usually been intentionally deleted. Also, you may want to refer to standards for other grade levels, since sometimes the topic is found elsewhere and is therefore developmentally inappropriate for the use originally being considered.

Now, make a summary judgment on Form 4 about how likely it is that students would achieve the standard using the unit or set of materials under review. Be sure to give your suggestions for modification or additions as requested. (These will be very helpful in the selection process and for planning professional development if the materials are selected.) Record your rating in the table in Form 1, also. Make notes that will help you complete questions about professional development and essential components in Form 5.

Go back to Form 1 and choose the next standard. Transfer information about that standard to a new set of pages for Forms 2 and 3. Then proceed to judge whether the materials under review contain sufficient amounts of the content in this standard, and so on. When all of the standards listed on Form 1 have been reviewed, complete a summary rating (Form 4).

7. Additional Considerations

On Form 5 you summarize your recommendations for the professional development needed to implement effectively each unit or set of materials you have reviewed. You also identify essential components of the materials needed by the district.

Use a separate Form 5 sheet for each unit or set and be sure to identify at the top which materials you are addressing. When you address professional development, be as specific as possible and apply your knowledge of the level of science background and teaching skills of the "average" teacher. Since you have studied the materials very carefully with student learning in mind, your advice will provide important guidance for those who plan professional development.

Next, you will recommend which components the publisher offers should be purchased, if the materials are selected. Components are parts of the classroom resources that are available separately, such as teacher's guides, student workbooks, videotapes, kits of materials, laser disks, assessment packets, laboratory guides, re-teaching or enrichment materials, and software. List and then rate each, considering its importance to helping students achieve the standards.

What Happens Next?

The facilitator, working with you, will compile a "Review Team Summary" (Form 6), showing how well each reviewed unit or set of instructional materials reflect the prioritized stan-



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