Supplemental instructional resources include non-textbook resources that are used in the classroom for instructional purposes (i.e. novels, videos). Literary texts used in the classroom and as summer reading assignments are included. All supplemental resources for K-12 are selected following Board Policy and Procedures IFA and IFA-P. Resources are chosen by teachers to support the Common Core State Standards, the Essential Standards, Advanced Placement and International Baccalaureate guidelines. Teachers also use their professional judgment to address the needs of their students. When considering instructional resources to use, teachers consult the GCS Supplemental Reading List, award-winning titles, books that have appeared on the Advanced Placement exams, and the International Baccalaureate Prescribed List of Authors and Prescribed Literature in Translation list. If a book is not on the GCS Supplemental Reading List, it must go through a school's Media Advisory Committee that consists of teachers from various content areas, an administrator, the media specialist, at least one parent, and at the high school level, a student. Teachers must provide an explanation of how the instructional resource meets the standards and reader and task needs. If the school Media Advisory Committee approves the selection, the signed form is sent to Curriculum and Instruction which adds the title to the GCS Supplemental Reading List. With the implementation of the Common Core State Standards (CCSS), ELA department chairs examined every title on the middle and high school Supplemental Reading Lists according to the CCSS text complexity guidelines in order to ensure proper placement of titles. Teachers respect the views of parents, and will provide an alternative selection when requested. Due to the intricacy of the selection process, the amount of instructional time spent on each selection and the external moderation of International Baccalaureate assessments, alternative selections are limited in IB English courses. In an effort to communicate with parents, a committee was created in February 2012 to define mature content. The committee included a principal, parents, teachers and high school students. Beginning in May 2012, high school teachers and principals were asked to include the committee’s definition on summer reading assignments and teacher syllabi. The definition is also included on the GCS Supplemental Reading List. The communication reads as follows: “Literary texts studied in the high school classroom are complex, higher-level texts which may contain mature content and themes. ‘Mature content’ may include, but is not limited to pervasive strong language, disturbing violence and behavior, sexual acts, drug/alcohol use or references, controversial content, or culturally diverse themes. These books are selected based on their literary merit and will be studied through their historical and cultural context. Our instructional purpose is to expose students to perspectives unlike or in opposition to their own in order to analyze complex themes and to promote individual reflection and academic growth.” When a parent wishes to challenge an educational resource, a school staff member should listen to the concern and explain the BOE’s policy and procedures for the selection of resources. If the concern is not resolved, parents may complete the Statement of Concern about Educational Resources which is then reviewed by the school’s Media Advisory Committee. If the parent disagrees with the Media Advisory Committee’s decision, he/she may appeal to the District Review Committee which then reviews the selection. The District Review Committee’s decision can be appealed to the Board of Education. Attachments: Board of Education Policy IFA Board of Education Procedure IFA-P Media Committee Review Form Text Complexity Guidelines Presentation
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