FONTANA UNIFIED SCHOOL DISTRICT
REQUEST FOR TEXTBOOK /
INSTRUCTIONAL MATERIALS ADOPTION
This form is to be used to request School Board approval of instructional materials not in
alignment with a major curriculum cycle adoption.
NAME OF COURSE:_____________________________________________________
Reason for request:
 New Course
 Other:_______________________________________________________________
CONTACT PERSON / PHONE #:__________________________________________
PROCESS: In order to eliminate course duplication and to ensure full district
communication, signatures from each school site on either the comprehensive or
continuation school table on the Textbook Recommendation Form (next page) are
required before a new course proposal can be submitted to the Curriculum Council.
1. Contact department representatives at other sites.
2. Contact publishers and solicit examination copies of appropriate course materials.
3. Arrange meetings or route materials and forms to site representatives so that all
materials are reviewed at all sites.
4. Use the attached rubric and score sheet to carefully review each set of materials.
Please attach score sheets for all materials that were reviewed.
5. Complete the Textbook Recommendation Form on the next page.
6. Send completed forms and rubrics along with a copy of the requested textbook to the
appropriate Curriculum Director (Elementary, Middle, or High School).
For Office Use Only
Status of Request:
 Approved
 Not Approved
_______________________________________ _____________________________
Signature
Date
Board Approval Date:____________________________________________________
Comments:
TEXTBOOK RECOMMENDATION FORM
MATERIALS REVIEWED:
TITLE
PUBLISHER
PERSONS WHO HAVE REVIEWED TEXTS/MATERIALS:
SITE
RECOMMENDATION:
ISBN #
Recommended Item
NAME
TITLE
[Number needed reflects:  Class set
Publisher/Vendor
Funding
Source
 1 text per student]
Cost
Per Item
# Needed
APPROVAL SIGNATURES: In order to ensure full district communication, all signatures in either
the comprehensive or continuation school table below are required before the text is submitted to the
Curriculum Council. 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.
Comprehensive High Schools
Signature
Fontana HS
Principal
Dept. Chair
A. B. Miller HS
Continuation High Schools
Signature
Eric Birch High School
Principal
Dept. Chair
Kaiser HS
Citrus High School
Please note that approval of materials does not constitute a commitment to provide funding. Please contact the Office of
Media and Public Relations at X7183 if you have questions about funding of course materials. Please note that the
likelihood of obtaining district funding for textbook materials is enhanced if a request is submitted prior to the completion
of the budget process in January of each year.TEXT
AND INSTRUCTIONAL MATERIALS
SCORING RUBRIC
Content and Processes
Content/Processes – 5 pts.
STANDARDS-BASED
 Addresses all of the
standards at the specific
grade level.
READABILITY
 Text Readability and
Considerate Text ratings
are appropriate to specific
grade level.
ACCURACY
 Content is accurate with
very few errors of fact or
interpretation.
DEPTH VS. BREADTH
 Key concepts and process
skills are developed in
depth for conceptual
understanding. Students
are expected to apply this
understanding to new
situations.
THINKING PROCESSES
 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.
Content/Processes – 3 pts.
Content/Process – 1 pt.
 Addresses most of the
standards at the specific
grade level.
 Addresses few or none of
the standards at the specific
grade level.
 Text Readability and
Considerate Text ratings are
somewhat appropriate to
specific grade level.
 Text readability and
Considerate Text ratings are
inappropriate to specific
grade level.
 Content is accurate with few
errors of fact or
interpretation.
 Content has many errors of
fact or interpretation.
 Some concepts and process
skills are developed in depth
for conceptual
understanding. There are
some expectations that
students apply this
understanding to new
situations.
 Few concepts or process
skills are developed in depth
for conceptual
understanding. Facts are
expected to be memorized
for recall without
understanding.
 Student investigations are
present but the instructional
program is only somewhat
dependent on doing the
investigations.
 There are few or no student
investigations. Those
present are not integral to
the instructional program.
PROGRAM ORGANIZATION
 The overall program has
 The overall program lacks
some explicit links within
an internal conceptual
and between its instructional
coherence within and
units. Investigations tend to
between its instructional
be structured with a
units with few
predictable and defined
investigations that support
outcome.
conceptual understanding.
TEXT AND INSTRUCTIONAL MATERIALS SCORING RUBRIC
Work Students Do
Work Students Do – 5 pts.
Work Students Do – 3 pts.
Work Students Do – 1 pt.
 Some learning experiences
 Few learning experiences
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.
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.
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 AND
 Student writing strategies are  Student writing strategies are
consistently embedded
throughout the curriculum.
evident in the curriculum.
 Student writing strategies are
rarely or never evident in the
curriculum.
STUDENT INTEGRATED READING STRATEGIES
 Student integrated reading
strategies are consistently
embedded throughout the
curriculum..
 Student integrated reading
strategies are evident in the
curriculum.
 Student integrated reading
strategies are rarely or never
evident in the curriculum.
INTERACTIVE LEARNING
 Students are consistently
asked to interact with others
in various groups to
communicate exploration
and findings.
 Students are sometimes asked
to interact with others in
various groups to communicate
explorations and findings.
 Students are rarely asked to
interact with others to
communicate explorations and
findings.
ACCESS FOR DIVERSE LEARNERS
 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 has few
strategies for diverse learners.
ESL ACCESS
 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 work students do has few
strategies for access by second
language learners.
PROGRAM ORGANIZATION
 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.
 The program provides a variety
of instructional resources;
however, these materials are
supplemental to the program.
 The program provides a
limited variety of instructional
resources.
TEXT AND INSTRUCTIONAL MATERIALS SCORING RUBRIC
Assessment
Assessment – 5 pts.
MULTIPLE MEASURES
 Materials contain multiple
assessment measures (e.g.,
performance, open-ended,
project, objective
assessments, student
work) 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.
 Rubric scoring used by
teachers and/or developed
by students emphasizes
conceptual understanding
and causes students to be
reflective learners.
 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 – 3 pts.
 Materials contain some
variety of assessment
measures that are used at
regular intervals to assess
student progress.
QUALITY
 Assessment measures are
somewhat aligned with the
mode of instruction and
sometimes ask students to
demonstrate knowledge and
application of concepts.
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.
RUBRICS
 Rubric scoring used by
 Rubric scoring used by
teachers or developed by
teachers or developed by
students may address
students only addresses
conceptual understanding as
appearance of work and/or
well as appearance or work
group interactions.
and group interactions.
PROGRAM ORGANIZATION
 Assessments are embedded
 Assessments are rarely
throughout most of the unit
embedded with few
with general suggestions of
suggestions of ways to
ways to modify the
modify the
program/teaching sequence
program/teaching sequence.
based on the results of
The materials do not
student work. The materials
provide strategies to address
provide some strategies to
student misconceptions.
address student
misconceptions.
TEXT AND INSTRUCTIONAL MATERIALS SCORING RUBRIC
Teacher Support
Teacher Support – 5 pts.
Teacher Support – 3 pts.
Teacher Support – 1 pt.
VARIETY OF STRATEGIES
 Materials provide a
 Materials provide some
 Materials provide few, if
variety of instructional
instructional strategies that
any, instructional strategies
strategies that allow all
allow all students to learn
that allow all students to
students to learn content in
content in greater depth.
learn content in greater
greater depth.
depth.
TEACHER CONTENT BACKGROUND
 Background information is  The background information  The background
accurate and provides
is accurate and provides
information is sketchy and
explanations that assist the
some assistance to the
provides little or no
teacher in providing depth
teachers in providing depth
assistance to the teacher.
of understanding for
of understanding for
students.
students.
EQUIPMENT
 A list of required
 A list of required
 Equipment/supply lists are
equipment/supplies and
equipment/supplies and some
incomplete, with little
alternative suggestions is
alternatives are provided.
references for alternatives.
provided. Maintenance,
Maintenance, safe use and
Maintenance, safe use and
safe use and organization
organization of materials/
organization is briefly
of materials/resources is
resources may be addressed.
addressed or not at all.
addressed.
EXTENDED LEARNING RESOURCES
 Teacher materials
 Some teacher materials are
 Teacher materials for
adequately provide for
available for review, rereview, re-teaching,
review, re-teaching,
teaching, extension, and
extension, and enrichment
extension, and enrichment.
enrichment.
are minimal or ineffective.
TECHNICAL SUPPORT
 Materials include in-depth  Materials include adequate
 Technical support is limited
technical support for the
technical support for the use
or non-existent.
use of equipment, multiof equipment, multi-media,
media, and technology
and technology.
resources.