged to create and foster an environment that encourages pupils to
realize their full potential and that is free from discriminatory attitudes, practices, events, or
activities, in order to prevent acts of hate violence, as defined in subdivision (e) of Section 233.
Page 6 of 9
AR 6161.1(g)
DEFINITIONS
Curriculum-based Materials: Basal or core works that are integral to the curriculum are studied by the
entire class, and form the basis for student assignments and assessment of learning. Basal works
typically present a compilation of knowledge on a specific subject and may be accompanied by work
activities and tests produced by the publisher. A history basal text, for example, usually summarizes
secondary source material rather than original accounts of events or historical documents. A literature
anthology, another form of basal text, may present excerpts of longer works as examples of literary
types. Core works are less a compilation of knowledge than a selection of key works that are
representative of a field of study, providing opportunities for students to read primary source materials,
original accounts of historical events, and important literature, including novels, plays, short stories and
poems. Using a selection of core works rather than a basal text enables the teacher to draw from several
sources to illustrate common themes, or to provide students with multiple perspectives.
All curriculum-based materials shall be approved and adopted by the Governing Board in compliance
with the California Education and Administrative codes. Under broad, minimum state standards
captured in statute and in the state curricular frameworks, specific choices about instructional materials
need to be made at the local district level, taking into account the economic, geographic, physical,
political, educational and social diversity of our state.
The District and Governing Board reserve their discretion to review and approve or disapprove any
curriculum-based materials and/or other instructional materials.
Other Instructional Materials: are curriculum-based materials such as maps and globes, charts, films,
sheet music, software and video laser discs which act both as a text and as an interactive medium to
engage students in learning. To ensure high standard of quality and appropriateness, these materials will
be carefully selected and may, at the discretion of the District or Governing Board, be subject to the
same selection process as all curriculum-based instructional materials.
Library Books: are reference books, fiction and non-fiction books and computerized references such as
CD-Rom. Periodicals may also be included as library books. Staff uses professional library periodicals
to assist with selection ensuring that library books are of high quality and are appropriate for the age of
the students at that site.
Page 7 of 9
AR 6161.1(h)
Selection and Adoption of Basic Texts and
CORE Works
Page 8 of 9
Review of District
Curricular Goals and
Student Needs
Formation of District
Level of Site
Selection Committee
Establishment of
Evaluation
Criteria
Screening Materials
Presentation of
materials being
considered for
adoption to the
IMEOC
Certification of
Evaluation Process
by IMEOC
Certification of
Evaluation Process
by IMEOC
Notification to the
Community and
Public Display
Public Hearing Held
Governing Board
Action
Piloting of Materials
Governing Board
Action on Proposed
Pilots
Revised: 12/17/2002, revised: October 18, 2005; revised December 5, 2005; revised May 20, 2008
Evaluation of Materials
Presentation of materials
being considered for
piloting to the IMEOC
Non- Pilot
Pilot
AR 6161.1(i)
Selection of Other Instructional Materials (at the discretion of the District and Governing
Board)
Review of
Evaluation
Criteria
Teachers
Select
Materials
Review of
District
Curricular
Goals and
Student
Needs
Teachers
Review and
Evaluate
Available
Materials
Selection of Library Resources
Review of
Available
Materials
Select and
Purchase
Materials of
Library
Resources
Review of
District
Curricular
Goals and
Student
Needs
Review
Professional
Periodicals
Or
Publications
For
Evaluation
Purposes
Board Adopted 6/7/94 – Revision adopted: August 21, 2001
Revision approved: December 17, 2002
Revision approved: October 18, 2005
Revision approved: May 20, 2008
Page 9 of 9
SAN LORENZO
UNIFIED SCHOOL DISTRICT
EXHIBIT
Instruction E 6161.1
INSTRUCTIONAL MATERIALS ADOPTION EVALUATION COMMITTEE
Affirmation Regarding Conflict of Interest
As a prospective member of the San Lorenzo Unified School District Instructional Materials Adoption
Evaluation Oversight Committee (“Committee”), I affirm that I am currently not and, while on the
Committee, will not engage in any of the following conduct, in accordance with Board Policy 6161.1:
a. Accept any emolument, money, or other valuable thing or inducement, except for copies
of instructional materials, to directly or indirectly influence the adoption or purchase of
any instructional material.
b. Be employed by or receive compensation from any person, firm, organization, or any of
its subsidiaries or controlling entities submitting instructional materials to the district.
c. Have or negotiate a contractual relationship with any person, firm, or organization or any
of its subsidiaries or controlling entities submitting instructional materials to the district.
d. Have an interest as a contributor, author, editor, or consultant in any textbook or other
instructional material submitted to the district, unless there are extenuating
circumstances and the Superintendent or designee approves my participation in the
evaluation, selection and approval of instructional materials.
______________________________ _______________
Employee Signature Date
_____________________________
Employee Printed Name
Page 1 of 1
Reference: BP-AG\Pol-6161.1 adopted: May 20, 2008