Alignment to College and Career Ready Standards: Overall Summary

The instructional materials reviewed for Grade 1 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 including assessment questions above grade-level content is Mathematically reasonable. 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 Grade 1. 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
2
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 Grade 1 do not meet the expectations for Focus and Coherence. The amount of time spent on major work is not consistent with the expectations for focus, and even though the materials include assessment questions above grade-level content, it is Mathematically reasonable. The instructional materials do not attend to Mathematical progressions and, therefore, do not meet the expectations for coherence. All three teacher editions (traditional, STEM and literacy/arts) do not meet the expectations for coherence or focus in Grade 1.

Criterion 1a

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

The instructional materials reviewed for Grade 1 meet expectations for assessing grade level content because although content beyond the scope of the grade was identified, the items are Mathematically reasonable.

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.
2/2
+
-
Indicator Rating Details

Materials considered for review for this indicator were STEM projects. The instructional materials reviewed for Grade 1 meet the expectations for this indicator. The review team found that the instructional materials assess grade level content beyond the scope of the grade; however, the items are Mathematically reasonable.

 

STEM Materials that assess grade level content beyond Grade 1.

  • The Toothpicks and Marshmallows STEM Project on pages 75 – 88 of the teacher STEM project edition:
    • This project indicates that it addresses 1.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as “right rectangular prism.”) However, the shapes students are asked to identify and create go beyond this grade level. Students are asked to identify and create pentagons, hexagons, heptagons, and octagons.
  • Teddy Bear Airplane STEM project on pages 1 – 38 of the teacher STEM project edition:
    • This project asks students to measure using meter sticks. This is not to be addressed until Grade 2 according the 2.MD.A.1.
    • Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, and measuring tapes

Review Team Note: A separate supplemental digital assessment database is available for an additional purchase cost. The review team did not analyze this supplemental digital assessment database as evidence for indicator 1a because this additional component is not provided as part of the core materials.

*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 reviewed for Grade 1 do not meet expectations for focus because the material did not spend the majority of time on the major clusters in the grade. For example, there were very few addition and subtraction problems in context. The review team found evidence where student activities do not align with the standards as labeled in the materials and where students are engaging in work above the grade level, thus diminishing the focus.

Indicator 1b

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

The instructional materials reviewed for Grade 1 do not meet expectations for spending the majority of class time on the major clusters of the grade. A total of 61 activities/lessons are provided, and some may be repeated or take additional class periods. However, of the 61 lessons, 46 of them are aligned to major work of the grade according to the table of contents in the three resources reviewed. This would mean that if the 46 lessons were fully aligned, 75% of the time is spent on the major work of the grade. If you look more closely, the percent of time spent on major work would be below 75% considering that lessons are labeled as aligned to major work of the grade, but the activities in the lessons do not actually align. Here are a few examples of the misalignment:

  • STEM "Harvest Time" is labeled as aligning with standard 1.NBT.B.3, but there is no mention of students or teachers using symbols (<,>, =) to compare numbers.
  • ART lesson page 26, is labeled as aligning with standard 1.OA.C.6, but it does not correctly demonstrate the strategies for decomposing a number leading to ten or making ten to find a sum larger than ten.
  • ART lesson page 72, is labeled as aligning with standard 1.NBT.C.4, but it does not require students to relate the strategy used to a written method and explain their reasoning.
  • It is not clear how the one hundred target board assists with place value or addition.
  • Teacher edition pages 1-12 is labeled as aligning with standard 1.OA.A.1 but there are no word problems used for addition and subtraction. There are computation problems for the problem types of "add to take from," "put together" and "take apart," but they are not used in word problems.
  • Teacher edition page 263, is labeled as aligning with standards 1.NBT.C, but does not fully support the use of place value.
  • Student exercise page 169 does not follow the standard for determining if equations involving addition and subtraction are true or false and simply asks students to make up equations and to solve a story problem.
  • Teacher edition page 177 is labeled as aligning with standard 1.NBT.A.1 but it uses symbols to compare numbers, which does not fit the rest of the lesson.

The following are examples of work beyond the grade level:

  • STEM "Teddy Bear Airline" is labeled as aligning with standard 1.OA.A.1 but students are asked to add three-digit numbers when the standard only asks for addition and subtraction within 20.
  • ART Lesson page 89 is labeled as aligning with standard 1.MD.A.1 but asks students to measure objects using a ruler and to make a ruler by dividing ribbon into inches.

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 coherence between the Grade 1 standards in the instructional materials fall short of meeting expectations for these criteria. The consistency of instructional materials meeting the coherence of the Grade 1 level standards is lacking throughout the three teacher editions (traditional, STEM and 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 reviewed for Grade 1 do not meet expectations for content supporting focus and coherence. The review team identified several examples of missed opportunities for coherence below:

  • The lesson for 1.MD in the teacher edition, page 452, has multiple line plots and data points and a few opportunities to connect with "how many more or less" with addition and subtraction work, but the majority of the work is "most popular/least popular" type situations that do not connect back to 1.OA.
  • ART lesson page 127 does not support the work of partitioning and explaining halves, fourths and quarters. A pie cut in to 8 slices asks a student to know 1/4 = 2/8 which is not the CCSSM for Grade 1. It also asks students to divide 48 into quarters, which is above grade level work.
  • ART book page 101 does not connect with major work of 1.MD.B.3.
  • STEM "Toothpicks and Marshmallows" is labeled as 1.G.A but does not ask students to connect shape reasoning and attributes to 1.OA or 1.NBT.

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 reviewed for Grade 1 do not meet expectations because the amount of content is not viable for one school year.

  • There are eight major clusters in Grade 1 and one of them is 1.MD.A. There are three lessons in the resources on MD.A and one STEM project (which does not fully address the standards of 1.MD.A). This is not an adequate amount of instructional time, or material, for that cluster. This means that teachers would need to find additional materials in order to cover the standards.
  • In addition, the addition and subtraction situations of the CCSSM for Grade 1, as addressed by 1.OA.1, are not covered with the necessary depth. There would need to be a heavy reliance on teacher preparation to stretch the instruction.

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 Grade 1 do not meet the expectations for consistency with the progressions in the standards.

  • There is no mention of a grade-by-grade progression in the materials.
  • Fluency standard 1.OA.C.6 is not fully developed in any aligned lessons.
  • Problem situations are not consistent with the progression of story problem formats in context throughout the grade band and the progressions.
  • Materials do not give students extensive work on grade level problems. All 12 problem situations for addition and subtraction should be worked on extensively.
  • There is unlabeled off-grade level content on page 300 of the teacher edition. Students are expected to compute differences of numbers outside the grade level expectation of multiples of 10. For example, with numbers 59-48.

Above grade-level content is found on the following pages:

  • Teacher edition lesson page 208 is not aligned to Grade 1 and does not build from Kindergarten. This is beyond the scope of the work for the grade.
  • Above grade-level content is found on teacher edition pages 208, 272, 283, 309 and 344.

MPs are not aligned throughout lessons and instead are provided their own set of activities at the end of the book, pages 508-526. This practice is not consistent with a progression of content and a consideration of practices connected to content.

The materials contain vague language around student understanding and how learning should progress. For example, in teacher edition on page 376 it says, "Students should have some understanding that some objects are larger than others." It is unclear what is meant by "some understanding." There is more vague language on teacher edition page 59: "Students will understand the processes of addition and subtraction." The process of addition and subtraction could be interpreted as the act of computation.

For the aforementioned reasons and the evidence cited, the materials did not meet the expectations for consistency with the progressions in the standards for reviewed materials in Grade 1.

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 Grade 1 instructional materials reviewed for coherence grade level do not meet the expectations. Learning objectives are written and either address learning at the individual standard level, simply restate the cluster statement, or are written as activities focusing on what the students will be doing, not what they will learn. Examples of this can be found in the teacher edition on page 44; in the ART book on pages 10, 44 and 115; and "Harvest Time" on STEM page 40.

Each lesson is taught in isolation as a standard or a cluster of standards within the same domain. There are times when clusters and standards are placed sequentially, however there is little evidence of coherence at the cluster level to "understand and apply properties of operations and the relationship between addition and subtraction" (1.OA.B) and "use place value understanding and properties of operations to add and subtract are not connected at an appropriate level" (1.NBT.C).

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 9781587807204 null null null
null 9781587807211 null null null
null 9781847008367 null null null
null 9781847008688 null null null
null 9781908018428 null null null
null 9781908018794 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