Alignment to College and Career Ready Standards: Overall Summary

The instructional materials reviewed for Kindergarten do not meet the expectations for alignment. The amount of time spent on major work is not consistent with the expectations for focus and the materials include assessment questions above grade-level content. The instructional materials do not attend to Mathematical progressions and, therefore, do not meet the expectations for coherence. All three teacher editions (traditional, STEM, literacy/arts) do not meet the expectations for coherence at the Kindergarten level. The materials do not meet the expectations for focus and coherence in gateway 1 and were not reviewed for gateway 2.

See Rating Scale
Understanding Gateways

Alignment

|

Does Not Meet Expectations

Gateway 1:

Focus & Coherence

0
7
12
14
0
12-14
Meets Expectations
8-11
Partially Meets Expectations
0-7
Does Not Meet Expectations

Gateway 2:

Rigor & Mathematical Practices

0
10
16
18
0
16-18
Meets Expectations
11-15
Partially Meets Expectations
0-10
Does Not Meet Expectations

Usability

|

Not Rated

Not Rated

Gateway 3:

Usability

0
22
31
38
0
31-38
Meets Expectations
23-30
Partially Meets Expectations
0-22
Does Not Meet Expectations

Gateway One

Focus & Coherence

Does Not Meet Expectations

+
-
Gateway One Details

The instructional materials reviewed for Kindergarten do not meet the expectations for indicators 1a and 1b. The amount of time spent on major work is not consistent with the expectations for focus and the materials include assessment questions above grade-level content. The instructional materials do not attend to Mathematical progressions and, therefore, do not meet the expectations for coherence. All three teacher editions (traditional, STEM, literacy/arts) do not meet the expectations for coherence or focus in Kindergarten.

Criterion 1a

Materials do not assess topics before the grade level in which the topic should be introduced.
0/2
+
-
Criterion Rating Details

The instructional materials reviewed for Kindergarten do not meet the expectations for assessing material at the grade level. The materials assess topics that are in future grades. The content assessed in Classy Cars STEM project, is more appropriately aligned with Grade 2 when students are asked to measure with standard units (2.MD.A.1), and with Grade 3 when students are asked to measure time to the nearest minute (3.MD.A.1).

Indicator 1a

The instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.
0/2
+
-
Indicator Rating Details

The instructional materials reviewed for Kindergarten do not meet the expectations for this indicator. The review team found that the instructional materials assess grade level content beyond Kindergarten.

  • An example of this is the Classy Cars STEM Project, which asks students to time speeds, and measure in centimeters, meters and inches.
  • In addition, while Kindergarten has five assessments embedded within the teacher edition, two of those assessments are not fully aligned with the scope of the standards: K.CC.B.4a on pages 107-108 is actually assessing K.CC.B.5 and K.G.B.5 on pages 438-439 does not fully address the standard as students taking this assessment do not engage in modeling.

*Evidence updated 10/27/15

Criterion 1b

Students and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.
0/4
+
-
Criterion Rating Details

The instructional materials in Kindergarten do not meet the expectations for focus according to 1b. For instance, K.NBT is a major domain and cluster in Kindergarten and between the three resources there are only three lessons/activities that align with the standards, and the activities do not reach the depth of the standard or the time needed to develop beginning understanding of place value.

Examples of additional above grade level content that weakens the focus of the Kindergarten materials are below:

  • Teacher edition page three asks teachers to "introduce one and two times tables" as part of the guided teaching.
  • Ordinal numbers, tenth, twentieth, thirtieth are on page 73 of the teacher edition.
  • Teacher edition pages 198-200 use comparison symbols <, > and =.

Indicator 1b

Instructional material spends the majority of class time on the major cluster of each grade.
0/4
+
-
Indicator Rating Details

The Kindergarten instructional materials do not meet requirements for majority of time spent on major clusters of the grade. A total of 56 activities/lessons are provided, and some may be repeated or take additional class periods. However, of the 56, only 35 of the lessons are aligned to major work at the grade. This would mean that if the 35 lessons were fully aligned then 62.5% of the time is spent on the major work. If you look more closely, the percent of time spent on major work would be below 62.5% considering there are lessons that are labeled as aligned to major work of the grade, but the activities in the lessons do not actually align. Below are a few examples of misalignment:

  • STEM "Helicopter Rescue" is labeled as aligning with standard K.NBT.A.1, but the student work does not require students to record composition or decomposition by drawings or equations.
  • STEM "Float Your Boat" is labeled as aligning with standards K.OA.A.2 and K.OA.A.3, but there is no student work that requires students to decompose numbers into pairs using objects or drawings, and no student work that requires students to record decomposition using equations. Student work requires counting pennies, writing number of pennies on a chart and circling letters that represent a cap or cup with pennies that together equal amounts of four pennies, six pennies and eight pennies.
  • ART page 52 is labeled as aligning with standard K.OA.A.2, but does not clearly make a connection between student work and the standard requirement of solving addition and subtraction word problems.

These are examples of work beyond the grade level:

  • Teacher edition page 281 addresses the written words for numbers. K.NBT is a major domain and cluster in Kindergarten, but between the three resources there are only three lessons/activities that align with the standards here, and the activities do not reach the depth of the standard or the time needed to develop beginning understanding of place value. Because of these misalignments, the actual time spent on major work would be less than 62.5%.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
0/8
+
-
Criterion Rating Details

The review team found that the instructional materials lack coherence between the standards at the Kindergarten level and fall short of meeting expectations for these criterion. The consistency of instructional materials meeting the coherence of the Kindergarten grade level standards is lacking throughout the three teacher editions (Traditional, STEM, Literacy/Arts).

Indicator 1c

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
0/2
+
-
Indicator Rating Details

The instructional materials for Kindergarten do not meet criteria for supporting content enhancing mathematical focus. Each supporting cluster and additional cluster is taken out and given its own lessons. They are not clearly placed together with major clusters to create coherence. The standards that are placed together in lessons are major cluster standards, additional clusters or supporting clusters. For example:

  • The first nine lessons have K.CC.A.1, K.CC.B.2 and K.CC.C.3 grouped together for the lessons but do not link to supporting clusters.
  • Between the seven lessons/activities labeled as K.MD there is some connection to focus standards, but not to the point where it enhances major work. If one problem/question asks about more/less, that is not enough of a connection to K.OA and K.CC.C. If one problem has students counting, that is not enough of a connection to K.CC.

Indicator 1d

The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.
0/2
+
-
Indicator Rating Details

The instructional materials for Kindergarten do not meet expectations for viability of content coverage for one school year. According to the teacher edition there are 32 lessons, 23 arts lessons and 4 STEM lessons. It is difficult to calculate the number of days needed for instruction using Creative Core Curriculum.

  • According to the introduction year planning section, "There is no prescribed way to teach all of the strands of the mathematics standards and this ought to be personalized according to the needs of the school" ... "Teachers are free to use the lesson plans in the order that they feel matches their needs best. Remember that many of the lessons will require repetition for mastery." The note to teachers also addresses the author's intent for teachers to repeat lessons: "It will be necessary to repeat this lesson, and work through all the written exercises depending on the response of the class. It is important to make sure that these early concepts are fully understood before moving on." Examples of suggested repetition are on pages 5, 13, 227 and 253. The review team felt that this practice allows for too much teacher discretion, disjointed pacing and a program that fits a smaller scope of days.
  • While lessons could each be repeated multiple times, the amount of content for instruction is limited and would not fulfill a typical instruction for a normal school year. This is also evident when examining one major cluster, for example the K.NBT domain, which should allot for approximately 25% of the lessons aligned for that cluster. The resources reviewed spent approximately 5% of time on K.NBT.

Indicator 1e

Materials are consistent with the progressions in the Standards i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work ii. Materials give all students extensive work with grade-level problems iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.
0/2
+
-
Indicator Rating Details

The instructional materials for Kindergarten do not meet the expectation for consistency with the progressions. Examples include:

  • The description of shapes in geometry is not developed according to the progressions in STEM "Castle Design" and K.G.4 teacher edition page 370.
  • The use of the ten frame as a tool is evident in two lessons, teacher edition, page 270, and teacher edition, page 282. The progressions would call for more student-centered time grounding in 10, K.OA.
  • The Kindergarten traditional text follows the progressions in using objects, drawings and equations to explore teen numbers. It does not give special treatment, as the progressions recommend, for numbers 11,12, 13 and 19. The decomposition of numbers (like with number bonds) is not used.

In addition, the materials do not give students extensive work with grade-level problems. The four problem situations developed in Kindergarten are not extensively taught or developed in the materials. The four lessons that are labeled K.OA.5 either do not fully address fluency or do not address it at all. This is not adequate for essential fluency development in Kindergarten.

Connections with prior grades is not relevant for Kindergarten materials. There is no evidence of notes or suggestions for what knowledge students bring when they enter into Kindergarten learning of counting, for example. Additionally, the connections between concepts are not clearly articulated for teachers and are not explicitly named for students.

Indicator 1f

Materials foster coherence through connections at a single grade, where appropriate and required by the Standards i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings. ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.
0/2
+
-
Indicator Rating Details

The instructional materials for Kindergarten for coherence at a single grade do not meet expectations. When considering coherence within the grade, the review team found learning objectives that either address learning at the individual standard level, such as ART pages 33 and 69 and teacher edition page 427. Or the team found objectives that simply restate the cluster, such as STEM "Castle Design" and ART page 80.

Each lesson is taught in isolation, as a standard or a cluster of standards within the same domain. No evidence of lessons/activities where standards connect across domains are made, except in STEM "Helicopter Rescue" and the connection falls short. In addition K.CC.A.2 and K.CC.A.3 are not really covered in the activity but are labeled. When labeled in the teacher edition, standards K.CC.A1, K.CC.A.2 and K.CC.A.3 were placed together in the first nine lessons of the Kindergarten edition. This cluster is major grade level work. This cluster attempted to have natural progression in these lessons by beginning with zero, one and two in the first lesson and continuing to work with using a hundred square and number line up to 100 in the last two lessons, however the work is rushed and does not connect in later lessons.

Gateway Two

Rigor & Mathematical Practices

Not Rated

Criterion 2a - 2d

Rigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.
0/8

Indicator 2a

Attention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.
0/2

Indicator 2b

Attention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.
0/2

Indicator 2c

Attention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade
0/2

Indicator 2d

Balance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.
0/2

Criterion 2e - 2g.iii

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice
0/10

Indicator 2e

The Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.
0/2

Indicator 2f

Materials carefully attend to the full meaning of each practice standard
0/2

Indicator 2g

Emphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:
0/0

Indicator 2g.i

Materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.
0/2

Indicator 2g.ii

Materials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.
0/2

Indicator 2g.iii

Materials explicitly attend to the specialized language of mathematics.
0/2

Gateway Three

Usability

Not Rated

Criterion 3a - 3e

Use and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.
0/8

Indicator 3a

The underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.
0/2

Indicator 3b

Design of assignments is not haphazard: exercises are given in intentional sequences.
0/2

Indicator 3c

There is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.
0/2

Indicator 3d

Manipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.
0/2

Indicator 3e

The visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
0/0

Criterion 3f - 3l

Teacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.
0/8

Indicator 3f

Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.
0/2

Indicator 3g

Materials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.
0/2

Indicator 3h

Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.
0/2

Indicator 3i

Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.
0/2

Indicator 3j

Materials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).
0/0

Indicator 3k

Materials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.
0/0

Indicator 3l

Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.
0/0

Criterion 3m - 3q

Assessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.
0/10

Indicator 3m

Materials provide strategies for gathering information about students' prior knowledge within and across grade levels.
0/2

Indicator 3n

Materials provide strategies for teachers to identify and address common student errors and misconceptions.
0/2

Indicator 3o

Materials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.
0/2

Indicator 3p

Materials offer ongoing formative and summative assessments:
0/0

Indicator 3p.i

Assessments clearly denote which standards are being emphasized.
0/2

Indicator 3p.ii

Assessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
0/2

Indicator 3q

Materials encourage students to monitor their own progress.
0/0

Criterion 3r - 3y

Differentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.
0/12

Indicator 3r

Materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.
0/2

Indicator 3s

Materials provide teachers with strategies for meeting the needs of a range of learners.
0/2

Indicator 3t

Materials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.
0/2

Indicator 3u

Materials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).
0/2

Indicator 3v

Materials provide opportunities for advanced students to investigate mathematics content at greater depth.
0/2

Indicator 3w

Materials provide a balanced portrayal of various demographic and personal characteristics.
0/2

Indicator 3x

Materials provide opportunities for teachers to use a variety of grouping strategies.
0/0

Indicator 3y

Materials encourage teachers to draw upon home language and culture to facilitate learning.
0/0

Criterion 3aa - 3z

Effective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.
0/0

Indicator 3aa

Digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are "platform neutral" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.
0/0

Indicator 3ab

Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.
0/0

Indicator 3ac

Materials can be easily customized for individual learners. i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.
0/0

Indicator 3ad

Materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).
0/0

Indicator 3z

Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.
0/0

Additional Publication Details

Report Published Date: Fri Feb 13 00:00:00 UTC 2015

Report Edition: 2012

Title ISBN Edition Publisher Year
null 9781568707181 null null null
null 9781587807198 null null null
null 9781847008350 null null null
null 9781847008671 null null null
null 9781908018411 null null null
null 9781908018787 null null null

About Publishers Responses

All publishers are invited to provide an orientation to the educator-led team that will be reviewing their materials. The review teams also can ask publishers clarifying questions about their programs throughout the review process.

Once a review is complete, publishers have the opportunity to post a 1,500-word response to the educator report and a 1,500-word document that includes any background information or research on the instructional materials.

Educator-Led Review Teams

Each report found on EdReports.org represents hundreds of hours of work by educator reviewers. Working in teams of 4-5, reviewers use educator-developed review tools, evidence guides, and key documents to thoroughly examine their sets of materials.

After receiving over 25 hours of training on the EdReports.org review tool and process, teams meet weekly over the course of several months to share evidence, come to consensus on scoring, and write the evidence that ultimately is shared on the website.

All team members look at every grade and indicator, ensuring that the entire team considers the program in full. The team lead and calibrator also meet in cross-team PLCs to ensure that the tool is being applied consistently among review teams. Final reports are the result of multiple educators analyzing every page, calibrating all findings, and reaching a unified conclusion.

Math K-8 Rubric and Evidence Guides

The K-8 review rubric identifies the criteria and indicators for high quality instructional materials. The rubric supports a sequential review process that reflect the importance of alignment to the standards then consider other high-quality attributes of curriculum as recommended by educators.

For math, our rubrics evaluate materials based on:

  • Focus and Coherence

  • Rigor and Mathematical Practices

  • Instructional Supports and Usability

The K-8 Evidence Guides complement the rubric by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria.

X