A Side-by-Side Analysis of the Oklahoma Academic Standards for Mathematics (Third Draft, March, 2016) with the Common Core State Standards for Mathematics This chart uses the Common Core State Standards as the organizing structure in the left column. Each Oklahoma benchmark is used in the alignment chart, at least once, in the column directly to the right of the CCSS. When multiple OAS benchmarks are needed for a full alignment to a particular CCSS, the cells are merged to indicate their grouping. Color-coding is used to help users of this analysis navigate the report quickly and efficiently: Gaps in either the CCSS or the OAS columns are indicated by an empty cell, which is highlighted in yellow for an easy visual reference. When an OAS benchmark, or group of benchmarks, partially meets the expectations of a CCSS, but not the whole of its expectations, the cell with the OAS benchmark is highlighted in grey. In addition the word(s) that particularly relate to the alignment in either the CCCS or the OAS are underlined. Within the text of either or both of the CCSS and the OAS, the specific word or phrase indicating the partial gap can be identified in red font. Commentary on the partial or weak alignments is found in the third column and is in red to connect to that particular part of the text. If there are words or phrases that are unclear or incorrect in an OAS benchmark, they can be identified in blue font. Commentary on the clarity issues is found in the fourth column of the chart and is in blue to connect to that particular part of the text. In some cases there are clarity issues with an entire benchmark and blue font is not used in the benchmark, itself. In some cases an OAS benchmark from earlier grades provides the best alignment with a particular CCSS. In those cases we have highlighted the cells in shades of green for OAS that are addressed earlier than in the CCSS. Varying shades of green (for OAS that is addressed earlier than in the CCSS) indicate the number of years. The palest color of shading indicates one year of difference, the second level of shading indicates two years of difference, and the darkest indicates more than two years of difference. In some cases an OAS benchmark from later grades provides the best alignment with a particular CCSS. In those cases we have highlighted the cells in shades of pink for OAS that are addressed earlier than in the CCSS. Varying shades of pink (for OAS that is addressed later than in the CCSS) indicate the number of years. The palest color of shading indicates one year of difference, the second level of shading indicates two years of difference, and the darkest indicates more than two years of difference. Note: Since Pre-Kindergarten standards are not included in the CCSS and for the purposes of this review, the Oklahoma standards for Kindergarten through Grade 12 were used.
A Side-by-Side Analysis of the March 2016 Oklahoma Academic Standards for Mathematics and the Mathematics Common Core State Standards