Alignment to College and Career Ready Standards: Overall Summary

The instructional materials reviewed for Common Core Coach Suite Grade 3 do not meet the expectations for alignment to the CCSSM. In Gateway 1, the instructional materials do not meet the expectations for focus because they do not spend at least 65% of instructional time on the major work of the grade, and they do not meet the expectations for being coherent and consistent with the Standards. Since the materials do not meet expectations for focus and coherence, they were not reviewed for 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
5
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 Common Core Coach Suite Grade 3 do not meet the expectations for focus and coherence in Gateway 1. The instructional materials do not assess topics before the grade level in which the topic should be introduced, but the materials do not spend at least 65% of instructional time on the major work of the grade. The instructional materials do not meet the expectations for being coherent and consistent with the Standards as they partially have: supporting content that enhances focus and coherence by engaging students in the major work of the grade; consistency with the progressions in the Standards; and coherence through connections at a single grade.

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 Common Core Coach Suite Grade 3 meet the expectations for not assessing topics before the grade level in which the topic should be introduced.

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 Common Core Coach Suite Grade 3 meet the expectations for assessing grade-level content. All of the assessments include material that is appropriate for Grade 3, and there is no content from future grades assessed.

For this indicator, all summative assessments were reviewed across the three books included in the suite. In addition, the suite contains two PARCC practice assessments. These assessments were reviewed and also found to meet the expectation for assessing grade-level content. Probability, statistical distributions, similarity, transformations, and congruence do not appear in any of the assessments.

Common Core Coach contains a Domain Assessment for each of the five domains and one end-of-year summative assessment. All of these assessments are found online in the Digital Assessments blade. Additionally, print-only Performance Task assessments can be accessed online in the Print-Only Assessments blade.

Examples of grade-level assessment items in Common Core Coach include:

  • Domain 5 Assessment for Geometry, Question 16: “Carrie made the figure below. She said that each section represents 1/3 of the area of the whole figure. Is she correct? Explain your answer.” (3.G.2)
  • Domain 1 Assessment for Operations and Algebraic Thinking, Question 10: “Sarah and her class went on a field trip to the state park. When they sat down, 24 chairs were placed in 4 rows, as shown in the array below. How many chairs are in each row?” (3.OA.3)

Common Core Support Coach includes two practice tests, which may be used as summative assessments. These can be accessed online in the Print-Only Assessments blade.

Examples of grade-level assessment items in Common Core Support Coach include:

  • Practice Test 1, Question 27: “Ms. Rios bought 4 apps that cost $3 each. She also bought 2 movies for $9 each. How much did Ms. Rios spend in all for the apps and movies?” (3.OA.8)
  • Practice Test 2, Question 13: “What is the length of the smallest grasshopper?” (3.MD.4)

Common Core Performance Coach contains a Summative Review and Performance Task assessment for each of the five domains. These assessments can be accessed online in the Print-Only Assessments blade.

Examples of grade-level assessment items in Common Core Performance Coach include:

  • Domain 1 Review and Performance Task assessment for Operations and Algebraic Thinking, Question 12: “Write the rule of the pattern below. Then complete the statement about numbers in the pattern.” (3.OA.9)
  • Domain 1 Performance Task for Operations and Algebraic Thinking, Part B: “You have $25 to spend at the county fair. You will use the money to pay for your ride tickets and lunch. Use multiplication or division to find the greatest number of sets of ride tickets you can buy with the money you have left after paying for lunch. Will you have any money left over?” (3.OA.3)

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 Common Core Coach Suite Grade 3 do not meet the expectations for students and teachers using the materials as designed devoting the large majority of class time to the major work of the grade.

Indicator 1b

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

The instructional materials reviewed for Common Core Coach Suite Grade 3 do not meet expectations for spending a majority of instructional time on major work of the grade. Overall, approximately 64 percent of instructional time is spent on major work.

Common Core Coach Suite contains three components: Common Core Coach, Common Core Support Coach, and Common Core Performance Coach. “The Coach products are designed to provide a flexible instructional pathway that fits your classroom needs.” As such, the Implementation and Pacing Guide provides suggested activities and minutes for each day but leaves the decision to the teacher as to which students work with Common Core Support Coach or Common Core Performance Coach on any given day.

Calculations were based on the Implementation and Pacing Guide provided for the Common Core Coach Suite. Since all students work with the Common Core Coach but do not necessarily work with Common Core Support Coach and Common Core Performance Coach, the evaluation of major work and supporting work connected to major work in Common Core Coach is most representative of the instructional materials.

  • Common Core Coach contains approximately 18 of 28 lessons focused on major work or supporting work connected to the major work of the grade (64 percent).
  • Lessons are allocated to last between three and six days, and are broken into 20-30 minutes of core instruction using Common Core Coach and 10-20 minutes of differentiation through Common Core Support Coach and Common Core Performance Coach. According to the Implementation and Pacing Guide, students could spend the following minutes on major work of the grade or work that supports the major work of the grade:
    • Common Core Coach approximately 2385 minutes out of 3445, or approximately 69 percent of the time, is spent on major work or work that supports major work.
    • Common Core Support Coach approximately 1335 minutes out of 2135, or approximately 63 percent of the time, is spent on major work or work that supports major work.
    • Common Core Performance Coach approximately 1875 minutes out of 2595, or approximately 72 percent of the time, is spent on major work or work that supports major work.

The amount of lessons focused on major work of the grade or work that supports the major work of the grade is the most appropriate calculation for these materials for two reasons. One, it cannot be determined how much time or how many lessons any student would spend in Common Core Support Coach and Common Core Performance Coach. Second, the time provided by the publisher does not align to the perceived time of the reviewers (see 1d report for more information).

It is important to note that Common Core Support Coach does not contain lessons addressing several standards that are major work of the grade (3.OA.4, 3.OA.5, 3.NF.3c, 3.MD.7a, 3.MD.7c, and 3.MD.7d), thus they are unaccounted for in the calculations of instructional time.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
3/8
+
-
Criterion Rating Details

The instructional materials reviewed for Common Core Coach Suite Grade 3 do not meet the expectations for being coherent and consistent with the Standards. The instructional materials partially have: supporting content that enhances focus and coherence by engaging students in the major work of the grade; consistency with the progressions in the Standards; and coherence through connections at a single grade.

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 for Common Core Coach Suite Grade 3 partially meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade.

Throughout the Common Core Suite of books, standards are mostly taught in isolation from other standards. Each lesson focuses on one standard without referencing connections to major work. Additionally, the teacher edition does not provide explicit connections from supporting work to major work; however, some natural connections are made.

Examples of supporting standards not connected to major work:

  • 3.NBT.2 Adding and subtracting within 1,000 is addressed in Common Core Coach Lesson 11, Common Core Support Coach Lessons 5, 6, 11, 15, and 16, and Common Core Performance Coach Lessons 12-14. However, there is no connection to solving two-step word problems using the four operations (3.OA.8).
  • 3.G.2 Partitioning shapes into equal parts is addressed in Common Core Coach Lesson 28 and Common Core Performance Coach Lesson 32, but neither lesson connects to understanding a fraction as a whole partitioned into equal parts (3.NF.1).

There are some connections made in the lessons; however, these connections are not explicit, and there is no indication of the connections for the student or teacher. For example:

  • Common Core Coach Lesson 12 Using Place Value to Multiply by Multiples of 10 addresses multiplying one-digit numbers by multiples of 10 (3.NBT.3). The lesson uses determining an unknown number in a multiplication or division problem (3.OA.4) and the relationship between multiplication and division (3.OA.7). Common Core Performance Coach Lesson 10 Multiplying by Multiples of 10 as well as Lesson 15 further connect the properties of operations (3.OA.5).
  • Common Core Coach Lesson 21 Measuring Length to the Nearest 1/2 Inch and 1/4 Inch and Lesson 22 Representing Data with Line Plots address using rulers with fractional values (3.MD.4). Both lessons connect length to understandings of fractions as equal parts of a whole (3.NF.1) and representing fractions on a number line (3.NF.2). Common Core Support Coach Lesson 17 Line Plots and Common Core Performance Coach Line Plots Lesson 26 support and extend understandings of these concepts.

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 for Common Core Coach Suite Grade 3 do not meet the expectation that the amount of content designated is viable for one school year in order to foster coherence between grades. The materials consist of three components: Common Core Coach, Common Core Support Coach, and Common Core Performance Coach. These three together make up the Common Core Coach Suite.

  • Common Core Coach contains the core instruction and practice elements of the suite. There are 28 lessons broken up across the five domains, each designed to be taught over three to six days, for a total of 136 instructional days. Lessons are broken into smaller components that are scheduled to last between 20-30 minutes each day. In addition, each domain contains a Domain Assessment, which is given over two 40-minute periods, for an additional ten days.
  • Common Core Support Coach contains scaffolded lessons for students struggling with concepts taught during core instruction. There are 20 lessons, each making explicit connections between prior knowledge and current grade-level concepts. Each lesson is designed to be taught over three to six days, with between 10-20 minutes following the corresponding core instruction. Additionally, there are two Practice Test Assessments given over two days at the end of the year.
  • Common Core Performance Coach extends skill development for on-level students and provides practice with a variety of item types to provide reinforcement and test preparation. There are 32 lessons, each designed to be taught over three to six days with 10-20 minutes of instructional time following the corresponding core instruction. Additionally, each domain contains a Domain Review, which is completed over two days as time permits, for ten days.

Common Core Coach Suite provides an insufficient number of problems to complete in the time allotted for lessons. Teachers would need to make significant supplementation and modifications for the program materials to be viable for one school year. Examples include:

  • In Common Core Coach Lesson 5 Relating Multiplication and Division, students work one sample problem, three guided examples, six fact family examples, and thirteen practice problems over six days of instruction (20 minutes each day, a total of 120 minutes).
  • Common Core Support Coach or Common Core Performance Coach can provide another 20 minutes of instruction each day (120 minutes). The amount of work provided is not sufficient for the time allocated.
  • Common Core Coach Lesson 14 Representing Fractions on a Number Line spans five days (100 minutes) and consists of two scaffolded examples and 11 practice problems.
  • Common Core Support Coach Lesson 7 Understanding Multiplication, spans six days (85 minutes) of supplemental learning with nine scaffolded examples and nineteen practice problems.
  • Common Core Performance Coach Lesson 16 Understanding Fractions spans five days (100 minutes) for extending understandings of fractions through four scaffolded examples, one coached example, and 10 practice problems.
  • Common Core Performance Coach Lesson 21 Time spans five days (100 minutes) for extending understandings of time through three scaffolded examples, one coached example, and 10 practice problems.

Assessments also contain an overallocation of time:

  • Common Core Coach Domain Assessments take place over two days (80 minutes) for 20-25 problems per assessment.
  • Common Core Support Coach Practice Tests take place over two days (80 minutes), with teachers selecting key questions for students based on need; neither Practice Test is given in its entirety.
  • Common Core Performance Coach Domain Review and Performance Tasks take place over two days (80 minutes) for 17-44 problems and one performance task per assessment.

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 for Common Core Coach Suite Grade 3 partially meet expectations for the materials being consistent with the progressions in the standards. Two components of the suite develop according to the grade-by-grade progressions in the standards, and most content from prior or future grades is clearly identified and connected to current grade-level work. However, the materials do not provide students with extensive work with grade-level problems, and the materials do not meet the full intent of the standards.

Examples of how the materials develop according to grade-by-grade progressions and identify content from prior or future grades, relating it to grade-level work:

  • The Common Core Coach Teacher Edition contains a progressions chart at the start of each of the five domains, which show the connections between prior and future learning to the current grade-level standard being developed in each lesson. The Teacher Edition states that these connections also appear in the Student Edition on a visual roadmap of the domain progressions, showing “...how new content builds upon previous grade levels and domains, and connects to future domains.”
    • Domain 2 for Number and Operations within Base Ten, Understanding Place Value (2.NBT.1) connects with Grade 3 Lesson 10 Using Place Value to Round Whole Numbers (3.NBT.1), Lesson 11 Using Place Value to Add and Subtract Whole Numbers (3.NBT.2), and Lesson 12 Using Place Value to Multiply by Multiples of 10 (3.NBT.3). In turn, these three Grade 3 lessons connect to Grade 4 Lesson 3 Problem Solving: Multi-Step Problems (4.OA.3), Lesson 8 Rounding Whole Numbers (4.NBT.3), and Lesson 9 Adding and Subtracting Whole Numbers (4.NBT.4).
    • Domain 3 for Number and Operations – Fractions, Lesson 14 Representing Numbers in a Fraction Line (3.NF.2) connects to Representing Whole Numbers on a Number Line (2.MD.6), and progresses to Grade 4 Lesson 25 Problem Solving Measurement (4.MD.2), Lesson 28 Using a Line Plot to Solve Problems (4.MD.4), and Lesson 13 Comparing Fractions (4.NF.2).
  • Common Core Support Coach contains lessons that begin with a “Plug In” section, which reviews prior foundational standards. The “Power Up” section includes a grade-level standard that will support the work of the target standard for the lesson. These two are connected in the “Ready to Go” section, which provides students opportunities to work problems using the scaffolded support. Examples include:
    • Lesson 7 Understanding Multiplication supports students working with the concept of multiplication (Common Core Coach Lesson 1) (3.OA.1). The “Plug In” draws on previous work with equal addends and arrays with up to five rows and up to five columns (2.OA.4), the “Power Up” reviews skip counting (2.NBT.2), and the “Ready to Go” practice provides opportunities for students to use multiple ways in which to interpret products of whole numbers and build the concept of multiplication (3.OA.1).
    • Lesson 13 Telling Time supports students struggling with time (Common Core Coach Lesson 17) (3.MD.1). The “Plug In” reviews telling time in a.m. and p.m. to the nearest five minutes (2.MD.7), the “Power Up” reviews addition and subtraction of two digit numbers (3.NBT.2), and the “Ready to Go” practice provides opportunities for telling and writing time to the nearest minute, for measuring time in intervals, and for solving word problems involving addition and subtraction of time intervals in minutes (3.MD.1).

Although Common Core Coach and Common Core Support Coach are consistent with the progressions, Common Core Performance Coach does not support the progression of the grade-level standards and does not identify connections to prior knowledge or future work. There is no explicit guidance to show development of the progressions in any of the lessons. For example:

  • In Equivalent Fractions Lesson 18, students work with understanding two fractions as equivalent (3.NF.3a) and recognizing, generating, and explaining equivalent fractions using a visual fraction model (3.NF.3b). Guidance is not provided for students or teachers as to how this will connect to future work with comparing fractions with different numerators and denominators (4.NF.2) or adding and subtracting fractions with different denominators (5.NF.1).

The instructional materials for Common Core Coach do not attend to the full intent of the grade-level standards and do not provide students extensive work with grade-level problems. For many standards, only one lesson is devoted to meeting the full intent of the standard. This does not provide students with extensive practice with grade-level problems. For example:

  • 3.OA.1 is addressed in Lesson 1.
  • 3.OA.4 is addressed in Lesson 5.
  • 3.OA.7 is addressed in Lesson 7.
  • 3.OA.9 is addressed in Lesson 9.
  • 3.NF.1 is addressed in Lesson 13.
  • 3.MD.5, 3.MD.6 are addressed in Lesson 23.

Common Core Support Coach and Common Core Performance Coach provide additional support intended for students needing interventions or additional work with concepts and skills. While these components contain some standards that are not addressed to the full intent of the grade-level standard, including standards that are considered major work of the grade, most lessons do not contain sufficient practice for students to engage in extensive work with grade-level problems.

Examples of standards not addressed in Common Core Support Coach:

  • “Determine the unknown whole number in a multiplication or division equation relating three whole numbers.” (3.OA.4)
  • “Apply properties of operations as strategies to multiply and divide.” (3.OA.5)
  • “Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.” (3.NF.3c)
  • “Recognize area as an attribute of plane figures and understand concepts of area measurement.” (3.MD.5)
  • “Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real-world problems.” (3.MD.7d)

Examples of standards not addressed to the full intent of the grade-level standard by not giving students extensive work with grade-level problems include:

  • Common Core Support Coach Equivalent Fractions, Lesson 3 is the only lesson devoted to the major work of equivalent fractions. (3.NF.3)
  • Common Core Support Coach Division Facts, Lesson 10 addresses five standards surrounding strategies and fluency in division (3.OA.1, 3.OA.2, 3.OA.3, 3.OA.6, 3.OA.7). There are 13 practice problems presented.
  • Common Core Performance Coach Multiplication and Division Facts, Lesson 7 addresses 3.OA.7 but does not provide practice for students to become fluent in multiplication and division as required by the standard. No additional lessons are provided within Common Core Performance Coach to help students develop this required fluency.
  • Common Core Performance Coach Understanding Area, Lesson 28 addresses 3.MD.5a, 3.MD.5b, 3.MD.6, and 3.MD.7a, which together make up most of 3.MD.C, major work for Grade 3. There are 9 practice problems for students to work in the lesson. Area of Figures, Lesson 29 addresses 3.MD.7a more in-depth; however, there are no additional lessons that address three of the four standards being cited across the two lessons.

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 for Common Core Coach Suite Grade 3 partially meet expectations that materials foster coherence through connections at a single grade, where appropriate and required by the standards. Materials are clearly shaped by domain headings but do not connect two or more domains or clusters.

Common Core Coach Suite contains three components: Common Core Coach, Common Core Support Coach, and Common Core Performance Coach. Lessons in Common Core Coach and Common Core Performance Coach are grouped by domain. CCSSM standards alignment can be found in the Table of Contents of the Teacher Edition for each component of the suite. Most lessons in the suite address one standard.

Examples of lessons in Common Core Coach shaped by domain headings include:

  • Domain 2: Number and Operations in Base Ten: Lesson 10 Using Place Value to Round Whole Numbers (3.NBT.1).
  • Domain 3: Number and Operations - Fractions: Lesson 16 Understanding Fractions (3.NF.1).
  • Domain 5: Geometry: Lesson 28 Relating Fractions to Area (3.G.2).

Overall, the materials miss important natural connections. Examples include:

  • Common Core Coach Lesson 20 Bar Graphs and Lesson 25 Bar Graphs (3.MD.3) do not connect to multiply and divide within 100 (3.OA.7). In Common Core Performance Coach Lesson 24 Picture Graphs connects 3.MD.3 to 3.OA.7.
  • Common Core Coach Lesson 23 Understanding Area, Common Core Support Coach Lesson 19 Area of Rectangles, and Common Core Performance Coach Lesson 28 Understanding Area address 3.MD.5a, 3.MD.5b, and 3.MD.6, but none of these lessons connect to representing and solving problems involving multiplication and division by having students determine an unknown whole number (3.OA.4).

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: Wed Oct 24 00:00:00 UTC 2018

Report Edition: 2015

Title ISBN Edition Publisher Year
Common Core Coach Grade 3 Student Edition 9781619974364 School Specialty Inc. 2010
Common Core Coach Grade 3 Teacher Edition 9781619974487 School Specialty Inc. 2013
Common Core Support Coach Grade 3 Student Edition 9781619979741 School Specialty Inc. 2014
Common Core Support Coach Grade 3 Teacher Edition 9781619979802 School Specialty Inc. 2014
Common Core Performance Coach Grade 3 Teacher Edition 9781623628116 School Specialty Inc. 2015
Common Core Performance Coach Grade 3 Student Edition 9781623638055 School Specialty Inc. 2015

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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.

The publisher has not submitted a response.

Educator-Led Review Teams

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

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

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

Math K-8 Rubric and Evidence Guides

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

For math, our rubrics evaluate materials based on:

  • Focus and Coherence

  • Rigor and Mathematical Practices

  • Instructional Supports and Usability

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

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