Alignment to College and Career Ready Standards: Overall Summary

The materials reviewed for Grade 8 do not meet the expectations for alignment to the CCSSM.  The materials partially met the criterion for Gateway 1: Focus on the Major Work and Coherence. The materials focus on the major work of the grade level and covered all of the Grade 8 standards. The materials fell short in the connection between grade levels in what was previously taught to what will be taught. The materials do not meet the expectations for Gateway 2, Rigor and Mathematical Practices. The materials had conceptual development, procedural skill, and application but not to the extent to help a student master all standards. The content was heavy with procedural skills and did not offer many places for students to explain their thinking or construct a viable argument about mathematics. There was not evidence that shows a meaningful connection between the eight MPs and the standards. The practices were listed but did not enhance instruction or student learning. 

See Rating Scale
Understanding Gateways

Alignment

|

Does Not Meet Expectations

Gateway 1:

Focus & Coherence

0
7
12
14
10
12-14
Meets Expectations
8-11
Partially Meets Expectations
0-7
Does Not Meet Expectations

Gateway 2:

Rigor & Mathematical Practices

0
10
16
18
9
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

Partially Meets Expectations

+
-
Gateway One Details

The instructional materials reviewed for Grade 8 partially meet the quality expectations for alignment to the CCSSM. There are lessons for 150 of the 180 days, requiring the teacher to find supplemental materials to re-teach or practice a particular skill. However, there are no additional materials on the site for practice. Content from prior grades is not identified or related to grade-level work. The lessons do not differentiate for lower ability or advanced learners. Materials do not provide students of varying abilities extensive work with grade-level problems. The material does not identify or relate grade level concepts explicitly to prior grade knowledge. Overall, the instructional materials reviewed do not meet the expectations for alignment to the CCSSM.

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 for Grade 8 do not assess any topic from future grades. Unit test questions assess only Grade 8 level content. Likewise the performance assessments only assess Grade 8 content. Overall, 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 8 meet the expectations for assessing the grade-level content. There is no content from future grades assessed. Overall, the instructional materials assess the grade-level topics

  • All unit assessments address the content expectations for Grade 8.
  • Unit test questions address the Grade 8 clusters listed below:
    • Unit 1: 8F.A, major
    • Unit 2: 8.EE.B, major and 8.F.B, major
    • Unit 3: 8.F.B, major and 8.F.A, major
    • Unit 4: 8.EE.B, major and 8.SP.A, supporting
    • Unit 5: 8.EE.C, major and 8.F.B, major
    • Unit 6: 8.EE.C, major and 8.F.B, major
    • Unit 7: 8.EE.B, major
    • Unit 8: 8.G.A, major
    • Unit 9: 8.EE.B, major, 8.EE.C, major and 8.G.A, major
    • Unit 10: 8.EE.A, major
    • Unit 11: 8.G.B, major and 8.NS.A, supporting
    • Unit 12: 8.G.C, additional
  • The performance task assessments addressed only Grade 8 content.
  • There are four performance tasks for Grade 8. All assess major and supporting clusters.
    • A Child's Growth and Prosperity 8.EE.B, 8.EE.C and 8.F.A ,all major
    • Architectural Works & Wonders 8.G.B and 8.EE.A, both major
    • Business Success 8.EE.C major and 8.SP.A, supporting
    • Sign Production 8.G.A and 8.EE.C both, major

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 8 are developed so that students and teachers using the materials as designed devote the large majority of class time to the major work of the grade. For example, 83% of the days are suggested for major work of the grade. Also nine of the 12 units are fully designated as major work of the grade. Overall, the instructional materials meet the criteria for the time devoted to the major work of the grade.

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 8 meet the expectations for spending the majority of class time on the major cluster of each grade. Eighty-three percent (83%) of the days in the program are spent on the major work of the Grade 8. Overall the instructional materials meet the criteria outlined in the CCSSM publisher guidelines for the time for the major work of the grade.

  • The Grade 8 course does spend the majority of the class time on the major cluster.
  • The curriculum guide states that there are 150 days of instruction and 125 of those days are spent on major work.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
4/8
+
-
Criterion Rating Details

The instructional materials reviewed for Grade 8 does not meet the expectations for coherence and consistency with the CCSSM. Given that there are only lessons for 150 of the 180 days, the teacher would need to find supplemental materials to re-teach or practice a particular skill. However, there are no additional materials on the site for practice. Content from prior grades is not identified or related to grade-level work. Throughout, the lessons do not differentiate for lower ability or advanced learners. Overall the Grade 8 material falls short of addressing key aspects of coherence and consistency with 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 8 meets the expectations for the supporting content enhancing focus and coherence simultaneously by engaging students in the major work of the grade. The supporting clusters in Units 4 and 11 clearly support the major work of the Grade 8. Overall, supporting content consistently enhances focus and coherence.

  • All of the supporting work truly aligns with the major work of the grade.
  • Unit 4 on bivariate data has students writing equations for trend lines when they are near linear.
  • Supporting cluster 8.SP promotes the major work 8.EE.5 and 8.F.
  • All three clusters are working with data in the form of input and output. The data must be graphed on a coordinate plane, and a relationship between the data will be discovered (i.e., will be increasing or decreasing).
  • Unit 11 spends one lesson on the supporting cluster 8.NS.A, irrational numbers. This connects to the major work, 8.EE.A, working with radicals, as the students are asked to look at non-perfect square roots.

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 8 do not meet the expectations for the amount of content designated for one grade level being viable for one school year in order to foster coherence between grades. Edgenuity does not provide any supplementary materials online for the 30 days for which there are no designated lessons. Overall, the amount of appropriate content that is designated for this grade level is viable for 150 days, but not for the full extent of the school year.

  • The provided materials are appropriate to foster coherence and would be able to be completed in one school calendar year. However, teachers would have to find materials to supplement for more practice.

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 8 do not meet the expectations for the material to be consistent with the progressions in the standards. Materials rarely identify or relate grade level concepts explicitly from prior grades. Connections are not made with content from future grades. Overall, the instructional materials develop, but do not clearly identify the progressions from prior grades in the standards.

  • Materials do develop according to the grade-by-grade progressions. Content from prior or future grades is not clearly identified.
  • Closed caption dialogue for the instruction and summary videos do not mention grade level.
  • Learning goals for the lessons are not explicitly connected to other lessons.

The instructional materials reviewed for Grade 8 do not meet the expectation of providing all students with extensive work with grade-level problems. Overall, the materials do not consistently give students of varying abilities extensive work with grade-level problems.

  • The lessons do not differentiate for lower achieving or advanced learners.
  • There is one lesson per learning goal and only one assignment for each lesson.
  • There is no provision for re-teaching or additional practice for any of the skills.

The instructional materials reviewed for Grade 8 do not meet the expectation of relating grade level concepts explicitly to prior knowledge from earlier grades. Overall, materials do not relate grade level concepts explicitly to prior knowledge from earlier grades.

  • There is nothing in the materials that relates new content to previously taught content.
  • Closed caption dialogue for the instruction and summary videos do not make references or connections for the teacher or for the student.
  • All lessons state the learning goal and then continue with instruction for that particular learning goal, without connecting to other lessons across or within units.

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 8 meet the expectations for fostering coherence through connections at a single grade, where appropriate and required by the standards. Overall, materials include learning objectives that are visibly shaped by CCSSM cluster headings.

  • The materials do include learning goals that are shaped by the CCSSM cluster headings.
  • The lesson goals are identified in the narrative of the lesson warm ups.
  • It is clear that many of the learning goals use language directly from the cluster headings.
  • Units 2 (Functions) and 5 (Linear Equations) align with 8.F.B and 8.EE.B, both of which are major work clusters of Grade 8.

The instructional materials include problems and activities that serve to connect two or more clusters in a domain. They include problems and activities that connect two or more domains in a grade. Overall the materials foster coherence through connections within Grade 8.

  • Connections between 2 clusters are made in the materials.
  • For example, unit 9, lesson 8, connects slope to similar triangles.

Gateway Two

Rigor & Mathematical Practices

Does Not Meet Expectations

+
-
Gateway Two Details

The materials from Edgenuity Grade 8 do not meet the expectations for Gateway 2: Rigor and Mathematical Practices.  There is an attempt at conceptual development, procedural skill, and application for the standards, but there is not enough practice of any of the three components of rigor. Many of the problems have been asked in a real-world context; however, a student only needs procedural skill to choose the correct answer. Students are rarely asked to demonstrate conceptual development or asked to apply mathematics. Most questions are expected to have one answer without an explanation or are given a script as to how the problem is solved. The instruction tends to only show one way to go about solving a given problem. The eight MPs were listed and said to be in many of the lessons. The lack of true identification within the lesson does not validate that the practice is truly implemented. Many of the titles of the lessons did not match from document to document or were not titled correctly. 

 

*Evidence updated 10/27/15

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.
4/8
+
-
Criterion Rating Details

The materials reviewed for Grade 8 do not meet the expectations for the criterion of rigor and balance. The programs limits the ability for students to develop a conceptual understanding. They are not provided opportunities to explore concepts with or without manipulatives. Instruction is very procedural in nature with most instruction focused on the steps needed to complete a problem. The problems are set in real-world context, but students use the procedures to solve them and choose a correct answer. There are very limited opportunities for students to explain their thinking and extend their learning.

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 for Edgenuity Grade 8 partially meet the expectations for developing conceptual understanding of key mathematical concepts.  The lessons containing standards 8.EE.5, 8.EE.6, 8.EE.8.A, 8.F.1, 8.G.2 and 8.G.6 were of particular focus. All of these standards require students to understand key concepts. 

  • In Unit 1, 8.EE.5 is listed as the main standard for lessons one and two in the student course map. However, when looking at the Teacher’s Curriculum Map in the course documents, the standard is not listed for the unit.  The instructional videos for this unit begin with direct procedural instructions on how to create a table. There is not any exploration activity for students to discover the relationship presented in different ways. 
  • The documents for Unit 8 correctly identified the standards for 8.G.A. This unit contains some exploratory lessons with transformations. 
  • The teacher material, called “Common Core Math 8 Curriculum Guide,” has a section titled Representation, Tools, and Interactive Models. In Unit 1, Lesson 3 on interpreting graphs provides an interactive slide with a Ferris wheel. The students can start and stop the Ferris wheel, and the computer generates the correct graph. This visual will help develop the concept of a function.   
  • There are only one or two questions for each assignment where students are asked to explain. Once a student starts typing, they are then given a list of appropriate responses and are to check the ones they have included in their response. A student could type anything and then select a correct response. A student’s thinking is not challenged, but the student is immediately given an answer to the problem.

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 meet the expectation for giving attention to procedural skill and fluency. Overall, the materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.

  • Most of the instruction is delivered in a procedural manner. Instructors provide step-by-step details on how to complete a problem.
  • The assignments follow a similar pattern as the examples used in the instructional videos. Many of the problems have been written in context; however, the procedure that was taught will be used to answer the question. Procedures will have ample practice opportunities.

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
1/2
+
-
Indicator Rating Details

The materials reviewed partially meet the expectations for giving attention to applications. Overall, the materials reviewed give attention to application, but they lose focus on the major work of the grade.

  • In the instructional sequences, the teacher walks students through the applications with a step-by-step process.
  • Many of the problems in each of the sections (warm-up, instruction, assignment, summary, quiz and test) are written with a real-world context. However, most problems are multiple choice and do not require that students fully apply the mathematics involved, or students are led to the solution in a step-by-step manner.
  • For instance, on slide 11 of the assignment in Linear vs. Nonlinear Functions, students must select all of the situations that depict a linear function. This question does demonstrate mathematics being used in the real world; however, students are not asked to determine how to solve a problem.
  • There are also open-ended questions in which students must solve a problem in a real-world context and explain their reasoning. Once they select “done,” a list of possible correct answers appears. A student does not have the opportunity to revise their thinking. They are immediately lead to the correct response.

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
+
-
Indicator Rating Details

The instructional materials reviewed do not meet the expectations for balance. Overall, these online materials are too heavy in procedural understanding for there to be a balance of the three aspects of rigor.

  • The instructional parts of each lesson in the units are explanations of how to use algorithms and/or a step-by-step process to find an answer. Many times these problems are set in a real world context, and the teacher does link the parts of the worked solutions to the context of the problem.
  • Students are not expected to wrestle with the underlying reasoning of the mathematics while watching one of the instructional videos because the teacher is walking them through each item from start to finish.
  • In the assignments, students do have the opportunity to think about applying essential understandings, but more often than not, these are in a multiple choice format, so students do not have to generate their evidence.

Criterion 2e - 2g.iii

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice
5/10
+
-
Criterion Rating Details

The materials reviewed from Edgenuity Grade 8 do not meet expectations for the criterion of Practice-Content Connections. The eight MPs are listed by lesson in the curriculum guide, and they are specifically identified within the lesson. There is limited dialogue between student and teacher as well as student to student. Although the MPs have been identified, their meaning is not always fully attended to, and they are only partially used to put appropriate emphasis on students’ mathematical reasoning. 

Indicator 2e

The Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed partially meet the expectations for identifying the MPs and use them to enrich the content. Overall, the MPs are not always identified correctly and not always used to enrich the mathematics content.

  • The eight MPs are defined in the Common Core Math 8 Curriculum Guide. The guide fully explains all eight practices and provides a brief summary of how the practice is to be utilized in the said grade.
  • The Common Core Math 8 Alignment document lists the eight MPs and the title of the lesson where the practice is evident in the instruction. Following is a list of the practices and how many lessons in which they are identified: MP.1, 52 lessons; MP.2, 49 lessons; MP.3, 32 lessons; MP.4, 45 lessons; MP.5, 34 lessons; MP.6, 53 lessons; MP.7, 72 lessons; and MP.8, 20 lessons.
  • The practices are not mentioned in the instructional video or linked on any slide in the assignment. One would have to determine where each practice is being incorporated into the lesson.
  • The Student View has a course map for each unit. Under the course map, there is a tab titled State Standards. This is a long list on content standards and mathematics practices. Again, they are not tied to any specific question or part of the lesson.
  • The standards listed under the course map are sometimes identified incorrectly. For example, in Unit 1, the title “Make Sense of Problems and Persevere through Solving Them” is identified as MP.3. In this same unit, MP.4 an MP.5 are also identified incorrectly.

Indicator 2f

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

The instructional materials reviewed partially meet the expectations for carefully attending to the full meaning of each practice standard. Overall, the materials reviewed do not always carefully attend to the full meaning of each practice standard.

  • The format of this program makes it very difficult for students to reach the full meaning of MP7 and MP8. The heavily procedural instruction and full explanations given by the teachers prior to the assignments do not allow students to make these connections independently.
  • MP4 is listed in every lesson in the first unit with the exception of “Using Technology to Explore Data.” At no point do students choose the representation they will use to model the given situations or produce them independently,
  • Multiple lessons have more than one practice referenced, and the practice standards are not linked to a particular question or slide. An instructor is not given any guidance as to how to enhance the lesson with the practices.
  • For example, a lesson titled “Graphing on the Coordinate Plane” is referenced in the curriculum alignment document and cites MP4. When looking through the lesson, there was no place for modeling with mathematics. In addition, there were a few places where students had to explain and critique the reasoning of another, so MP3 could’ve been cited as it was fully addressed.

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 instructional materials reviewed partially meet the expectations for prompting students to construct viable arguments and analyze the arguments of others. Overall, the materials reviewed rarely prompt students to construct viable arguments and analyze the work of others.

Not many questions ask students to explain or justify their answers. This correlates with indicator 2a in the lack of conceptual development questions.

A few questions ask the student to find an error of a model problem. Most of these problems are in multiple-choice format. This does not allow for independent thinking.

Throughout the units there are questions that require students to type in an explanation. Once they submit their answers, a checklist of possible correct responses appears. They are then asked to check the box(es) that match their response. Students do not have the opportunity to share or receive real feedback about their thinking.

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 instructional materials reviewed partially meet the expectations for assisting teachers to engage students in constructing viable arguments and analyzing the arguments of others. Overall, the materials reviewed provide some assistance to teachers in engaging the students in constructing viable arguments.

  • The Common Core Math 8 Curriculum Guide provides a guide for blended instruction. In this section, teachers could find places that would naturally lend to discussions.
  • The Curriculum Guide also has a section titled “Unit by Unit Discussion Questions.” There are two questions per unit listed, as well as instructions, on how to conduct the discussion with multiple students or students who are working individually then interact via a discussion board.
  • Since the mathematics practices are not identified specifically in the slides, it is difficult for teachers to determine which ones to highlight or mark for students. For example, MP3 is identified in Modeling Real-World Equations. In the assignment, teachers have to make assumptions about which problems engage in MP.3.

On slide eight of the same lesson, an opportunity is provided for students to find an error in another student’s thinking about the number of solutions for his equation. Once the student submits their answer, a list of possible answers will appear that they are to select.

Indicator 2g.iii

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

The instructional materials reviewed partially meet the expectations for attending to the specialized language of mathematics. Overall, the materials reviewed attend to the language of mathematics in a few places.

There is a list of vocabulary needed for the entire course in the curriculum guide.

Many warm-ups introduce the vocabulary for the lesson. They identify green words as academic words that are used in other areas of study. Purple words are identified as domain specific. This color-coding continues throughout the program.

There are few questions in each unit that require written answers due to the format of how students respond. They never have to use precise language. They can type any answer and then select an answer from the provided list that sometimes has the correct usage.

Two examples where the specialized language is not used are slide 6, Assignment, Exploring Systems in the Real World, and slide 10, Assignment, Transformations. This series uses the words “rise over run” repeatedly for a method to find slope (Rate of Change and Introduction to Slope, Exploring Slope, Slope-Intercept Form, Graphing). Systems of Equations, but at no point are students asked to explicitly describe what those terms mean using the number of units between two x or y values.

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: 2015

Title ISBN Edition Publisher Year
null MA31082014 null null null

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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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