In 1998, the Lansing School District, following the work of the Resource Materials Protocol Handbook Committee, produced a "Resource Materials Protocol Handbook" to guide future selections of resource materials for Lansing's teachers and students. Portions of this handbook -- that is the general sections and those related specifically to science -- are reproduced below for reference during our current K-5 science curriculum materials adoption process.

The document has been reproduced here from original files, with the following modifications:

  • There is no flow diagram for the "Curriculum Process" chart,
  • Guides for evaluating mathematics, language arts, and social studies materials are not included, and
  • The numbering of the evaluation criteria on previously released paper copies skips number 10; therefore the numbering scheme in this web document will be one less than that in prior paper copies beyond criterion number 9.

Note that significant changes have been made to the curriculum review cycle since this document was originally developed. Such changes are not incorporated into this web version of the original document.

 

 

Lansing School District

Resource Materials Protocol Handbook

 

The Resource Materials Protocol Handbook for the Lansing School District represents the collaborative effort of a committee of Lansing School District teachers, teaching assistants, administrators and parents. The purpose of their work was to create a protocol to guide the selection of resource materials for Lansing’s students. In doing so, the committee included the work of other groups who have been aligning the district curriculum and redesigning the 5 year curriculum cycle process. The selection of resource materials is the curriculum cycle process which includes the following stages: Year I - Review (Internal and External); Year II - Curriculum Evaluation and Adjustments; Year III - Plan for Field Test; Year IV - Field Test; Year V - Recommendations for Changes in Curriculum, Final Recommendations or Purchase of Resource Materials, and Staff Development; Year VI - Implementation. By following the recommended sequence, educators, parents and patrons are better able to support the curriculum and student learning outcomes.

The committee proposes a shift in how we refer to the process whereby books or other materials are selected for use by teachers and students. We believe that the shift should include the following two central points:

The handbook does not address what is referred to in the Lansing School District as pilot classes or programs which are proposed at the individual building level, and which may or may not become part of the school’s regular course offerings.

There are eight fundamental principles which will guide the field testing and selection of resource materials.

 

 

f:winword\doc.txbkeval.sgr\p 29-32               Rev. 5-15-98

 


 

Role of Director of Curriculum,
Subject Matter Leader/Steering Committee

 

Selection of Field Test Teachers and Sites:

The purpose of instituting these new guidelines is to promote the broadest possible involvement of individual teachers as well as buildings in the process of resource material field testing and selection. By looking at field testing in a different way, the overall goal is to enhance communication among field test teachers such that their voice is represented.

  1. At the elementary level, grade (K-5), at least 4 schools will field test 2 different series or kinds of resource materials for 2 semesters. The secondary level, (6-12), will field test two different series or kinds of resource materials for at least one semester.
  2. Individual teachers in non-field test site schools may volunteer to be part of a particular field test. To be considered as a volunteer field test teacher, the teacher should fill out an application form which will be available from the Curriculum Office. (attachment in the appendix)
  3. Middle Schools, grade (6-8): At least one teacher per subject, per grade level, per building will participate in a curricular area field test. The criteria for selecting teachers to field test will include expertise, instructional methods, and subject matter leader and principal recommendation.
  4. High Schools, grade (9-12): At least one teacher per subject, per grade level, per building will participate in a curricular area field test. The criteria for selecting teachers to field test will include expertise, instructional methods, and subject matter leader and principal recommendation.

 

Responsibilities of Field Test Teachers:

 

Parent Involvement and Notification:

There will be parent involvement and notification during all phases of the field testing process. The Resource Materials Protocol Handbook will include a generic latter of notification to parents which will be sent by building principals to the families of students who are participating in a field test. The notification letter will indicate that any parents’ questions or concerns should be directed to the building principal.

 

Report Plan to the Instructional Council

After the vote has been tabulated by the subject matter leader and the steering committee, a purchase proposal must be submitted to the Instructional Council. The proposal must include:

1)   a final recommendation for purchase including

2)   rationale for purchase:

 

 

f:winword\doc.txbkeval.sgr\ p 40-42

 


 

 

Dear Parents/Guardians:

Your student’s                     class at                               will participate in a field testing of resource materials that are being considered for selection for use in classrooms throughout the Lansing School District. This field test may involve textbooks, audiovisual materials, computer software or other supplementary instructional material.

The teacher of any class that is involved in a field test receives specialized training in the most effective use of the instructional materials. Often these materials represent the most recent, up-to-date information and research in the field. The field test may last for one or two semester.

The teacher and I are coordinating this field test with the district’s Director of Curriculum and the chairperson of the subject matter Steering Committee. If you have any questions about the field test process, please feel free to contact me at the following phone number:

Yours truly,

 

 


 

CURRICULUM CYCLE CATEGORIES

 

I. MATH K-12:

Mathematics

Computers

Business

II. SCIENCE K-12:

Science

Health (Michigan Model)

III. GLOBAL STUDIES K-12:

Social Studies

Arts

Music

IV. COMMUNICATION ARTS K-12:

Language Arts (Writing, Reading, English, Spelling, Speech, Drama)

V. LIFE SKILLS K-12:

Physical Ed

Life Management

Voc. Ed (BST)

Drivers Ed

Areas unique to Special Education

YEARLY: includes any type of program that is not part of the core subjects

DARE

Substance Abuse Programs

Counselors

Police and Criminal Justice

Media

Sex Ed

GTC

 

Special Education, Honors and Advance Placement programs are to report on cycle.

 


 

Lansing School District

Curriculum Process

 

 

[ Insert flow diagram of "Curriculum Process" here. ]

 

 

Curriculum Review Cycle

 

98-99

99-00

00-01

01-02

02-03

03-04

I

Review

Science

Comm. Arts

Global Studies

Math

Life Mgmt.

Open

II

Curriculum Evaluation & Adjustment Supplemental ($)

Open

Science

Comm. Arts

Global Studies

Math

Life Mgmt.

III

Plan for Field Test

Life Mgmt.

Life Mgmt.

Science

Comm. Arts

Global Studies

Math

IV

Field Test

Math

Open

Open

Life

Mgmt.

Science

Comm. Arts

Global Studies

V

Recommendations: Changes in Curr., Purchases, and Staff Development ($$)

Global Studies

Math

Life Mgmt.

Open

Science

Comm. Arts

VI

Implementation

Comm. Arts

Global Studies

Math

Life Mgmt.

Open

Science

 


 

Instructional Council Report Format (by Year)

 

YEAR I.   Review (Internal and External)

Year II.   Curriculum Evaluation and Adjustments

YEAR III.   Plan for Field Test

YEAR IV.   Field Test

YEAR V.   Recommendations for Changes in Curriculum, Final Recommendation or Purchase of Resource Materials, and Staff Development

YEAR VI.   Implementation

 

 

F:WINWORD\DOC.CYCLE.SGR P7               Rev. 5-15-98

 


 

LANSING SCHOOL DISTRICT

1998-99 SCHOOL YEAR

CURRICULUM CYCLE & INSTRUCTIONAL

COUNCIL REPORT SCHEDULE

 

Science

Open

Life Mgmt.

Math

Global

Studies

Comm. Arts

Month

I

Review

II

Curriculum Evaluation & Adjustment Supplemental ($)

III

Plan for Field Test

IV

Field Test

V

Recmd: Changes in Curr., Purchases, and Staff Developmnt ($$)

VI

Implementation

Sept.

 

 

 

 

 

 

Oct.

 

 

X *

 

X

 

Nov.

 

X

 

 

X

 

Dec.

 

 

 

X

 

 

Jan.

X

 

 

 

 

 

Feb.

 

 

X *

 

 

X **

March

 

 

 

X

 

X **

April

 

 

 

 

 

 

May

 

 

 

 

 

 

June

 

 

 

 

 

 

July

 

 

 

 

 

 

August

 

 

 

 

 

 

 

* October or February

** February or March

 

 

F:WINWORD\DOC.CYCLE.SGR\p 14

 


 

Lansing School District

Evaluation and Selection of Resource Materials

 

The Lansing School District will use four separate guides for evaluating resource materials in each curriculum:

Each guide contains evaluation instruments to assist in assessing and prioritizing those materials which are being field tested and considered for purchase. All teachers and buildings involved in evaluating will use the district’s evaluation forms to assess the resource materials in six specific areas: 1) content; 2) organization and physical features; 3) authorship/specialists; 4) teachers edition; 5) supplemental materials (free or purchased); 6) staff development/support services.

Using a scoring scale of 0-5: (5 Superior, Excellent; 4 Very Good, Above Average; 3 Acceptable, Adequate; 2 Poor, Inadequate; 1 Not Acceptable; 0 Not Applicable.) each person will complete the evaluation grids contained in the guide. A total evaluation score for each publisher/title will be arrived at by adding the scores from all six categories.

Using one of the guides, field test teachers, buildings, and teachers attending the steering committee meetings will have input into the final selection of materials. In order to make a recommendation, the completed evaluation forms must be returned to the steering committee subject matter leader or chairperson. The final recommendation will be a weighted vote:

1)   field test teachers - their cumulative recommendation represents 40% of the final vote.

2)   steering committee as a group (which may include the field test teachers) - their cumulative recommendation represents 40% of the final vote; Attendance at 50% of steering committee meetings is required for purposes of voting.

3)   each building based on a consensus of its staff, which may include field test teachers - their cumulative recommendation represents 20% of the final vote.

 


 

Lansing School District

Guide for the Evaluation of Resource Materials

Science

The following areas will be evaluated:

1. Fill in your name, building, the subject or course, and grade level for which resource materials which are being selected.

2. Fill in the blanks PUBLISHERS, TITLES AND DATES with the names of the publishers, titles which are being examined and date of publication. (Example: Addison Wesley, Mathematics, 1997)

3. Using the Scoring Keys 0-5, respond to the questions on the following pages being careful to match the grid of publishers name and titles with those listed below.

 

Name ____________________________________   Building ____________________

Subject __________________________________   Grade Level _________________

 

List resource materials to be reviewed:

            PUBLISHER:                       TITLE:                 DATE OF PUBLICATION:

A.   ___________________________________________________________________

B.   ___________________________________________________________________

C.   ___________________________________________________________________

D.   ___________________________________________________________________

E.   ___________________________________________________________________

F.   ___________________________________________________________________

G.   ___________________________________________________________________

H.   ___________________________________________________________________

 


 

SUBJECT MATTER: Science

SCORING KEY

5   Superior, Excellent
4   Very Good, Above Average
3   Acceptable, Adequate
2   Poor, Inadequate
1   Not Acceptable
0   Not Applicable

Name of Publisher

               

I. CONTENT

A

B

C

D

E

F

G

H

1.   Is there a correlation of information and skills to the State of Michigan core curriculum standards?*

               

2.   Is there a correlation of information and skills to the Lansing School District core curriculum objectives?*

               

3.   Does the resource material or activities that require application of concepts to life skills in a real world context?

               

4.   Is there an appropriate sequencing of new or extended concepts to previously learned material?

               

5.   Does the resource material lend itself to research-based, cooperative learning, individual learning styles, best practice, and flexible teaching?

               

6.   Are interdisciplinary activities provided?

               

7.   Does the resource material use a variety of methods of presentation to develop concepts, including the explicit use of concrete materials and "hands-on" laboratory/manipulative activities?

               

8.   Are process/thinking skills emphasized throughout the resource material?

               

9.   Are there review activities presented in a different context from earlier instruction?

               

10.   Does the resource material stress critical thinking and problem solving?

               

11.   Does the resource material allow students to draw conclusions and inferences?

               

12.   Does the resource material present non-biased viewpoints on the topic being presented or discussed?

               

13.   Is sensitive material objectively and appropriately addressed?

               

14.   Are women, minorities, and special needs presented in a variety of positive roles and occupations without stereotyping?

               

SUBTOTAL

               

*   These two items will be weighted in the evaluation score using _____________

 


 

SUBJECT MATTER: Science

SCORING KEY

5   Superior, Excellent
4   Very Good, Above Average
3   Acceptable, Adequate
2   Poor, Inadequate
1   Not Acceptable
0   Not Applicable

Name of Publisher

               

II.   ORGANIZATION AND PHYSICAL FEATURES

A

B

C

D

E

F

G

H

15.   Is the presentation of the content well organized?

               

16.   If the resource material is part of a series, is there continuity in organization and approach?

               

17.   Are the cover, binding and paper durable?

               

18.   Is the type clear and suitable in size?

               

19.   Is the page format (margins, number of columns of text) appropriate and readable?

               

20.   Does the resource material provide clear, usable models for all students?

               

21.   Are illustrations, diagrams, and charts colorful, current, well-placed and functional?

               

22.   Does it include an appropriate amount of materials to support the unit being studied?

               

SUBTOTAL

               

 

III.   AUTHORSHIP/SPECIALISTS

A

B

C

D

E

F

G

H

23.   Are authors/specialists known and respected professionally in the field of study?

               

24.   Do authors/specialists represent involvement with primary, secondary, and higher education?

               

25.   Does the resource material show evidence of input from Michigan content specialists?

               

26.   Do authors/specialists represent diverse and/or multicultural backgrounds?

               

27.   Do the authors/specialists show evidence that the resource material was field tested?

               

SUBTOTAL

               

 


 

SUBJECT MATTER: Science

SCORING KEY

5   Superior, Excellent
4   Very Good, Above Average
3   Acceptable, Adequate
2   Poor, Inadequate
1   Not Acceptable
0   Not Applicable

Name of Publisher

               

IV.   TEACHER’S EDITION

A

B

C

D

E

F

G

H

28.   Is there a correlation of information and skills taught in the resource materials to the Lansing School District core curriculum objectives?

               

29.   Is there a correlation of information and skills taught in the resource materials to the State of Michigan core curriculum standards?

               

30.   Are teaching objectives clearly stated?

               

31.   Does it provide clearly organized teaching plans?

               

32.   Are activities for remediation, modification, and enrichment provided?

               

33.   Is background information provided for concepts or information presented in the lesson?

               

34.   Is sufficient information given on equipment and instructional materials to be used with the lesson?

               

35.   Are there interdisciplinary correlations of skills or tests?

               

36.   Does it include facsimile pages from the student text and supplementary materials?

               

37.   Is it convenient to handle and easy to use?

               

38.   Are suggestions provided for appropriate student groupings for instruction, including strategies for the use of small groups for problem-solving, cooperative learning and other activities?

               

39.   Are there samples of alternative assessments?

               

40.   Does it list practical teaching suggestions and supplementary activities for students of varying abilities?

               

41.   Does it provide specific instructions for the teaching of process skills or problem-solving strategies?

               

42.   Does it provide a variety of instructional strategies and procedures, including the use of "hands-on/laboratory" activities or concrete materials to present concepts, pose problems, and model solutions?

               

43.   Are models and strategies provided for the teacher to use in questioning, responding, clarifying, and extending student’s learning activities?

               

44.   Are there specific instructions on the use of the calculator in problem-solving, estimation and concept development?

               

SUBTOTAL

               

 


 

 

SUBJECT MATTER: Science

V.   SUPPLEMENTAL MATERIALS (CONTINUED)

List resource materials to be provided (free) with the textbook.  

A.   ___________________________________________________________________

B.   ___________________________________________________________________

C.   ___________________________________________________________________

D.   ___________________________________________________________________

E.   ___________________________________________________________________

F.   ___________________________________________________________________

G.   ___________________________________________________________________

H.   ___________________________________________________________________

 

List resource materials for purchase from the publisher.  

A.   ___________________________________________________________________

B.   ___________________________________________________________________

C.   ___________________________________________________________________

D.   ___________________________________________________________________

E.   ___________________________________________________________________

F.   ___________________________________________________________________

G.   ___________________________________________________________________

H.   ___________________________________________________________________

 


 

SUBJECT MATTER: Science

SCORING KEY

5   Superior, Excellent
4   Very Good, Above Average
3   Acceptable, Adequate
2   Poor, Inadequate
1   Not Acceptable
0   Not Applicable

Name of Publisher

               

V.   SUPPLEMENTAL MATERIALS

A

B

C

D

E

F

G

H

45.   Are there useful and suitable supplementary materials provided (free) with the text? (List on attached sheet)

               

46.   Are there useful and appropriate supplementary aids and materials available for purchase from the text publisher? (List on attached sheet)

               

47.   Are practice and reteaching lessons provided that offer a variety of learning opportunities?

               

48.   Is a test generator provided that is easy to navigate with either IBM, Macintosh or compatible equipment?

               

49.   Is a CD program available for either IBM, Macintosh, or compatible equipment?

               

50.   Are resource materials organized by units for easy access?

               

51.   Are appropriate and accurate model assessments available for the core curriculum?

               

52.   Are a variety of strategies (ex: portfolios, student self assessment) included for documenting master of content, including, as appropriate, use of manipulative materials?

               

53.   Are appropriate resource materials available

               
    • video
               
    • multimedia packages
               
    • software
               
    • manipulatives
               
    • career awareness
               
    • specific thematic units
               
    • multicultural materials
               
    • enrichment materials
               

SUBTOTAL

               

 


 

SUBJECT MATTER: Science

SCORING KEY

5   Superior, Excellent
4   Very Good, Above Average
3   Acceptable, Adequate
2   Poor, Inadequate
1   Not Acceptable
0   Not Applicable

Name of Publisher

               

VI.   STAFF DEVELOPMENT

A

B

C

D

E

F

G

H

54.   Does the publisher offer staff development for implementation?

               

55. Are there on-going support services available from the publisher?

               

SUBTOTAL

               

 

 

Name of Publisher:

 

 

 

 

               

TOTALS

A

B

C

D

E

F

G

H

I.   Content

SUBTOTAL

               

II Organization and Physical Features

SUBTOTAL

               

III.   Authorship/Specialists

SUBTOTAL

               

IV.   Teacher’s Edition

SUBTOTAL

               

V.   Supplemental Materials

SUBTOTAL

               

VI.   Staff Development

SUBTOTAL

               

 

GRAND TOTAL

               

 


 

INDIVIDUAL RECOMMENDATIONS BASED
ON EVALUATION DATA

 

  PUBLISHER: TITLE: DATE OF PUBLICATION: TOTAL SCORE:
A. ____________________________________________________________
 
B. ____________________________________________________________
 
C. ____________________________________________________________
 
D. ____________________________________________________________
 
E. ____________________________________________________________
 
F. ____________________________________________________________
 
G. ____________________________________________________________
 
H. ____________________________________________________________
 

 

COMMENTS

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

 


 

 

FINAL RESOURCE MATERIALS

COMMITTEE RECOMMENDATION

 

 

TO:     Instructional Council

 

FROM:     _______________________________________________________

(Name of Steering Committee/Members)

 

SUBJECT:     _______________________________     GRADE: _______________

 

TITLE OF RESOURCE MATERIALS:     _________________________________

PUBLISHER(S):     __________________________     DATE: _________________

 

 

The written resource material recommendation must include:

1)   a final recommendation for purchase

  • evaluation data
  • Involvement Documentation (parents, students, staff)

2)   rationale for purchase:

  • summary of content and how the resource materials align with the Lansing School District curriculum;
  • organization and physical features
  • authorship and specialists
  • teachers’ edition
  • supplemental materials (free or purchased)

3)   a description of staff development

4)   a projected budget

 


 

 

LANSING SCHOOL DISTRICT

Resource Materials Protocol Handbook Committee

 

 

 

James Burks, Parent

Kathy Foley, Gifted & Talented

Alicia Garcia, Parent

Jason Hayes, Student

Judy Hightower, Teacher

Manuela Jenkins, Teacher

Sue Kelly, Parent

Guillermo Lopez, Parent

Ron Lott, Administrator

Diane McMillan, Administrator

Linda Morrow, Administrator

Sharon Peck, Teacher

Dr. Saturnino Rodriguez, Administrator

Pat St. George, Teacher

Kathleen Turner, Teacher

Betty Underwood, Principal