Alignment to College and Career Ready Standards: Overall Summary

The instructional materials reviewed for Common Core Coach Suite Grade 7 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.

See Rating Scale
Understanding Gateways

Alignment

|

Does Not Meet Expectations

Gateway 1:

Focus & Coherence

0
7
12
14
4
12-14
Meets Expectations
8-11
Partially Meets Expectations
0-7
Does Not Meet Expectations

Gateway 2:

Rigor & Mathematical Practices

0
10
16
18
0
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
0
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 reviewed for Common Core Coach Suite Grade 7 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 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 7 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 7 meet expectations that they assess grade-level content. The Grade 7 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.

Above grade-level assessment items are present but could be modified or omitted without a significant impact on the underlying structure of the instructional materials. These include:

  • Common Core Coach, Digital Assessment, Domain Assessment for Expression and Equations, Question 1: Students simplify a cubic polynomial by collecting like terms (“Simplify: $$-3x^2 + 7x + 2 + x^3 - x^2 - 9$$”). The standard 7.EE.1 states, “Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions.” This problem is not linear. Solving a linear equation by collecting like terms is addressed in 8.EE.7b, and performing arithmetic with polynomials aligns to A-APR.1.
  • Digital Assessment, Domain Assessment for Expressions and Equations, Questions 8, 9, and 16: Students use the distributive property and factor expressions that include exponents, using their knowledge of the laws of exponents (A-APR.1).
    • Question 8. “Simplify: $$-4x(2x - 3) + 10x^2$$”
    • Question 9. “Which of the following is an expanded form of the expression below? $$-5a(3a^2 - a + 6)$$”
    • Question 16. “Factor the expression below, using the greatest common factor. $$6p^3 - 12p^2 + 9p$$”

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

  • Digital Assessment, Common Core Coach Summative Assessment, Question 32 gives students a figure composed of two angles (angle QRS and angle SRT), provides students the information that the angles are supplementary, and gives an expression for each angle. Students find angle SRT. (7.G.5)
  • Digital Assessment, Readiness, Domain 5: Statistics and Probability, Common Core Coach, Question 8: Students compare two sets of similar data distributions. (7.SP.3)
  • Digital Assessment, Common Core Coach Domain Assessment for Ratios and Proportional Relationships, Question 12: Students compute the ratio of the length and width of a park, both of which are expressed as a fraction of a mile. (7.RP.1). “A park is 3/4 mile long and 1/2 mile wide. Which fraction represents the ratio of the park’s length to its width?”
  • Digital Assessment, Common Core Coach Domain Assessment for Geometry Question 2: Students examine sets of measurements and determine which one could not represent lengths of three sides of a triangle. (7.G.2)

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 7 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 7 do not meet expectations for spending a majority of instructional time on major work of the grade. Overall, approximately 54 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 approximately 17 of 31 lessons focused on major work or support the major work of the grade (54 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 could 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 2460 minutes out of 3925 (roughly 63 percent of the time) is spent on major work or work that supports major work.
    • In Common Core Support Coach, approximately 1500 minutes out of 1930 (roughly 78 percent of the time) is spent on major work or work that supports major work.
    • In Common Core Performance Coach, approximately 1390 minutes out of 1910 (roughly 73 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.
2/8

Indicator 1c

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
0/2
+
-
Indicator Rating Details

The instructional materials for Common Core Coach Suite Grade 7 do not 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 missed opportunities for connections within the materials:

  • In Common Core Coach Lesson 23 Problem Solving: Area and Surface Area of Composite Figures, students solve problems involving area, surface area, and volume (7.G.6). This lesson does not connect to 7.EE.4a. Although the students solve real world problems, they are not asked to construct simple equations using variables to represent quantities.
  • Common Core Coach Lesson 28 Understanding Probability uses the term fraction in the Learning Objective, but the vocabulary definition for experimental probability uses the word ratio. There are no guidelines on how to connect 7.SP.7 and 7.RP.2.
  • In Common Core Coach Lesson 29 Probabilities of Simple Events, Examples A and B use equivalent ratios to solve probability problems, but no connections are made between the standards 7.SP.7 and 7.RP.2.
  • In Performance Coach Lesson 28 Problem 8, students use equivalent ratios to find missing values but do not reference ratio or equivalent ratios, thus missing any connection to 7.RP.2a. In the Teacher’s Guide, teachers are prompted to ask why multiplication would be the correct operation to use, but there is no reference or explanation on connections to proportional relationships.
  • Support Coach Lesson 18 lists standards from Statistics and Probability with no reference for a teacher to connect the lesson to 7.RP.2 or 7.NS.2.

Indicator 1d

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

Instructional materials for Common Core Coach Grade 7 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 162 days.

  • There are 40 minutes of instruction each day broken down as follows:
    • 20-30 minutes using Common Core Coach
    • 10-20 minutes using Common Core Support or Common Core Performance (differentiated for students as needed)
  • There are 31 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 7.RP.2 is addressed in Domain 1: Ratios and Proportional Relationships Lessons 2 and 3 over ten instructional days.
    • Common Core Coach Lesson 2 Identifying Proportional Relationships contains 14 problems. Common Core Performance Coach consists of seven problems. Common Core Support Coach has one problem.
    • Common Core Coach Lesson 3 Representing Proportional Relationships includes 14 problems. Common Core Performance Coach has eight problems. Common Core Support Coach has 10 problems.
  • Standard 7.EE.1 is addressed in Domain 3: Expressions and Equations over six instructional days.
    • Common Core Coach Lesson 14 Adding and Subtracting Linear Expressions contains 24 problems.
    • Common Core Support Coach Lesson 9 Adding and Subtracting Algebraic Expressions includes 18 problems.
    • Common Core Performance Coach Lesson 13 Adding and Subtracting Algebraic Expressions consists of 10 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 7 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 7 Teacher’s Manual contains a “Lesson Progression Map” at the start of each domain 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 7 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, thus providing the teacher with information about prerequisite knowledge. 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.”
  • 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. For example, Lesson 2 Lesson Opener page 4: “Before reading the Getting the Idea information, review the concept of equivalent fractions with students.… .”

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. Most of the standards that are considered major work of the grade are taught in one lesson. Examples that show how the materials do not attend to the full intent of the grade-level standards include:

  • 7.G.1 solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
    • Common Core Coach Lesson 13 shows students one example for computing the actual area of a figure from a scale drawing and reproducing a scale drawing at a different scale, and it provides only one practice problem.
    • Common Core Performance Coach Lesson 17 Problem 6 is the only problem where students complete a scale drawing from a picture of a right triangle with the legs of the right triangle labeled 12 and 9 on a grid.
    • Common Core Support Coach does not address computing the actual area of a figure from a scale drawing and reproducing a scale drawing at a different scale. All problems have students finding an unknown length when given the scale and the original measure or vise versa.

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 7 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 Identifying Proportional Relationships (7.RP.2).
  • Domain 2: The Number System: Lesson 7 Multiplying Rational Numbers(7.NS.2).
  • Domain 4: Geometry: Lesson 18 Scale Drawings (7.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 15 Problem Solving: Algebraic Expressions and Equations: 7.EE and 7.RP are connected as students solve multi-step percent problems posed with rational numbers. Problem 3 reads, “The regular price of a new keyboard is $48.60. The keyboard is on sale for 1/4 off. A 6 percent sales tax is added to the final price. What does Evan pay for the new keyboard, including sales tax? Round your answer to the nearest penny.”
  • Common Core Coach Lesson 18 Scale Drawings: 7.G.A and 7.RP.A are connected as students use a scale factor to enlarge geometric figures and to find the new dimensions of the figure. The instructions for problems 4 and 5 read, “For questions 4 and 5, use a ruler to measure the dimensions of the drawing. Then find the actual dimensions of the object it represents. Show your work.” Problem 4 shows a rectangle with “scale: 0.25cm = 1m” below it.

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

  • Common Core Coach Lesson 6 Applying Properties of Operations to Add and Subtract Rational Numbers does not enhance the natural connection between 7.NS.A and 7.EE.B when it focuses on adding and subtracting rational numbers. Students use addition and subtraction to solve given expressions; however, there is no instruction connecting rational numbers to solving the two real-life multi-step problems in the lesson. Problem 12 states, “A Pilot took off and brought her airplane to an elevation of 15,000 feet. Over the next 2 hours, the pilot changed the elevation of her plane several times, as listed in feet: -2,500, + 3,000, -1,000, + 2,500, -3,000. What is the elevation of the pilot’s plane after the 2 hours?”
  • Common Core Coach Lesson 19 Drawing Geometric Shapes focuses on 7.G.2 and does not show a connection with 7.G.5 within the Geometry Domain. Students do not use facts about angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure (7.G.5). Students construct triangles from given angles and side lengths. Students determine if it is possible or impossible to draw a triangle with given side lengths or angle measures. The instructions for problems 7-10 say, “State whether it is possible to draw one triangle, more than one triangle, or no triangle with the given measures. On a separate sheet of paper, use a ruler and protractor to determine your answer. Draw free-hand sketches below to support your answers.” Problem 9 says, draw a “triangle with one 30 degree angle and two sides measuring 6 centimeters each.” There are no multi-step problems where students need to draw geometric shapes and write equations to solve for an unknown angle in a figure.

Gateway Two

Rigor & Mathematical Practices

Not Rated

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.
0/8

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.
0/2

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.
0/2

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
0/2

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.
0/2

Criterion 2e - 2g.iii

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice
0/10

Indicator 2e

The Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.
0/2

Indicator 2f

Materials carefully attend to the full meaning of each practice standard
0/2

Indicator 2g

Emphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:
0/0

Indicator 2g.i

Materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.
0/2

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.
0/2

Indicator 2g.iii

Materials explicitly attend to the specialized language of mathematics.
0/2

Gateway Three

Usability

Not Rated

Criterion 3a - 3e

Use and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.
0/8

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.
0/2

Indicator 3b

Design of assignments is not haphazard: exercises are given in intentional sequences.
0/2

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.
0/2

Indicator 3d

Manipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.
0/2

Indicator 3e

The visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
0/0

Criterion 3f - 3l

Teacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.
0/8

Indicator 3f

Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.
0/2

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.
0/2

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.
0/2

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.
0/2

Indicator 3j

Materials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).
0/0

Indicator 3k

Materials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.
0/0

Indicator 3l

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

Criterion 3m - 3q

Assessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.
0/10

Indicator 3m

Materials provide strategies for gathering information about students' prior knowledge within and across grade levels.
0/2

Indicator 3n

Materials provide strategies for teachers to identify and address common student errors and misconceptions.
0/2

Indicator 3o

Materials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.
0/2

Indicator 3p

Materials offer ongoing formative and summative assessments:
0/0

Indicator 3p.i

Assessments clearly denote which standards are being emphasized.
0/2

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.
0/2

Indicator 3q

Materials encourage students to monitor their own progress.
0/0

Criterion 3r - 3y

Differentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.
0/12

Indicator 3r

Materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.
0/2

Indicator 3s

Materials provide teachers with strategies for meeting the needs of a range of learners.
0/2

Indicator 3t

Materials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.
0/2

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).
0/2

Indicator 3v

Materials provide opportunities for advanced students to investigate mathematics content at greater depth.
0/2

Indicator 3w

Materials provide a balanced portrayal of various demographic and personal characteristics.
0/2

Indicator 3x

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

Indicator 3y

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

Criterion 3aa - 3z

Effective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.
0/0

Indicator 3aa

Digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are "platform neutral" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.
0/0

Indicator 3ab

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

Indicator 3ac

Materials can be easily customized for individual learners. i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.
0/0

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.).
0/0

Indicator 3z

Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.
0/0

Additional Publication Details

Report Published Date: Wed Oct 24 00:00:00 UTC 2018

Report Edition: 2015

Title ISBN Edition Publisher Year
Common Core Coach Grade 7 Student Edition 9781619974401 School Specialty, Inc. 2013
Common Core Coach Grade 7 Teacher Edition 9781619974524 School Specialty, Inc. 2013
Common Core Support Coach Grade 7 Teacher Edition 9781619979840 School Specialty, Inc. 2014
Common Core Support Coach Grade 7 Student Edition 9781623623401 School Specialty, Inc. 2014
Common Core Performance Coach Grade 7 Student Edition 9781623628093 School Specialty, Inc. 2015
Common Core Performance Coach Grade 7 Teacher Edition 9781623628154 School Specialty, Inc. 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.

The publisher has not submitted a response.

Educator-Led Review Teams

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

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

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

Math K-8 Rubric and Evidence Guides

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

For math, our rubrics evaluate materials based on:

  • Focus and Coherence

  • Rigor and Mathematical Practices

  • Instructional Supports and Usability

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

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