Selecting quality reading and writing resources for students in grades K-12 is a vital piece to student growth and achievement in literacy. Most districts create a textbook committee, task the committee to preview and evaluate available reading programs, then make recommendations to the administration and school board based on their committee discussions and ratings. Here are some key points to consider when selecting committee members, determining which programs to evaluate, and what procedures to use for reviewing and recommending literacy resources.

Textbook Selection Committee

            Literacy leaders, administrators, grade level representatives in elementary schools, and literacy department teachers in secondary schools should be on the committee that previews and evaluates literacy resources the district is considering purchasing. “Teachers needs to be involved in the decision-making process” because they are in the trenches with the current student population and understand what students need (Cerna, 2017). Reading specialists and literacy coaches have a deeper understanding of the current reading programs being used in the district as well as more knowledge and skills to evaluate the program being considered (Shearer, Carr, & Vogt, 2019, p.252). Because of this, literacy specialists are sometimes asked to coordinate and lead the adoption of literacy materials for the district. Shearer, et al. also recommend including students in the selection process at the secondary level. “Invite one or two middle and secondary students to serve on the committee that will be reviewing the instructional materials” (2019, p.262). Including students will make them feel heard and demonstrate that the district values their opinions as stakeholders.

Advanced Preparation

Before the committee meets to listen to publishers’ presentations, review, discuss, and evaluate literacy materials, the coordinator needs to complete some leg work in advance. Here are seven helpful steps to take prior to the first committee meeting:

1. Provide background on best practices.
2. Study the district’s literacy standards and needs assessment.
3. Research the state and district adoption policies and guidelines.
4. Determine what procedures the committee will use when examining the resources.
5. Create a calendar schedule that includes dates for meetings and deadlines for completion of tasks.
6. Be intentional about where the materials will be displayed and arrange for their delivery. Schedule presentations the publishers will deliver to the committee.
7. Host the first committee meeting to being to review the materials.

Examining and Evaluating Literacy Resources

            Every sales representative will taut their products are the best! They will tell the committee their program is research-based, includes balanced literacy instructional components, accommodates special populations, provides engaging digital resources, and has quality training and support for staff. It is the responsibility of the textbook committee to weed through the sales pitches and evaluate the “meat” of the programs. They should determine if the components and services provided align with the district’s literacy needs. To facilitate the evaluations, a program survey, based on student needs, should be created in advance to guide the committee members as they rate the individual components of each program. Guiding questions provided to the committee may also be helpful as they consider all the various aspects of the literacy programs being considered. Waveland Press, Inc. provides an excellent resource for guiding questions online titled “Establishing Guidelines: 20 Questions for Examining Reading Program Materials” (see http://waveland.com/Shearer) that was written by Shearer, Carr, & Vogt (2019, p.256). During the adoption process, be aware of the sales representative’s attention to detail and availability as this provides a good indicator of how they will support the staff and district over the long-term during the years of the adoption. Technology components are more important than ever for the 21st century learner. The committee should spend time exploring the online components of each program to evaluate their alignment with standards, engagement level, and ease of use for students and teachers. In addition, the chairperson or leader of the textbook selection committee needs to secure “a commitment, in writing, that the publishers are actually going to provide professional development, not just product training” (Shearer et al., 2019, p.263).

Implementing a Newly Adopted Literacy Program

            One of the downfalls to adopting a new program can sometimes be the lack of structure for its implementation. District literacy leaders have an integral part in working with the publishers and administration to create a timeline for implementation that not only provides initial professional development, but also supports teachers over time. “…best results come from not only having a high-quality program but having a strong infrastructure for accountability in its implementation” (Shearer et al., 2019, p.263). Countless schools across the US have adopted new reading programs without an effective long-term plan in place for implementing the program. The materials end up gathering dust on shelves in classrooms and storage closets instead of being in the hands of students for daily instruction. Every staff member has a varying degree of comfort when it comes to new programs. Literacy coaches and specialists can provide ongoing workshops to small groups and individualized support with using the materials and teaching the lessons until the teachers feel comfortable on their own.

            After having served on three textbook adoption committees during my career, I can say from personal experience that it can be overwhelming to explore all the components of multiple reading programs and determine which one best meets the needs of the district and student population. However, it was also exciting to be part of the selection process! Seeing the presentations first-hand, previewing the print and digital materials, and discussing the programs with colleagues from other campuses across the district made me feel valued. I was proud to volunteer my time as a representative from my campus and have a role in the decision-making process.

References:

Shearer, B., Carr, D., & Vogt, M. (2019). Reading specialists and literacy coaches in the real                         

world (4th ed.). Long Grove, IL: Waveland Press, Inc.

How to Select Materials for Literacy Instruction. (2017, August 2). [Video]. YouTube.