Mathematics Instructional Materials FAQs

Note: “Publisher” or “developer” is any company, person, or entity that submits instructional materials for adoption. “Instructional Materials” may include, but not be limited to print and/or digital materials.

Evaluation Criteria

1. What types of instructional materials programs can be submitted?

   
   This instructional materials adoption will consider three types of programs: basic grade-level for kindergarten through grade eight, Algebra I, and Mathematics I.

2. What’s new about the 2023 math curriculum framework?

   The 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve (Math Framework) reflects a revised approach, advocating that publishers and content developers, as well as teachers, avoid organizing programs around individual content standards and instead organize around the most important mathematical concepts. Research indicates that mathematics is best learned when concepts are introduced in a coherent way that shows key connections among ideas and takes into account a multi-year progression of learning. Educators must understand how each student experience extends previously learned concepts (including those from prior years) and what future understanding will draw on current learning. Thus, standards are explored within the context of learning progressions across (or occasionally within) grades, rather than one standard at a time (see also Common Core Standards Writing Team, 2022). Students must experience mathematics as coherent within and across grades. The emphasis in the Math Framework on progressions across years (in chapters 3, 4, and 5 as well as in the grade-band chapters 6, 7, and 8) reflects this understanding.

   This Math Framework thus illustrates how teachers can organize instruction around the most important mathematical concepts—"Big Ideas”—that most often connect many standards in a more coherent whole. While important standards previously identified as “major” or “power” standards will continue to be very prominent, the Math Framework encourages that they be addressed in the context of Big Ideas and the progressions within them—for example, the progression of the concepts of number sense or data literacy from transitional kindergarten through grade twelve. Chapter 1 of the new Math Framework is a critical read for understanding the Big Ideas.

3. What key elements should be represented in the publisher’s or developer’s program?

   The Math Framework notes that instructional materials for mathematics in California should place a strong emphasis on students’ engagement in mathematics, which is best realized when students are actively engaged in questioning, productive struggle, problem solving, reasoning, communicating, and explaining. Chapter 13 of the Math Framework notes that, for this adoption, publishers and content developers of instructional resources should focus on the mathematical practices and provide guidance to teachers on impactful classroom instruction using the three principles of focus, coherence, and rigor. The Math Framework pursues these principles by recommending: a focus on Big Ideas; use of tasks worthy of student engagement; and embedding exercises in a larger context of investigation.

4. Must a publisher's or developer’s submitted program be structured according to the Math Framework's identified "Big Ideas" in order to be adopted by the State Board of Education (SBE)?

   To be adopted, a program must be structured around major conceptual ideas that substantially represent the “Big Ideas” outlined in the Math Framework. Evaluation criterion statement 1.2 requires that programs be consistent with the content of the Math Framework. In order to be considered suitable for adoption by the SBE, a publisher's or developer’s program must present content organized around major conceptual ideas, as demonstrated in chapters 6, 7, and 8, and as described in the Publishers and Content Developers Guide to the Math Framework, found in chapter 13 of the Math Framework. A submitted program presenting content in the traditional one-by-one linear progression of standards will not be considered consistent with the Math Framework. Programs should instead focus on providing conceptual supports for mathematical problem solving by clustering the standards around major mathematical concepts, such as the Big Ideas.

5. Must the Big Ideas be sequenced in the same way as in the Big Ideas tables? (Added; 17-Apr-2024)

   The Big Ideas tables provided in the Math Framework should be considered examples of how the standards might be arranged into major conceptual ideas––not as prescriptive formats that publishers must follow exactly. The SBE’s intent is to allow publishers and content developers to organize their major conceptual ideas, and the standards, as they see fit if they are grouping standards under major mathematical ideas and not covering them one by one in the order they are presented in the content standards document.

6. It appears that some mathematics content standards are missing in the Math Framework’s Big Ideas tables—does this fact mean that those standards need not appear in publishers’ program materials? (Added; 17-Apr-2024)

   The Big Ideas tables are examples of how content may be arranged into major conceptual ideas—but, again, they are not prescriptive nor necessarily comprehensive in that not all standards are accounted for there. It is critical to understand that state law requires that all CA SBE-adopted content standards must be covered within the program; they just don't all have to be covered under a specific major conceptual idea.

7. Must the content of a publisher's or developer’s program include every California SBE-adopted standard at grade level?

   Evaluation criterion statement 1.1 requires that programs be aligned to the California Common Core State Standards for Mathematics and the Standards for Mathematical Practice, adopted by the SBE in 2010. This alignment requires program content to address all SBE-adopted content standards at grade level as required by California Education Code (EC) Section 60200. However, the organization of content must be presented consistent with the major conceptual ideas of the Math Framework’s described Big Ideas, and content addressing additional standards must be presented in a coherent learning progression. See “What’s new about the 2023 math curriculum framework?” above.

8. Must the materials include the content identified within each Big Idea as identified within the Math Framework chapters 6, 7, and 8?

   The expectation is that materials will be organized around major conceptual ideas that substantially represent the Big Ideas identified in the Math Framework. This aspect of a program will be considered under evaluation criteria category 2, for which a publisher's or developer’s program must show "strengths." Accordingly, a publisher or developer should consider how content identified within the Big Ideas is represented in the materials in a manner that supports student investigation and connects content along the learning progressions and across grade levels. Reviewers will utilize a tool to evaluate program organization based on a presentation of major conceptual ideas such as the Big Ideas identified in chapters 6, 7, and 8 and as described in the Publishers and Content Developers Guide to the Math Framework (see chapter 13 of the SBE-adopted Math Framework). It is vital that the math Big Ideas and underlying standards should be seen as interconnected, and publishers and developers should not focus on presenting specific small standards one by one. Presenting authentic real-world problems that cut across multiple Big Ideas and standards should be the focus of the materials present.

9. The math content standards are not written in student-friendly language. We’ll put the full language of the standard in the teacher materials, but can we clarify or shorten the standards for the student facing materials? (Added; 17-Apr-2024)

   No. Evaluation criteria statement 2.7 states: "The grade-level standards, Big Ideas, and the SMPs shall be explicitly stated in the student editions demonstrating alignment with student lessons." Any interpretation replacing the language of a standard, even for the purpose of potential student accessibility, would not meet the criterion statement. However, this fact does not prohibit a publisher from offering its own guidance or clarifying information in addition to the official language of the standards.

   
   

10. Evaluation Criterion 2.7 states “The grade-level standards, Big Ideas, and the SMPs shall be explicitly stated in the student editions demonstrating alignment with student lessons.” We have the following questions: Does “student editions” refer only to a student textbook, or would that also include consumable student workbooks, too? Does CDE have a preferred manner in how or where the content standards are presented in student facing materials? Is it permissible to use the citation code to reference the standards covered in lessons, but then direct students to an appendix, where we provide the full language of the standards? (Added; 21-June-2024)
    

    It is important to note the two parts of criterion statement 2.7.
    
    The first part requires the inclusion of the complete text of the grade-level standards, the Big Ideas, and the SMPs in the “student editions.” Because of the potential variations in individual publisher’s “student editions,” for example a print-based program could include a traditional student textbook whereas a digital program could be an all-inclusive site, etc., the requirement is that the required information be located somewhere in the student-facing materials to enable student access. Additionally, this information need only appear in one location and not within every component. How and or where the required information is specifically presented in the student materials is up to individual publishers and the design of their programs.
    
    The second part of criterion statement 2.7 stipulates that the text of the standard, Big Ideas, and SMPS is represented in such a manner as “…demonstrating alignment with student lessons.” The criterion statement allows for some creative interpretation here, and each publisher may have their own preference. But clearly the requirement is that there exists some connection between the point of instruction to the text of the standards, Big Ideas, and SMPs. The options here likely are many, but could include, for example, the text of the required content at the point of instruction, or a reference to the citation code (i.e., “5.OA.2”), or an embedded link to an appendix, or a pop-up window containing the required text, etc.
    
    Finally, as a side note, don’t forget the similar requirement in criterion statement 2.9 which states “A list of the CA CCSSM, organized around and within the major concepts, is included in the teacher guidance, together with page-number citations or other references that demonstrate alignment with the content standards and SMPs.”
    

    
    

11. When including the content standards in our program materials, must we include the words "for example," "e.g.," etc., and the language that follows? (Added; 26-June-2024)

    Yes. Such clarifying language within some standards was adopted by the State Board of Education and thus is part of the text of the standards.

    
    

12. We’re developing a program based upon successful international mathematics programs; would it be problematic if we include above-grade-level material if we identify the CCSSM within each grade level accurately? (Added; 17-Apr-2024)

    Instructional materials programs that the SBE will consider adopting must be based upon the SBE-adopted California Common Core State Standards for Mathematics (CA CCSSM) and be consistent with the Math Framework adopted by the SBE in July 2023. The exact requirements for program content are specified in the evaluation criteria found in chapter 13 of the Math Framework. Additional guidance detailing the SBE expectations of what consistency to the Math Framework should look like may be found throughout the Math Instructional Materials Adoption Frequently Asked Questions.
    
    Adherence to these requirements will likely produce extensive content, and any additional content may be considered a distraction. That being said, the evaluation criteria category 4 introduction states that instructional resources should provide guidance to support advanced learners. Further, criterion 4.6. requires that programs include: "Suggestions for advanced learners that are tied to the Math Framework and that allow students to study grade-level content in greater depth."
    
    Please also note the following: California Code of Regulations Section 9517(h) states "Publishers shall include in instructional materials submitted for adoption, only content standards approved by the SBE and specified in the evaluation criteria for the adoption. Adopted instructional materials shall not include references to national standards or standards from other states."
    

    
    

13. How will publishers, content developers, and reviewers utilize the grade-level standards maps?

    The California Department of Education (CDE) will train publishers, developers, and reviewers on the use of the grade-level standards maps.
    
    The maps contain three distinct tables which, within each, publishers or developers will identify citations to content within their programs that satisfy the criteria. The standards maps tables are: Organization Around Major Conceptual Ideas, Standards for Mathematical Practice, and Grade Level Content Standards.
    
    Note that pursuant to the Math Framework, content for particular standards is often included within multiple Big Ideas and can be represented in multiple places in the program.
    

    Reviewers will utilize the grade-level standards maps to evaluate the following:

    • Each program for consistency with the Math Framework and its presentation of Big Ideas as these are connected in learning progressions, enacted through investigations, and enabled by the mathematical practices
      
      
    • The strength of content and inclusion of each of the standards, organized within major conceptual categories that substantially represent the Big Ideas
    
    

14. Will the reviewers utilize any other tools in their independent reviews and/or at the deliberation’s sessions? Might they find some review tool online they could utilize? Publishers and content developers would want to be aware of any additional criteria reviewers might apply. (Added; 17-Apr-2024)

    At the April 2025 training session, members of the SBE, the IQC, and staff from the CDE will train the reviewers to utilize the content of the Math Framework and the specific evaluation criteria found in chapter 13 of the Math Framework. The tools they will employ in their review are the SBE-adopted Evaluation Criteria Map and the grade level Standards Maps. State law mandates that the SBE formally adopt evaluation criteria utilized in a statewide instructional materials adoption. Accordingly, there is no additional criteria or standard of review that reviewers may utilize.
    
    That being said, at the training session, presentations and practice sessions will include discussions about what specific program content may look like by referencing outside examples. Such discussions and examples are important to create parity between individual reviewers and review panels. A document from which trainers may share examples of what specific program content might look like is the “Criteria for Review of Instructional Materials’ Success in Addressing MLL Linguistic and Instructional Needs” (PDF) produced by the California Curriculum Collaborative.
    
    Reviewers will not employee this document as an evaluation criteria tool; however, trainers may reference examples from this document in demonstrating what content may look like in satisfying the SBE-adopted evaluation criteria.
    

    
    

15. Is it necessary to include specific strategies for differentiated learning in instructional programs submitted for consideration of SBE adoption?

    Yes. Programs will be evaluated based on the inclusion of differentiation strategies. Evaluation criterion 2.5 notes that “Instructional materials include supporting activities that provide students opportunities to access grade-level mathematics and reason mathematically in age-appropriate contexts, with scaffolds that provide needed foundations or expand depth to provide additional challenges targeted to deeper understanding.” Evaluation criteria category 4 also notes that student materials should include resources for a wide range of student populations, and teacher materials should include comprehensive guidance for a variety of differentiation strategies.
    

    
    

16. Is there an expectation that materials should utilize the analysis of data as a means to student engagement and learning?

    Yes. See evaluation criterion 1.2. Student materials should present real-world examples and data as a means to spark inquiry and apply mathematical concepts. Also see the “Publishers’ and Content Developers’ Guide to the Math Framework” found in chapter 13 of the Math Framework.

    
    

17. For a digital citation on an evaluation criteria map and/or standards map, can we create a link from text or must we include the entire Uniform Resource Locator (URL) so that users can copy the link into their browser?

    Publishers and developers may use linked text and not the full URL if using the URL is problematic—such as it’s too long. Publishers should advise reviewers (in a separate note or within the program description) that some citations contain text that is an active link.

    
    

18. We have optional activities within our program—something a teacher may choose to do to enhance a lesson, respond to student results on formative assessments, or provide for differentiated instruction. Is this format allowed? How do we reference these activities in citations on the maps?

    In order to be considered for adoption, a program must meet the requirements specified within the evaluation criteria (100 percent of criteria category 1 and real strengths within categories 2–5), including all of the applicable grade-level standards. Accordingly, the maps are not designed for publishers and developers to highlight aspects of their program but rather for publishers and developers to show specifically where in their program materials the exact content shown on the map can be found within their program.
    

    
    

19. As former classroom teachers and now publishers or developers, we know what teachers and students really need even if our program may not meet everything stipulated within the criteria. Don’t you think that reviewers also will understand this idea and pass our program because it’s so good?

    No. Programs must meet the requirements of the evaluation criteria. This fact is a legislative requirement, and CDE staff and members of the Instructional Quality Commission (IQC) will train reviewers accordingly.
    

    
    

20. Is it okay to direct students to do online research and provide them with a list of websites that contain trustworthy information, such as National Aeronautics and Space Administration (NASA) or National Oceanic and Atmospheric Administration?

    Yes. However, publishers and developers should not cite within the evaluation criteria map or standards maps any website or content that is not their program content. Publishers and developers may provide links to other sites within their program as additional resources, but citations within the maps should only guide reviewers to content that belongs to the publisher or developer. So, in a fictitious example, if a content standard calls for an explanation of how a rocket engine works, the publisher or developer would not want just to provide a link to NASA—rather, the publisher or developer should cite the location within their own program that describes how the rocket engine works. The publisher or developer could still have within their program a link to NASA for additional info, etc., but the content necessary to satisfy all evaluation criteria, including the standards, must belong to the publisher or developer and be found within their program (which can include their own program website).
    
    Publishers and developers should note that naming Google Earth and/or Google Maps may be problematic in that there are competing products, and these names may violate social content standards. It may be better to reference online mapping tools in general. Ultimately review panels will make this judgment.
    

    
    

21. Let’s say our digital curriculum becomes adopted and we later develop a series of professional development videos that will help teachers better understand the content and how to teach our lessons. Can we include access to those videos as part of our curriculum to help teachers, or would that be considered a change to our curriculum?

    You certainly can develop and offer it as you like, but you can’t call it part of the California SBE-adopted program unless it is submitted and reviewed during this process. You can later add free elements to an existing program or sell additional components as supplementary, as long as they are clearly identified as not being part of state-adopted materials.
    

    
    

22. In our web version of our curriculum, we have a copyright notation indicated at the end of every worksheet. Is that okay? There was some mention that we should not have our company name on all pages.

    The social content laws restrict advertising within instructional materials, but copyright information is fine—it just should not appear to be marketing information.

    
    

23. Can “instructional resources,” “student resources,” “materials,” and “teacher resources” include both print and online/digital components? And can you confirm that publishers and developers are not expected to cover 100 percent of category 1 items in print materials only?

    Publisher and developer programs, including both teacher and student materials, may include print, digital, a combination of the two, or one format exclusively. State law defines instructional materials to include all formats. There is no requirement regarding alignment to the evaluation criteria via print materials only.
    

    
    

24. Category 4 requires guidance for providing differentiated instruction to a list of identified student populations. Can publishers and developers cover more than one population identified within a given instructional strategy?

    Yes.

    
    

25. Is it permissible that some of our program content is located online in open educational resources that we do not own or specifically license?

    No. Publishers and developers must have complete control of the content and maintain its static nature in order to preserve it as approved by the SBE.
    
    Note that there is an official SBE revision process whereby publishers and developers have an opportunity every other year to revise their programs for a fee. The CDE will provide additional information at a later date.
    
    Additionally, publishers and developers should observe the social content prohibition regarding advertising within their program materials which would apply to any web content. For additional information, please refer to the adoption Invitation to Submit document and the SBE guidelines document Standards for Evaluating Instructional Materials for Social Content, available on the CDE Social Content Review web page.

    
    

26. What are the Environmental Principles and Concepts (EP&Cs) referenced in category 1, criterion 4, and what is their purpose?

    At their core, the EP&Cs are a set of Big Ideas about the complex relationship between humans and the natural world. They were developed, pursuant to law, with the intent of ensuring all students in California achieve a basic level of environmental literacy as part of a high-quality kindergarten through grade twelve education. That is why the EP&Cs are included as a category 1 criterion in every instructional materials adoption. Through repeated exposure to the EP&Cs across disciplines and at increasing levels of complexity and sophistication from kindergarten to twelfth grade, students will come to more deeply understand and apply them in a variety of contexts.
    

    
    

27. Criterion 1.4, stipulates the inclusion of the EP&Cs’ instructional content “where practicable.” How much is enough?

    While the criterion statement is not specifically quantitative, publishers and developers should anticipate that the review panel members likely will have high expectations for alignment to and inclusion of the EP&Cs, so each grade level should provide appropriate content.
    

    
    

28. How might the EP&Cs be reflected in materials submitted for adoption?

    In 2010, the SBE adopted a model curriculum (also known as the Education and the Environment Initiative [EEI] Curriculum) that reflects an integrated approach for lessons addressing relevant standards. This EEI curriculum may serve as an excellent example. The EEI is available for viewing at California Education and the Environment Initiative Website . Publishers and developers may incorporate elements of the EEI Curriculum into their programs with appropriate citations for credit. For questions about use permission, please contact CalRecycle’s Office of Education and the Environment at eei@calrecycle.ca.gov.

    
    

29. How should a publisher or developer determine whether the EP&Cs are aligned to a given content standard?

    Broadly defined, the “environment” is the context in which we live our lives. It includes high mountain meadows and cool clear streams, the air we breathe, the water we drink, and the soils in which we grow the food we eat. The environment also encompasses the communities in which we live and all of the seen and unseen phenomena that comprise the natural systems on which we rely. In this sense, the environment is fundamental to every student’s experience and is the context in which all of human history is embedded. Thus, based on this broad interpretation of “environment,” the EP&Cs can be connected with many (though not all) standards.
    

    
    

30. As to how to incorporate Education and the Environment Curriculum Units—we are considering adding overviews of the Units and directions to accessing them as part of our “Deeper Coverage” suggestions for various lessons. Is it appropriate to include these? Would it count towards our coverage of the requirement in criterion 1.4 to include coverage of the principles?

    The EEI curriculum may serve as an excellent example for the integration of environmental principles and concepts into a subject-matter curriculum, and utilizing such examples would address criterion 1.4. Review panels will determine if a publisher has provided sufficient content to satisfy the criterion.
    

    
    

31. How will Categories 2 through 5 of the criteria be treated differently than Category 1 during the adoption review?

    In order to be eligible for adoption, programs must meet all of the individual criteria statements in Category 1, while having strengths in the other four categories. As stated in the criteria, the other categories will be “judged holistically” by the review panels. This does not necessarily mean that every single statement in those other categories must be met, but publishers and developers should still fill out their Evaluation Criteria Maps thoroughly to ensure that reviewers have all of the evidence needed to make their decision in each category. Each of the four other categories must be found to be met on balance for a program to be eligible for adoption.

    
    

32. Does “a full year” equal 180 days of instruction? (Added; 17-Apr-2024)

    Yes.

Process

33. What are the deadlines for participation in this adoption?

    Publishers or Developers must submit an Intent to Submit form no later than (tentative until SBE approved) February 4, 2025. The CDE will post this form to the math instructional materials adoption web page following the Invitation to Submit Publishers Briefing scheduled for January 2025. The CDE will use the Intent to Submit form to invoice publishers for the participation fee.
    

    
    

34. What will the fee be for participation in this adoption?

    EC Section 60213 and California Code of Regulations, Title 5 (5 CCR), Section 9517.3 require that state instructional materials adoptions be fully funded by publisher participation fees. The fee is $8,000 per grade level of each submitted program. The law and regulations do provide an opportunity for the SBE to consider a reduction in the fee for a designated small publisher. A small publisher is defined as an independently owned or operated publisher or manufacturer that is not dominant in its field of operation and that, together with its affiliates, has 100 or fewer employees and has average annual gross receipts of $10 million or less over the previous three years.
    

35. Do supplemental materials fall under this adoption process?

    No. This adoption process is for only full-course programs, typically one year in length, i.e., materials meeting the evaluation criteria adopted by the SBE.
    

36. Can a publisher or developer submit more than one program?

    Yes. There is no limit to the number of programs a publisher or developer may submit. Additionally, the number of components within a program is not regulated.

37. Can publishers or developers submit a kindergarten through grade three program or a grades seven through eight program? Or must a submitted program cover grades kindergarten through grade eight?

    A publisher or developer may submit a complete grade-level program for any grade level combination, including only a single grade.
    

38. What are the requirements for display of submitted instructional materials during an adoption? What are the requirements for publishers or developers?

    Publishers or developers must post the student editions of their submitted programs on a website that is accessible to the public (5 CCR Section 9523). The publishers or developers shall send a URL to the CDE containing that link no later than the deadline for the distribution of instructional materials samples. The regulations state that the materials “posted on each publisher's website shall be identical to the hard copy version of the instructional materials submitted for adoption, except that copyrighted items that do not allow for posting online may be omitted and replaced by a description of the omitted item, and any online features that are absent from the hard copy version shall be identified.”
    
    In addition to the online display, publishers or developers must distribute hard copies/software copies or digital access keys for online materials to Learning Resource Display Centers (LRDCs) across the state (of which there are approximately 20). The CDE will provide a list of LRDCs as part of the sampling bulletin that will be distributed during the April 2025 training of reviewers.
    

39. What exactly counts as “student materials” for the requirement that those materials be posted online for review?

    5 CCR Section 9523, states that publishers shall post “those instructional materials intended for student use” and provide the CDE with a URL to where those materials are available online. This requirement includes items such as student editions, consumable workbooks, and the like. An item that is primarily intended for the teacher or is not provided to the student as part of the normal course of instruction does not need to be posted. Similarly, answer keys and solution sets for student assessment materials do not need to be posted.
    

40. Can we have a password or other security feature on the student editions we post online?

    Publishers or developers may implement security features they deem necessary as long as they do not limit public access to the materials. If there is a password, there must be a process for members of the public to request that password and receive it in a timely manner.
    

41. How do we post our student materials online if they contain copyrighted images?

    Publishers or developers may either conceal or omit copyrighted images with a notation that the image is available in the print materials or include pages that have embedded watermarks. In addition, publishers or developers may note that materials are posted for review purposes only.
    

42. How long do our student materials need to be kept online?

    The materials must be kept online and accessible until the SBE takes action to adopt/not adopt instructional materials.
    

43. What is the role of publishers or developers at the public meetings for this adoption (training, deliberations, IQC meetings, etc.)?

    Publishers and developers are invited to attend all public meetings. The final day of reviewer training will be dedicated to publisher or developer sessions where they will be expected to provide an overview of their program to the panel that will be reviewing their materials. More details about this process will be included in a later bulletin. At deliberations, publishers and developers will be provided with questions from the reviewers at the end of the first day of deliberations. They will have an opportunity to respond to those questions during a scheduled session on the second day of deliberations. In addition, publishers and developers may respond to reviewer questions or concerns during the public comment sessions that will be scheduled during each day of deliberations.
    

44. How will public comment be handled during this adoption?

    5 CCR, Section 9521, provides detailed instructions on the handling of public comments on instructional materials. Specifically, public comments related to the submitted materials that are received by CDE within 14 days of the first day of reviewer deliberations will be distributed to the appropriate reviewers no less than 7 days prior to the start of deliberations. Furthermore, members of the public may attend all public sessions and be in the room during panel deliberations. Public comment will be taken during every day of training and at least twice a day during deliberations. The CDE will go over these procedures with reviewers during the training in April 2025.
    
    Once the panels complete their deliberations, there will be additional opportunities for public comment. The IQC will host a public input session in August 2025 at CDE Headquarters, and public hearings will be held at the subject matter committee and full Commission meeting in September 2025 and again at the SBE in November 2025. Comments received during the process will be forwarded to the IQC and the SBE for consideration at those meetings.
    

45. Is there any requirement for a publisher or developer to post a bond in order to participate or after being approved for adoption?

    No.

46. Textbook Depository: Is there any requirement for a publisher or developer to use a Textbook Depository and/or have a minimum quantity of materials located in the State of California?

    Yes, EC Section 60061 states that a publisher shall “maintain a representative, office, or depository in the State of California, or arrange with an independently owned and operated depository in the State of California to receive and fill orders for instructional materials.” Additionally, once the SBE adopts instructional materials for a particular subject, those materials remain on the list of adopted materials for that subject until such time that the SBE adopts a new list of instructional materials for that subject (EC Section 60200[h]). Note that this timeline likely will be in excess of eight years.
    

47. Is there a requirement for a multi-year pricing guarantee for curriculum?

    Yes. Publishers and developers may raise the price of their materials only every other year (EC Section 60201); however, they may lower prices at any time.
    

48. Must districts purchase instructional materials from the SBE adoption list?

    No. EC Section 60210 states the following:

    (a) Notwithstanding any other law, a local educational agency may use instructional materials that are aligned with the academic content standards adopted pursuant to Section 60605 or 60605.8, including instructional materials that have not been adopted by the state board pursuant to Section 60200.

    (b) Instructional materials for mathematics that are aligned to common core academic content standards developed by the Common Core State Standards Initiative consortium pursuant to Section 60605.7 shall be deemed to be aligned to the content standards adopted pursuant to Section 60605 or 60605.8 for purposes of Section 60119.

    (c) If a local educational agency chooses to use instructional materials that have not been adopted by the state board, the local educational agency shall ensure that a majority of the participants of any review process conducted by the local educational agency are classroom teachers who are assigned to the subject area or grade level of the materials.

    Local education agencies (LEAs) may also utilize supplemental resources that meet the requirements of the social content standards requirements.

49. What funding is available to districts to purchase instructional materials?

    Districts may use Local Control Funding Formula funds or Proposition 20 lottery funds. For more information, please visit Funding for Instructional Materials web page.
    

50. To whom should questions for the IQC be sent?

    Questions or correspondence intended for the IQC may be sent to the attention of IQC Executive Director Mike Torres at IQC@cde.ca.gov.
    

51. To whom should questions regarding the adoption and/or specific program content be sent?

    Questions directly related the instructional materials adoption should be directed to David Almquist, Publisher Liaison, at dalmquis@cde.ca.gov.
    

52. Is there a no-contact rule for publishers or developers not to contact any school or district personnel directly during the adoption process?

    Yes, if they are SBE-appointed reviewers or facilitators of review panels. State regulations (5 CCR Section 9514) state that “Publishers or their representatives shall not communicate with” reviewers or facilitators during their tenure about “anything related to the evaluation or adoption of instructional materials submitted for adoption.” Publishers also must not “communicate with Commissioners about anything related to the evaluation or adoption of instructional materials, other than during the times for public comment in open publicly-noticed meetings, or other than through written submissions addressed to all Commissioners in care of the Executive Director of the Commission, between the date set forth in the Schedule of Significant Events when instructional materials are delivered” . . . “and the date when the SBE takes action to adopt.” Reviewers and Commissioners “may contact publishers for technical assistance in using electronic instructional materials.” “. . . publishers . . . may communicate with the chairperson . . . of the Commission or the chairperson . . . of the Subject Matter Committee involved in the adoption during the time set forth for deliberations.”
    

53. Are there any requirements for Spanish? If we have a Spanish version of a text that is available for schools, does it need to be reviewed?

    There is no requirement to provide materials in another language other than English. Following the adoption process, adopted publishers and developers may submit alternate formats of adopted materials. Alternate format versions of adopted materials must contain the exact same content as the adopted version but may appear in a different physical format (i.e., on a flash drive instead of print version) or be a translation (e.g., Spanish instead of English). For translations, the CDE will conduct an in-depth review of the text.

Distribution of Samples

54. What materials do publishers and developers need to send by the materials sample due date and to whom shall they send it? (Added; 17-Dec- 2024)

    During the April 2025 training week, the CDE will email to each publisher and developer a program-specific delivery list in Microsoft Excel (the CDE validates shipping addresses with all reviewers in person during training week). To each person/entity on that delivery list (possibly numbering 30–40), the publisher or developer must send a complete copy of the program(s) identified. (Note that in cases where a publisher or developer plans to submit more than one program, different review panels may receive each program, but the CDE will advise publishers and developers of this fact in advance).

    Publishers and developers must send to each person/entity identified on the delivery list the following:
    
    

    • A complete copy of their program (identified by each component on the submission form). If the program is electronic in format, the publisher or developer has the option of sending online access instructions or the complete program pre-loaded on a device (iPad; Chromebook; laptop; etc.—which must be returned to the publisher or developer at the end of deliberations week).
      
      
    • One completed evaluation criteria map per program.
      
      
    • Completed standards maps for each grade level of each program.
      
      
    • The narrative program description (max six pages).
      
      
    • A complete inventory list
      
      

    The CDE will include the information above in a future bulletin to participating publishers and developers.

55. Do publishers need to send manipulatives to reviewers along with their program materials due by May 7, 2025?

    No. Publishers should not deliver program manipulatives. Instead, publishers should list all manipulatives by grade level and, as warranted, include a brief description of their specific use.

56. Do the student materials to be posted online by the materials delivery due date need to be in a printable format?

    No.

57. How many copies of samples must we provide?

    The CDE will advise publishers and developers of an approximate number of sample packages around the time of the reviewer training sessions, but publishers and developers should be prepared to provide up to 60 copies by the end of the process.
    

58. Do all materials (core and ancillary) need to be submitted by the materials delivery due date?

    Yes. All components of the complete program to be reviewed must be submitted by the specific due date. Any materials submitted after that date will not be reviewed nor considered as part of the program.
    

59. If our materials are incomplete at the deadline, may we submit them anyway and submit the complete materials when they are available?

    No. Publishers and developers will not be permitted to submit new content after submission deadline. The CDE will instruct reviewers to disregard any late submitted materials.
    

60. If a program is web-based, do we need to supply the reviewer with hardware, or is a password sufficient?

    Publishers and developers may, but are not required to, provide a laptop or other hardware needed to access the digital components of their submitted instructional materials program. Note that unlike print samples, which may be kept by the reviewer, any computer hardware must be returned to the publisher or developer once the review is complete. The publisher or developer must make arrangements for and pay the cost of returning the hardware.
    

61. Will the materials publishers and developers send to the LRDCs stay at those locations for the life of the adoption?

    The CDE requests LRDCs display materials for two years following an SBE adoption. Following this two-year period, publishers and developers must collect any hardware associated with their program(s).
    

62. Will samples be required for every school/district or only at their request?

    The CDE will ask publishers and developers to deliver samples to SBE-approved reviewers, LRDCs, and select IQC and SBE members. Publishers need not provide sample materials to schools.
    

63. Can we submit print materials in less than final form?

    Yes, within certain defined parameters. 5 CCR Section 9517 establishes the following parameters of acceptable “less-than-final” formats:

    (j) Publishers shall submit all instructional materials in the same physical form that will be offered for purchase during the adoption period with the following exceptions:

    (1) Audio recordings may be submitted in manuscript form. (2) Artwork may appear in black and white that will ultimately appear in color in the instructional materials offered for purchase during the adoption period. (3) Alternate formats as described in section 9528.

    (k) Except as described in sections 9528 and 9529, publishers shall not change or modify instructional materials after the date specified in the Schedule of Significant Events for delivery of instructional materials to IMRs, CREs and LRDCs. Instructional materials changed or modified after this delivery date shall be disqualified from consideration in the adoption unless the changes or modifications are approved by the SBE.

64. When are final formats due?

    Final formats will be due 60 days following the CDE’s confirmation of the conclusion of the edits and corrections process (late winter 2026).
    

65. What are the guidelines for submitting “alternate formats?”

    Alternate format versions of adopted materials must contain the exact same content as the adopted version but may appear in a different physical format (i.e., on a flash drive instead of print version) or be a translation (e.g., Spanish instead of English).

66. When are alternate formats due?

    Publishers and developers may submit alternate formats of adopted materials at any time following the actual adoption of programs by the SBE and the conclusion of the edits and corrections process.