Guidance for Selecting or Curating High-Quality Instruction…

Then use the list of non-negotiables to narrow the number of materials the selection committee will review with a rubric. If necessary, use the needs assessment results to eliminate additional materials that obviously will not meet the district’s/campus’ needs. Third-party reviews from a reliable source can facilitate the elimination process. This process may be done by district or campus content area leaders or by the selection committee.

Develop or Customize a Rubric

Using a rubric to review materials ensures greater transparency, objectivity, and consistency in the review process. A rubric review also provides data to support the district or campus’ selection decisions. Some districts or campuses prefer to develop their own rubric; others choose to customize an existing third-party rubric. Either approach works. When it comes to rubrics, more is not necessarily better. Keeping the rubric to a manageable length can be one of the biggest challenges. We have observed, that in order for selection committee members to use a rubric with fidelity, rubrics for selecting core materials should include no more than ten (10) criteria and up to five (5) sub-criteria for each criterion. Thus, the rubric should include the features in instructional materials that your district values most .

Supplemental materials may not address all of the topics in the state standards, provide support for all students, or include robust teacher resources. A scaled-down version of the district’s rubric for the content area, or a checklist of must-have features would be sufficient for reviewing supplemental materials.

Practice Tip

At a minimum, a rubric/checklist for selecting supplemental materials should address • Standards alignment • Non-negotiables • Needs Assessment feedback • Instructional best practices for the content area

Criteria and Sub-Criteria/Guidance Statements


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