Alignment: Overall Summary

The instructional materials for FuelEd Florida Summit Math Grade 7 do not meet the expectation for alignment to the MFAS. In Gateway 1, the instructional materials do not meet the expectation for focus. The materials assess grade-level content, but they do not spend at least 65% of class time on the major work of the grade. Also in Gateway 1, the materials partially meet the expectation for being coherent and consistent with the standards. Since the materials do not meet the expectation for focus and coherence in Gateway 1, they were not reviewed for rigor and the mathematical practices in Gateway 2 or usability in Gateway 3.

See Rating Scale
Understanding Gateways

Alignment

|

Does Not Meet Expectations

Gateway 1:

Focus & Coherence

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

Gateway 2:

Rigor & Mathematical Practices

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

Usability

|

Not Rated

Not Rated

Gateway 3:

Usability

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

Gateway One

Focus & Coherence

Does Not Meet Expectations

+
-
Gateway One Details

The instructional materials for FuelEd Florida Summit Math Grade 7 do not meet the expectation for focus and coherence in Gateway 1. The materials do not meet the expectation for focus because they do not spend at least 65% of class time on the major work of the grade, and the instructional materials partially meet the expectation for being 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
+
-
Criterion Rating Details

The instructional materials for FuelEd Florida Summit Math Grade 7 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
+
-
Indicator Rating Details

The instructional materials reviewed for FuelEd Florida Summit Math Grade 7 meet expectations for assessing grade-level content. The assessments are divided into Lesson Quizzes, Interim Checkpoints, Unit Tests, and Semester Tests. Each of these assessments, with the exception of the Semester Test, focus on the topic/lesson that was just taught.

Examples of assessment items aligned to grade-level standards include:

  • In Semester A, Unit 3 Test, Part 1, Question 4 (variation 2), “Over 25.5 days, a pond's water level changed by an average of −0.32 centimeter each day. What was the total change in the water level?” (7.NS.1.2b)
  • In Semester A, Unit 6 Test, Graded Assignment: Equations and Inequalities Part 2, Question 3, “A boarding kennel mixes dry dog food and wet dog food to feed the dogs. The table shows the mixture for different amounts. (a) Is the relationship between the amount of dry dog food and the amount of wet dog food proportional? (Use the first three rows of data to answer this question.) Show your work and explain. (b) How much dry dog food is used with 5.5 oz of wet dog food? Show your work.” (7.RP.1.2a)

The following above grade-level assessment item could be modified or omitted without a significant impact on the underlying structure of the instructional materials:

  • In Semester B, Unit 5 Test, Part 1, Question 2 (variation 3), students find the probability of the complement of events, “A number is randomly selected from {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}. A is represented by the event that the number picked is greater than 7. What is the probability of the complement of event A?” (S-CP.1.1)

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 for FuelEd Florida Summit Math Grade 7 do not 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 approximately 48% of class time on 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 FuelEd Florida Summit Math Grade 7 do not meet expectations for spending a majority of instructional time on major work of the grade.

  • The approximate number of units devoted to major work of the grade (including assessments and supporting work connected to the major work) is 7 out of 12, which is approximately 58%.
  • The number of lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 67 out of 138, which is approximately 49%.
  • The number of days devoted to major work (including assessments and supporting work connected to the major work) is 86 out of 180, which is approximately 48%.

The number of days is most representative of the instructional materials because the days include: instructional lessons, unit reviews, and all assessments. As a result, approximately 48% of the instructional materials focus on major work of the grade.

Criterion 1c - 1f

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

The instructional materials for FuelEd Florida Summit Math Grade 7 partially meet the expectation for being coherent and consistent with the Standards. Overall, the instructional materials include an amount of content that is viable for one year. The instructional materials partially include: supporting content that enhances focus and coherence, 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 reviewed for FuelEd Florida Summit Math Grade 7 partially meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade.

Supporting content does not consistently enhance focus and coherence simultaneously by engaging students in the major work of the grade. Most lessons address standards from one cluster. Examples of the materials not using supporting work to engage students in the major work of the grade include:

  • In Semester B, Unit 2, Lessons 8 and 9, students use facts about different types of angles to find the measures of unknown angles (7.G.2.5), but it is not connected to the major work of writing and solving two-step equations (7.EE.2.4a). For example, in the Lesson 9 Practice, On Your Own, On-Level Activity, Question 1, “What equation could be used to identify the measure of angle x? 162+x=90; 162−x=90; 162−x=180; 162+x=180.”
  • In Semester B, Unit 3, students solve problems involving surface area and volume of geometric figures (7.G.2.6), but in the majority of these problems the dimensions of the figures are whole numbers. Since the dimensions are whole numbers, students do not engage in the major work of solving problems involving the four operations with rational numbers (7.NS.1.3).
  • In Semester B, Unit 4, Lessons 6 and 7, supporting work with population sampling (7.SP.1) does not engage students in solving multistep problems using proportional relationships (7.RP.1.3). Draw Inferences from Samples 1 and 2, do not engage students in proportional relationships, and the Content Background Section does not discuss how student’s prior work with ratios and proportional relationships could connect with the content.

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
+
-
Indicator Rating Details

The instructional materials reviewed for FuelEd Florida Summit Math Grade 7 meet expectations that the amount of content designated for one grade-level is viable for one year.

The suggested amount of time and expectations for teachers and students of the materials are viable for one school year as written and would not require significant modifications. As designed, the instructional materials can be completed in 180 days. The Ancillary Resources state, “Summit Math courses are designed for 90 hours per semester to mirror a 90-day classroom model and this expectation is reflected in the scope and sequence in each course. Schedules can be customized in each class to enable students to pace themselves within the sequence of the curriculum.”

  • According to the Teacher Guide, the pacing for these materials is 60 minutes for one class period (stated at the beginning of each lesson). One lesson is completed in a class period.
  • There are 11 units of study and one final project, each with varying amounts of lessons.
  • No lessons are marked as supplementary or optional.
  • Each unit has an ending lesson called “Extended Problems.” They are explained throughout the Teacher’s Guide. For example, in Semester A, Unit 5, “The Extended Problems give students an opportunity to use higher-order thinking and critical-reasoning skills to apply what they have learned about ratios, rates, and percents. Students complete these extended response problems offline and submit their responses to be graded.”
  • “Your Choice” days are built into the curriculum and generally follow Interim Checkpoint Assessments or Semester Assessments. The Teacher’s Guide states the day as, “Students may use this class period in a variety of ways. They can complete any unfinished work, review prior lessons to prepare for the Unit Test, or participate in discussion board posts. You could also use this time to have students prepare for state standardized testing. If students are up-to-date on their assignments and comfortable with the material, you may also suggest they proceed to the next lesson.”

Indicator 1e

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

The instructional materials reviewed for FuelEd Florida Summit Math Grade 7 partially meet expectations for the materials being consistent with the progressions in the Standards.

The materials for Grade 7 develop according to the grade-by-grade progressions. All grade-level standards are listed in a chart in the Grade 7 Teacher Guide, but standards are not identified consistently within the materials. Content from prior or future grades is present and identified, but standards from other grades are not always related to Grade 7 standards. The materials address the Standards for Grade 7 and provide all students with extensive work with grade-level problems. Grade-level concepts are related to knowledge addressed previously in Grade 7, but grade-level concepts are not explicitly related to knowledge from prior grades.

Examples of lessons in which content from prior or future grades is present and identified in the Lesson Introductions, but not related to Grade 7 standards include:

  • In Semester A, Unit 1, Lessons 2 and 3, students evaluate expressions at specific values of their variables (6.EE.1.2c).
  • In Semester A, Unit 1, Lesson 4, students write expressions that record operations with numbers and with letters standing for numbers (6.EE.1.2a).
  • In Semester A, Unit 2, Lesson 2, students examine absolute value of numbers as represented on number lines (6.NS.3.7).

Examples of the materials not explicitly relating grade-level concepts to knowledge from prior grades include:

  • In Semester A, Unit 6, Lesson 2, Content Background in the Teacher Guide states, “To become proficient in the use of ratios and rates, students build on prior experience with fractions, including the use of factors and simplification.” There is not an explicit relationship to knowledge from Grade 6 or grades prior.
  • In Semester A, Unit 6, Lesson 3, Content Background states, “Lessons 5.03 and 5.04 work together to introduce students to unit rates. In these lessons, students build on their knowledge of fractions, ratios and rates to find and interpret unit rates.” There is not an explicit relationship to knowledge from Grade 6.
  • In Semester B, Unit 1, Lesson 2, Content Background describes students working with the distributive property without referencing concepts from Grade 6. “Lessons 1.02 and 1.03 work together to introduce students to working with factoring and the distributive property to write equivalent linear expressions.”

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 FuelEd Florida Summit Math Grade 7 partially meet expectations that materials foster coherence through connections at a single grade, where appropriate and required by the Standards.

The materials include learning objectives that are visibly shaped by CCSSM cluster headings. Examples include: 

  • In Semester A, Unit 4, Lesson 8, the Learning Goal is “Solve multi-step real-world problems involving fractions and decimals”, which is shaped by the cluster heading “Solve real-life and mathematical problems using numerical and algebraic expressions and equations” (7.EE.2).
  • In Semester B, Unit 1, Lesson 3, the Learning Goals are “Combine like terms to simplify linear expressions; Use the distributive property to simplify linear expressions”, which are shaped by the cluster heading “Use properties of operations to generate equivalent expressions” (7.EE.1).

The materials include some problems and activities connecting two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important, examples include:

  • In Semester A, Unit 1, Lesson 8, students use operations with rational numbers (7.NS.1) to construct equations and solve problems (7.EE.2). “Sal wants to buy grapes for a party. He has $6.00 to spend. Grapes are $2.25/kg. How many kilograms of grapes can Sal buy? Round to the nearest tenth.”
  • In Semester B, Unit 1, Lesson 11, students solve inequalities (7.EE.2) that include rational number operations (7.NS.1), for example, “½ x−1>5”.

The materials do not make some connections between two or more clusters in a domain, or two or more domains in a grade, examples include:  

  • In Semester A, Unit 6, Lesson 9, students determine missing values in an equation that represent a proportional relationship, but since the relationships are proportional, the materials do not connect solving problems (7.EE.2) with analyzing proportional relationships (7.RP.1).
  • In Semester B, Unit 1, Lessons 3, 4, and 5, students perform operations on linear expressions and determine if linear expressions are equivalent (7.EE.1), but the expressions mostly contain positive integer coefficients, which does not connect to operations with rational numbers (7.NS.1).

Gateway Two

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

Gateway Three

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

Criterion 3z - 3ad

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

Indicator 3ad

Materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).
N/A
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Additional Publication Details

Report Published Date: 07/15/2019

Report Edition: 2018

About Publishers Responses

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

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

Educator-Led Review Teams

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

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

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

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.

Advancing Through Gateways

  • 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.

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