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Board seeks clearer process for approving novels after curriculum adoption debate
Summary
Board members and staff debated whether a recent curriculum adoption unintentionally limited teachers' use of novels. Trustees requested a comprehensive list of approved and historically approved titles, Lexile levels, and a clear board-led process for review and public input before materials are implemented.
A lengthy discussion at the J O Combs Unified School District board meeting examined how novels and supplemental texts are approved and used in grades 6–12 after a recent curriculum adoption.
Administration told trustees that a "digital text library" and an accompanying enrichment list together contain roughly 80 novels and dozens of shorter texts. Staff said a miscommunication had led some teachers to believe novels were not to be used in isolation, and in some cases a previously available Google sheet of approved choices appeared to be missing. The superintendent proposed providing the board with a comprehensive annotated list that would include which novels were part of the core adoption, which were "enrichment" materials (not yet purchased or distributed), and which titles were historically approved and still available for teacher use.
Board members raised concerns about the scope and oversight of the enrichment list. One trustee asked that the board review potentially divisive titles before they are forwarded to committees or classrooms, citing a book that, in the trustee's view, contained language and content that could be "turning one group of students against another." Another trustee said banning books was not acceptable and stressed parental choice and opt-out processes where appropriate.
Administration proposed next steps: provide the board with a grid showing each title, author, Lexile level, grade-band recommendation, whether the title aligns to the newly adopted core curriculum, and whether the title is historically approved or part of the enrichment list. Staff said the district would recommend grade bands and provide suggested syllabi language and opt-out procedures to give parents clear information about content. The board and staff discussed the district’s existing novel-review process and agreed that any changes should preserve transparency and allow for community input while limiting disruption to teachers who rely on a menu of choices.
What happens next: Administration will supply a comprehensive list and options for board review before bringing any additional titles into general use; the board indicated it wants the opportunity to review sensitive titles before they are sent to committees or classrooms.
