Curriculum Development and Adoption of Instructional Materials - Procedures - 2120-P

Mukilteo School District
Instruction - Series 2000
Curriculum Development and Adoption of Instructional Materials - Procedures - 2120-P

For the purposes of this procedure, the definitions from Board Policy 2120 will apply.

District course design and core instructional materials should be regularly reviewed to ensure their ongoing alignment with State law, teaching and learning standards, and research-based best practices. All students will receive high-quality core instruction and, as appropriate, strategic and intensive intervention supports matched to student needs.

Course Design

Existing Courses
The Superintendent or designee will establish a regular cycle of course design review and development that includes examination by curriculum committees composed of District subject area specialists and, as appropriate, external content area experts. This review cycle should be based on student need, new content area standards, changing demographics and funding. The cycle should cover each content area to ensure current course relevance. The course design process should review:

  • Relevance, rigor, and alignment to State learning standards;
  • Effectiveness and impact of core, and intervention instructional materials that support student learning; and
  • Processes and resources used to assess student progress and provide teacher professional learning.

Recommendations of this review may lead to:

  • Affirmation of continued use of current processes and instructional materials;
  • Establishment of a timeline for completion of recommended tasks;
  • Identification of projected budget needs in accordance with established timelines;
  • Creation and assignment of tasks to committees as required to revise the course design;
  • Recommendation of new instructional materials adoption to the Instructional Materials Committee (IMC);
  • Design of course implementation guides and staff development plans; and
  • Communications with impacted stakeholders.

Social Studies Curriculum Review or Adoption
In compliance with RCW 28A.320.170, when the Board adopts or reviews the District's social studies curriculum, it will incorporate history, culture and government of the nearest federally recognized Indian tribe or tribes utilizing curriculum available on the Office of Superintendent of Public Instruction (OSPI) website or developed by local tribes. The District may modify the OSPI curriculum to incorporate elements that have a regionally specific focus or may incorporate the curriculum into existing instructional materials. During regularly scheduled reviews and revisions of their social studies and history curriculum thereafter, the District will collaborate with any federally recognized Indian tribe within its boundaries and with neighboring Indian tribes to expand and improve instructional materials about Indian tribes and to create programs of classroom and community cultural exchange.

The District will collaborate with OSPI on curricular areas regarding tribal government and history that are Statewide in nature.

New Courses or Major Modifications to Existing Courses
New course offerings or major course modifications that propose significant changes to course objectives or scope will be reviewed by the Superintendent or designee prior to being offered to ensure that the course is rigorous, aligned to State standards, utilizes appropriate instructional materials, and is a carefully considered part of the school's college and career pathways.

When the implementation of new or modified courses requires the adoption of new instructional resources, those resource recommendations will be forwarded to the IMC for consideration by the process outlined below.

Selection and Adoption of Instructional Materials
For the purposes of this procedure, instructional materials used in the School District will be classified as core, intervention, supplemental, temporary and library, and shall be selected according to the procedures that follow. The principal is responsible for ensuring the continuing familiarity of their certificated staff with the requirement of this policy and procedure. The District Office will provide such technical assistance as may be necessary to accomplish this.

Roles and Responsibilities in the Selection and Adoption of Instructional Materials

Instructional Material Type


Certificated Teaching Staff



Instructional Materials Committee (IMC)

School Board

Core identify   establish adoption procedure recommend adopt
Intervention identify   designate selector    
Supplemental identify designate selector designate selector for novels and District-wide supplemental materials approve  


select – within District guidelines  








Library Materials teacher-librarian select within District guidelines        

Instructional Material Delivery Formats
Instructional materials may be delivered in many formats, and may include textbooks, technology-based materials, or other educational media.

Open Educational Resources
Open Educational Resources (OER) are teaching and learning resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. OER are subject to the same selection and adoption procedures as other instructional materials outlined in this document.

Technology-based Resources
When instructional materials are technology based, District instructional technology staff should be consulted regarding the technological impacts of the suggested program. Equity of access for students and teachers must be considered for all core materials delivered in digital formats.

Films and Videos
The professional staff may utilize films, videos, and other multi-media so long as such use is consistent with the Video/Film Use Procedures. Please see also the Notification to Principal for Video/Film Use Form.

Core Instructional Material Selection

Curriculum Committees
Curriculum committees will be established to select the curriculum in each of the major program areas (e.g. K-5 reading). Based on prioritized needs, they will review State standards, assessment data, emerging trends and research, and evidence-based best practices. The curriculum committee will:

  • review State requirements and standards, research, and evidence-based teaching practices for the content area
  • review District program and assessment data
  • establish screening criteria for the evaluation of potential instructional materials
  • establish guidelines and plan for field testing as needed
  • forward recommended curriculum and instructional materials to the IMC for adoption
  • design program evaluation system, implementation plans and professional development in coordination with other District committees
  • identify projected budget needs in accordance with established timelines
  • create and assign tasks to subcommittees as required
  • maintain communications with certificated staff, school and District leadership

The curriculum committees will be representative of staff impacted by the curriculum, to include appropriate buildings, grade levels, courses, and support staff (special education teachers, English Language Learners {ELL} teachers, specialists, etc.). Consultants, parents, and students will be invited as appropriate.

Field Testing
The Superintendent or designee may consider the use of field testing as part of the adoption process. Field testing can provide a flexible opportunity to investigate the effectiveness of curricular approaches, instructional materials, and/or assessment resources through careful experimentation for an identified purpose based on student needs. Trial-use core instructional material of an experimental, field-test nature may be authorized for use by the Superintendent for a period of no more than one school year prior to adoption through the formal process.

Instructional Materials Committee (IMC)
The IMC will be appointed by the Superintendent or designee, consistent with the collective bargaining agreement. This committee will consist of representative members from the District's professional staff provided that parents make up less than one-half of the total membership as a requirement of State statute. The committee will act upon requests for core, District-wide supplemental and novel approval, and will evaluate and act upon citizens' requests for reconsideration of core materials.

The IMC will:

  • receive recommended materials from each District curriculum committee and review according to the evaluation criteria
  • respond to site-specific curriculum initiatives/innovations from the building committees
  • review and respond to recommended materials from individual staff
  • act upon requests for reconsideration of instructional materials

The membership will be balanced with elementary and secondary representation and will include:

  1. Director of Curriculum and Instruction, Chair
  2. Curriculum and Instruction Administrative Assistant, Secretary
  3. Primary teachers (2)
  4. Intermediate teachers (2)
  5. Middle school teachers (2)
  6. High school teachers (2)
  7. Elementary librarian (1)
  8. Secondary librarian (1)
  9. Site administrators (2)
  10. Parents/community members ( (6)
  11. High school students (2)

Staff members will be recommended by the Mukilteo Education Association (MEA) President and Director of Curriculum and Instruction. Parents/guardians, community members and students will be determined by the Superintendent or designee. The chair and the secretary will be permanent members of the committee. Other members will have three-year terms. Temporary appointments of one year or less may be made to fill vacancies. Committee meetings will be held on a schedule determined by the District. Special meetings may be called by the committee chair if necessary.

Criteria for Selection of Core Instructional Materials
Core instructional materials shall be selected based upon the degree to which they:

  1. Demonstrate impact as shown by scientific or evidence-based research;
  2. Meet State standards and College Readiness requirements;
  3. Provide sufficient flexibility to meet the varied needs and abilities of the students served;
  4. Provide clear and appropriate differentiation components for English Language Learners, students with learning disabilities, students with academic opportunity gaps, and highly capable students;
  5. Where appropriate, present balanced but differing views of issues, controversial or otherwise, in order that students may develop critical analysis and informed decision-making skills;
  6. Demonstrate consideration of appropriate format(s) (including technological, visual, and/or auditory components);
  7. Support equitable access to learning and learning materials for all students; including the provision of appropriate, high-quality accessible instructional materials to all students with disabilities who require them; and
  8. Are free of stereotyping and gender, race, class, and other forms of bias, recognizing that under certain circumstances biased materials may be employed in order to teach students about bias, stereotyping, and propaganda in historical or contemporary contexts.

Recommendation and Approval of Instructional Materials
The IMC will receive recommended core, District-wide supplemental material and novel proposals through District curriculum committees or Superintendent-designated staff. Instructional materials will be reviewed according to Superintendent-established procedures to ensure compliance with the above selection criteria and by using instructional material evaluation tools. Based on their evaluation, the IMC through the Director of Curriculum and Instruction will recommend core instructional materials to the Board for adoption. District-wide supplemental and novel proposals will be voted on by the IMC for approval or rejection. The Board will receive the recommendation for adoption or rejection.

Adoption of Core Instructional Materials
Core material will be approved by the Board prior to their use in classrooms.

Regularly Scheduled Core Material Updates
Any courses using OER as their core material shall annually convene a representative group of District teachers of the course to revise and improve the core material. Adaptations shall be based on teacher and student suggestions and data from State or District assessments identifying areas of lower student performance. Revised versions of the core material will be implemented for the following school year.

If the adaptations to the core material results in significant changes to course objectives or scope, the revised resource shall be forwarded to the IMC for consideration and, formal recommendation for Board adoption.

Exceptional Needs or Rapidly Changing Circumstances
The Superintendent or designee may authorize the acquisition of alternative core instructional materials to meet exceptional needs or rapidly changing circumstances. However, expanded use of core instructional materials selected for exceptional needs will require adoption through the formal process.

College in the High School, Advanced Placement (AP), and/or International Baccalaureate (IB)
College in the High School, AP, and/or IB courses may have varying course designs as necessitated by their course credit transfer requirements.

Citizen Access to View Core Materials
Members of the community may request to review any core instructional materials in current or proposed use. Such review may be accomplished at the school, in the District Office, or online. The review and examination process should be arranged in a way to avoid disrupting the educational program. The review of core materials should be undertaken with the knowledge of District objectives in mind.

Intervention Instructional Material Selection
Instructional materials designed to support strategic or intensive intervention for students who are at risk of not meeting established learning standards will be approved by the Superintendent or designee based upon evidence from reputable sources (e.g., National Center on Response to Intervention,)

Supplemental Material Selection
The Superintendent shall delegate responsibility for examining, evaluating, and selecting supplemental and temporary materials to the principal or professional staff of the District. Supplemental materials that are selected for District-wide use or to be included on the District-approved novel list are to be approved by the IMC. Staff will rely on reason and professional judgment in the selection of high-quality supplemental materials that align to State learning standards and are appropriate for the instructional program and developmental level and interests of their students. While supplemental materials for individual teacher use do not require item-by-item approval of the IMC, staff are expected to thoroughly preview such materials and to give due consideration to the text complexity, developmental level of students; appropriateness of language or images; bias against racial, gender, ethnic, or other social groups; and other sensitive issues.

Temporary Material Selection
Professional staff of the District will rely on reason and professional judgment in the selection of high-quality temporary materials that are appropriate for the instructional program and developmental level and interests of their students.

Library Materials Selection
Suggestions for acquisition or electronic resources may originate from students, parents, community members and teachers. The teacher-librarian will weigh requests, evaluate materials and select those which fulfill the needs of the instructional program. Teacher-librarians in each school determine final selections.

  1. Sources for the selection of materials include but are not limited to:
    • Current review journals:
      • Kirkus Reviews
      • School Library Journal
      • Horn Book
      • VOYA
      • Booklist
    • Award winners and nominees
    • Professional development/conferences
  2. All items selected for placement in the school library will:
    1. Support and be consistent with the general educational goals of the State of Washington and Mukilteo School District and the aims and objectives of individual schools and specific courses.
    2. Support and be consistent with school library and information literacy standards established by the American Association of School Librarians as well as content area standards established by the Office of the Superintendent of Public Instruction of the State of Washington.
    3. Meet high standards of quality in factual content and presentation.
    4. Contain appropriate subject matter for the age, emotional development, ability level, learning styles, and social development of the students for whom they are selected.
    5. Serve the intended purpose, in both physical format and appearance for library materials.
    6. Help students gain an awareness of our pluralistic society.
    7. Motivate students and staff to examine their own duties, responsibilities, rights, and privileges as participating citizens in our society, and to make informed judgments in their daily lives.
    8. Withstand scrutiny based on their strengths rather than rejected for their weakness.
    9. Clarify historical and contemporary forces by presenting and analyzing intergroup tension and conflict objectively, placing emphasis on recognizing and understanding social and economic problems.

De-selection (weeding) of outdated and damaged materials is a natural part of the library's life cycle and maintenance of the quality and integrity of the collection. The teacher-librarian will evaluate the library collection on a continuing basis in order to assure that the collection meets the Mission Statement and goals of the Mukilteo School District.

Building Curriculum Committees
At each school throughout the District, a building curriculum committee will be established with the membership of such committee to be determined at each site and consistent with the School Board's collaborative decision-making policy (Board Policy 4240).

Each building curriculum committee will have a process to:

  • assist in implementing the District curriculum
  • assist with the recommended evaluation system, implementation plans and in-service
  • respond to site specific curriculum initiatives/innovations with referral to the IMC as appropriate
  • assist the professional staff in reviewing the prioritized curriculum areas using various assessment tools
  • identify projected budget needs in accordance with established timelines
  • collect data and receive staff, parent and student input regarding the curricula at the school

Reconsideration Procedure for Instructional Materials
When a parent/guardian or employee challenges any instructional materials used or restricted from use in the schools, the following steps should be taken:

  1. Concerns should first be discussed with the certificated teacher and/or the teacher-librarian and the school principal. All parties are urged to resolve the concern at this level.
  2. If the concerns cannot be resolved through discussion at the school level, the following steps will be taken and the challenged instructional material will continue to be used until a decision is rendered:
    1. If the challenged instructional material is supplemental, intervention, temporary or library materials in nature, at a parent's written request to the principal by completing the "Citizen's Request for Reconsideration of a Book or Instructional Material", the supplemental, intervention, temporary or library materials may be asked to be withdrawn from their student. The principal shall facilitate a meeting of the complainant(s) and appropriate school staff. Following the meeting, the principal shall respond with a written decision. If warranted by the scope of the supplemental, intervention, temporary or library materials, an appeal may be submitted to the Superintendent or designee requesting review by the IMC and a written decision.
    2. If the instructional material is core material, the parent/guardian or employee may register a request for reconsideration with the Superintendent or designee by completing the "Citizen's Request for Reconsideration of a Book or Instructional Material." This request will be forwarded to the IMC. The IMC will review the complaint and establish a timely process for public consideration of the complaint, if appropriate. The IMC process may include the following steps:
      1. Review the formal written request and student copies of the instructional materials under consideration.
      2. Review the documentation of the instructional materials selection process for the material in question to consider whether the challenged material was selected in accordance with District criteria and procedures for selection of instructional materials.
      3. Consult published reviews of materials and opinions of other competent authorities.
      4. Presentation of rationale by affected staff member(s) who advocate continued use of the material.
      5. Presentation of rationale for reconsideration by complainant.

All instructional material reconsideration decisions for supplemental, intervention, temporary or library materials will be by majority vote of the IMC and are final. For core material, based on their reconsideration, the IMC will make a recommendation to the School Board for decision. Decisions of the committee or School Board will be delivered in writing to the Superintendent, complainant, and affected staff.

The Director of Curriculum and Instruction will facilitate the overall curriculum development process and professional development plan under the supervision of the Superintendent and Executive Director of Student Learning and Innovation.

Professional Development
An effective District-wide professional development program is necessary for staff professional growth; therefore, a Professional Development Committee will be formed consistent with the collective bargaining agreement.

The Professional Development Committee will:

  • Survey staff on an annual basis to determine training needs and topics.
  • Meet semi-annually or as otherwise needed to review the survey and recommend staff development alternatives for consideration.
  • Hold an initial meeting no later than November 1.
  • Make recommendations for a District-wide professional development plan.

The membership will be balanced with elementary and secondary representation and will include:

  1. Director of Curriculum and Instruction, Chair
  2. Elementary administrator (1)
  3. Middle School administrator (1)
  4. High School administrator (1)
  5. Elementary teacher (1)
  6. Middle school teacher (1)
  7. High school teacher (1)
  8. Additional certificated staff member (1)

October 13, 1997
September 16, 2010
May 12, 2014
October 1, 2015
October 1, 2021
August 10, 2022