Anyone who has done this work can attest that aligning resources to a district curriculum often feels like trying to fit a square peg in a round hole. This white paper offers strategies to help districts and campuses develop a sound process for mapping their instructional materials to the district’s curriculum.
The Three Cs of a Standard
As illustrated and further explained in our white paper, Overcoming the Challenges of Aligning to Standards, in order to determine whether a citation 1 is aligned to a standard, one must understand what the standard requires students to know and be able to do, as well as the context in which the learning must take place. Each standard contains three parts: content, context and cognitive rigor . These are the three Cs of a standard . • Content The standard’s content describes what students are required to learn/ know by the end of the course. The content of the standard is typically stated in the noun(s) of the standard. • Context The context of the standard typically modifies/clarifies the content or the cognitive rigor of the standard. The context of the standard may describe where , when , or how the learning should take place. The context is usually, but not always, articulated in the language of the standard itself and often relates to the overarching category or topic of the standard as stated in the • Domain or Cluster (for Common Core standards)
1 For purposes of this paper, the word citation refers to either a stand-alone resource (e.g., worksheet, activity, lesson plan) or part of an instructional material.
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