Alignment to College and Career Ready Standards: Overall Summary

The instructional materials reviewed for Grade 5 do not meet expectations for alignment. The materials do not spend the majority of time on the major clusters in the grade and assess math content from standards in grades above grade 5. The materials do not foster coherence within the clusters of the grade and do not support the full intent and connections that naturally occur between the standards. In the instances where more than one cluster was identified in a lesson, they were generally addressed separately. Since the materials do not meet the expectations for focus and coherence in Gateway 1, they were not reviewed for Gateway 2.

See Rating Scale
Understanding Gateways

Alignment

|

Does Not Meet Expectations

Gateway 1:

Focus & Coherence

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

Gateway 2:

Rigor & Mathematical Practices

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

Usability

|

Not Rated

Not Rated

Gateway 3:

Usability

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

Gateway One

Focus & Coherence

Does Not Meet Expectations

+
-
Gateway One Details

The instructional materials reviewed for Grade 5 do not meet the expectations for alignment to focus on major work of the grade and coherence. The instructional materials do not meet expectations for each of the two focus criterions because they assess above grade-level standards and allocate too large of a percentage of lessons to clusters of standards that are either from prior grade levels or grade levels above Grade 5.

Criterion 1a

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

The instructional materials reviewed for Grade 5 do not meet expectations for assessment. There are two reasons why these materials do not meet the expectations for this indicator. First, approximately half of the questions on the cumulative tests align to standards that are below grade 5, and second, of the remaining questions, there are several instances of questions aligning to standards above grade 5. With the significant number of questions that align to either above or below grade-level standards, omission or modification of the questions would result in a significant impact on the underlying structure of the grade 5 materials. A list of cumulative tests outlining the questions that are aligned to above grade-level standards and the standards to which the questions are aligned is provided in the evidence section of the report for this indicator.

Indicator 1a

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

The instructional materials reviewed for Grade 5 do not meet expectations for assessment. For this indicator, the review team examined all components of the cumulative tests, which included the power-up tests, the cumulative tests, 10 extension tests, and the performance tasks. The team was unable to review the benchmark tests as they were not included in the materials. There are two reasons why these materials do not meet the expectations for this indicator. First, approximately half of the questions on the cumulative tests align to standards that are below grade 5, and second, of the remaining questions, there are several instances of questions aligning to standards above grade 5. With the significant number of questions that align to either above or below grade-level standards, omission or modification of the questions would result in a significant impact on the underlying structure of the grade 5 materials. The following list of cumulative tests outlines the questions that are aligned to above grade-level standards and the standards or clusters to which the questions are aligned.

  • Cumulative Test 3, after lesson 20, question 3 assesses negative numbers on a number line, which aligns to 6.NS.C.6, “Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.”
  • Cumulative Test 4, after lesson 25, question 6 assesses negative numbers, which aligns to 6.NS.C, “Apply and extend previous understandings of numbers to the system of rational numbers.”
  • Cumulative Test 6, after lesson 35, question 8 assesses negative numbers, which aligns to 6.NS.C, “Apply and extend previous understandings of numbers to the system of rational numbers.”
  • Cumulative Test 7, after lesson 40, question 10 assesses the use of percentages, which aligns to 6.RP.A.3c, “Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.”
  • Cumulative Test 9, after lesson 50, question 8 assesses the use of percentages, which aligns to 6.RP.A.3c, “Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.”
  • Cumulative Test 10, after lesson 55, question 4 assesses mean, which aligns to 6.SP.B, “Summarize and describe distributions”, and question 5 assesses the use of percentages, which aligns to 6.RP.A.3c, “Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent”.
  • Cumulative Test 11, after lesson 60, question 1 assesses mean, which aligns to 6.SP.B, “Summarize and describe distributions.”
  • Cumulative Test 12, after lesson 65, questions 1 and 9 assess probability, which aligns to 7.SP.C, “Investigate chance processes and develop, use, and evaluate probability models,” and question 5 assesses mean, which aligns to 6.SP.B, “Summarize and describe distributions.”
  • Cumulative Test 13, after lesson 70, question 8 assesses probability, which aligns to 7.SP.C, “Investigate chance processes and develop, use, and evaluate probability models,” and question 1 assesses mean, which aligns to 6.SP.B, “Summarize and describe distributions.”
  • Cumulative Test 15, after lesson 80, question 6c assesses the use of percentages, which aligns to 6.RP.A.3c, “Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.”
  • Cumulative Test 16, after lesson 85, question 2 assesses integer exponents, which aligns to 6.EE.A.1, “Write and evaluate numerical expressions involving whole-number exponents.”
  • Cumulative Test 18, after lesson 95, question 9 assesses median, which aligns to 6.SP.B, “Summarize and describe distributions.”
  • Cumulative Test 19, after lesson 100, question 5c assesses the use of percentages, which aligns to 6.RP.A.3c, “Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.”
  • Cumulative Test 20, after lesson 105, question 12 assesses integer exponents, which aligns to 6.EE.A.1, “Write and evaluate numerical expressions involving whole-number exponents,” and question 15 assesses the use of square roots, which aligns to 8.EE.A, “Work with radicals and integer exponents.”
  • Cumulative Test 22, after lesson 115, question 4 assesses the use of ratios, which aligns to 6.RP.A.1, “Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities,” and questions 5 and 6 assess the use of percentages, which aligns to 6.RP.A.3c, “Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.”
  • Cumulative Test 23, after lesson 120, question 2 assesses the use of percentages, which aligns to 6.RP.A.3c, “Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent,” question 3 assesses negative numbers, which aligns to 6.NS.C, “Apply and extend previous understandings of numbers to the system of rational numbers,” question 6 assesses mean, which aligns to 6.SP.B, “Summarize and describe distributions,” and question 7 assesses probability, which aligns to 7.SP.C, “Investigate chance processes and develop, use, and evaluate probability models.”
  • Power Up Test 22 assesses probability, which aligns to 7.SP.C, “Investigate chance processes and develop, use, and evaluate probability models.”

*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 5 do not meet expectations for focus. The material did not spend the majority of time on the major clusters in the grade. There was evidence found where actual student activities do not align with the standards 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 5 do not meet expectations for focus since a majority of time is not spent on major cluster of the grade. The materials suggest a 60-minute class period consisting of a 30-minute block in which students complete written practice problems (distributed practice which does not particularly focus on or extend the new concept taught that day) and a 15-minute power up block. Because of this and the wide range of concepts addressed in the practice, which changes daily, it is difficult to trace the amount of time spent on each concept through this and the power up practice. Users of the text would focus primarily on the new concept lessons as the tool in which to base the review alignment to the major work of the grade level. The materials allot only 15 minutes for the new concept lesson. Upon closer scrutiny of the lessons, the review team found that some of the lessons do not accurately reflect the designated standard. For example:

  • The lesson 63 new concept is focused on subtracting like denominators so it does not meet the demands of this cluster. This cluster calls for unlike denominators.
  • The lesson 64 new concept is consistent with major work of the grade.
  • The lesson 67 new concept reflects the major work of the grade.
  • The lesson 68 new concept reflects the major work of the grade level.
  • Lessons 81 and 82 ask probability questions.
  • Lessons 83 and 89 focus on 3-dimensional solids and the labeled standard only calls for work with shapes that are 2-dimensional.
  • Lesson 84 is mean, median, mode and range, which is the work of future grades
  • Lesson 88 focuses on transformations and probability experiments, which are Grade 7 and Grade 8 standards.
  • Lesson 71 relates decimals to percents which is work above the scope of the grade, appropriate for Grade 6.

The materials overall focuses heavily on geometry concepts. In Grade 5, the geometry standard is considered an additional cluster, diminishing the amount of time spent on the major work of the grade.

The Grade 5 materials do not develop according to the grade-by-grade progression in the standards. The materials address off-grade level content and are not clearly identified as such. They identify the CCSSM focus of the lesson as a standard for mathematical practice rather than as a content standard. Additionally, above grade-level content is inaccurately aligned to either a Grade 5 standard or MP. Therefore, the materials do not meet expectations for focus.

Criterion 1c - 1f

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

The review team found that the coherence between the standards at the Grade 5 level falls short of meeting expectations for these criterion. There is considerable work from the prior grade that is not explicitly identified as well as an inclusion of above grade level work as well.

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 5 do not meet expectations for supporting content enhancing focus and coherence simultaneously. Each of the supporting concepts is addressed in too few lessons to make any impact of support to the major work. A lack of coherence between the major and supporting work is evident in the following examples:

  • Lessons 44 and 47 identified in this standard cluster do not even involve conversions to support 5.NBT.B.
  • Lesson 47 conversions support 5.NBT.B.5 (multiplication with whole numbers).
  • Lesson 65 addresses conversions of decimals but not a very robust connection to computation with decimals.
  • Lesson 74, the only lesson identified as connected to 5.MD.B.2, which involves using line plots marked in fractions to solve real-world problems with operations on fractions, only has problems for whole number measurements. Lesson extension activity 4 does connect to operations with fractions (5.NF.A and 5.NF.B), but it is just one lesson and it limits the fractions to those less than one.
  • In the focus lesson of lesson 13, multiplication as repeated addition is part of Grade 3 standards and adding and subtracting dollars and cents supports work with decimals, which supports the major cluster 5.NBT.B.
  • Lesson 47 concerning conversions supports 5.NBT.B.5 and is an example of a lesson where connections were made. It was concluded, however, that there are an extremely limited amount of examples or questions that had support/additional cluster that supported the major work of the grade level.

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 5 do not meet expectations for viability for one school year in order to foster coherence between the grades. The curriculum consists of 120 lessons, 12 investigations and 23 cumulative assessment days for a total of 155 days needed to complete the curriculum. Although this is a manageable number of days for a school year, only 68 of the 132 lessons are identified as aligned to the major, supporting and additional work of the grade level. Sixty-four lessons (approximately 48% of the lessons) are aligned to the mathematical practices but not to Grade 5 content standards. Thirty-one of the lessons appear in the first 40 instructional days. For these reasons and the evidence cited in 1b, this curriculum does not cover the major work with enough depth for students to be ready for the work of the next grade level.

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 reviewed for Grade 5 do not meet expectations for consistency with the progressions in the standards. This is evident through examples below which were based on materials around the progression of grade-by-grade content, the access in materials to grade-level problems and the connections to concepts from prior grades. The materials address a great deal of off-grade level content not clearly identified as such. They identify the CCSSM focus of the lesson as a standard for mathematical practice rather than as a content standard. Additionally, above grade-level content is inaccurately aligned to either a Grade 5 standard or MP. Examples of work that are not consistent with the progressions are:

  • In Lesson 1, students describe a rule for a sequence (Grade 4 content) and count up or down to identify missing terms in a counting sequence (Grade 4 content).
  • In lesson 2, students find half of an even number (Grade 3, divide by two, two equal shares) and an odd number and describe numbers as even or odd (Grade 2 content).
  • In lesson 3, students use money amounts to represent place value (Grade 2 content), write a number in expanded form (Grade 2 content) and use digits to write a number given in expanded form (Grade 2 content).
  • In lesson 4, students compare two whole numbers (Grade 1 content) and use a comparison symbol to write a comparison given in words (Grade 2 content).
  • In lesson 6, students are asked to identify the commutative property of addition and use it to add several one-digit numbers in any order (Grade 1 content) and use the addition to add two- and three-digit numbers (Grade 4 content).
  • In lesson 7, students use words and digits to name numbers through hundred thousands (Grade 4 content).
  • In lesson 8, students perform basic subtraction (Grade 1 content) and write two addition facts and two subtraction facts for a fact family (Kindergarten to Grade 2 content).
  • In lesson 10, students use subtraction to find a missing addend in an equation containing two or more addends (Grade 1 content), use subtraction to check the answer to a missing addend problem (Grade 1 and Grade 2 content), determine the equation for a word problem (Grade 1 and Grade 2 content).
  • In lesson 52, students name numbers through hundred billions which is above grade level content.
  • In lesson 105, students work with transformations, which is a Grade 8 standard.
  • In lesson 71, students work with percents, which is a Grade 6 standard.

In no instances did the review team find evidence that the authors explicitly made these connections to prior knowledge. Additionally, due to the structure of the curriculum, the amount of time spent in new concept lessons on these concepts is only a small fraction of the entire lesson time, thus preventing work from being extensive. Additional evidence pieces were found in the following:

  • 5.NF.B calls for students to apply and extend previous understandings of multiplication and division to multiply and divide fractions so there should be natural connections to what was learned in Grade 4 multiplication and division. Opportunities to do so were missed and the connections were not made.
  • When multiplication of a fraction by a fraction was introduced in lesson 76, the only connection to whole number multiplication was in the math background note which discusses the commutative property.

In a few instances the review team found evidence that the authors explicitly made these connections to prior knowledge. They include:

  • In the lesson extension activity 5 of lesson 87, a connection to whole number division being the inverse of multiplication is made to fraction division.
  • In the lesson 119 extension activity 9, a connection to resizing as with whole numbers is made when multiplying fractions.

These examples were not sufficient to warrant a rating of partially meets. Additionally, due to the structure of the curriculum, the amount of time spent in new concept lessons on these concepts is only a small fraction of the entire lesson time, thus preventing work from being extensive.

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 materials reviewed for Grade 5 do not meet expectations for coherence through connections at the grade level. This was evidenced through the absence of CCSSM-aligned learning objectives as found in the following:

  • Section 29, lessons 81-84 and 88-90. Since the activities on these pages are not aligned to Grade 5 content, the objectives are not shaped by the CCSSM cluster heading for Grade 5.

Materials do not include learning objectives shaped by CCSSM cluster headings. Each individual lesson contains power up questions, new concept explanation and a written practice that is a spiraling review. All lessons and daily components do not state the CCSSM, MP and learning objectives. Examples include lessons 14, 47 and 72.

Additionally, there was a lack of connections in math problems made between and among clusters in a domain and domains in a grade. This informed the evaluation of instructional materials for this criteria. Examples include:

  • Student work with conversion of measurements (5.MD.B) does not connect to place value (5.NBT.1) as evidenced in lessons 74 and 86 and lesson extension activity 4. In fact, the lack of lessons aligned to 5.MD.B precludes any connections that could be made.
  • Student work with the multiplication of fractions (5.NF.B) is not connected to 5.NBT.B.5 since the intended focus of the lessons is merely to change the whole number into a fraction and multiply numerators and denominators. Understanding is not established this way (e.g., lesson 86). The work with division of fractions in lesson 87 is more closely related to the intent of the standard.

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: 2008

Title ISBN Edition Publisher Year
null 9780547729183 null null null
null 9781600325465 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.

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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.

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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