Murrieta Valley Unified School District
REQUEST FOR TEXTBOOK/INSTRUCTIONAL MATERIALS
ADOPTION
This form is to be used to request School Board approval of instructional materials, after field
testing has been completed (if applicable).
TITLE OF TEXT:
_______________________________________________________
New Course
Other:
Rationale for request:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
PROCESS: In order to eliminate course duplication and to ensure full district communication, signatures from each
school site are required (Textbook Recommendation Form) before a new course proposal can be submitted to the
appropriate Curriculum Committees (if applicable).
1.
2.
3.
4.
5.
The department wishing to add or change a textbook/instructional materials first contacted their site
administrator who approved the requested text. The site administrator then contacted the Educational
Services Department for initial district approval to move forward in the process.
A district adoption committee was formed, composed of teachers from all sites who would use the
materials, with a liaison from the Educational Services Department.
Publishers were contacted and examination copies/digital resources of appropriate course materials
requested. The attached standards based rubric was used to evaluate materials/resources and select two
programs to field test. Programs must match the standards to be considered for adoption.
Meetings of field test teachers were held, and materials and forms routed to site adoption committee
members so that all materials were reviewed at all sites. The Instructional Materials Evaluation Rubric was
used to assess the materials/resources being field tested.
The attached forms show the names of teachers involved in the evaluation and selection process, and how
they rated the materials/resources they reviewed.
For Office Use Only
Status of Request:
Approved
Not Approved
____________________________________________
Signature Asst Superintendent of Educational Services
_____________________
Date
_______________________________________________________
Signature Exec Dir Curriculum & Instruction (Elem or Sec)
______________________
Date
Board Approval Date: _______________________________________________________________
Comments:
TEXTBOOK/INSTRUCTIONAL MATERIALS RECOMMENDATION FORM
(AFTER COMPLETION OF FIELD TESTING)
MATERIALS/RESOURCES REVIEWED/FIELD TESTED:
TITLE
PUBLISHER
COPYRIGHT
PERSONS WHO HAVE REVIEWED/FIELD TESTED TEXTS/MATERIALS:
SITE
NAME
TITLE
(Use back of form for additional names)
RECOMMENDATION:
(Number needed reflects:
Class set
ISBN #
Recommended Title
Publisher/Vendor
1 text per student)
Cost Per
Item
# Needed
APPROVAL SIGNATURES: In order to ensure full district communication, all signatures below are
required before the text is submitted to the Curriculum Committees. If the course for which the text is
being adopted does not fit neatly into a specific department, please assign it to the most appropriate
related department.
Signature
Principal
Dept. Chair
MMHS
MVHS
VMHS
CHS/TCA
Please note that approval of materials does not constitute a commitment to provide funding
ATTACH TO REQUEST FOR TEXTBOOK/INSTRUCTIONAL MATERIALS
ADOPTION, WITH COMPLETED RUBRICS
Murrieta Valley Unified School District
TEXT AND INSTRUCTIONAL MATERIALS EVALUATION
RUBRIC
Content and Processes
Content/Processes – 5 pts.
Content/Processes – 3 pts.
Content/Processes – 1 pt.
STANDARDS - BASED

Addresses all of the
standards at the specific
grade level. (A separate
rubric in which all
standards are listed and
page identification listed
from recommended text
must be attached to
validate this score.)

Address most of the
standards at the specific
grade level.

Text Readability and
Considerate Text ratings
are appropriate to
specific grade level.

Text Readability and
Considerate Text
ratings are somewhat
appropriate to specific
grade level.

Content is accurate with
very few errors of fact or
interpretation.

Content is accurate with
few errors of fact or
interpretation.

Key concepts and
process skills are
developed in depth for
conceptual
understanding. Students
are expected to apply this
understanding to new
situations.


Student investigations
are prominent and
integral to the
instructional program.
The investigations enable
the student to develop
robust inquiry and
process skills.


The overall program has
an internal conceptual
coherence within and
between its instructional
units. Text and
investigations support
conceptual
understanding.

Addresses few or none
of the standards at the
specific grade level.

Text readability and
Considerate Text
ratings are
inappropriate to specific
grade level.

Content has many
errors of fact or
interpretation.

Few concepts or
process skills are
developed in depth for
conceptual
understanding. Facts
are expected to be
memorized for recall
without understanding.

There are few or no
student investigations.
Those present are not
integral to the
instructional program.

The overall program
lacks an internal
conceptual coherence
within and between its
instructional units with
few investigations that
support conceptual
understanding.
READABILITY
ACCURACY
DEPTH VS. BREADTH
Some concepts and
process skills are
developed in depth for
conceptual
understanding. There
are some expectations
that students apply this
understanding to new
situations.
THINKING PROCESS
Student investigations
are present but the
instructional program is
only somewhat
dependent on doing the
investigations.
PROGRAM ORGANIZATION

The overall program
has some explicit links
within and between its
instructional units.
Investigations tend to
be structured with a
predictable and defined
outcome.
TOTAL POINTS
Total
Murrieta Valley Unified School District
TEXT AND INSTRUCTIONAL MATERIALS EVALUATION
RUBRIC
Work Students Do
Work Students Do – 5 pts.
Work Students Do – 3 pts.
INQUIRY/REASONING

Most learning experiences
include the opportunity to
use inquiry and develop
the ability to think and act
in ways associated with
inquiry. Students
consistently use a variety
of resources, tools and
technologies to explore
ideas and solve problems.


Student writing strategies
are consistently embedded
throughout the
curriculum.


Student integrated reading
strategies are consistently
embedded throughout the
curriculum.

Students are consistently
asked to interact with
others in various groups
to communicate
exploration and findings.

The work students do is
consistently designed with
strategies for access by
diverse learners.

The work students do is
designed with some
strategies for diverse
learners.

The work students do is
consistently designed with
strategies for access by
second language learners.

The work students do is
designed with some
strategies for access by
second language learners.

The overall program
provides a variety of
instructional resources
(e.g., hands-on activities,
text, original source
material, media,
technology) which are
integral to the program
and support the
conceptual design of the
unit.
Some learning
experiences include the
opportunity to use inquiry
and develop the ability to
think and act in ways
associated with inquiry.
Students often use a
variety of resources, tools
and technologies to
explore ideas and solve
problems.
Work Students Do – 1 pt.

Few learning
experiences include the
opportunity to use
inquiry and develop the
ability to think and act
in ways associated with
inquiry. Students rarely
use a variety of
resources, tools and
technologies to explore
ideas and solve
problems.

Student writing
strategies are rarely or
never evident in the
curriculum.
STUDENT WRITING
Student writing strategies
are evident in the
curriculum.
STUDENT INTEGRATED READING STRATEGIES

Student integrated reading
strategies are evident in
the curriculum.

Student integrated
reading strategies are
rarely or never evident
in the curriculum.

Students are rarely
asked to interact with
others to communicate
explorations and
findings.
INTERACTIVE LEARNING

Students are sometimes
asked to interact with
others in various groups
to communicate
explorations and findings.
ACCESS FOR DIVERSE LEARNERS

The work students do
has few strategies for
diverse learners.

The work students do
has few strategies for
access by second
language learners.

The program provides a
limited variety of
instructional resources.
ESL ACCESS
PROGRAM ORGANIZATION

The program provides a
variety of instructional
resources; however, these
materials are
supplemental to the
program.
TOTAL POINTS
Total
Murrieta Valley Unified School District
TEXT AND INSTRUCTIONAL MATERIALS EVALUATION
RUBRIC
Assessment
Assessment – 5 pts.
Assessment – 3 pts.
MULTIPLE MEASURES

Materials contain
multiple assessment
measures (e.g.,
performance, openended, project, objective
assessments, student
work) that are used at
regular intervals to assess
student progress.

Materials contain some
variety of assessment
measures that are used
at regular intervals to
assess student progress.

Assessment measures are
aligned with the mode of
instruction and
consistently ask students
to demonstrate
knowledge and
application of concepts.

Assessment measures
are somewhat aligned
with the mode of
instruction and
sometimes ask students
to demonstrate
knowledge and
application of concepts.

Rubric scoring used by
teachers and/or
developed by students
emphasizes conceptual
understanding and causes
students to be reflective
learners.

Rubric scoring used by
teachers or developed
by students may
address conceptual
understanding as well
as appearance or work
and group interactions.

Assessments are
consistently embedded
throughout the unit with
specific suggestions of
ways to modify the
program/teaching
sequence based on the
results of student work.
The materials provide
strategies to address
student misconceptions.
Assessment – 1 pt.

Assessments are limited
to a few different types
and may or may not be
provided at regular
intervals.

Assessment measures
are rarely aligned to the
mode of instruction and
rarely ask students to
demonstrate knowledge
and application of
concepts.

Rubric scoring used by
teachers or developed
by students only
addresses appearance of
work and/or group
interactions.

Assessments are rarely
embedded with few
suggestions of ways to
modify the
program/teaching
sequence. The
materials do not
provide strategies to
address student
misconceptions.
QUALITY
RUBRICS
PROGRAM ORGANIZATION

Assessments are
embedded throughout
most of the unit with
general suggestions of
ways to modify the
program/teaching
sequence based on the
results of student work.
The materials provide
some strategies to
address student
misconceptions.
TOTAL POINTS
Total
Murrieta Valley Unified School District
TEXT AND INSTRUCTIONAL MATERIALS EVALUATION
RUBRIC
Teacher Support
Assessment – 5 pts.
Assessment – 3 pts.
VARIETY OF STRATEGIES

Materials provide a
variety of instructional
strategies that allow all
students to learn content
in greater depth.


Background information
is accurate and provides
explanations that assist
the teacher in providing
depth of understanding
for students.

The background
information is accurate
and provides some
assistance to the
teachers in providing
depth of understanding
for students.

A list of required
equipment/supplies and
alternative suggestions is
provided. Maintenance,
safe use and organization
of materials/resources is
addressed.

A list of required
equipment/supplies and
some alternatives are
provided. Maintenance,
safe use and
organization of
materials/resources may
be addressed.

Teacher materials
adequately provide for
review, re-teaching,
extension, and
enrichment.

Materials include indepth technical support
for the use of equipment,
multi-media, and
technology resources.
Materials provide some
instructional strategies
that allow all students
to learn content in
greater depth.
Assessment – 1 pt.

Materials provide few,
if any, instructional
strategies that allow all
students to learn
content in greater depth.
TEACHER CONTENT BACKGROUND

The background
information is sketchy
and provides little or no
assistance to the
teacher.

Equipment/supply lists
are incomplete, with
little references for
alternatives.
Maintenance, safe use
and organization is
briefly addressed or not
at all.
EQUIPMENT
EXTENDED LEARNING RESOURCES

Some teacher materials
are available for review,
re-teaching, extension,
and enrichment.

Teacher materials for
review, re-teaching,
extension, and
enrichment are minimal
or ineffective.

Technical support is
limited or non-existent.
TECHNICAL SUPPORT

Materials include
adequate technical
support for the use of
equipment, multimedia, and technology.
TOTAL POINTS
Total