Navigating to Successful Student Outcomes with Standards-…

To clarify, we looked at how states define these terms. For example, California defines comprehensive, or basic instructional materials to be “instructional materials that are

designed for use by pupils as a principal learning resource and that meet in organization and content the basic requirements of the intended course” (Educ. Code § 60010(a)). Supplementary instructional materials are instructional materials designed to serve

one or more of the specific purposes listed in the statute, including to address the needs of students with various learning abilities or language deficits, or to support the use of technology to further student engagement in the classroom (Educ. Code § 60010(l)). Similarly, the New Mexico Administrative Code (NMAC) defines core instructional material as “ the comprehensive print or digital educational material, including basal material, which constitutes the necessary instructional components of a full academic course of study in those subjects for which the department has adopted content standards and benchmarks” (NMAC, Title 6, Part 2, A supplementary instructional material is a supporting material used to reinforce, enrich, or enhance instruction driven by core instructional material (Title 6, Part 2,

Practice Tip

Most supplemental materials are not designed to address all state standards. For example: • Materials that provide intensive skills practice may address very few standards in their entirety. • Resources for remediation may only address standards students typically struggle with. • Test prep resources may only address the standards eligible for assessment according to the state assessment blue print.

Both states clarify that a core or comprehensive material is one that supports instruction for a course’s full curriculum and is provided for all students. Such materials include broad, deep discussions of content; remediation and enrichment activities; formative and summative assessments; as well as teacher resources. Although neither state’s definition specifies that a comprehensive resource must address 100 percent of the standards for a course, it seems reasonable that a “principal learning resource” should be highly aligned to the state standards.

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