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Administrative Procedure 280: Learning Resources and Textbook Selection

Legal References

Education Act: Section 169.1 (1) a.2(b) Board Responsibility for stewardship of resources; Education Act: Section 264 (1)(k) Duties of Teacher: Textbooks; Education Act: Section 265 (1)(h) Duties of Principal: Textbooks; R.R.O. Reg. 298 Operation of Schools: Section 7 Textbooks; R.R.O. Reg. 298 Operation of Schools Section 11: Duties of Principals - Supervise Instruction; Canadian Charter of Rights and Freedoms; The Ontario Human Rights Code; Ontario Curriculum - Grades 1-8; Ontario Curriculum Secondary Schools Grades 9-12; Trillium List; Ontario Schools - Kindergarten to Grade 12: Policy and Program Requirements, 2024, Section 2.2.1; Ontario’s Education Equity Action Plan, 2017; Ontario Ministry of Education - Policy/Program Memorandum 119 Developing and implementing equity and inclusive education policies in Ontario schools

Related References

Administrative Procedure (AP) 140 Technology Responsible Use and Security; AP 141 Equity and Inclusive Education; AP 204 Program Planning; Form 280A Request for Reconsideration of a Learning Resource; Learning Resources Selection Guide
1. Rationale
Effective learning resource selection is key to improving student learning as well as supporting the Avon Maitland District School Board’s commitment to equity, diversity and inclusivity. Educators in the Board understand the importance of using high-quality, dynamic, engaging, and relevant resources selected with the principles of culturally relevant, responsive, and sustaining pedagogy in mind. Consideration of the impact of systemic and individual biases is important in selecting learning resources in all grades and all subjects.

“Research has shown that students who do not see themselves reflected in what they are learning, in their classrooms, and in their schools become disengaged and do not experience as great a sense of well-being or as high a level of academic achievement as those who do” (Ministry of Education, Considerations for Program Planning). It is important that students see themselves reflected in learning resources and are given the opportunity to learn about the identities, abilities and lived experiences of others. In doing so, students are better prepared to be responsible and compassionate citizens in our diverse society.

2.0 Purpose
The goals of this procedure are:
2.1 To provide principles and criteria to support and guide processes for learning resource selection and removal.
2.2 To establish the process for a request to reconsider a learning resource’s use.

3.0 Definitions
 
Learning resources are defined as any material other than “textbooks” (as defined below), whether purchased, borrowed, locally produced, downloaded, or streamed, that is acquired for formal or informal learning purposes, instruction, or evaluation. Guests are also considered learning resources and the criteria and guidelines below therefore also apply.

Textbook is defined by the Ministry of Education as a comprehensive learning resource that is in print and/or electronic form, designed to support a substantial portion of the overall expectations of the Ontario curriculum and has been included on the Trillium List. The Trillium List contains the titles of those textbooks that are approved, after rigorous evaluation, by the Ministry of Education for use in Ontario schools. The Trillium List is updated regularly and is available at www.trilliumlist.ca.

4.0 Criteria for the Selection of Learning Resources

4.1 Principals, Teachers, Teacher-Librarians, Designated Early Childhood Educators, and Central staff are responsible for the selection and evaluation of learning resources.

4.2 Learning resources shall support and be consistent with the curriculum and educational goals of the Ministry of Education and the Board. Learning resources should reflect the stated goals of individual school improvement plans and support the overall curriculum expectations for specific courses and programs for which they are being considered.

4.3 Individuals involved in the selection of learning resources shall also consider the following criteria, understanding that in some cases, not all of the criteria will be applicable:
4.3.1 Learning resources meet high-quality standards in terms of accurate and relevant content, as well as physical product and organization of material.
4.3.2 Learning resources are appropriate and accessible for the diverse interests, abilities, and needs of students they are selected for, in terms of the students’ emotional, cognitive, social, language, and physical development.
4.3.3 Learning resources have aesthetic, literary, and/or social value, and enable students to develop the best practices of inquiry-based learning and/or critical thinking, including exploration of diverse points of view.
4.3.4 Learning resources reflect AMDSB’s stance on equity, diversity, inclusion, and human rights. The learning resources:
      • Resist and/or challenge stereotypes, bias, and discrimination.
      • Include accurate representation both of self and of others, including but not limited to people of a variety of races, religions, gender identities, cultures, sexual orientations, socio-economic status, abilities, and ages.
      • Allow students to see their own lived experiences but also learn about the identities and lived experiences of others.
      • Lead students to reflect on their attitudes, positionality, and behaviours to understand their responsibilities, rights, and privileges as participating and compassionate citizens in our diverse society.
4.35 Learning resources include Canadian content where possible, presenting broadly-based perspectives and those of First Nations, Métis and Inuit peoples in Canada.
4.36 Learning resources adhere to copyright and licensing agreements. Consult AP 140 Technology Responsible Use and Security for more guidelines about digital licences and digital learning resources.
4.37 Any learning resources with challenging, or potentially controversial, content must be used with care for all students to prevent harm. Refer to the “Navigating Challenging Content” section of the Learning Resources Selection and De-selection Guide for more information.

4.4 Selection and maintenance of a resource collection is a continuous ongoing process that should also involve the review of resources in order to curate a collection that is relevant, dynamic, and reflective of community needs.
4.4.1 Staff should withdraw from classrooms and library collections learning resources that are outdated or no longer deemed to fit the selection criteria outlined in 4.3. In addition, consider withdrawing learning resources that:
      • Have not circulated or been used in a significant period of time. However, the reason for removal should not be based solely on circulation.
      • Are in poor physical condition.
      • Have been, or will be, replaced with updated learning resources on the topic.
4.4.2 Appropriate disposal of removed learning resources is outlined in the Library Collections Management section of the Learning Resources Selection and De-Selection Guide.
 
5.0 Procedure for Reconsideration of Learning Resources Requests

5.1 At any stage in the process outlined below, any alternatives or adjustments to achieve learning objectives are to be made in a way that preserves the well-being and dignity of each student.

5.2 Inquiries or concerns related to the use of any textbook or other learning resource materials are to be referred to the Principal of the school where the learning resource or material is used.
5.2.1 The Teacher and/or school Principal will address the inquiry by discussing the following with the petitioner (person requesting reconsideration):
      • The intended educational purpose and curriculum connections.
      • Any additional selection criteria or rationale for the choice of learning resource.
      • The proposed use of the resource.
5.2.2 The Teacher and/or Principal, along with the petitioner, will try to reach consensus on a possible resolution, which may include adjustments or alternatives to the learning resource and/or approach to meet student needs, depending on the rationale.

5.2.3 If not resolved, the school Principal will notify the petitioner of the right to appeal and require that the petitioner complete Form 280A Request for Reconsideration of a Learning Resource and submit it to the Principal.

5.2.4 The Principal will provide copies of the completed Form 280A to the Superintendent of Education (Program Services) and the School Superintendent.
 
5.2.5 The School Superintendent will attempt to reach a resolution through consultation with the petitioner, but if unsuccessful, will request a Learning Resource Reconsideration Committee meeting.

5.2.6 The Learning Resource Reconsideration Committee will consist of:
      • Superintendent of Education (Program Services, Equity) (Chair)
      • School Superintendent
      • A System Principal
      • A School Principal
      • Central staff from one or more of the following central departments (Equity and Human Rights, Indigenous Education, Learning Services)
5.2.7 The Learning Resource Reconsideration Committee will review the challenged resource and determine whether it meets the selection criteria outlined in Section 4.3 by:
      • Examining the challenged resource.
      • Considering professional literature and/or critical reviews.
      • Considering overall goals, values and faults of the resource as a whole, avoiding taking excerpts or passages out of context.
      • Considering student voice where appropriate.
5.2.8 The Learning Resource Reconsideration Committee will decide whether to retain the resource, substitute the resource, restrict the resource, or remove the resource (temporarily or indefinitely).

5.2.9 If the Learning Resource Reconsideration Committee is unable to come to a consensus, the decision will be brought to the Director of Education.

5.2.10 The Learning Resource Reconsideration Committee will communicate the decision to the School Superintendent and the school Principal, both through a written report and verbal communication. Copies of the written report will be retained by both the school Principal and the Superintendent of Education (Program).

5.2.11 The Superintendent assigned to the school will communicate the decision to the parent/guardian/caregiver.

5.3 A decision to sustain a challenge shall not necessarily be interpreted as a faulty judgement on the part of the professionals involved in the original selection and/or use of the learning resource.
 
Form 280A - Request for Reconsideration of a Learning Resource
Learning Resources Selection Guide
 
Revised February 2025