[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-585914-105":59,"doc-detail-585914-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","guide-to-the-implementation-of-high-quality-instructional-materials-hqim","Guide to the Implementation of High-Quality Instructional Materials (HQIM)","","Guide to the Implementation of High-Quality Instructional Materials (HQIM) explains what HQIM are and why they matter for student outcomes. It summarizes evidence on learning gains, engagement, and mastery, then outlines selection criteria using alignment to standards, evidence-based practices, cultural and linguistic relevance, and full teacher-student materials. The guide provides strategies to involve teachers in selection, emphasizes planning for implementation by anticipating barriers and providing aligned supports, and discusses common mistakes that lead to materials remaining unimplemented.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/guide-to-the-implementation-of-high-quality-instructional-materials-hqim/585914/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/guide-to-the-implementation-of-high-quality-instructional-materials-hqim/585914.png","ImageObject",300,407,{"name":92,"@type":93},"Jordan Avery","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What defines high-quality instructional materials (HQIM) in the guide?","Question",{"text":112,"@type":113},"HQIM align to academic standards with clear learning outcomes, reflect evidence-based practices, are content rich, and have cultural and linguistic relevance without bias. They also include a full complement of teacher and student materials.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research evidence does the guide cite about the benefits of HQIM?",{"text":117,"@type":113},"Research summarized in the guide reports annual percentile gains from curriculum studies and shows that small yearly effects can accumulate over multiple years. It also describes how, without HQIM, more student time can be spent on below grade-level work with limited mastery of grade-level standards.",{"name":119,"@type":110,"acceptedAnswer":120},"How should districts plan for successful HQIM implementation?",{"text":121,"@type":113},"The guide emphasizes anticipating possible barriers, using a systems approach, providing aligned professional development and teacher supports, and intentional preparation. It also recommends practices like sharing the rationale, involving a wide range of staff, and building buy-in through adequate time and guidance.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585914,1792885613,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":8,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":81,"preview_page_count":4},1099523882367,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Guide to the  \nImplementation of High-Quality Instructional Materials (HQIM)  \nWhat are HQIM?  \nWhile there are many variations in how state agencies define HQIM, the most common definitions include materials that:  \n• Align to academic standards and have clear learning outcomes  \n• Reflect evidence-based practices  \n• Are content rich  \n• Have cultural and linguistic relevance and are free from bias  \n• Provide a full complement of teacher and student materials  \nWhy are HQIM important? What are the benefits?  \nVarious research studies have demonstrated the advantages of using HQIM in terms of student learning outcomes. A comprehensive review of curriculum research noted that,“the cumulative impact of high-quality curricula can be significant.” The What Works Clearinghouse includes studies of curricula in basic subject areas that produce annual gains of 10 to 20 or more percentile points.  \nOver time, the comparative advantage of HQIM, with even small effect sizes annually (.10), accumulates so that four consecutive years of HQIM can yield the equivalent of four additional years of learning.  \nHQIM assures that students are engaged in appropriate grade-level assignment, which is critical for achieving mastery of grade-level standards. Without HQIM, research paints a dismal picture. In a study of 1000 lessons and 5000 assignments, TNTP found that 74% of student time was spent on below grade-level work. While students met demands of the assignments, more than half got As or Bs but demonstrated mastery of grade-level standards only 17% of the time.  \nSelection of HQIM  \nWhat criteria are helpful when selecting or evaluating materials to ensure they are high quality?  \nProfessional organizations and state agencies have developed rubrics for rating materials based on specific criteria. Typically, criteria include alignment to learning standards and connection to evidence-based practices. EdReports is a national nonprofit organization that works with state education agencies and school systems to rate materials using educator-led review teams and provides online reviews of specific instructional materials. EdReports’ criteria are grounded in alignment with learning standards, depth and coverage of standards, and practical issues associated with usability.  \nExamples of approaches states have used to define criteria are included in Signaling  and Incentivizing Quality, a publication of the High-Quality Materials and Professional Development (IMPD) Network of states, supported by the Council of Chief State School Officers (CCSSO) .  \nWhy is it important to engage teachers in selection of HQIM? What are strategies to do so?  \nIt’s essential to involve end users in the review and selection of HQIM materials. By providing adequate time and guidance, the necessary buy-in from users can serve as the foundation for effective implementation. Here is additional advice from practitioners who have had success with the implementation of new materials:  \nBegin by “sharing the why”—acknowledge issues that exist and identify gaps that exist with current materials: Why are new materials needed? Engage a wide range of staff in selection of materials, including teachers, coaches, administrators and specialists.  \n“Nearly a quarter of teachers say they have no curriculum-related professional learning at all, and almost a third have access to only 1–5 hours of learning per year.”  \nEric Hirsch, EdReports Executive Director  \nPlanning for Implementation to Increase Success  \n| Successful implementation of HQIM depends on: |  |  |\n| --- | --- | --- |\n|  | 1. Anticipation of possible barriers\u003Cbr>2. Use of a systems approach\u003Cbr>3. Aligned professional development and teacher supports\u003Cbr>4. Intentional preparation |  |\n\nWhat are common mistakes that districts make when implementing HQIM? Why do HQIM sometimes end up “on the shelf”  \n(i.e., fail to be implemented)?  \nWhile many districts have adopted HQIM, they are not always implemented well or with fidelit","cbCaiaHluiSP1WN7","https://ap.wps.com/l/cbCaiaHluiSP1WN7","pdf",247717,"English","# What are HQIM?\n## Why are HQIM important? What are the benefits?\n# Selection of HQIM\n## Why is it important to engage teachers in selection of HQIM? What are strategies to do so?\n# Planning for Implementation to Increase Success\n## What are common mistakes that districts make when implementing HQIM? Why do HQIM sometimes end up \"on the shelf\"?\n# Best way to plan for implementation","[{\"question\":\"What defines high-quality instructional materials (HQIM) in the guide?\",\"answer\":\"HQIM align to academic standards with clear learning outcomes, reflect evidence-based practices, are content rich, and have cultural and linguistic relevance without bias. They also include a full complement of teacher and student materials.\"},{\"question\":\"What research evidence does the guide cite about the benefits of HQIM?\",\"answer\":\"Research summarized in the guide reports annual percentile gains from curriculum studies and shows that small yearly effects can accumulate over multiple years. It also describes how, without HQIM, more student time can be spent on below grade-level work with limited mastery of grade-level standards.\"},{\"question\":\"How should districts plan for successful HQIM implementation?\",\"answer\":\"The guide emphasizes anticipating possible barriers, using a systems approach, providing aligned professional development and teacher supports, and intentional preparation. It also recommends practices like sharing the rationale, involving a wide range of staff, and building buy-in through adequate time and guidance.\"}]","Guide to the Implementation of High-Quality Instructional Materials (HQIM) | PDF",1792056330]