Supplemental Science Materialsâ€™ Process - Curriculum Central

Supplemental Science Materials’ Process

Table of Contents

General Information Board of Trustees .................................................................................. 2 Mission Statement ................................................................................ 3 Process for Supplemental Science Materials - Goals ........................... 3 Request for Supplemental Science Materials 2011 .............................. 4 Publishers and Titles ............................................................................. 5 Central Administration Information Contacts ...................................... 9 Process Overview ............................................................................... 10 Districtwide Action Plan .................................................................... 12 Calendar of Meetings .......................................................................... 13 Public Exhibits .................................................................................... 14 Campus Guidelines Campus Guidelines ............................................................................. 15 Campus Timeline ................................................................................ 16 Instructions for Teacher Voting .......................................................... 17 Voting Verification Form ................................................................... 18 Process Guidelines, “Shoulds” and “Should Nots” For Publishers: General Guidelines for Publishers ...................................................... 20 Agreement Form ................................................................................. 22 Guidelines for Publishers on Open and Closed Periods .................... 24 Textbook Publishers “Shoulds and Should Nots” ............................. 25 For District Personnel: Dallas ISD Staff “Shoulds and Should Nots” ................................... 27 Summary of District Policy Regarding Textbook Adoption ............. 28 Evaluation - Multicultural and Multiethnic Perspectives ................. 32

Board of Trustees

Bernadette NutallDistrict 9: South Dallas and

portions of Downtown Dallas, Pleasant Grove, Deep Ellum, Uptown,

and East Dallas

Eric CowanDistrict 7: North Central Oak Cliff and portions of West Dallas

Mike MorathDistrict 2: North and Near East Dallas

Adam MedranoFirst Vice PresidentDistrict 8: Love Field,

Northwest Dallas, and Central Dallas

Nancy BinghamDistrict 4: Southeast Dallas,

Seagoville, Balch Springs

Edwin Flores, Ph.D., J.D.Second Vice PresidentDistrict 1: Northwest Dallas

Bruce ParrottSecretaryDistrict 3: Northeast Dallas

Carla RangerDistrict 6: Southwest Dallas

Lew Blackburn, Ph.D.PresidentDistrict 5: Oak Lawn, West Dallas, Wilmer,

Hutchins, and portions of East Oak Cliff

The Dallas Independent School District, as an equal opportunity educational provider and employer, does not discriminate on the basis of race, color, religion, sex, national origin, disability, sexual orientation, and/or age in educational programs or activities that it operates or in employment decisions. The district is required by Title VI and Title VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act, and the Age Discrimination Act of 1975, as amended, as well as board policy not to discriminate in such a manner. (Not all prohibited bases apply to all programs.)

If you suspect discrimination please contact: Mary McCants, Title IX, at (972) 925-3250; Nicki Willis, Section 504, at (972) 925-8050; Marita Hawkins, Americans with Disabilities Act, at (972) 925-4049; or Employee Relations at (972) 925-4200. General questions about the district should be directed to Constituent Services at (972) 925-5555.

3700 Ross Avenue • Dallas, TX 75204-5491 • (972) 925-3700 • www.dallasisd.orgAlan King, CPAInterim Superintendent of Schools

06/15/11


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Mission Statement: Educating students for

success.

Process for Supplemental Science Materials

GOALS In support of becoming an exemplary school district, the Teaching and Learning Division is committed to providing quality curriculum resources, training, services, and materials that will significantly improve student achievement. The process for the selection of online science supplemental materials provides an opportunity to make informed decisions in the selection of quality, state curriculum aligned textbooks/materials. During the process, the Teaching and Learning Division, in collaboration with Dallas Independent School District employees, publishers, and community stakeholders, will accomplish the following goals:

• Select the best resources/materials for students and teachers

• Preserve the integrity of the process

• Follow district and state policy of the textbook adoption process for the

selection of science online supplemental materials

• Provide opportunities for feedback and input on selections

• Support the final supplemental materials with training opportunities and

technical assistance


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Request for Supplemental Science Materials

2011

The State Board of Education issued a Request for Supplemental Science Materials for Science grades 5-8, Biology, Chemistry, Integrated Physics and Chemistry (IPC), and Physics. This request is for supplemental materials that address the new and expanded Texas Essential Knowledge and Skills for those courses.

The request calls for instructional materials from the following subject areas:

Science, Grade 5 Science, Grade 6

Science, Grade 7 Science, Grade 8

Biology Chemistry

Integrated Physics and Chemistry (IPC)

Physics

Source – TEA: http://www.tea.state.tx.us/index2.aspx?id=2147487077


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Publishers and Titles

Science, Grade 5 Course/Publisher Product Title

A Adaptive Curriculum Adaptive Curriculum

B Discovery Education Discovery Education Texas Science Techbook, Grade 5

C Education Plus Mastering Grade 5 Science

D Houghton Mifflin Harcourt Publishing Company Houghton Mifflin Harcourt Texas Grade 5 Science Online TEKS Update

E J. Weston Walch, Publisher Texas 5E Inquiry Science Units for Grade 5 F Lazel, Inc. ExploreLearning Science Gizmos

G The Learning Internet, Inc. (d.b.a. Learning.com) Edusmart Grade 5 Science on Learning.com, Texas Edition

H The Learning Internet, Inc. (d.b.a. Learning.com) Learning.com Grade 5 Science, Adaptive Curriculum, Texas Edition

I The Learning Internet, Inc. (d.b.a. Learning.com) Learning.com Grade 5 Science, Premium, Texas Edition

J Pearson Education, Inc., publishing as Prentice Hall Online Learning Exchange, powered by Pearson - Texas Grade 5

K Rice University STEMscopes

L School Education Group, a division of The McGraw-Hill Companies, Inc. Texas CINCH Science

M Technical Laboratory Systems, Inc. SciTEX Grade 5 N Triumph Learning iCORE

Science, Grade 6 A Adaptive Curriculum Adaptive Curriculum


C Holt McDougal, a division of Houghton Mifflin Harcourt Publishing Company

Holt McDougal Texas Grade 6 Science Online TEKS Update

D The Learning Internet, Inc. (d.b.a. Learning.com) Edusmart Grade 6 Science on Learning.com, Texas Edition

E The Learning Internet, Inc. (d.b.a. Learning.com) Learning.com Grade 6 Science, Adaptive Curriculum, Texas Edition

F The Learning Internet, Inc. (d.b.a. Learning.com) Learning.com Grade 6 Science, Premium, Texas Edition

G Pearson Education, Inc., publishing as Prentice Hall Online Learning Exchange, powered by Pearson - Texas Grade 6

H Rice University STEMscopes

I School Education Group, a division of The McGraw-Hill Companies, Inc. Texas CINCH Science

J Technical Laboratory Systems, Inc. SciTEX Grade 6 K Triumph Learning iCORE


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F The Learning Internet, Inc. (d.b.a. Learning.com) Learning.com Grade 7 Science, Premium, Texas Edition

G Pearson Education, Inc., publishing as Prentice Hall Online Learning Exchange, powered by Pearson - Texas Grade 7

H Rice University STEMscopes

I School Education Group, a division of The McGraw-Hill Companies, Inc. Texas CINCH Science

J Technical Laboratory Systems, Inc. SciTEX Grade 7 K Triumph Learning iCORE







F The Learning Internet, Inc. (d.b.a. Learning.com) Learning.com Grade 8 Science, Open Courseware, Texas Edition

G The Learning Internet, Inc. (d.b.a. Learning.com) Learning.com Grade 8 Science, Premium, Texas Edition

H Pearson Education, Inc., publishing as Prentice Hall Online Learning Exchange, powered by Pearson - Texas Grade 8

I Rice University STEMscopes

J School Education Group, a division of The McGraw-Hill Companies, Inc. Texas CINCH Science

K Technical Laboratory Systems, Inc. SciTEX Grade 8 L Triumph Learning iCORE


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Biology A Adaptive Curriculum Adaptive Curriculum

B Holt McDougal, a division of Houghton Mifflin Harcourt Publishing Company

Holt McDougal Texas Integrated Biology Online TEKS Update

C The Learning Internet, Inc. (d.b.a. Learning.com) Edusmart Biology on Learning.com, Texas Edition

D The Learning Internet, Inc. (d.b.a. Learning.com) Learning.com Biology, Adaptive Curriculum, Texas Edition

E Pearson Education, Inc., publishing as Prentice Hall Online Learning Exchange, powered by Pearson - Texas Biology

F Sapling Systems, Inc. Sapling Learning High School Biology - Texas Edition

G School Education Group, a division of The McGraw-Hill Companies, Inc. Texas CINCH Science

H Technical Laboratory Systems, Inc. SciTEX Biology I Triumph Learning iCORE

Chemistry A Adaptive Curriculum Adaptive Curriculum B Cengage Learning, Inc./Gale Texas Chemistry in Context


Holt McDougal Texas Integrated Chemistry Online TEKS Updated

D The Learning Internet, Inc. (d.b.a. Learning.com) Learning.com Chemistry, Adaptive Curriculum, Texas Edition

E Pearson Education, Inc., publishing as Prentice Hall Online Learning Exchange, powered by Pearson - Texas Chemistry

F Sapling Systems, Inc. Sapling Learning High School Chemistry -Texas Edition

G School Education Group, a division of The McGraw-Hill Companies, Inc. Texas CINCH Science

H Technical Laboratory Systems, Inc. SciTEX Chemistry I Triumph Learning iCORE

Integrated Physics and Chemistry (IPC) A Adaptive Curriculum Adaptive Curriculum B Apex Learning Physical Science C CompassLearning Corporation Odyssey Integrated Physics and Chemistry

D Holt McDougal, a division of Houghton Mifflin Harcourt Publishing Company

Holt McDougal Texas Integrated Physics and Chemistry Online TEKS Update

E Lazel, Inc. ExploreLearning Science Gizmos F The Learning Internet, Inc. (d.b.a. Learning.com) Learning.com IPC, Adaptive Curriculum, Texas Edition G The Learning Internet, Inc. (d.b.a. Learning.com) Learning.com IPC, Open Courseware, Texas Edition

H Pearson Education, Inc., publishing as Prentice Hall Online Learning Exchange, powered by Pearson - Texas IPC

I Perfection Learning Kinetic Integrated Physics and Chemistry, Texas Edition

J Sapling Systems, Inc. Sapling Learning High School IPC - Texas Edition

K School Education Group, a division of The McGraw-Hill Companies, Inc. Texas CINCH Science

L Technical Laboratory Systems, Inc. SciTEX IPC M Triumph Learning iCORE


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Physics A Adaptive Curriculum Adaptive Curriculum B CompassLearning Corporation Odyssey Physics


Holt McDougal Texas Integrated Physics Online TEKS Update

D Lazel, Inc. ExploreLearning Science Gizmos

E The Learning Internet, Inc. (d.b.a. Learning.com) Learning.com Physics, Adaptive Curriculum, Texas Edition

F The Learning Internet, Inc. (d.b.a. Learning.com) Learning.com Physics, Open Courseware, Texas Edition

G The Learning Internet, Inc. (d.b.a. Learning.com) Learning.com Physics, Premium, Texas Edition

H Pearson Education, Inc., publishing as Prentice Hall Online Learning Exchange, powered by Pearson - Texas Physics

I Perfection Learning Kinetic Physics, Texas Edition J Sapling Systems, Inc. Sapling Learning High School Physics - Texas Edition

K School Education Group, a division of The McGraw-Hill Companies, Inc. Texas CINCH Science

L Technical Laboratory Systems, Inc. SciTEX Physics M Triumph Learning iCORE


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Central Administration Information Contacts

Jacqueline Landry, Interim Chief Academic Officer Teaching and Learning

(972) 925 – 3400

Vicente Reyes, Executive Director Core Curriculum and Instruction

(972) 925 – 3443 [email protected]

Paul Sugg, Director Science


Guadalupe Hernandez, Administrative Assistant Core Curriculum and Instruction


Matt Tyner, Textbook Manager Textbook Services (972) 925 – 4787

[email protected]


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Process Overview The State Board of Education (SBOE) approved the official list for the science materials under the Request for Supplemental Science Materials during July 2011. The district begins the process of evaluating those materials and making decisions about selections from the official list following local policy EFAA. Textbooks will be reviewed on the campuses and the top three selections will be evaluated by the Districtwide Textbook Adoption Committee. The public is encouraged to participate and give input by attending one of the public viewing sessions held. The Districtwide Textbook Adoption Committee will make final recommendations to the Superintendent of Schools. After review, the Superintendent or designee will submit recommendations to the district’s Board of Trustees for approval. EFAA (LOCAL) - INSTRUCTIONAL MATERIALS SELECTION AND ADOPTION/TEXTBOOK SELECTION AND ADOPTION: The State Board of Education proclamation shall provide the subjects and levels of textbook instructional materials to be considered and shall serve as the guideline for any special requirement on the part of the District. The Superintendent of Schools or designee shall be responsible for coordinating the time frame for meetings, campus voting, meetings of the committees, and meetings of the Board to ensure compliance with the reporting date established by the Texas Education Agency. District Textbook Adoption Committee: At an appropriate time following adoption of instructional materials by the State Board of Education (SBOE) and during the District’s closed adoption period, the Superintendent of Schools shall make recommendations to the Board for appointment of members of the District Textbook Adoption Committee. The committee shall consist of no fewer than nine members and shall include at least one member representing each of the areas up for adoption. The Superintendent of Schools or designee shall be a member of the committee and serve as its chairperson. Voting members of the committee shall be classroom teachers currently assigned to the adoption area. Central content staff shall serve as ex-officio members and as content advisors to the classroom teachers. The Superintendent of Schools may appoint members of other advisory boards to serve as non-voting ex-officio members. Should the Board reject any recommendation for committee membership, the Superintendent of Schools shall present alternate recommendations until the Board makes final approval. The recommendation and official minutes of the Board meeting at


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which the appointments are made shall include names of all persons appointed to serve, their current positions, and years of experience in the position. The District Textbook Adoption Committee shall provide opportunity for public input as part of its selection process. Camus Level Input: Teachers currently assigned to the adoption area shall be given the opportunity to provide input into the selection process and vote through their local school textbook committees. The voting tallies of the local school textbook committee members’ choices shall be forwarded to the Districtwide Committee for tabulation. The tabulation shall indicate the total number of votes for each of the instructional materials considered. The top three textbook selections, where applicable, of the final voting of all eligible teachers shall be thoroughly examined by the Districtwide Committee. District Textbook Adoption Committee Recommendations: The District Textbook Adoption Committee, after examining the top three selected textbooks, where applicable, of the final teacher vote and public input shall select materials for use in the District. Only the textbook instructional materials adopted by the SBOE on the Conforming List shall be given consideration for the final selections. The District Textbook Adoption Committee shall recommend their selections to the Board for consideration. A quorum consisting of a majority of voting members of the committee must be present when final selections are made. In the event the Board does not approve all selections recommended by the District Textbook Adoption Committee, the reasons shall be recorded in the Board minutes. For those selections not approved by the Board, the Committee shall continue to submit different recommendations until the Board approves all selections.


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Districtwide Action Plan

Proposed Timeline for Supplemental Science Materials’ Selection July 22, 2011 State Board of Education (SBOE) approves list of

publishers to provide supplemental science materials August 11 Present Timeline for Supplemental Science Materials

to the Board at the Board Briefing [J.Landry/V.Reyes] August 12 – August 18 District Textbook Adoption Committee list developed

[Learning Community Sr.EDs/V.Reyes/P.Sugg] August 15 Meet with all SBOE approved publishers to discuss

policy and procedures for supplemental science materials [Legal/V.Reyes]

August 15 - September 2 Open viewing window (including public exhibits and presentations on selected dates during this window and campus presentations upon request)

September 3 – November 1 Closed Period September 6 – September 16 Teacher voting window (Teachers will vote

electronically) [S.Brinkman/A.Wesson] September 8 District Textbook Adoption Committee list presented

to the Board at the Board Briefing [J.Landry/V.Reyes] September 19 Principals submit the Voting Verification Form to the

Learning Communities September 20 SIRE Deadline: Placeholder on October Board Agenda:

Approval of Supplemental Science Materials [V.Reyes] September 22 Board Approval of District Textbook Adoption

Committee (Board Meeting) September 26 District Textbook Adoption Committee meets and

selects top 3 publishers [Legal/V.Reyes/A.Wesson] September 29 Top 3 publishers present to District Textbook Adoption

Committee for final selections (45 minute presentations) [Legal/V.Reyes/A.Wesson]

October 6 District Textbook Adoption Committee’s final selections presented to the Board (Board Briefing)

October 20 District Textbook Adoption Committee’s final selections approved by the Board (Board Meeting) [J.Landry/V.Reyes]

Week of October 24 Materials launched on Curriculum Central [S.Brinkman]

November Multiple after-school training opportunities by Learning Community (based on requests) [P.Sugg]


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Calendar of Meetings

MEETING PARTICIPANTS DATE TIME LOCATION Publishers’ Orientation regarding review process. Publisher’s Information Packet distributed.

Publishers 8/15/11 3:30-5:00 p.m.

Admin. Bldg.

Stakeholders’ Textbook Exhibits For Public Input

District personnel All interested stakeholders

8/23/11 8/25/11 8/30/11 8/31/11 9/1/11

Various Admin. Bldg. Buckner Quintanilla MS Hillcrest HS Nolan Estes

Board Meeting Approval of District Committee Members

Board members District personnel

9/22/11 5:30 p.m. Ada L. Williams Auditorium Administration Building

Campus Voting and Input on Curriculum Central

Campus Science teachers in affected areas

9/6/11 to 9/16/11

Various On Campus

District Textbook Committee – review results and name top 3 choices of teachers

District Textbook Committee

9/26/11 4:00-6:30 p.m.

Buckner, Rooms 738 and 810

District Textbook Committee – review top 3 choices

District Textbook Committee

9/29/11 8:00-4:00 Buckner, Rooms 738 and 810

Board Meeting Recommendations of Supplemental Science materials made to Board of Trustees for Board approval

Board members, Districtwide Textbook committee members; All other interested stakeholders

10/20/11 5:30 p.m. Ada L. Williams Auditorium Administration Building


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Public Exhibits

DATE SITE

ROOM NUMBER/TIME (All Times PM)

CONTACT PERSON

August 23, 2011

Administration Bldg

105 5:00-7:30 346 5:00-7:30

Paul Sugg Facilitator

August 25, 2011

Buckner Bldg. 738 4:30-7:30 810 4:30-7:30


August 30, 2011

Quintanilla MS*

Cafeteria 4:30-7:30 Auditorium 4:30-7:30


August 31, 2011

Hillcrest HS*

Library 4:30-7:30 Cafeteria 4:30-7:30


September 1, 2011

Nolan Estes Plaza

Training Room B 4:30 – 7:30 Blue Room 4:30 – 7:30


*Do not contact the schools directly. Please direct any questions to Paul Sugg at 972.794.7900.


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Campus Guidelines

1. Eligible teachers currently assigned to the areas of the Supplemental Science Materials’ request will participate

2. Publishers can present on campuses with principal approval (see Dallas Independent School District Staff “SHOULDS” & “SHOULD NOTS”)

3. Teachers will review the materials on Curriculum Central and vote (September 6-16, 2011)

4. Principals will submit the Voting Verification Form no later than September 19 to the learning community office


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Campus Timeline for Supplemental Science Materials Selection The timeline for the Supplemental Science Materials selection is listed below. Please share with eligible Science staff – Grade 5 Science, Grades 6-8 Science, Biology, Chemistry, IPC, and Physics. July 22, 2011 State Board of Education approved list of publishers

to provide Supplemental Science Materials August 12 – August 18

District Textbook Adoption Committee list will be developed

August 15 – September 2

Open viewing window (including public exhibits and campus presentations upon request) [*Public Exhibits will be from 4:30-7:30 p.m. on the following dates: 08/23/11 at the Administration Building; 08/25/11 at the Buckner Building; 08/30/11 at Quintanilla MS; 08/31/11 at Hillcrest HS; 09/01/11 at Nolan Estes Plaza]

September 3 – November 1

Closed Period [Absolutely no contact with or from publishers]

September 6 – September 16

Teacher electronic voting window via Curriculum Central (Online voting procedures are located on Curriculum Central)

September 19 Principals submit the Voting Verification Form to the Learning Communities

September 22 Board Approval of District Textbook Adoption Committee

September 29 Top 3 publishers present to District Textbook Adoption Committee for final selections (8:00 a.m. – 4:00 p.m.)

October 20 District Textbook Adoption Committee’s final selections approved by the Board

Week of October 24 Materials launched on Curriculum Central November Multiple after-school training opportunities by

publishers


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TEACHER Instructions for the Review and Voting Process for Online

Supplemental Science Materials Teachers: Please complete the following steps to review and vote for the Science Supplemental Online

Materials for your grade level or subject(s). At the end of the review process you will vote for the top (one) product you think is best based on your review.

Step 1 Logon to Curriculum Central. Step 2 On the Curriculum Central homepage, click on the link that says

“Supplemental Science Materials Adoption” Step 3 When asked if you want to enroll in the course, select “yes.” Step 4 Step 3 above will direct you to the Science Supplemental Materials main

page where you will see brief background about the Supplemental Science materials, the grades and courses involved, TEKS correlations for the products, username and password files, links to FAQs, a rubric that you will use to evaluate the various products offered for the grade level or course(s) that you teach, and a link where you will vote.

Step 5 Print out the username/password information. Click on the appropriate Usernames/Passwords file link listed. Print out the list of usernames/passwords that will enable you to access the products offered for your grade level or course.

Step 6 Print out the Supplemental Science Materials Rubric. You will use the rubric to review each of the products that are offered for your grade level or course(s). Click on the link that says “Supplemental Science Materials Rubric.” It is recommended that you print this rubric to have in front of you as you visit the sites and evaluate the products.

Step 7 After reviewing all products using the rubric you will be ready to begin the voting process. Go to the Supplemental Science Materials Voting Forms section and click on the appropriate SSMA Vote link. When this page opens you will see several items. All items must be completed in order for you to submit your vote. The first item asks you to verify and attest to the grade level or subject(s) that you teach and that you have used the evaluation materials to review the products. On this page you will see a list of the products. Select your top choice from among the products you have evaluated. Complete all questions. Teachers will only vote once on the products offered for their grade level or subject(s). If you are a high school teacher and teach more than one subject (for example: Chemistry and Physics, or Biology and IPC), you may vote for approved products for each subject that you teach. You may log out, then log back in to vote for a different course.

Step 8 Click Submit.

Thank you for reviewing and evaluating the Science Supplemental Online Materials under consideration by the Dallas ISD, your input is valuable!


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Voting Verification Form Note: Include the science teachers currently assigned to the affected areas (grades 5-8, Biology, Chemistry, Integrated Physics and Chemistry, and Physics). Use additional forms, if necessary. School: Learning Community: Principal:

All Eligible Science Teachers (Print Name)

Teaching Assignment

Teacher’s Signature to verify participation and voting

Participating Ex-Officio Members Affiliation

By signing, I verify that all science teachers currently assigned to the affected areas have voted on Curriculum Central: Principal’s signature Date Return to the Learning Community Office after all teachers have voted and all signatures have been obtained. The voting window is September 6-16,

so please return no later than Monday, September 19, 2011.


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Process Guidelines,

“Shoulds” and “Should Nots”

For Publishers


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General Guidelines for Publishers

1. Throughout the review process, it is inappropriate for publishers to sponsor dinners or elaborate parties, have meetings where alcoholic beverages are served, or promise any type of trip to ANY district staff.

2. No publisher shall provide or offer a commission or rebate on any textbooks, electronic textbooks, instructional materials, or technological equipment used in the schools with which a Board member, administrator, or teacher is associated.

3. No publisher shall offer a Board member, administrator, or teacher any gifts, favor, or service that might reasonably tend to influence the Board member, administrator, or teacher in the selection of a textbook, electronic textbook, instructional material, or technological equipment. (See BBFB (Legal) and EFAA (Legal)

“Gift, favor, or service” does not include: 1. Staff development, in-service, or teacher training; or 2. Instructional materials, such as maps or worksheets, that convey information to the student or otherwise contribute to the learning process. Education Code 31.152

4. The Dallas Independent School District will have an Open Period and a Closed Period. The Open Period is from August 15 to September 2, 2011. During the Open Period, publishers may discuss with campus personnel the information agreed upon. Publishers may not discuss any products/materials/gifts that will not be supplied after the first year of the selection. The Closed Period is from September 3, 2011 to November 1, 2011. During the Closed Period, publishers may not have any contact with campus personnel, Board members or administrators other than the central administration contacts on page one of this packet.

5. Each publisher is responsible for submitting logon username/passwords to the

district for consideration. Access to the online materials will be available for review on our secure district site (Curriculum Central). All electronic materials are considered samples and will be provided free of charge.

6. Only those components that will be provided by the state are to be given to

campuses for review. Publishers should note that the District does not endorse the piloting of state-adopted textbook materials.

7. Publishers and their representatives will have an opportunity to participate in Public

Exhibits to answer questions or describe materials to community stakeholders and district personnel of the Dallas Independent School District. Publishers will bring materials and then collect and remove materials at the end of the evening.


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8. Publishers and their representatives will have an opportunity to answer questions and present materials for selection to the Districtwide Textbook Adoption Committee, if among the top three selected from the campus teacher vote.

9. Campus meetings must be scheduled with principal approval. If a principal approves, publishers can meet with teachers at times designated by the principal and teachers before/after/during school hours. Any other meeting is strictly prohibited.

10. Publishers are prohibited from discussing with district staff textbook voting-related

decisions. Any publisher who violates district guidelines regarding this evaluation process will be barred or disqualified from participating. These guidelines are not all-inclusive. If there is doubt about the appropriateness of a particular activity, consult with the Core Curriculum and Instruction office at (972)925-3443.


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2011 Science Supplemental Instructional Materials Agreement Form

Publisher’s Instructional Materials Agreement Form

Publisher: _______________________________________________________

Title:_______________________________________________________________

Grades/Course: _______________________________________________________

Mailing Address: _________________________________________________

City, State, Zip Code: _____________________________________________

Telephone Number: ______________________ Fax: ____________________

A. Provide a list of all materials submitted for adoption under Science Supplemental Instructional Materials which will be provided to Dallas Independent School District for the entire life of the adoption; include ISBN, title, price and a fixed price on replacement parts for the life of the adoption.

B. List parts/items included in Teacher Resources. C. Publisher agrees to provide teacher materials by teacher and not by the

number of student textbooks.

D. Publisher must clearly state terms and conditions of online licensure. Include information concerning the term of each license, cost of renewal, and transferability between students.

E. Publisher agrees to provide online instructional materials within 10 days of order being placed into EMAT.

F. The publisher agrees that all online supplemental science materials will be provided at a fixed price not to exceed the price at time of the initial order.

G. Publisher agrees to provide additional Teacher Editions for the following:

a. One set for each regular teacher teaching that grade or subject b. One set for each multilanguage teacher teaching that grade or subject c. One set for each special education teacher teaching that grade or

subject d. One set for each bilingual teacher teaching that grade or subject e. Twelve sets for each Hospital/Home Bound teacher teaching that

grade or subject f. One set for each alternative school teacher teaching that grade or

subject


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g. One set for each teacher at Health Special teaching that grade or subject

h. One set for each campus recovery center teacher teaching that grade or subject

i. One set for each teacher provided to reduce class size teaching that grade or subject

Publisher agrees to provide the district with a staff development proposal that includes an overview and an outline for the life of the adoption.

**AGREEMENT TO BE SIGNED BY AN OFFICER OF THE COMPANY**

Print Name:_________________________________________________

Signed: _____________________________________________________

Title:_______________________________________________________

Date:______________________________________________________

On or before, August 31, 2011, complete form and mail or email to:

Guadalupe Hernandez Core Curriculum and Instruction 3700 Ross Ave., Box 5 Dallas, TX 75204 OR email: [email protected]

mailto:[email protected]�


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Guidelines for Publishers during Open and Closed Periods

OPEN Viewing Period (Aug. 15, 2011 – Sept. 2, 2011)

1. Publishers may provide student and teacher sample materials online listed on the state bid in accordance with state policy.

2. Publishers must receive the approval of the Learning Community Executive Director

or designee before visiting Learning Community offices. 3. Publishers may collaborate with the Learning Community Executive Director to

provide sample materials to designated sites in accordance with state policy on/before September 2, 2011. Materials distributed must be limited to those listed in the contract, which will be provided each year.

4. Publishers must honor the district’s Conflict of Interest policy, as it is one of the

primary policies guiding the process. The policy prohibits employees from accepting anything of value or benefit from publishers’ representatives. This prohibition includes, but not limited to, entertainment, travel, food, and/or lodging.

5. Publishers may meet with individuals or groups of teachers before or after school

and during lunch periods after receiving principal and teacher approvals. Information sessions scheduled during conference/planning periods must have approval of the principal and the teachers.

6. Publishers may work with the Content Area/Program Director to service existing

adoptions.

CLOSED Period (September 3, 2011 – November 1, 2011) 1. Publishers will attend only districtwide textbook presentations that are initiated by

central administration. Publishers may not initiate or schedule appointments with members of the Board of Trustees, individual teachers, campus or district staff during the Closed Period. Neither publishers nor their representatives may visit, contact, email or conduct presentations on individual campuses. Individual or mass mailings, letters, emails or telephone communications from publishers are not permitted.

2. Publishers may have contact with the district Textbook Manager, Matt Tyner. 3. Any publisher violating district guidelines regarding the process may be barred or

disqualified from participating.


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Textbook Publishers’ “SHOULDS” & “SHOULD NOTS” SHOULDS

1. Publishers may provide sample student and teacher materials in accordance with state policy and listed on the state bid.

2. Questions about materials need to be referred to the appropriate Content Area Director (Science) or the Core Curriculum and Instruction office.

3. Publisher presentations may be coordinated with the campus principal or designee during school hours. However, at no time shall classroom instruction be interrupted by a publisher representative’s visit to the school.

4. Publishers may work with Content Area Directors to service existing adoptions.

SHOULD NOTS 1. District personnel may not accept publisher-sponsored gifts or meals, or attend

publisher presentations with food provided by the publisher at any point during the process.

2. Publishers will not send any food or novelty item with/without the company name, logo, title, etc. to the schools/district during the process.

3. Teachers and/or principals may not engage in oral or written communication directly or indirectly related to current adoptions during the Closed Period. For specific information, contact should be made through the appropriate Content Director (Science) or the Core Curriculum and Instruction office.

4. Teachers shall not receive materials to pilot in their classrooms. 5. In no case will publishers contact district staff or committee members regarding

textbook voting-related decisions. Individual calls, visits, mass mailings, letters or telephone communication are strictly prohibited during the Closed Period.

6. Any publisher who violates district guidelines regarding the process will be barred or disqualified from participating. These guidelines are not all-inclusive. If there is doubt about the appropriateness of a particular activity, consult with the Core Curriculum and Instruction office at 972-925-3443.


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Process Guidelines,

“Shoulds” and “Should Nots”

For District Personnel


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Dallas Independent School District Staff “SHOULDS” & “SHOULD NOTS” SHOULDS

1. All applicable personnel in the affected areas should be involved in the review and selection process.

2. Questions about the materials need to be referred to the appropriate Content Area Director or Core Curriculum and Instruction office.

3. Contact the Core Curriculum and Instruction office to report the receipt of food or novelty items with/without the publisher’s company name, logo, title, etc.

4. All personnel involved in the process are encouraged to make objective decisions in reviewing and evaluating textbooks.

5. All educators are asked to eliminate what may be perceived or construed as biased decision making.

6. Publisher presentations may be coordinated with the principal or designee during school hours. If a principal decides to conduct campus presentations, the invitation must be extended to all publishers. However, at no time shall classroom instruction be interrupted by a publisher representative’s visit to the school.

SHOULD NOTS 1. District personnel may not accept publisher-sponsored gifts, food, novelty items

or meals, or attend publisher presentations with food provided by the publisher at any point during the process.

2. Teachers and/or principals may not engage in oral or written communication directly or indirectly related to current adoptions during the Closed Period. For specific information, contact should be made through the appropriate Content Area Director (Science) or Core Curriculum and Instruction office.

3. District personnel may not discuss textbook evaluation related decisions with publishers during the Closed Period.

4. Teachers shall not receive materials to pilot in their classrooms. These guidelines are not all-inclusive. If there is doubt about the appropriateness of a particular activity, consult with the Core Curriculum and Instruction office.


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Summary of District Policies Regarding the Process

DBD (Local): Conflict of Interest A “conflict of interest” is any circumstance that could cast doubt on an employee’s ability to act with total objectivity with regard to the District’s interests. The employee’s loyalty to the District must come easily, free from any conflicting interests. No employee, officer, or agent of the District shall participate in the selection, award, or administration of a contract supported by federal funds if a real or apparent conflict of interest would be involved. A conflict would arise when the employee, officer, or agent, any member of his or her immediate family, his or her partner, or an organization that employs or is about to employ any of the parties indicated herein, has a substantial financial or other interest in the firm selected for an award. All District employees shall avoid employment, financial, business, social, or other relationships that might be opposed to the interests of the District or might create the appearance of impropriety, or might cause a conflict with the performance of their duties. Employees shall at all times conduct themselves in a manner that avoids even the appearance of conflict between their personal interests and those of the District. Conflict of interest situations may arise in many ways. Examples include, but are not limited to, the following:

• Employment with a vendor/contractor, regardless of the nature of the employment, while employed by the District.

• Contract award with a vendor in which an employee or his or her family have a substantial ownership or management interest.

• Ownership of, or substantial interest in, a company that is a supplier of the District.

• Acting independently as a consultant to a District supplier. • Accepting expense-paid invitations to sports or entertainment events from a

long-time friend who is also a District vendor. • Socializing with vendors or persons interested in doing business with the District

under circumstances that create the appearance of impropriety. Any employee who may have a conflict situation, actual or potential, shall report all pertinent details in writing to his or her supervisor. If the proper resolution is not apparent to the supervisor, the supervisor shall refer the matter to the Superintendent of Schools or designee, as appropriate, for resolution. If a conflict of interest develops accidentally or unexpectedly, the matter shall be reported to the supervisor immediately.


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DBD (Legal): Employment Requirements & Restrictions: Conflict of Interests Gifts An employee who exercises discretion in connection with contracts, purchases, payments, claims, or other pecuniary transactions shall not solicit, accept, or agree to accept any benefit from a person the employee knows is interested in or likely to become interested in any such transactions of the District. Penal Code 36.08(d) Textbooks An administrator or teacher commits a class B misdemeanor offense if the administrator or teacher receives any commission or rebate on any textbooks used in the schools. An administrator or teacher commits a class B misdemeanor offense if the administrator or teacher accepts a gift, favor, or service that: 1. Is given to the person or the person’s school; 2. Might reasonably tend to influence the person in the selection of a textbook; and 3. Could not be lawfully purchased with funds from the state textbook fund. “Gift, favor, or service” does not include staff development, in-service, or teacher training; or instructional materials, such as maps or worksheets, that convey information to the student or otherwise contribute to the learning process. Education Code 31.152(b)–(d) A person commits a Class C misdemeanor offense if the person knowingly violates any law providing for the purchase or distribution of free textbooks for the public schools. Education Code 31.153 CH (Local) Ethical Standards/Vendor Contact with Instructional Support Ethical Standards During the course of pursuing contracts, and the course of contract performance, contractors and consultants and their subcontractors, subconsultants, and vendors will maintain business ethics standards aimed at avoiding real or apparent impropriety or conflicts of interest. Violation of these standards may result in the cancellation of existing purchase orders or contracts, or exclusion from current or future procurements. All vendors and employees must follow conflicts of interest avoidance and other ethical standards as set out in DBD (LOCAL) and should be aware of questionnaires and documents as required by Texas Local Government Code chapter 176, and applicable federal regulations with any proposal or other writing related to a potential agreement with the District in compliance with CHE (LEGAL). All related ethics documents will be publicly posted at the District's procurement Web site. The District is further entitled to request a representation letter from contractors, or consultants, their subcontractors, subconsultants, or vendors at any time to disclose all things of value passing from contractors or consultant, its subcontractors or vendors to the District's personnel, its Trustees, officers, agents, or consultants.


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Vendor Contact with Instructional/Support Personnel Vendors are prohibited from offering gifts or favors that could influence, or that could be construed to influence, purchases utilizing District funds. Employees shall refuse any such offers and report such offers to their principal or department head. The principal or department head shall immediately report any such incidents to the purchasing department. [See (LOCAL) policy at DBD] CHE (Legal) Required Vendor Disclosure The Texas Ethics Commission shall adopt a conflict of interest questionnaire that requires disclosure of a vendor’s business relationships with the District. A vendor to the District shall file any required conflict of interest questionnaire if the person has a business relationship with the District and:

• Has an employment or other business relationship with an officer of the District, or a family member of the officer, described by Local Government Code 176.003(a)(2)(A); or

• Has given an officer of the District, or a family member of the officer, one or more gifts with the aggregate value specified by Local Government Code 176.003(a)(2)(B), excluding any gift described by Local Government Code 176.003(a-1).

The completed conflict of interest questionnaire must be filed with the appropriate records administrator no later than the seventh business day after the date that the vendor:

• Begins discussions or negotiations to enter into a contract with the District; • Submits to the District an application, response to a request for proposals or bids,

correspondence, or another writing related to a potential contract with the District; or

• The date the person becomes aware: a. Of an employment or other business relationship with a local government officer, or a family member of the officer; or b. That the person has given one or more gifts. Local Gov’t Code 176.006

DH (Exhibit): Code of Ethics and Standard Practices for Texas Educators The Texas educator shall comply with standard practices and ethical conduct toward students, professional colleagues, school officials, parents, and members of the


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community and shall safeguard academic freedom. The Texas educator, in maintaining the dignity of the profession, shall respect and obey the law, demonstrate personal integrity, and exemplify honesty. The Texas educator, in exemplifying ethical relations with colleagues, shall extend just and equitable treatment to all members of the profession. The Texas educator, in accepting a position of public trust, shall measure success by the progress of each student toward realization of his or her potential as an effective citizen. The Texas educator, in fulfilling responsibilities in the community, shall cooperate with parents and others to improve the public schools of the community. Professional Ethical Conduct, Practices, and Performance Standard 1.1. The educator shall not knowingly engage in deceptive practices regarding official policies of the school district or educational institution. Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan advantage. Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or to obtain special advantage. This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents, or other persons or organizations in recognition or appreciation of service. DHA (Local): Employee Standards of Conduct: Gifts & Solicitation Employees shall not engage in the sale of books, equipment, or supplies that may, in any manner, be construed to indicate that the product is recommended by the District or an employee of the District. Sales of any such product or service, tangible or intangible, to parents of the community where the employee is assigned is prohibited at all times.


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EVALUATING THE TEXTBOOKS

MULTICULTURAL & MULTIETHNIC PERSPECTIVES

Culture and ethnicity are integral parts of American life. Students must master facts, concepts, and theories related to ethnicity and culture in American society. To do this, teachers must have curriculum resources that provide ways to help students observe events and situations, solve problems, and view relationships from multicultural, multiethnic perspectives. It is the philosophy of the Dallas Independent School District that every student’s heritage is of value. Students’ self-esteem, motivation, and academic achievement are all affected by the degree to which their cultures are accepted and valued in the classroom. Therefore, it is incumbent upon the district to ensure that multicultural, multiethnic perspectives are included, not in isolated, fragmented lessons or projects, but as an intrinsic emphasis in all subjects, at all grade levels, and in the total district and school environment. Textbook Evaluation Criteria The evaluation of textbooks proposed for adoption in the Dallas Independent School District will be guided by specific criteria. The evaluation instruments used by each discipline with textbooks up for adoption will encompass elements of the following criteria: Culture/Ethnicity: Portrays the United States as a pluralistic nation (multilingual, multicultural)

through knowledge, appreciation, and respect for diverse people – demonstrated by valid content about people of color and their life experiences (e.g. historical and/or cultural contributions of different ethnic groups, inclusion of languages other than English).

Depicts ethnic minority persons in positions of leadership, and depicts both males

and females of all ethnic groups in positive positions. Indicates that within ethnic and religious groups there is socioeconomic diversity

and a wide range of individual differences, including environmental and historical influences.


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Portrays various cultures in a manner that will develop knowledge, respect, and empathy for a better understanding of intergroup conflict.

Characterizes diverse settings of individuals and groups including separate ethnic

groups and mixed groups Addresses representation of ethnic minorities in music, art, science, history,

literature, business/industry, sports, or other areas of life and culture. Exhibits illustrations of ethnic backgrounds of groups vs. Caucasian features with balanced treatment of ethnic minorities in illustrations (e.g. count the number of pictures; count the number of people of color; count the number containing people of color in central positions.)

Contains adequate and valid content about women, portraying the United States

as a nation that regards women and men of equal dignity and worth (e.g. guides the student to understand how the democratic process relates to the women’s movement, includes historical and social contributions of women).

Offers illustrations that show women as diverse ethnically, professionally,

emotionally, etc., and depicts them working with and relating to both men and women.

Exhibits illustrations of women (e.g. count the number of pictures; count the

number of pictures containing women; count the number of women in leadership positions).

Avoids masculine generic pronouns (such as manpower, businessmen).

Refrains from use of sexist occupational titles (such as policeman or fireman, and

inconsistencies such as depicting both men and women as plumbers and then consistently using the pronoun “he” when referring to a plumber).

Roles Presents all occupations as appropriate for any qualified person. Does not relegate women and minorities to primarily stereotyped roles and

occupations (e.g. illustrates individuals in non-traditional roles and individuals with handicaps).

Free of cartoons and/or caricatures that emphasize the stereotyped portrayal of

individuals, such as the physical attributes, roles, and skills of one sex or ethnic group or women as being primarily emotional, passive or subservient.


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Does not stereotype leadership roles or show women, minorities, or handicapped

individuals in subordinate roles. Has no evidence of tokenism (e.g., a text that illustrates only a few women or a

few minority group members in non-traditional roles). Indicates that women are capable of pursuing diverse occupations and roles by

displaying them in positive or actives roles, in a variety or roles and occupations, and in leadership positions.

Does not contain disparaging phrases (e.g. “I’ll ask my girl to type this,” or “The

Indians roved across the land.” Implying non-directed, purposeless activity, or use “girls” or “boys” to refer to women and/or minority group members.

Bias in Textbooks Evaluating textbooks by using ethnic/culture-related criteria provides a tremendous opportunity to examine the assumptions, purposes, and nature of the textbook program, and allows teachers who are evaluating books to eliminate the textbooks having clear forms of bias. Bias in textbooks can be viewed and compared using a few key concepts. These concepts, with explanations, are given below. Invisibility Certain groups are underrepresented in curricular material. The significant omission of males or females, minority groups, or handicapped people in specific roles in society implies that these roles are inappropriate for the group left out. Stereotyping By assigning traditional and rigid roles to individuals or groups, instructional materials limit individual potential. Not only can careers be stereotyped, but so can intellectual abilities, personal traits, physical appearance, social status, and domestic roles. Stereotyping denies students a knowledge of the diversity, complexity, and variation that characterizes any group of individuals. Imbalance/Selectivity Text may perpetuate bias by presenting only one interpretation of an issue, situation, or group of people. This imbalance restricts the student’s perspective on roles, activities, career choices, and opportunities available. Through selective presentation of materials, texts can distort reality and thereby affect attitudes concerning careers/roles in society and self expectations.


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Unreality Texts may frequently portray a distorted picture of our history and/or our contemporary life experience. Fragmentation/Isolation By separating issues relating to either males or females, blacks or whites, disabled or able persons from the main body of the text, texts may imply that these issues are either less important than or not a part of the dominant culture. The practice of isolating information related to one specific group from the main body of the text teaches students that the person of this race, sex or disability is unrelated to the main theme and events of the text and represents only a minor diversion. Selection of Textbook Materials In order to broaden the scope of participation and ensure the selection and use of materials that achieve multicultural, multiethnic perspectives, the following procedures will be instituted:

Site participation through school committees or other site-based curriculum

council forums. Publisher’s forums with district and/or advisory panels.

Curriculum reviews ensuring pluralistic infusion inherent in the instructional

process.

Supplemental Science Materialsâ€™ Process - Curriculum Central

Documents

Transcript of Supplemental Science Materialsâ€™ Process - Curriculum Central