Alignment to College and Career Ready Standards: Overall Summary

The materials reviewed for the Grade 6 do not meet the expectations for alignment to the CCSSM. The materials are explicitly shaped by the CCSSM but many aspects of focus and coherence are lacking. The limited assessments provided sometimes require students to have knowledge of above grade-level topics without providing practice for those topics. Additionally, not all of the standards are assessed. There is limited connection made between supporting and major work, and there are no explicit connections made to prior knowledge. Even though all of the CCSSM are covered in the textbook, the coverage is minimal leaving the STEM book to give greater depth to the standards. The STEM book leaves some parts of the standards out, so students will not get extensive practice on all of grade-level problems. Overall, the materials fail to focus on major work and fail to provide materials that are coherent and consistent with the standards.

See Rating Scale
Understanding Gateways

Alignment

|

Does Not Meet Expectations

Gateway 1:

Focus & Coherence

0
7
12
14
7
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 materials reviewed for the Grade 6 do not meet the requirements for alignment to the CCSSM. The materials are explicitly shaped by the CCSSM, but many aspects of focus and coherence are lacking. The limited assessments provided sometimes require students to have knowledge of above grade level topics without providing practice for those topics. Additionally, not all of the standards are assessed. There is limited connection made between supporting and major work, and there are no explicit connections made to prior knowledge. Even though all of the CCSSM are covered in the textbook, the coverage is minimal leaving the STEM book to give greater depth to the standards. The STEM book leaves some parts of the standards out, so students will not get extensive practice on all of grade-level problems. Overall, the materials fail to focus on major work and fail to provide materials that are coherent and consistent with the standards.

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 for Grade 6 do not meet expectations for focus within assessment. The assessment materials are supplemental and were not available for review with the core student and teacher materials. The STEM Project book was used as a primary source of assessment materials. Though the STEM Projects might offer great ways for students to apply their math knowledge, they are problematic in using them as a source for assessment. There are several places were students need to have an understanding of above grade level topics to complete the projects, yet the student textbook does not cover those topics. If those projects are eliminated from use, then many standards would not be assessed.

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 for Grade 6 do not meet expectations for focus within assessment.

  • These reviews only consider the student/teacher editions, the STEM project books, and the art project book. Digital assessment materials are considered supplemental; therefore, there are limited summative assessments.
  • In the student textbook, at the end of each lesson there are four questions that can be found in the student edition. These questions were not considered for this indicator because they were formative assessments. However, the stem projects offer the opportunity for some assessment. In the stem project books students complete projects, and based on a rubric, teachers can assess their students’ understanding. The STEM books incorporate both CCSSM and MP. For that reason, the STEM project books were used to compile evidence for indicator 1a.
  • The 6th grade textbook offers practice on the entire Grade 6 CCSSM; no topics from any other grades are included. However, the Grade 6 STEM project book pulls in topics from higher grades. If a student used the textbook as the main part of their math practice they would be unable to complete the projects listed below because they would not have had any exposure to those above grade-level topics.

    Those include:

    Project 6, “Walk This Way.” According to the rubric on page 104 of the teacher’s edition, in order for a student to receive full points on this project, “Ratio and scale are used to develop the puppets. Numbers are clearly shown in the design.” The concept of scale is taught in Grade 7, 7.G.A.1.

    Project 8, “Movin’ On.” According to the rubric on page 134 of the teacher’s edition, in order for a student to receive full points on the project “The scale and use of least common multiple to determine the scale for the map is clear and applicable.” The concept of scale is taught in Grade 7, 7.G.A.1.

    Project 11, “Playing the Nails.” According to the rubric on page 162 of the teacher’s edition, in order for a student to receive full points on this project, “Scale drawings correct to scale” are required. The concept of scale is taught in Grade 7, 7.G.A.1.

    Project 14, “Tour of Your Trash.” According to the objectives on page 191, students are expected to “develop an understanding of large numbers by recognizing and appropriately using exponential, scientific and calculator notation.” The concept of scientific and exponential notation is taught in Grade 8, 8.EE.A

    Project 23, “What’s your type?” According to the rubric on page 320, “All outcomes are correctly identified and the probability of each outcome is correctly calculated. All probabilities are correctly calculated as a percent and as a fraction.” The concept of probability is taught in Grade 7, 7.SP.C.
  • Not all of the Grade 6 CCSSM are assessed in the STEM project books, and if the above listed projects are removed from use, then a large part of the topics covered in the textbook will never be assessed.

*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.
4/4
+
-
Criterion Rating Details

The instructional materials reviewed for Grade 6 meet the expectations for time spent on the major work of the grade. Overall, the instructional material spends the majority of the time on the major work of the grade.

Indicator 1b

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

The instructional materials reviewed for Grade 6 meet the expectations for time spent on the major work of the grade. Overall, the instructional material spends the majority of the time on the major work of the grade.

  • Lessons aligned to the major work of the grade account for nearly 70% of time.
  • STEM projects that support the major work of the grade are reflected in the total. There are a total of 231 lessons of instructional materials between the textbook and STEM/Art projects. Twenty-nine lessons are spent on major work in the textbook and 126 lessons are spent on major work in the STEM/Art projects which accounts for 67% of time overall on major work of the grade.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
3/8
+
-
Criterion Rating Details

The instructional materials reviewed for Grade 6 do not meet the expectations for coherence with the CCSSM. The materials miss opportunities to connect supporting clusters of standards to major clusters and the materials do not develop according to the grade-by-grade progressions. Instead the lessons develop the mathematics in the standards by domain with very little connection among the domains. Overall, the instructional materials for Grade 6 follow the recommendations of time spent on major work of the grade, but fall short of expectations in making coherence within the grade level and across grade level. Summative assessments were not part of the core materials and thus were not reviewed.

Indicator 1c

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
1/2
+
-
Indicator Rating Details

The supporting content in the instructional materials for Grade 6 partially meet expectations for focus and coherence simultaneously by engaging students in the major work of the grade.

  • Geometry lessons do not support coherence with 6.EE. For example, in lessons teaching 6.G.A.1, finding area of triangles, quadrilaterals and polygons, students only need to write a final answer. The lesson does not ask students to create or solve any equations.
  • The only supporting cluster in the standards for Grade 6 is 6.G.A. This is found on pages 395-449 in the teacher edition and pages 237-273 in the student edition. The only connection to the major work is to 6.NS.C when the material asks students to use fractions in the side lengths for volume problems.

Indicator 1d

The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 6 partially meet the expectations for designated content being viable for one school year in order to foster coherence between grades. Overall the amount of material is viable for one year based on a range of 170-190 days of instruction. However, taking into account only the lessons that are aligned to the CCSSM Grade 6 standards, there are fewer than 170 days of instruction on grade level topics.

  • There are almost 300 days worth of instruction between the textbook and the STEM/Art projects.
  • Based on the timeline given by the publishers, there are about 47 days spent on textbook work. Topics for these textbook lessons are evenly distributed between the entire set of Grade 6 standards. The teachers will have to use additional material found in the STEM/Art project to support student's deeper understanding of the standards. When the textbook lessons are combined with the STEM/Art projects, they still do not fully cover the standards. For example, ratios and proportions are considered major work of the grade. The materials are missing critical pieces of ratios and proportions, such as unit pricing, tape diagrams, and double number lines. These ideas are necessary for coherence within and across grade levels.

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

Instructional materials do not meet the expectations of consistency with the progressions in the standards.

  • The textbook does not provide enough repetition of skills for students to become fluent. Teachers would have to find additional resources for extending the lesson.
  • In the teacher edition, it clearly states in each section, "What Students Should Know Already." Although the materials offer a statement of what students should already know and a place in the introduction for connecting to prior knowledge, the connections are often not articulated explicitly and do not make connections to how teachers can build on students' previous knowledge.
  • Some of the lessons give students extensive work, but many lessons do not provide enough work. For example, the materials offer one day of time and about 35 problems to "Fluently divide multi-digit numbers using the standard algorithm" (6.NS.B.2). At no other point in the text/school year is this skill revisited. To become fluent, students should have other opportunities to work with this standard.
  • The expectation for 6.RP.A.3.C is to use ratio and rate reasoning to solve real-world and mathematical problems involving percentages. The textbook lesson offers one day on this topic, and in that time students are expected to learn how to use a tape diagram, a double number line and a hundredths grid to develop an understanding of percent. Students are exposed to many conceptual examples with very few problems for them to try.
  • Overall, the materials do not meet the expectations of this indicator.

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.
1/2
+
-
Indicator Rating Details

The instructional materials partially meet the expectations to foster coherence through connections at a single grade.

  • The learning objectives are clearly shaped by the CCSSM cluster headings.
  • Every lesson has the specific CCSSM clearly stated along with the cluster heading. The material also lists the main objective in student-friendly language at the start of those lessons related to the cluster headings.
  • The textbook does not present a prescribed order for domains. As a result, it is difficult to connect two or more domains.
  • The format of the instructional materials allows students and teachers to make connections between clusters via the STEM books. These activities often (but not always) connect practice and content standards within the activity. In the lesson for 6.EE.A.1, the problems with expressions and equations nearly always use whole numbers. In fact, there is only one problem that incorporates decimals as was learned in 6.NS.A.
  • In the lesson for 6.RP.A students work with ratios and proportional relationships but are not connected explicitly to dependent and independent variables (6.EE.C.9).

Gateway Two

Rigor & Mathematical Practices

Not Rated

+
-
Gateway Two Details

Did not review

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

+
-
Gateway Three Details

Did not review

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 9781847005229 null null null
null 9781847005236 null null null

About Publishers Responses

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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.

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