[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-584281-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-584281-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","excelined-high-quality-instructional-materials-hqim-for-math-model-policy-2026","ExcelinEd High-Quality Instructional Materials (HQIM) for Math - Model Policy - 2026","","ExcelinEd HQIM Playbook: Model Policy - 2026 sets out a policy framework for adopting high-quality instructional materials in mathematics. It defines what qualifies as HQIM, including alignment to state math standards, coherent learning progressions, and support for the Four Strands of Math Proficiency. The playbook also details a rubric and a transparent review process, outlining roles for state education agencies and vendors, plus tools, resources, training, and evidence requirements tied to improved outcomes across student groups.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/excelined-high-quality-instructional-materials-hqim-for-math-model-policy-2026/584281/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/excelined-high-quality-instructional-materials-hqim-for-math-model-policy-2026/584281.png","ImageObject",300,407,{"name":42,"@type":43},"Kyle","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is a clear definition of HQIM for math in this playbook?","Question",{"text":63,"@type":64},"HQIM for math supports development of the Four Strands of Math Proficiency, aligns with state math content standards, and is grounded in coherent learning progressions so stakeholders share clear goals and expectations for student learning.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which steps and processes are recommended for selecting, adopting, and implementing HQIM?",{"text":68,"@type":64},"The playbook recommends defining HQIM clearly, building processes for recommendation and adoption, requiring alignment and progression, and ensuring policy change is implemented with fidelity through support for implementation and educator use of selected materials.",{"name":70,"@type":61,"acceptedAnswer":71},"What should a state rubric and review process include?",{"text":72,"@type":64},"The rubric should incorporate core HQIM definition components and additional tools for coherent review. The review process should be clear and transparent, including committee evaluation of vendor-submitted materials and the availability of tools such as state-approved lists, rubrics, and guidance for districts.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},584281,1792210504,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":113,"preview_page_count":4},3985741905716,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","ExcelinEdHigh-Qualitynstructional…………Materials(HQIM)for MathEXCELINED POLICY PLAYBOOKMODEL POLICY -2026  \nExcelinEd  \nTable of Contents  \nIntroduction……………………………………………………………………………………………………………………………………………………………1  \nModel Policy: Adoption of High-Quality Instructional Materials……………………………………………1  \nA Clear Definition of HQIM for Math…………………………………………………………………………………………………………1  \nA Sound Rubric for Evaluating the Quality of Materialls…………………………………………………………2  \nA Clear and Transparent Review Process for the Adoption of HQIM for Math………………3  \nState Education Agency(SEA)Responsibilities…………………………………………………………………………………3  \nVendor Responsibilities……………………………………………………………………………………………………………………………………4  \nTools and Resources for District Adoption of HQIM…………………………………………………………………………5  \nFunding and Support for HQIM Implementation………………………………………………………………………………5  \nState Examples………………6  \nFlorida…………………………………………………………………………………………………………………………………………………………………………6  \nMaryland……………………………………………………………………………………………………………………………………………………6  \nMississippi……………………………………………………………………………………………………………………………………………6  \nNew Mexico………………………………………………………………………………………………………………………………6  \nResearch………………………………………………………………………………………………………………………………………………………7  \nResources and Articles………………………………………………………………………………………………………………………………………7  \nAppendix……………………………………………………………………………………………………………………………………………………………………8  \nIntroduction  \n# A Clear Definition of HQIM for Math\n\nThe materials teachers use in math classrooms directly shapeinstruction and learning,which is why states should enact strongpolicies and facilitate implementation of those policies to ensureevery teacher and student has access to high-quality instructionalmaterials(HQIM).This HQIM Playbook defines high-qualityinstructional materials;outlines the essential processes forselecting and recommending them;and provides implementationrecommendations informed by practitioner and reviewerexperience.  \nA first step for any state is clearly defining HQIM.At a minimum,HQIM for math should support the development of the FourStrands of Math Proficiency,align with state math contentstandards to build both math knowledge and skills and begrounded in coherent learning progressions.Establishing a sharedunderstanding of what constitutes high-quality formath materialshelps educators make informed decisions when selecting,adopting and implementing.This definition also ensures that allstakeholders understand the goals and expectations for HQIM insupporting student learning.  \n# Model Policy:Adoption of High-QualityInstructional Materials\n\n·Math-specific high-quality instructional materials should:。Align to state math standards so students build theknowledge and skills they need;  \nPolicy cannot drive meaningful change unless it is implementedwith fidelity.States that provide support for implementationrealize the biggest impact on student outcomes.This playbookrecommends the following steps and processes to ensure selection,adoption and implementation of HQIM.We recommend that statesdevelop:  \nFollow clear and logical development of mathematicalideas,including attention to learning trajectories (typicalpath of how students develop understanding of a mathconcept over time)and mathematical accuracy;Develop the Four Strands of MathematicalProficiency—procedural fluency (the ability to performmath procedures with speed,accuracy,efficiency andflexibility),conceptual understanding(knowing howand why math“works”),real-world problem-solving(connecting math to students'lives)and productivedisposition (seeing math as sensible,useful andworthwhile).  \n● A clear definition of high-quality instructional materials formath,  \n● A sound rubric for evaluating the quality of materials,  \n● A clear and transparent review process for the review ofinstructional materials,including:  \n● A system for vendors to register their materials for review,which may include a fee to cover the costs associated withrunning the instructional materials review process(e.g.,stipends for the rev","cbCaitU0tW3YV0mJ","https://ap.wps.com/l/cbCaitU0tW3YV0mJ","pdf",6950932,12,"English","# Introduction\n## A Clear Definition of HQIM for Math\n# Model Policy: Adoption of High-Quality Instructional Materials\n## A Clear and Transparent Review Process for the Adoption of HQIM for Math\n## State Education Agency (SEA) Responsibilities\n## Vendor Responsibilities\n## Tools and Resources for District Adoption of HQIM\n## Funding and Support for HQIM Implementation\n# State Examples\n## Florida\n## Maryland\n## Mississippi\n## New Mexico\n# Research\n## Resources and Articles\n# Appendix","[{\"question\":\"What is a clear definition of HQIM for math in this playbook?\",\"answer\":\"HQIM for math supports development of the Four Strands of Math Proficiency, aligns with state math content standards, and is grounded in coherent learning progressions so stakeholders share clear goals and expectations for student learning.\"},{\"question\":\"Which steps and processes are recommended for selecting, adopting, and implementing HQIM?\",\"answer\":\"The playbook recommends defining HQIM clearly, building processes for recommendation and adoption, requiring alignment and progression, and ensuring policy change is implemented with fidelity through support for implementation and educator use of selected materials.\"},{\"question\":\"What should a state rubric and review process include?\",\"answer\":\"The rubric should incorporate core HQIM definition components and additional tools for coherent review. The review process should be clear and transparent, including committee evaluation of vendor-submitted materials and the availability of tools such as state-approved lists, rubrics, and guidance for districts.\"}]","ExcelinEd High-Quality Instructional Materials (HQIM) for Math - Model Policy - 2026 | PDF",1792050400]