Indicator 1b.i

Indicator 1b.i Materials provide students with opportunities to work with all high school

standards and do not distract students with prerequisite or additional topics

that do not support the high school standards.

1b.i. Materials, when used as designed, allow students to spend the majority

of their time on the content from CCSSM widely applicable as prerequisites

for a range of college majors, postsecondary programs, and careers.

Scoring

2 points

● Evidence clearly describes how the materials for

the SERIES, when used as designed, allows

students to spend the majority of their time (>50%)

on the content widely applicable as prerequisites

(WAPs) for a range of college majors,

postsecondary programs, and careers.

0 points

● The SERIES does not spend a majority of time on

the WAPs, and the majority of the remaining

materials address prerequisites or additional

topics that are distracting.

About this indicator:

What is the purpose of this Indicator?

This indicator, along with the other indicators of Gateway 1, determines the shifts of focus and coherence. This

indicator attends to the shift of focus by specifically examining if a majority of the instructional materials are

designed to engage students in content from the CCSSM widely applicable as prerequisites for a range of

college majors, postsecondary programs, and careers. This indicator attends to the shift of coherence because

much of the content from the CCSSM widely applicable as prerequisites for opportunities after high school not

only spans multiple courses at the high school level but also incorporates the application of key takeaways from

grades 6 through 8.

Research or Standards connection:

● Common Core State Standards for Mathematics (CCSSM)

● High School Publishers' Criteria for the CCSSM (Spring 2013)

● Student Achievement Partners (SAP) Instructional Materials Evaluation Tool for High School Mathematics

● Achieve EQuIP Rubric for Lessons & Units

● CCSS Mathematics Curriculum Materials Analysis Project

Resources:

● SAP Coherence Map

● Institute for Mathematics Education Progressions Documents

● Review Table 1 on page 8 of High School Publishers' Criteria for the Common Core State Standards for

Mathematics (Spring 2013) to become familiar with the content from the CCSSM widely applicable as

prerequisites for a range of college majors, postsecondary programs, and careers (WAPs).

Indicator 1b.i Guiding Question:

Do the materials, when used as designed, focus on the Widely Applicable as Prerequisites (WAPs) for a range

of college majors, postsecondary programs, and careers?

Evidence Collection

Review all instructional materials provided, including assessments. For each course in the series, document

how often the WAPs are addressed through any instructional materials provided, including assessments.

For each course in the series, document how often prerequisite or additional topics are included in a way that

distracts students from the WAPs or non-plus standards. When noting a distraction, reviewers should clearly

describe how the prerequisite or additional topics are drawing students’ learning away from the WAPs or

non-plus standards.

The following examples are non-conclusive guides for illustrative purpose only:

● In a first-year high school course, numerous activities, lessons, or chapters that merely review content

standards from grades 6 through 8 could be distracting, prerequisite topics.

● A unit or chapter addressing the concept of limits and the skills associated with calculating limits could

be a distracting additional topic.

● A unit on fractals or tessellations where the CCSSM are not intertwined would be considered an

additional, distracting topic if the unit does not strengthen, support, or introduce CCSSM.

For the series, analyze how often the WAPs are addressed by the instructional materials, including

assessments.

Analysis of how often the materials focus on WAPs could include, but is not limited to:

● amount of instructional materials, including assessment items, aligned to the WAPs;

● amount of instructional materials, not including assessment items, aligned to the WAPs; and

● amount of instructional materials that include distracting prerequisite or additional topics.

Cluster Meeting

Do a majority of the materials in the series, when used as designed, engage students in the WAPs?

● If yes, be able to clearly explain what evidence has been collected and how the evidence justifies your

conclusion.

● If no, be able to clearly justify with evidence how the materials fall short of having a majority. Evidence

could include how the materials might be supplemented to achieve a majority.

Do the materials in the series, when used as designed, distract students with prerequisite or additional topics?

In what ways might topics that align to standards from grades 6 through 8 or the plus standards not be

considered distracting, prerequisite, or additional?

Gateway 1: Focus & Coherence

Criterion 1.1 Materials are coherent and consistent with “the high school standards that

specify the mathematics which all students should study in order to be

college and career ready” (p. 57 of CCSSM).