Alignment to College and Career Ready Standards: Overall Summary

The materials reviewed for Kindergarten are partially aligned to the CCSSM. The materials are focused within assessments and spend the majority of time on the major work of the grade. The materials are also coherent, following the progression of the standards and connecting the mathematics within the grade level. The Kindergarten materials include all three aspects of rigor but conceptual understanding requirements are lacking. The MPs are identified and generally used to enhance the mathematical content, but the materials do not attend to the full meaning of each MP nor do they fully support the teacher and students in mathematical reasoning opportunities. Overall the materials are only partially aligned to the CCSSM.

See Rating Scale
Understanding Gateways

Alignment

|

Partially Meets Expectations

Gateway 1:

Focus & Coherence

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

Gateway 2:

Rigor & Mathematical Practices

0
10
16
18
11
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

Meets Expectations

+
-
Gateway One Details

The instructional materials reviewed for Kindergarten meet the expectation for focus and coherence. Assessments were focused on grade level standards. Students are assessed on fluency only up to five. They are assessed on counting to 100, comparing numbers between one and ten and their understanding of addition and subtraction among other topics. The materials spend the majority of the time on the major clusters of the grade. This includes all clusters within the following domains: K.CC, K.OA and K.NBT. The instructional materials reviewed for Kindergarten met the expectation for coherence. The materials use supporting content as a way to continue work with the major work of the grade. The materials include a full program of study that is viable content for a school year including 150 lesson and assessment days. This set of materials is consistent with the mathematical progression of learning set forth in the standards. All students are given extensive work on grade level problems and this work progresses mathematically. These instructional materials are visibly shaped by the cluster headings in the standards. Connections are made between domains and clusters within the grade level. Overall, the Kindergarten materials support focus and coherence and therefore, meet the requirements of Gateway 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 Kindergarten meet the expectation for this criterion. Students are assessed on fluency only up to five. They are assessed on counting to 100, comparing numbers between one and ten and their understanding of addition and subtraction among other topics. In unit 3, students are assessed on their use of the equality and inequality signs. While the meaning of the equal sign is a Grade 1 standard, the way it is used in this assessment is to compare numbers, which falls in K.CC.C.7. Overall, the instructional materials meet the expectations for focus within the assessment.

*Evidence updated 6/24/2015, score unchanged 

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

The instructional materials reviewed for Kindergarten meet the expectations for focus within assessment. Topics are assessed that are within the Kindergarten standards.

  • Grade level standards are taught and assessed in all 5 units.
  • Students are assessed on counting and cardinality, understanding of addition and subtraction and place value.
  • Students are assessed on fluency only up to five.
  • Students are assessed on counting to 100.
  • Students are assessed on their ability to compare numbers between one and 10.
  • In unit 3, students assessed on their use of the equality and inequality signs. While the meaning of the equal sign is a Grade 1 standard, the way it is used in this assessment is to compare numbers, which falls in K.CC.C.7.

*Evidence updated 6/24/2015, score unchanged 

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 Kindergarten meet the expectation for focus by spending the majority of the time on the major clusters of the grade. This includes all clusters within the following domains: K.CC, K.OA and K.NBT.

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 Kindergarten meet the expectation for focus by spending the majority of the time on the major clusters of the grade. This includes all clusters within the following domains: K.C, K.OA and K.NBT.

  • While some lessons include multiple standards, the large majority of lessons focus on major work.
  • More than 80% of the lessons are explicitly focused on major work, with major work often included within supporting work lessons as well.

All five of the units devote more than 80% of the lesson and assessment time to major work.

Criterion 1c - 1f

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

The instructional materials reviewed for Kindergarten meet the expectation for coherence. The materials use supporting content as a way to continue work with the major work of the grade. For example, when studying shapes students are still counting and reasoning about number. The materials include a full program of study that is viable content for a school year including 150 lesson and assessment days. This set of materials is consistent with the mathematical progression of learning set forth in the standards. All students are given extensive work on grade level problems and this work progresses mathematically. These instructional materials are visibly shaped by the cluster headings in the standards. Connections are made between domains and clusters within the grade level. For instance, materials make connections between sorting shapes by attributes and reasoning about the size of the groups they are sorted into. Overall, the Kindergarten materials support coherence and are consistent with the progressions in the standards.

Indicator 1c

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

The instructional materials reviewed for Kindergarten meet the expectations for their use of supporting content as a way to enhance coherence. For Kindergarten, reviewers focused on the use of counting and addition/subtraction within the K.MD and K.G domains.

  • In unit 1, students are sorting objects, counting and comparing totals.
  • In unit 2, students are asked to count sides and attributes of shapes.
  • In units 3 and 4, students are sorting and counting and comparing quantities while responding to data questions.

Indicator 1d

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

The instructional materials reviewed for Kindergarten grade meet the expectation for this indicator by providing a viable level of content for one school year.

  • Materials provide for 150 days of instruction, quizzes, fluency checks and formal assessment.
  • Most lessons are appropriate in length for Kindergarten.
  • Some lessons may take longer than indicated.
  • Students spend at least the first 50 days focusing on the numbers 1-10 before spending 30 days on the teen numbers.

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.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Kindergarten are consistent with the mathematical progressions in the standards meeting the expectation for this indicator.

  • Learning progressions for CCSSM are described at the beginning of each unit. This includes explicit connections to the mathematics of the unit.
  • Students work on their understanding of the number five before moving on to the number 10.
  • Students work extensively on the domain of K.CC before working with K.OA and K.NBT.
  • Intervention strategies suggest that students stay with grade level content while offering support.

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.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Kindergarten foster coherence through grade level connections.

  • Unit test objectives include language shaped by the cluster headings.
  • Lessons also include language from cluster heading including comparing numbers, understanding addition, comparing and describing shapes and understanding that teen numbers are a group of ten ones and further ones.
  • K.CC, K.NBT and K.OA are all combined within units 3, 4 and 5.
  • As place value is introduced, students are expected to use their K.CC and K.OA understanding.
  • K.MD and K.G connected to K.OA.

Gateway Two

Rigor & Mathematical Practices

Partially Meets Expectations

+
-
Gateway Two Details

The materials reviewed for Kindergarten partially meet the requirements for Gateway 2. All three aspects of rigor are present in the materials, but they are not balanced. There is a prevalence of procedural lessons, problems and assessment items. There are few conceptual understanding lessons, problems or assessment items. The MPs are listed in the specifics of the lessons, and the way they are listed enhances the learning. Attention is not paid to the full meaning of each MP and one lesson in each unit focuses on math practices and not content standards. The materials are not strong in their expectation for mathematical reasoning. The students and teachers are not given enough support nor is the vocabulary development sufficient. The materials reviewed for Gateway 2 do not align with the expectations for rigor and mathematical practice.

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.
5/8
+
-
Criterion Rating Details

The materials reviewed for Kindergarten partially meet the requirements for this criterion. All three aspects of rigor are present in the materials, but they are not balanced. Students rarely have the opportunity to demonstrate their understanding of addition and subtraction. Many of the fluency exercises focus on numbers greater than five. There are many opportunities for students to act out stories or create real-world problems that successfully address application.

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.
1/2
+
-
Indicator Rating Details

The materials reviewed in Kindergarten for this indicator partially meet the requirements of attending to conceptual understanding within the lessons.

  • There is an emphasis on routines to build counting skills and number sense. For example, unit 4, lesson 13 uses the 10 Partner concept to help students identify partners for 10 and "Finger Wiggles" is used to reinforce this concept.
  • Few examples were found of students being asked to demonstrate their understanding of addition and subtraction as expected in K.OA.A.1. In unit 2 lesson 2, students are asked to demonstrate their understanding by discussing the relationship between the five-frame, their fingers on one hand and the linking cubes in sets of five.

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.
1/2
+
-
Indicator Rating Details

The materials reviewed in Kindergarten for this indicator partially meet the requirements by attending to fluency and procedural work within the lessons. In Kindergarten this includes fluently adding and subtracting within 5 (K.OA.A.5).

  • This standard is addressed in 25 lessons. Many of these actually focus on numbers greater than five. For example, in unit 2, lessons 4 and 9 spend more time on numbers six to 10. In unit 5, lessons 1 and 3 are labeled as attending to K.OA.A.5, but they focus on numbers larger than five.

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
2/2
+
-
Indicator Rating Details

The materials reviewed in Kindergarten for this indicator meet the requirements by attending to application within the lessons.

  • Students are given ample opportunities to act out stories and to create their own real-world problems. For example, in unit 4 students use the grocery store to solve addition and subtraction problems.
  • The problem types are attended to and described for the teacher.

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.
1/2
+
-
Indicator Rating Details

The materials reviewed in Kindergarten for this indicator partially meet the requirements of providing a balance of rigor.

  • There is a lack of emphasis on conceptual understanding within the Kindergarten materials.
  • The lesson sections addressing fluency to five are lacking.

Criterion 2e - 2g.iii

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice
6/10
+
-
Criterion Rating Details

The materials reviewed for Kindergarten partially meet the requirements of this criterion. The MPs are listed in the specifics of the lessons and the way they are listed enhances the learning. Attention is not paid to the full meaning of each MP and one lesson in each unit focuses on the math practices and not content standards. The materials are not strong in their expectation for mathematical reasoning. The students and teachers are not given enough support nor is the vocabulary development components in the materials sufficient.

Indicator 2e

The Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.
2/2
+
-
Indicator Rating Details

The materials reviewed for Kindergarten meet the requirement of this indicator by identifying the MPs and using this identification to enhance the learning.

  • MPs are identified in the "Getting Ready to Teach" sections in every unit.
  • MPs are identified within the lessons in a way that supports the learning.
  • For example in unit 6, MP6 is identified as students are asked to explain three-digit subtraction using place value words. This is a way to use precise vocabulary to enhance the learning.

Indicator 2f

Materials carefully attend to the full meaning of each practice standard
1/2
+
-
Indicator Rating Details

The materials reviewed for Kindergarten partially meet the requirement of this indicator.

  • MP1 is consistently expected as students solve problems throughout the year.
  • The full meaning of MP5 is not attended to. Students rarely choose their own mathematical tools.
  • The final lesson in each unit uses all 8 MPs as the focus instead of letting the focus be content standards. These lessons do not attend to the full meaning of all 8 MPs.

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.
1/2
+
-
Indicator Rating Details

The materials reviewed for Kindergarten partially meet the requirement of this indicator of attending to the standards' emphasis on mathematical reasoning.

  • Students are rarely prompted to construct viable arguments.
  • In the differentiation cards students are occasionally prompted to discuss their strategies with the group.
  • Students are asked to analyze a response from the "Puzzled Penguin," but this is simply an opportunity for catching errors and not true reasoning.

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.
1/2
+
-
Indicator Rating Details

The materials reviewed for Kindergarten partially meet the requirement of this indicator of attending to the standards' emphasis on mathematical reasoning.

  • The teacher's manual provides questions to promote MP3. In unit 3, lesson 8, students are asked, "What are some ways to show the teen number 16?"
  • In several lessons are labeled with "Math Talk in Action" as a way to promote high-quality classroom discussions.
  • Teacher questions often simply ask for the answer and not the reasoning nor the opportunity to analyze arguments of other students.

Indicator 2g.iii

Materials explicitly attend to the specialized language of mathematics.
1/2
+
-
Indicator Rating Details

The materials reviewed for Kindergarten partially meet the requirement of this indicator of attending to the standards' emphasis on mathematical reasoning.

  • There are vocabulary terms listed for most lessons, however this often includes strategies specific to the curriculum instead of mathematical language. For example, the phrase "switch the partners" is listed as a vocabulary word in unit 3. In unit 4 the phrase "tiny tumblers" is listed as vocabulary.

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: Wed Feb 11 00:00:00 UTC 2015

Report Edition: 2013

Title ISBN Edition Publisher Year
null 9780547057095 (SE Vol.1) null null null
null 9780547060774 (SE Vol. 2) null null null
null 9780547825021 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

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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.

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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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