How does the adoption process work?
What does the Instructional Materials Committee (IMC) do and who is on it?
Is it appropriate to send comments directly to the IMC?
How important is the math text book?
What other texts were considered?
Was Holt considered?
What did the math adoption committee consider when reviewing materials?
How would the Key Curriculum Press [Discovering Mathematics] materials fit into our K-12 math instructional path?
The state has only recommended one curriculum—Holt—for geometry and algebra. Why didn't the teacher committee automatically select that?
Because Superintendent Rasmussen expanded the adoption timeline, does that mean another textbook can be added to the District's recommendation list?
If there is only one recommendation that is being considered in this process, what good is community input since it's a "done deal"?
How does the adoption process work? The process is defined in law (28A.320.230), District policy, and the Issaquah Education Association's contract. A professional adoption committee with content-area teachers is formed under a specific charter that includes the District's Mission and Ends for student learning. The teachers review state standards and best national models to develop a scope and sequence and common assessments. The committee invites publishers to submit materials, which are thoroughly analyzed. A set of final materials undergo an intensive, evidence-based review process that could include: field testing with students, expert panels, lesson comparisons, and alignment across grade levels and courses. The committee selects its top choice and makes a recommendation to the Instructional Materials Committee (IMC). The IMC then evaluates the recommended materials to ensure they comply with state law and district policy (no bias or prejudice, for example), the process to ensure the teacher committee followed the proper process, and the content to ensure it is appropriate for the students' learning requirements. Following the IMC's review and decision, a two-week public review of the materials with opportunity for comments begins. The IMC recommendation and public comments then go to the Issaquah School Board, which has the option to approve or deny the adoption. If denied, the District remains with the current curriculum until the entire adoption process occurs again. The high-school math adoption process has been expanded to include a more thorough public involvement piece-including three math open houses-than other adoptions because of the current state- and nation-wide interest in high school math curricula.
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What does the Instructional Materials Committee (IMC) do and who is on it? The IMC is legally required by the state and is the only body that can send a curriculum recommendation to the School Board. It reviews a teacher committee's material recommendation solely for compliance with state and federal laws; the goals and objectives of the District; and procedures established by the IMC. It is comprised of 16 voting members and a non-voting chairperson. Up to five are community members from each Director District who are selected by the superintendent. The other members include librarians, special education teachers, and core content teachers. More information about the IMC and adoption policies and procedures are online.
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Is it appropriate to send comments directly to the IMC? No. This committee's legal purpose does not include evaluating materials based on public comment.
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How important is the math text book? The committee's recommendation focuses on one important piece of teaching and learning mathematics. We concur with State Superintendent Dorn's statement that: "Successful mathematics programs may exist with virtually any of the reviewed curricula. While instructional materials matter, other factors contribute to the success of students in Washington State learning mathematics. Those factors include quality of instruction, parent involvement, available supports and myriad other aspects." Fortunately for our students, Issaquah is rich in all of these areas. Beyond the materials themselves, a curriculum adoption contributes to student success because of collective teacher renewal, training, and commitment to best instructional practices.
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What other texts were considered? CME Project Pearson Prentice Hall 2009, College Prep Math Connections series, Discovering Mathematics from Key Curriculum Press, Glencoe McGraw-Hill, Holt, McDougal Littell, Prentice Hall Math, and University of Chicago School Mathematics Project.
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Was Holt considered? Yes. It was one of the top two curricula analyzed by the High School Math Adoption Committee. As such, Holt underwent intensive review alongside Discovering Mathematics. The evidence collected by the Adoption Committee led them to conclude that the Holt materials would not ensure that all students had equitable access to a balanced and rigorous mathematics experience. During the intensive review phase, the committee talked to Principal Research Analyst, American Institutes for Research Dr. Steve Leinwand, who works with the Issaquah School District on the Microsoft Math Project. Dr. Leinwand said:
- "For a district using Connected Math, I believe that the Discovering Algebras and Geometry are a more appropriate continuation of the middle school program than the Holt series would be. Holt is a good traditional program that aligns well with a traditional middle school program. I believe, that students coming from a Connected Math experience will be better supported by the Discovering Mathematics books at the high school level."
- "We know that traditional programs, taught traditionally, have worked for about half the students, when we look at failure rates and NAEP results. I believe that, when implemented effectively, that the Key Curriculum Press [Discovering Mathematics] materials have the potential to work for more than half the students. Not 100%, but well more than 50%."