High Quality Instructional Materials

Ottumwa Community School District is deeply committed to providing every student with access to high-quality, research-based instructional materials that reflect the science of learning and the needs of our diverse learners. Our district strategically selects HQIMs that are evidence-aligned, rigorously vetted, and grounded in the latest findings from the science of reading, cognitive science, and practical instructional design. By implementing consistent, districtwide materials, we ensure that all teachers have the tools needed to deliver coherent, equitable, and standards-aligned instruction from early childhood through graduation. These materials support intense Tier 1 instruction, empower targeted intervention within our MTSS framework, and promote high levels of student engagement, discourse, and critical thinking. Ottumwa’s investment in HQIM is paired with robust professional learning to ensure teachers can fully implement materials with fidelity while adapting to individual student needs. Through this commitment, we affirm our belief that every student deserves access to high-quality, culturally responsive instruction that has been proven to accelerate learning. 

OCSD Curriculum Review Protocol

Phase 1: Open Invitation & Committee Formation

• An open invitation is extended to all certified teachers in the relevant content area.

• Participation is voluntary and representative across grade levels and buildings when possible.

• A review committee is established.

Phase 2: Research & Common Knowledge Building

• Before reviewing any products, all committee members:

• Read and process a research- and evidence-based professional text aligned to best practices in the content area.

• Engage in structured dialogue and synthesis to build a shared understanding of:

  • High-quality Tier 1 instruction

  • Rigor and cognitive demand

  • Equity and access

  • Assessment alignment

  • Vertical coherence

• This ensures that the team evaluates programs through a common lens of evidence-based practice.

• Our work is grounded in implementation science principles outlined by Douglas Reeves and John Hattie, emphasizing clarity, collective efficacy, deliberate practice, and sustained support during change efforts.

Phase 3: Essential Standards & Scope and Sequence Development

• Before reviewing curricular materials, the committee:

• Identifies and prioritizes essential standards.

• Develops or refines the scope and sequence.

• Clarifies:

  • End-of-unit expectations

  • Assessment alignment

  • Required rigor and cognitive demand

  • Vertical articulation across grade bands

• This ensures that curricular materials are evaluated based on their alignment with our standards, not on preference or familiarity.

Phase 4: Landscape Analysis & External Reviews

• The committee reviews:

  • Independent third-party reviews, such as EdReports

  • State guidance documents when applicable

  • Content-specific evaluation tools, such as those from the Iowa Reading League (for literacy)

  • Research citations and evidence of impact

Phase 5: Dream & Design Synthesis

• Teachers collaboratively define:

  • Non-negotiables for instruction

  • Required instructional routines

  • Assessment expectations

  • Support for multilingual learners and students with disabilities

  • Features that promote student ownership and cognitive engagement

This synthesis ensures alignment between district priorities and curricular materials.

Phase 6: Formal Rubric-Based Vetting

• All potential curricula are evaluated using:

  • Evidence-based content rubrics

  • Alignment to essential standards

  • Rigor and cognitive demand

  • Assessment quality

  • Vertical coherence

  • Differentiation supports

  • Professional learning supports

  • Programs are scored independently and discussed collectively.

Phase 7: Vendor Presentations

• Vendors of top-rated programs are invited to:

  • Present instructional models

  • Demonstrate materials

  • Provide research citations

  • Clarify implementation supports

  • Outline professional learning models

Phase 8: Fiscal Audit & Sustainability Review

• Prior to the recommendation, OCSD conducts:

  • Cost comparison analysis

  • Multi-year total cost of ownership review

  • Consumables and replacement cycle analysis

  • Technology requirements review

  • Professional development cost analysis

Phase 9: Recommendation, Board Approval & Public Viewing

• The curriculum review committee makes a formal recommendation.

• The recommendation is presented to the Superintendent.

• Materials are presented to the Board of Education for approval.

• The adopted curriculum is made available for public viewing in accordance with district transparency practices.

Post-Adoption: Pilot & Implementation Phase

• Curriculum adoption typically occurs by March to allow for thoughtful preparation and optional piloting prior to full implementation.

• Pilot Opportunities

  • Teachers may pilot the curriculum in their course or classroom before district-wide implementation.

  • Feedback from pilot classrooms informs final implementation, supports, and adjustments.

Implementation Support (Year One and Beyond)

• Grounded in implementation science, OCSD provides structured supports, including:

  • Paid teacher work sessions

  • Dedicated professional development prior to launch

  • Ongoing professional learning throughout Year One

  • Hands-on instructional coaching

  • PLC integration and data reflection cycle

  • Observation and feedback cycles aligned to curriculum expectations

• We recognize that effective curriculum implementation requires:

  • Time

  • Practice

  • Coaching

  • Feedback

  • Collective efficacy

• Implementation is treated as a multi-year process rather than a one-time event.

• Monitoring & Continuous Improvement

Following implementation:

• Classroom observations monitor alignment and rigor.

• PLCs analyze student performance data.

• Feedback loops are established for teachers.

• Adjustments are made as needed based on student outcomes and implementation fidelity.

• Curriculum effectiveness is reviewed on a defined cycle to ensure continuous improvement and responsiveness to student needs.

OCSD Commitment: Ottumwa CSD believes curriculum adoption is not about purchasing materials — it is about ensuring every student receives high-quality, aligned, research-based instruction delivered with fidelity and supported by strong implementation systems.

We are committed to a process that is:

• Transparent

• Collaborative

• Research-driven

• Standards-aligned

• Student-centered

• Implementation-focused

• Fiscally responsible