Curriculum Materials Sponsor Form F1

F1 CMAC Sponsor Form

Curriculum Materials Form 2020-F1 for Sponsors
Sponsor Information
Name of Sponsor/Group:*

First NameLast Name
Location (School or Department):*
Sponsor Phone:*
Please enter a valid phone number.
Instructional Support Contact:

Considerations Worksheet

(based on State and District Guidelines (WAC 392-190-055 and Northshore School District 2020 and 2020P)
List the Common Core and/or state standards supported by these instructional materials:*
Describe how the materials positively impact student learning and/or achievement and support or enrich specific students, groups, programs, or content.*
Explain how the instructional materials utilize a variety of proven instructional practices or promote best practices in instruction.*
Describe how the materials contribute to a balanced viewpoint or perspective of the issues. Provide examples.*
Explain how the materials are age and grade appropriate, considering the varied instructional needs, abilities, and maturity levels of students served.*
The answers in the next question provide essential clarity regarding the content of the proposed instructional materials. Please reply accurately and completely. A “yes” response does not in and of itself disqualify instructional materials. The CMAC committee is looking for well-stated rationale for using the material with the identified student group, and specific strategies a teacher will use to manage the content for the diverse maturity levels of students in the classroom.
Do these materials include any violent images, profanity, sexual content, and/or any other content that might be considered objectionable to members of our community?*

YesNo

Please provide some examples from the materials that contain potentially objectionable content, and the context in which it appears in the materials:
Describe how this instructional material is relevant and meaningful for the overall curriculum objectives of the course:
Describe how the content is (or isn't) appropriate to the developmental age of the students in this course:
What instructional strategies can teachers use to manage the mature content of this material with students?

Budget Information

Identify the budget/funds that will support the purchase and implementation of this proposal.*


Source of funds:
Cost per unit:
Estimated number of units to be purchased:
Shipping/tax (use 20% if unknown):
Total estimated expenditure:

Are these materials intended to be a replacement for existing instructional materials?*

YesNo
If yes, identify the materials to be replaced:
New status of existing materials (if applicable):

SupplementalTeacher ResourceSurplus

Diversity and Curriculum in Northshore
CMAC strives to adopt curriculum materials that celebrate diversity, honor authenticity, and value equity. These materials, and accompanied teaching strategies, should represent “windows and mirrors” for students in and beyond the classroom. This tool serves to help educators think about the key concepts, themes, and character interactions within a text and how they can be age-appropriately discussed through an anti-biased lens with students.

The words “diverse” and “diversity” consistently appear in this form, so the “Intersectional Diversity Flower” below is included to prompt educators to think about the various forms of diversity. In the Flower, race is a consistent intersecting factor with, between, and across each petal; so, in thinking about the diverse characters and communities within a text, we ask that educators think about 1) the ways that race intersects with the identities represented on each petal and 2) the intersectionality that occurs within and across each identity petal. The Key Terms Glossary below will be helpful in completing the questions in the following section.

Key Terms Glossary (link to definitions)
- Diverse identities
- Stereotypes
- Tokenism
- Deficit-framing
- Identity-based, Derogatory Slurs
- Individuality
- Authenticity
- Strengths-based Framing
- Power And Positionality
- Power Hierarchical Or Shared
- Oppressive themes
- Multicultural themes
- Justice-driven themes
- Culturally responsive practice
- Teach against oppressive components and/or compliment multicultural or justice-driven components
Diversity Statement*

Power and Positionality

Analyze how questions of power and positionality emerge in the material. Think about:
- Central themes (are they oppressive, multicultural, or justice-driven?)
- Character traits
- Relationships between characters, representations of charcters/people, representations of a culture, a race?
- Images
In the material, is power (based on key concepts, images, character relationships, etc.) depicted as hierarchical or shared? Explain. *
Content Accessibility

If the curriculum does not directly address this, how can you ensure that this material is accessible for all students?

Think about:
- students who speak multiple languages;
- students with disabilities;
- students with limited access to monetary resources
How can you ensure this material is accessible for all students, based on the above?:*

Culturally Responsive and Critical Pedagogy: Strategies and Resources

Consider how you will leverage culturally responsive practice while teaching this material
What types of discussions can you facilitate in your class so students can grapple with key concepts, themes, and ideas in the material? How can you help students make text-to-self, text-to-community, text-to-text, and text-to-world connections with these concepts? *
If you notice gaps in the diverse identity-based representations within the material, what other materials or family, community, or global resources can you utilize to supplement (think about paired texts, guest speakers, YouTube clips, TED Talks, etc.)?*
Will teachers need training in order to leverage culturally responsive practice while teaching this material? If so, explain.*

Sponsor Endorsement
What additional information/comments would you like to share about this material, if any?
Sponsor E-Signature*
Type your name in the space above and complete the attestation statement below.
Sponsor Email*
example@example.com
Signature Attestation*
Date Completed

MonthDayYear
Date
Should be Empty:

	Present	Not Present
Ethnicity
Age
Gender Identity
Sexuality
Religion
Mental Health
Socioeconomic Status
Culture
Language
Body Positivity
Cognitive and Physical (dis)Ability
Undocumented Rights & Protection

	I NOTICE...	I WONDER...
Stereotypes
Tokenism
Deficit-framing
Identity-based, derogatory slurs
Authenticity
Strengths-based framing

F1 CMAC Sponsor Form

Sponsor Information

Materials Submitted for Consideration

Considerations Worksheet

Budget Information

Diversity and Curriculum in Northshore

Sponsor Endorsement