Often, teachers find that their district curriculum guide lines up well with the Carnegie Learning curriculum. As for grades, everyone starts somewhere different, but ends up in the same place, making time the variable, not achievement.
Grading the MATHia content work can depend upon many factors. At one school, every nine weeks (around the end of the report period), the math teachers teaching Algebra I print class reports and develop a rubric based on those reports to grade students. There are always students that are outliers at the top, and receive automatic A’s. From there, the remaining scores are assessed using the 4,3,2,1,0 rubric—a student with a 4 will receive an A, 3 is a B, and so on (a student with a 0 is probably the student that struggled and was unable to progress despite student intervention and peer assistance). The process is repeated throughout the remaining report periods to account for variation in lab availability, technical difficulties, or other issues that might pop up from time to time. This keeps grading positive and doesn’t penalize students for things that are outside their control.
Another strategy is splitting the units into nine-week periods and only giving A’s to students that reach those goals. One caution about this method— students may not have time to reach the upper units. If this is the first time you are using the tutor, try using a curve with the rubric method to give yourself an idea of how far your more advanced students go. This is a good method to account for different time intervals of lab availability and classroom minutes.