## Alignment: Overall Summary

The instructional materials reviewed for Common Core Coach Suite Grade 6 do not meet the expectations for alignment to the CCSSM. In Gateway 1, the instructional materials do not meet the expectations for focus because they do not spend at least 65% of instructional time on the major work of the grade, and they do not meet the expectations for being coherent and consistent with the Standards. Since the materials do not meet expectations for focus and coherence, they were not reviewed for rigor and the mathematical practices in Gateway 2.

|

## 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
N/A
16-18
Meets Expectations
11-15
Partially Meets Expectations
0-10
Does Not Meet Expectations

|

## Gateway 3:

### Usability

0
22
31
38
N/A
31-38
Meets Expectations
23-30
Partially Meets Expectations
0-22
Does Not Meet Expectations

## The Report

- Collapsed Version + Full Length Version

## Focus & Coherence

#### Does Not Meet Expectations

+
-
Gateway One Details

The instructional materials reviewed for Common Core Coach Suite Grade 6 do not meet the expectations for focus and coherence in Gateway 1. The instructional materials do not assess topics before the grade level in which the topic should be introduced, but the materials do not spend at least 65% of instructional time on the major work of the grade. The instructional materials do not meet the expectations for being coherent and consistent with the Standards as they partially have: supporting content that enhances focus and coherence by engaging students in the major work of the grade; consistency with the progressions in the Standards; and coherence through connections at a single grade.

### Criterion 1a

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

The instructional materials reviewed for Common Core Coach Suite Grade 6 meet the expectations for not assessing topics before the grade level in which the topic should be introduced.

### Indicator 1a

The instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Common Core Coach Suite Grade 6 meet expectations that they assess grade-level content. The Grade 6 suite includes one summative assessment that contains 50 multiple choice questions and five domain assessments, found in the Digital Assessment blade. Each assessment contains 20 to 25 questions. The suite also contains Performance Tasks for each domain, found in the Print-Only Assessment blade. The Common Core Support Coach component includes two end-of-year summative practice tests, and the Common Core Performance Coach component has summative Domain Reviews. Finally, the suite also includes separate summative assessments that are labeled as PARCC summative assessments.

There is one above grade-level assessment item, but it could be modified or omitted without a significant impact on the underlying structure of the instructional materials:

• Common Core Performance Coach print only assessment in Domain 3 Question 5 part C: Students determine if an equation represents the content of a given table. “A taxicab charges a fixed fee plus an additional rate per mile driven. The table below shows the total cost of the taxicab ride for different distances. The equation C = 5d + 1.25 represents the situation. True/False” The equation given is a two-step equation in the form of px + q = r (7.EE.3). In Grade 6, students solve equations in the of form x + p = q (6.EE.7).

In general, assessments contain grade-level content questions. For example:

• Digital Assessment, Domain Assessment for Ratios and Proportional Relationships, Question 21: Students find the total amount of money raised in a fundraiser by the entire school given a part and a percent of the amount raised by one class (6.RP.3c).
• Digital Assessment, Domain Assessment for Expressions and Equations, Question 3: Students identify the dependent and independent variables given a graph of the time it took a person to run a given distance (6.EE.9).
• Digital Assessment, Domain Assessment for Geometry, Question 2: Students find the area of a given triangle (6.G.4).

### Criterion 1b

Students and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.
0/4
+
-
Criterion Rating Details

The instructional materials reviewed for Common Core Coach Suite Grade 6 do not meet the expectations for students and teachers using the materials as designed devoting the large majority of class time to the major work of the grade.

### Indicator 1b

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

The instructional materials reviewed for Common Core Coach Suite Grade 6 do not meet expectations for spending a majority of instructional time on major work of the grade. Overall, approximately 57 percent of instructional time is spent on major work.

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

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

• Common Core Coach contains 38 lessons, approximately 22 of 38 lessons focus on major work or support the major work of the grade (57 percent).
• Lessons are allocated to last between three and six days and are broken into 20-30 minutes of core instruction using Common Core Coach and 10-20 minutes of differentiation through Common Core Support Coach and Common Core Performance Coach. According to the Implementation and Pacing Guide, students can spend the following minutes on major work of the grade or work that supports the major work of the grade:
• In Common Core Coach, approximately 2770 minutes out of 4244 (roughly 65 percent of the time) is spent on major work or work that supports major work.
• In Common Core Support Coach, approximately 1300 minutes out of 1755 (roughly 74 percent of the time) is spent on major work or work that supports major work.
• In Common Core Performance Coach, approximately 1295 minutes out of 1790 (roughly 72 percent of the time) is spent on major work or work that supports major work.

The amount of lessons focused on major work of the grade or work that supports the major work of the grade is the most appropriate calculation for these materials. The flexibility of the Common Core Support Coach and Common Core Performance Coach cannot be used to determine how much time or how many lessons any student would spend in these materials.

### Criterion 1c - 1f

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

The instructional materials reviewed for Common Core Coach Suite Grade 6 do not meet the expectations for being coherent and consistent with the Standards. The instructional materials partially have: supporting content that enhances focus and coherence by engaging students in the major work of the grade; consistency with the progressions in the Standards; and coherence through connections at a single grade.

### Indicator 1c

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
1/2
+
-
Indicator Rating Details

The instructional materials for Common Core Coach Suite Grade 6 partially meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade. Throughout the Common Core Coach Suite of books, standards are taught in isolation from other standards. Connections between supporting work and major work standards of the grade are absent from the materials.

Lessons are organized sequentially by domain and follow the organization of the standards. For example, all lessons aligned to the Ratios and Proportional Relationships domain are grouped and taught in the sequence reflected in the Common Core Standards. The Teacher’s Manual does not provide explicit connections to major work; however, some natural connections are made.

Examples of natural connections that are made within the materials:

• Common Core Coach Lesson 9 focuses on dividing whole numbers using the standard algorithm (6.NS.2). This lesson supports the major work standard of 6.RP.3b by requiring students to solve word problems involving unit rates. Question 21: “Kristy bought a car for $26,424. She is paying for the car with 36 equal monthly payments. How much is each payment?”. • Common Core Coach Lesson 11 focuses on multiplying and dividing decimals (6.NS.3). This lesson supports the major work standard 6.RP.3b by requiring students to solve word problems involving unit rates. Question 26: “Ming bought 9.8 gallons of gas for$37.73. How much did she pay per gallon?”

Examples of missed opportunities for connections within the materials:

• Common Core Coach Lesson 12 focuses on the greatest common factor and least common multiple of two whole numbers (6.NS.4). This lesson does not connect to 6.EE.3 as it does not allow students to create equivalent expressions. In the teacher materials, Example B states, “To prove that 6 is indeed the greatest common factor, tell students to attempt to rewrite the expression 54 + 12 by using 9 or 12 as the distributive factor. Each time, students should see that only one of the resulting addends is a whole number, signifying that 9 and 12 are not common factors to both 12 and 54.”
• Common Core Coach Lesson 28 focuses on finding the volume of Rectangular Prisms (6.G.2). Question 18: “A display case is shaped like a cube. Each side of the display case is 8 1/2 inches long. What is the volume of the display case?” This question does not connect to 6.EE.7 which includes writing and solving equations for real-world problems. Students are only required to find the volume or missing dimension of a rectangular prism within the lesson.

### Indicator 1d

The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.
0/2
+
-
Indicator Rating Details

The instructional materials for Common Core Coach Grade 6 do not meet expectations that the amount of content designated for one grade level is viable for one year.

The Pacing and Implementation Guide for the Common Core Coach Suite states that the instructional materials can be completed in 164 days.

• There are 40 minutes of instruction each day as follows:
• 20-30 minutes using Common Core Coach, and
• 10-20 minutes using Common Core Support Coach or Common Core Performance Coach (differentiated for students as needed).
• There are 38 Lessons listed in the Pacing and Implementation Guide, the Teacher’s Manual, and the Student Book. Lessons range from 3-6 instructional days including time to complete the fluency pages in the Appendix.
• There are two review days and two assessment days for each of the five domains and an additional two review days and two assessment days at the end of the year, for an additional 24 instructional days.

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

• Standard 6.RP.3 is addressed in Common Core Coach Domain 1: Ratios and Proportional Relationships. The lessons are designed to be delivered over five instructional days. However, there is an insufficient amount of work for the time allocated.
• Common Core Coach Student Edition Lesson 3 Tables of Equivalent Ratios includes 10 problems.
• Common Core Support Coach Lesson 4 contains four problems.
• Common Core Performance Coach Lesson 2 contains eight problems.
• Standards 6.NS.5, 6.NS.6a, and 6.NS.6c are addressed in Domain 2: The Number System over four days of instruction:
• Common Core Coach Student Edition Lesson 13 Locating Positive and Negative Integers on a Number Line contains 24 problems.
• Common Core Support Coach Lesson 7 Locating Rational Numbers on the Number Line contains 11 problems.
• Common Core Performance Coach Lesson 11 Understanding Positive and Negative Integers consists of 11 problems.

### Indicator 1e

Materials are consistent with the progressions in the Standards i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work ii. Materials give all students extensive work with grade-level problems iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.
1/2
+
-
Indicator Rating Details

The instructional materials for Common Core Coach Suite Grade 6 partially meet expectations for the materials being consistent with the progressions in the standards. In general, the materials develop according to the grade-by-grade progression of the standards, and the majority of the content from prior or future grades is identified in all three components of the material and is used to support the progressions of the grade-level standards. However, the materials do not provide students with extensive work with grade-level problems, and the materials do not meet the full intent of the standards.

Common Core Coach Suite materials typically identify content from prior and future grades, although specific standards are not always indicated. Examples of ways that the materials identify these materials include:

• Common Core Coach Mathematics 6 Teacher’s Manual contains a “Lesson Progression Map” at the start of each of the domains which “offers a visual progression of lesson content across grades” showing the connections between prior and future lessons to the current grade-level standard being developed in each lesson.
• Every lesson in the Common Core Coach Mathematics 6 Teacher Edition has a section called, “Before the Lesson.” This section often directs the teacher in a review of prerequisite skills needed for the lesson. However, it does not state from which standards the skills are taken.
• The Common Core Coach Progressions Booklet found in the “Tools and Glossaries” section of the online Student Edition states, “Domain Progressions are displayed for each domain, providing a clear visual roadmap of how new content builds upon content from previous grade levels and domains, and connects to future domains.”
• Common Core Support Coach Teacher Edition includes a “Foundational Understanding” section for each lesson which aligns both previous and current grade-level standards.
• Common Core Performance Coach Teacher Edition references prior work in different places, although specific standards are not referenced.

Common Core Coach Suite does not attend to the full intent of the grade-level standards and does not provide students extensive work with grade-level problems. For the most part, standards are addressed in one lesson. Examples that show how the materials do not attend to the full intent of the grade-level standards include:

• Standard 6.RP.3b Solve unit rate problems including those involving unit pricing and constant speed. This is addressed in one lesson in each component of the Common Core Coach Suite:
• In Common Core Coach Lesson 4 Problem Solving Using Unit Rates, students are guided to solve unit rate problems by creating and solving one-step equations using inverse operations. Students check their answers by substituting the calculated value back into the original equation, using tape diagrams and a double number line. Students do not have opportunities to demonstrate meeting the intent of this standard independently.
• In Common Core Performance Coach Lesson 3 Solving Unit Rate Problems, example problems 1 and 3 include ratio reasoning using tape diagrams. Six of 12 practice problems include ratio reasoning. Ratio reasoning is a critical component in Grade 6 mathematics and is the foundation for both algebra and functions. The materials do not provide students with opportunities to demonstrate ratio reasoning sufficiently and independently. In addition, students are not given opportunities to use other strategies or explain the strategies they chose.
• In Common Core Support Coach Lesson 5 Solving Problems with Unit Rates, Example A uses a representation to show a unit rate. Examples B and C use equations. The “Power Up” examples A and B and two practice problems use tables to show how equivalent ratios can be used to find the unit rate. The “Ready to Go” example uses equations to solve unit rate problems. There are not a sufficient number of problems for students to develop independent mastery of unit rate.
• Standard 6.G.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
• Common Core Coach Lesson 27 Finding the Area of Triangles and Quadrilaterals: three examples show how to compose and decompose polygons into triangles and rectangles to find area of polygons. The majority of the practice problems provide diagrams that are already decomposed with dotted lines, and there are few opportunities for students to decompose polygons independently.
• Example from the Problem Solving section: “Erik drew the diagram to the right of his irregularly-shaped garden to find its total area. What is the area of Erik’s garden?” The diagram includes dotted lines that decompose the figure for the students. Students fill in blanks to find the final answer: “Use the formula for the area of a ______ to find the area of the bottom part. Area = ____ x ____ (Substitute values for b and h.)”

### Indicator 1f

Materials foster coherence through connections at a single grade, where appropriate and required by the Standards i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings. ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.
1/2
+
-
Indicator Rating Details

The instructional materials for Common Core Coach Suite Grade 6 partially meet expectations that materials foster coherence through connections at a single grade, where appropriate and required by the standards. Materials are clearly shaped by domain headings, but some important connections between two or more domains or clusters are missed.

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

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

• Domain 1: Ratios and Proportional Relationships: Lesson 2 Understanding Unit Rate (6.RP.2).
• Domain 2: The Number System: Lesson 9 Dividing Whole numbers (6.NS.2).
• Domain 4: Geometry: Lesson 27 Finding the Area of Triangles and Quadrilaterals (6.G.1).

In the teacher manual the Lesson Progression Maps describe how the domains from previous and future grades connect to domains within the current grade. The majority of the lessons address standards in isolation. Some lessons contain natural mathematical connections between standards. Review sections for each domain contain problems related to the respective domain and are not cumulative across domains.

Examples of how materials make natural connections:

• Common Core Coach Lesson 25 Dependent and Independent Variables: 6.EE.6 and 6.EE.9 are connected as students write and solve one-variable equations in order to represent and analyze quantitative relationships between dependent and independent variables.
• Common Core Support Coach Lesson 17 Volume: 6.NS.1 and 6.G.2 are connected as students multiply fractional side lengths to find the volume of right rectangular prisms as well as solve real-world volume problems involving fractional sides.

However, the materials miss important natural connections. For example:

• Common Core Coach Lesson 18 Problem Solving: Using the Coordinate Plane: plotting rational numbers in the coordinate plane is practiced to find distances between points (6.NS.8). The student materials include the following question, “Each unit on the coordinate plane below represents one mile. The ordered pair for Luke’s house is (4,-3). Leah’s house is west of Luke’s house. Luke and Leah live 9 miles apart. What ordered pair represents Leah’s house?” Guidance in the teacher materials states, “Plot the point for Leah’s house 9 units west of Luke’s house. Plot a point at (4, -3) for Luke’s house.” There is no connection made to (6.RP.3a) in which students analyze proportional relationships.
• Common Core Coach Lesson 25 Dependent and Independent Variables: The relationship between dependent and independent variables is taught using equations (6.EE.9). Problem 2 reads, “The table shows the relationship between the number of quarts, q, and the number of cups, c. Write the equation to model the relationship. Which is the independent variable? Which is the dependent variable?” There is not a connection made between these variables and 6.RP.1, which is prerequisite to the Grade 7 concept of the constant of proportionality.

## Rigor & Mathematical Practices

#### Not Rated

+
-
Gateway Two Details
Materials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One

### 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.

### 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.
N/A

### 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.
N/A

### 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
N/A

### 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.
N/A

### Criterion 2e - 2g.iii

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice

### Indicator 2e

The Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.
N/A

### Indicator 2f

Materials carefully attend to the full meaning of each practice standard
N/A

### Indicator 2g

Emphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:
N/A

### 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.
N/A

### 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.
N/A

### Indicator 2g.iii

Materials explicitly attend to the specialized language of mathematics.
N/A

## Usability

#### Not Rated

+
-
Gateway Three Details
This material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two

### Criterion 3a - 3e

Use and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.

### 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.
N/A

### Indicator 3b

Design of assignments is not haphazard: exercises are given in intentional sequences.
N/A

### 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.
N/A

### Indicator 3d

Manipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.
N/A

### Indicator 3e

The visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
N/A

### Criterion 3f - 3l

Teacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.

### Indicator 3f

Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.
N/A

### 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.
N/A

### 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.
N/A

### 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.
N/A

### 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).
N/A

### 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.
N/A

### Indicator 3l

Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.
N/A

### Criterion 3m - 3q

Assessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.

### Indicator 3m

Materials provide strategies for gathering information about students' prior knowledge within and across grade levels.
N/A

### Indicator 3n

Materials provide strategies for teachers to identify and address common student errors and misconceptions.
N/A

### Indicator 3o

Materials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.
N/A

### Indicator 3p

Materials offer ongoing formative and summative assessments:
N/A

### Indicator 3p.i

Assessments clearly denote which standards are being emphasized.
N/A

### 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.
N/A

### Indicator 3q

Materials encourage students to monitor their own progress.
N/A

### Criterion 3r - 3y

Differentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.

### Indicator 3r

Materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.
N/A

### Indicator 3s

Materials provide teachers with strategies for meeting the needs of a range of learners.
N/A

### Indicator 3t

Materials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.
N/A

### 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).
N/A

### Indicator 3v

Materials provide opportunities for advanced students to investigate mathematics content at greater depth.
N/A

### Indicator 3w

Materials provide a balanced portrayal of various demographic and personal characteristics.
N/A

### Indicator 3x

Materials provide opportunities for teachers to use a variety of grouping strategies.
N/A

### Indicator 3y

Materials encourage teachers to draw upon home language and culture to facilitate learning.
N/A

Effective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.

### 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.
N/A

### 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.
N/A

### Indicator 3ab

Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.
N/A

### 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.
N/A

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.).
N/A

Report Published Date: 10/24/2018

Report Edition: 2015

Title ISBN Edition Publisher Year
Common Core Coach Grade 6 Student Edition 9781619974395 School Specialty, Inc. 2010
Common Core Coach Grade 6 Teacher Edition 9781619974517 School Specialty, Inc. 2013
Common Core Support Coach Grade 6 Student Edition 9781619979772 School Specialty, Inc. 2014
Common Core Support Coach Grade 6 Teacher Edition 9781619979833 School Specialty, Inc. 2014
Common Core Performance Coach Grade 6 Student Edition 9781623628086 School Specialty, Inc. 2015
Common Core Performance Coach Grade 6 Teacher Edition 9781623628147 School Specialty, Inc. 2015

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.

## Rubric Design

The EdReports.org’s rubric supports a sequential review process through three gateways. These gateways reflect the importance of standards alignment to the fundamental design elements of the materials and considers other attributes of high-quality curriculum as recommended by educators.

• Materials must meet or partially meet expectations for the first set of indicators to move along the process. Gateways 1 and 2 focus on questions of alignment. Are the instructional materials aligned to the standards? Are all standards present and treated with appropriate depth and quality required to support student learning?
• Gateway 3 focuses on the question of usability. Are the instructional materials user-friendly for students and educators? Materials must be well designed to facilitate student learning and enhance a teacher’s ability to differentiate and build knowledge within the classroom. In order to be reviewed and attain a rating for usability (Gateway 3), the instructional materials must first meet expectations for alignment (Gateways 1 and 2).

## Key Terms Used throughout Review Rubric and Reports

• Indicator Specific item that reviewers look for in materials.
• Criterion Combination of all of the individual indicators for a single focus area.
• Gateway Organizing feature of the evaluation rubric that combines criteria and prioritizes order for sequential review.
• Alignment Rating Degree to which materials meet expectations for alignment, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.
• Usability Degree to which materials are consistent with effective practices for use and design, teacher planning and learning, assessment, and differentiated instruction.

## Math K-8 Rubric and Evidence Guides

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

For math, our rubrics evaluate materials based on:

• Focus and Coherence

• Rigor and Mathematical Practices

• Instructional Supports and Usability

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

X