Planning for Selection
Creating structure for review
Planning for selection defines criteria, roles, and processes to ensure consistent, coherent evaluation of instructional materials.
1. Prepare
Set the foundation before reviewing materials
2. Adopt
Select and Acquire Materials
3. Implement
Put materials into classroom use
Districts should first establish clear, shared criteria that translate the instructional vision into actionable expectations. With this foundation in place, the right team can be identified and prepared to apply the criteria effectively and support a transparent, aligned review process.
This step of the process matters because it:
- Translates the instructional vision into specific, usable criteria that guide evaluation
- Ensures materials are reviewed consistently using shared expectations
- Establishes clear roles, responsibilities, and processes to support a well-planned and coordinated review
Resource Library
Resources for this Step
Access practical tools, templates, and examples designed to support the work you’re already doing.
Designing and Using Evaluation Tools for Instructional Materials
Designing Adoption Review Committees as Professional Learning Experiences
Creating Applications for Instructional Materials Adoption Committees
FAQ
Common Challenges
A clearly defined vision helps guide consistent and aligned decision-making, but the process can move forward if the district establishes clear evaluation criteria for committees to use. The district should work with content leaders to develop or refine an evaluation tool that reflects district priorities and instructional needs. If time is limited, the state rubric can be used as a foundation with added district-specific criteria to better align to local goals.
For future adoptions, districts should define and communicate a clear instructional vision and goals at the start of the process. Aligning evaluation tools, reviewer training, and selection criteria to that vision supports more consistent, focused, and defensible decision-making.
The state rubric can be used as a foundation to ensure alignment and compliance, but districts can layer in clearly defined, district-specific priorities that reflect local instructional goals. Adding targeted questions allows the district to better evaluate how materials support its vision and classroom expectations.
For future adoptions, districts should intentionally design evaluation tools that align to their instructional vision and priorities. Criteria should be focused, clearly defined, and grounded in evidence to support stronger, more relevant decision-making.
Yes, Florida statute requires that each adoption review committee include at least one parent of a child in public school who has or will have reasonable access to the materials. However, the parent does not need to be external to the district. A district employee who is also a parent of a child in the district can fulfill this requirement.
For future adoptions, districts should plan early for parent recruitment and clearly communicate the role, expectations, and time commitment. Expanding outreach and considering flexible options for participation can help ensure this requirement is met while maintaining a representative and effective review committee.
When criteria are too broad or open to interpretation, it can lead to inconsistent evaluation and difficulty comparing materials. Districts should refine criteria to be specific, objective, and evidence-based, ensuring reviewers can apply them consistently. This may include revising language, adding clear indicators, or narrowing the focus to what matters most for decision-making.
For future adoptions, districts should develop and test criteria early to ensure they are clear, measurable, and differentiating. Well-defined criteria support more consistent evaluation, clearer comparisons, and stronger, more defensible decisions. To get started, explore the K-12 Mathematics HQIM Evaluation Tool Question Bank for questions that can help strengthen your district’s evaluation tool.