Math K-8 Summary of Alignment & Usability

The instructional materials reviewed for K-2 vary in how well they meet expectations for alignment to the CCSSM.  Kindergarten materials spend sufficient time on major work but do not meet expectations for coherence.  It was not reviewed for Gateway 2 because it did not meet the expectation for focus and coherence. First and second grade materials partially meet the expectations for Gateway 1 in focus and coherence and were reviewed for Gateway 2. Both first and second grade meet the expectation for focus but do not meet the expectations for coherence. For Gateway 2, the first grade instructional materials partially meet the expectations for rigor and balance and the expectations for practice-content connections. The second grade instructional materials partially meet the expectations for rigor and balance but do not meet the expectations for practice-content connections.

The instructional materials reviewed for grades 3-5 do not meet the expectation for alignment to the CCSSM.  All materials spent sufficient time on major work but do not meet the expectation for coherence.  Grades 3-5 materials partially meet the expectations for Gateway 1 in focus and coherence and were reviewed for Gateway 2.  For Gateway 2, the third and fourth grade instructional materials do not meet the expectations for rigor and balance and do not meet the expectations for practice-content connections. The fifth grade instructional materials partially meet the expectations for rigor and balance but do not meet the expectations for practice-content connections.

The instructional materials reviewed for sixth grade do not meet the expectation for alignment to the CCSSM.  Sixth grade spent sufficient amount of time on major work but do not meet the expectations for coherence.  Grade 6 materials partially meet the expectations for Gateway 1 in focus and coherence and were reviewed for Gateway 2. For Gateway 2, sixth grade materials do not meet the expectations for rigor and balance and do not meet the expectations for practice-content connections.

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