Curriculum Review & Adoption

• May 22, 2025 - Minutes
• March 24, 2025 - Minutes
• February 20, 2025 - Minutes
• December 5, 2024 - Minutes
• October 29, 2024 - Minutes

Caregivers and the community are important stakeholders in our decision-making process. As such, we are providing the below information for viewing materials currently being piloted and under consideration for selection.

AP Physics:

1. Physics: A Strategic Approach (Pearson)
   • Instructions: Select “Sign in to your course”
   • Username: Lwsd_student_preview               
   • Password: Student123
   • Select Physics: A Strategic Approach to access course
   • More information available in this video: Mastering: Student Course Navigation
2. Physics (Cengage)
   • Password: Password

AP Chemistry:

1. Chemistry: The Central Science (Pearson)
   • Instructions: Select “Sign in to your course”
   • Username: Lwsd_student_preview               
   • Password: Student123
   • Select Chemistry: The Central Science to access course
   • More information available in this video: Mastering: Student Course Navigation
2. Chemistry & Chemical Reactivity (Cengage)
   • Password: Password

AP World History:

1. Worlds Together, Worlds Apart (WW Norton)
   1. Login information email: LWSDCommunity@mailinator.com,
   2. Password: !Norton100

2. Ways of the World (Bedford, Freeman & Worth)
   1.    Go to Sign In, in the upper right corner
   2.    Login email: accpro@lwsd.org
   3.    Password: BFWwh2025!
   4.    Then go to Bookshelf

Calculus:  

1. Calculus of a Single Variable (Cengage)
   1. Password: Password
2. Calculus Vol. 1 (OpenStax)

Community and Caregiver Feedback:
We want to ensure that caregivers and community members are able to provide feedback regarding the above materials. Please use this Microsoft Form to provide your feedback to the committee: https://forms.office.com/r/T7Fw6CBpC8.

 

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.