Indicator 4

Adoption of instructional materials in grades K–12 that embody the CCSS-M and NGSS

Indicator 4 is concerned with the adoption of instructional materials in grades K-12 that embody the CCSS and Science Framework underlying the NGSS.

Related DCL Awards (3): Gardner, Mohan, & Bintz; PolikoffSchmidt

Priority: High

Indicator 4 is identified as a high priority in the Monitoring Progress report. This indicator could also have a high impact on student learning for a relatively low cost because research has shown that many teachers closely follow textbooks in their instruction.

Operational Definition

This indicator is defined as the extent to which the content and learning activities in a set of instructional materials cover the full content in a set of standards, are consistent with the performance level expectations of those standards, and reflect the same vision of learning and instruction (e.g., the fusion of disciplinary core ideas, science and engineering practices, and crosscutting concepts in the Science Framework). This definition is deeper than typical approaches that merely maps content of the instructional materials to topics in standards statements for the relevant subject and grade level. Such an approach is insufficient because it does not reveal the extent to which the full content of each standard is covered in the materials, the extent to which the level of performance expectation in the materials and the standards are the same, or whether the materials are consistent with the standards’ conception of learning and instruction. Given the challenges and potential for controversy in making alignment judgments, it is recommended that a team of experts propose processes for judging the alignment of instructional materials with the CCSS-Mathematics and the Science Framework using the definition provided above.

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