Alignment to College and Career Ready Standards: Overall Summary

The materials reviewed for Grade 2 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 Grade 2 materials include all three aspects of rigor but procedure is emphasized over conceptual understanding. 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. 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
12
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 Grade 2 meet the expectation for Gateway 1: Focus and Coherence. Materials do not assess any topics before the grade level in which the topic is introduced in the standards and spend the majority of time on major work. No above grade level content was assessed on summative unit assessments. All assessments relate to Grade 2 standards. For instance, students are assessed on their understanding of place value, their fluency with addition and subtraction to 20 and their ability to compare two three-digit numbers. The instructional materials reviewed for Grade 2 meet the expectations for focus by spending the majority of the time on the major clusters of the grade. This includes the first two clusters of 2.OA, all of 2.NBT and the first two clusters of 2.MD. The instructional materials reviewed for Grade 2 also 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, money is often used to support work in addition, subtraction and place value. 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, including struggling 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 place value and money and telling time and foundations for multiplication. Overall, the Grade 2 materials support focus and coherence and meet the requirements for 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 Grade 2 meet the expectation for this criterion by not assessing any topics before the grade level in which the topic is introduced in the standards. No above grade level content was assessed on summative unit assessments. All assessments relate to Grade 2 standards. For instance, students are assessed on their understanding of place value, their fluency with addition and subtraction to 20 and their ability to compare two three-digit numbers. Overall, the instructional materials meet the expectations for focus within assessment.

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 Grade 2 meet the expectations for focus within assessment. Overall, the instructional material does not assess any content from future grades within the summative assessment sections of each unit.

  • No above grade level content was assessed on summative unit assessments.
  • All assessments, rubrics and topics relate to Grade 2 standards or below.
  • Students are assessed on adding and subtracting within 20, 100 and 1000.
  • Students are assessed on their understanding of place value.
  • Students are assessed on measurement, telling time and money as indicated by the standards.

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 2 meet the expectations for focus by spending the majority of the time on the major clusters of the grade. This includes the first two clusters of 2.OA, all of 2.NBT and the first two clusters of 2.MD.

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 2 meet the expectations for focus by spending the majority of the time on the major clusters of the grade. This includes the first two clusters of 2.OA, all of 2.NBT and the first two clusters of 2.MD.

  • While some lessons include multiple standards, approximately 94 out of 113 lessons are devoted to major work.
  • Units 1, 2 and 6 focus exclusively on major work.
  • Units 3, 4 and 5 focus the majority of the lessons on major work.
  • Unit 7 spends less than 50% of the time on major work.
  • More than 80% of the lessons focus on the major work of the grade level.

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 Grade 2 meet the expectations for coherence. The materials use supporting content as a way to continue work with the major work of the grade. For example, money is often used to support work in addition, subtraction and place value. 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, including struggling 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 place value and money, telling time and foundations for multiplication. Overall, the Grade 2 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 Grade 2 meet the expectations for their use of supporting content as a way to enhance coherence. For Grade 2, reviewers focused on the use of data and money as methods for supporting addition and subtraction and place value.

  • Units 2 and 4 use money (2.MD.C.8) to continue work on addition, subtraction and place value.
  • Units 3 and 5 use data to continue work on addition and subtraction and to compare quantities.
  • Connections are also made with counting by 5s, telling time and using length as a connection to addition and subtraction.

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 Grade 2 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 Grade 2.
  • Some lessons may take longer than indicated.

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 Grade 2 are consistent with the mathematical progressions in the standards and meet the expectation for this indicator.

  • Materials develop according to the progressions laid out in the standards.
  • Students work on strategies for addition and subtraction and fluency.
  • There is a progression of difficulty of the problem types throughout the materials.
  • Differentiation materials offer support to struggling students while maintaining a focus on grade level content.
  • There are no connections to content from prior grades explicitly made for students.
  • Minimal connections are made for the teacher within the lessons to prior knowledge from previous grades. One example is the learning progression chart included in each unit that shows connections to previous and future grades.

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 Grade 2 foster coherence through grade level connections.

  • Lesson and test objectives are visibly shaped by the cluster headings in the CCSSM.
  • Connections are made between place value and money.
  • Lengths are used to continue work on addition and subtraction.
  • Telling time and money are connected to work that builds the foundation for multiplication.

Gateway Two

Rigor & Mathematical Practices

Partially Meets Expectations

+
-
Gateway Two Details

The materials reviewed for Grade 2 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 MPs separately from 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 practices.

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.
6/8
+
-
Criterion Rating Details

The materials reviewed for Grade 2 partially meet the requirements for this criterion. 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 and assessment items. The balance of rigor in the standards is not present in the materials for Grade 2.

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 Grade 2 for this indicator partially meet the requirements of attending to conceptual understanding within the lessons.

  • In unit 2 students use place value "secret code" cards and layered place value cards and are expected to write expanded form. Throughout the rest of the lessons there is a lack of emphasis on place value strategies.
  • Place value work is often procedural and building conceptual understanding of place value is not prevalent.
  • The "Formative Assessment: Check Understanding" boxes attend to conceptual understanding. These could be used for classroom discussions instead of individual assessment checks.

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.
2/2
+
-
Indicator Rating Details

The materials reviewed in Grade 2 for this indicator meet the requirements by attending to fluency and procedural work within the lessons. In Grade 2 this includes adding and subtracting single digit sums from memory (2.OA.B.2) and fluently adding and subtracting within 100 using strategies (2.NBT.B.5).

Lessons include quick practice for fluency.

Lessons include targeted practice in fluency.

●      Student workbook includes opportunities to practice fluency.

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 Grade 2 for this indicator meet the requirements by attending to application within the lessons.

  • Each unit ends with a real-world problem to solve.
  • Word problems are interspersed throughout the lessons in all units.
  • Students are given opportunities to generate their own word problems.
  • In unit 6, students are working with mixed operation problems.
  • By unit 7, students are working with 2-step problems.
  • Multiple 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 Grade 2 for this indicator partially meet the requirements of providing a balance of rigor. The three aspects are not always treated together nor are they always treated separately.

  • While all three aspects of rigor are included, there is a heavy emphasis on procedures and a lack of emphasis on conceptual understanding.
  • Within the assessments there are more procedural questions and very few conceptual or application problems.

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 Grade 2 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 only on the practices and not the 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.

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 Grade 2 meet the requirement of this indicator by identifying the Standards for Mathematical Practice (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 3-digit subtraction using place value words. This is a way to use 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 Grade 2 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 focuses on all 8 MPs instead of focusing on 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 Grade 2 partially meet the requirement of this indicator of attending to the standards' emphasis on mathematical reasoning.

  • Students are rarely prompted to construct viable arguments. One example is found on the assessment for unit 6 where students are prompted to "Explain how and why you can use addition to check your answer."
  • In the differentiation cards students are occasionally prompted to discuss their strategies with the group.
  • Most of the student pages include numbers, symbols and spaces for answers, but they do not include spaces for students to explain their thinking or opportunities to share these explanations.
  • Students are asked to analyze a response from the "Puzzled Penguin," but this is simply an opportunity for catching errors and not an opportunity for 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 Grade 2 partially meet the requirement of this indicator of attending to the Standards' emphasis on mathematical reasoning.

  • In unit 6 teachers are given an activity called "Discuss Good Explanations." This provides students with the opportunity to construct their own arguments and help other students to make a full explanation.
  • The teacher's manual provides questions to promote MP3.
  • In several lessons, an element called "Math Talk in Action" is a way to promote to 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 Grade 2 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 "hidden information" is listed as a vocabulary word in unit 1. In unit 6, the phrases "New Groups Above" and "New Groups Below" are 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 9780547824734 null null null
null 9780547824963 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.

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