Some instructional resources used by teachers are adopted for district-wide use, as part of our curriculum review and development cycle.  District policies and procedures (IIA & IIA-AP1) outline the selection of materials to be used across the district to support the teaching of our curriculum. Selection processes are typically reserved for "textbooks" or a district-wide program.  We also use established selection processes/criteria to identify whole-class and literature set texts for use in English/Language Arts.

Decisions about core instructional materials are typically made by Kirkwood teachers and administrators, in conjunction with our district’s curriculum review cycle.  Formal updates to curriculum build on previous work by teachers, including program evaluation and research, and are informed by feedback from a district-level Curriculum Review Committee.  Selection processes are in place to make these decisions, especially if textbooks and/or outside vendors are being considered.  The district also requires quotes and/or bids, as per district policy, depending on total costs.

Curriculum teams may choose to adopt a textbook for some courses, but the purchase and use of a traditional and/or digital “textbook” is not required.  Teams can also identify other texts, materials, or resources for district-wide use.  The district may also identify a research-based program to guide teachers’ instruction, usually purchased from an outside vendor.

Teachers regularly review and evaluate texts to be read in our ELA and English classes, usually in conjunction with curriculum revision and development.  Identified texts are evaluated for potential use as whole-class texts, to be read by all students, and/or use by small groups of students (i.e. book clubs, literature sets).  Students can typically choose from several titles for small group assignments, allowing readers to consider their reading needs and interests. 

No, they do not.  Some district-level resources may be formally approved by the Board, especially if the purchase of these materials exceeds costs outlined in policy (DJF-2).  In addition to district-adopted textbooks or resources, our teachers regularly use supplemental resources to support teaching and learning.  For example, social studies and science teachers may draw upon websites, infographics, case studies, maps, and primary source documents to advance critical thinking about issues or ensure information is current and relevant to student needs.  Teachers at all levels supplement instruction with articles, short texts, current events, data charts, etc to add relevance and rigor to classroom learning.  All students and teachers have access to peer-reviewed databases, available through our school libraries, that are regularly updated with current information about topics that are relevant to students and aligned with standards.

There is an expectation that educational professionals are thoughtful in their review of any resource to be used, considering connections to grade level curriculum and overall instructional value in addressing needs and interests.  While the Board of Education is not required to approve the full range of supplemental materials that may be used in classrooms, these resources conform to any and all applicable standards for selection and use under district policy and procedures.  Teachers are encouraged to discuss any questions they may have with principals.

Primary resources are typically those most directly connected to and aligned with curricula.  These resources may be approved by administration and/or adopted by the Board for use in every classroom.  Supplemental materials do not go through a formal selection or approval process but are still consistent with the goals and methodology of the formally adopted curriculum.  Supplemental materials may or may not be used by all teachers in support of a given curriculum.

It’s important to note that most curricula in Kirkwood are not written to the level of specific lesson plans for day-to-day instruction, although we do expect teachers to adhere to overall Board-approved expectations and use teacher guides when these are part of adopted programs/resources.  This provides teachers with the flexibility to differentiate and respond to the ongoing learning needs and interests of students within a given class.

We always encourage families to talk with their teachers if they have questions or concerns.  If concerns are not resolved at the classroom level, questions should typically be directed to the building or grade level principal, then to district-level administration, if necessary.  Procedures outlined in Policies KLB and KLB-AP(1) allow students, parents, and/or community members to formally request the review and reconsideration of instructional materials.