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 Grade 1 on the major work of the grade. The materials are not coherent or consistent with the standards. Assessments often assess future grade-level content. Approximately 63 percent of the content are on the major work of the grade. An additional 16 percent of the time is spent on the supporting/additional clusters; however, these are treated separately therefore not counted as a part of the major work. Finally, 18 percent of the time is spent on either topics not in the CCSSM or on off grade-level material. Grade 1 Math in Focus does not fully meet any of the indicators in Gateway 1. 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
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

Students and teachers using the materials as designed will not devote a majority of time in Grade 1 on the major work of the grade. The materials are not coherent or consistent with the standards. Assessments often assess future grade-level content. Approximately 63 percent of the content is on the major work of the grade. An additional 16 percent of the time is spent on the supporting/additional clusters; however, these are treated separately and therefore not counted as a part of the major work. Finally, 18 percent of the time is spent on either topics not in the CCSSM or on off grade-level material. Grade 1 Math in Focus does not fully meet any of the indicators in Gateway 1. 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

Grade 1 Math in Focus materials assess topics from future grade-level content. Chapters 5, 10, 13, 14, 17, 18, 19 and the mid-year assessment all contain questions assessing future grade-level material.

Review Team Note: The assessments are included in the teacher edition, but are printed at a small scale: ⅛ of a page. Since the assessments are not included in the student edition and are so small in the teacher edition, the assessment book would need to be purchased or teachers would need to reproduce the assessments.

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 1 do not meet the expectations for assessing grade-level content. Although there are no probability, statistical distribution, or similarity, congruence, and transformation items present, the instructional materials assess content from future grades within the summative assessments provided for each chapter.  The items which assess off-grade level expectations are too numerous to simply skip. Examples of future grade-level assessment items from the chapter tests and mid-year tests include:

 

  • Chapter 5, question 7 assesses students on finding three-fourths of a rectangle, which is a Grade 2 standards.
  • On the mid-year assessment questions 4–9 , 15, 17, 27, 36, 37 and 41–45 assess the procedures for addition and subtraction with regrouping. Questions 29 and 30 assess students on creating patterns, which is a Grade 4 standard.
  • The chapter 10 assessment has students comparing masses, which is a Grade 3 standard. The chapter assessment has 14 questions and all assess mass.
  • On the chapter 13 assessment, questions 7–13 assess the procedures for addition and subtraction with regrouping.
  • In chapter 14, questions 4, 5, 9, 10 and 12 assess students on subtraction within 100, which is a Grade 2 standard.
  • In the Benchmark Assessment 2 for chapters 10–15, questions 1, 12 and 19 assess mass, which is a Grade 3 standard. Questions 4 and 18 assess using the procedures for addition and subtraction with regrouping. Question 5 assesses subtraction at the Grade 2 standard. Question 13 assesses creating number patterns, which is a Grade 4 standard.
  • In chapter 14, questions 4, 5, 9, 10 and 12 assess students on subtraction within 100, which is a Grade 2 standard.
  • The chapter 17 assessment assesses the procedures for addition and subtraction with regrouping.
  • In the chapter 18 assessment all 12 questions assess students on completing multiplication and division, which is a Grade 3 standard.
  • The chapter 19 assessment contains 12 questions that assess money.
  • On the end-of-the-year assessment, questions 5 and 25 assess creating patterns, which is a Grade 4 standard. Questions 7, 33, 34 and 37 assess the procedures for addition and subtraction with regrouping. Questions 10 and 30 assess mass, which is a Grade 3 standard. Questions 13, 14, 17, 22, 33 and 43 assess subtraction at Grade 2 standards. Questions 18, 19 and 39 assess equal groups, which is a Grade 2 standard. Questions 20 and 40 assess money. Question 38 assesses multiplication, which is a Grade 3 standard.

*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

Students and teachers using the Grade 1 Math in Focus materials would not devote a large majority of the time to the major work of the grade. Only 63% percent of the time was spent on the major work of the grade. Overall, the materials did not support spending the large majority of time on the major clusters of the grade level.

Indicator 1b

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

The instructional materials reviewed for Grade 1 do not meet the expectations for spending the large majority of class time on the major clusters of the grade. Overall, the instructional materials allocate too much instructional time to clusters of standards that are not major work of Grade 1 and on work of future grade levels.

Of the 19 chapters:

  • Major clusters are represented in 63% of chapters.
  • Chapters 1, 2, 3, 4, 7, 8, 9, 12, 13, 14, 16 and part of chapter 17 address major work of the grade.
  • Supporting and additional standards represent approximately 16% of the content.
  • Future grade-level content is addressed approximately 18% of the time.
  • Chapters 10, 18 and 19 exclusively focus on future grade-level materials, while nearly half of chapter 17 contains future grade-level material. These chapters teach and assess mass, subtraction to 100, multiplication/division and money.
  • Approximately 5% of the materials (parts of chapters 6 and 15) have topics that are not addressed in the CCSSM. Chapter 6 contains ordinal numbers and chapter 15 includes lessons on the calendar.
  • Of the 95 days of instructional time, 60 are spent on the major work of the grade, representing approximately 63% of the instructional time. (Assessment time was not included in this calculation.)

Criterion 1c - 1f

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

The instructional materials for Grade 1 do not meet the expectation of the grade-level instructional materials being coherent and consistent with the standards. The materials do not represent a full year of content. Additionally, 30 days of 95 is spent on prior Kindergarten knowledge. Teachers using the materials would not be giving their students extensive work in grade-level problems, since only approximately 59% of the lesson focus on grade-level problems. Because of the amount of past grade-level content, 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 Grade 1 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.

  • For this indicator, all grade-level work which was not major work was considered supporting work.
  • Chapter 11 on picture/bar graphs supports major work at Grade 1 (1.OA.D). For example, chapter 11, lesson 2, TE 38-39, while focusing on graphs, is supporting addition and subtraction.
  • Chapters 5 and 15 treat supporting work separately from the major work of the grade.

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 amount of content designated for Grade 1 Math in Focus is not viable for one school year. Overall, the amount of time needed to complete the lessons is not appropriate for a school year of approximately 170-190 days.

  • There are 65 lessons in the program, which cover 95 days of instruction.
  • Out of those 95 days, only 60 days are spent on the major work of the grade level.
  • The typical school year has 170-190 days, therefore there is not enough content for one school year.

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

Grade 1 Math in Focus materials are not consistent with the progressions in the CCSSM. Content is not clearly identified, there are not extensive grade-level problems and concepts are not explicitly related to prior knowledge.

Materials do not develop according to the grade-by-grade progressions.

  • Materials from prior or future grade-level work are not clearly identified. For example:
  • Chapter 10 contains Grade 3 work and the skills trace and the chapter planning guide do not identify this or offer how it is related to grade-level work.
  • Chapter 6 addresses ordinal numbers, which is not a Grade 1 standard. This content is not identified as learning that is beyond the scope of CCSSM.
  • Chapters 1, 2, 3 and 4 are all focused on Kindergarten standards. The curriculum does not mark these 17 days of instruction; all focus on the prior year's skills.
  • Chapter 15 covers the calendar, which is not addressed in the CCSSM. This content is not identified as learning that is beyond the scope of CCSSM.
  • Chapter 18, "Getting Ready for Multiplication" addresses a Grade 3 standard. This content is not identified as learning that is beyond the scope of CCSSM.
  • Chapter 19 on money is a Grade 2 standard. The materials do not identify this as a future year's standard.
  • Approximately 35 days are spent on off grade-level material. The materials have labeled lessons stating that they are grade-level standards where they are not.

The materials do not give students extensive work with grade-level problems.

  • Grade 1 Math in Focus has 66 lessons over 95 days.
  • Thirty-nine lessons or about 59% of the time is spent on grade-level problems.
  • Twenty-seven lessons or about 41% is spent on work other than grade-level problems.
  • Each lesson has about four guided practice problems before independent practice.
  • Lessons do not consistently contain the same number of independent practice problems.
  • Some lessons only have 4 independent practice problems (e.g., chapter 1, lesson 1), which may not be enough for some students.

The materials do not relate grade-level concepts explicitly to prior knowledge from earlier grades.

  • Each chapter contains an initial lesson "Recall Prior Knowledge." In this lesson students are recalling prior knowledge from earlier grades and chapters.
  • Not all chapters trace the concepts from earlier grades, some only trace back to earlier chapters in Grade 1.
  • For example, chapter 8 traces prior knowledge from chapter 4 in Grade 1 instead of K.OA.A.2.
  • Chapter 11 only relates to knowledge acquired in chapter one of Grade 1.
  • Chapter 19 on money does have students recall prior knowledge, but since money is not to be taught until Grade 2 this is not prior knowledge that should be in a Grade 1 book.
  • Chapters 3, 4, 7, 9, 11, 12, 13, 14, 15, 16, 17 and 18 are additional examples of alignment to prior chapters and not prior grade-level concepts.
  • Materials link to prior knowledge of strategies, not to the CCSSM content standards that have previously been covered in Kindergarten or earlier in Grade 1.

Indicator 1f

Materials foster coherence through connections at a single grade, where appropriate and required by the Standards i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings. ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.
0/2
+
-
Indicator Rating Details

Grade 1 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 materials do not include learning objectives visibly shaped by the CCSSM headings.

  • For example, chapter 2 lists the objectives as "number bonds can be used to show parts and whole; use connecting cubes or a math balance to find number bonds; find different numbers bonds for numbers to 10." Number bonds are a strategy and are not mentioned in the CCSSM.
  • The teacher guide includes CCSSM correlations. However, chapters 6, 10, 18 and 19 correlations include learning objectives that are not specific Grade 1 standards.

The materials do not include problems and activities that serve to connect two or more clusters in a domain or two or more domains in Grade 1.

  • Some connections between clusters are made beginning in chapter 8. For example, in lesson 1 of chapter 8 students are connecting place value and addition.
  • In the chapter planning guide there are several references in each lesson to two or more clusters and/or two or more domains. However, a closer look at the activities shows the activities do not truly align to the stated standards. For example, in chapter 12 lesson 2 the lesson states it aligns to both 1.NBT and 1.OA. In fact, the lesson does not ask students to determine whole number in an addition or subtraction equation relating to whole numbers as stated.
  • In Grade 1, the first 6 chapters are reviewing work of Kindergarten. Students do not begin learning the major work of Grade 1 until chapter 7, which is 30 days (excluding assessments) into the school year.

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 9780544223967 null null null
null 9780544223974 null null null

About Publishers Responses

All publishers are invited to provide an orientation to the educator-led team that will be reviewing their materials. The review teams also can ask publishers clarifying questions about their programs throughout the review process.

Once a review is complete, publishers have the opportunity to post a 1,500-word response to the educator report and a 1,500-word document that includes any background information or research on the instructional materials.

Educator-Led Review Teams

Each report found on EdReports.org represents hundreds of hours of work by educator reviewers. Working in teams of 4-5, reviewers use educator-developed review tools, evidence guides, and key documents to thoroughly examine their sets of materials.

After receiving over 25 hours of training on the EdReports.org review tool and process, teams meet weekly over the course of several months to share evidence, come to consensus on scoring, and write the evidence that ultimately is shared on the website.

All team members look at every grade and indicator, ensuring that the entire team considers the program in full. The team lead and calibrator also meet in cross-team PLCs to ensure that the tool is being applied consistently among review teams. Final reports are the result of multiple educators analyzing every page, calibrating all findings, and reaching a unified conclusion.

Math K-8 Rubric and Evidence Guides

The K-8 review rubric identifies the criteria and indicators for high quality instructional materials. The rubric supports a sequential review process that reflect the importance of alignment to the standards then consider other high-quality attributes of curriculum as recommended by educators.

For math, our rubrics evaluate materials based on:

  • Focus and Coherence

  • Rigor and Mathematical Practices

  • Instructional Supports and Usability

The K-8 Evidence Guides complement the rubric by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria.

X