Alignment: Overall Summary

The instructional materials reviewed for Grade 7 do not meet the expectation for alignment to the CCSSM. The materials only spend 58% of the suggested lessons on the major work of the grade. Only one of the two supporting clusters supports the major work of the grade. The materials do not give students of varying abilities extensive work with grade-level problems. While each standard is linked to one or more lessons within one unit, it is not done so across or within units. Although the concepts are identified, materials rarely relate grade level conceptsexplicitly to prior knowledge from earlier grades. Overall, the instructional materials reviewed do not meet the expectations for alignment to the CCSSM for focus and coherence and therefore were not reviewed for rigor and the mathematical practices.

The Report

Gateway One

Focus & Coherence

Does Not Meet Expectations

The instructional materials reviewed for Grade 7 do not meet the expectation for alignment to the CCSSM. The materials spend 58% of the suggested lessons on the major work of the grade. Only one of the two supporting clusters supports the major work of the grade. The materials do not give students of varying abilities extensive work with grade-level problems. While each standard is linked to one or more lessons within one unit, it is not done so across or within units. Although the concepts are identified, materials rarely relate grade level conceptsexplicitly to prior knowledge from earlier grades. Overall, the instructional materials reviewed do not meet the expectations for alignment to the CCSSM.

Criterion 1a

Materials do not assess 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.

Criterion 1b

The instructional materials reviewed for Grade 7 are not developed so that students and teachers using the materials as designed devote the large majority of class time to the major work of the grade. For example, 58% of the days are suggested for major work of the grade. Seven of the 12 units are designated as major work of the grade. Overall, the instructional materials do not meet the criteria for the time devoted to the major work of the grade.

Indicator 1b

Instructional material spends the majority of class time on the major cluster of each grade.

The instructional materials reviewed for Grade 7 do not meet the expectations for spending the majority of class time on the major cluster of each grade. Fifty-eight percent (58%) of the days in the program are spent on the major work of Grade 7, which is less than the CCSSM publisher guidelines for the time spent on the major work of the grade.

58% of the time is spent on the major work.

87 days of the 150 days in the program address the major work.

63 of the 150 lessons are spent on supporting or additional work of the grade level.

Only 7 out of 12 units listed below are designated as major work:

Unit 1: 7.RP.A, major

Unit 2: 7.EE.B, major

Unit 3: 7.NS.A, major and 7.EE.A, major

Unit 4: 7.NS.A, major and 7.EE.A, major

Unit 5: 7.SP.C, supporting

Unit 6: 7.SP.A, supporting and 7.SP.B, additional

Unit 7: 7.EE.B, major

Unit 8: 7.EE.B, major

Unit 9: 7.EE.B, major

Unit 10: 7.G.A, additional

Unit 11: 7.G.B, additional

Unit 12: 7.G.B Additional.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.

The instructional materials reviewed for Grade 7 do not meet the expectations for coherence and consistency with the CCSSM. Five of the 12 units and the respective days allocated in the timeline do not align to the major work of this grade. Content from prior grades is not identified or related to grade-level work. Throughout, the lessons do not differentiate for lower ability or advanced learners. Overall, the Grade 7 material falls short of addressing key aspects of coherence and consistency with the standards.

Indicator 1c

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.

The instructional materials reviewed for Grade 7 partially meet the expectations for the supporting content enhancing focus and coherence simultaneously by engaging students in the major work of the grade. Only one of the two of supporting clusters promotes the major work of Grade 7. Although there is supporting content that enhances focus and coherence, a major part of the supporting content and the respective days allocated in the timeline, do not align to the major work of this grade level.

Only one of the two of supporting clusters supports the major work of Grade 7.

Unit 5 addresses the supporting cluster 7.SP.C. It supports the major cluster 7.NS by working with rational numbers specifically by writing probability as fractions, decimals and percents. It also refers to ratios when discussing geometric probability.

Unit 6 does not support a major cluster.

Indicator 1d

The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.

The instructional materials reviewed for Grade 7 do not meet the expectations for the amount of content designated for one grade level being viable for one school year in order to foster coherence between grades. Overall, the amount of content that is designated for this grade level is not viable for one school year.

The provided material would be able to be completed in one school calendar year. However, additional materials are not provided for extra practice if needed.

The suggested time for Grade 7 is 150 days. This includes instruction, quizzes, tests and performance tasks. That would leave approximately 30 days of instruction unaccounted for in the instructional program.

There is no additional material on the site for practice. Therefore, a teacher would need to find supplemental materials to re-teach or practice a particular skill.

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.

The instructional materials reviewed for Grade 7 do not meet the expectations for the material to be consistent with the progressions in the standards. Materials do not consistently relate grade level concepts explicitly to prior knowledge from earlier grades. Connections to content that will be addressed in future grades are not made. Overall, the instructional materials develop, but do not clearly identify the progressions from prior grades in the standards.

Materials do develop according to the grade-by-grade progressions. However, content from prior and future grades is not clearly identified.

Looking at the closed caption dialogue for the instruction and summary videos, there is no mention of grade level anywhere.

There is no reference that the learning goal for the lesson is connected to any other lesson.

The instructional materials reviewed for Grade 7 do not meet the expectation of giving all students extensive work with grade-level problems. Overall, the materials do not consistently give students of varying abilities extensive work with grade-level problems.

The lessons do not differentiate for lower or advanced learners.

There is one lesson per learning goal and one assignment for each lesson.

There are no resources for re-teaching or additional practice for any of the skills.

The instructional materials reviewed for Grade 7 do not meet the expectation of relating grade level concepts explicitly to prior knowledge from earlier grades. Materials do not relate grade level concepts explicitly to prior knowledge from earlier grades.

Materials do not relate new content to previously taught content.

Closed caption dialogue does not make references or connections for the teacher or for the student.

Each of the lessons states the learning goal and then continues with instruction for that particular learning goal, without making connections between the lessons within each unit.

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.

The instructional materials reviewed for Grade 7 meet the expectations for fostering coherence through connections at a single grade where appropriate and required by the standards. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.

Unit 3 has learning goals for applications and extending operations with integers and unit 4 extends and applies applications with rational numbers.

Units 7 and 8 have learning goals for 7.EE.A and 7.EE.B, using expressions and equations in real-world situations.

The instructional materials include problems and activities that serve to connect two or more clusters in a domain. They include problems and activities that connect two or more domains in a grade. Overall the materials foster coherence through connections at the Grade 7.

The clusters and domains of 7.NS.A and 7.EE.B are connected.

The work with expressions and equations uses rational numbers.

These connections are evident in units 7 and 8.

Gateway Two

Rigor & Mathematical Practices

Not Rated

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.

Gateway Three

Usability

Not Rated

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.

Criterion 3m - 3q

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.).

Additional Publication Details

Report Published Date:
02/13/2015

Report Edition: 2015

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.