Alignment: Overall Summary

The materials meet the expectations of alignment to career and college readiness standards. Students are presented with texts and tasks that engage them in appropriately rich and rigorous ways as they grow over the course of the school year.

Alignment

|

Meets Expectations

Gateway 1:

Text Quality and Complexity

0
18
32
36
35
32-36
Meets Expectations
19-31
Partially Meets Expectations
0-18
Does Not Meet Expectations

Gateway 2:

Building Knowledge

0
15
28
32
30
28-32
Meets Expectations
16-27
Partially Meets Expectations
0-15
Does Not Meet Expectations

Usability

|

Meets Expectations

Not Rated

Gateway 3:

Usability

0
15
23
25
23
23-25
Meets Expectations
16-22
Partially Meets Expectations
0-15
Does Not Meet Expectations

Gateway One

Text Quality and Complexity and Alignment to the Standards with Tasks and Questions Grounded in Evidence

Meets Expectations

+
-
Gateway One Details

EL Education 6–8 Language Arts Grade 8 meets the expectations of Gateway 1. The core texts are engaging, rigorous, and relevant to students. Most tasks, from writing and reading to speaking and listening, are anchored authentically in the associated texts, providing true close reading practice and supporting students’ inquiry and analysis. Support for vocabulary development underscores what students are reading and learning.

Criterion 1a - 1e

Texts are worthy of students’ time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade.

Materials support students’ advancing toward independent reading.

0/18

Indicator 1a

Anchor texts are of high quality, worthy of careful reading, and consider a range of student interests.

0/4

Indicator 1b

Materials reflect the distribution of text types and genres required by the standards at each grade level.

0/4

Indicator 1c

Core/Anchor texts have the appropriate level of complexity for the grade according to documented quantitative analysis, qualitative analysis, and relationship to their associated student task. Documentation should also include rationale for educational purpose and placement in the grade level.

0/4

Indicator 1d

Series of texts should be at a variety of complexity levels appropriate for the grade band to support students’ literacy growth over the course of the school year.

0/4

Indicator 1e

Materials provide opportunities for students to engage in a range and volume of reading to support their reading at grade level by the end of the school year, including accountability structures for independent reading.

0/2

Criterion 1f - 1m

Materials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.

0/18

Indicator 1f

Most questions, tasks, and assignments are text-specific and/or text-dependent, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).

0/2

Indicator 1g

Materials provide frequent opportunities and protocols for evidence-based discussions.

0/2

Indicator 1h

Materials support students’ listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and evidence.

0/2

Indicator 1i

Materials include a mix of on-demand and process writing (e.g., multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.

0/2

Indicator 1j

Materials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.

0/2

Indicator 1k

Materials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.

0/2

Indicator 1l

Materials include explicit instruction of the grade-level grammar and usage standards, with opportunities for application in context.

0/2

Indicator 1m

Materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.

0/4

Gateway Two

Building Knowledge with Texts, Vocabulary, and Tasks

Meets Expectations

+
-
Gateway Two Details

The materials meet the expectations of Gateway 2. Carefully organized text sets and associated tasks support students’ knowledge building as they build their skills in research, writing, speaking and listening, and analysis. The program’s attention to building students’ literacy development with appropriately rigorous and integrated skills practice sets them up for successfully engaging in grade level work for the next year. Overall, the materials do provide enough material for teachers to build students’ learning, although the teacher may need to revise some work since extra included components may be a distraction.

Criterion 2a - 2f

Materials build knowledge through integrated reading, writing, speaking, listening, and language.

0/24

Indicator 2a

Texts are organized around a cohesive topic(s)/theme(s) to build students’ ability to read and comprehend complex texts independently and proficiently.

0/4

Indicator 2b

Materials require students to analyze the key ideas, details, craft, and structure within individual texts as well as across multiple texts using coherently sequenced, high quality questions and tasks.

0/4

Indicator 2c

Materials require students to analyze the integration of knowledge within individual texts as well as across multiple texts using coherently sequenced, high quality text-specific and/or text-dependent questions and tasks.

0/4

Indicator 2d

Culminating tasks require students to demonstrate their knowledge of a unit's topic(s)/theme(s) through integrated literacy skills (e.g., a combination of reading, writing, speaking, listening).

0/4

Indicator 2e

Materials include a cohesive, year-long plan for students to achieve grade-level writing proficiency by the end of the school year.

0/4

Indicator 2f

Materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.

0/4

Criterion 2g - 2h

Materials promote mastery of grade-level standards by the end of the year.

0/8

Indicator 2g

Materials spend the majority of instructional time on content that falls within grade-level aligned instruction, practice, and assessments.

0/4

Indicator 2h

Materials regularly and systematically balance time and resources required for following the suggested implementation, as well as information for alternative implementations that maintain alignment and intent of the standards.

0/4

Gateway Three

Usability

Meets Expectations

+
-
Gateway Three Details

The materials meet the expectations of Gateway 3, providing teachers ample supports to implement the materials with fidelity while they support students’ learning and grow their own professional expertise. Resources include an assessment suite to measure short- and long-term development, as well as differentiation scaffolds for students who demonstrate above- or below-grade level proficiency. The materials support engaging English learners in core curricular activities, emphasizing home language and background as an asset that enriches and improves students’ education.

Criterion 3a - 3h

The program includes opportunities for teachers to effectively plan and utilize materials with integrity and to further develop their own understanding of the content.

0/9

Indicator 3a

Materials provide teacher guidance with useful annotations and suggestions for how to enact the student materials and ancillary materials, with specific attention to engaging students in order to guide their literacy development.

0/2

Indicator 3b

Materials contain adult-level explanations and examples of the more complex grade/course-level concepts and concepts beyond the current course so that teachers can improve their own knowledge of the subject.

0/2

Indicator 3c

Materials include standards correlation information that explains the role of the standards in the context of the overall series.

0/2

Indicator 3d

Materials provide strategies for informing all stakeholders, including students, parents, or caregivers about the program and suggestions for how they can help support student progress and achievement.

Narrative Evidence Only

Indicator 3e

Materials provide explanations of the instructional approaches of the program and identification of the research-based strategies.

0/2

Indicator 3f

Materials provide a comprehensive list of supplies needed to support instructional activities.

0/1

Indicator 3g

This is not an assessed indicator in ELA.

Narrative Evidence Only

Indicator 3h

This is not an assessed indicator in ELA.

Narrative Evidence Only

Criterion 3i - 3l

The program includes a system of assessments identifying how materials provide tools, guidance, and support for teachers to collect, interpret, and act on data about student progress towards the standards.

0/10

Indicator 3i

Assessment information is included in the materials to indicate which standards are assessed.

0/2

Indicator 3j

Assessment system provides multiple opportunities throughout the grade, course, and/or series to determine students' learning and sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.

0/4

Indicator 3k

Assessments include opportunities for students to demonstrate the full intent of grade-level/course-level standards and practices across the series.

0/4

Indicator 3l

Assessments offer accommodations that allow students to demonstrate their knowledge and skills without changing the content of the assessment.

Narrative Evidence Only

Criterion 3m - 3v

The program includes materials designed for each child’s regular and active participation in grade-level/grade-band/series content.

0/6

Indicator 3m

Materials provide strategies and supports for students in special populations to work with grade-level content and to meet or exceed grade-level standards that will support their regular and active participation in learning English language arts and literacy.

0/2

Indicator 3n

Materials regularly provide extensions to engage with literacy content and concepts at greater depth for students who read, write, speak, and/or listen above grade level.

0/2

Indicator 3o

Materials provide varied approaches to learning tasks over time and variety in how students are expected to demonstrate their learning with opportunities for for students to monitor their learning.

Narrative Evidence Only

Indicator 3p

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

Narrative Evidence Only

Indicator 3q

Materials provide strategies and supports for students who read, write, and/or speak in a language other than English to meet or exceed grade-level standards to regularly participate in learning English language arts and literacy.

0/2

Indicator 3r

Materials provide a balance of images or information about people, representing various demographic and physical characteristics.

Narrative Evidence Only

Indicator 3s

Materials provide guidance to encourage teachers to draw upon student home language to facilitate learning.

Narrative Evidence Only

Indicator 3t

Materials provide guidance to encourage teachers to draw upon student cultural and social backgrounds to facilitate learning.

Narrative Evidence Only

Indicator 3u

This is not an assessed indicator in ELA.

Narrative Evidence Only

Indicator 3v

This is not an assessed indicator in ELA.

Narrative Evidence Only

Criterion 3w - 3z

The program includes a visual design that is engaging and references or integrates digital technology (when applicable) with guidance for teachers.

0/0

Indicator 3w

Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic software in ways that engage students in the grade-level/series standards, when applicable.

Narrative Evidence Only

Indicator 3x

Materials include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, when applicable.

Narrative Evidence Only

Indicator 3y

The visual design (whether in print or digital) supports students in engaging thoughtfully with the subject, and is neither distracting nor chaotic.

Narrative Evidence Only

Indicator 3z

Materials provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable.

Narrative Evidence Only
abc123

Report Published Date: 2021/02/11

Report Edition: 2019

Title ISBN Edition Publisher Year
OUR EL G8 Tchr Guide Mod 1 Grade 8: Language Arts: Module 1: Folklore of Latin America, Teacher Guide (Second Edition) 978‑1‑6836‑2580‑3 Open Up Resources 2019
OUR EL G8 Tchr Guide Mod 2 Grade 8: Language Arts: Module 2: Food Choices, Teacher Guide (Second Edition) 978‑1‑6836‑2581‑0 Open Up Resources 2019
OUR EL G8 Tchr Guide Mod 3 Grade 8: Language Arts: Module 3: Voices of the Holocaust, Teacher Guide (Second Edition) 978‑1‑6836‑2582‑7 Open Up Resources 2019
OUR EL G8 Tchr Guide Mod 4 Grade 8: Language Arts: Module 4: Lessons from Japanese American Internment, Teacher Guide (Second Edition) 978‑1‑6836‑2583‑4 Open Up Resources 2019
OUR EL G8 Tchr Supp Mtrl Mod 1 Grade 8: Language Arts: Module 1: Folklore of Latin America, Teacher Supporting Materials (Second Edition) 978‑1‑6836‑2592‑6 Open Up Resources 2019
OUR EL G8 Tchr Supp Mtrl Mod 2 Grade 8: Language Arts: Module 2: Food Choices,Teacher Supporting Materials (Second Edition) 978‑1‑6836‑2593‑3 Open Up Resources 2019
OUR EL G8 Tchr Supp Mtrl Mod 3 Grade 8: Language Arts: Module 3: Voices of the Holocaust, Teacher Supporting Materials (Second Edition) 978‑1‑6836‑2594‑0 Open Up Resources 2019
OUR EL G8 Tchr Supp Mtrl Mod 4 Grade 8: Language Arts: Module 4: Lessons from Japanese American Internment, Teacher Supporting Materials (Second Edition) 978‑1‑6836‑2595‑7 Open Up Resources 2019
OUR EL G8 Mod 1 Sdnt Wkbk Grade 8: Language Arts: Module 1: Folklore of Latin America, Student Workbook (Second Edition) 978‑1‑6836‑2604‑6 Open Up Resources 2019
OUR EL G8 Mod 2 Sdnt Wkbk Grade 8: Language Arts: Module 2: Food Choices, Student Workbook (Second Edition) 978‑1‑6836‑2605‑3 Open Up Resources 2019
OUR EL G8 Mod 3 Sdnt Wkbk Grade 8: Language Arts: Module 3: Voices of the Holocaust, Student Workbook (Second Edition) 978‑1‑6836‑2606‑0 Open Up Resources 2019
OUR EL G8 Mod 4 Sdnt Wkbk Grade 8: Language Arts: Module 4: Lessons from Japanese American Internment, Student Workbook (Second Edition) 978‑1‑6836‑2607‑7 Open Up Resources 2019
OUR EL G8 Tchr ELL Guide Mod 1 Teacher's Guide for English Language Learners, Grade 8: Module 1 978‑1‑6836‑2616‑9 Open Up Resources 2019
OUR EL G8 Tchr ELL Guide Mod 2 Teacher's Guide for English Language Learners, Grade 8: Module 2 978‑1‑6836‑2617‑6 Open Up Resources 2019
OUR EL G8 Tchr ELL Guide Mod 3 Teacher's Guide for English Language Learners, Grade 8: Module 3 978‑1‑6836‑2618‑3 Open Up Resources 2019
OUR EL G8 Tchr ELL Guide Mod 4 Teacher's Guide for English Language Learners, Grade 8: Module 4 978‑1‑6836‑2619‑0 Open Up Resources 2019

Please note: Reports published beginning in 2021 will be using version 1.5 of our review tools. Version 1 of our review tools can be found here. Learn more about this change.

ELA 3-8 Review Tool

The ELA review criteria identifies the indicators for high quality instructional materials. The review criteria 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 ELA, our review criteria evaluates materials based on:

  • Text Quality and Complexity, and Alignment to Standards with Tasks Grounded in Evidence

  • Building Knowledge with Texts, Vocabulary, and Tasks

  • Instructional Supports and Usability

The ELA Evidence Guides complement the review criteria 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.

The EdReports rubric supports a sequential review process through three gateways. These gateways reflect the importance of alignment to college and career ready standards and considers other attributes of high-quality curriculum, such as usability and design, as recommended by educators.

Materials must meet or partially meet expectations for the first set of indicators (gateway 1) to move to the other gateways. 

Gateways 1 and 2 focus on questions of alignment to the standards. 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).

Alignment and usability ratings are assigned based on how materials score on a series of criteria and indicators with reviewers providing supporting evidence to determine and substantiate each point awarded.

Alignment and usability ratings are assigned based on how materials score on a series of criteria and indicators with reviewers providing supporting evidence to determine and substantiate each point awarded.

For ELA and math, alignment ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for alignment to college- and career-ready standards, 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.

For science, alignment ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for alignment to the Next Generation Science Standards, 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.

For all content areas, usability ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for effective practices (as outlined in the evaluation tool) for use and design, teacher planning and learning, assessment, differentiated instruction, and effective technology use.

Math K-8

  • Focus and Coherence - 14 possible points

    • 12-14 points: Meets Expectations

    • 8-11 points: Partially Meets Expectations

    • Below 8 points: Does Not Meet Expectations

  • Rigor and Mathematical Practices - 18 possible points

    • 16-18 points: Meets Expectations

    • 11-15 points: Partially Meets Expectations

    • Below 11 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 38 possible points

    • 31-38 points: Meets Expectations

    • 23-30 points: Partially Meets Expectations

    • Below 23: Does Not Meet Expectations

Math High School

  • Focus and Coherence - 18 possible points

    • 14-18 points: Meets Expectations

    • 10-13 points: Partially Meets Expectations

    • Below 10 points: Does Not Meet Expectations

  • Rigor and Mathematical Practices - 16 possible points

    • 14-16 points: Meets Expectations

    • 10-13 points: Partially Meets Expectations

    • Below 10 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 36 possible points

    • 30-36 points: Meets Expectations

    • 22-29 points: Partially Meets Expectations

    • Below 22: Does Not Meet Expectations

ELA K-2

  • Text Complexity and Quality - 58 possible points

    • 52-58 points: Meets Expectations

    • 28-51 points: Partially Meets Expectations

    • Below 28 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations

ELA 3-5

  • Text Complexity and Quality - 42 possible points

    • 37-42 points: Meets Expectations

    • 21-36 points: Partially Meets Expectations

    • Below 21 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations

ELA 6-8

  • Text Complexity and Quality - 36 possible points

    • 32-36 points: Meets Expectations

    • 18-31 points: Partially Meets Expectations

    • Below 18 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations


ELA High School

  • Text Complexity and Quality - 32 possible points

    • 28-32 points: Meets Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations

Science Middle School

  • Designed for NGSS - 26 possible points

    • 22-26 points: Meets Expectations

    • 13-21 points: Partially Meets Expectations

    • Below 13 points: Does Not Meet Expectations


  • Coherence and Scope - 56 possible points

    • 48-56 points: Meets Expectations

    • 30-47 points: Partially Meets Expectations

    • Below 30 points: Does Not Meet Expectations


  • Instructional Supports and Usability - 54 possible points

    • 46-54 points: Meets Expectations

    • 29-45 points: Partially Meets Expectations

    • Below 29 points: Does Not Meet Expectations