Specifications include, but are not limited to: • The instruction should be evidence-based and developed to meet the rigor and on-grade level expectations of the subject specific MS-CCRS. • The instruction should have coherence. The progression from grade to grade should demonstrate prerequisite skills and what students should know and be able to do by the end of each lesson/unit. • The instruction should contain strategies and materials to help build the students’ conceptual understanding. • The instruction should be designed to include fluency and procedural skills needed for each standard. • The instruction should be designed with appropriate pacing and application. • The instruction should include a variety of teaching strategies to accommodate diverse learning styles. This includes models, a variety of questions and questioning techniques, checks for understanding, formative assessments, flexible grouping, small groups, opportunities for student led conversations, and immediate feedback. The instruction should target students’ individual skill deficits and learning needs. • Instruction should support academic discourse, support for diverse populations (i.e. SPED and EL) and make relevant connections to cultural responsiveness. • Resources could include digital accessibility to resources for students. • Resources should also include a variety of embedded formative and summative assessment options with rubrics, answer keys, and scoring guidance. • Initial and on-going support could be provided to ensure resources are implemented with fidelity to yield successful outcomes.