Indicator 3c

Indicator 3c Materials include standards correlation information that explains the role of the

standards in the context of the overall series.

Scoring

2 points

● Correlation information is present

for the mathematics standards

addressed throughout the grade

level/series.

AND

● Explanations of the role of the

specific grade-level/course-level

mathematics are present in the

context of the series.

1 point

● Correlation information is present

for the mathematics standards

addressed throughout the grade

level/series.

OR

● Explanations of the role of the

specific grade-level/course-level

mathematics are present in the

context of the series.

0 points

● Standards correlations are

inaccurate or missing.

OR

● There are few, if any,

explanations of the role of the

specific grade-level/course-level

mathematics in the context of the

series.

About this indicator:

What is the purpose of this Indicator?

This indicator examines whether materials provide documentation of how each lesson and unit correlate to the

Common Core State Standards for Mathematics and whether materials provide explanations of the role of the

standards at each unit/module in the context of the overall series.

Research or Standards connection:

● Common Core State Standards for Mathematics (CCSSM)

Indicator 3c Guiding Question:

Do the materials include standards correlation information that explains the role of the standards in the context

of the overall series?

Evidence Collection

Review the print and digital (if available) table of contents, pacing guides, scope and sequence, and other

teacher materials.

Look for and record evidence to:

● Describe how teacher materials provide Information to allow for coherence across multiple course levels to

allow a teacher to make prior connections and teach for connections to future content.

● Describe how individual units, lessons, or activities throughout the series are correlated to the CCSSM.

Note:

● if materials only reference the Standards for Mathematical Content but not Mathematical Practices.

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

● if standards correlation is inaccurate.

● if standards correlation is over-identified.

Cluster Meeting

Discuss and answer the following questions to support consensus scoring conversations:

● Are the standards identified consistently and accurately?

● Do the materials identify how the current work fits into the K-12 progression of learning?

Gateway 3: Usability

Criterion 3.1 The program includes opportunities for teachers to effectively plan and utilize

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

content.