Indicator 2g

Indicator 2f Materials include a clear, research-based core instructional pathway with

reasonable pacing throughout the year, which allows students to work

towards grade-level proficiency.

Scoring

4 points

Materials meet ALL of the

requirements of this indicator

2 points

Materials DO NOT meet ALL of the

requirements of this indicator.

0 points

Materials DO NOT meet ANY of

the requirements of this indicator.

● Materials clearly outline the essential elements for the core instructional pathway.

● Materials clearly explain how to use and implement the core instructional pathway, which does not deviate

from currently accepted research.

● When present, supplemental materials are designed to work coherently with the core instructional

pathway.

● Materials provide detailed explanations of when and how to use supplemental materials so that all

students can access grade-level materials.

● Materials provide implementation schedules, including lesson-specific guidance, that are well paced, and

can reasonably be completed in the school year, allowing students to dive deeply into content.

About this indicator:

What is the purpose of this Indicator?

This indicator considers whether a program clearly defines a primary instructional trajectory that does not

deviate from current research, and guides both teachers and students through the essential content and skills

required for the grade level. The pathway should be organized to pace instruction effectively throughout the

academic year, allowing sufficient time for in-depth exploration and understanding of each topic. This indicator

also looks for explicit guidance for when and how supplemental materials, including supplemental supports for

students who need them, should be used in addition to detailing the core instructional pathway. This indicator

also considers whether daily lessons are reasonably paced and whether the overall program can be reasonably

completed in one school year. By including reasonable pacing, the materials help support students in gradually

developing their skills and understanding, ultimately working towards achieving grade-level proficiency. This

approach allows students to absorb information effectively and provides time to address any difficulties students

may encounter. Overall, this indicator aims to ensure that materials are not “bloated” by ensuring that the core

instructional pathway for materials is clearly defined by the publisher and can be reasonably taught in an

average school year.

Research or Standards connection:

In “Time to Transfer: Long-Term Effects of a Sustained and Spiraled Content Literacy Intervention in the

Elementary Grades,” Kim, Gilbert, Relyea, Rich, Scherer, Burkhauser, and Tvedt (2023) used a spiraled content

literacy intervention called the Model of Reading Engagement (MORE) to teach science to students in grades 1 to

3. The intervention was built on previously learned knowledge from year to year, meaning that it was sustained

across grades. Each year, the content was introduced in a new context, but it always built on the previous year's

instruction. For example, the intervention in grade 1 covered animal survival, which provided a foundation for

understanding dinosaur survival in grade 2. In grade 3, students built on this knowledge of living systems to

understand the skeletal and muscular systems of birds and how they adapt over time. The authors found that

this sustained, spiraled intervention led to better long-term outcomes for students in both reading and

mathematics.

In “Curriculum Research: What We Know and Where We Need to Go,” Steiner (2017) reviews research on the

effects of curriculum choices in K-12 education. He finds that high-quality, comprehensive curriculum is essential

for student success and that curriculum choices made by individual teachers have a significant impact on

learning. However, the author highlights several issues that complicate curriculum research, including:

● A lack of a clear definition of "curriculum"

● The absence of a taxonomy of curricular features to guide research

● The difficulty of measuring fidelity of implementation

● The challenge of comparing the effects of different curricula, especially when researchers compare one

curriculum to “business as usual,” which can vary greatly from school to school

Steiner argues for a new approach to curriculum research that focuses on understanding what makes a

curriculum effective, including the importance of content-rich curricula and the need for rigorous research

designs that account for fidelity of implementation. The authors conclude that curriculum must be a top priority

for education reform efforts and that high-quality curriculum is a necessary component of a successful education

system.

In “Curriculum NOW: Curriculum Brings Coherence to the Whole Educational Endeavor,” Schmoker (2011)

emphasizes that coherence in curriculum design is critical for enhancing student learning and bridging the

achievement gap. A coherent curriculum, defined as a well-organized sequence of content topics and essential

skills, is considered the most influential school factor in promoting learning and preparing students for college

and career readiness. It should include high-quality texts and sufficient writing assignments, allowing teachers

some flexibility to incorporate their own material. Research shows that such a coherent, content-rich curriculum

has a significant positive effect on reading comprehension and test scores, exceeding the impact of pedagogical

methods alone. The article highlights the global success of countries with coherent curricula and criticizes

current educational practices for neglecting this vital component, often due to distractions from various

educational fads. It calls for a focused effort in establishing coherent curricula to ensure meaningful content

learning, supported by recent developments in the Common Core State Standards that advocate concentrating

on core concepts rather than a sprawling array of skills. The article urges immediate action toward building

coherent curricula as a fundamental step in improving education.

Resources:

● All CCSS ELA Standards

Indicator 2f Guiding Question:

Do materials include a clear, research-based core instructional pathway with reasonable pacing throughout

the year, which allows students to work towards grade-level proficiency?

Evidence Collection

Note: The average school is around 180 days. This does not mean that materials should include 180 lessons;

however, the amount should be reasonable to ensure teachers have enough material to teach while also

leaving space in the curriculum for assessments, breaks, and other interruptions.

In the instructional materials being reviewed:

● Look for a clear outline of the essential elements that make up the core instructional pathway, ensuring

that it is straightforward and easy for educators to follow.

● Determine whether materials provide comprehensive explanations on how to use and implement the

core instructional pathway, emphasizing adherence to currently accepted research practices.

● Assess if supplemental materials are seamlessly integrated with the core instructional pathway and

whether they include detailed explanations on when and how to use them effectively.

● Verify that materials explain when and how to use supplemental supports specifically designed to help all

students access grade-level content, ensuring inclusivity in the learning process.

● Check for the presence of implementation schedules that offer lesson-specific guidance, ensuring that

pacing is appropriate and that lessons can be realistically completed within the academic year.

● Ensure that the material allows for sufficient depth in content exploration, supporting students’ ability to

engage thoroughly with the subject matter.

Cluster Meeting

Preparing for the cluster meeting:

● Is there a clear outline of the essential elements that make up the core instructional pathway, ensuring

that it is straightforward and easy for educators to follow?

● Do the materials provide comprehensive explanations on how to use and implement the core

instructional pathway, emphasizing adherence to currently accepted research practices?

● Are supplemental materials seamlessly integrated with the core instructional pathway, including detailed

explanations on when and how to use them effectively?

● Do the materials explain when and how to use supplemental supports specifically designed to help all

students access grade-level content, ensuring inclusivity in the learning process?

● Is there an implementation schedule that offers lesson-specific guidance, ensuring that pacing is

appropriate and that lessons can be realistically completed within the academic year?

● Do the materials allow for sufficient depth in content exploration, supporting students’ ability to engage

thoroughly with the subject matter?

During the cluster meeting:

● Share evidence of the indicator.

● Discuss whether there is a clear outline of the essential elements that make up the core instructional

pathway, ensuring that it is straightforward and easy for educators to follow.

● Discuss whether the materials provide comprehensive explanations on how to use and implement the

core instructional pathway, emphasizing adherence to currently accepted research practices.

● Discuss whether supplemental materials are seamlessly integrated with the core instructional pathway,

including detailed explanations on when and how to use them effectively.

● Discuss whether the materials explain when and how to use supplemental supports specifically designed

to help all students access grade-level content, ensuring inclusivity in the learning process.

● Discuss whether there is an implementation schedule that offers lesson-specific guidance, ensuring that

pacing is appropriate and that lessons can be realistically completed within the academic year.

● Discuss whether the material allows for sufficient depth in content exploration, supporting students’ ability

to engage thoroughly with the subject matter.

● Look for and discuss whether the indicator was met fully, partially, or did not meet any scoring bullet in

the scoring section.

● Agree on the final rating.

Gateway 2: Comprehension Through Texts,

Questions, and Tasks

Criterion 2.2 Materials include questions, tasks, and assignments that are meaningful,

evidence-based, and support students in making meaning and building

knowledge as they progress toward grade-level mastery of literacy skills.

Materials include clear, explicit instruction guidance for teachers across all

literacy skills.