Step Five: Make Decisions

The purpose of Step Five is to establish a decision-making framework in the event that the committee has more than one viable option and has not yet identified a clear choice that everyone can support.

After completing the activities in Steps Three and Four, the Ethnic Studies Committee may be able to come to an agreement quickly and easily about a course to develop or adopt. If there is still need for further discussion and deliberation, proceed to the activities in this section.

• Use data, charts, and templates from Steps One through Four as needed to assist adoption committee members as they complete this section.
• Action Step 5.1: Prepare for Decision-Making Process PowerPoint Presentation Download Action Step 5.1: Prepare for Decision-Making Process PowerPoint Presentation

The process in this section is designed to facilitate the selection of instructional materials. It may be necessary to conduct multiple sessions of this process, so the timeline will vary according to the number of programs being reviewed. The approximate timeline for each program type is 3-4 hours.

• Action Step 5.1 Prepare for Decision-Making Process
• Action Step 5.2 Compile and Review Data
• Action Step 5.3 Determine Level of Support For Each Option
• Action Step 5.4 Discuss and Cite Evidence
• Action Step 5.5 Work Toward Consensus
• Action Step 5.6 Examine Other Considerations

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1. 1. Identify a person who is a recognized neutral leader to facilitate this process.
   2. Use the Action Step 5.1: Prepare for Decision-Making Process PowerPoint Download Action Step 5.1: Prepare for Decision-Making Process PowerPoint to present the information for the following tasks.
      1. Establish norms. Consider the following suggestions:
         • Let everyone be heard
         • Assume positive intentions
         • Be present and prepared
         • Base decisions on evidence collected from multiple perspectives
      2. Introduce the definition of consensus. A consensus decision means:
         • Each team member agrees he/she can support the publisher program ultimately recommended by the committee.
         • Each team member has a responsibility to support the adoption and its implementation throughout the district.
      3. Adoption committee members agree to express and defend their level of support for each program. Introduce the Levels of Support.
         1. I strongly agree with this program and can support it.
         2. I can support this program. I am willing to go along with this choice.
         3. I have concerns and cannot support this program.
         4. I abstain because I didn’t learn enough about this program to have an opinion.
         5. Agree that if the adoption committee is unable to reach consensus, the district’s Executive Committee will make the final decision.

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1. Facilitator will lead a review of the District Lens data (Step Two).
2. Facilitator will lead a review of the options (including careful analysis by grade level/span and across grade implications) with assembled notes and opinions on each (Steps Three and Four).
3. Facilitator will lead a review of the Specific Curriculum Options (Step Four).

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1. Facilitator displays level of support categories and reminds participants of data reviewed.
2. Facilitator guides a discussion on strengths and weaknesses of each option. Record strengths and weaknesses on charts or using an electronic tool (e.g., Padlet Links to an external site., Miro Whiteboard Links to an external site., or Google Docs Links to an external site.).
3. Facilitator grants members time to determine their level of support regarding each option.
4. When all members are ready to be polled and later defend their level of support for options, polling begins on the options. Note members may express any level of support for any program—for example, choosing to support two programs with full support. Consider using an electronic tool to poll (e.g., Poll Everywhere Links to an external site., Survey Monkey Links to an external site., Google Forms Links to an external site., etc.).
5. Facilitator polls the group, and members individually display their level of support. Facilitator posts results for each program choice on a chart or electronically.
6. If no program has Level 3 support, identify the program that has the most Level 1 support and congratulate the group on having reached consensus.

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1. For any program that receives Level 3 support, meaning “no support for this choice,” facilitator asks member to explain his/her position.
2. If selections are in opposition to one another, invite participants to voice their opinions citing specific evidence (i.e., reference charts, notes, and data from Steps One through Four). Depending on group size, this might take the form of a simple discussion, or in a large group a more structured process that breaks the group into smaller mixed groups for discussion and charting.
3. Discuss patterns of strengths and areas of concern. Ask the group to narrow the existing strengths and concerns to items that might inhibit consensus. Encourage each member to share their concerns, rationale, and supporting evidence for those concerns in a way that will inform and provide knowledge that will enable the group to reach consensus.
4. Conduct another poll to see if the level of support has shifted after the discussion of strengths and concerns.
5. Record results on poll chart. If the group appears to favor one program over another, congratulate the group on having reached consensus.
6. If there are still Level 3 concerns, continue the process.

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1. Invite any who still express a Level 3 support to express their concerns to the whole adoption committee.
2. Suggest other committee members address the voiced concerns and discuss options for compromise.
3. Conduct another poll to see if the level of support has shifted after the discussion.
4. Record results on poll chart. If the group appears to favor one program over another, congratulate the group on having reached consensus.
5. If there are still Level 3 concerns, continue the process.

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1. If the decision is not yet clear, now is the time to consider additional differences based on district priorities. Considerations include:
1. Evaluation criteria charts and criterion that is most critical based on district need.
2. Alignment between different options, e.g. a standalone course and/or integrated course.
3. Other immediate needs such as new teachers, need for technology, growing number of students with intervention needs, etc.
4. Factors such as cost breakdown for components.
5. Availability of professional development support.
6. Opportunities to maximize articulation across schools, districts, and throughout the county.
2. Facilitator reviews consensus definition chart. Even though a choice may not be a member’s first choice, facilitator reminds group that consensus means that everyone can support a program for the district.
3. Conduct a final poll of individuals in the group.
4. Record results on poll chart. If the group appears to favor one program over another, congratulate the group on having reached consensus.
5. If there are still Level 3 concerns, return to Action Step 5.5: Work Toward Consensus.

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The Ethnic Studies Adoption Toolkit was developed by the Los Angeles County Office of Education Links to an external site.