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Board reviews proposed world‑language textbook adoptions — digital platforms and AP alignment guided picks
Summary
World‑language faculty presented textbook reviews and recommended a mix of digital and print resources aligned to ACTFL standards and AP expectations; the board was told some AP materials were not yet available pending updated AP syllabi.
At the April meeting the Board of Education received a multi‑department presentation about proposed language textbook adoptions for elementary through AP‑level classes.
Department chair Liz Knopf, who led the review, told trustees the adoptions seek to modernize materials, align instruction to ACTFL proficiency standards and prepare students for Advanced Placement coursework where applicable. "We're all really excited to look at some of you and, more modern materials," Knopf said.
The committees recommended resources by level: primary‑grade storytelling and CI (comprehensible input) materials; Somos 1 for seventh‑ and eighth‑grade Spanish; Sendero’s textbook series for high‑school Spanish (noted for a digital platform and AP alignment); Vamos and other elementary resources for K–6; Cambridge Latin Course updates for Latin through AP; and a New South series for French that emphasizes francophone voices across the French‑speaking world.
Staff described reasons for the choices: stronger digital platforms for assignable practice and vocabulary study, scaffolded readings that allow novice learners to access the same content at different support levels, embedded grammar explanations, and interactive teacher tools. Adoption teams emphasized that many materials include classroom‑set licensing with online access so students are not required to carry print copies but can access resources at home.
Knopf told the board some AP titles were not yet available as review copies because the College Board had revised the AP Latin syllabus; teams are expecting new AP texts and planned to integrate them once published. For Latin, staff recommended continuing with Cambridge Latin Course for core levels and adding a literature‑focused title in later units.
Board members asked about hard‑copy availability and classroom sets; staff said the plan calls for classroom sets with online access for students who need home access. The board did not take a formal vote on adoptions at the meeting; the presentations will feed the district’s formal adoption process.
