Alignment to College and Career Ready Standards: Overall Summary

The instructional materials reviewed for Grade 1 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 of assessing too many above grade-level topics and devoting an insufficient amount of time to the major work of the grade. The materials partially meet the expectations for coherence because the following indicators are partially met: the amount of content is viable for one year, the materials develop according to the progressions, and fostering coherence through connections within the grade. 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
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 Stepping Stones instructional materials for Grade 1 do not meet expectations for Gateway 1: Focus on Major Work and Coherence. A significant amount of content within lessons and on summative assessments is not aligned to grade level: Some lessons and assessments review previous learning from Kindergarten; some lessons and assessments focus on skills and understandings that are not part of CCSSM for any grade; and a notable amount of lessons and assessment items focus on content from future grades. Only 58 percent of lessons in the Grade 1 program are aligned to major work of the grade. The significant amount of unaligned content negatively affects the coherence of the program. While some important connections at this grade level are present, others are not fully explored. The program pays minimal attention to the cluster headings in the standards, instead teaching standards in isolation across a series of lessons. Overall, the Grade 1 Stepping Stones instructional materials do not meet expectations for focus and coherence, so no evidence was collected for rigor and the mathematical practices in Gateway 2.

Criterion 1a

Materials do not assess topics before the grade level in which the topic should be introduced.
0/2
+
-
Criterion Rating Details

The Stepping Stones instructional materials for Grade 1 do not meet expectations for assessing material at grade level. Assessments for 9 of the program’s 12 modules include items beyond the scope of expectations for Grade 1, including understanding place value to hundreds, working with fractions of a collection, counting and writing numbers beyond 120, and working with money. It would not be possible for teachers or districts using this program to remove or modify the misaligned assessments without disrupting the structure of the grade-level program.

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.
0/2
+
-
Indicator Rating Details

The Stepping Stones instructional materials for Grade 1 do not meet expectations for assessing material at grade level. Most of the summative assessments include items that directly relate to grade-level standards. However, a significant number of assessment items throughout the program assess content from future grade levels, including work with fractions, counting and place value beyond Grade 1 expectations, and working with weight and liquid capacity. It would be difficult for teachers using this program to modify or omit this content without affecting the structure of the grade-level program; in addition, although all materials are digital, users are not able to edit assessments.

The publisher notes that the grade-level program includes a variety of assessment options for each module; teachers are encouraged to select assessments as needed. For this indicator, the team reviewed all materials indicated as summative assessments: Check-Ups, Performance Tasks, and Interviews for each of the twelve modules, and the four Quarterly Tests included in Modules 3, 6, 9 and 12.

Module 1:

  • The majority of items on assessments align to Grade 1 standards, focusing on counting and identifying teen numbers.
  • Some items on Check-Up 2 and Performance Task 2 assess understanding of ordinal numbers, which is not part of CCSSM.

Module 2:

  • The majority of items on assessments align to Grade 1 standards, focusing on counting, addition and measurement.
  • Performance Task 2 calls for students to draw pictures to match a given length of cubes. This work more closely aligns to 2.MD.A.

Module 3:

  • All module assessments align to Grade 1 standards, focusing on understanding 2-digit numbers and telling time to the hour.
  • Quarterly Tests: Tests 1 and 3 are fully aligned to grade-level standards. Tests 2 and 4 include items that assess ordinal numbers (not in CCSSM).

Module 4:

  • The items on Check-Up 1, Performance Task 1, and Interview 1 align to Grade 1 standards, focusing on representing and interpreting addition and subtraction situations.
  • Items on Check-Up 2 and Performance Task 2 assess understanding of liquid capacity and weight (identified by publisher as >3.MD.2).

Module 5:

  • All assessments align to Grade 1 standards, focusing on addition strategies and properties of 2-D shapes.

Module 6:

  • Assessments are partially aligned to Grade 1 standards, with items focusing on representing and comparing 2-digit numbers and counting on and back to find sums and differences.
  • Misaligned items assess understanding of skip-counting by 5s (2.NBT.A.2), skip-counting by 2s (not in CCSSM); and patterns (identified by publisher as >4.OA.5).
  • Quarterly Tests: All four tests are partially aligned to grade level. Misaligned items assess understanding of: skip-counting by 5s (2.NBT.A.2), skip-counting by 2s (not in CCSSM); liquid capacity (identified by publisher as >3.MD.2); and patterns (identified by publisher as >4.OA.5).

Module 7:

  • The items on Check-Up 1, Performance Task 1, and Interview 1 align to Grade 1 standards, focusing on word problems with three addends and addition within 20.
  • Check-Up 2 assesses understanding of one-half of a shape, which is appropriate for 1.G.A.3, and one-half of a collection, which more closely aligns with 4.NF. Performance Task 2 calls for students to make equal shares, which more closely aligns with 3.OA.A.

Module 8:

  • The majority of items on assessments align to Grade 1 standards, focusing on addition and subtraction fact families and fluency and telling time to the half-hour.
  • Performance Task 2 has one item that calls for students to write times on clocks in order from earliest to latest (and vice versa). This work is not within the scope of 1.MD.B.3.

Module 9:

  • The items on Check-Up 1, Performance Task 1, and Interview 1 align to Grade 1 standards, focusing on understanding the meaning of the equal sign, comparing numbers, and partitioning shapes.
  • Items on Check-Up 2 and Performance Task 2 call for students to have an understanding of fractions of a set and equivalent fractions, which are Grade 4 understandings.
  • Quarterly Tests: Tests 1 and 3 are fully aligned to grade-level standards. The majority of Tests 2 and 4 are aligned as well, although each includes one item that assesses an understanding of fractions of a collection, which more closely aligns with 4.NF.

Module 10:

  • All assessments align to Grade 1 standards, focusing on addition within 100 and analyzing 2-D and 3-D shapes.

Module 11:

  • Check-Ups 1 and 2, Performance Task 1, and Interview 2 align to Grade 1 standards, focusing on finding 10 more and 10 less, adding 2-digit numbers, and reading and interpreting a bar graph.
  • Performance Task 2 calls for 2-digit – 2-digit subtraction that is beyond the scope of 1.NBT.C.6. Interview 1 calls for students to count money, and to add and subtract with dimes (2.MD.C.8).

Module 12:

  • Interviews 1, 2 and 4 align with Grade standards, assessing addition and subtraction fluency within 10 and rote counting skills (although some counting goes beyond 120).
  • Check-Up 1, Performance Task 1, and Interview 3 call for students to understand and represent 3-digit numbers (2.NBT.A.1). Check-Up 2 and Performance Task 2 call for students to work with money and find the value of coins (2.MD.C.8).
  • Quarterly Tests: All four tests are partially aligned to grade level. Some items have students working with dimes in the context of counting or adding/subtracting tens, which is mathematically reasonable for this grade level. Misaligned items assess understanding of: 3-digit numbers (2.NBT.A.1); counting money (2.MD.C.8); and writing numbers in word form beyond 120 (2.NBT.A.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 Stepping Stones instructional materials for Grade 1 do not meet expectations for spending the majority of class time on the major work of the grade. The program materials allocate approximately 58 percent of lessons to standards identified as major work in Grade 1. There is a significant amount of content from future grades built in to the Grade 1 program, including extending place value work to hundreds (2.NBT.A), working with money (2.MD.C), finding fractions of sets (4.NF), understanding turns (4.MD), and working with weight and capacity (3.MD.A). Some non-CCSSM content is included as well: understanding ordinal numbers, exploring patterns, and sequencing events. Overall, the amount of off grade-level work in the program would not allow students to fully develop Grade 1 skills and understandings that are necessary for success in future grades.

Indicator 1b

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

The Stepping Stones instructional materials for Grade 1 do not meet expectations for spending the majority of class time on the major work of the grade. Overall, the program materials allocate approximately 58 percent of lessons to standards identified as major work in Grade 1. The program materials don’t allocate enough instructional time to major grade-level clusters and standards, instead including a significant amount of content from future grades.

To review materials for this indicator, the team used the “Grade 1 and the CCSS By Lesson” document from the publisher as a starting point, and then conducted a lesson-by-lesson analysis. Two perspectives were considered: 1) the number of modules aligned to major work by cluster and standard; and 2) the number of lessons aligned to major work by cluster and standard. The review team found the second perspective to most accurately reflect the intent of this indicator. A third perspective (minutes) was not considered, as the publisher gives multiple options for implementation that would vary across classrooms.

  • Approximately 42 percent of the program’s modules (five of twelve) are aligned to major work of the grade. 65 percent or more of the lessons in Modules 2, 6, 8, 10 and 11 are aligned to major work. Modules 1, 3, 4, 5, 7, 9 and 12 fall below 65 percent alignment.
  • Approximately 58 percent of the program’s lessons (83 of 144) are aligned to major work of the grade. The Stepping Stones Grade 1 materials include twelve modules, each comprised of a series of twelve lessons; every lesson includes whole class, differentiation, and ongoing practice activities. Only the whole class components of lessons were considered when determining alignment to major work.
  • Approximately 3 percent of the program’s lessons (4 of 144) appropriately target 1.OA.A: Represent and solve problems involving addition and subtraction. Students using this program will not have enough experience with understanding the various story situations outlined in the CCSSM (Table 1, page 88), nor with using addition and subtraction to solve word problems.
  • Approximately 6 percent of the program’s LESSONS (8 of 144) appropriately target 1.OA.B: Understand and apply properties of operations and the relationship between addition and subtraction. Lessons have a minimal emphasis on understanding subtraction as a missing addend problem.
  • Approximately 22 percent of the program’s LESSONS (31 of 144) appropriately target 1.OA.C: Add and subtract within 20. Ample time and activities are given to help students develop skill and fluency with adding and subtracting numbers within 10 and 20. However, no lessons in the Grade 1 program are identified as explicitly relating counting to addition and subtraction (1.OA.C.5).
  • Approximately 3 percent of the program’s LESSONS (4 of 144) appropriately target 1.OA.D: Work with addition and subtraction equations. In these four lessons, students spend time exploring the meaning of the equal sign as a balance between two quantities; however, more time could be spent developing this important understanding. The same four lessons are tagged with 1.OA.D.8, which calls for students to use the relationship between numbers to solve addition and subtraction equations; this work could be taught in additional lessons rather than combined with the meaning of the equal sign.
  • Approximately 10 percent of the program’s LESSONS (14 of 144) appropriately target 1.NBT.A: Extend the counting sequence. This is an ample amount of instructional time to build students’ counting and number recognition skills. Some of the lessons tagged with 1.NBT.A.1 by the publisher explore beyond the CCSSM limitation of 120.
  • Approximately 15 percent of the program’s LESSONS (21 of 144) appropriately target 1.NBT.B: Understand place value. This is an ample amount of instructional time to build this key foundation for future learning. Some of the lessons tagged as 1.NBT.B.3 spend time ordering a set of numbers from least to greatest, which is not an expectation for Grade 1.
  • Approximately 10 percent of the program’s LESSONS (15 of 144) appropriately target 1.NBT.C: Use place value understanding and properties of operations to add and subtract. The program uses visual representations (hundreds chart, base-ten blocks) to support understanding of addition and subtraction with 2-digit numbers. Most of these 15 lessons relate to 1.NBT.C.4; only three of the fifteen lessons explicitly target mentally finding 10 more/10 less (1.NBT.C.5) or subtracting with multiples of 10 (1.NBT.C.6).
  • Approximately 3 percent of the program’s LESSONS (4 of 144) appropriately target 1.MD.A: Measure lengths indirectly and by iterating length units. This is not enough instructional time and attention for students to develop an understanding of measurement concepts. Teachers using this program will want to supplement instruction with additional opportunities for Grade 1 students to explore measurement.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
5/8
+
-
Criterion Rating Details

The Stepping Stones instructional materials for Grade 1 partially meet expectations for coherence and consistency with the standards. Supporting work for the grade level is meaningfully connected to major work as appropriate. The Stepping Stones program has a viable amount of content for daily lessons, and an adequate number of lessons for one school year. Upon analysis, however, reviewers noted a significant number of lessons not aligned to Grade 1 standards; if this content were removed, the amount of viable content would drop considerably. The Grade 1 program materials generally follow the learning progressions outlined in the CCSSM; however, some important mathematical content is not fully explored, which may not allow students to reach the depth of understanding necessary to be successful in future grades. The program includes some content that is not directly related to grade-level learning; users would need to make adjustments that would likely compromise the structure of the program. Additionally, the lessons and modules as designed allow students to make connections between concepts to develop a depth of understanding; however, many standards are taught as stand-alone skills and ideas, rather than as parts of a larger conceptual whole. Overall, the Grade 1 instructional materials support students in making mathematical connections, though not always to the full depth of the standards.

Indicator 1c

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

The Stepping Stones instructional materials for Grade 1 meet expectations for enhancing focus and coherence by engaging students in the major work of the grade. The program links the supporting work of Grade 1 to major work in a way that allows students to deepen their understanding of grade-level content.

  • As students explore telling time to the nearest hour and half-hour (1.MD.B.3), there is an opportunity to practice number writing and recognition (1.NBT.A.1). The program includes eight lessons that appropriately explore this connection.
  • As students organize, represent and interpret data (1.MD.C.4), there is a natural opportunity to develop addition and subtraction skills and understandings (1.OA), and to represent and solve word problems (1.OA.A). This connection is adequately explored in the five lessons targeting graphing. Activities call for students to add, subtract, compare, and count to analyze and interpret data, answering questions such as: How many students voted in total? How do you know? (Lesson 11.9); Write a subtraction sentence to show the difference between the number of cubes you can pick up and the number of cubes your teacher can pick up (Lesson 11.10); How much taller is the sunflower than the daisy? (Lesson 11.12).
  • It should be noted that while these connections are present in modules and lessons, these connections are not made explicit for teachers in the lesson materials, neither in the lesson contents and learning targets, nor in the publisher’s “Grade 1 and the CCSS” documents.

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 Stepping Stones instructional materials for Grade 1 partially meet expectations for designating a viable amount of grade-level content for one school year. As written, the amount of content, including lessons and assessments, is viable for one school year; however, misalignment of some content may not allow for adequate instruction at the depth required by Grade 1 standards to prepare students for learning in future grades.

  • The Grade 1 program is organized into 12 modules, with a series of 12 lessons in each module. The authors of the program recommend teaching one lesson each day for 45-60 minutes (support - slate tutorials - “Teaching a Module 1-5” video). 12 modules x 12 lessons = 144 days, which is a viable amount of instructional days for one school year.
  • Each lesson includes a whole class experience, differentiation options, and ongoing practice. Each of the twelve modules also include three investigations, three problem solving activities, and cross-curricula links (start - grade 1 - module __ - more math) that provide additional opportunities for students to engage with mathematics. The publisher states: “Browse all these activities, and choose those that best suit you and your students. While we understand that you may not do them all, we would like to think that you can find the time to do the majority of the investigations and problem solving activities (support - slate tutorials - “Teaching a Module 1-5” video).
  • The program authors suggest two different options for structuring modules (support - slate tutorials - “Teaching a Module 1-5” video): Option 1—teach one lesson each day, use the provided investigations and problem solving activities for two additional days, and then designate one day for summative assessment; Option 2—teach one lesson each day, and then integrate assessment opportunities with investigations and problem solving activities for three additional days. Both of these options recommend 15 instructional days x 12 modules = 180 days, which is a viable amount of instructional days for one school year.
  • 36 of the 144 lessons in the Grade 1 program are focused on work that is not part of Grade 1 CCSSM expectations. If these lessons (and related assessments) are omitted, the program would span approximately 108 days. Significant modifications would need to be made by teachers using this program to fully develop the skills and understandings required in the Grade 1 standards. It should be noted that modifying these materials would be difficult because the publisher only allows teachers to use materials as is, with no ability to modify printed student materials or assessments.

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 Stepping Stones instructional materials for Grade 1 partially meet expectations for following the learning progressions outlined in the Standards. In some cases, non-CCSSM content and work from future grades is clearly identified; however, there are instances where content from prior or future grades is not identified, misidentified, or content is not tied to grade-level learning. In addition, some grade-level content is not fully explored and may not allow students to develop the foundational understandings necessary for future learning.

  • No lessons in the Grade 1 program are identified as targeting Kindergarten standards. However, Lessons 1.1-1.4 and 1.6-1.8 clearly review content from the previous grade, including counting and representing quantities to 10 (K.CC) and writing, representing, and analyzing teen numbers (K.NBT).
  • Some content from future grades is clearly identified. The “Grade 1 and the CCSS” document identifies 16 lessons in the Grade 1 program as building toward future content, including lessons focused on skip-counting by fives (2.NBT.2), working with coins (>2.MD.8), working with and comparing weight and capacity (>3.MD.2), investigating features of angles (>4.MD.5), and exploring patterns (>4.OA.5). The program does not explicitly connect these lessons to grade-level content.
  • Some content from future grades is misidentified as Grade 1 work: writing and counting numbers beyond 120 (Lessons 3.1, 3.3, 12.2-12.8, 2.NBT.2-3); exploring place value with hundreds (Lessons 12.1 and 12.9, 2.NBT.1); working with equal shares (Lessons 7.8-7.9, 3.OA); and finding one-half, one-fourth of a collection (Lessons 7.10-7.11, 9.9, 9.12, 4.NF).
  • Some lessons in the Stepping Stones program include content identified as a Developmental Activity (DA), “which has content that does not match any Common Core Content Standards but is considered essential for the development of certain Standards” (start - grade 1 - module 1 - mathematics - learning targets). In the Grade 1 program, this content includes using ordinal numbers, sequencing events, and months of the year; this learning does not support grade-level CCSSM expectations.
  • Each lesson includes a whole class experience, differentiation options, and ongoing practice. The differentiation tab (start - grade 1 - module __ - lessons - lesson __ - differentiation) includes differentiation ideas for extra help, extra practice, and extra challenge, all explicitly tied to the lesson’s learning target. Each of the twelve modules also include three investigations, three problem solving activities, and cross-curricula links (start - grade 1 - module __ - more math) that provide additional opportunities for students to engage with mathematics. Ongoing practice pages in each module provide opportunities for students to practice skills that have been taught in previous modules, as well as to develop important grade-level computation skills and fluencies.
  • Suggestions for English language learners are provided for each module. This tab (start - grade 1 - module __ - mathematics - english language learners) explains specific skills to work on throughout the module for ELL students.
  • Some grade-level content is under-represented in the Grade 1 program. The majority of lessons focused on 1.OA target the development of addition and subtraction fluency using strategies. While this is important content for students to explore, developing fluency should not happen at the expense of solving word problems, understanding properties of operations, and/or exploring the relationship between addition and subtraction. In addition, this program only devotes four lessons to developing an understanding of measuring length (1.MD.A).
  • As explained in previous indicators (see 1b and 1d), the Grade 1 Stepping Stones program contains a significant amount of work not aligned to Grade 1; the inclusion of this content interferes with opportunities for students to work extensively with grade-level content.
  • The Stepping Stones program materials include background information for each module, which teachers can use to further their understanding of the mathematics content in the lessons. For example, the publisher explains in detail how the purpose of module 1 is to review and build on concepts and skills that were learned in Kindergarten (start - grade 1 - module 1 - mathematics - focus). Another example occurs in module 5, where the investigation of 2D shapes is related back to student exploration of shape concepts in Kindergarten (start - grade 1 - module 5 - mathematics - research into practice). In both of these cases, lessons aren’t tagged with Kindergarten standards.

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 Stepping Stones instructional materials for Grade 1 partially meet expectations for fostering coherence through connections at a single grade. The program pays minimal attention to CCSSM cluster headings, both in alignment documents and lesson content. The instructional materials make some natural connections across domains and clusters, but there are missed opportunities to connect important grade-level content.

  • Each module includes a list of learning targets (start - grade 1 - module __ - mathematics - learning targets) that are tied to Grade 1 standards, and organized beneath the related cluster statements. Many of the learning targets are derived from individual standards, rather than cluster statements.
  • The program materials don’t reference cluster headings in individual lessons or on assessments. Cluster notation is not used on either of the “Grade 1 and the CCSS” documents.
  • Only 8 of the 144 lessons in the program explicitly connect related standards within clusters (“Grade 1 and the CCSS By Lesson” document). These identified connections occur around: 1.NBT.B Understand place value (Lesson 6.10); 1.NBT.C Use place value understanding and properties of operations to add and subtract (Lesson 10.3); 1.OA.B Understand and apply properties of operations and the relationship between addition and subtraction (Lessons 8.4 and 8.5); and 1.OA.D Work with addition and subtraction equations (Lessons 9.1 through 9.4).
  • A majority of the lessons (114 of 144) in the Grade 1 program are tagged with only one math content standard. Teaching standards in isolation doesn’t support teachers in capitalizing on the coherence of grade-level content or making important mathematical connections with students.
  • The instructional materials connect students’ understanding of counting (1.NBT.A) to place value (1.NBT.B) as they represent and write 2-digit numbers (Lessons 1.7-1.8, 3.1-3.2, and 6.2).
  • The instructional materials connect students’ understanding of using place value (1.NBT.B) to addition and subtraction of 2-digit numbers (1.NBT.C) as they explore addition and subtraction with base-ten blocks, the hundreds chart, and multiples of 10 (Lessons 10.3-10.5, 10.8, 11.1-11.7). This connection could be explored more fully.
  • The instructional materials relate students’ understanding of counting (1.NBT.A) and properties (1.OA.B) to addition and subtraction (1.OA.C) as students explore counting on as well as doubles and decomposing strategies to add numbers (Lessons 2.2-2.8, 5.2, 7.2, 7.5, 7.7 and 8.8).
  • Using word problems (1.OA.A) to support students in making sense of the properties of addition and subtraction (1.OA.B-C) is an important connection at this grade level; only four lessons in the program intentionally make this connection.

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 Apr 08 00:00:00 UTC 2016

Report Edition: 0

Title ISBN Edition Publisher Year
null 978-1-921959-79-0 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.

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