Alabama adopted textbooks for arts education and foreign languages in 2006-07. Local school systems have completed adoptions at the local level (April 15), and new textbooks are scheduled to go into the classroom this coming school year. The Alabama Legislature allocated $67.50 per student for the 2006-07 fiscal year.

The adoption now in progress for 2007-08 is for reading/literature and driver and traffic safety. Publishers were invited to bid textbooks for adoption in February; bids were due March, 2006. The State Textbook Committee started reviewing textbooks in May. Publisher hearings were held in June and a public hearing will be held in September. The committee should complete its work in September and recommendations for adoption/rejection will be presented to the State Board of Education in October. Final approval should be made by the State Board in November.

The allocation provided by the Alabama Legislature for textbooks is $75.00 per student for 2007-08. This should be sufficient to purchase reading/literature and driver and traffic safety textbooks. Local school systems are not required to spend their allocation on a particular subject area, although we encourage them to follow the adoption schedule.

The textbook adoption for 2008-9 will be for English, speech, spelling, handwriting, and dictionaries. In order to provide flexibility at the local level, school systems may choose textbooks from the state-adopted list or outside the state list. All textbooks used in the classroom must be recommended by the local textbook committee and adopted by the local board of education. This includes textbooks purchased with any public funds. A textbook rejected by the Alabama State Board of Education cannot be considered for local adoption or used in the classroom.

Available on the State Department of Education’s website (www.alsde.edu) is the schedule of adoption and lists of state-approved textbooks for all subjects. Also provided are lists of rejected titles, publisher and local textbook supervisors information, public library review sites, textbooks being reviewed, state textbook committee information, etc. A special link from the home page has just been added.

In 2006-2007, Florida adopted instructional materials for Technology Education, grades 6-12, Industrial Education, grades 6-12, Visual Arts Education, grades K-12, World Languages, grades K-12, Computer/Business Technology Education, grades 6-12, Family & Consumer Science Education, grades 6-12, Health Education, grades K-12, Health Science Education, grades 6-12, and Physical Education, grades 6-12, and contracts for those subject areas went into effect April 1, 2007. The Florida legislature funded the instructional materials categorical at $266,673,588.

In January of 2007, we called for bids for the reading adoption and in June received 123 official bids. Thirteen state instructional materials committees were trained in June and will review the materials between June and September of 2007. Fall adoption meetings begin in September and the Commissioner will make the final decision on the adopted materials by December. Contracts will go into effect April 1, 2008.

One of the challenges we have faced in the last two adoption years has been the shear number of bids received. In the past, reports for the adoption were manually created and edited in Microsoft Word. To help to save some time and duplication of work, a database has been created to handle the bid data. Reports can now be created using a mail merge in Microsoft Word or reports in Microsoft Access. A web-based publisher registration has also been created in an effort to keep publisher contact information up to date and accurate. Additionally, a web-based bid submission process has been used to eliminate errors and to streamline the creation of the various forms and reports required during the adoption process.

This entire online bid process has proven to be very successful in Florida and with each adoption year, we hope to add new features and improve on the ones we have in place. Next year’s adoption will include K-12 Language Arts, Writing and Communication Skills, K-12 Literature, K-12 English for Speakers of Other Languages, 9-12 Driver Education and Traffic Safety, and K-12 Music. Information about Florida’s adoption process can be found at http://www.fldoe.org/bii/instruct_mat/.

2007 marks the first year for Idaho to provide specific funding to school districts for purchasing curricular materials, this is applicable to both print and non-print state approved instructional materials. Idaho Legislators approved $9.95 million under Senate Bill No. 1236, Section 6. The Superintendent of Public Instruction shall determine the formulas and methodologies for the distribution of funds based upon average daily attendance numbers.

To meet Idaho Statute 33-118A, Idaho continues to move toward housing non-print materials at the State Department of Education’s Curriculum & Technology Center. Publishers will be asked to submit electronic editions when available for the state copy. Hard copies will continue to be required for the review process and for each of our seven regional centers.

In June, Idaho reviewed curricular materials in the content areas of Language Arts: Part I: Reading, Research Based Reading; and Language Arts Part II: Language Usage. Annual adoption continues for Computer Applications and Limited English Proficiency. Our committee recommendations go before the State Board of Education in August.

Idaho’s call for math materials in 2008 has called for the revision math content standards for grades nine through twelve. The revised standards should be available after the first of the year.

Our caravan continues to be in October. For dates and additional information, please refer to our website:
http://www.sde.idaho.gov/instruct/docs/curricularmat/caravan.pdf .

Idaho’s Curricular materials homepage: http://www.sde.state.id.us/instruct/Curriculum/ contains a listing of all state approved curricular materials, adoption process statutes, upcoming events, adoption process deadlines as well as publisher contact information. Our website continues to be revised, please contact me if have difficulty in locating necessary information.

In Indiana we are in the middle of our Language Arts and World Languages adoption. We are adopting in the areas of English 1-12, spelling 1-6, literature 6-12, and French, German, Spanish and Latin.

The publishers submitted their bids and samples on June 19. The state reviewers met earlier in July in Indianapolis and gave their recommendations to the Advisory Committee on Textbook Adoptions as to whether the books were satisfactory or unsatisfactory for adoption. The advisors will consider their recommendations and receive public input through our public hearings. They will then vote at their meeting on September 5 and the State Board of Education will approve their recommendations in the afternoon of September 5.

The textbook caravan will be held in January and February. Our caravan is planned by the publishers and visits about 9 sites around the state. Publishers whose material is not on the adoption list may attend the caravan and display their material, but they are not give a presentation time.

Our next adoption area is Social Studies. The bids and samples for the social studies materials will be due around June 19, 2008. As a reminder to publishers, we accept final copy only.

As far as funding, Indiana is a textbook rental state. This means that the parents of the students pay a "textbook rental fee" each year and we have no state funding for textbooks.

Our biggest challenge for the upcoming adoption is with the implementation of NIMAS and our state contract. Some people feel we should not adopt and enter into a contract any material not at NIMAC, even if the material was published prior to the date in the federal legislation. This issue is still being discussed.

Since summer 2006, the Kentucky State Textbook Commission approved a state list for social studies. In March 2007 the State Textbook Commission approved substitutions to previously approved social studies resources. In May 2007 bids were accepted for science basal resources. The review of these items is currently in progress. We revised process components of the bid, substitution and off-list notification to require NIMAS compliance for print resources for student work that had a publication date after July 6, 2006.

What issues/challenges did you encounter this last year?

Incorporating NIMAS into the bid process, the substitution process and the off-list (purchase) notification process was our greatest challenge this past year. This took months of collaboration among several entities that deal with accessibility in Kentucky such as the Kentucky Accessible Materials Consortium [KAMC], accessibility consultants/specialists in the Kentucky Department of Education, finance/bid specialists in the Kentucky Department of Education and the Instructional Resources Consultant. Technical specialists provided means to gather NIMAC certificates when they begin to arrive from publishers after approval of the State Multiple List for Science in September 2007 and certificates from substitutions approved in March 2007 and ongoing off-list purchases.

Concerns about the accuracy of social studies resources by the Jewish Community Federation of Louisville, prior to the approval of the Social Studies State List, resulted in an ongoing conversation among the Federation, the State Textbook Commission and several publishers. As a result of this dialogue, the Textbook Commission adopted a more clearly defined process for addressing concerns of public groups or individuals regarding resources bid.

What are the main items that make your adoption process successful?

Our adoption process is successful due to strong and ongoing collaboration among the entities named above as well as an increasing incorporation of technology in the processes to replace emphasis on paper forms.

For the Louisiana Department of Education, all activities during the past fiscal year continue to be new and challenging. In an effort to meet the requirements of the federal No Child Left Behind Act, the Department completed its development of specific grade level expectations. Last year, publishers with K-12 Social Studies textbooks were asked for the first time to correlate their materials to the state’s Grade Level Expectations. These are available on the Department’s website at www.louisianaschools.net.

The end of the FY07-08 adoption cycle brought new materials in the content area of K-12 social studies. The adoption cycle for FY08-09 will bring in new materials for K-12 reading and literature. A complete adoption schedule for Louisiana is listed below. In an effort to ensure the highest quality of materials is made available, the department collaborates with the local publishers’ association and district textbook supervisors when planning revisions to the content areas adopted.

Funding for textbooks and instructional materials in Louisiana is fairly stable with funds for these expenditures flowing to local school systems through the state’s Minimum Foundation Program. There is no line item or separate appropriation for textbooks for public schools within the state budget. However, districts annually spend approximately $40 million in core content areas and $30 million in other areas. Approved nonpublic schools, on the other hand, continue to secure state funding for textbooks at a rate of $27.02 per student.

Oregon is in the middle of a two year change in the management of the state instructional adoption process. I am in the process of retiring after a 44 year career in education. Drew Hinds, Education Specialist has been learning the ropes of the instructional materials adoption process and is well poised to provide effective management. He is already is the most knowledgeable person in the Department of Education regarding NIMAS/NIMAC processes and will be a very capable representative. Oregon’s adoption this year is in two areas. We are in the middle of the process to adopt materials in Health Education and for the first time we are adopting materials in Physical Education. The Physical Education category was added to accommodate the new academic content standards in that subject matter. This has no doubt been largely due to the new national emphasis on healthy bodies and healthy lifestyle activities. Committees of teachers and administrators developed criteria for instructional materials to be adopted in six categories for the contract years 2008-2014. Those categories are:

Health Education, Grades K-5/6
Health Education, Grades 6-8
Health Education, Grades 9-12
Physical Education, Grades 6-8
Physical Education, Grades 9-12

In a continued effort to improve communications and expectations among Publishers, Publisher Representatives, the Department of Education and school districts, the Oregon Department of Education again scheduled a one day meeting with the publisher representatives. The intent of this meeting was to develop a clearer understanding of Oregon laws as opposed to the operating procedures we have typically used. At this meeting, ODE told the publishers that the Instructional Materials Caravan would not continue under the general procedures that have been followed for the last several years. Difficulty in finding appropriate sites and lack of cooperation from some publisher representatives has necessitated this decision. The local representatives were given the opportunity to develop a plan that would involve them more in the leadership of the Caravan organization.

For the 2007-2008 school year, Oregon will enter another adoption process. Mathematics will be the subject matter.

As all other states have discovered, enacting the laws for NIMAS/NIMAC has been challenging. Oregon laws have now been adopted to comply with this federal legislation. This has not happened without a multitude of questions from schools and districts to answer. In some sense we have been “feeling our way” through these issues.

Oregon does not have categorical funding for instructional materials. Therefore, districts often delay adoptions until money is available. Oregon law permits this but the most up-to-date instructional materials are not always provided for students.

Another issue that has been raised this year is the interpretation of the substitution policy. With the plethora of materials being submitted that have either digital content or online resources, the typical substitution process does not work effectively. For instance, on-line resources might change (or be updated) and a substitution cannot be permitted if those changes have not been reviewed by an appropriate group of evaluators.

Finally, a continuing challenge for the Oregon Department of Education is the difficulty in monitoring what school districts have not adopted materials in compliance with state law. Usually this occurs when a complaint comes from a parent or local resident. It is the plan of the Department of Education to reinstate district monitoring visits to better regulate compliance.

1. Oregon law is sound. It allows the full legal processes and remedies.
2. The timeline for adoption and the process for adoption have been consistent for several years.
3. Oregon has made a serious attempt to create better working relationships with publishers and their representatives in Oregon.

South Carolina
Submitted by
Jim White, Ph.D. (Finance)
Kriss Stewart (Curriculum)

Overview

South Carolina has a free textbook program serving approximately 664,000 K–12 students in 85 school districts and more than 1,100 public schools.  The State Board of Education is responsible for approving instructional materials used in the public schools. Instructional materials are recommended to the Board through the Instructional Materials Adoption process.  Funds appropriated to the State Department of Education are used to purchase materials from publishers under contract based on a six-year adoption cycle approved by the State Board.  Materials are distributed to schools through a central textbook depository operated under contract with the state by The R. L. Bryan Company.

Catalog of Adopted Materials

The central textbook depository operated by The R. L. Bryan Company maintains a searchable online catalog of state adopted materials (www.mysctextbooks.com). From this Web site, schools and districts view information pertinent for ordering materials and publishers may access general information.

2007 Adoption Cycle

On December 13, 2006, the South Carolina State Board of Education approved the subject areas for the 2007 instructional materials adoption cycle.  Instructional Materials Review Panels evaluated materials bid by publishers based on criteria contained in the South Carolina academic standards or career and technology standards. Grade level academic standards and career and technology standards are available at the South Carolina Department of Education Web site (www.ed.sc.gov). 2007 adoption cycle subject areas are listed below.

2007 Key Activities of the Instructional Process in South Carolina

Issues/Challenges Encountered This Year

The most challenging part of the current adoption is the funding of materials for the 2007–08 school year. The General Assembly appropriates funds from the General Funds and Education Improvement Act (EIA) which enables the State Department of Education to fund instructional materials by subject areas from the current adoption.  This year the school orders for materials have exceeded the General Fund and EIA by at least $5 million.  Capital reserve will not be available until November 2007.

Main Items That Make South Carolina Adoption Process Successful

The main item that makes the South Carolina adoption process a success is the experience and longevity of the staff.  Instructional materials are adopted on six-year cycle in South Carolina.  Most of the staff has been through more than one six-year cycle.  There are challenges that arise throughout the year, but with the knowledge base of the office staff, problems are easier to handle.

A second item that contributes to the success of the process is the good working relationship the State Department has with central depository, publishers, and district personnel.  For example, the Department co-sponsors with publishers the Instructional Materials Caravan which districts/schools depend on for the success of its local adoptions.

Six-Year Adoption Plan

The South Carolina Department of Education publishes a six-year adoption plan annually.  The plan is reviewed and revised in October by the State Board's Instructional Materials Advisory Committee and submitted to the Board for approval in December.

Subject Areas Funded for 2007–08 School Year

Agricultural Education

Agricultural Mechanics

Agricultural Production Business Management

Agricultural Science/Technology

Aquaculture

Environmental and Natural Resources

Floriculture

Ornamental Horticulture

Forestry and Forest Products Harvesting

Lawn and Turf

AP Computer Science

Business/Marketing—Computer Programming

Computer Programming

Business/Marketing—Computer Technology

Business and Marketing Internet Application

Integrated Business Applications

Introduction to Computer Technology

Desktop Publishing

E-Business

Multimedia

Web Design

Document Processing

Building Construction

Building Construction (includes Carpentry)

Electricity

Air Conditioning Heating; Cooling and Refrigeration

Masonry

Plumbing

Cosmetology

Driver Education

Family and Consumer Sciences

Hospitality and Tourism

Graphic Communication

Manufacturing Cluster

Drafting—Architectural, Computer Aided, Mechanical

Electronics—Communication, Computer, Core, Industrial

Industrial Manufacturing Technology

Machine Technology

Welding Technology

Marketing Major

Fashion Merchandising

Marketing

Merchandising

Sports and Entertainment Marketing

Science, K–8

Transportation Cluster

Automotive Collision Repair

Automotive Technology

Small Engine Technology

Health Science Technology

Introduction to Health Science Technology

Health Science Technology

Sports Medicine

2007 Instructional Materials Adoption Subject Areas

For Use by Schools in the 2008–09 School Year

Business/Marketing—Information Technology

Computer Service Technology 1, 2, 3, and 4

Information Technology Foundations

Networking 1, 2

Business, Management, and Administration

Computer Applications

Digital Input Technologies

Introduction to Computers in Business

Keyboarding, 7–12

Office Procedures and Technology

Virtual Enterprise

Career Education

Family & Consumer Sciences

Culinary Arts

Early Childhood Education

Food Science and Dietetics

Foreign Languages, K–12

Chinese (no bids received)

French includes Readers

German includes Readers

Japanese (no bids received)

Latin includes Readers

Russian (no bids received)

Spanish includes Readers

Performing Arts, K–12

Advanced Placement Music Theory

Chorus, 6–12

Dance, K–12

Drama

Instrumental Music, 6–12

Music Appreciation, 9–12

Music, K–8

Science, 9–12

Biology—1, 2, Advanced Placement, and Applied

Chemistry—1, 2, Advanced Placement and Applied

Physical Science

Physics—Advanced Placement Physics and Applied

Social Studies, 9–12

Advanced Placement European History

Advanced Placement Human Geography

Law Related Education

Visual Arts, K–12

Advanced Placement Art History

Advanced Placement Art Studio/Drawing

Advanced Placement Art Studio-General (no bids received)

Art, K–12

Art Appreciation, 6–12

The past year has been a busy one for instructional materials in Texas. The State Board of Education adopted secondary math materials in November 2006 and schools began placing orders this spring. Elementary math materials were reviewed in June and are scheduled for adoption in November 2007. The 80th Texas legislature appropriated $496,495,840 for the next biennium to fund these math materials and continuing contracts. However, the future of textbook adoptions in Texas has been under discussion for the past few years.

During the 2005 legislative session, several bills were introduced that would significantly change the way the state acquires and distributes instructional materials. While none of those bills passed, the legislature indicated their intent to implement reforms to the system by which the state and school districts procure and purchase textbooks. The legislation further directed the SBOE to forego issuance of future proclamations. As a result, proclamation 2006 was not issued. House Bill 188, passed by the 80th Legislature, repealed the moratorium on proclamations and made significant changes to the review and adoption process for instructional materials.

Some of these changes include naming the proclamation for the school year in which materials are scheduled to be in the classroom. The proclamation scheduled for release this year will be known as Proclamation 2010, rather than Proclamation 2007. The legislation also requires that the Texas Essential Knowledge and Skills be covered in the student version of the textbook as well as the teacher version. Further, the bill provides for a budget-balanced cycle; establishment of a midcycle review of instructional materials; creation of a textbook credit program; and adoption of supplemental materials that are not on the conforming and nonconforming lists.

Language in HB188 established new guidelines for the midcycle review. Publishers must pay a fee to cover the cost of review of the materials, do not have to provide their products on a state wide basis and do not have to provide samples to education service centers and school districts. Publishers may serve one or more education service center regions or provide a specific number of textbooks. Midcycle contracts would end at the same time as other contracts for the same subject and grade levels. For the textbook credit, districts receive fifty percent of the difference between the cost of the textbook and the maximum cost. The bill indicates that the legislature may appropriate funds for the purpose of increasing the textbook credits. The bill also provides for supplemental materials that must cover primary focal points or primary topics of a subject in the required curriculum. Supplemental materials are not intended to serve as the sole textbook for a course but must meet manufacturing standards and be free of factual error. Textbook credits may be used to acquire the supplemental materials and districts must ensure 100% TEKS coverage when using various combinations of non-conforming and supplemental materials. In order to implement a statewide textbook credit program, significant changes must be made to the agency’s Educational Materials and Textbooks (EMAT) system and those changes would take several years to be planned and implemented. Because of the combination of the new requirements of HB 188, the State Board of Education will need to make changes to TAC §66 State Adoption and Distribution of Instructional Materials.

Due to the complexity of policy decisions that must be made, implementation of the various aspects of House Bill 188 will take time and the scope of implementation will also depend upon the resources available. The State Board of Education will consider the new adoption cycle and changes to Chapter 66 rules over the next few months.