Question 2:
What steps can I take to ensure that students and teachers have
access to instructional materials that support student
achievement of the CA CCSS?

Introduction

The State Board of Education (SBE) adopts instructional materials for use by students in transitional kindergarten through grade eight (TK–8) after the materials have undergone an extensive review by appointed teachers and content experts. At its January 2014 meeting, the SBE adopted 31 mathematics programs, including 20 basic grade-level programs, 10 Algebra I programs, and 1 Mathematics I program. At its November 2015 meeting, the SBE adopted 25 English language arts/English language development (ELA/ELD) programs, which include ELA basic, ELA/ELD basic, biliteracy/ELD basic, intensive intervention, and specialized designated ELD programs. Local educational agencies (LEAs)—school districts, charter schools, and county offices of education—may use these lists of SBE-adopted materials to consider local adoptions and piloting.

It is important to note that LEAs are not required to purchase state-adopted instructional materials, according to Education Code ( EC) Section 60210(a). However, if an LEA chooses to use non-adopted materials, it has the responsibility to adopt materials that best meet the needs of its students and to conduct its own evaluation of instructional materials. As part of the evaluation process conducted by the LEA, the review must include a majority of classroom teachers from that content area or grade-level ( EC Section 60210[c]). EC Section 60002 requires the LEA to promote the involvement of parents and other members of the community in the selection of instructional materials, in addition to substantial teacher involvement. There is no state-led adoption of instructional materials for use by students in grades 9–12, and LEAs have the sole responsibility and authority to adopt instructional materials for those students.

As instructional leaders think about what steps they can take to ensure students and teachers have access to instructional materials that support student achievement of the California Common Core State Standards (CA CCSS), there are several resources and tools available to consider, but the most comprehensive and widely vetted resources available to California educators are the SBE-adopted curriculum frameworks. With this in mind, this section will focus on helping instructional leaders answer the question above using guidance from the framework, viewing a video of multiple panels of instructional leaders discussing the question, and considering what all of this means for their work and local context.

Connections to the California Professional Standards for Education Leaders (CPSEL)

CPSEL: 2B-3

STANDARD 2: INSTRUCTIONAL LEADERSHIP
Education leaders shape a collaborative culture of teaching and learning, informed by professional standards and focused on student and professional growth.
Element 2B: Curriculum and Instruction
Leaders guide and support the implementation of standards-based curriculum, instruction, and assessments that address student expectations and outcomes.
Example Indicator:
2B-3 Provide access to a variety of resources that are needed for the effective instruction and differentiated support of all students.

CPSEL: 3A-3

STANDARD 3: MANAGEMENT AND LEARNING ENVIRONMENT
Education leaders manage the organization to cultivate a safe and productive learning and working environment.
Element 3A: Operations and Facilities
Leaders provide and oversee a functional, safe, and clean learning environment.
Example Indicator:
3A-3 Manage the acquisition, distribution, and maintenance of equipment, materials, and technology needed to meet the academic, linguistic, cultural, social-emotional, and physical requirements of students.

Before you begin…

Prior to focusing on the question above, participants in this activity should be familiar with the following chapters of California’s curriculum frameworks:

Mathematics Framework

ELA/ELD Framework

These chapters include the SBE-adopted Criteria for Evaluating Instructional Materials for Kindergarten through Grade Eight for each subject area, the requirements for reviewing and adopting instructional materials for K–8, and helpful guidance for reviewing and adopting materials for grades 9–12.

On the next page, you will find a video that features multiple groups of instructional leaders from across the state. A Note-taking Guide (DOC) is provided to help you consider the perspectives shared in the video. You may want to review it before watching the video and print it or have it open on your desktop to have in front of you while you watch.