Indicator 3c

Indicator 3c Materials include a year-long scope and sequence with standards correlation

information.

Scoring

1 point

● Materials include a year-long scope and sequence

with standard correlation information.

0 points

● Materials do not include a year-long scope and

sequence with standard correlation information.

About this indicator:

What is the purpose of this Indicator?

This indicator examines whether materials contain a standards correlation information document, which maps or

aligns the content and activities within the materials to specific Mathematics Common Core State Standards. This

document serves as a resource for teachers to quickly identify how and where the material addresses particular

standards, enabling better planning and instruction. It helps ensure that teaching is aligned with required

educational benchmarks and offers transparency on how the materials support meeting those standards.

Research or Standards connection:

● Common Core State Standards for Mathematics (CCSSM)

Indicator 3c Guiding Question:

Do the materials include a year-long scope and sequence with standards correlation information?

Evidence Collection

In the instructional materials being reviewed:

● Consider how teacher materials provide documentation that addresses how individual units, lessons, or

activities throughout the series are aligned to mathematical concepts and practices (Common Core

Mathematics Standards), as applicable.

● Ensure that the correlation document covers all relevant mathematics standards for the entire grade level

or series, including content and practice standards.

● Check if there is a clear and direct alignment between the material's content and the specific mathematics

standards. The correlation should specify which parts of the materials address each standard.

● Confirm that the document provides specific references, such as page numbers, lesson numbers, or

activities that correlate to each standard.

● Ensure the document cross-references where multiple standards might be addressed simultaneously in

broader activities or projects, emphasizing an integrated approach.

Note:

● if standards correlation is inconsistent between levels (i.e., from the overview to a module or a lesson).

● if standards correlation is inaccurate.

Cluster Meeting

Preparing for the cluster meeting:

● How do teacher materials provide documentation that addresses how individual units, lessons, or activities

throughout the series are aligned to mathematical concepts and practices (Common Core Mathematics

Standards), as applicable?

● Does the correlation document cover all relevant mathematics standards for the entire grade level or

series, including both content and practice standards?

● Is there a clear and direct alignment between the material's content and the specific mathematics

standards, specifying which parts of the materials address each standard?

● Does the document provide specific references, such as page numbers, lesson numbers, or activities that

correlate to each standard?

● Does the document cross-reference where multiple standards might be addressed simultaneously in

broader activities or projects, emphasizing an integrated approach?

During the cluster meeting:

● Discuss how teacher materials provide documentation that addresses how individual units, lessons, or

activities throughout the series are aligned to mathematical concepts and practices (Common Core

Mathematics Standards), as applicable.

● Discuss whether the correlation document covers all relevant mathematics standards for the entire

grade level or series, including both content and practice standards.

● Discuss whether there is a clear and direct alignment between the material's content and the specific

mathematics standards, specifying which parts of the materials address each standard.

● Discuss whether the document provides specific references, such as page numbers, lesson numbers, or

activities that correlate to each standard.

● Discuss whether the document cross-references where multiple standards might be addressed

simultaneously in broader activities or projects, emphasizing an integrated approach.

Gateway 3: Teacher and Student Supports

Criterion 3.1 Materials include opportunities for teachers to effectively plan and utilize

materials with integrity and to further develop their own understanding of the

content.