K-5 Math Priority Crosswalk
6th-8th Math Priority Crosswalk
Why a math crosswalk?
Student Achievement Partners published the 2020-21 Priority Instructional Content in English Language Arts/Literacy and Mathematics in June 2020. It was shared by OSPI as a way for school districts to help teachers focus in on elevating the most important mathematics and ELA standards at each grade level in the coming school year while reducing time and intensity for topics that are less integral to the overall coherence of college-and career ready standards. A group of building instructional coaches, district coaches, and building administrators studied the document and compared it to PSD’s mathematics standards with the task of creating a crosswalk document for each area. Building PLCs can use the documents to support their planning of grade level standards. Coaches can support PLCs in their planning to ensure that students have the instructional supports and scaffolds that supplement, not supplant, core instruction. For each grade level, Student Achievement Partners' rationale is provided for their recommended priority standards. The District Master column on each worksheet shows which standards are essential (those that are assessed and intervened on), supporting and touched on. The SAP column indicates the standards that SAP prioritized as Priority and Remaining. There are standards that both the district team and SAP identified as essential/priority. Please read through the recommendations column for information on the team recommendations.
The specific grade level SAP documents are also included and they detail the above information by standard. At each grade level from kindergarten through grade 8, the Mathematics Instructional Priorities name the grade-level mathematics that is of highest priority at each grade; provide a framework for strategically drawing in prior grade-level content that has been identified as essential for supporting students’ engagement with the most important grade-level work; and suggest ways to reduce or sometimes eliminate topics in a way that minimizes the impact to overall coherence. In using this guidance, decision makers should thoughtfully consider in their unique context the likely implications of the spring 2020 disruption as decisions are made to select supports to ensure that students are able to successfully engage with the grade-level content. Decision makers should also bear in mind that while this document articulates content priorities, elevating the Standards for Mathematical Practice in connection with grade-level content is always a priority.
This document serves as a recommendation only, and is in response to the current reality we are facing. It gives teams the grace to focus on the major work of the grade in Math instruction and consider ways bring ALL students into grade level instruction using scaffolds and supports as needed.
Please reference the Student Achievement Partners Document for more detail