Task 4.4a Determine the need for additional program review such as: Piloting Programs, Teacher Analysis of Similar Lessons, Student Input on Programs

Optional program review is a local control decision. Districts may choose to use an optional program review task based on the recommendation of the adoption committee, district leadership, past practice, or other variables. If the district determines that an optional review is not necessary or feasible, then the committee will proceed directly to Step Five, Making Decisions.

Piloting Programs

The following guidelines regarding Piloting of Programs, Teacher Analysis of Similar Lessons, and Student Input on Programs were included in the 2018 Adoption Toolkit for History-Social Science, published by the California County Superintendents Educational Services Association (CCSESA). You may find these guidelines useful in piloting material for your ethnic studies course.

The most comprehensive option is to pilot programs in selected classrooms. Consider the following guiding principles when planning for piloting programs:

• Use the program in a representative sample of classrooms for a specific period of time during the school year.

• The time frame should last a minimum of six weeks.

• The adoption pilot teachers will pilot each program being reviewed in their assigned program for a minimum of one unit.

• Ensure that teachers are comparing similar components of competing programs by standardizing the components being piloted.

Teacher Analysis of Similar Lessons

Teachers compare publisher programs. Duplicate a similar lesson from each program and hide/cover the name of the publisher (if possible). Teachers analyze each lesson for strengths and weaknesses, then compare programs and determine which ones they would recommend for adoption.

Student Input on Programs

To gather additional information, teach a similar lesson for each program under consideration. Conduct a student survey of the lessons you have just taught. Create a series of survey questions that will focus on the lessons or use the suggestions below. Put students in small groups to review the two lessons and respond to survey questions. Follow the instructions below.

Instructions for Teachers

1. Teach a lesson from one of the programs under consideration.

2. Have students work individually or in small groups of three or four.

3. Following the lesson, have students work individually or in small groups to answer the survey questions.

4. Set guidelines for group discussion where students take turns discussing and answering questions about the book.

5. Students rate the lesson using the questions and rating scale below. Consider using an electronic data collection tool.

6. Repeat the process for the other program under consideration.

Directions for Students

Look through the student edition of the history/social science textbook and reflect on the lesson. Answer the following questions:

1. Was the lesson interesting and engaging?

2. Was the text easy, just right, or too difficult?

3. Describe what you learned from the lesson.

4. Describe the features of the lesson that helped you learn.

5. Was there anything you didn’t like in the lesson? If so, describe.

6. Rate the lesson from 1-4

   1. not very good

   2. okay

   3. good

   4. excellent

PLEASE NOTE: Detailed guidance on piloting textbooks and instructional materials, refer to the January 2015 California State Board of Education Policy Guidelines for Piloting Textbooks and Instructional Materials included below may provide additional support and guidance. It can be downloaded at: https://www.cde.ca.gov/ci/cr/cf/documents/impilotingguidelines.doc

PLEASE NOTE: Detailed guidance on piloting textbooks and instructional materials, refer to the January 2015 California State Board of Education Policy Guidelines for Piloting Textbooks and Instructional Materials included below may provide additional support and guidance. It can be downloaded at: https://www.cde.ca.gov/ci/cr/cf/documents/impilotingguidelines.doc

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