Curriculum Review & Adoption

The 6-12 Social Studies Adoption Committee has used the Washington State Social Studies Standards, adopted by the Office of the Superintendent of Public Instruction (OSPI) in 2019, as well as their knowledge of effective practices in teaching to guide a deep evaluation of different available 6-12 social studies curricula. The committee reached consensus in choosing two curricula per course to pilot this fall. Teachers on the Adoption Committee, along with other interested teachers, are currently piloting both curricula, gathering student data and impact of curriculum, and collecting student, teacher, and parent/community feedback.   
 
The programs will be piloted until just before winter break. Throughout the pilot period, the committee will consider how the different programs operate in a daily classroom environment for both teachers and students, as well as how they effectively support instruction aligned with the Washington State Social Studies Standards and effective and inclusive instructional practices.  
   
Parent and community feedback is essential in this process and we welcome your input. You can access digital versions of the programs, along with survey link that you can use to provide feedback here: Community Access for Pilot Resources. 

Survey responses are anonymous. These responses will help inform the recommendation our 6-12 Social Studies Adoption Committee makes about the adoption of materials. The committee is scheduled to make a recommendation to the Lake Washington School Board in winter.   

If you have any further questions or comments, please contact Dr. Jen Rose at jerose@lwsd.org or Krystal Stephens at kstephens@lwsd.org.

Committee members

1/25/23
Committee members reflected on the vision and mission of our district to inform our committee’s work. Members shared their experiences and interests in joining this collective work. Additionally, an overview of the current state of adopted materials, the research around 21st century learners, and the adoption process was shared. 

2/23/23
Committee members reflected on the vision and mission of our district, as well as the research-based definitions of guaranteed and viable curriculum.  These will guide the overall purpose of the committee – to meet the educational needs of all LWSD students within social studies instruction. Committee members shared their interests, then worked collaboratively to begin to synthesize the interests of the committee.

3/14/23
Committee members revisited and refined committee interests, then began an analysis and summarization of the 2019 Social Studies Standards from the Office of the Superintendent of Public Instruction. Members identified indicators of student success with the 2019 Social Studies Standards.

3/28/23
Committee members engaged in learning about the imperatives of collaborative work and collective decision making, including work around the themes of trust, bias, identity, social emotional well-being or learning, and equity to inform and guide our collective work. Members engaged in identifying areas of connection between the state Social Emotional Learning Indicators and the 2019 State Social Studies Standards. Additional time to examine district student data and examine OSPI Social Studies Assessments were also given.

4/25/23
Committee members identified “look fors” in instruction and assessment, which honor district goals of equity and inclusion, after engaging in additional learning with district specialists from the Equity and Family Engagement Department, and the Accelerated Programs Department.

5/9/23
Committee Members identified “look fors” in curriculum and instruction that aligned with Universal Design for Learning Principles and Practices, as well as guidance and research from organizations such as the National Council for Social Studies and the Association for the Supervision and Curriculum Development (ASCD).

6/1/23
Committee members collaboratively refined curriculum evaluation rubric criteria in alignment with research, district priorities, and the collectively identified committee interests. The committee used a consensus model to approve the rubrics with one consideration to be taken into account in autumn of the 2023-24 school year. It was determined at the end of the session that an additional June meeting date would not be required.

Elementary band & orchestra program

LWSD convened a committee to begin a review of our elementary band and orchestra program with a planned outcome to identify possible recommendations needed for the program. The advisory’s goals include ensuring alignment with effective practices and our district goal of equitable access to learning. This advisory is made up of teachers, community members, students, school administrators and district support staff. 

1/19/23
The committee reviewed current strengths and challenges in the program and engaged in a process to identify shared interests. In upcoming meetings, we will engage in research, shared learning, and data analysis to evaluate our current program and potentially make recommendations for adjustments or changes to meet district and program goals by spring 2023. 

2/7/23
The Committee worked to define and clarify interests to guide work going forward.  They also learned more about how the program works in LWSD, including how it originally started as well as our program sites and numbers of students who are currently participating.  Additionally, the Committee learned about different models for orchestra and band programs that are used by school districts in our region, including Bellevue, Northshore, Issaquah, Seattle, and others.  

2/21/23
The committee used identified interests to create a straw design of a potential model for recommendation. The committee reviewed the impact of possible start time changes on the elementary band and orchestra before school program. A list of questions and additional information needed was gathered to then be reviewed at next meeting. 

3/13/23 
A survey was sent through Parentsquare to guardians of 3rd-8th grade parents for feedback regarding the successes, challenges, and suggested improvements to the elementary band and orchestra program. The information gathered through the survey will be analyzed by the Advisory at an upcoming meeting. 

3/28/23
The committee analyzed responses from the survey sent to 3rd-8th grade parents. The committee worked to generate ideas for possible models for the future that would allow access to the program for all students. 
 

The 6-12 Social Studies Adoption Committee has used the Washington State Social Studies Standards, adopted by the Office of the Superintendent of Public Instruction (OSPI) in 2019, as well as their knowledge of effective practices in teaching to guide a deep evaluation of different available 6-12 social studies curricula. The committee reached consensus in choosing two curricula per course to pilot this spring and/or next fall, depending on the course. Teachers on the Adoption Committee, along with other interested teachers, are currently piloting both curricula, gathering student data and impact of curriculum, and collecting student, teacher, and parent/community feedback.   
 
The programs will be piloted until spring break. Throughout the pilot period, the committee will consider how the different programs operate in a daily classroom environment for both teachers and students, as well as how they effectively support instruction aligned with the Washington State Social Studies Standards and effective and inclusive instructional practices.  
   
Parent and community feedback is essential in this process and we welcome your input. You can access digital versions of the programs, along with survey link that you can use to provide feedback here: Community Access for Pilot Resources. 

Survey responses are anonymous. These responses will help inform the recommendation our 6-12 Social Studies Adoption Committee makes about the adoption of materials. The committee is scheduled to make a recommendation to the Lake Washington School Board in April.   
  
Additionally, information about the adoption process and the social studies programs being considered was shared at an information night on March 10. A recording of the evening is available to watch below. If you have any further questions or comments, please contact Dr. Jen Rose at jerose@lwsd.org or Krystal Stephens at kstephens@lwsd.org. 

The 8-12 French Adoption Committee has used the Washington State World Language Standards, adopted by the Office of the Superintendent of Public Instruction (OSPI) in 2015, as well as their knowledge of effective practices in teaching for language proficiency to guide a deep evaluation of different available middle and high school French curricula. The committee reached consensus in choosing two curricula to pilot this spring. Teachers on the Adoption Committee, along with other interested teachers, are currently piloting both curricula, gathering student data and impact of curriculum, and collecting student, teacher, and parent/community feedback.

The programs will be piloted until May 20. Throughout the pilot period, the committee will consider how the different programs operate in a daily classroom environment for both teachers and students, as well as how they effectively support research-based language acquisition and effective and inclusive instructional practices.

Parent and community feedback is essential in this process and we welcome your input. You can access digital versions of the programs, along with survey link that you can use to provide feedback here: Community Access for Pilot Resources.

Survey responses are anonymous. These responses will help inform the recommendation our French Adoption Committee makes about the adoption of materials. The committee is scheduled to make a recommendation to the Lake Washington School Board in June.   
  
Additionally, information about the adoption process and the French materials being considered was shared at an information night on May 3. A recording of the evening is available to watch below. If you have any further questions or comments, please contact Dr. Jen Rose at jerose@lwsd.org or Theresa Vásquez at tvasquez@lwsd.org.

The AP Biology Adoption Committee has used College Board standards, as well as their knowledge of effective practices in teaching to guide an evaluation of different available AP Biology curricula. The committee reached consensus in choosing two curricula to pilot this spring. Teachers on the adoption committee, along with interested teachers, are currently piloting both curricula, gathering data on the impact of each curricula, and collecting student, teacher and parent/community feedback.

The programs will be piloted until the end of April. Throughout the pilot period, the committee will consider how each program operates in a daily classroom environment for both teachers and students, as well as how they effectively support instruction aligned with College Board standards and effective and inclusive instructional practices.

Parent and community feedback is essential in this process, and we welcome your input. You can access digital versions of the programs, along with a survey link that you can use to provide feedback here: Community Access for Pilot Resources.

Survey responses are anonymous. Your responses will help inform our AP Biology Adoption Committee as they make a recommendation regarding the adoption of materials. The committee is scheduled to make a recommendation to the Lake Washington School District Board of Directors by June.

Additionally, information about the adoption process and the AP Biology programs being considered was shared at an information night on April 20th. A copy of the presentation can be found here: April 20 Community Night Presentation. If you have further questions or comments, Director of Accelerated Programs Becky Kadrmas or Program Specialist Erin Fleshman.

9/29/21
Directors from Accelerated Programs, Equity, Special Services, Intervention and EL departments participated in a panel discussion to extend our committee’s understanding of indicators (and non-indicators) of inclusive and effective curricular resources. The discussion centered on our meeting outcomes:

• Refine our focus with an equity lens
• Understand indicators (and non-indicators) of accessible curriculum
• Deepen our understanding of multiple perspectives
• Expand our definition of rigor

The committee will begin looking at materials within the next few weeks, including commercially published curriculum as well as Open Educational Resources (OER). Our goal is to find curriculum, instruction, and assessment materials that allow all students to access and succeed at high levels.

10/5/21
The committee began evaluating both traditionally published materials as well as Open Educational Resources (OER) based on five rubrics:

• Assessment
• WSSS Alignment
• Digital Resources
• Effective Practice
• Organization & Design

This process will continue over the next couple months.

10/19/21
The committee continued the evaluation process of potential curriculum materials.

11/16/21
The committee continued the evaluation process of potential curriculum materials.

11/30/21
The committee met to discuss additional considerations beyond our rubric criteria that will inform our decision-making process such as cost, sustainability (long term ability to stay relevant and dynamic), professional learning, curriculum management, resources, technical considerations, and Spanish access in anticipation of the Dual Language program expanding to middle school and continuing upward beginning in the 2023-24 school year. This will help to inform the committee decisions on December 7 regarding next steps for the 6-12 Social Studies Adoption.12/7/21
The committee reviewed the OSPI Anti-Bias Rubric again and utilized it in our work to discuss and evaluate and begin to narrow the curricula under review. The committee determined that to make the most informed decisions possible, they would postpone determining pilot materials until January and spend additional time reviewing materials.
 
1/18/22
The committee met to begin to determine pilot materials based off the rubric scores from committee members, as well as our committee interests and additional considerations such as price and system capacity. The committee approved the motions to pilot Savvas and Cengage materials for AP Government and to pilot Savvas and TCI for Civics.
 
1/19/22
The sub-group of the committee focused on United States, Washington, and Indigenous content met to provide additional needed time for deliberation and narrowing to two pilot recommendations for each associated course.
 
1/25/22
The committee approved the motions to pilot Educurious and Cengage materials for 7th grade and the motion to pilot Educurious and a package of both Active Classroom and Cengage (the latter used as contextual support) for 8th grade. During the remainder of the meeting, the committee worked to confirm piloting timelines, and began to construct pilot agreements, and pilot feedback surveys.
 
2/1/22
The committee sub-groups focused on Civics, AP Government, United States, Washington, and Indigenous content met to finalize pilot agreements and pilot feedback surveys.
 
2/2/22
The committee sub-group focused on World content met to provide additional needed time for deliberation and narrowing to two pilot recommendations for each associated course. The group also finalized their pilot agreements and feedback surveys.
 
2/3/22
Pilot teachers for 7th, 8th, and AP Government courses met to create common understanding around the pilot timeline and agreements. Teachers were given collaborative time to determine how they would meet the pilot agreements in the pilot window.
 
2/8/22
Pilot teachers for 7th, 8th, and AP Government courses attended publisher training to prepare them for the first curriculum pilot. The whole committee approved the motions to pilot McGraw Hill and Cengage materials for 6th grade and to pilot Savvas and Cengage for 9th and 10th grade courses.

2/10/22
Pilot teachers for World History courses attended publisher training to prepare them for the first curriculum pilot. The entire committee approved the motions to pilot McGraw Hill and Cengage materials for 6th grade and to pilot Savvas and Cengage for 9th and 10th grade courses.

3/10/22
LWSD hosted an online community night for the curriculum adoption. During the presentation Director of Teaching and Learning, Dr. Jen Rose, and K-12 Social Studies Specialist, Krystal Stephens shared an overview of the adoption process and how the committee reached these pilot options.

3/15/22
Pilot teachers gathered to analyze and debrief student and teacher feedback regarding the first curriculum pilot.

3/23/22
A subgroup of the adoption committee, which included additional 11th grade classroom teachers came together to revisit pilot options for the 11th grade social studies course.

4/12/22
Pilot teachers gathered to analyze and debrief student and teacher feedback regarding the second curriculum pilot.

4/19/22
All adoption committee members gathered to revisit all of the pilot data. Then, using the consensus model, the committee determined next steps for each of the courses. This resulted in recommendations for 4 grades/courses to the school board (6th grade - Cengage, 7th grade - Educurious, and high school World History - Savvas) and 4 courses (8th grade, high school U.S. History, high school Civics, and AP Government) determining they needed additional time or information to take next steps. 

4/21/22
A subgroup of the adoption committee, which included additional 11th grade classroom teachers came together to continue to revisit pilot options for the 11th grade social studies course. The decision was made by the subgroup to spend several more weeks further reviewing before making a final pilot recommendation.

5/9/22 
Jen Rose, Director of Teaching and Learning, as well as a team of teachers representing each of the courses making curriculum recommendations, and Krystal Stephens, K-12 Social Studies Specialist presented the adoption committee recommendations to the school board. The school board approved the committee recommendations for those courses (6th,7th, and high school world history).

5/11/22 
A subgroup of the adoption committee, which included additional 11th grade classroom teachers came together to continue to revisit pilot options for the 11th grade social studies course again and after debriefing the additional review work done by committee members, utilized a consensus model to determine two pilot curriculum for autumn and winter of the 2022-23 school year – Cengage and Savvas.
 

10/28/21
Committee members reflected on the mission and vision of our district, as well as the research based definitions of guaranteed and viable curriculum. These will guide the overall purpose of the committee – to meet the educational needs of all LWSD students within the world language classroom. French Adoption Committee members built on the interests of the 2020-21 World Language Adoption Committee, ensuring our interests are both aligned to the work across languages and adequately represent the interests of the members on this committee. 

11/8/21
The committee reflected on takeaways from The Opportunity Myth Report, considering barriers to accessing grade-level learning for all students. The committee then LWSD French Program Data and identified areas of strength and opportunities for growth regarding barriers to access and success for our students. 

11/22/21
The committee examined what the World Readiness Standards for Learning Languages require students to know and be able to do and discussed direct implications and considerations for our work as a committee, including considering the communicative focus of the standards and implications for a curriculum that is aligned to standards and ACTFL Guiding Principles and Core Practices.

12/8/21 
This meeting was in collaboration with educational consultant and French teacher, Erin Jones, and focused on centering student perspective and experience in the world language curriculum. Members reflected on Culturally Responsive Teaching and anti-racist strategies and providing ample opportunities through tasks and assessments for students to create with the language and bring their own identity and experience to the learning.

1/19/22 
The committee reflected on prior learning around high-leverage practices in World Languages and reviewed research on indicators of high-quality world language programs and curriculum. The committee analyzed the strengths and limitations of different types of curricula and their ability to serve LWSD students and meet the committee's interests, including pre-packaged textbook options and the option of writing a LWSD French Curriculum aligned to Japanese and Spanish curricula. 

2/15/22
The committee engaged with a panel of Japanese and Spanish language students and teachers to learn about their experiences in Year 1 of Implementation of the new LWSD written curricula. The committee continues to analyze strengths and limitations of different types of curricula and their ability to serve LWSD students and meet the committee's interests.

10/26/20
Committee members reflected on the mission and vision of our district, as well as the research based definitions of guaranteed and viable curriculum.  These will guide the overall purpose of the committee – to meet the educational needs of all LWSD students within the social studies classroom. Committee members shared their interests then worked together to begin to synthesize the interests of the committee.

11/10/20
Committee members further refined and synthesized their interests as a collective committee. Following this, committee members explored the Washington State Social Studies Standards and explored what specific content and skills the standards demand of students for students to demonstrate proficiency.

12/1/20
Committee members finalized their interests as a collective committee. Following this, committee members further reflected on the Washington State Social Studies Standards and explored district social studies achievement data.

1/12/20
Committee members explored and began to generate success criteria in relation to what it looks like for students to achieve proficiency on standards on standards-based assessments, in the classroom, and in practical application.

2/8/21
Committee members engaged in learning around the concepts of ableism, racism, and oppression with guest presenters, Scotland Nash, Director of Education for the Anti-Defamation League and Adanna Abakporo from the Lake Washington School District Equity Department. The committee examined how those elements impact both the needs of students and considerations the committee must make when examining resources to support student success. Those committee considerations will inform the development of rubrics to assess social studies materials.

2/23/21
Committee members engaged in another session with guest presenter Adanna Abakporo from the Lake Washington School District Equity Department. In this session the committee expanded on their prior learning to gain a deeper understanding of how intersectionality affects student needs specifically within social studies. The committee then incorporated that learning with that from prior sessions to begin to explicitly identify knowledge, aspirations, skills, attitudes, and behaviors necessary to support the district vision of student success in social studies. These components will inform rubrics to evaluate curricular materials.

3/16/21
The committee furthered their work around identifying knowledge, aspirations, skills, attitudes, and behaviors necessary to support the district vision of student success in social studies, which will be used to inform the rubrics used to evaluate curricular materials. As part of this work, members deepened their knowledge of what Universal Design for Learning (UDL) is and how it serves our adoption committee and district interests around supporting learning for all students.

5/4/21
Committee members completed the draft of the knowledge, aspirations, skills, attitudes, and behaviors necessary to support the district vision of student success in social studies, which will be used to inform the rubrics used to evaluate curricular materials and began to use it in the drafting of rubrics. These rubrics will be used in the evaluation of curricular materials next year.

5/18/21
Committee members were presented with revised district scope and sequence work that a teacher team had done to align with the new State Social Studies Standards, as well as with the legally mandated Holocaust Instructional Practices and Since Time Immemorial. The committee offered feedback on that work and continued to revise the rubrics they began drafting in the previous session.

6/8/21
The committee revisited the revised scope and sequence work presented in the prior meeting to enhance that work. The committee also revisited the knowledge, aspirations, skills, attitudes and behaviors necessary to support the district vision of student success in social studies again to inform their final edits to the rubrics that had been drafted for curricular materials evaluation in fall of 2021.

10/21/20
Committee members reflected on the mission and vision of our district, as well as the research based definitions of guaranteed and viable curriculum. These will guide the overall purpose of the committee – to meet the educational needs of all LWSD students within the world language classroom. Committee members shared their interests then worked together to begin to synthesize the interests of the committee. 

11/5/20
During the meeting, the committee solidified shared interests for the work as a committee and identified necessary components that should be present in a guaranteed and viable World Language Curriculum. The committee examined what the World Readiness Standards for Learning Languages require students to know and be able to do, considering the communicative focus of the standards and implications for a curriculum that is standards aligned. 

11/17/20
The committee reflected on takeaways from The Opportunity Myth Report, considering barriers to accessing grade-level learning for all students. The committee then explored what grade-level learning in world language looks like across proficiency levels and calibrated student work samples with ACTFL Performance Descriptors to begin to establish common understanding around measuring student growth in relation to standards. 

12/1/20
Using a critical equity lens, the committee analyzed LWSD World Language Program Data and identified areas of strength and opportunities for growth regarding barriers to access and success for our students. The committee then heard from World Language curriculum design consultant and author of the Keys to Planning for Learning, Laura Terrill, who examined practical examples of how to implement a thematic framework that prioritizes the three modes of communication and core practices for language acquisition, such as 90%+ Target Language use. Committee members completed a diagnostic on effective practice indicators as pulled from the 21st Century Skills Map for Learning Languages.

12/9/20
This meeting was in collaboration with the LWSD Equity Department and focused on centering student perspective and experience in the world language curriculum. Members reflected on Culturally Responsive Teaching strategies, including centering collectivist cultural norms in the classroom and providing ample opportunities through tasks and assessments for students to create with the language and bring their own identity and experience to the learning. Committee members completed an initial equity audit on the current adopted curriculum materials to familiarize themselves with equity rubric criteria. 

1/5/21
The committee reviewed research on indicators of high-quality world language programs and curriculum and learned about the current and past work of the LWSD World Language Advisory, including the initial LWSD World Language Frameworks. The committee analyzed the strengths and limitations of different types of curriculum and their ability to serve LWSD students and meet the committee's interests, including writing a LWSD curriculum that is student-centered, equity driven, and aligned to language acquisition research. 

2/2/21
Committee continued to discuss strengths and limitations of writing our own curriculum vs. adopting a pre-packaged published curriculum for learning languages. The Committee centered the discussion on equitable outcomes for students, centering student voice and perspective, and aligning to research-based effective practice for language acquisition. Using our formal process for developing consensus and decision making, the Committee unanimously approved a motion to write aligned curriculum for Japanese courses.

2/23/21
Committee continued to discuss strengths and limitations of writing our own curriculum vs. adopting a pre-packaged published curriculum for learning languages. The Committee centered the discussion on equitable outcomes for students, centering student voice and perspective, and aligning to research-based effective practice for language acquisition. Using our formal process for developing consensus and decision making, the Committee approved a motion to write aligned curriculum for Spanish courses. The Committee will continue to develop a work plan to develop resources and aligned teacher professional learning for the 2021-22 school year.
 

9/29/20
The 9-12 ELA Adoption Committee reconvened to complete the materials review and recommendation for high school. The process was paused for grades 9-12 in March 2020 due to the pause of in-person instruction. The committee consists of high school teacher representatives, community members and district specialists. At this meeting, the committee discussed options for completing the adoption process. Committee members discussed challenges regarding the completion of the process with school in remote-learning for an undetermined timeline. The committee considered possible timelines for the completion of the pilot and determined a timeline that would allow pilot teachers more time to plan for the pilot was best. Committee members reviewed previously established pilot agreements and made adjustments for a limited pilot that will begin in January 2021.

10/27/20
The 9-12 ELA Adoption Committee members attended a refresher training with Savvas (Pearson) regarding the selected pilot materials, MyPerspectives. During this training committee members learned of updates to the program that support remote learning as well as received review information regarding the overall scope of the materials.

11/2/20
The 9-12 ELA Adoption Committee reconvened to compose pilot timelines based upon pilot teacher needs for additional information. Committee members reviewed and finalized pilot agreements. The committee determined that the pilot will resume with flexible timeline for pilot teachers with completion of the pilot on Feb. 16, 2021.

11/9/20
The 9-12 ELA Adoption Committee members attended a refresher training for ThinkCerca. ThinkCerca representatives provided an overview of the supplemental materials and supported pilot teachers in planning for this limited pilot.

2/17/21
The 9-12 ELA Adoption Committee met to debrief the pilot use of ThinkCerca as a supplemental tool to Engage NY. Teachers who piloted the materials shared feedback about their experience using the online platform with students. Committee members discussed the overall feedback considerations regarding strengths and challenges of utilizing the materials with students.  
 
2/22/21
The 9-12 ELA Adoption Committee met to debrief the pilot use of MyPerspectives as a supplemental tool to Engage NY. Teachers who piloted the materials shared feedback about their experience using the online platform with students. Committee members discussed the overall feedback considerations regarding strengths and challenges of utilizing the materials with students.  

2/25/21
The 9-12 ELA Adoption Committee met to debrief and compare the use of the two pilot curricula, Engage NY and MyPerspectives. After a process of discussion, a motion was made to select MyPerspectives for recommendation to move forward to IMC and the School Board for approval.
 

10/5/20 
The committee reviewed work to date, discussed where the system is in terms of K-5 math and the plan to move forward with the K-5 core math curriculum adoption this year. This decision to move forward was based on our system need to have a consistent, standards-focused and research-based curriculum, with aligned professional learning for teachers to support effective practice. Our system, and thus our students, have had to adjust to revised/different curriculum frequently in the past 3 years and it’s essential that we provide stable and high quality resources for teachers and students. To this end, our committee will evaluate multiple curricula to determine the best resources for long-term use in our district. Additionally, it is more fiscally responsible to determine the curriculum we’d like to adopt long-term; continuing to use enVision 2020 outside of a 6-10 year adoption contract is extremely expensive.

The adoption process will be modified and simplified to focus on core processes and gathering essential information. 

10/19/20
Directors from Accelerated Programs, Equity, Special Services, Intervention and EL departments participated in a panel discussion to extend our committee’s understanding of indicators (and non-indicators) of inclusive and effective curricular resources. The discussion centered on our meeting outcomes:

• Refine our focus with an equity lens
• Understand indicators (and non-indicators) of accessible curriculum
• Deepen our understanding of multiple perspectives
• Expand our definition of rigor

The committee will begin looking at materials within the next few weeks, including commercially published curriculum as well as Open Educational Resources (OER). Our goal is to find curriculum, instruction and assessment materials that allow all students to access and succeed at high levels.

11/2/20
The committee began evaluating both traditionally published materials as well as Open Educational Resources (OER) based on five rubrics:

• Assessment
• CCSS Alignment
• Digital Resources
• Effective Practice
• Organization & Design

This process will continue over the next couple months.

11/16/20, 12/7/20 & 1/11/21
The committee continued the evaluation process of potential curriculum materials.

2/8/21
The K-5 Math Adoption Committee met Tuesday, February 8. Each of the five rubric groups presented their top choices for pilot consideration, along with what their decisions were based on. The committee was introduced to OSPI’s Screening for Biased Content Tool and discussed its intent and implications for use. Based on information shared as well as rubric data, the committee voted to remove three sets of materials from further consideration. 
 
While this committee has been meeting remotely since Spring 2020, we have been able to maintain a very similar adoption process and decision-making structure as previous adoptions have had in person.

2/16/21
The K-5 Math Adoption Committee met Tuesday, February 16. Additional information that impacts that impacts the committee’s decision, including budget, vendor quotes and current LWSD tools, was shared and discussed. Committee members met it small groups to process all information presented thus far. Based on information shared as well as rubric data, the committee voted to remove one set of materials from further consideration. There are four sets of materials remaining. We will narrow down to our top two choices at our next meeting.

3/1/21
The K-5 Math Adoption Committee met Monday, March 1, 2021. The committee reviewed additional information about the remaining materials specific to pedagogical background, access and inclusivity, and critical thinking and extension to help guide the decision for which two curricula to pilot. Based on extensive analysis of the materials and deliberation at multiple meetings, the committee made final decisions to narrow the choices down to the top two choices. Over the next two months, committee members will pilot Ready Classroom and Illustrative Mathematics.

6/5/20
Middle school committee members began the work of planning for system-wide implementation. Committee members began the work of identifying key learning aspects and alignment of the Amplify ELA units. Committee members will produce a draft document to share system-wide their recommendations for implementation in the 20-21 school year.  

6/4/20
IMC Approval of Amplify ELA for use in grades 6-8. 

5/15/20
This was the final meeting for the high school adoption committee for the 2020. The committee members heard from a representative at ThinkCerca, a supplemental resource, to determine if this might be an additional resource the committee may want to review to utilize alongside Engage NY when the pilot resumes. The committee previewed next steps in the adoption process and will reconvene at the start of the 20-21 school year to resume the pilot process.  

5/13/20
Middle school committee members met to debrief and compare the use of the two pilot curricula, Amplify ELA and Expeditionary Learning. After a process of discussion a motion to select Amplify ELA for recommendation to move forward to IMC and the School Board for approval.

5/11/20
Middle school committee members met to debrief the use of Amplify ELA during the pilot process. Pilot teachers debriefed the success and challenges of utilizing the materials with students.

5/5/20
High school committee members met remotely to revisit initial interests and determine essential components of what make up a guaranteed and viable curriculum.

4/15/20
High school committee members attended this meeting and it was determined that a pause in the pilot process would best due to challenges of piloting remotely. The adoption process will resume again in the fall with the committee making a decision by December 2020. 

4/15/20
Middle school committee members attended this meeting remotely to determine feasibility of continuing with the Amplify ELA pilot remotely. Teachers determined that is was feasible and they would begin utilizing the pilot materials remotely beginning April 20 through May 8.

4/3/20
The 6-12 ELA Adoption Committee met remotely on April 3 to determine next steps in the pilot process of the adoption which paused on March 11 due to the closure of schools. The meeting, held remotely over Microsoft Teams, provided two options for moving forward. Committee members were presented with the possibility of beginning the Round 2 pilot again when OSPI directed learning to resume, or pausing with the Round 2 pilot until the fall.

2/24/20
The 6-12 ELA Adoption Committee met to discuss and debrief the use of pilot curricular materials taught during the first round of piloting. The pilot teachers discussed the positive elements and challenges they had experienced with the curriculum they field tested in round one of our pilot timeline. They then considered these positives and challenges as they aligned to the original evaluative rubrics. The pilot teachers made note of trends in the debrief feedback that included positive aspects of the pilot materials, challenges and implementation considerations for the Engage NY and Expeditionary Learning (EL Education) materials. The pilot teachers will transition to the second set of curricula materials for round two and will continue field testing until the end of March 2020. The final agenda item of the meeting allowed attendees an opportunity to provide feedback and possible considerations for usage of novels as we move to recommend new materials in the adoption process.

2/4/20
The Teaching and Learning Department hosted a parent information night at the Resource Center. Parents and community members were invited to attend this informational session to learn more about the adoption process and the pilot curricula. Hard copy materials were available for preview as well as an option to review the materials online. The 6-12 ELA Adoption is seeking feedback from parents and community members until March 27, 2020. Materials can be reviewed in person at the District Administration Resource Center or online by using the Parent and Community Information for ELA Adoption (link) | PDF.   

2/3/20
The 6-12 ELA Adoption Committee and participating secondary ELA pilot teachers attended evening meeting presentations by curriculum publishers of Amplify ELA and MyPerspectives. Middle school teachers attended the Amplify ELA presentation and high school teachers attended the MyPerspectives presentation. The purpose of the presentations was to provide pilot teachers and committee members information about the materials to support teaching during the second pilot round. After the publisher presentations were complete, teachers spent time collaboratively planning for use of the materials.  

1/8/20
The 6-12 ELA Adoption Committee and Secondary ELA Pilot teachers met to preview Engage NY and Expeditionary Learning in order to prepare for teaching Modules/Units during the ELA Adoption pilot period. In addition to previewing the curriculum materials, committee members reviewed an example of another district’s implementation of open educational resources. Committee members and pilot teachers also determined a list of Pilot Team Agreements to guide consistency of teaching during the pilot.  

12/5/2019
The 6-12 ELA Adoption Committee met to review and analyze trends in student survey data regarding their learning experiences in English Language Arts. Outcomes of this analysis provided input on what students in grades 6-12 feel is important to their learning. Committee members reviewed the potential curricula materials and through a formal decision/voting process, they determined two sets of materials for each grade band (middle school and high school) would be piloted. The committee felt these were the strongest curricula available and were best suited to meet the needs of all of our students. The curricula will be piloted by 6-12 Adoption Committee members and teachers who apply to pilot. Pilot teachers will be selected that represent a range of grade levels, experience and schools from across the district. The committee seeks to have a variety of modules/units piloted by a range of grade level teachers to ensure a wide range of materials are piloted. The pilot timeline is from the start of the second semester until March 27, 2020.

For middle school  the committee selected Expeditionary Learning and Amplify ELA as pilot materials.

For high school the committee selected Engage NY and MyPerspectives as pilot materials. 

11/22/2019
Middle and high school teachers, administrators, specialists and community members from the 6-12 ELA Adoption Committee met to review considerations for curricula recommendations which include, but not limited to, sustainability of materials and learning, cost, resource management, warehouse capabilities, digital considerations, ability to integrate into content areas as necessary, and implementation. Committee members continued to review the potential curricula utilizing the committee-developed and refined rubrics.

10/22/19
Middle and high school teachers, administrators, specialists and community members from the 6-12 ELA Adoption Committee met to review considerations for curricula recommendations which include, but not limited to, sustainability of materials and learning, cost, resource management, warehouse capabilities, digital considerations, ability to integrate into content areas as necessary, and implementation. Committee members continued to review the potential curricula utilizing the committee-developed and refined rubrics.

9/16/2019
The 6-12 ELA Adoption Committee reconvened for the first meeting of Year 2. Committee members reviewed the proposed timeframe for the Adoption Committee work in the 2019-2020 school year. Members began work in small groups to review ELA curricula materials collected over the summer for review. The materials collected are a mix of traditional publisher materials, Open Educational Resources, blended learning and online only resources. Each committee member was assigned a rubric group to focus their evaluation and review of materials based upon one of the rubric areas: Digital Resources, Assessment, Effective Practice, Standards Alignment or Organization and Design.  
 

11/8/18
Committee members met to review social emotional pilot materials, using rubrics revised and modified by the group members. Three middle schools piloted materials in all grade levels and with multiple teachers. Using the curriculum evaluation rubrics, student input, and pilot teacher input, the committee recommended Character Strong for adoption. The adoption committee will put these materials through the Instructional Materials Committee (IMC) process. If approved by IMC, the materials will then be sent to the School Board for approval. Pending these approvals, the committee will continue to work on implementation plans.

10/16/18
Committee members met to learn about pilot implementation from each school participating. School teams shared about their particular implementation structure, considerations for full-implementation, and questions that might have surfaced during the pilot. Committee members reviewed and revised district rubrics for one final review prior to use in evaluating the curricula. A bank of student questions were developed and members narrowed down a selection of five critical questions to utilize in a survey to seek student input regarding impact of the social emotional learning pilot materials. 

10/1/18
A sub-group of administrators and counselors met to share brief overview notes on implementation. The sub-group created a series of questions for committee consideration regarding student input and best approaches to collect student input and feedback of pilot materials.

8/21/18
The committee members met to reconvene and review the adoption process and timeline for social emotional pilot materials. The committee reviewed benchmarks and identified school needs and structures for implementation. Committee members also spent time previewing and planning for pilot implementation.

4/2/19
The Adoption Committee began this meeting reorienting themselves with the original committee purpose, interests, and important criteria in curricula that were established 2 years ago, but revisited frequently throughout the adoption process. The committee members spent a significant amount of time analyzing and discussing different categories that aligned with our purpose, interests, and important criteria: the original rubrics, the survey and feedback data, opportunities for professional learning, ability to integrate into other subject areas, alignment with effective teaching strategies, and others. In all, the committee members had twelve different criteria areas in which they individually weighed Amplify Science and Building Blocks of Science 3D.  After discussing a criteria, such as NGSS Alignment, committee members voted on their preference of either Amplify or Building Blocks regarding their performance for that criteria, and then the group would move on to the next criteria. After discussing all twelve areas, the results were posted in the room so there was a visual representation to reflect on before the final voting.

After over two hours of discussion, questions, and clarification; a motion was made to recommend Amplify Science for adoption at the elementary level in Lake Washington School District. The adoption committee voted and, as there were no dissenting votes, Amplify Science will proceed to the next steps of the adoption process for the district. The committee is scheduled to have a recommendation about the adoption of materials for our Instructional Materials Committee meeting on May 2, 2019. This will be followed by a recommendation to the Board on May 6, 2019.

4/1/19
For the round two debrief, the K-5 Science Adoption Committee were again joined by the K-5 NGSS Learning Cohort teachers who are also field testing the curricula. To comparatively evaluate the two programs, the pilot teachers went through the same protocols as the round one debrief on March 12th as they discussed the positive elements and challenges they had experienced with the curriculum they field tested in round two. They once again considered these positives and challenges as they aligned to the original evaluative rubrics, as well as outlined the trends the round two teachers experienced regarding the positives, challenges, and implementation considerations for each curriculum.  The committee will analyze the information gathered at these debrief sessions, as well as other collected evidence, to make their final recommendation about the adoption of materials, which is scheduled for our Instructional Materials Committee meeting on May 2, 2019. This will be followed by a recommendation to the Board on May 6, 2019.

3/12/19
To debrief round one of the pilot process, the K-5 Science Adoption Committee were joined by the K-5 NGSS Learning Cohort teachers who are also piloting the two recommended programs. The pilot teachers discussed the positive elements and challenges they had experienced with the curriculum they field tested in round one of our pilot timeline. They then considered these positives and challenges as they aligned to the original evaluative rubrics. The pilot teachers outlined the trends the round one teachers experienced regarding the positives, challenges, and implementation considerations for each curriculum. The teachers will transition to the second curriculum for round two and will continue field testing until the end of March 2019.

1/15/19
The K-5 Science Adoption Committee were joined by the K-5 NGSS Learning Cohort teachers, who will also be piloting, to learn about the two recommended programs. The teachers received just under one and a half hours of orientation and introduction to the Amplify Science curriculum as taught by the company representative. After a question session and a break, the pilot teachers then received just under one and a half hours of orientation and introduction to the Building Blocks of Science 3D curriculum as taught by the company representatives. The teachers also revisited their previously created pilot team agreements to recalibrate around the process and review the expectations of the pilot.

The two programs will be piloted between January and March. Throughout the pilot period, the committee will consider how the different programs operate in a daily classroom environment for both teachers and students as well as how they effectively shift instruction towards the Next Generation Science Standards. The committee is scheduled to have a recommendation about the adoption of materials for our Instructional Materials Committee meeting on May 2, 2019. This will be followed by a recommendation to the Board on May 6, 2019.

11/26/18
Committee members continued evaluating curriculum to narrow options to two curricula to be piloted in the spring. A guest panel of Directors provided further information to help evaluate the curricula and effectively plan for piloting. Gloria Henderson, Director of Opportunity, Equity and Inclusion, Shannon Hitch, Director of Special Services, Heather Sanchez, Director of Accelerated Programs, Choice and Innovation, Kelly Pease, Director of Intervention Services, and Nichole Rodriguez, Elementary ELL Specialist, provided their expertise on pedagogy, strategies and resources to consider when choosing and implementing new curriculum to ensure all students’ needs are met. 

Committee members reviewed the top four choices using the additional indicators of support outlined by the panel. Through a formal decision/voting process, they determined that Building Blocks of Science and Amplify Science were the strongest curricula available and best suited to meet our students’ needs and moved the two forward for field testing. The curricula will be piloted by the K-5 Adoption Committee members, as well as the NGSS Learning Cohort members who choose to do so.

11/19/18
The committee members continued their evaluation and review of the twelve different curricula using the indicators of their assigned rubric. Based on the established voting protocol (motions with 80% in favor are approved), committee members motioned and voted to eliminate eight of the twelve curricula from consideration. The top four curricula will be given a more in depth, comprehensive review in the next meeting.

10/4/18
The committee members were joined today with some of our new K-5 NGSS Learning Cohort members to dive deeper into the Crosscutting Concepts of the Next Generation Science Standards. They reviewed a training module that they will be facilitating for their buildings. The committee had time to reflect on the needs of their building and tailor the training for each site. The goal of these building trainings is to increase understanding behind the instructional shifts behind NGSS as we go through the adoption process.

9/27/18
The committee members spent a full day evaluating and reviewing some of the 12 different curricula that are up for consideration. The members reviewed based on the "lens" of their rubric. The committee is working towards narrowing down the 12 curricula to the top choices for in depth review and potential field testing. They will continue this review process during the first semester.

9/19/18
Elementary teachers, administrators, and community members met to reconvene and review the adoption process and timeline for K-5 science curriculum materials. The committee divided into 5 subcommittees each responsible for one rubric that will be used to evaluate instructional materials this year. These rubrics/subcommittees are Assessment, Digital Resources, Effective Practice, Next Generations Science Standards Alignment, and Organization and Design. A recommendation for K-5 science curriculum materials is scheduled for spring of 2019.

5/31/19
Middle and high school teachers, administrators, specialists and community members from the 6-12 ELA Adoption Committee met for a final full-day meeting in the 2018-2019 school year. During this meeting, committee members finalized five rubrics in the areas of Assessment, Digital Resources, Effective Practice, Standards Alignment and Organization and Design. The committee also planned for long term outcomes we hope will support student learning. The draft outcomes focus on goals and what supports and needs will need to be in place to reach the projected adoption outcomes and positively impact student learning. The committee read and discussed an article about teacher leadership and how it applies to the work of the adoption committee.  

4/23/19
During this evening meeting, 6-12 ELA Adoption Committee members previewed the timeline overview of the 2019-2020 adoption process as the work continues into year 2. Committee members revised five rubrics in the areas of Assessment, Digital Resources, Effective Practice, Standards Alignment and Organization and Design. Committee members also reviewed the initial list of potential curriculum for review when the committee reconvenes in the 2019-2020 school year.  

3/21/19
This full day training for the Adoption Committee was facilitated Aira Jackson, ELA Director at OPSI and Barbara Soots, OER and Instructional Materials Manager. Participants received additional training and orientation on Open Ended Resources (OER) which described the options and considerations of using these potential curriculum materials, the most current and widely used English Language Arts curricula and recommended tips and resources for accessing this repository. The Adoption Committee learned to use two state-recommended instructional materials rubrics designed to evaluate high quality English Language Arts curricula called the IMET (Instructional Materials Evaluation Tool) and EQuIP (Evaluating Quality Instructional Products). These rubrics will provide a helpful resource when the committee begins to select potential English Language Arts curricula to pilot.  Participants practiced using the rubrics while reviewing OER materials. The day ended with discussion to better understanding the ability to have consensus in the adoption and selection process as well as strategies for implementing a new curriculum. 

1/29/19
Committee members began an initial investigation into current English Language Arts curricula available for future consideration. Participants used EdReports, an organization that evaluates and rates K-12 instructional material, to browse reviewed curricula. Participants were given time to learn about current and highly rated 6-12 English Language Arts curricula.  In addition, committee members received an orientation to Open Ended Resources (OER) which is a repository of free and openly licensed educational materials that can be used for teaching, learning, research, and other purposes.  

1/8/19
Adoption Committee members spent the morning engaged in training with Equity Matters to help deepen understanding of equity, race and inclusion as it relates to the English Language Arts adoption and curriculum selection process. In the afternoon, school learning communities analyzed district and school achievement data in English Language Arts.  Schools identified data trends and questions for further analysis and discussion.  This purpose was to help inform areas of strength of the students in Lake Washington School District as well as areas of consideration for curriculum materials and instruction.

11/28/18
Middle and high school teachers, administrators and department specialists were joined by OSPI ELA Specialists to further develop the committee’s collective interests and provide additional considerations for a new English Language Arts curriculum. The ELA specialists also provided a review of facets of the Common Core State Standards and provided additional information on possible resources.

11/8/18
Middle and high school teachers, administrators and department specialists met on Nov. 8th. At this first meeting, committee members were provided with an overview of the curriculum adoption process, including the timeline for the work of the committee over the next two years. The group identified specific interests in considering new English Language Arts materials. They will be using this learning to revise district adoption materials rubrics to align with current effective instructional practices. These revised rubrics will be used to evaluate potential curriculum materials next year and determine pilot materials and results. A recommendation for 6-12 ELA materials is scheduled for the spring of 2019.

10/30/17
Elementary science teachers, administrators, and community members met to learn about the curriculum adoption process and timeline for K-5 science curriculum materials. The committee began learning about the Next Generation Science Standards. They will be learning more about the shifts called for in these new standards in order to develop alignment and effective practice rubrics. These rubrics will be used to evaluate instructional materials next year. A recommendation for K-5 science curriculum materials is scheduled for the spring of 2019.

11/27/17
On November 27, committee members continued learning about the Next Generation Science Standards by preparing to deliver the first of two modules in their buildings. One goal of the committee is to ensure teachers and administrators not on the committee are brought along in the learning process in preparation for upcoming changes in standards and curriculum.

01/29/18
Committee members spent a full day diving deeper into the Next Generation Science Standards with a focus on vision and shifts, Science and Engineering Practices, and Crosscutting Concepts. Committee members also reviewed feedback from the first building module in order to make recommendations for content and strategies to include in the second module.

03/14/18
The committee continued to engage in deep learning of the Next Generation Science Standards by focusing on two of the Science and Engineering Practices: Developing and Using Models and Constructing Explanations. Time was spent reflecting on shifts in instructional practice and how teachers can begin implementing some of these changes prior to the arrival of new instructional materials in the 2019-2020 school year.

04/09/18
The committee spent a full release day engaged in learning about Ambitious Science Teaching (AST) practices in order to better understand the shifts required by the Next Generation Science Standards. This learning was facilitated by Dr. Kat Laxton, a member of the AST research group at the University of Washington. This session was focused on supporting students in developing model-based explanations, the importance of student discourse, and planning for engagement. The committee reflected on the implications for professional learning and evaluating instructional materials during the 2018-19 school year.

05/01/18
The committee spent a second full day with Dr. Kat Laxton experiencing NGSS shifts with a student and teacher lens. Committee members participated in a series of classroom activities to reflect on strategies that elicit student ideas and support ongoing sense-making of science ideas. Following these activities, committee members engaged in revising models and developing evidence-based explanations. The meeting ended with reflective conversations about the role of teacher and student and the qualities of curriculum materials that will best support NGSS-aligned instruction.

05/21/18
At this final meeting of the 2017-18 school year, committee members applied their learning of the NGSS to refine screening tools for use in evaluating curriculum materials. This refinement included a review of the PEEC and EQuIP tools published by Achieve. The committee will use five rubrics to assess curriculum programs beginning Fall 2018: Standards Alignment, Effective Practice, Assessment, Digital Resources, and Organization and Design. Committee members also spent time discussing and providing recommendations for future professional learning at various levels of the system, including training for teachers and administrators.

• 11/15/17
• 12/13/17
• 01/04/18
• 02/08/18
• 03/07/18
• 04/24/18