Textbook Review Procedures 2010-2011

Textbook Review Procedures
2010-2011
Every professional staff member in LCISD who delivers instruction in the grade
level or course for which the textbook is being adopted may participate in the
textbook selection process. No one is required to participate. In order to standardize
the review procedure for teachers who wish to be involved in the textbook selection
process, it is necessary that each reviewer complete the steps outlined on this page.
1. Committee Members/Staff Members attend training (given by Committee
member) to receive information on textbook packets and review
procedures. The packet contains:
• Board Policy EFAA (Local) and Board Certification Form;
• District Goals;
• TEKS Objective Forms;
• Totality of Program Rubric;
• User Friendly Format Rubric;
• Textbook Selection Summary Sheet;
• Textbook Preference form
2. Staff Members complete a Textbook Selection Summary Sheet for each
publisher with conforming materials.
3. Staff Members use the Textbook Selection Summary Sheets to score the
textbooks
4. Staff Members rank textbook choices in order from most desirable to least
desirable and record those rankings on the Textbook Preference form.
5. Staff Members return the completed Textbook Preference form and the
Textbook Selection Summary Sheets to the Committee Member by the
date indicated. (Committee Member decides date.) Handwriting - Grades1-3;
Spelling – Grades 1-6; English Language Arts – Grades 2-5; Spanish Language
Arts – 2-5; and English as a Second Language – 6-8 selection must be made
prior to March 1. All other grade levels and subjects (Pre Kindergarten; English
as a Second Language – K-5; English Language Arts – 6-8; and English I-IV) will
complete the process twice (once prior to narrowing the choices on January 31,
2011 and again prior to final vote on March 1.)
6. Committee Members then compile the results from the preference forms
to identify the campus final preference. Selection will be based on the
textbook that most nearly follows LCISD Board Policies, aligns with LCISD
District Goals, and the student objectives in the LCISD District Curriculum,
LINKS.
7. Committee Members bring the final campus choice to the March 1
meeting.
8. District committee will make final recommendation to send to the board.
Committee Member: representative of the campus on the District Committee
Staff Member: Professional who delivers instruction in the grade level or course for which the
textbook is being adopted

Lamar CISD
079901
INSTRUCTIONAL MATERIALS SELECTION AND ADOPTION EFAA
TEXTBOOK SELECTION AND ADOPTION (LOCAL)
TEXTBOOK
SELECTION
COMMITTEE
RECOMMENDATION
AND ADOPTION
At an appropriate time following adoption of instructional materials
by the State Board, the Superintendent shall make recommendations
to the Board for appointment of a local textbook selection
committee.
Members of the committee shall be professional staff, and the majority
shall be classroom teachers.
Should the Board reject any recommendation, the Superintendent
shall present another recommendation. The official minutes of the
Board meeting at which the appointment is made shall include
names of the persons appointed to serve.
The committee shall be made up of one representative from each
campus serving grade levels or subjects for which there are books
up for adoption. All members of the committee shall receive training
on the selection process and on proven research findings,
when available and appropriate. The committee members shall
provide information and training for teachers who will use the materials
once adopted on their respective campuses. When appropriate,
subcommittees may be formed to review and make recommendations
to the committee regarding textbooks for specific
areas.
The Superintendent or designee shall be a member and serve as
chair of the committee. A quorum, consisting of a majority of the
committee members, must be present when selections are made.
The textbook selection committee shall examine all conforming instructional
materials adopted by the State Board and reflected on
the multiple lists. After receiving input from all appropriate campuses
and subcommittees, the committee shall select materials
that best meet the curriculum adopted by the Board and recommend
the selections to the Board for ratification. In the event the
Board does not ratify all of the selections, the reasons shall be recorded
in Board minutes. The committee shall make other recommendations
for selection until the Board has ratified all selections.
The Superintendent or designee shall be responsible for coordinating
the time frame for meetings of the committee and meetings of
the Board to ensure compliance with state timelines.
DATE ISSUED: 11/29/2005
UPDATE 77
EFAA(LOCAL)-X
ADOPTED:
1 of 1

District Goals
Challenging curriculum standards implemented for all
students
To deliver in a consistent manner, a planned, monitored
instructional program that meets the needs and insures the
success of all students thereby resulting in LCISD becoming
a Texas Education Agency exemplary school district
Technology to support students and staff reaching high
standards
To create an effective integrated learning environment using
technology as a tool to facilitate learning, delivery of
instruction, and productivity thereby helping students and
staff to become effective and efficient users of technology

SLA 3 LINKS/TEKS
RATING RUBRIC
0 = Intent of TEKS is not addressed
1 = Minimally developed (

SLA 3 LINKS/TEKS
RATING RUBRIC
0 = Intent of TEKS is not addressed
1 = Minimally developed (

SLA 3 LINKS/TEKS
RATING RUBRIC
0 = Intent of TEKS is not addressed
1 = Minimally developed (

SLA 3 LINKS/TEKS
RATING RUBRIC
0 = Intent of TEKS is not addressed
1 = Minimally developed (

SLA 3 LINKS/TEKS
RATING RUBRIC
0 = Intent of TEKS is not addressed
1 = Minimally developed (

SLA 3 LINKS/TEKS
RATING RUBRIC
0 = Intent of TEKS is not addressed
1 = Minimally developed (

Criteria
Student access to subject
matter
Integration of skills and
concepts for the subject
matter
Occurrence of hands-on
experiences
Skills and concepts are
based on experiences
Use of Technology
Not
developed
0
Not developed
Not developed
Not developed
Not developed
Not developed
Totality of Program
Moderately
Developed
1
Some learning strategies
are suggested for
different student
populations
Some connections are
made among skills and
concepts for the subject
matter
Some hands-on
experiences are
provided
Skills and concepts use
some variety in learning
strategies
Some technology
applications are present
Adequately
Developed
2
Many learning strategies
are suggested for
different student
populations
Many connections are
made among skills and
concepts for the subject
matter
Many hands-on
experiences are
provided
Skills and concepts use
many varieties in
learning strategies,
particularly inquiry
Many technology
applications are present
Well Developed &
Extended
3
Multiple learning
strategies are suggested
for different student
populations
Multiple connections are
made among skills and
concepts for the subject
matter
Multiple hands-on
experiences are
provided
Skills and concepts use
multiple varieties in
learning strategies,
particularly inquiry
Multiple technology
applications are present
Average Score (front and back combined) ______________
1

Criteria
Student materials
Readability
Assessment
Ancillary Materials
Connections to other
content areas
Not
developed
0
Not developed
Not developed
Not developed
Not developed
Not developed
Moderately
Developed
1
Some student materials
are designed to promote
the understanding and
application
Some inappropriate
vocabulary used
Some alternative
assessment is provided
Some resources are
provided in addition to
print materials
Some opportunities to
connect to mathematics,
social studies, and
science are provided
Support of TAKS Not developed Some TAKS objectives
are supported
instructionally
Adequately
Developed
2
Many student materials
are designed to promote
the understanding and
application
Vocabulary is
appropriate
Many alternative
assessments are
provided
Many resources are
provided in addition to
print materials
Many opportunities to
connect to mathematics,
and social studies, and
science are provided
About half the TAKS
objectives are supported
instructionally
Well Developed &
Extended
3
Most student materials
are designed to promote
the understanding and
application
Vocabulary is
appropriate and
encourages student
knowledge and
understanding
A full range of
assessments is provided
Extensive variety of
resources are provided
in addition to print
materials
Multiple opportunities to
connect to mathematics,
social studies, and
science are provided
Most or all of the TAKS
objectives are supported
instructionally
2

Logical Organization
Ease of Use
Criteria Not
developed
0
Age Appropriate Print
Internal consistency of
Quality
Not developed
Not developed
Not developed
Not developed
User Friendly Format
Instructional Materials Review Process
Moderately
Developed
1
Some consideration was
given to logical organization
of the materials to assist in
the understanding and
application of the subject
matter.
Some of the materials are
easy to use.
Some of the materials have
age appropriate print and
format.
Materials had some internal
consistency of quality.
Adequately
Developed
2
Much consideration was given
to logical organization of the
materials to assist in the
understanding and application
of the subject matter.
Many of the materials are
easy to use.
Many of the materials have
age appropriate print and
format.
Materials had much internal
consistency of quality.
Well Developed & Extended
3
Complete consideration was
given to logical organization
of the materials to assist in
the understanding and
application of the subject
matter.
Complete consideration was
given in the ease of use with
the materials.
Complete consideration was
given to having age
appropriate print and format.
Complete consideration was
given to the internal
consistency of quality.
Average Score __________

Name: ____________________________
Campus:____________________________
Grade:____________________________
Subject Area Adoption:____________________________
Date:____________________________
Textbook Selection Summary Sheet
Please rank the textbooks on the textbook review list using the following criteria.
Give rankings “0”, “1”, “2”, and “3” in the following manner:
0 – does not adhere nor align to LCISD criteria and standards,
1 – minimally addresses LCISD criteria and standards
2 – adequately meets LCISD criteria and standards, and
3 – fully meets or exceeds LCISD criteria and standards.
___________________________________on the textbook review list ranks as
indicated below:
(Publisher/Program)
I. ________ Adheres to LCISD Board Policies (Refer to attached board policies
and rating component above.)
II. ________ Aligns with LCISD District Goals (Refer to attached district goals
and rating component above.)
III. ________ Aligns with LCISD District Curriculum (Refer to attached student
objectives and rating component on student objective documents)
If the scores on the above criteria reflect a “2” or “3” in every category, please
proceed with the next section. If not, the score for Section IV is 0..
IV. _________ Totality of Program – Level of Development (Refer to attached
totality of program rating component.)
V. _________ User Friendly Format – Level of Development (Refer to attached
user friendly rating component.)
To calculate the total, multiply the rankings in Categories I and II by 2. Multiply the
ranking in Category III by 3. Then total all the categories.
Ranking from Category I - ______ x 2 = _________
Ranking from Category II - ______ x 2 = _________
Ranking from Category III - ______ x 3 = _________
Ranking from Category IV - _________
Ranking from Category V - _________
Add the far right column.
__________ Total
Revised 11/22/10

TEXTBOOK PREFERENCE
LAMAR CISD
Grade 3, SLA
TEXTBOOK ADOPTION, 2011
Every professional staff member who delivers Grade 3 SLA instruction (regular education, special
education, etc.) to students in particular grade levels or courses is encouraged to give input to the
textbook selection process..
The signature below affirms:
1. The staff member is an instructor who teaches Grade 3 SLA;
2. The staff member has thoroughly reviewed all of the textbooks, etc. from the publishers listed
below, and have submitted the Textbook Selections Summary Sheets. The staff member understands
that the final selection is based on the quality of the student and teacher books;
3. The staff member understands that textbook selection is based on how well the textbook addresses the
Texas Essential Knowledge and Skills (TEKS) objectives, and;
4. The staff member understands that the representatives to the District Textbook Committee will make
the final decision for the textbook selected.
Please rank your textbook selection in order with a 1 being most desirable.
______ Great Source, a division of Houghton Mifflin Harcourt Publishing Company
__________________________ __________________
Teacher Signature Date
__________________________ __________________
School/Department Grade and/or Subject
Please return this form to your campus textbook committee member
by ________________________________________.