Textbook Adoption Survey

TEXTBOOK ADOPTION SURVEY

Textbook Adoption Survey Figure 10.2 (pp. 200-202)

Below is a template for the Textbook Adoption Survey. You and the literacy team or adoption committee can use the items that apply to your adoption process and edit or adapt the survey to fit your needs. It is meant to be distributed to all teachers who will use the adopted materials and should provide valuable input for responsible, collaborative, and informed decision-making. Figure 10.2 Textbook Adoption Survey

TEXTBOOK ADOPTION SURVEY For: Subject Area ______Grade Level/Course ______

Publisher Rep.: ______ph/email ______Literacy Specialist/Chair ______Baseline Textbook Information

Title: ______Author:______

Publisher: ______Copyright: ______

Lexile Level #: ______Go to: www.lexile.com →Educators →Lexile → Book Database: Insert Title or Author

I rank this text: 1 2 3 4 My recommendation: Adopt this text? Yes No Maybe

Cost Projection

# of Units (Books) _____ X Cost per Unit ______= Baseline Expense______

Supplemental Materials _____ + Misc. Expenses ______= Additional Expenses ______

Shipping Charges ______

Total Adoption Expenses______Are free materials promised? ______Support for implementation?

Directions: Please rank the following text attributes. Note: The last column (marked IMP) includes an X on items the committee believes should be given more weight. You may also put an X after any additional ones you think deserve greater weight or cross off any we indicated. 3 = Excellent 2 = Acceptable 1 = Poor 0 = Not Acceptable NA = Not Applicable NF = Not Found

I. Structural Features of the Text 3 2 1 0 N/A NF IMP 1. Text includes table of contents, glossary, index, appendix and other appropriate structural aids 2. Text format is appealing, print size is appropriate. Text/material is durable;size is appropriate. (no. of pages). 3. Organization emphasizes core concepts of the course X and reflects unified core standards and state curriculum. 4. Text reflects sheltered instruction for ELs. 5. Sequence follows a logical pattern. 6. Text sequence is appropriate in scope (# of concepts) and concept progression. 7. Teacher editions are clear, usable, and provide X instructional activities and suggestions for differentiation. 8. Supplemental materials are available and stress the concepts presented in the text. 9. Arrangement of text boxes, charts, side matter and visuals are appropriate: closely linked to text; not too numerous; do not detract from the flow of main ideas. 10. Authors use format devices to signal the introduction of new concepts/ key terms (bold, italics). II. Content and Instructional Features 3 2 1 0 N/A NF IMP 1. Objectives are clearly stated and in line with our goals for X our students in the subject area and our two-year plan. 2. Text explicitly reflects domain-specific reasoning and X problem-solving strategies. 3. Instructions are clear and explicit. 4. Text and materials contain the right amount of scaffolding for the particular group of students. 5. Materials are sensitive to sociocultural issues and stereotypes. 6. Format accommodates different styles of learners; presents information in a variety of ways (not just one way). 7. Instruction and activities help students use their prior X knowledge to make text-to-text, text-to-world, and text–to self connections. 8. Instruction and activities show students clear connections between information, application, and real life. 9. Text balances information and critical thinking. 10. Instruction guides students from concrete to representational to abstract OR from abstract/general to specific. 11. Students have opportunities for independent practice. 12. The text indicates key words and phrases. 13. The main ideas, concepts, and important information are clearly stated and explained. 14. The book identifies and reinforces the most important X vocabulary words and concepts through repetition, integration, and meaningful use. 15. New concepts are explicitly linked to a student’s prior knowledge and experience – linked to real-world examples. 16. Vocabulary pacing (concept density) is within the ability of the students to gain meaning from the text. 17. Some links, references, and activities involve seeking information outside of the text (encourage bringing in real- world information or web searches to encourage inquiry). 18. The lesson progression guides student through the X learning with aids that support them through the text. Some of these include prereading supports (objectives, key word lists, chapter overviews, margin notes, glossing, guided reading, questions before, during, and after summaries, and extension activities). 19. Education for employment skills is represented. 20. Illustrations, graphs, maps, charts, etc., make key concepts concrete, add clarity, and feature the most important concepts.

III. Assessment Features 3 2 1 0 N/A NF IMP 1. Assessment focuses on main ideas, concepts, and skills. X 2. Text employs a number of ways to assess learning and X understanding, including knowledge of information, application, and production. 3. Assessments are aligned with the core concepts and are appropriate in amounts of attention given to more important and less important content. 4. Questions and activities draw attention to the organizational patterns of the text and other learning strategies. 5. Assessment centers on the students' understanding of the X process as well as the product.

IV. Relevance and Motivation 3 2 1 0 N/A NF IMP 1. Content, format, and presentation of information are X interesting, engaging, and relevant. 2. Activities are meaningful, motivating, and challenging to X students at varying levels of learning and ability. 3. Materials allow students to think critically and creatively. X 4. Materials engage students in socially appropriate group learning and collaborative problem-solving. 5. Text includes response modes and choices that honor students' out -of- school literacies and/or provide vehicles for connecting home literacies with those in school.

COMMENTS: For each category, please list (a) the features that appealed to you most; (b) those that appealed to you least; (c) anything not included in the survey that you noticed; and (d) any other comments you wish to share. You may continue your comments on the back of this form if more space is needed.

Section I: Structural Features: a) Most helpful features b) Least helpful features c) Other elements d) Additional comments

Section II: Content and Instructional Features a) Most helpful features b) Least helpful features c) Other elements d) Additional comments

Section III: Assessment Features a) Most helpful features b) Least helpful features c) Other elements d) Additional comments

Section IV: Motivation and Relevance a) Most helpful features b) Least helpful features c) Other elements d) Additional comments On a 1-10 scale (1= unacceptable and 10 = highly recommend), I would rate this text:______.