Specifications include, but are not limited to: The desired outcome for this adoption cycle is to provide up-to-date, research-based, relevant, and appropriate materials that will effectively support teaching and learning practices in our K – 12 elementary and secondary Science classrooms and will offer all teachers and students greater access to relevant digital resources/tools. The following list of requirements, although extensive, is not exhaustive and is intended to provide interested parties with sufficient basic information to submit proposals meeting minimum requirements but is not intended to limit a proposal’s content or exclude any relevant or essential information. See enclosed rubrics for how the proposals will be evaluated. Curricular/Design Requirement 1. Indiana Department of Education elementary and secondary Science/Engineering alignment a. Instructional materials in all formats, including print, digital and online materials. b. Curriculum materials must have a clear and documented research base by an outside evaluator. 2. Elementary and Secondary Science Content and Emphasis a. Materials focus coherently on the “major work” of the grade in a way that is consistent with the progressions in the Standards. b. Progression of standards across grade-levels are clearly identified. c. Materials are designed so that students attain the fluency and procedural skills required by the standard. d. Science Process Standards are an explicit part of instruction and the curriculum demonstrates authentic connections between content standards and practice standards. e. Program is based on strategies of Teacher Clarity. 3. Access for all Students a. Materials should be thoughtfully designed to support all students, including special populations (e.g., students with disabilities, English language learners, accelerated learners) in accessing and meeting the Indiana State Standards. b. Materials provide appropriate level and type of scaffolding, differentiation, intervention, and support for a broad range of learners. c. Systematic approach to incorporating language acquisition strategies that ensure equitable access across language ability levels to Science curriculum. d. Materials are visually balanced, age-appropriate, and accessible to student learners.
