Setting a Vision

Define the vision and map the review

A clear district vision and well-structured review process support coherent and consistent decision-making throughout the instructional materials adoption and implementation process.

Building a Vision and Organizing the Review

1. Prepare

Set the foundation before reviewing materials

Setting a Vision

Planning for Selection

2. Adopt

Select and Acquire Materials

Review and Selection

Approval and Purchase

3. Implement

Put materials into classroom use

Initial Implementation

Ongoing Implementation

Before reviewing materials, districts should establish a clear vision and a structured review process to guide aligned and focused decision-making.  

This step of the process matters because it:

Clarifies what high-quality instruction looks like in the district
Brings leaders and content specialists together to build a shared understanding of expectations
Defines roles, responsibilities, and timelines to support a structured and focused review process

Resource Library

Resources for this Step

Access practical tools, templates, and examples designed to support the work you’re already doing.

Setting a Vision

Developing a Vision for High-Quality Mathematics Instruction

A clear vision for mathematics instruction ensures every decision from materials to teaching practice supports a consistent and meaningful student learning experience.

Setting a Vision

Learning Walks: Reflecting on Materials, Instruction, and Vision

Use learning walks to examine how materials, instruction, and your district's vision align in classrooms and identify the most impactful next steps.

Setting a Vision

Florida Instructional Walkthrough Tool: Math

Use this walkthrough tool to observe classroom instruction and identify evidence of high-quality mathematics teaching and learning.

Setting a Vision

Listening Session Planning Guide

Use listening sessions to gather stakeholder perspectives and turn their experiences into meaningful, actionable insights.

Setting a Vision

Instructional Materials Review Process Milestones

A comprehensive set of milestones that outlines key steps districts may take to plan, review, select, and implement instructional materials.

Setting a Vision

District Reflection Tool- Special Populations

Structured prompts help district leaders review subgroup data, identify opportunity gaps, and clarify implementation needs before adoption begins.

Setting a Vision

District Instructional Vision Refinement

A focused guide that helps district leaders clarify their instructional vision as an evidence-grounded anchor for materials adoption.

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FAQ

Common Challenges

A vision is a critical foundation for making consistent and defensible decisions throughout the adoption process. The process can move forward if the district has a clear understanding of the types of materials it is seeking and how those materials will be used, but the absence of a defined vision may lead to inconsistent evaluation, misalignment, and difficulty justifying final recommendations.

For future adoptions, districts should prioritize developing and clearly communicating an instructional vision early in the process. This ensures alignment across evaluation criteria, reviewer selection, and decision-making, and supports more coherent, evidence-based, and defensible outcomes.

Districts are not required to complete the adoption or purchase within the first year of the state adoption cycle. Florida statute allows districts up to 3 years to make a purchase, which provides flexibility to extend timelines if additional time is needed for a thorough and informed decision.

The district may consider adjusting the current timeline, extending the review process, or postponing the final decision to ensure materials are evaluated with sufficient depth and evidence.

For future adoptions, districts should begin planning early and develop a clear, phased timeline that includes screening, deep evaluation, and decision-making. Starting early allows time for training, stakeholder input, and evidence-based review, supporting a more rigorous and defensible adoption process.

Districts are not required to purchase all K–12 materials within the first year of the state adoption cycle. Materials can be purchased over a 3-year window, allowing districts to phase purchases by course, grade band, or grade level while remaining in compliance.

Funding limitations can also be addressed by adjusting purchasing approaches, such as prioritizing core materials, considering digital only or print only options, or using class sets supported by digital platforms. Cost adjustments may also be needed based on enrollment, teacher materials, and implementation needs identified during the process.

For future adoptions, districts should begin budget planning early, use cost analysis tools, and account for all components of implementation including student enrollment, teacher resources, and technology needs. Aligning budget decisions to the district’s instructional vision and phased adoption plan supports more accurate, sustainable, and defensible purchasing decisions.

Lack of clarity around roles and responsibilities can impact the consistency and efficiency of the review. Districts should pause to clarify roles, responsibilities, and expectations for all participants, including who is responsible for leading, reviewing, facilitating, and making decisions. Clearly communicating this structure helps reduce confusion and ensures the process remains organized and aligned moving forward.

For future adoptions, districts should define roles, responsibilities, and timelines early in the planning phase. Establishing this structure upfront supports a more coordinated, efficient, and consistent review process.