Skip to main content

Science Textbook Adoption

Day 1

On Monday, October 21st, the Azusa Unified School District began our K-12 Science Textbook Adoption process with an Adoption Committee of twenty-four volunteer teachers ranging from kindergarten to high school. We launched the process with a professional learning day facilitated by the UCLA Center X Science Project. Throughout the day, teachers engaged in meaning-making of conceptual shifts in the foundations of the Next Generation Science Standards (NGSS) Framework, as well as experienced an inquiry-based science lesson structure as learners. Further, the professional learning also integrated instructional strategies in support of second language learners. 

Due to the importance of science and engineering in the 21st century, students require a sense of contextual understanding with regard to scientific knowledge, how it is acquired and applied, and how science is connected through a series of concepts that help further our understanding of the world around us. 

The professional learning explored the conceptual shifts in the NGSS Framework, inclusive of student engagement at the nexus of three dimensions: 

1. Science and Engineering Practices (SEP)

2. Crosscutting Concepts (CC)

3. Disciplinary Core Ideas (DCI) 

The adoption process continues on Day 2, Friday October 25th, when the teachers will begin an evaluation process with varied publishers and their product.

 

Day 2

On Friday, October 25, the teachers on the Science Adoption Committee began the first day of reviewing science textbooks/programs. Arturo Ortega, Assistant Superintendent of Education Services, welcomed the twenty-four elementary and high school Textbook Adoption Committee members at the Professional Development Center (PDC).

Over the next four days, the science adoption committee will evaluate curricular materials against rubrics (click here for rubric) developed from California NGSS Toolkit for Instructional Materials Evaluation (TIME).

After a brief overview of the process and materials, participants began their collaborative evaluation of the following programs:

Elementary

Amplify Education 

Carolina Biological 

Discovery Education 

McGraw Hill 

Nat Geo 

Pearson (Ca Elevate) 

TWIG 

HMH Dimensions

 

Middle School

Amplify Education 

Discovery Education 

Green Ninja 

Impact Science 

McGraw Hill 

Pearson (Ca Elevate) 

HMH Dimensions

 

High School

Discovery Education 

McGraw Hill

Pearson (Ca Elevate)

HMH Dimensions 

Determined by a randomizer and eliminating single voice, eight table teams reviewed and collaboratively evaluated each program using Rubric 1. After Rubric 1 is complete and submitted for tally, an elimination process based on the data will determine remaining programs moving forward for evaluation using Rubrics 2-4. 

 

Day 3-4

Based on the rubric data, the following programs are moving forward for evaluation using Rubrics 2-4.

 

Elementary

Carolina 

HMH

McGraw Hill

 

Middle School

Discovery Education 

McGraw Hill 

Pearson (Ca Elevate) 

HMH Dimensions

 

High School

Discovery Education 

McGraw Hill

HMH Dimensions 

 

Day 5

Day 5 began with committee members finishing their program evaluation process using the rubrics. After committee members completed all rubrics, the final rubric scores were tabulated. Using a blind process for deliberation, committee members reviewed final data raw scores and averages, minus publisher names, for each rubric dimension: NGSS Foundations, Student Work, Monitoring Student Progress, Teacher Support, and Additional Program Evaluation. 

Beginning with the elementary program data review, all committee members had an opportunity to discuss their observations regarding what the elementary program data show. After whole group discussion, elementary committee members were provided an opportunity to give any additional observations and input regarding what the data show. The elementary committee reached consensus to move the Carolina Biological Science program forward for recommendation to the Board of Education at the December meeting. 

The above process continued with the blind middle school program data review.
All committee members had an opportunity to discuss their observations regarding what the middle school program data show. After whole group discussion, middle school committee members were provided an opportunity to give any additional observations and input regarding what the data show. The middle school committee reached consensus to move the Pearson Elevate program forward for recommendation to the Board of Education at the December meeting.

To conclude the process, all committee members continued with the blind high school program data review. All committee members had an opportunity to discuss their observations regarding what the high school program data show. After whole group discussion, high school committee members were provided an opportunity to give any additional observations and input regarding what the data show. The high school committee reached consensus to move the McGraw-Hill 4-Course Model program forward for recommendation to the Board of Education at the December meeting.

The EdServices Department wishes to thank all of the Science Textbook Adoption Committee for their time spent on this process. We appreciate your commitment, collaboration, and diligence during this process.