Alignment to College and Career Ready Standards: Overall Summary

The instructional materials reviewed for Grade 6 do not meet the expectations for alignment to the CCSSM. In gateway 1, the instructional materials do not meet the expectations for focus on major work because they devote an insufficient amount of time to the major work of the grade, and the materials do not meet the expectations for coherence because they do not make sufficient connections between the standards. Since the materials do not meet expectations for focus and coherence in gateway 1, they were not reviewed for evidence of rigor and the mathematical practices in gateway 2.

See Rating Scale
Understanding Gateways

Alignment

|

Does Not Meet Expectations

Gateway 1:

Focus & Coherence

0
7
12
14
6
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 Course 1 do not meet the expectations for focus and coherence in the CCSSM. For focus, the instructional materials do not meet the criteria for the time devoted to the major work of the grade with only 54.6 percent of the days allocated in the timeline aligning to the major work including support from parts addressing non-major work. For coherence, supporting work is sometimes connected to the focus of the grade with some missed opportunities for natural connections to be made. The amount of content for one grade level is not viable for one school year, and the materials will not foster coherence between the grades. Content from prior or future grades is not clearly identified and materials that relate grade level concepts to prior knowledge from earlier grades is not explicit. Overall, the materials are shaped by the CCSSM and do incorporate some natural connections, but there are not enough connections to prepare a student for upcoming grades. The material also lacks some consistency for grade-to-grade progressions, and content that is not on grade level or supports on grade level learning is not explicit.

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 Course 1 do not meet the expectations for focus within the grade. The materials reviewed for Course 1 do assess mostly grade-level content with some above grade-level topics, but If the future grade content was removed, it would not change the underlying structure of the assessments. The instructional materials do not meet the expectations for majority of class time on the major clusters of this grade. Only 54.6 percent of the days are suggested in the materials for major work of this grade. Overall, the instructional materials meet the indicator for grade-level assessments, however it does not spend the majority of time in the major clusters of this grade.

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 Assessments that are included in the web version of Springboard were reviewed for Course 1 and found to meet the expectations for instructional material that assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades is sometimes introduced, but students should not be held accountable on assessments for those future expectations. If the future grade content was removed, it would not change the underlying structure of the assessments. Overall, the instructional material in the summative assessment items reviewed in Course I addressed the major areas of focus for this grade level in a challenging and effective manner with most units having few or no standards above grade level addressed.

Quality, on grade-level examples are:

  • Unit 2, question 9- Students show their knowledge of 6.NS.C.7.B by using inequalities to show the value of negative and positive numbers.
  • Unit 3, question 4- Students demonstrate their knowledge of 6.EE.A.2.A by creating an expression and determining the appropriate operation to represent the real world problem.
  • Unit 7, several of the problems address 6.NS.B.3 through the real world application of solving problems via using the four operations with decimals to solve. The problems in particular are problems 3-5, 7-9 and 11-14.

Areas of improvement are:

  • Unit 1, question 3- Uses a whole number (14) that exceeds the maximum value of 12, as stated in the standards for least common multiple problems - 6.NS.B.4.
  • Unit 2, questions 15-20, 22 and 24 have students operate on integers. Adding, subtracting, multiplying or dividing negative integers is not a Grade 6 standard. Instead, it is a Grade 7 standards that fits 7.NS.A.1 and 7.NS.A.2.
  • Unit 3, question 18- Students read and interpret a linear graph which is a Grade 7 standard, 7.RP.A.2.B.
  • Unit 4, question 20 addresses MP 1, requiring the student to make conclusions regarding a parallelogram given an angle and the length of one side. The standard addressed with this question is 7.G.B.5. Students need to have knowledge regarding supplementary, complementary, vertical and adjacent angles.

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 Course 1 do not meet the expectations for focus within the grade. The materials reviewed for Course 1 do assess mostly grade-level content with some above grade-level topics, but If the future grade content was removed, it would not change the underlying structure of the assessments. The instructional materials do not meet the expectations for majority of class time on the major clusters of this grade. Only 54.6 percent of the days are suggested in the materials for major work of this grade. Overall, the instructional materials meet the indicator for grade-level assessments, however it does not spend the majority of time in the major clusters of this grade.

Indicator 1b

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

The teacher edition and consumable student edition reviewed for Course 1 do not meet the expectations for spending the majority of class time on the major clusters of each grade. To determine this we evaluated three perspectives: 1) the number of activities devoted to major work, 2) the number of lessons devoted to major work, and 3) the number of days devoted to major work. Along with major work of the grade, parts of the materials addressing non-major work were also examined for increasing focus on major work through coherent connections. We decided that the number of days devoted to major work is the most reflective for this indicator because it specifically addresses the amount of class time spent on concepts and our conclusion was drawn through this data.

We determined our evidence from the Contents Page, pages v - ix and the number of days suggested in "Planning the Unit" found in the the teacher edition and written by the publisher.

  • Activities – 17 out of 31 activities which is 54.8 percent of time spent on major work.
  • Lessons – 47 out of 82 lessons which is 57.3 percent of time spent on major work.
  • Days – 77 out of 141 days which is 54.6 percent of time spent on major work.

Including Embedded Assessment Days:

  • Unit 1: 31 days, 19 days days on major work.
  • Unit 2: 16 days, only 7 days on major work
  • Unit 3: 29 days, all days on major work
  • Unit 4: 22 days, all days on major work
  • Unit 5: 0 days out of 20 days on major work of the grade level
  • Unit 6: 0 days out of 19 days on major work of the grade level
  • Unit 7: 0 days out of 4 days on major work of the grade level

This allows for 77 days out of 141, or 54.6 percent, to be spent on major work of Grade 6 including support from parts addressing non-major work.

Excluding Embedded Assessment Days:

  • 6.RP.A has 16 instructional days out of 125 total days (13 percent).
  • 6.NS.A and 6.NS.A.C has 23 instructional days out of 125 total days (18 percent).
  • 6.EE.A, 6.EE.B, 6.EE.C has 21 instructional days out of 125 total days are addressed (16.8 percent).

This allows for 60 days out of 124 which is 48 percent to be spent on major work of Grade 6 including support from parts addressing non-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 Course 1 do not meet the expectations for being coherent and consistent with the standards. Supporting work is sometimes connected to the focus of the grade with some missed opportunities for natural connections to be made. The amount of content for one grade level is not viable for one school year, and the materials will not foster coherence between the grades. Content from prior or future grades is not clearly identified and materials that relate grade level concepts to prior knowledge from earlier grades is not explicit. Overall, the materials are shaped by the CCSSM and incorporate some natural connections that will prepare a student for upcoming grades. However, the material does lack some consistency for grade-to-grade progressions, and content that is not on grade level or supports on grade level learning is not explicit.

Indicator 1c

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 6 partially meet expectations that supporting content enhances focus and coherence by engaging students in the major work of the grade. In some cases, the supporting work enhances and supports the major work of the grade level, and in others, it does not.

Examples where connections are present, but the connections to major work are not well explored and therefore support a partial rating include:

Non-Major Cluster: 6.G.A - solve real-world and mathematical problems involving area, surface area, and volume is in Unit 5.

  • Activity 23, pages 289-303, have students substitute numbers and determine if equations are true which supports 6.EE.
  • Activity 24, pages 305-314, have students substitute numbers and determine if equations are true which supports 6.EE and plot negative and positive numbers on a coordinate grid which supports 6.NS.C.
  • Activity 25, pages 317-329, have students solve equations to find surface area which supports 6.EE.
  • Activity 26, pages 331-341, have students solve equations to find volume which supports 6.EE.

Non-Major Cluster: 6.NS.B - Compute fluently with multi-digit numbers and find common factors and multiples is in Unit 1.

  • Activity 1, pages 3-24, has students working with decimal operations that will support solving expressions/equations/inequalities in 6.EE .
  • Activity 3, pages 35-43, has students find the GCF and LCM which will support 6.NS.A.

Examples where connections are missed:

  • Unit 6- Activity 28, pages 363-376, has students working with measures of center which could have some questions that lead to the major work in 6.EE.B.
  • Unit 7- Activity 31, pages 409-420, is about personal financial literacy and could be used to engage 6.NS.C and 6.EE. However, the publisher makes no connections to Grade 6 standards at all in this unit. The teacher would need to not only relate the unit to the standards, but also make connections to the major work.

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 instructional materials reviewed for Grade 6 partially 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. With embedded assessment days not included there are approximately 124 days of lessons in the materials. There needs to be additional material, other than assessment days, to ensure a student grasps all of the major work at this grade level. Overall, the amount of content that is designated for this grade level is short of the amount of material needed to make it truly viable for one school year.

  • According to the pacing guide, each period is 45 minutes in length and there is a suggested 124 days of lessons.
  • When embedded assessments are also included in the pacing guide and if all are given during the course of the year the total would be 141 days.

The guiding focus taken for this indicator for our team was, "Will the non-major and major work of this material be enough to prepare a student for the next grade level?" With the amount of days, and with many of those days not focusing on major work and the non-major work days not often supporting the major work of the grade, it will require the teacher to make significant modifications to prepare the student for the next grade level and supports this indicator receiving a partially meets rating.

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.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 6 partially meet the expectations for the material to be consistent with the progressions in the standards. Content from prior and future grade levels are not clearly identified and a teacher will have to spend much time unpacking the activities to identify the non-grade level material. Also, materials do not always relate grade-level concepts explicitly to prior knowledge from earlier grades within each lesson. Connections are not explicitly made to content in future grades. However, in general, the progressions of the standards are followed throughout this course.

Some examples of areas where identification of standards from lower/upper grades would be beneficial are:

  • Unit 1 Activity 1-1 compares whole numbers and decimals as foundational work for this unit. This activity addresses standards from Grade 5 (5.NBT). While this work is necessary for students to be successful, the publisher does not illustrate a direct relationship with current grade level clusters.
  • Unit 1 Activity 5 does not have a specific content standard listed. The work of this activity is from previous grade levels (5.NF).
  • Unit 1 Activity 6 lists 6.NS.A.1 as the standard for the activity, but the work discussed is from 5.NF.2.
  • Unit 2 Activity 7 addresses work from a major cluster 6.NS and transitions nicely to Activity 8. However, the work from Activity 8 addresses content from a major cluster from Grade 7 (7.NS). Additionally, Activity 10 addresses Grade 7 work (7.NS).

The instructional materials reviewed for Grade 6 partially meet the expectation of giving all students extensive work with grade-level problems. Overall, the materials do not consistently give students of varying abilities extensive work with grade-level problems.

For each activity, there is anywhere from one to seven standards attached, and there are two to five lessons based on that activity to extend and develop the understanding of the standards included in the activity. For struggling learners or those that need enrichment, the book does provide pointers interspersed throughout the units with ideas on how to differentiate or teach the topic in a different way.

Examples of this are:

  • When necessary, mini lessons are inserted to help remind students of the basic skills that are needed. For example, on page 4, there is a suggestion for a mini lesson on decimal place value.
  • On page 65, there is a side note box that provides an alternative way to teach the concept.
  • On page 183, the differentiating instruction box provides pointers on student pairings.

Some examples of the lessons that are not at the depth of knowledge needed to prepare a student for the next grade are:

  • Unit 1 Activity 4, Lesson 4-3 on mixed numbers is an example of a low depth of knowledge lesson.
  • Unit 3, Activity 11, Lesson 11-1 on order of operations is also very procedural and not at the level needed to prepare a student for the next grade level.

Examples of lessons that do give a student extensive work at the grade level and are real world application problems covering the major work of the grade are:

  • Unit 3, Activity 14, Lesson 14-3 on solving division equations
  • Unit 4, Activity 18, Lesson 18-1 on solving problems using ratios
  • Unit 4, Activity 21, Lesson 21-3 on finding the whole given a part and the percent

The instructional materials reviewed for Grade 6 partially meet the expectation of relating grade-level concepts explicitly to prior knowledge from earlier grades. Overall, materials only generally relate grade-level concepts explicitly to prior knowledge from earlier grades.

Each unit begins with an overview that explains what earlier knowledge will be extended in the activities themselves and then each activity has an "Activity Standards Focus" section that will explain the connections between the previous grades and the new learning. This is rather a general overview and is never specific as to where the connections are actually happening and between which grades.

Example of the general overview:

  • Unit 3, Activity 14 begins with the "Activity Standards Focus" saying, "In previous grades students have solved multiplication and division problems." This is how each activity begins and then presents a slight change in what was solved based on what the new learning is.

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.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 6 partially 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 Unit titles are clearly labeled and aligned to the standards without a need for much interpretation.
    • Unit 1 - Number Concepts (6.NS)
    • Unit 2 - Integers (6.NS)
    • Unit 3 - Expressions & Equations (6.EE)

The instructional materials do include some problems and activities that serve to connect two or more clusters in a domain. They include a few problems and activities that connect two or more domains in a grade, in cases where these connections are natural and important. However, overall the materials only partially foster coherence through connections in Course 1.

  • For the majority of the work, most standards were taught and covered within one lesson out of the entire series and not aligned with any other concept throughout the year.

Some examples of where connections were made and supported a partially meets rating are:

  • 6.NS.C.6
    • This standard is first taught in Unit 2, Activity 7.
    • It is reinforced in Unit 2, Activity 9, as well as being necessary background knowledge for Unit 5, Activity 24.
    • This standard is taught at the beginning of the school year in Unit 2 and then also reviewed months later when Unit 5 is covered.
  • 6.RP.A
    • This cluster first appears in Unit 4 Activity 17-1 and is addressed throughout Unit 4.
  • 6.EE.C
    • This standard first appears in Unit 3 Activity 16.
    • It also appears in Unit 3 Activity 18.

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 Jan 22 00:00:00 UTC 2016

Report Edition: 2014

Title ISBN Edition Publisher Year
null 1457301482 null null null
null 1457301555 null null null
null 9781457301483 null null null
null 9781457301551 null null null

About Publishers Responses

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

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

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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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