Standards relate to one another, both within and across grades. The Coherence Map is an interactive website that illustrates the coherent structure of the Common Core State Standards for Mathematics K–High School. This site provides one representation of how the standards are connected to each other, and is derived from this wiring diagram.

EQuIP (Educators Evaluating the Quality of Instructional Products) is an initiative designed to identify high-quality materials aligned to the Common Core State Standards (CCSS) or Next Generation Science Standards (NGSS). This site includes the EQuIP rubric for lessons and units as well as the EQuIP task review rubric and training materials.

EQuIP (Educators Evaluating the Quality of Instructional Products) is an initiative designed to identify high-quality materials aligned to the Common Core State Standards (CCSS) or Next Generation Science Standards (NGSS). This site includes the EQuIP rubric for lessons and units as well as the EQuIP task review rubric and training materials.

EQuIP (Educators Evaluating the Quality of Instructional Products) is an initiative designed to identify high-quality materials aligned to the Common Core State Standards (CCSS) or Next Generation Science Standards (NGSS).

The objectives are two-fold:
1) Increase the supply of high quality lessons and units aligned to the CCSS or the NGSS that are available to elementary, middle, and high school teachers as soon as possible; and
2) Build the capacity of educators to evaluate and improve the quality of instructional materials for use in their classrooms and schools.

Now, more than ever, all students deserve access to engaging, challenging, grade-level math instruction. This is especially true for students who have been underserved such as students living in poverty, students from racially marginalized communities, students with learning differences, and students who are multilingual emergent. A commitment to equitable instruction requires that educators are intentional in identifying, celebrating, and building on knowledge that students have gained. It also requires that educators are strategic as they plan to address current and ongoing learning gaps. Starting the school year with weeks of review of prior-grade standards will result in a long-term loss of access to grade-level work that perpetuates inequities for historically marginalized students. This resource demonstrates that students who were impacted by interruptions to teaching and learning and subsequent learning losses are still able to access most grade-level standards this year without prior review, and that missed content can usually be integrated in a minimally-invasive way.

The Common Core and other college- and career-ready (CCR) standards call for a greater focus in mathematics. The following documents focus deeply on the major work of each grade so that students can gain strong foundations: solid conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the math classroom.

Through a collaborative, state-led process managed by Achieve, new K–12 science standards have been developed that are rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. The NGSS is based on the Framework for K–12 Science Education developed by the National Research Council.

Open Educational Resources (OER) offer opportunities for increasing equity and access to high-quality K–12 education. Many state education agencies now have offices devoted to identifying and using OERs and other digital resources in their states. To help states, districts, teachers, and other users determine the degree of alignment of OERs to the Common Core State Standards, and to determine aspects of quality of OERs, Achieve has developed eight rubrics in collaboration with leaders from the OER community.

WHAT ARE PHENOMENA IN SCIENCE AND ENGINEERING?

Natural phenomena are observable events that occur in the universe and that we can use our science
knowledge to explain or predict. The goal of building knowledge in science is to develop general
ideas, based on evidence, that can explain and predict phenomena. Engineering involves designing solutions to problems that arise from phenomena, and using explanations of phenomena to design solutions. In this way, phenomena are the context for the work of both the scientist and the engineer.