Classroom Materials & Assignment Guidelines

Teachers use professional judgment when selecting instructional materials to support the adopted curriculum and student learning. Materials selected for classroom use should have a clear instructional purpose and be appropriate for the course, students, and intended learning.

When Selecting Instructional Materials, Consider:

• Curricular Alignment: Does the material support the adopted course curriculum, applicable standards, or identified learning objectives?

• Instructional Purpose: How will the material support, extend, or deepen student learning?

• Quality & Accuracy: Is the material accurate, credible, current when appropriate, and suitable for the intended instructional purpose?

• Age & Developmental Appropriateness: Is the content appropriate for the age, maturity, and developmental level of the students?

• Accessibility: Can students meaningfully access and engage with the material, including students with disabilities and multilingual learners?

• Perspective & Context: Does the material provide appropriate context for the topic and support thoughtful examination of the content?

• Sensitive or Challenging Content: Does the material contain mature, sensitive, or potentially controversial content that requires additional professional consideration or family communication?

• Copyright & Licensing: Is the material being accessed, reproduced, displayed, or distributed in accordance with applicable copyright and licensing requirements?

• District Requirements: Does the material comply with applicable Board Policy, Administrative Regulation, California law, and district instructional-material procedures?

Core, Supplemental & Teacher-Selected Materials

Different types of instructional materials may be subject to different district review and approval processes. Teachers should understand whether a resource is a Board-adopted core material, supplemental instructional material, or a teacher-selected resource and follow the applicable district process before use.

When considering a new resource for ongoing or significant instructional use, teachers should review the RJUHSD Instructional Materials Selection & Adoption Process before implementing the material.

When Additional Review May Be Needed

Additional consideration or consultation may be appropriate when instructional materials:

• Include mature, sensitive, or potentially controversial content;

• Represent a significant addition or change to the established course curriculum;

• Will be used regularly or across a substantial portion of a course;

• Require parent/guardian notification or permission;

• Raise questions regarding copyright, licensing, student privacy, or applicable law; or

• Create uncertainty about whether district approval is required.

When there is uncertainty, teachers should consult with their site administrator before using the material.

Related Guidance

• Defining Content: Selecting Instructional Materials

• Instructional Materials Selection & Adoption Process

• Sensitive/Challenging Content

• Controversial Issues

• Video, Media & Copyright

RJUHSD has established processes for the selection and approval of instructional materials. The process required depends on the type of material, how it will be used, and whether it is intended for individual classroom use, ongoing supplemental use, or adoption as a core instructional resource.

Teachers should follow the applicable district process before implementing new instructional materials when approval is required.

Selection Criteria

When reviewing materials for potential use, staff should consider applicable selection criteria, including:

• Alignment with the adopted curriculum, California content standards, and course learning objectives

• Educational quality and instructional value

• Accuracy and currency of information, when applicable

• Age and developmental appropriateness

• Accessibility and the needs of the students who will use the materials

• Compliance with applicable California Education Code

• Alignment with RJUHSD Board Policy and Administrative Regulation 6161.1

• Copyright, licensing, and other applicable legal requirements

Determine the Appropriate Approval Process

Before moving forward with new materials, determine which district process applies.

Core Instructional Materials
Materials intended to serve as the primary instructional resource for a course or program must follow the RJUHSD core instructional materials review and adoption process.

Supplemental Instructional Materials
Materials intended to supplement the core curriculum should follow the applicable RJUHSD supplemental materials selection and approval process.

Teacher-Selected Instructional Resources
Teachers routinely select resources to support individual lessons and learning objectives. These selections remain subject to professional judgment, adopted curriculum, applicable Board Policy and Administrative Regulation, copyright requirements, and other district guidelines.

When a teacher-selected resource constitutes a significant or ongoing addition to the established curriculum, or when there is uncertainty about the appropriate approval process, teachers should consult their site administrator before use.

Professional Responsibility

Professional judgment is an important part of instructional-material selection. Teachers are responsible for selecting resources that support legitimate educational purposes and are consistent with the adopted curriculum, district expectations, and professional standards.

RJUHSD Board Policy 4119.21 and Exhibit 4119.21 provide additional guidance regarding professional standards and responsibilities for district employees.

Resources

• RJUHSD Process for Selecting Materials

• Core Instructional Materials Adoption Process

• Supplemental Instructional Materials Selection & Approval Process

• BP/AR 6161.1 – Selection and Evaluation of Instructional Materials

• BP/E 4119.21 – Professional Standards

• California Content Standards

• California Education Code

Teachers are expected to exercise professional judgment when selecting instructional materials. Materials should have a clear educational purpose and be appropriate for the course, students, and intended learning.

When considering materials that contain mature, sensitive, or potentially controversial content, teachers should consider:

• Instructional Purpose: Does the material have a clear connection to course standards, curriculum, or identified learning objectives?

• Age and Developmental Appropriateness: Is the content appropriate for the age, maturity, and developmental level of the students?

• Curricular Value: What does the material contribute to student learning? Is its use educationally justified within the context of the course?

• Nature and Extent of the Content: Consider the context, frequency, and intensity of potentially sensitive content, including sexual content, violence, profanity, or other mature themes.

• District Policy and Applicable Law: Does the use of the material align with applicable Board Policy, Administrative Regulation, California Education Code, and district guidelines?

• Family Communication: Does the nature of the material warrant or require advance parent/guardian notification, permission, or an alternative learning activity under district procedures?

Teachers should be prepared to clearly articulate the instructional purpose and curricular value of materials selected for classroom use. When there is uncertainty about the appropriateness of a material or applicable district requirements, teachers should consult with their site administrator before using the material.

Legal Context: Obscene Materials and the Miller Test

The Miller v. California (1973) test is the legal standard used to determine whether expression constitutes obscenity and therefore falls outside First Amendment protection. The Miller Test is a narrow legal standard for obscenity and should not be used as the sole measure of whether instructional material is appropriate for classroom use.

Under the Miller test, a work may be considered legally obscene only when all three of the following conditions are met:

1. The average person, applying contemporary community standards, would find that the work, taken as a whole, appeals to the prurient interest;

2. The work depicts or describes, in a patently offensive way, sexual conduct specifically defined by applicable law; and

3. The work, taken as a whole, lacks serious literary, artistic, political, or scientific value.

All three elements must be satisfied for a work to meet the legal definition of obscenity under the Miller test.

A work that does not meet the legal definition of obscenity is not automatically appropriate for classroom use. Teachers must still consider instructional purpose, curricular relevance, age and developmental appropriateness, district policy, and applicable law when selecting materials.

When in Doubt

Before using potentially sensitive instructional material, consider:

Can I clearly explain why this material is instructionally valuable, how it supports the intended learning, why it is appropriate for my students, and how its use aligns with district expectations?

If there is uncertainty, consult with your site administrator before using the material.

The study and discussion of controversial issues may be appropriate when connected to the adopted curriculum and course learning objectives. Teachers should exercise professional judgment when selecting topics, materials, and instructional approaches and follow applicable Board Policy, Administrative Regulation, and district guidelines.

Planning & Family Communication

Teachers should:

• Identify major units and assigned texts in the course syllabus, including textbooks, novels, and other significant instructional materials.

• Consider whether planned instruction includes sensitive, mature, or potentially controversial topics that may warrant additional communication with students and families.

• Be prepared to explain the instructional purpose and curricular connection of topics and materials used in the course.

• Follow district procedures for parent/guardian notification, permission, or alternative learning activities when required.

Note: The Miller Test should not be used to determine whether a topic or instructional material is controversial or requires additional family communication. The Miller Test addresses the narrow legal question of obscenity. See Sensitive/Challenging Content for additional guidance.

Teaching Controversial or Challenging Issues

When controversial issues are addressed as part of instruction, teachers should:

• Establish a clear connection to the course curriculum, standards, or learning objectives.

• Provide appropriate context and use instructional materials relevant to the topic being studied.

• Help students distinguish among facts, evidence, interpretation, and opinion.

• Support respectful academic discussion and consideration of differing viewpoints when appropriate to the topic.

• Create a classroom environment in which students can participate without being required to adopt or express a particular personal belief or viewpoint.

• Exercise professional judgment regarding the age and developmental appropriateness of the topic and materials.

Communicating Concerns

Teachers should be prepared to respond professionally to questions or concerns from students and families by explaining the instructional purpose, curricular connection, materials being used, and how the topic is being addressed.

When a concern cannot be resolved at the classroom level, or when a teacher is uncertain about district expectations, the teacher should consult with the site administrator.

Resources

• Controversial Issues Guidance

• BP 6144 – Controversial Issues

• Sensitive/Challenging Content Guidance

Guest speakers can enrich instruction by bringing relevant expertise, experiences, and perspectives into the classroom. Guest speakers should have a clear instructional purpose connected to the course curriculum, standards, or learning objectives.

Before Inviting a Guest Speaker

Teachers should:

• Establish a clear curricular and instructional purpose for the guest speaker's participation.

• Complete the Guest Speaker Form in advance and submit it to the school administration for review.

• Provide the school administration with sufficient information about the speaker, organization or affiliation, topic, intended learning objectives, and planned presentation.

• Ensure the presentation is appropriate for the age and developmental level of the students and consistent with applicable district policies and guidelines.

• Discuss expectations for the presentation with the guest speaker before the classroom visit.

Guest Speakers & Controversial Issues

When a guest speaker is invited to address a controversial issue, BP 6144 – Controversial Issues applies.

Teachers should:

• Inform the guest speaker of the district's expectations and instructional goals related to the presentation.

• Ensure the presentation remains connected to the curricular purpose for which the speaker was invited.

• If a guest speaker presents only one point of view on a controversial issue, ensure students also receive information about opposing viewpoints.

• Maintain responsibility for the instructional environment and facilitate the presentation and any related student discussion in accordance with district expectations.

Inviting a guest speaker does not transfer responsibility for instruction to the speaker. The teacher remains responsible for the educational purpose, context, and classroom learning experience.

When in Doubt

If a proposed speaker, organization, topic, or presentation may involve controversial or sensitive issues, consult with your site administrator before confirming the guest speaker.

Resources

• Guest Speaker Form

• Guest Speakers on Campus Guidance

• BP 6144 – Controversial Issues

Films, videos, streaming media, and other copyrighted resources can enhance instruction when they have a clear curricular purpose and are used in accordance with copyright law, district policy, and RJUHSD procedures.

Selecting Video & Media for Instruction

Before using a film, video, clip, or other media resource, teachers should consider:

• Instructional Purpose: Does the resource have a clear connection to the course curriculum, standards, or learning objectives?

• Age & Developmental Appropriateness: Is the content appropriate for the students who will view it?

• Nature of the Content: Does the resource contain mature, sensitive, or potentially controversial content that requires additional consideration or family communication?

• Amount Used: Is showing the entire work instructionally necessary, or would selected portions accomplish the learning objective?

• Copyright & Licensing: Is the proposed use permitted under copyright law, an applicable license, or another recognized exception?

Teachers should consult with their site administrator when there is uncertainty regarding the appropriateness of a media resource or applicable district requirements.

Copyright & Classroom Use

Federal copyright law provides certain exceptions that permit the use of copyrighted works for nonprofit educational purposes under specific circumstances.

Classroom Performance & Display – Section 110
Federal law permits certain performances and displays of copyrighted works as part of face-to-face teaching activities in nonprofit educational institutions when applicable requirements are met.

Fair Use – Section 107
Fair use may permit limited use of copyrighted material without permission from the copyright holder for purposes such as teaching, scholarship, research, criticism, and commentary. Educational use does not automatically qualify as fair use; whether a particular use is permitted depends on the circumstances.

Staff should:

• Use lawfully obtained or appropriately licensed materials.

• Follow applicable licensing and terms-of-use requirements for streaming services, websites, databases, and other digital resources.

• Obtain permission from the copyright holder when the proposed use is not authorized by law, license, or another applicable exception.

• Take reasonable precautions to prevent unauthorized copying or distribution of copyrighted materials.

• Ensure students understand that copyrighted works may not be copied, posted, shared, or distributed unless authorized.

When copyright or licensing requirements are unclear, staff should consult with their site administrator for guidance.

Film & Video Parent/Guardian Permission

RJUHSD requires parent/guardian permission before students view a film or video rated above PG.

For films or videos rated PG-13, R, or otherwise above PG, teachers must provide families with the RJUHSD Film & Video Parent/Guardian Permission Form in advance of the viewing.

The permission form identifies:

• The title and rating of the film/video

• The planned date(s) of viewing

• Whether the entire film/video or selected clips will be shown

• The approximate viewing time

• The instructional purpose and curricular connection

• Relevant mature or sensitive content families should be aware of

Students who do not receive permission to participate will be provided an alternative learning activity aligned with the applicable course learning objectives.

Parent/guardian permission does not replace the teacher's responsibility to determine that a film, video, or clip is instructionally appropriate, age-appropriate, and aligned with district guidelines.

Resources

• RJUHSD Film & Video Parent/Guardian Permission Form

• RJUHSD Board Policy/Administrative Regulation 6162.6– Use of Copyright Materials

• 17 U.S.C. § 107 – Fair Use

• 17 U.S.C. § 110 – Classroom Performance & Display

• Sensitive/Challenging Content Guidance

Student assignments, activities, surveys, assessments, and research should protect student and family privacy and comply with applicable California law, federal law, Board Policy/Administrative Regulation, and district procedures.

Student & Family Privacy

Teachers should use particular care when an assignment, activity, questionnaire, survey, or assessment asks students to disclose personal or family information.

California Education Code 51513 establishes specific parent/guardian consent requirements for tests, questionnaires, surveys, or examinations containing questions about a student's or the student's parents'/guardians' personal beliefs or practices concerning sex, family life, morality, or religion.

Additional student and family privacy protections may apply under BP/AR 5022 – Student and Family Privacy Rights and federal law.

Staff should:

• Avoid requiring students to disclose private or sensitive personal or family information as part of a graded assignment.

• Consider whether the instructional objective can be accomplished without requiring personal disclosure.

• Provide students opportunities to engage with course content without requiring them to disclose personal beliefs, experiences, or family information when such disclosure is not necessary to the learning objective.

• Consider whether an assignment, activity, survey, or assessment asks about information protected by state or federal law.

• Consult with the site administrator before administering an activity when there is uncertainty about parent/guardian notification, consent, inspection rights, or other privacy requirements.

Assignments, Activities & Assessments

Assignments and assessments should measure learning connected to the course curriculum and learning objectives rather than require students to disclose private information.

Before using an assignment or activity involving personal or sensitive topics, consider:

• What information are students being asked to disclose?

• Is personal disclosure necessary to accomplish the learning objective?

• Is participation or disclosure required or voluntary?

• Could the same learning objective be accomplished without requiring disclosure of private information?

• Does the activity require parent/guardian notification, consent, or an opportunity to review the materials?

When notification or consent is required, staff should follow applicable district procedures.

Surveys & Data Collection

External surveys, research projects, or data collection involving RJUHSD students must receive appropriate district review and approval before being administered to students.

This includes research or data collection conducted by:

• Outside organizations or individuals

• Colleges or universities

• Students or employees conducting research for credential, master's, doctoral, or other academic programs

• Other researchers seeking access to RJUHSD students or student data

Do not distribute an external survey or begin a research or data-collection project involving students before receiving district approval.

Classroom teachers and site administrators may use surveys and other tools for legitimate instructional or school purposes; however, applicable student privacy, parent/guardian notification, consent, inspection, and district requirements still apply.

When uncertain whether a survey, assignment, research project, or data-collection activity requires approval, notification, parent/guardian consent, or other review, consult with your site administrator or Educational Services before administering it to students.

Resources

• Education Code 51513 – Personal Beliefs

• BP/AR 5022 – Student and Family Privacy Rights

• RJUHSD Research & Data Collection Review Process

• RJUHSD Instructional Content Opt-Out Form

• Applicable Parent/Guardian Notification and Consent Forms