Alignment to College and Career Ready Standards: Overall Summary

Students and teachers using the materials as designed will not devote a majority of time in Kindergarten on the major work of the grade. The materials are not coherent or consistent with the standards, and assessments were not available in the teacher and student editions. However, if a teacher were to use the student worksheets as assessments than several future grade-level assessments exist. About 49 percent of the content are on the major work of the grade. An additional 20 percent of the time is spent on the supporting/additional clusters; however, these lessons are treated separately and therefore not counted as a part of the major work. Finally, 26 percent of the time is spent on either topics not in the CCSSM or on off grade-level material. Of note, Kindergarten Math in Focus is viable for a school year. Overall, the materials do not provide a focus on the major work nor are the materials coherent. Materials were not reviewed for Gateway 2.

See Rating Scale
Understanding Gateways

Alignment

|

Does Not Meet Expectations

Gateway 1:

Focus & Coherence

0
7
12
14
1
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

Students and teachers using the materials as designed will not devote a majority of time in Kindergarten on the major work of the grade. The materials are not coherent or consistent with the standards and assessments were not available in the teacher and student editions. If a teacher were to use the worksheets as assessments, then several future grade level assessments would exist. About 49 percent of the content is on the major work of the grade. An additional 20 percent of the time is spent on the supporting/additional clusters, however these lessons are treated separately and therefore not counted as a part of the major work. Finally, 26 percent of the time is spent on either topics not in the CCSSM or on off grade-level material. Of note, Kindergarten Math in Focus is viable for a school year. Overall, the materials do not provide a focus on the major work, nor are the materials coherent.

Criterion 1a

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

The Kindergarten materials do not meet the criteria for 1a. The materials do not include assessments. If the student workbook was used for assessments, future grade level assessments would be included.

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

In the Kindergarten instructional materials for Math in Focus, the assessment book is not included with the main materials. The assessment book would be an additional purchase. In looking at the student workbooks, if those were used to assess, the materials assess future grade level work.

For Kindergarten Math in Focus there are no probability, statistical distribution, or similarity, congruence and transformations assessment items.

  • Chapter 8 contains one worksheet on counting by 2’s and one worksheet on counting by 5’s, both Grade 2 expectations.
  • Chapter 13 contains three worksheets on patterns, which is a Grade 4 expectation.
  • Chapter 19 contains two worksheets on time, which is a Grade 1 expectation.
  • Chapter 20 contains several worksheets on money, closely aligned with 2.MD.C.8.

*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 Kindergarten materials do not spend the majority of class time on the major clusters of the grade. More time should be devoted to the major clusters of the grade. In Kindergarten, students should spend approximately 85% of their time on the major clusters of the grade. Kindergarten has 20 units of study and about nine or 49% of the units and 65% of the lessons are on the major work of the grade. An additional four units address the supporting/additional clusters; however these are treated separately and do not support the major clusters. Finally, approximately 26% of the time is spent on either topics not in the CCSSM or on off grade-level material. Overall, the materials do not devote a large majority of class time to the major clusters of the grade.

Indicator 1b

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

The Kindergarten materials do not spend the majority of class time on the major clusters of the grade. More time should be devoted to the major clusters of the grade.

  • Kindergarten has 20 units of study and 9 units (chapters 1, 2, 6, 8, 9, 12, 14, 17 and 18) focus on major work of the grade or about 49%.
  • An additional four units or about 20% of the time is spent on the supporting/additional clusters. However, these chapters are treated separately from the major work of the grade.
  • About five units or about 26% of the time is spent on either topics not in the CCSSM or on off-grade level material. For example, Chapter 10 deals with ordinal numbers and Chapter 11 deals with calendar patterns. Chapter 19 contains content about volume and time; volume expectations begin in Grade 3 and time begins in Grade 1. Chapter 20 includes standards addressing money, which are Grade 2 standards.
  • When looking at the lesson level, there are 78 lessons. Of these lessons, 58 (approximately 65%) are spent on major work and 24 lessons (approximately 34%) are spent on additional or off-grade level clusters.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
1/8
+
-
Criterion Rating Details

The instructional materials do not meet the expectation of the grade level instructional materials being coherent and consistent with the CCSSM. While the materials represent a year of content, there is a significant amount of future grade level work and work not included in the CCSSM. Teachers using the materials as written would not be giving their students extensive work in grade level problems. Due to the amount of future grade level content and non-CCSSM content, the materials are not able to develop according to the progressions of the standards. Overall coherence and consistency of the standards is not achieved in Kindergarten Math in Focus.

Indicator 1c

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
0/2
+
-
Indicator Rating Details

For this indicator, all grade level work that is not major work was considered supporting work. The supporting content does not enhance the focus and coherence by engaging students in the major work of the grade.

  • Chapters 3, 7 and 16 focus on supporting work of the grade and are treated it separately from the major work of the grade.
  • Chapters 5, 15 and 19 focus on the supporting work of the grade, though only connect to the major work of the grade in one lesson each. For example, chapter 5 focuses on size and position of shape and in teacher edition lesson 1, page 117, the activity has students also counting and adding. Chapter 15 focuses on length and height, and teacher edition lesson 2, page 171 also has students counting. Chapter 19 focuses on measurement, and teacher edition lesson 1, page 225 also has students counting. The other lessons in chapters 5, 15 and 19 treat the material separately and are meant to be taught and assessed independently.

Indicator 1d

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

The amount of content designated for Kindergarten Math in Focus is partially viable for one school year. Overall, the amount of time needed to complete the lessons is appropriate for a school year of approximately 170-190 days, but because of the lack of focus around the major work of Kindergarten it does fully meet this criteria. Teachers would need to identify additional material in order to address the standards.

  • There are 78 lessons in the program, which cover 175 days of instruction.
  • It should be noted however, that a significant amount of the content is from future grade levels or does not address the CCSSM.

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

Kindergarten Math in Focus materials are not consistent with the progressions in the standards. Content is not clearly identified, there are not extensive grade-level problems and concepts are not explicitly related to prior knowledge.

Kindergarten does not develop according to grade-by-grade progressions in the standards as future grade-level content is found throughout the materials.

  • Future grade-level content is found in chapters 3, 5, 7, 8 and 20, and the work is not clearly identified as future grade-level work.
  • In the student edition and teacher edition text, it does not state that the chapters mentioned above are future grade-level work.
  • The chapter-planning guide includes alignment information showing where each lesson aligns to the CCSSM. However, the alignment descriptions are sometimes inaccurate, as the material noted as aligned includes off-grade materials that may go beyond the full intent of the Kindergarten standard.
  • An example of misalignment is found in chapter 8, lesson 1. It focuses on skip counting by 2s and is labeled as aligned to K.CC.B.4.A. The intent of this standard is for students to demonstrate one-to-one correspondence, not skip counting.
  • Another example of misalignment is found in chapter 20, lesson 2. It focuses on counting coins and is aligned to K.0A.A.2. While many manipulatives can be used for this standard, money should not be used as it is not developmentally appropriate at this level. In the CCSSM, money is introduced in Grade 2.
  • Chapter 3 focuses on ordering by length or weight. Ordering by length is a Grade 1 standard.
  • Chapter 19 addresses measurement focusing on weight, capacity and time. Time is a Grade 1 and Grade 2 standard in CCSSM.
  • Forty instructional days of the Kindergarten curriculum are spent on off-grade level topics.

Materials do not give all students extensive work with grade level problems.

  • The materials consist of 73 lessons over a suggested 175 days.
  • Forty-nine lessons or about 67% of the time is spent on grade-level problems.
  • Twenty-four lessons or about 33% of the time is spent on off grade-level problems or problems which do not address the CCSSM.
  • Forty days of instructional time spent on skills that are not Kindergarten skills.
  • Only 114 instructional days focus on the major work of the grade.
  • Some problems seem text-heavy, which may not be appropriate for Kindergarten students.

Materials do not relate grade-level concepts explicitly to prior knowledge from prior grades.

  • There is no mention of prior knowledge in Kindergarten materials

Note: Attention should be paid to always using correct mathematical vocabulary.

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

Kindergarten materials do not foster coherence through connections at a single grade level. Overall, the materials do not include learning objectives that are visibly shaped by the CCSSM cluster headings, and the materials rarely connect two or more clusters in a domain or two or more domains in a grade when appropriate.

The learning objectives are not visibly shaped by CCSSM cluster headings and are instead organized by program objective.

  • The teacher guide contains a CCSSM correlation. This has the lessons broken down by CCSSM cluster headings and has lesson citations attached; however, the scope and sequence is not organized by CCSSM cluster headings but rather by the program objectives.
  • Chapter 10 objectives for the chapter are sequence events; understand first, next and last to sequence events. Ordinal numbers (first, second, third) are not a part of the CCSSM.

Materials rarely contain problems and activities connecting two or more clusters in a domain or two or more domains.

  • For example, in chapter 9 students are comparing sets of numbers, which provides opportunities for cardinal counting.
  • In the chapter planning guide, each lesson contains references to two or more clusters and/or two or more domains; however, a closer look at the activities shows the activities do not align to the stated standards.
  • For example, in chapter 1, lesson 3 of the chapter planning guide states it aligns to both counting and cardinality and measurement and data; however, when looking at the lesson it does not ask students to describe measurable attributes of objects or have students directly compare two objects with a measurable attribute in common.

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: Sun Feb 15 00:00:00 UTC 2015

Report Edition: 2013

Title ISBN Edition Publisher Year
null 9780547646800 null null null
null 9780547647050 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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