Alignment to College and Career Ready Standards: Overall Summary

The instructional materials for Zearn Grade 2 meet the expectation for alignment to the CCSS. In Gateway 1, the instructional materials meet the expectations for focus by assessing grade-level content and spending at least 65% of class time on the major clusters of the grade, and they are partially coherent and consistent with the Standards. In Gateway 2, the instructional materials reflect the balances in the Standards and help students meet the Standards’ rigorous expectations, but they partially connect the Standards for Mathematical Content and the Standards for Mathematical Practice.

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Gateway 1:

Focus & Coherence

0
7
12
14
14
12-14
Meets Expectations
8-11
Partially Meets Expectations
0-7
Does Not Meet Expectations

Gateway 2:

Rigor & Mathematical Practices

0
10
16
18
16
16-18
Meets Expectations
11-15
Partially Meets Expectations
0-10
Does Not Meet Expectations

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Gateway 3:

Usability

0
22
31
38
34
31-38
Meets Expectations
23-30
Partially Meets Expectations
0-22
Does Not Meet Expectations

Focus & Coherence

Meets Expectations

+
-
Gateway One Details

The instructional materials for Zearn Grade 2 meet the expectation for focusing on the major work of the grade and having a sequence of topics that is consistent with the logical structure of mathematics. The materials do not assess topics before the grade-level indicated, spend at least 65% of class time on the major clusters of the grade, and are coherent and consistent with the Standards.

Criterion 1a

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

The instructional materials for Zearn Grade 2 meet the expectations for not assessing topics before the grade level in which the topic should be introduced. Overall, the materials assess grade-level content and, if applicable, content from earlier grades.

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
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-
Indicator Rating Details

The instructional materials reviewed for Zearn Grade 2 meet the expectations for assessing grade-level content and, if applicable, content from earlier grades.

• Zearn has two components to the program: Independent Digital Lessons and Teacher-Led Instruction. The summative assessments are located in the Teacher-Led section of the program.
• Each Zearn Mission includes assessments that hold students accountable for Grade 2 content. For example, Mission 3, Question 1 on the End-of-Module assessment addresses 2.NBT.3 by having students write numbers using expanded form, word form, and place value disks.
• Most Missions have a Mid-Module and End-of-Module assessment.

The instructional materials focus on grade-level content.

• Mission 7 Mid-Module Assessment assesses standards 2.NBT.5, 2.MD.8, and 2.MD.10. For instance, “Karen has 1 twenty-dollar bill, 2 ten-dollar bills, 4 five-dollar bills, and 8 one-dollar bills. (a.) How much money does Karen have? Write the answer using the $or ¢ symbol. Explain your thinking using pictures, numbers, or words. ( b.) Karen buys a book for 12 dollars and a fruit smoothie for 4 dollars. Karen gives the cashier the twenty dollar bill. How much change will she receive? Write the answer using the$ or ¢ symbol. Explain your thinking using pictures, numbers, or words.”
• The Mission 5 assessment focuses on 2.OA.1 and 2.NBT.5-9. In the End-of-Module assessment students find solutions to two-digit addition problems by creating models, using place value, and explaining their thinking.
• Mission 8 Mid-Module Assessment assesses standards 2.G.1 and 2.G.3 as students recognize and draw shapes that have specific attributes. Students identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

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
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-
Criterion Rating Details

The instructional materials for Zearn Grade 2 meet the expectation for students and teachers using the materials as designed, devoting the majority of class time to the major work of the grade. Overall, the instructional materials spend at least 65 percent of class time on the major clusters of the grade.

Indicator 1b

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

The instructional materials reviewed for Zearn Grade 2 meet the expectation for spending the majority of class time on the major clusters of each grade. For Grade 2 this includes the first two clusters of 2.OA and 2.MD and all of 2.NBT.

According to Missions and Standards Overview for Grade 2, the materials contain 8 Missions, 133 Lessons, and 36 Weeks, and there are 4 lessons per week.

• 6 of 8 Missions include one or more major clusters of Grade 2. Approximately 75 percent of the Missions focus on major work of the grade.
• 27 of the 36 Weeks of instruction are spent on major work of Grade 2, or approximately 75 percent of the year.
• There are a total of 133 Lessons, and approximately 105 Lessons focus on the major work of Grade 2 (or 79 percent of the Lessons).

The most representative perspective for this indicator is Weeks, with Zearn spending approximately 75 percent of instructional time on the major work of the grade.

Criterion 1c - 1f

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

The instructional materials for Zearn Grade 2 meet the expectation for being coherent and consistent with the Standards. Overall, the instructional materials have supporting content that enhances focus and coherence, are consistent with the progressions in the Standards, and foster coherence through connections at a single grade, where appropriate and required by the Standards.

Indicator 1c

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

The instructional materials reviewed for Zearn Grade 2 meet expectations that supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.

During Independent Digital Lessons students develop fluency in Number Gyms and Blasts, engage in guided practice in Math Chats, and do independent practice in the Tower of Power sections of the lessons. In Teacher-Led Instruction teachers present Whole Group Fluency, Small Group Lessons, and Whole Group Word Problems to engage students with content. In both the Independent Digital Lessons and Teacher-Led Instruction students have multiple opportunities to engage with supporting standards connected to the major work of the grade.

• In Mission 3, Lessons 8 and 9 are found in Topic D, Modeling Base Ten Numbers within 1,000 using Money. Students connect money (2.MD.8) to the major work of place value as they trade dollar bills, ten dollar bills, and hundred dollar bills (2.NBT.1). In these lessons, the value of money is used to represent the relationship between three-digit numbers and place value.
• In Mission 6, Teacher-Led Instruction Small Group Lessons 1, 5, 10, and 18 use addition to support the building of arrays as the foundation for multiplication (2.OA.4). Zearn Independent Digital Lessons 2, 4, 5, 6, 7, 9, 10, and 12-15 also support the work of building arrays.
• During Mission 7 Length, Money and Data: students build an understanding of place value and addition within 100 as they work with 2.MD standards.
• Lesson 10 fosters coherence in working with money (2.MD.8) while also supporting development of place value and addition within 100 (2.NBT.1 and 2.NBT.5) as students rearrange coins to represent values with the least number of coins or other given constraints.
• Zearn Independent Digital Lessons 7 and 9-13 engage students with supporting content using the values of coins (2.MD.8) to enhance fluency with skip counting (2.NBT.2).

Indicator 1d

The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.
2/2
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-
Indicator Rating Details

The instructional materials reviewed for Zearn Grade 2 do not meet the expectation for having an amount of content that is viable for one school year in order to foster coherence between grades.

The Independent Digital Lessons are broken up into four main components: Fluency, Guided Practice, Independent Practice, and Bonus. The components have different titles depending on the lesson and how the student is progressing through the program. The Teacher-Led Instruction is broken into six sections: Whole Group Fluency, Small Group Lessons, Whole Group Word Problems, Optional Homework, Assessments, and Optional Problem Sets.

The suggested time frame for completing the 133 Independent Digital Lessons and Teacher-Led Instruction is approximately 36 weeks. This provides material for 180 days. A typical day consists of 15 minutes of Whole Group Fluency and Word Problems, 30 minutes of individual digital content and 30 minutes of small-group, direct teacher instruction. There are also 12 summative assessments in the Zearn program.

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.
2/2
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-
Indicator Rating Details

The instructional materials reviewed for Zearn Grade 2 meet the expectations for being consistent with the progressions in the Standards.

The materials identify and explicitly connect grade-level work to prior or future grades. Users of the materials will find these connections throughout the materials. The materials give all students extensive work with grade-level problems. Following are places that demonstrate the progressions of the Standards and the connections from grade to grade:

• Each Mission has a Summary. This Summary explains how the lessons work through the progression of Grade 2 and make applicable connections to past or future content. For example, the Mission 2 Summary states: “The concept of the unit is critical and helps us compress mathematics into a few big ideas. In Module 2, we’ll draw those critical connections between measurement units and our base ten system, setting kids up to deeply understand the relationship between tens and ones, just like meters and centimeters.”
• On the teacher home page for many Missions there is a box titled, "Foundational Digital Lessons.” This identifies which concepts from previous Topics and Lessons are connected to the current Topic. For example, Grade 2, Mission 3 provides links that connect to Grade 1, Mission 4 (G1M4) and Grade 1, Mission 6 (G1M6) as Foundational Digital Lessons.
• In early Missions, the Whole Group Fluency link identifies essential skills from previous grades on which the Topic builds. For example, in Mission 1, Whole Group Fluency Module 1, Topic A Foundations for Fluency with Sums and Differences Within 100, the teacher materials state the following: “In this first topic of Grade 2, students set the stage for fluency with sums and difference within 100 (2.OA.2) by focusing on three essential skills:
1. Knowing the decompositions of any number within 10 (K.OA.3, 1.OA.6),
2. Knowing partners up to 10 (K.OA.4),
3. Knowing teen numbers as 10 + n (K.NBT.1, 1.NBT.2b)."
• Students have extensive work with practice problems. Students have daily fluency practice, guided practice, and independent practice when using the digital lessons and when working in small groups with the teacher.

Overall, Lesson Summaries identify and explain connections between previous grade level, current grade level, and future content including the Lesson, Mission, and/or grade where the content appears.

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.
2/2
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-
Indicator Rating Details

The instructional materials reviewed for Zearn Grade 2 meet the expectations for fostering coherence through connections at a single grade.

Materials include learning objectives that are visibly shaped by CCSSM cluster headings.

• Mission 3, Counting and Place Value is shaped by 2.NBT.A and 2.MD.C. Within this Mission are the following Topics: Forming Base Ten Units of Ten, a Hundred, and a Thousand; Understanding Place Value Units of One, Ten, and a Hundred; Three-Digit Numbers in Unit, Numeral, Expanded, and Word Forms; Modeling Base Ten Numbers within 1,000 with Money; Modeling Numbers within 1,000 with Place Value Disks; Comparing Two Three-Digit Numbers; and Finding 1, 10, and 100 More or Less than a Number.
• Mission 5, Add and Subtract Big Numbers is shaped by 2.OA.A and 2.NBT.B. Within this Mission are the following Topics: Strategies for Adding and Subtracting within 1,000; Strategies for Composing Tens and Hundreds within 1,000; Strategies for Decomposing Tens and Hundreds within 1,000; and Student Explanations for Choice of Solution Methods.

Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains where connections are natural and important.

• Mission 1, Lessons 6 and 8 connect 2.OA.A, 2.OA.B, and 2.NBT.B. There are multiple examples in the Mission where students have to work with addition and subtraction word problems with multi-digit numbers.
• Mission 2, Topic C, Lessons 6 and 7 connect 2.MD.A, 2.MD.B, and 2.OA.A. In both of these Lessons measurement is used to compare/contrast lengths of different objects, and students create equations.

Rigor & Mathematical Practices

Meets Expectations

+
-
Gateway Two Details

The instructional materials for Zearn Grade 2 meet the expectation for aligning with the CCSS expectations for rigor and mathematical practices. The instructional materials attend to each of the three aspects of rigor individually, and they also attend to the balance among the three aspects. The instructional materials emphasize mathematical reasoning, but they do not always identify the Mathematical Practices or attend to the full meaning of each practice standard.

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.
8/8
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-
Criterion Rating Details

The instructional materials for Zearn Grade 2 meet the expectation for reflecting the balances in the Standards and helping students meet the Standards’ rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application. The instructional materials develop conceptual understanding of key mathematical concepts, give attention throughout the year to procedural skill and fluency, spend sufficient time working with engaging applications, and do not always treat the three aspects of rigor together or separately.

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.
2/2
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-
Indicator Rating Details

The instructional materials reviewed for Zearn Grade 2 meet the expectation for developing conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.

The use of visual representations builds conceptual understanding of place value (2.NBT.A) and addition and subtraction (2.NBT.B). During Independent Digital Lessons and Teacher-Led Instruction students engage with visual representations and virtual manipulatives.

• In Mission 3, Counting and Place Value, Independent Digital Lesson 14 students use place value disks to model numbers through 1,000 and then connect these models to reading and writing numbers to 1,000.
• In Mission 5, students add and subtract large numbers. Place value is the underlying concept referenced for each iteration from lesson to lesson as larger multi-digit numbers are introduced. Students use a traditional algorithm, but there is a constant tie to place value. In Lesson 1 students begin adding within 1,000 using a place value chart. Students represent each addend by place value, one over the other, to simulate the standard algorithm. During Independent Digital Lesson 6 students are using the associative property and tape diagrams to subtract numbers such as 330-290. In Independent Digital Lesson 9 students use virtual place value disks to add numbers such as 672+249. The use of multiple representations of place value builds student understanding of grouping and regrouping as they conduct addition and subtraction within 1,000.

Overall, Lessons within Missions, whether Teacher-Led Instruction or Independent Digital Lessons, present opportunities for students to develop conceptual understanding of the mathematics. Students engage in multiple addition and subtraction problems as described in Table 1 of the CCSSM. Students encounter multiple representations of whole numbers through place value, decomposing and recomposing of numbers with hands-on and virtual manipulatives, place value charts, and number bonds, and these representations are linked to addition and subtraction sentences within 1,000.

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 2 meet the expectation for giving attention throughout the year to individual standards that set an expectation of procedural skill and fluency.

Missions address procedural skill and fluency in both the Independent Digital Lessons, with Fluency activities titled Number Gym, Sprint, and Blast, and in Small Group Instruction, with Fluency activities for most lessons.

• In Mission 1, Teacher-Led Instruction, Whole Group Fluency, Lesson 1 students play Ten-Frame Flash, Happy Counting using a rekenrek, and finger play. Students also alternate between counting and using the “Say Ten” way where students compose numbers with tens; for example 12 is ten 2.
• In Mission 1, Independent Digital Lesson 1 Sprint students practice making 10 and adding to 10 (2.OA.2).
• In Mission 7, Length, Money, and Data, students participate in Fluency Games during Teacher-Led Instruction. For example, during Lesson 21 students play Roll and Follow the Rule Game where the students are given a base number between 0 and 100 (2.NBT.5). In Lesson 22 students play a mental math game called Compensation where the students add numbers such 420+190 by taking from one number to round the other number to the next hundred (2.NBT.B).

Overall, Zearn includes time in every lesson during Independent Digital Lessons through Number Gyms, Sprints, and Blasts, and in Teacher-Led Instruction Whole Group Fluency Lessons to build fluency. These lessons are designed to complement one another, reinforcing student development of procedural skills and fluency.

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
2/2
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Indicator Rating Details

The materials meet the expectation for being 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.

Missions address application in most Teacher-Led Instruction Lessons through Whole Group Word Problems that model the situations from Table 1 of CCSSM “Common Addition and Subtraction Situations.”

Mission 8, Teacher-Led Instruction, Whole Group Word Problems, Topic B Composite Shapes and Fraction Concepts includes teacher notes on what addition and subtraction situations are represented. The problems address representing and solving problems involving addition and subtraction (2.OA.1). For example:

• Teacher-Led Instruction, Whole Group Word Problems, Lesson 6: “Frank has 19 fewer cubes than Josie. Frank has 56 cubes. They want to use all of their cubes to build a tower. How many cubes will they use?” The teacher note states, “This is a two-step problem with a compare with bigger unknown type problem as one step. Encourage students to draw a tape diagram to help visualize the comparison.”
• Teacher-Led Instruction, Whole Group Word Problems, Lesson 7: “Mrs. Librarian’s students are picking up tangram pieces. They collect 13 parallelograms, 24 large triangles, 24 small triangles, and 13 medium triangles. The rest are squares. If they collect 97 pieces in all, how many squares are there?” The teacher note states, “This is a two-step put together with addend unknown problem type. The numbers in this problem invite students to call upon a variety of strategies to solve.”
• Teacher-Led Instruction, Whole Group Word Problems, Lesson 8: “The students were making larger shapes out of triangles and squares. They put away all 72 triangles. There were still 48 squares on the carpet. How many shapes were on the carpet when they started?” The teacher note states, “This is a take from with a start unknown type of problem. Encourage students to visualize the relationships within the problem.”

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 2 meet the expectation for balancing the three aspects of rigor. Overall, the three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the three aspects of rigor within Teacher-Led Instruction and Independent Digital Lessons.

In each Mission students develop procedural skills and fluency and conceptual understandings, and apply these to solve real-world problems.

• Fluency is embedded into every lesson. In Mission 3, Teacher-Led Instruction Whole Group Fluency, Lesson 6, students practice addition using a meter strip with two-digit numbers, and using tens to add nines. For example 9 + 5 = 10 + 4.
• Conceptual understanding is embedded into every lesson. In Mission 3, Teacher-Led Instruction, Lesson 6, students use place value to understand expanded form in unit order. Students connect expanded form into statements, such as “2 hundreds 4 tens 3 ones.” They count up: “1 hundred 2 hundred 2 hundred ten 2 hundred twenty…” They then reread the number using addition symbols: “100 + 100 + 10 + 10 + 10 + 10 + 1 + 1+ 1.” During the Independent Digital Lesson students write the number from a set of expanded numbers often presented using the commutative property: “10 + 400 + 2 = ______ and decompose numbers into expanded form 385 = _____ + _____ + _____.”
• Application problems are embedded into every lesson and often call for students to model their thinking and make connections to procedural skills. In Mission 3, Teacher-Led Instruction Whole Group Word Problem, Lesson 6, students read the problem with the teacher: “Timmy the monkey picked 46 bananas from the tree. When he was done, there were 50 bananas left. How many bananas were on the tree at first?” Students work with the teacher and a partner to answer questions: “Visualize the problem and talk with your partners. What can you draw with what you see? What is the question asking you? How many bananas were on the tree at first? How many different ways can you find the answer? Etc.” In this task, students use procedural fluency to add and subtract within 100, and they apply their conceptual understanding of addition and subtraction situations to explore different solution strategies.

Criterion 2e - 2g.iii

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice
8/10
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Criterion Rating Details

The instructional materials for Zearn Grade 2 partially meet the expectation for meaningfully connecting the Standards for Mathematical Content and the Standards for Mathematical Practice. Overall, the materials emphasize mathematical reasoning by prompting students to construct viable arguments and analyze the arguments of others, assisting teachers in engaging students in constructing viable arguments and analyzing the arguments of others, and attending to the specialized language of mathematics.

Indicator 2e

The Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.
1/2
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Indicator Rating Details

The instructional materials reviewed for Grade 2 partially meet the expectations for identifying the Math Practice Standards (MPs) and using them to enrich the mathematics content. The MPs are identified in the Teacher-Led Instruction sections, Small Group Lessons and Whole Group Word Problems, and are not identified in the Independent Digital Lessons.

• The Math Practices are identified in the teacher materials, titled "Small Group Lessons" and "Whole Group Word Problems," for each Mission.
• In Mission 6 Lesson 1, MP.8 is identified as students work with counters to express equal groups as equal addends. No additional guidance around MP.8 is included for the teacher in the Mission. However, some guidance on the MPs is provided in the EngageNY Modules. Module 6 lists MP.3, MP.4, MP.7, and MP.8 as Focus Standards for Mathematical Practice. The guidance for MP.8 states: “As students create equal groups using objects, they recognize that they are repeatedly adding the same number. For example, 3 groups of 4 bears can be expressed as 4+4+4. Students also discover patterns in odd and even numbers, recognizing the repetition of 0, 2, 4, 6, and 8 in the ones place.”
• Whole Group Word Problems rarely identify the math practices, although the use of MPs are regularly used by students to complete the problems.
• In Mission 1, Whole Group Word Problems Lesson 4, students reason abstractly and quantitatively (MP.2) as they write an abstract addition equation in order to determine the total quantity of linking cubes in a problem where a person started with 9 linking cubes of one color and were given 4 more linking cubes of a different color.

Indicator 2f

Materials carefully attend to the full meaning of each practice standard
1/2
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Indicator Rating Details

The Zearn Grade 2 instructional materials reviewed partially meet the expectation for carefully attending to the full meaning of each Math Practice Standard (MP). They do not treat each MP in a complete, accurate, and meaningful way. The Teacher-Led Instruction Small Group Lessons give teachers limited guidance on how to implement the standards.

On occasion, Math Practices attend to the full meaning. Examples include:

• MP.2: Mission 3 Lesson 9: Students decontextualize and contextualize while they solve money problems.
• MP.6: Mission 7 Lesson 4: Students attend to precision as they are create graphs and answer questions about the data.
• MP.8: Mission 6 Lesson 18: Students use the repeated reasoning of arrays to understand odd and even numbers.

More frequently, the materials do not attend to the full meaning of the Math Practices. Examples include:

• MP.1: Mission 8 Lesson 8: Students use pattern blocks to solve the problem, but the problem does not require students to make sense of the problem or persevere in solving it.
• MP.5: Mission 2 Lesson 9: Students are given tools, including a meter stick, to measure objects. They are then taught how to represent these measurements using a tape diagram. Students do not choose the tools. In Mission 7 Lesson 16 students are given yardsticks and rulers to measure with instead of selecting an appropriate tool to use.
• MP.6: Mission 3 Lesson 4: Students are not attending to precision but telling how many bundles of sticks are in the place value boxes. In Mission 7 Lesson 26 the teacher shows and tells the students how to make the number line; the students are not attending to precision.
• MP.7: Mission 6 Lesson 5: The teacher prompts students to answer questions about a given array (number of objects in each row and each column). The array is then modified but remains the same total, and the teacher asks students similar questions about the structure of the array. However, students note what is visual, and they are not making use of structure to solve a problem.
• MP.8: Mission 5 Lesson 2: Students are not using repeated reasoning to solve problems but subtracting different groups of 100's such as 400, 300, or 200..

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.
2/2
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-
Indicator Rating Details

The instructional materials reviewed for Zearn Grade 2 meet the expectations for prompting students to construct viable arguments and analyze the arguments of others. The students’ materials in the Teacher-Led Lessons, Whole Group Word Problems, Optional Problem Sets, and Assessments provide opportunities throughout the year for students to both construct viable arguments and analyze the arguments of others. The students’ materials sometimes prompt students to construct viable arguments and include some opportunities for students to analyze the arguments of others.

Students are asked daily to explain their thinking while completing application problems. MP.3 is identified through Whole Group Word Problems, Whole Group Fluency, and Assessment. Examples of opportunities to analyze the arguments of others:

• Mission 1, Teacher-Led Instruction, Optional Problem Set, Lesson 3, Question 5: Students prove a student’s claim about having more money than another student right or wrong, using pictures, numbers, or words.
• Mission 3, Teacher-Led Instruction, Lesson 7: As students work with a partner to compare 12 ones to 12 tens and 15 ones to 15 tens, each is able to analyze the representations created by the other and the verbal explanations that accompany the representations.
• Mission 5, End-of-Module Assessment, Question 5: Students analyze what Martha did wrong when subtracting 378 from 456 and explain the error to her. Students also offer Martha “an alternative strategy for 456 - 378, to help Martha avoid making this mistake again.”
• Mission 7, Teacher-Led Instruction, Optional Problem Set, Lesson 14, Question 2: Students compare two different measurements obtained by two students, and after determining which measurement is correct, students explain their reasoning behind the measurement they chose.

Examples of opportunities to construct viable arguments:

• Mission 1, Teacher-Led Instruction, Lesson 6: “Explain to your partner how 10-9 helps us to solve 30-9.”
• Mission 2, Independent Digital Lessons, Lesson 6, Math Chat: Students briefly explain how they solved the problem where centimeters are the units being used to measure objects.
• Mission 3, Independent Digital Lessons, Lesson 19, Learning Lab: Students explain how they used virtual base-10 blocks to see patterns in counting by tens and ones in numbers greater than 100.
• Mission 4, Teacher-Led Instruction, Lesson 2: “'If I asked you to add 3 tens to 26, how could you do that?'...show on whiteboard a strategy for 18+20...54-20...56-30.”
• Mission 6, Independent Digital Lessons, Lesson 18, Math Chat 18: Students briefly explain how they used different representations of numbers to determine whether a number was even or odd.
• Mission 7, Independent Digital Lessons, Lesson 4, Learning Lab: Students explain how they used different models to solve the problem by comparing visual models.

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.
2/2
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Indicator Rating Details

The Zearn Grade 2 materials meet the expectation for assisting teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards. Overall, there is guidance for teachers on how to lead student discussions in which students construct their own viable arguments and analyze the arguments of others.

The Teacher-Led Instruction Lessons provide opportunities for teachers to discuss the mathematics with their students and for students to discuss the mathematics with each other as directed by the teacher, for example:

• In Mission 2, Teacher-Led Instruction, Lesson 7 teachers are given the following prompts and questions to assist students as they consider how measuring the same object can lead to different outcomes: “Why do you think the measurements are different? Turn and talk.; Do you know why your measurements were different?; Why does the size of the paperclip matter?; and What does that tell you about measurement and unit size?”
• In Mission 5, Teacher-Led Instruction, Lesson 20, Problem 2 teachers are given the following prompts to assist students as they subtract 297 from 546: “Instruct them to find a partner who used a different solution strategy.; Turn and talk to your partner: How efficient were the strategies you used and why?; and How were the strategies you discussed similar, and how were they different? Turn and talk to your partner.”
• In Mission 8, Teacher-Led Instruction, Lesson 7, Part 2 teachers are given a series of questions to assist students in constructing a viable argument as they determine how many pattern blocks of different types can be used to cover a regular hexagon, and what fraction of the hexagon each type of block represents.

Indicator 2g.iii

Materials explicitly attend to the specialized language of mathematics.
2/2
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Indicator Rating Details

The instructional materials reviewed for Zearn Grade 2 meet the expectations for explicitly attending to the specialized language of mathematics. Overall, the materials for both students and teachers have multiple ways for students to engage with the vocabulary of mathematics that is present throughout.

The instructional materials provide instruction on how to communicate mathematical thinking using words, diagrams, and symbols. Students have opportunities to explain their thinking while using mathematical terminology, graphics, and symbols to justify their answers in Teacher-Led Instruction and Independent Digital Lessons.

• Vocabulary is used directly in the Teacher-Led Instruction, Small Group Lessons and then reinforced in the Whole Group Word Problems. Teachers, when applicable, model the vocabulary. For example, Mission 7, Teacher-Led Instruction, Whole Group Word Problems, Lesson 2 states, “This comparative problem type invites the use of a tape diagram. It leads into today’s lesson, in which students will use data involving animals to solve simple compare word problems. It also prepares students to notice the relationship between the tape diagram and the bars on a bar graph in Lesson 3.”
• Vocabulary is sometimes explicitly taught during the Guided Practice part of the Independent Digital Lessons. Vocabulary words are in bold and explained and are followed up by models or examples. For example, Mission 6, Independent Digital Lesson 5 Learning Lab introduces students to the term array and shows many examples of how they can be created and arranged.
• Students are expected to use correct mathematics vocabulary as they Read, Draw, and Write for Word Problems and complete Exit Tickets.

Usability

Criterion 3a - 3e

Use and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.
8/8
+
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Criterion Rating Details

The instructional materials for Zearn Grade 2 meet the expectations for being well designed and taking into account effective lesson structure and pacing. The instructional materials distinguish between problems and exercises, have exercises that are given in intentional sequences, have a variety in what students are asked to produce, and include manipulatives that are faithful representations of the mathematical objects they represent.

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.
2/2
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Indicator Rating Details

The instructional materials for Zearn Grade 2 meet the expectation of the underlying design of the materials to distinguish between problems and exercises.

Every lesson includes problems and exercises.

• Problems are included in Teacher-Led Instruction during Small Group Lessons and Whole Group Word Problems.
• Exercises are built into the Teacher-Led Instruction during Whole Group Fluency and Assessment, which can be found in most lessons.
• Independent Digital Lessons include a variety of activities for students to engage with exercises. During Number Gym students solve exercises to build fluency.
• Optional Homework consists of problems and exercises, depending on the content of the mission and/or lesson.

Indicator 3b

Design of assignments is not haphazard: exercises are given in intentional sequences.
2/2
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Indicator Rating Details

The instructional materials for Zearn Grade 2 meet the expectation the design of the assignments is not haphazard, and the exercises are given in intentional sequences.

• The sequence of topics within each mission is intentional, going from working with a variety of concrete and pictorial representations to more abstract work.
• Progressions are clear, as in focusing on adding and subtracting with 100 before adding and subtracting within 1000.
• Concepts are developed in Teacher-Led Instruction. These may be extended into Independent Digital Lessons.

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 2 meet the expectation that there is a variety in what students are asked to produce. Students are asked to produce a variety of products in digital and written form.

• Multiple representations through models, arrays, number lines, equations, etc.;
• Justification of their thinking on Optional Problem Sets and Assessments;
• Completion of timed fluency activities in Teacher-Led Instruction Whole Group Fluency and Independent Digital Lessons;
• During Independent Digital Lessons students solve problems using virtual manipulatives.

For example, in Mission 3, Teacher-Led Instruction Lesson 15, students describe and explain why their solutions demonstrate their understanding, using words, pictures or numbers. The Independent Digital Lesson 15 also encourages students to engage with material to use manipulatives and drawing.

Indicator 3d

Manipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.
2/2
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Indicator Rating Details

The instructional materials reviewed for Zearn Grade 2 meet the expectation that manipulatives are faithful representations of the mathematical objects they represent and are appropriately connected to written methods. Manipulatives are embedded in both Independent Digital Lessons and Teacher-Led Instruction to represent mathematical ideas and build conceptual understanding. Examples include place value disks, Unifix cubes, and craft sticks. They are often connected to written representations.

For example, in Mission 4, Independent Digital Lesson 9 Learning Lab, students use place-value charts to add 2 two-digit numbers and to add a two-digit number and a three-digit number. The students take notes in their student workbook and model the equations using place-value charts.

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
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Indicator Rating Details

The visual design of Zearn Grade 2 materials is not distracting for students. Students are asked to thoughtfully engage with the material in a variety of ways. The font size, graphics, amount of directions, and language used on student pages and in Independent Digital Lessons is appropriate for students in Grade 2.

For every mission, teachers can access on the home page links to Teacher-Led Instruction and the Independent Digital Lessons. However, while the home page provides access to all activities, teachers need to open multiple tabs and pdfs to view a mission or lesson in its entirety. In addition, Independent Digital Lessons and Whole Group Fluency in Teacher-Led Instruction are not available for every lesson, and there is no explanation as to why.

Criterion 3f - 3l

Teacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.
6/8
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Criterion Rating Details

The instructional materials for Zearn Grade 2 partially meet the expectations for supporting teacher learning and understanding of the Standards. The instructional materials support planning and providing learning experiences with quality questions and contain ample and useful notations and suggestions on how to present the content. The materials partially include a teacher’s resource that contains adult-level explanations and examples of the more advanced mathematics concepts in the lessons and partially contain explanations of the grade-level mathematics in the context of the overall mathematics curriculum.

Indicator 3f

Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.
2/2
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Indicator Rating Details

The instructional materials reviewed for Zearn Grade 2 meet the expectation of supporting teachers in planning and providing effective learning experiences through quality questions.

The teacher notes within the Teacher-Led Instruction Small Group Lessons provide teachers with guiding questions to elicit student understanding and discourse to allow student thinking to be visible. Discussion questions provide a context for students to communicate generalizations and patterns and to draw conclusions. Debriefing Questions are located at the end of each lesson that provide teachers with quality questions that check for the students' understanding of concepts.

In some lessons, questions are sequenced in such a way as to build student understanding of the mathematics. For example:

• In Mission 7, Teacher-Led Instruction, Lesson 10, teachers are prompted to ask:
• “With your partner show 50 cents in two ways.”
• “Turn and talk with a partner group near you. How did you make 50 cents?”
• “If we were giving someone 50 cents, which combination of coins do you think they would rather have?”
• In Mission 4, Teacher-Led Instruction, Lesson 24, teachers are prompted to ask:
• “What number should I model?”
• “Turn and talk. Why do I only need to model 122 and not 80?”
• “Can I subtract zero ones from two ones?”
• “I need more tens. What should I do? Turn and talk.”

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for Zearn Grade 2 meet the expectation of materials that include a teacher’s edition with annotations and suggestions on how to present the content in the student material.

The teacher materials are found in links within Teacher-Led Instruction and include Whole Group Fluency, Small Group Lessons, and Whole Group Word Problems. Guidance is provided to teachers on multiple means of engagement, representation, action/expression, and vocabulary support. On the homepage for each Mission, there is a link to the entire Engage NY program upon which Zearn is based. This is where teachers can find additional information on how to use the materials.

Digital materials are a significant part of the learning in Zearn. The Independent Digital Lessons are student-facing lessons aligned to the Teacher-Led Instruction with an emphasis on mastering fluency and providing different representations of the concepts. The Lessons are comprised of four components: fluency, guided practice, independent practice, and bonus (in applicable lessons).

The Help Tab on the home page contains an “Implementation Resources” tab that provides help for instruction. The Implementation Resources section contains a “Getting Started Checklist,” “Zearn Recommended Schedule,” and “Classroom Anchor Charts.” These resources explain how to use the digital and print materials together.

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.
1/2
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Indicator Rating Details

The instructional materials for Zearn Grade 2 partially meet the expectation that the materials include a teacher’s resource that contains adult-level explanations and examples of the more advanced mathematics concepts in the lessons.

Notes are included on pages which help teachers consider how to engage a range of learners; however, the teacher materials do not provide explanations of the mathematical concepts within the lessons. Examples of the mathematics are not provided in adult language within the lessons.

Teachers looking for adult-level explanations and examples can access and download the grade level “Missions and Standards Overview”. There is no link to the Missions and Standards Overview while in the Small Group Lessons for teachers to find explanations.

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.
1/2
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Indicator Rating Details

The instructional materials for Zearn Grade 2 partially meet the expectation of containing teacher resources that explain the role of the grade or the course over multiple grades. Some notes within the Small Group Lessons, as well as the Missions & Standards Overview, provide connections between prior learning, within, and between grades.

There is a curriculum map for the course that can be found in the Help Center within the Curriculum Overview section.

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
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Indicator Rating Details

The Missions and Standards Overview lists the number of Lessons and weeks per Mission. It also states which Missions address each grade-level standard. There is no pacing guide that describes which standards are addressed in each Lesson.

Guidance on the instructional time for lessons can be found within the Recommended Weekly Schedule section of the “Zearn Math’s Teaching & Learning Approach” document.

There is a curriculum map for the course that can be found in the Help Center within the Curriculum Overview section. This curriculum map shows each Mission’s recommended number of instructional weeks.

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
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Indicator Rating Details

There is a parent letter (provided in English, Spanish, Chinese, Portuguese and French) that introduces the program, provides website information, and suggest to parents that they watch the orientation video, and explain the ways parents/caregivers can support students in mathematics, including questions to ask students about their daily math learning. The letter also provides the student username and password. There is a help button that gives information regarding the program and how it works.

Indicator 3l

Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.
0/0
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Indicator Rating Details

The Zearn materials offer an explanation of the instructional approaches of the program within “Zearn Math’s Teaching & Learning Approach” document. “The Vision of Zearn Math” explains the program’s approach of “Numeracy for All” and “Learning Pillars.” The Learning Pillars are listed as: "Struggle and support," "Touch and see the math," "Math is a few big ideas," and "Reasoning and sharing." Each Learning Pillar has an explanation as to its meaning within the program.

While the CCSS are listed for each Mission and the MPs are included in the Lessons, there is very little explanation to students or teachers regarding the importance of the identification of the MPs.

An assessment philosophy can be found within the “Zearn Math’s Teaching & Learning Approach” document under “Approach to Assessment.” A "Progression Toward Mastery" is included for each group of Assessments within a Mission. The rubric identifies the criteria and indicators students need to meet as they progress towards Step 4 mastery.

Criterion 3m - 3q

Assessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.
9/10
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Criterion Rating Details

The instructional materials for Zearn Grade 2 meet the expectations for offering teachers resources and tools to collect ongoing data about student progress on the standards. The materials provide opportunities for ongoing review and practice with feedback and offer ongoing formative and summative assessments. The instructional materials provide some strategies for gathering information about students’ prior knowledge, but not for identifying and addressing common student errors and misconceptions.

Indicator 3m

Materials provide strategies for gathering information about students' prior knowledge within and across grade levels.
2/2
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Indicator Rating Details

The instructional materials reviewed for Zearn Grade 2 partially meet the expectation that materials provide strategies for gathering information about students' prior knowledge within and across grade levels.

In Small Group Lessons the materials note where the content is building on from prior knowledge, whether it be within the grade or from previous grades. This information, as well as regular reports from Independent Digital Lessons, can be utilized as students begin the program and progress toward mastery for each Mission. Informal observation is included in the teacher notes for a lesson and is also used to gather information regarding a student’s prior knowledge. During Small Group Lessons students are regularly asked to comment and share with each other and the whole group by responding to question prompts from the teacher. Information from the daily Exit Tickets that students complete give the teacher an opportunity to check for prior knowledge, review, and provide feedback.

"Independent Digital Lessons include embedded remediation throughout that address gaps in knowledge from both the current and prior grade levels; all students begin on the first Mission of their grade and progress through their grade level sequence at their own pace.", according to page 6 of Zearn Math's Teaching and Learning Approach.

Indicator 3n

Materials provide strategies for teachers to identify and address common student errors and misconceptions.
1/2
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Indicator Rating Details

The instructional materials reviewed for Zearn Grade 2 partially meet the expectation that materials provide strategies for teachers to identify and address common student errors and misconceptions.

The Independent Digital Lessons print reports on students' progress, but they do not provide strategies for teachers to utilize regarding errors and misconceptions. Small Group Lessons include guidance for teachers on specific errors or misconceptions that may arise. Teacher notes include language students may not use correctly, as well as areas where the mathematics may be challenging. For example, the Mission 3, Lesson 4 teacher notes states: “Even older students often count incorrectly 119, 120, 200. Also, Grade 1 standards count up to 120. Be aware that the count to 124 will be used in the Student Debrief. Later in the lesson, students count from 476 to 600 and discover in the Student Debrief that the missing part is 124. They then compare the way they counted from 0 to 124 to the way they counted from 476 to 600.”

Indicator 3o

Materials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.
2/2
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Indicator Rating Details

The Zearn Grade 2 instructional materials meet expectations for ongoing review and practice, with feedback, for students in learning both concepts and skills.

The materials provide many opportunities for review and practice. Teacher-Led Instruction and Independent Digital Lessons include:

• A fluency section to practice and review what has been learned.
• Guided instruction for students to practice new concepts or skills.

The Independent Digital Lessons provide instant feedback to students if they get a problem right or wrong. When a student misses a problem they are given a second chance to get the problem correct. If their second attempt is still wrong, the answer is provided to the student. Students also have a digital notebook which is reviewed by teachers.

In Teacher-Led Instruction, students work with partners to share feedback regarding the instruction for the day.

Indicator 3p

Materials offer ongoing formative and summative assessments:
0/0

Indicator 3p.i

Assessments clearly denote which standards are being emphasized.
2/2
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Indicator Rating Details

The materials reviewed for Zearn Grade 2 meet the expectation of assessments clearly denoting standards that are being emphasized. Summative assessments are offered in the middle and at the end of each Mission. Each assessment is followed by a rubric indicating the standards assessed and the progressive indicators for mastery.

For Independent Digital Lessons, formative assessments are offered throughout the online lessons, with reports sent to the classroom teacher on each student’s progress towards mastering the standards.

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.
2/2
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Indicator Rating Details

The materials reviewed for Zearn Grade 2 meet the expectation of assessments including aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up. Each assessment includes a 4-step rubric indicating the standards assessed and the criteria and indicators for mastery. A Progression Toward Mastery is provided to describe steps that illuminate the gradually increasing understandings that students develop on their way to proficiency. This rubric provides a 4-step process that goes from 1, which shows “little evidence of reasoning without a correct answer,” to a 4, which is “evidence of solid reasoning with a correct answer.” The assessment also includes exemplars of student work.

Although there are no rubrics for activities in the Independent Digital Lessons, the teacher can access information on the digital component of the system at any time. In addition, an alert is triggered when a student struggles repeatedly on the same concept.

Indicator 3q

Materials encourage students to monitor their own progress.
0/0
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Indicator Rating Details

The student workbook provides pages called, "Weekly Goal Tracker" and "Lesson Progress Checklist." The Weekly Goal Tracker encourages the students to set goals to earn lesson badges. The Lesson Progress Checklist helps students keep track of each lesson’s tasks.

Criterion 3r - 3y

Differentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.
11/12
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Criterion Rating Details

The instructional materials for Zearn Grade 2 meet the expectations for supporting teachers in differentiating instruction for diverse learners within and across grades. The instructional materials provide a balanced portrayal of various demographic and personal characteristics and strategies to help teachers sequence and scaffold lessons. The instructional materials consistently provide: strategies for meeting the needs of a range of learners; support, accommodations, and modifications for English Language Learners and other special populations; and opportunities for advanced students to investigate mathematics content at greater depth.

Indicator 3r

Materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.
2/2
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Indicator Rating Details

The materials reviewed for Zearn Grade 2 meet the expectations for this indicator by including strategies to help teachers sequence and scaffold lessons.

• There is guidance provided in the Curriculum Map to clarify the intended sequence of materials to teachers. The Curriculum Map can be downloaded from the Curriculum Overview.
• A weekly schedule provides suggestions for teachers on how to best modify the sequence of lessons to make the content accessible to all learners. The “Recommended Weekly Schedule,” located on page 18 of Zearn Math’s Teaching & Learning Approach, recommends a flex day for day 5 with suggestions on how to adjust groups and instruction based on the needs of the students.
• There are notes in the Teacher-Led Instruction sections of Whole Group Fluency, Small Group Lessons, and Whole Group Word Problems that provide strategies for the teacher to scaffold the content for all learners.

Indicator 3s

Materials provide teachers with strategies for meeting the needs of a range of learners.
2/2
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Indicator Rating Details

The materials reviewed for Zearn Grade 2 meet the expectations for this indicator by including strategies for meeting the needs of a range of learners.

• The notes in the margin for the Universal Design for Learning Framework suggest ways to support students in engagement, representations, and action and expression of the content. These adaptations support a wide range of learners and help teachers make materials accessible.
• There is a general list of strategies labeled, “Special Cases of Differentiation” in the “Zearn Math’s Teaching & Learning Approach” document. The strategies listed for struggling students on page 22 include, Whole Group Supports, Small Group Supports, and Independent Digital Lesson Supports. Strategies include: “During Whole Group Word Problem, adjust the difficulty of the problem by offering different number choices or context.”, "Small Group Supports, Allow students to work with concrete manipulatives to model and explain thinking", "Independent Digital Lesson Supports, Ensure students are familiar with the video player in Independent Digital Lesson that can be paused and rewound so students can view the video again." .
• There are notes in the Teacher-Led Instruction sections of Whole Group Fluency, Small Group Lessons, and Whole Group Word Problems that provide strategies for the teacher in meeting the needs of a range of learners.

Indicator 3t

Materials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.
1/2
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Indicator Rating Details

The materials reviewed for Zearn Grade 2 partially meet the expectations for providing tasks with multiple entry points that can be solved in a variety of ways.

• There are limited opportunities for students to engage with tasks that provide multiple entry points.
• Whole Group Word Problems, Optional Problem Sets, and Optional Homework are included in almost all Teacher-Led Instruction Lessons. Students can choose their own solution strategy and/or representation to solve these problems.
• The Independent Digital Lessons predominantly focus on using strategies and skills with one entry point to find a solution.
• In Guided Practice, students engage in interactive lessons that present a specific approach or strategy.
• In Independent Practice students have an opportunity to use information presented in the Guided Practice.

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).
2/2
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Indicator Rating Details

The materials reviewed for Zearn Grade 2 meet the expectations for this indicator by including support for the English language learner (ELL) and other special populations in order for them to actively participate in learning mathematics.

Within Small Group Lessons, there are notes on Multiple Means of Engagement, Representation and/or Action/Expression that provide timely and direct suggestions for meeting the needs of ELL and special population students. Notes include sentence starters, physical responses, and vocabulary support.

There is a general list of strategies labeled, “Special Cases of Differentiation” in the “Zearn Math’s Teaching & Learning Approach” document. Guidance is provided in the following categories: Whole Group Supports, Small Group Supports, and Independent Digital Lesson Supports. The strategies listed for English Language Learners on page 19 include, “Provide frequent checks for understanding and encourage direct feedback from peers.”, “Allow students to work with concrete manipulatives to model and explain their thinking.”, "Seat students so ELLs work with a variety of learners.", "Ensure students are familiar with the audio buttons in each Independent Digital Lesson that can read text aloud to students.".

Indicator 3v

Materials provide opportunities for advanced students to investigate mathematics content at greater depth.
2/2
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Indicator Rating Details

The instructional materials reviewed for Zearn Grade 2 meet the expectations of providing opportunities for advanced students to investigate mathematics content at greater depth.

• In Teacher-Led Instruction, some Whole Group Word Problems include extensions.
• In Small Group Lessons, Notes on specific problems to use, Multiple Means of Engagement, Representation and/or Action/Expression, sometimes give teachers suggestions about meeting the needs of advanced students.
• Digital Bonuses are provided in some Missions as Enrichment for students who have met their weekly goals.
• There is a general list of strategies labeled, “Special Cases of Differentiation” in the “Zearn Math’s Teaching & Learning Approach” document. Guidance is provided in the following categories: Whole Group Opportunities, Small Group Opportunities, and Independent Digital Lesson Opportunities. The strategies listed for Enrichment on page 21 include, "Encourage students to solve problems in more than one way or understand someone else's reasoning.", "Adjust the difficulty of problems by changing the numbers or the context.", and "Encourage students to progress beyond the recommended four Independent Digital Lessons each week; students could progress deeper in on-grade level content or complete all previous Independent Digital Lessons in prior grades through their My Stuff page.".

Indicator 3w

Materials provide a balanced portrayal of various demographic and personal characteristics.
2/2
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Indicator Rating Details

The instructional materials reviewed for Zearn Grade 2 meet the expectations for this indicator by providing a balanced portrayal of various demographic and personal characteristics.

• The names and situations in the story problems represent a variety of cultural groups.
• The Teacher-Led Instruction, Whole Group Word Problems include real-world situations that would appeal to a variety of cultural and gender groups.
• There is a balanced approach to the use of gender identification.
• The Independent Digital Lessons represent a variety of cultural groups.

Indicator 3x

Materials provide opportunities for teachers to use a variety of grouping strategies.
0/0
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Indicator Rating Details

The instructional materials reviewed for Zearn Grade 2 include a variety of grouping strategies.

• The Teacher-Led Instruction, Small Group Lessons include Notes that present teachers with a variety of options for whole-group, small-group, partner, and/or individual work.
• The Independent Digital Lessons are designed to be independent work.

Indicator 3y

Materials encourage teachers to draw upon home language and culture to facilitate learning.
0/0
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Indicator Rating Details

The materials reviewed for Grade 2 encourage teachers to make home-language connections and cultural ties to facilitate learning.

• There are occasions during Teacher-Led Instruction Lessons where students are encouraged to make connections to words in their home languages (mostly with Spanish).
• A parent letter exists for introducing parents to Zearn; this letter can be accessed in English, Spanish, French, Portuguese, and Chinese.

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
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Criterion Rating Details

The instructional materials for Zearn Grade 2 integrate technology in ways that engage students in the Mathematical Practices. The digital materials are web-based and compatible with multiple internet browsers and include opportunities to assess student mathematical understandings and knowledge of procedural skills. The digital materials include some opportunities for teachers to personalize learning for all students, but the materials cannot be easily customized for local use. The instructional materials do include opportunities for teachers and/or students to collaborate with each other.

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
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Indicator Rating Details

The digital materials are web-based and compatible with multiple internet browsers, including Chrome, Safari, Firefox, and Explorer. They are platform neutral and can be accessed on tablets and mobile devices, such as iPad and Microsoft Surface. Teacher materials are available with a log-in through Zearn’s website.

Indicator 3ab

Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.
0/0
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Indicator Rating Details

Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology. Students are given fluency problems in Independent Digital Lesson Sprints, Number Gyms, and Blasts, and a report is sent to the teacher when a student misses 2 or more problems. If a student misses a problem during Independent Practice Tower of Power, re-teaching to help with the error will pop up on the screen. Then, the student will be given another opportunity. If the student is not able to solve the problem correctly, this information is also reported to the teacher.

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
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Indicator Rating Details

Digital materials include some opportunities for teachers to personalize learning for all students. Teachers can assign any Independent Digital Lesson from any Mission to individual students.

Materials cannot be easily customized for local use. The sequence of the materials can be customized, but the content in the Independent Digital Lessons and Teacher-Led Instruction cannot be customized other than by omitting pieces of either section.

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
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Indicator Rating Details

Materials include opportunities for teachers and/or students to collaborate with each other.

Teachers can access “The Zearn Community” to engage with other educators. The Zearn Community section within the Implementation Resources tab, states, “The Zearn Community: In Fall 2017, Zearn is launching a professional learning community on Facebook where you can connect, collaborate, ask questions, and share ideas with other educators teaching with Zearn. This community is led by Teacher Leaders that have experience with Zearn. Check back in the fall for simple instructions on how to join the Zearn Community!”

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
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Indicator Rating Details

Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.

Students have access to virtual number lines, geoboards, arrays, number pieces, number racks, and number frames in the Independent Digital Lessons. MPs are developed in Teacher-Led Instruction with concrete tools and resources, and students use digital tools and resources as they work through the Independent Digital Lessons. The digital components of the program can be accessed at school and home.

Report Published Date: Wed Oct 18 00:00:00 UTC 2017

Report Edition: 2016

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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