Alignment to College and Career Ready Standards: Overall Summary

The instructional materials reviewed for Kindergarten do not meet the expectations for alignment to the CCSSM. The instructional materials did not meet the expectations for gateway 1 as they did not appropriately focus on the major work of the grade nor demonstrate coherence within the grade and across other grades. The instructional materials were not reviewed for Gateway 2.

See Rating Scale
Understanding Gateways

Alignment

|

Does Not Meet Expectations

Gateway 1:

Focus & Coherence

0
7
12
14
7
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 Kindergarten Everyday Mathematics do not meet the expectations for Gateway One. The materials do meet the expectations for focusing on the major work of the grade, but do not meet the expectations for coherence. The instructional materials can easily be adjusted so no future grade-level content is assessed and the materials allocate a large percentage of instructional materials to the major work of the grade. Some strengths were found and noted in the coherence criterion, and the instructional materials partially met some of the expectations for coherence. Overall, the instructional materials do allocate enough time to the major work of the grade for Kindergarten but do not always meet the full depth of the standards.

Criterion 1a

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

The Kindergarten Everyday Mathematics materials meet the expectations for not assessing topics before the grade level in which they should be introduced. Future grade level topics are assessed, however those assessments could be removed without affecting the progression of learning for students. The number of future grade-level assessments is limited and could easily be removed by the teacher.

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 Kindergarten meet expectations for assessment because above grade-level assessment items could be modified or omitted without a significant impact on the underlying structure of the instructional materials. Statistical distributions, and/or similarity, transformations and congruence do not appear in the Kindergarten materials.

The program allows for a Beginning-of-the-Year, Mid-year, and End-of-the-Year Assessment, which fully assess the Kindergarten standards. These assessments can be found in the Assessment Handbook. The Individual Profile of Progress for tracking and class progress are present in both paper and digital formats. This book has an overview of the assessments and at what point in the school year students should have mastered each standard. Each lesson has an Assessment Check-in that can be used as either formative or summative assessment as stated in the implementation guide.

The assessments call for attribute blocks, connecting cubes, and bear counters. Assessment look-fors sometimes include partial understandings of a standard, such as Lesson 4-11 states, “In this lesson and during future practice, note whether children can count by 10s. Since this is an introductory lesson, do not expect children to do this independently yet. Provide continued practice and help them learn to use the number line and number patterns as resources” (page 280).

Assessment check-ins mostly assess grade-level content. Examples include:

  • Lesson 1-2 (page 46), students recognize and correctly name shapes (K.G.2).
  • Lesson 2-5 (page119), students represent and solve addition and subtraction situations within the number range expected in kindergarten (K.OA.1, K.OA.2).
  • Lesson 3-10 (page 210), students show the correct number of fingers or objects to match a numeral (K.CC.3).
  • Lesson 5-10 (page 342), students model and solve stories concretely using counters (K.OA.1, K.OA.2).
  • Lesson 7-10 (page 472), students represent and solve number stories using pictures, numbers, and symbols. (K.OA.1, K.OA.2).
  • Lesson 8-13 (page 550), students represent and give equivalent names for numbers (to 20) using manipulatives, drawings, and expressions that reflect different groupings or decompositions. (K.OA.1, K.OA.3).
  • Lesson 9-1 (page 566), students use precise shape and positional language to describe pattern block designs. (K.G.1, K.G.2).

The Assessment Check-Ins do have a few off grade-level assessment items included. The following off grade-level content are assessed in the Kindergarten Materials:

  • Graphing at the Grade 1 level (1.MD.C.4) on page 244 Lesson 4-3, on page 376 Lesson 6-3, on page 461 and 463, Lesson 7-7.
  • The graphing assessments and time assessments could be removed by the teacher without affecting the sequence of learning for students. 

Criterion 1b

Students and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.
4/4
+
-
Criterion Rating Details

The Kindergarten Everyday Mathematics materials meet expectations for devoting the large majority of class time to the major work of the grade level. In Kindergarten, the materials should engage students in the major work of the grade close to 65-85 percent of the time. The Everyday Mathematics engages students in the major work of the grade about 65 percent of the time.

Indicator 1b

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

The instructional materials reviewed for Kindergarten meet the expectations for focus by spending the majority of the time on the major clusters of the grade. This includes all the clusters in K.CC, K.OA and K.NBT.

The Kindergarten materials do spend the majority of class time on the major clusters of the grade. In Kindergarten, students should spend approximately 65-85 percent of their time on the major clusters of the grade. Kindergarten Everyday Mathematics includes nine units with 126 lessons (counting the open responses as two lessons). Work was not calculated by units since the units spiral and are not clustered by groups of standards. At the lesson level, the lessons are divided into Daily Routines, Core Activities, and Practice. There are 126 days of lessons; each day consists of 10-15 minutes on routines, 25-40 minutes of a core activity, and 10-20 minutes of practice. Analysis of the lessons indicates about 65 percent of the core activities focus on the major work.

The following calculations were derived from the core activities of the lesson:

  • Eighty-two lessons out of the 126 are focused on the major work. This represents approximately 65 percent of the lessons.
  • Thirty-six lessons out of the 126 are focused on the supporting work of the grade. This work was treated separately from the major work of the grade. This represents approximately 30 percent of the lessons.
  • Seven lessons out of the 126 are focused on off, grade-level work. This represents approximately 5 percent of the lessons. This includes lesson 1-13 focused on patterning at the Grade 4 level; lesson 4-9 focused on measuring mass, a Grade 3 expectation; lesson 6-2 focused on measuring lengths indirectly, a Grade 1 standard; and lesson 9-9 focused on time at the Grade 3 level.
  • One lesson out the 126 is focused on work not identified in the standards. This represents about 1 percent of the lessons.
  • Unit 8 includes the greatest percentage, approximately 85 percent (11 of 13 lessons), of major work, and Unit 6 includes the least percentage, approximately 46 percent (6 of 13 lessons), of major work.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
1/8
+
-
Criterion Rating Details

The instructional materials reviewed for Kindergarten do not meet the expectations for being coherent and consistent with CCSSM. The instructional materials do not have enough materials to be viable for a school year nor do the materials always meet the depth of the standards. The majority of instructional materials do not have supporting content enhancing focus and coherence simultaneously, but they do have objectives which are clearly shaped by the CCSSM. Overall, the instructional materials for Kindergarten do not exhibit characteristics of coherence as noted in indicators 1E and 1F or for the entire criterion.

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 Kindergarten do not meet expectation that supporting content enhances focus and coherence by engaging students in the major work of the grade. The majority of supporting work is treated separately and does not support the major work of the grade.

  • Unit 1 has four lessons and two practices which are supporting work, and only one, Lesson 1-8, supports major work. Lessons 1 and 2, pages 40-47, focus on students comparing length and examining pattern block shapes as they participate in a social activity; while these lessons align with standards for supporting work, there is minimal connection to the major work of the grade. Lesson 1-12 focuses on shapes, supporting work of the grade. There is a missed opportunity here to fully support major work through a connection to counting sides or corners or sorting and counting groups.
  • Unit 2 has five lessons and four practices which are supporting work, and only one practice, 2-10, supports major work. Lessons 2-3, 2-8, and 2-11 focus on supporting work of the grade, shapes. There is a missed opportunity here to support major work through a connection to counting sides or corners or sorting and counting groups. Lesson 2-7 focuses on supporting work of sorting or "classify objects into given categories" but partially misses the standard "count the numbers of objects in each category and sort the categories by count."
  • Unit 3 has four lessons and and three practices which are supporting work, and only one lesson, 3-1, supports major work. Lesson 3-5 focuses on supporting work of the grade by comparing longer or shorter paper strips. An opportunity to compare length on a number line is missed . For instance, the length from 0-2 would be shorter than the length from 0-4.
  • Unit 4 has six lessons and four practices which are supporting work, and only one lesson, 4-3, supports major work. In Lesson 4-2 , "Shapes by Feel," an opportunity to connect to counting as students count sides or corners to identify shapes is missed. Lesson 4-7, "Building hexagons," asks students to count the number of different solutions they found to the build hexagons; however, an opportunity is missed in counting to compare differences in the number of sides of different shapes such as a triangle or rectangle. Lesson 4-9, "Exploring Weight and Pan Balance Leveling", requires using collections of items to compare the weights using a pan balance. Connections to the number of items in the collections are a missed opportunity to connect units of measure to counting.
  • Unit 5, Lesson 5-5, takes students on a shape walk. When children return to the classroom, they are encouraged to recall which shapes are most common. However, on the walk, there is no reference to counting or engaging in observations of which shapes are more common at the time they are engaged with observing concrete objects. They are asked to compare from memory with the missed opportunity of having counted the actual objects for each shape.
  • Unit 6 has eight lessons and five practices which are supporting work, and only one practice, 6-5, supports major work. Lessons 6-1, 6-2 and 6-7 focus on supporting work of the grade by comparing longer or shorter paper strips. An opportunity to compare lengths on a number line is missed. For instance, the length from 0-2 would be shorter than the length from 0-4. Lessons 6-4 and 6-10 focus on shapes with added work on solid (3-dimensional) shapes. No attempt is made to connect to the major work of the grade in any of these lessons even though students could count sides to determine the shape or they could compare the sizes of the groups of shapes. No connection is made to counting or +1 addition.
  • Unit 7 has four lessons and three practices which are supporting work, and no lessons or practices support major work. Lessons 7-6, "Exploring Weight and Pan Balance Leveling," has students using collections of items to compare the weights using a pan balance. Connections to the number of items in the collections are a missed opportunity to connect units of measure to counting. Lessons 7-4 and 7-13 focus on shapes with added work on solid (3-dimensional) shapes. No attempt is made to connect to the major work of the grade in any of these lessons even though students count sides to determine the shape. No connection is made to counting or +1 addition.
  • Unit 8 has two lessons and four practices which are supporting work, and no lessons or practices support major work. Lessons 8-1 and 8-2 focus on shapes with added work on solid (3-dimensional) shapes. No attempt is made to connect to the major work of the grade in any of these lessons even though students could count sides to determine the shape. No connection is made to counting or +1 addition.
  • Unit 9 has six lessons and four practices which are supporting work, and one lesson, 9-4, and one practice, 9-1, support 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.
0/2
+
-
Indicator Rating Details

The instructional materials reviewed do not meet the expectation for the amount of content designated for one grade level being viable for one school year in order to foster coherence between grades. The Everyday Math Kindergarten program consists of 117 lessons, grouped in 9 sections with 13 lessons in each section. The program is made to teach four lessons per week with the fifth day used for extra game time, differentiation activities, or catch up (as stated on page xl of the teacher edition). The program requires the teacher to teach 45-60 minutes of math each day. If a teacher is using Friday as a Flex day as the program suggests, then this program will cover approximately 29 weeks of classroom time. Significant modifications by the teacher would need to be made to the program materials to be viable for one school year.

Kindergarten lessons do provide connections sections at the end of the lesson. There is not a time frame for these connections to other subject areas. There is not enough time allotted in the 45-60 minutes a day to cover the connections portion of the 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 Kindergarten do not meet the expectation for being consistent with the progressions in the standards. Content from future grades is not clearly identified or connected to grade-level work and students are not given extensive work with grade-level problems.

Material related to future grade-level content is not clearly identified or related to grade-level work. The Kindergarten materials have several instances where future grade-level content is present and not identified as such. For example, in Unit 1, Lesson 13 is focused on shape patterns which is a Grade 4 standard, 4.OA.C.5, and does not state it is future grade-level work or how it would relate to Kindergarten work. The same is true of Unit 4, Lesson 9, which measures mass, a Grade 3 standard, 3.MD.2, and Unit 6, Lesson 2, which orders lengths, a Grade 1 standard, 1.MD.A.1. This is true of almost all off grade-level work. The one exception is that the end of the year Daily Routines Calendar/time do state that they are preparing for first grade by introducing clock and time.

The content does not always meet the full depth of standards. This mainly occurs because of lack of lessons addressing the full depth. For example, there are some lessons which address K.OA.A.2; however, there are only six lessons which have students adding and subtracting within 10. Another example is K.NBT.A.1; only four lessons have students composing and decomposing numbers from 11 to 19. A third example is K.CC.A.2; only one lesson, 8-4, has students counting starting from any number. 

Differentiation options, present in most lessons, offer opportunities for students at different instructional levels to engage with the standards. In some instances, the differentiation tasks, while aligned to standards, are not aligned to the same standard as the focus lesson. An example of this is lesson 1-1. The lesson focus is K.MD.2, "Directly compare two objects with a measurable attribute in common to see which has more of or less of the attribute and describe the difference." The readiness task asks students to match measurable attributes which does not address the same standard. The extra practice and enrichment tasks are aligned to the lesson standard.

Everyday Mathematics Kindergarten materials do not provide extensive work with grade-level standards. For example, most materials focus on counting and cardinality or operations and algebraic thinking. Except for the Number of the Day routine, only six lessons are directly related to place value and the base-10 number system, 5-5, 5-6, 5-8, 5-12, and practices 6-3 and 6-10, which is a major standard for K students to connect to Grade 1 work.

In lessons where prior knowledge is needed, the instructional materials do not state that prior knowledge is being used. When future grade-level concepts are introduced, there is no mention that the concept will be used in future grades. If the teacher uses the spiral trace at the beginning of the lesson or unit, the teacher will know where prior knowledge is used based on the spiral trace and when the student will use the skill/concept again in the future. For example, in lesson 2-13 on page 154, the spiral snapshot shows how the standard progresses through the materials. The spiral tracker is listed by lessons and not connecting standards. At the beginning of each unit, the spiral trace provides an explanation of what will occur by the end of the unit, but the spiral trace does not explain any further and does not connect to the next standard.

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 Kindergarten partially meet the expectations for fostering coherence through connections at a single grade, where appropriate and when the standards require. Overall, materials include learning objectives that are visibly shaped by CCSSM cluster headings but missed opportunities to provide problems and activities that connect two or more clusters in a domain or two or more domains, when these connections are natural and important.

Although the materials do not always reach the full depth of the standard, the materials do include learning objectives which are visibly shaped by CCSSM cluster headings. In the teacher's lesson guide on page EM2, the materials show the Goals for Mathematical Content for Everyday Math and how they align to the CCSSM. From this alignment it is apparent the goals are shaped by the CCSSM cluster headings.

Instructional materials shaped by cluster headings include the following examples:

  • Lesson 1-5, "Getting to Know Numbers," is shaped by K.CC.B.
  • Lesson 2-10, "Counting Collections," is shaped by K.CC.B.
  • Lesson 3-5, "Longer or Shorter?" is shaped by K.MD.A.
  • Lesson 5-5, "Shapes All Around," is shaped by K.G.A.

While the materials have many instances where two or more domains are connected, often the connections are only surface-level connections. For example, Lesson 1-10 shows a connection between K.CC.4, K.OA.3, and K.OA.5. The lesson has students subitizing but does not have students decomposing numbers. Lesson 4-1 shows a connection between K.CC.5, K.CC.6, K.MD.1, K.MD.3, and K.G.2. The lesson has students sorting by attribute, but only one question is suggested for K.CC and one for K.G.2. This does not have the deep connections expected. Lesson 6-10 shows a connection between K.MD.1, K.MD.2, K.G.2, and K.G.4; however, the lesson only has students do K.MD.2 and not the other standards. Additionally, 72 of the lessons are only aligned to one domain.

Additionally, there are many instances where lessons do not build on or connect to prior or next day materials. Lessons for supporting work appear to be randomly interjected once or twice throughout the unit. For example, when the focus lesson is counting and cardinality and the practice is shapes, little attempt is made to connect these concepts even though they are presented on the same day. Some examples of this are 5-11, 5-13, 6-1, 6-3, 6-4, 6-5, 6-7, 6-8, 6-9, and 6-10. Rarely do the connections from the Daily Routines play out in the lessons.

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: Mon Apr 11 00:00:00 UTC 2016

Report Edition: 2016

Title ISBN Edition Publisher Year
null 978-0-02-134823-7 null null null
null 978-0-02-136604-0 null null null
null 978-0-02-137989-7 null null null
null 978-0-02-138244-6 null null null
null 978-0-02-138328-3 null null null
null 978-0-02-138330-6 null null null
null 978-0-02-138361-0 null null null
null 978-0-02-140933-4 null null null
null 978-0-02-141409-3 null null null
null 978-0-02-141412-3 null null null
null 978-0-02-141441-6 null null null
null 978-0-02-142805-2 null null null

About Publishers Responses

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

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

Educator-Led Review Teams

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

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

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

Math K-8 Rubric and Evidence Guides

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

For math, our rubrics evaluate materials based on:

  • Focus and Coherence

  • Rigor and Mathematical Practices

  • Instructional Supports and Usability

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

X