Alignment to College and Career Ready Standards: Overall Summary

The instructional materials reviewed for Grade 2 do not meet the expectations for alignment to the CCSSM.

The materials do not devote the large majority of class time to major standards of the grade, but the materials can be utilized to appropriately assess grade-level content. Some positive evidence was noted in the coherence criterion, but too many areas of weakness mean the instructional materials do not meet quality expectations for coherence. Due to the materials not meeting expectations for focusing on major work and coherence, they were not reviewed for rigor and Mathematical practices.

See Rating Scale
Understanding Gateways

Alignment

|

Does Not Meet Expectations

Gateway 1:

Focus & Coherence

0
7
12
14
2
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 2 do not meet expectations for alignment to focusing on major work of the grade and coherence. The instructional materials do not allocate a large percentage of class time to major standards of the grade, but the materials can be utilized to appropriately assess grade-level content. Some positive evidence was noted in the coherence criterion, but too many areas of weakness mean the instructional materials do not meet quality expectations for coherence.

Criterion 1a

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

The instructional materials reviewed for Grade 2 meet the expectations for assessing material at the grade level. Although there are multiple units and lessons noted that align to and/or assess standards that are beyond Grade 2, the inclusion of these lessons and units is either Mathematically appropriate or, where not appropriate, their omission would not significantly alter the structure of the materials.

Indicator 1a

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

The instructional materials reviewed for Grade 2 meet expectations for assessment because above grade-level assessment items and their accompanying lessons or units could be modified or omitted without significantly impacting the underlying structure of the instructional materials. For this indicator, all of the identified assessments and end-of-unit assessments for the 15 units were reviewed. Units and lessons accompanying above grade-level assessment items are noted in the following list.

  • In unit 5, lesson 2 has assessment items that partially align to 3.MD.A.2. , “Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.” The Key Assessment Opportunities Chart show the expectation that students be able to measure the volume of containers using nonstandard units, which is why the items only partially align. This lesson accounts for two to three class sessions of unit 5, which encompasses 12 to 14 class sessions total, so the omission of this lesson would not significantly impact the structure of this unit.
  • In unit 8, lessons 1, 4, and 5 have assessment items that align to 3.MD.A.2. , “Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.” The Key Assessment Opportunities Chart shows the expectation that students be able to measure and compare the mass of objects using a two-pan balance and standard gram masses. These lessons account for seven class sessions of unit 8, which encompasses 11 to 13 class sessions total, so the omission or modification of these lessons would significantly impact the structure of this unit.
  • In unit 10, lessons 1 through 6 have assessment items that align to 3.MD.A.2, “Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem,” and 5.MD.C.3. , “Recognize volume as an attribute of solid figures and understand concepts of volume measurement.” The Key Assessment Opportunities Chart shows the expectations that students be able to identify shapes that are the same size and shape; recognize that different shapes can have the same volume; and count and add cubic units to find volume. These lessons account for all of the class sessions of unit 10, which encompasses 9 to 12 class sessions total, so the omission or modification of these lessons would significantly impact the structure of this unit.
  • In unit 11, lessons 1 through 5 have assessment items that align to 3.MD.A.2. “Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.” The Key Assessment Opportunities Chart shows the expectation that students be able to read and interpret a variety of scales calibrated by twos, fives, and tens and measure volume by displacement using a graduated cylinder. These lessons account for all of the class sessions of unit 11, which encompasses seven to nine class sessions total, so the omission or modification of these lessons would significantly impact the structure of this unit.

*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 2 do not meet the expectations for spending the large majority of class time on the major clusters of the grade. A large amount of time, 33%, is devoted to off grade-level expectations both above and below Grade 2. While there are a few instances, in units 7 and 8 for example, where the major work of Grade 2 is addressed, there is not enough to be a large majority of the instructional materials. Overall, the instructional materials allocate too much instructional time to clusters of standards that are not major work of Grade 2 or to standards that are above Grade 2.

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 2 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 2 or on standards that are above Grade 2.

  • A large amount of time, 33%, is devoted to off grade-level expectations both above and below Grade 2. The amount of instructional time devoted to Grade 2 standards is 67%, not high enough to meet expectations for this indicator.
  • There are a few instances, in units 7 and 8 for example, where the major work of Grade 2 is addressed, but there is not enough to be a large majority of the instructional materials.

Criterion 1c - 1f

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

The instructional materials reviewed for Grade 2 do not meet the expectations for being coherent and consistent with the CCSSM. The instructional materials have very few instances of supporting work fostering coherence, but the amount of content designated for Grade 2 is not viable for one school year. Also, the instructional materials are not consistent with the progressions in the CCSSM, and they do not foster coherence through connections at a single grade. Overall, the instructional materials for Grade 2 exhibit some characteristics of coherence, but for the entire criterion, there are too many weaknesses for the materials to even partially meet the expectations.

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 2 do not meet the expectations for having the supporting content enhancing focus and coherence simultaneously. Overall, the instructional materials miss opportunities to connect non-major clusters of standards to major clusters. As a result, the supporting content does not engage students in the major work of Grade 2.

  • In only two lessons does the supporting content enhance the major work of the grade (lesson 2, unit 2, and lesson 5, unit 4).
  • The rest of the supporting work is handled separate from the major work of the grade level.
  • Unit 2, lessons 3, 4 and 5, work with different types of grouping and objects for addition and subtraction, but there is not a direct link to multiplication.
  • The supporting content is present, but it is treated separately from and not used to enhance 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 instructional materials reviewed for Grade 2 do not meet the expectations for having an amount of content designated for one grade level as 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.

  • The instructional materials are allocated to last 223 days.
  • The Grade 2 materials have 111 lessons that contain up to five activities per lesson.

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 2 do not meet the expectations for having materials that are consistent with the progressions in the CCSSM. Overall, the materials do not give students extensive work with grade-level problems, and grade-level concepts are not always explicitly related to prior knowledge from earlier grades. Also, the materials do not develop according to the grade-by-grade progressions, with non-grade-level content not being clearly identified.

  • The content which includes future grade-level materials is not clearly related to grade-level work as evidenced by lesson 2, unit 5; lesson 4, unit 6; lessons 1, 4 and 6, unit 8; and lessons 1 and 5, unit 10.
  • Content does not develop appropriately within the major work of each grade as evidenced in indicators 1a, 1b and 1c. No mention of work in preparation for future grades is identified.
  • Due to the amount of time spent on off grade-level work, students are not getting extensive work with grade-level problems. Units 6-13 contain content from future grade levels that limits the amount of time spent on grade level work.
  • Units 7 and 9 deal with adding and subtracting within 10 when the work should be within 20.
  • Unit 5, lesson 5, explores place value within 100, but students should be working within 1,000.
  • There is no evidence of differentiation for below- or above-level students. All students and all learning levels are not accounted for.
  • There are no explanations provided for the teacher or student linking prior knowledge from prior grades.
  • In unit 1, lessons 4 and 7 cover material that should be in the Grade 1 scope and sequence, and there is not an explicit connection made in the teacher's guide.

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 instructional materials reviewed for Grade 2 do not meet the expectations for having materials foster coherence through connections at a single grade. Overall, the materials do not include learning objectives that are visibly shaped by the CCSSM cluster headings, and the materials do not always connect two or more clusters in a domain or two or more domains in a grade when appropriate.

  • It is not clear the learning objectives have been shaped by the cluster headings due to the amount of off grade-level objectives.
  • Learning objectives attempt to align to cluster headings, but the amount of off grade-level content and objectives make it difficult to align to grade level learning standards.
  • The student guides and "at home practice" are not labeled with objectives.
  • Units are compartmentalized and lack connections between different units.
  • In instances where there are connections, they involve content from future grade levels.
  • Lesson 5, unit 4, is the only lesson that connects two clusters together appropriately, but there are many other connections within the grade level that could be made.

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: 2015

Title ISBN Edition Publisher Year
null 9781465224125 null null null
null 9781465224286 null null null

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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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