Alignment: Overall Summary

The instructional materials reviewed for JUMP Math Kindergarten partially meet expectations for alignment. The instructional materials meet expectations for focus and coherence by assessing grade-level content, devoting the majority of class time to the major work of the grade, and being coherent and consistent with the progressions in the Standards. The instructional materials partially meet expectations for rigor and the mathematical practices. The instructional materials partially meet the expectations for rigor by attending to conceptual understanding and procedural skill and fluency, and they also partially meet expectations for practice-content connections by identifying the mathematical practices and using them to enrich grade-level content.

See Rating Scale Understanding Gateways

Alignment

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Partially Meets Expectations

Gateway 1:

Focus & Coherence

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

Gateway 2:

Rigor & Mathematical Practices

0
10
16
18
12
16-18
Meets Expectations
11-15
Partially Meets Expectations
0-10
Does Not Meet Expectations

Usability

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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

Meets Expectations

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Gateway One Details

The instructional materials reviewed for JUMP Math Kindergarten meet expectations for Gateway 1. The instructional materials meet expectations for focus within the grade by assessing grade-level content and spending the majority of class time on the major work of the grade. The instructional materials meet expectations for being coherent and consistent with the Standards as they connect supporting content to enhance focus and coherence, have an amount of content that is viable for one school year, are consistent with the progressions in the Standards, and foster 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
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-
Criterion Rating Details

The instructional materials reviewed for JUMP Math Kindergarten meet expectations for not assessing topics before the grade level in which the topic should be introduced. The materials do not include any assessment questions that are above grade level.

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
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-
Indicator Rating Details

The instructional materials reviewed for JUMP Math Kindergarten meet expectations for assessing grade-level content. 

The program includes Assessment and Practice Books (Part 1 and Part 2) which provide several pages of assessments for each standard. These assessments are in the form of practice pages and are intended to be used at the end of the lesson. In addition, each of the 14 units contains assessment checklists, beginning on page S-1 of the Teacher Resource. Key “look fors” with suggested opportunities for assessment are listed. These checklists include the skill (but not necessarily the standard) being assessed, where it is assessed (listing page number and lesson where the skill is assessed), and date that the teacher assessed the items. The checklists also indicate pages in the Assessment and Practice books that could be used as summative assessments. Examples of grade-level assessment items include:

  • Assessment and Practice Book 2, Lesson NBTK-11, Item 9, students count the number of shapes up to 20. (K.CC.4)
  • Assessment and Practice Book 2, Lesson OAK-26, item 1, students use a picture for acting out the subtraction by looking at the corresponding number of children, how many children leave (represented by a drawing of a child walking away), and then identifying how many children stay. Students also write the numeral for the number of remaining children. (K.OA.1)
  • Assessment and Practice Book 1, Lesson CCK-19, items 2-5, students draw lines to match an item on the left to an item on the right using one-to-one correspondence. Students color a circle under the group that shows more. (K.CC.6)
  • Assessment and Practice Book 2, Lesson OAK-37, students show the number of turtles and bunnies in ten frames to represent subtraction within 10 with objects. (K.OA.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.
4/4
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Criterion Rating Details

The instructional materials reviewed for JUMP Math Kindergarten meet expectations for students and teachers using the materials as designed and devoting the majority of class time to the major work of the grade. Overall, instructional materials spend at least 76 percent of class time on the major clusters of the grade.

Indicator 1b

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

The instructional materials reviewed for JUMP Math Kindergarten meet expectations for spending the majority of class time on major work of the grade. Overall, approximately 76 percent of class time is devoted to major work of the grade.

The materials for Kindergarten include 14 units. In the materials there are 133 lessons. The supporting clusters were also reviewed to determine if they could be factored in due to how strongly they support major work of the grade. There were some connections found between supporting clusters and major clusters.

Three perspectives were considered: 1) the number of units devoted to major work, 2) the number of lessons devoted to major work, and 3) the number of instructional days devoted to major work, including days for unit assessments.

The percentages for each of the three perspectives follow:

  • Units– Approximately 71 percent, 10 out of 14;
  • Lessons– Approximately 76 percent, 101 out of 133; and
  • Days– Approximately 76 percent, 101 out of 133.

The number of instructional days, approximately 76 percent, devoted to major work is the most reflective for this indicator because it represents the total amount of class time that addresses major work.

Criterion 1c - 1f

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

The instructional materials reviewed for JUMP Math Kindergarten meet expectations for being coherent and consistent with the Standards. The instructional materials connect supporting content to enhance focus and coherence, include an amount of content that is viable for one school year, are consistent with the progressions in the Standards, and foster 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.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for JUMP Math Kindergarten meet expectations that supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade. When appropriate, the supporting work enhances and supports the major work of the grade level.

Examples where connections are present include the following:

  • K.G.B supports the major work of K.CC.B. In Teacher Resource, Part 1, Unit 3, Lessons GK-6 and GK-7, students are learning about squares and rectangles while also using their counting skills.
  • K.MD.B supports the major cluster of K.CC.B. In Teacher Resource, Part 1, Unit 6, Lessons MDK-2 and MKD-3, students are sorting cubes and cards while also counting objects, and in Lesson MDK-4, students count each group and how many are in each group after sorting in different ways.

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
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-
Indicator Rating Details

The instructional materials reviewed for JUMP Math Kindergarten meet expectations for having an amount of content designated for one grade level that is viable for one school year in order to foster coherence between grades. Overall, the amount of time needed to complete the lessons is approximately 143 days which is appropriate for a school year of approximately 140-190 days.

  • The materials are written with 14 units containing a total of 133 lessons.
  • Each lesson is designed to be implemented during the course of one 45 minute class period per day.
  • There is a unit at the beginning of the Kindergarten book called Getting Ready for Kindergarten Math: Songs, Stories, and Games. This unit includes 10 additional songs, games, and stories without attached lesson plans.

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.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for JUMP Math Kindergarten meet expectations for being consistent with the progressions in the Standards. Overall, the materials completely address the standards for this grade level and provide all students with extensive work on grade-level problems. The materials make connections to content in future grades.

The materials develop according to the grade-by-grade progressions in the Standards. Content from future grades is not always clearly identified but often related to grade-level work. The Teacher Resource contains sections that highlight the development of the grade-by-grade progressions in the materials, occasionally identify content from future grades, and state the relationship to grade-level work.

  • At the beginning of each unit, "This Unit in Context" provides a description of connections to concepts that have been taught earlier in the year and that will occur in future grade levels. For example, "This Unit in Context" from Unit 8, Operations and Algebraic Thinking: Addition within 10, of Teacher Resources Part 2 describes how "students build on Unit 7 by adding numbers with a total less than or equal to 10." Connection to future content is stated, but standards are not made specific. "The final two lessons begin to develop facility with pairs that make 10, an important tool for addition and subtraction in higher grades."

The materials give all students extensive work with grade-level problems. The lessons also include "Extensions," and the problems in these sections are on grade level.

  • Whole class instruction is used in the lessons, and all students are expected to do the same work throughout the lesson. Individual, small-group, or whole-class instruction occurs in the lessons.
  • The problems in the Assessment & Practice books align to the content of the lessons, and they provide grade-level problems that "were designed to help students develop confidence, fluency, and practice." (page A-38, Teacher Resource)
  • In the Extensions sections of the Lessons, students get the opportunity to engage with more difficult problems, but the problems are still aligned to grade-level standards. For example, the problems in Teacher Resource, Part 1, Unit 6, Lesson MDK-4, students sort shapes which is aligned to K.MD.3 and K.CC.5,6,7.

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.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for JUMP Math Kindergarten meet expectations for fostering coherence through connections at a single grade level, where appropriate and required by the Standards. Overall, the materials include learning objectives that are visibly shaped by the CCSSM cluster headings, and the materials sometimes connect two or more clusters in a domain or two or more domains in a grade when appropriate.

In the materials, the units are organized by domains and are clearly labeled. For example, Teacher Resource, Part 1, Unit 1, Counting and Cardinality: Numbers 1 to 5 and Teacher Resource, Part 2, Unit 7, Operations and Algebraic Thinking: Addition within 5 are shaped by the Counting and Cardinality and Operations and Algebraic Thinking Domains. Within the units, there are goals for each lesson, and the language of the goals is visibly shaped by the CCSSM cluster headings. For example, in Teacher Resource, Part 2, Unit 10, Lesson NBTK-5, the goals for the lessons include language concerning work with numbers 11-19 to gain foundations for place value, "Students name recognize and begin to write the numbers 14, 15, 16." These lessons are aligned to K.NBT.A. Also, in Teacher Resource, Part 2, Unit 8, Lesson OAK-22, the goals for the lessons include language concerning operations and algebraic thinking, “Given expressions that show addition, students add within 10 using objects or pictures," and these lessons are aligned to K.OA.A.

Materials sometimes include problems and activities that serve to connect two or more clusters in a domain or two or more domains in the grade. Exmples include:

  • Teacher Resource, Part 1, Unit 1, Lesson CCK-5, addresses clusters K.CC.A and K.CC.B by having students use number names and count the number of objects.
  • Teacher Resource, Part 1, Unit 3, Lesson GK-2, addresses standards K.G.1,2 and K.CC.5 by having students identify and count shapes.
  • In Teacher Resource, Part 1, Unit 6, Lesson MDK-3, students sort shapes by attribute (K.MD.3) and by counting the sizes of the groups and then ordering the groups by size (K.CC.C).
  • In Teacher Resource, Part 1, Unit 6, Lesson MDK-5, students sort shapes by counting the number of corners (K.CC.B, K.MD.B) and classify shapes into categories (K.G.4).

Gateway Two

Rigor & Mathematical Practices

Partially Meets Expectations

+
-
Gateway Two Details

The instructional materials reviewed for JUMP Mathematics Kindergarten partially meet expectations for Gateway 2. The instructional materials partially meet expectations for rigor by developing conceptual understanding of key mathematical concepts, giving attention throughout the year to procedural skill and fluency, and spending some time working with routine applications. The instructional materials do not always treat the three aspects of rigor together or separately, but they do place heavier emphasis on procedural skill and fluency. The instructional materials partially meet expectations for practice-content connections. Although the instructional materials meet expectations for identifying and using the MPs to enrich mathematics content, they partially attend to the full meaning of each practice standard. The instructional materials partially attend to the specialized language of mathematics. 

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.
6/8
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-
Criterion Rating Details

The instructional materials reviewed for JUMP Math Kindergarten partially meet expectations for rigor by developing conceptual understanding of key mathematical concepts, giving attention throughout the year to procedural skill and fluency, and spending some time working with routine applications. The instructional materials do not always treat the three aspects of rigor together or separately, but they do place heavier emphasis on procedural skill and fluency. 

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.
2/2
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-
Indicator Rating Details

The instructional materials reviewed for JUMP Math Kindergarten meet expectations for developing conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings. 

While conceptual understanding is not explicitly identified or labeled in the materials, the materials include problems and questions that develop conceptual understanding throughout the grade level. Examples include:

  • Teacher Resource, Part 1, Unit 2, Lesson CCK-16, Activity 3, “Variation: Have students work on their own to to collect the same type of object from around the classroom. Then have students make two groups, one with a smaller number of objects and the other with a large number of objects. Repeat two or three times with students collecting a different type of object each time, such as books, crayons, and erasers.” (K.CC.6) Students pair two groups of objects to show more. This helps students express the concept of more which leads to learning about equal, greater, and less, and comparing numbers.
  • Teacher Resource, Part 1, Unit 5, Lesson CCK-36, Extensions 1, “Distribute at least 50 counters and BLM Hundreds Chart to each student. Students place one counter per square, counting as they go, until they reach 50.” (K.CC.4) Students gain the conceptual understanding of what 50 objects look like and that each successive number shows one more. 
  • Teacher Resource, Part 2, Unit 7, Lesson OAK-4, “Review acting out addition. SAY: Let’s act out a number story. In this story, Two bunnies are eating a carrot and then one more bunny comes to eat. Ask volunteers to be the first two bunnies and then have a third volunteer join them as the third bunny. ASK: How many bunnies are eating in all? (3) How do you know? (3 people are pretending to be bunnies).” The same story is then represented using blocks instead of people. “ASK: Did we get the same answer using blocks instead of people? (yes) Why is the answer the same? (the numbers are the same, 2 then 1).” (K.OA.1,2) Students represent addition within 5 first by acting out and then by adding with objects building their conceptual understanding of addition. 
  • Teacher Resource, Part 2, Unit 10, Lesson NBTK-10, students represent the numbers 17-19 using ten-frames or ten-frames made from egg cartons and counters to show the tens and the ones. Students practice making the numbers by writing addition sentences showing the tens and ones. (K.NBT.1)
  • Teacher Resource, Part 2, Unit 12, Lesson OAK-38, Extension 3, “There are 10 bunnies. 4 bunnies hop away. Then 3 more bunnies hop away. Have students draw pictures to model the story. a) How many bunnies are left? b) How many bunnies hopped away in all? c) Have students explain to partner how they found their answers to parts a) and b) and state their answer as a complete sentence.” (K.OA.1,2) Prior to Extension 3 students have done “Take From with Result Unknown” subtractions within 10 by modeling them with pictures.” Students first represent subtraction by drawing pictures of circles to represent objects and crossing out to show the subtractions. Students extend this pictorial representation in Extension 3. 

The materials provide opportunities for students to independently demonstrate conceptual understanding throughout the grade. The Extension questions, Activity Centers, Assessment and Practice Books, and Black Line Masters all provide opportunities for students to independently demonstrate conceptual understanding. Examples include:

  • Assessment and Practice Book 1, Lesson CCK-39, Problems 7-12, students count the number of objects in each of two groups, circle the number that shows how many in each group, and color the sun symbol to show which group has less. (K.CC.6.)
  • Teacher Resource, Part 2, Unit 7, Lesson OAK-5, Activity Center 1, “Have students draw or cut and paste images to make a picture that shows an addition (e.g., some cats and some more cats). Have students write the total on their picture.” Activity Center 2, In pairs, students make up addition stories and record them using BLM Addition Stories (2) or (3). (K.OA.1,2)
  • Teacher Resource, Part 2, Unit 11, Lesson OAK-29, Extensions 2, “Use any tools to help you subtract. Explain to a partner how you used your tools. a) There are 5 bunnies. 3 bunnies hop away. Then 1 bunny hops away. b) There are 5 frogs. 1 frog hops away. Then 3 frogs hop away.” (K.OA.1,2) Students are building conceptual understanding of subtraction by representing the problems as they solve them. 

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for JUMP Math Kindergarten meet expectations for attending to the standards that set an expectation for procedural skill and fluency.

The Teacher Resource includes a section titled Mental Math that includes a description of how mental math is addressed and progresses throughout the units, provides checklists to track progress, and includes games that build fluency skills. 

Each lesson begins with daily counting practice in which students practice counting to a certain number as a class. Teacher Resource states, “The emphasis is always on the new numbers from the introductory lesson of that unit, but will also include anything of particular importance to the day’s lesson, such as comparing or adding within 5.” 

While procedural skill and fluency are not explicitly identified or labeled, the instructional materials develop procedural skill and fluency throughout the grade level. Opportunities to develop, practice, and demonstrate fluency is provided extensively throughout the materials. Examples include:

  • Teacher Resource, Units 1, 2, 4, and 5 focus on the Counting and Cardinality domain. They build numeracy by understanding one-to-one correspondence, cardinality, subitizing and naming quantities, and comparing objects and numbers. This readies students in preparation for addition and subtraction. For example, Teacher Resource, Part 1, Unit 4, Lesson CCK-25, Extensions 1, “Distribute at least 40 counters and BLM Hundreds Chart to each student. Students place one counter per square, counting as they go, until they reach 40.” (K.CC.1-3) Additionally, students learn the numbers from 30-40, add 31 to 40 to the number chart, count from 1 to 40 as a class, and play “I Start, You Finish” with the numbers from 30-40 first as a class, then in pairs.
  • Teacher Resource, Part 2, Unit 7, Lesson OAK-2, students participate in activity centers that build fluency by asking students to count on to 5 from a given number 1-4, play hopscotch to make sums to 5, and connect the dots in order from 1 to 5. (K.CC.2)
  • Teacher Resource, Part 2, Unit 13, Lesson OAK-43, “Developing fluency with pictures. Show two die-pattern cards at a time and have the class call out or signal how many dots in all. (The intention is to develop speed and accuracy for the whole class.) For example, show a 2 and a 3. ASK: How many dots in all? (5) What are the parts? (2 and 3) What is the addition? (2 + 3 = 5) Show the 5 card and describe various ways to see it. (i.e., 1 + 4, 3 + 3, etc.).” (K.OA.5)

The instructional materials provide opportunities to independently demonstrate procedural skill and fluency throughout the grade level. Examples include:

  • Assessment and Practice Book 2, Lesson OAK-20, Problems 8-12, Students use two different colors to shade in a ten-frame showing an addition that equals 10. Then they write the addition sentence. (K.OA.3)
  • Assessment and Practice Book 2, Lesson OAK-44. Problem 3, “4 + 1 = ___” and Problem 13, “2 + 0 = ___.” (K.OA.5)
  • Assessment and Practice Book 2, Lesson OAK-48,Problem 9, “5 + 0 = __, 5 + 1 = __, 5 + 2 = __, 5 + 3 = __, 5 + 4 = __, 5 + 5 = __.” (K.OA.3)

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
1/2
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Indicator Rating Details

The instructional materials reviewed for JUMP Math Kindergarten partially meet expectations for being designed so that teachers and students spend sufficient time working with engaging applications of the mathematics. Engaging applications include single and multi-step problems, routine and non-routine, presented in a context in which the mathematics is applied; however, there are missed opportunities concerning the variety of problem types called for by the Standards. 

Kindergarten standard K.OA.2 specifically calls for students to apply their mathematical understanding as they “solve addition and subtraction word problems, and add and subtract within 10, e.g. by using objects or drawings to represent the problem.” The K.OA.A cluster heading calls for students to “understand putting together, adding to, taking apart, and taking from situations” (see Table 1, CCSSM page 88). Much of the work in this program includes put together, add to, and take from. All four problem types are not represented equally, there is a missed opportunity for students to work with take apart situations.

Students are given multiple opportunities to practice representing addition and subtraction problems with drawings and objects in routine applications. Take apart situations are underrepresented in the materials. Examples of put together, add to, and take from include:

  • Teacher Resource, Part 2, Unit 7, Lesson OAK-6, “Students do ‘Put Together with Total Unknown’ additions within 5 using objects. Acting out ‘put together’ additions. SAY: Let’s do another kind of story. Choose five volunteers from the class, two boys and three girls. Separate the boys from the girls at the front of the class. SAY: In this story, some boys and some girls are playing. ASK: How many boys are playing? Show me on your fingers. (2). How many girls are playing? (3). How many children are playing in all? (5)” (K.OA.1,2)
  • Teacher Resource, Part 2, Unit 8, Lesson OAK-19, “Students do ‘Add To with Result Unknown’ additions within 10 using pictures and ten-frames. Six children are sitting on seesaws. Then, two more children come to play on a seesaw. How many children are playing on seesaws in all?” (K.OA.1,2; K.CC.3)
  • Teacher Resource, Part 2, Unit 11, Lesson OAK-29, “Students do ‘Take From with Result Unknown’ subtractions within 5 using pictures. Activity, 5 spiders are climbing up a wall. 2 spiders get washed away by the rain. How many spiders are left?” (K.OA.1,2)

The instructional materials have some opportunities for students to engage in non-routine application throughout the grade level. Examples of non-routine applications include:

  • Teacher Resource, Part 1, Unit 4, Lesson CCK-27, Extension 6, “Five friends want to eat apples. There are two red apples and two green apples. Can each friend eat an apple? Have students solve the problem using tools of their choice, such as pencil and paper to draw pictures, or blocks. Then have students explain their solution to a partner.” (K.CC.1,3-5)
  • Teacher Resource, Part 2, Unit 8, Lesson OAK-17, Extension 4, “Distribute BLM Addition Story Blanks and 10 counters or blocks to each student. Give students a starting number-for example, 4. Ask them to write all the number stories they can think of with up to 10 cats in all that start ‘4 cats and then some more cats come.’ Have students use counters or blocks to help find how many in all for each story.” (K.OA.1,2; K.CC.3)
  • Teacher Resource, Part 2, Unit 12, Lesson OAK-35, Extension 4, “I have a big plate and a small plate, and 9 cookies. How can I put the cookies on the plates so that there are always more cookies on the big plate?” (K.OA.1)

The Teacher Resource states, “The deepest work in a JUMP math lesson often happens in the extension questions, which appear at the end of most lesson plans.” It goes on to say, “All students should be given the opportunity to engage with the extension questions.” However, there are instances where the extension questions state that they are “best suited for advanced or very advanced students.” Examples include:

  • Teacher Resource, Part 1, Unit 2, Lesson CCK-16 “Note: Extensions 4-6 are best suited for very advanced students”, Extension 4, “Give each student three clear plastic bags, one with 3 identical blocks, one with 10 identical blocks, and one with 25 identical blocks. Challenge students to show ‘more’ in three different ways by pairing two groups at a time.”
  • Teacher Resource, Part 1, Unit 6, Lesson MDK-3 “Note: Extensions 2-3 are best suited for very advanced students”, Extension 2, “Provide individuals (or student pairs) with connecting cubes (or other objects) of three different colors. The number of cubes of each color should be different and should not exceed 10 (e.g., 9 blue, 7 red, 4 yellow). Students sort the objects by color and then count how many of each color. Students place the groups in counting order without using a number chart. Bonus: Provide students with an additional 6 cubes in a fourth color and ask them to place all four colors in counting order.”
  • Teacher Resource, Part 2, Unit 7, Lesson OAK-9 “Note: Extension 3 is best suited for very advanced students” Extension 3, “a) Give students five counters and have them find all the ways to make 5 by adding three numbers. Have students start without zero, then include zero. Provide blank paper for them to record their work. b) Have students make 5 by adding 4 numbers, with no zero.”

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.
1/2
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Indicator Rating Details

The instructional materials reviewed for JUMP Math Kindergarten partially meet expectations that the three aspects of rigor are not always treated together and are not always treated separately. The instructional materials address specific aspects of rigor, and the materials integrate aspects of rigor; however, not all aspects are addressed equally. Heavy emphasis is placed on conceptual understanding and procedural skill and fluency. While students are given opportunities to engage with application problems throughout the materials, these are often teacher directed.

All three aspects of rigor are present independently throughout the materials. Examples include:

  • Conceptual Understanding: Teacher Resource, Part 2, Unit 7, Lesson OAK-6, Extension 2, students represent Put Together with Total Unknown additions within 5. “Distribute BLM Adding Stories (4) or BLM Addition Story Blanks, two yarn circles, and five blocks or counters to each student. a) Have students write all of the number stories that can be shown with their blocks that start with ‘Two cats and some dogs’. b) Have students explain to a partner how they know they’ve written all the stories, and how they know how many pets in all in each story.”
  • Procedural Skill and Fluency: Teacher Resource, Part 2, Unit 13, Lesson OAK-47, students use dots as visual representations of the numbers 1 to 5 to develop fluency in addition and subtraction within 5. Students are shown pictures with two different colors of dots. Students find and add the parts, subtract a part, and write addition and subtraction sentences together. Students are given the opportunity to practice this procedural skill and fluency in the accompanying Assessment and Practice Book pages.
  • Application: Teacher Resource, Part 2, Unit 11, Lesson OAK-26, Activity, “Students draw or cut out pictures from magazines to create their own subtraction stories. For example, they may draw three ducks on a pond and two ducks flying away to illustrate ‘5 ducks take away 2 ducks equals 3 ducks.’ Students use their pictures to tell their subtraction story to a classmate.”

Multiple aspects of rigor are engaged simultaneously to develop students’ mathematical understanding of a single topic/unit of study throughout the materials; however, a heavy emphasis is placed on conceptual understanding and procedural skill and fluency. Examples include:

  • Teacher Resource, Part 2, Unit 8, Lesson OAK-19. “Six children are on seesaws. Then two more children come to play on a seesaw. How many children are playing on seesaws in all? (8)” This lesson incorporates application and conceptual understanding.
  • Teacher Resource, Part 2, Unit 12, Lesson OAK-39, Activity, students do subtractions within ten from BLM Subtraction within 10 using a manipulative of their choice such as blocks, counters, fingers, or drawing a picture. This lesson incorporates conceptual understanding and procedural skill and fluency.

Criterion 2e - 2g.iii

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice
6/10
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Criterion Rating Details

The instructional materials reviewed for JUMP Math Kindergarten partially meet expectations for practice-content connections. Although the materials meet expectations for identifying and using the MPs to enrich mathematics content, they partially attend to the full meaning of each practice standard. The materials partially attend to the specialized language of mathematics. 

Indicator 2e

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

The instructional materials reviewed for JUMP Math Kindergarten meet expectations for identifying the Standards for Mathematical Practice (MPs) and using them to enrich mathematics content within and throughout the grade level.

All eight MPs are clearly identified throughout the materials, with few or no exceptions. Examples include:

  • The MPs are identified at the beginning of each unit in the “Mathematical Practices in this Unit”
  • “Mathematical Practices in this Unit” includes suggestions as to how students might demonstrate an MP. For example, Teacher Resource, Part 2, Unit 8, “In OAK-17 Extension 4, students make sense of a nonroutine problem when they look for all the ways to complete an addition sentence beginning with an addend 4 and not exceeding a total of 10. Students persevere to solve the problem when they use an organized approach, such as listing the possible numbers for the second addend in counting order.” (MP1)
  • “Mathematical Practices in this Unit” gives the MPs that can be assessed in the unit.
  • The MPs are also identified in the materials in the lesson margins.
  • In optional Problem Solving Lessons designed to develop specific problem-solving strategies, MPs are identified in specific components/ problems in the lesson.

Indicator 2f

Materials carefully attend to the full meaning of each practice standard
1/2
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Indicator Rating Details

The instructional materials reviewed for JUMP Math Kindergarten partially meet expectations for carefully attending to the full meaning of each practice standard. The materials do not attend to the full meaning of MPs 2 and 4.

Examples of the materials carefully attending to the meaning of some MPs include: 

  • MP5: Teacher Resource, Part 2, Unit 13, Lesson OAK-45, Extension 2, “Make the following tools available for students: number lines from BLM Number lines, blocks, counters, yarn circles, paper, and colored pencils. Have students choose tools to solve the problem and then explain their solution to a partner. a) There were 8 dogs at the park. 3 dogs ran away from the park. 1 dog came back. How many dogs are at the park? b) Rani has 7 red apples and 2 green apples. She gives 4 red apples to Zara. How many apples does Rani have now?” Students choose from various tools to solve a given problem.
  • MP6: Teacher Resource, Part 2, Unit 14, Lesson MDK-11, Activity 1, “Students make shapes and designs by putting together two or more pattern blocks. In pairs, tell each other about the shapes they used and their designs.” Students attend to precision and use mathematical language correctly when they tell each other about the shapes and designs they made.
  • MP7: Teacher Resource, Part 1, Unit 6, Lesson MDK-2, Extension 6, “Draw 3 dots in a row. SAY: Count the dots. ASK: How many dots are there? (3) Add one more dot to the row. ASK: How many dots are there now? (4) Can you find the answer without counting form 1? (yes, count 1 more from 3) Repeat with six dots and one more, then eight dots and one more. Have students explain to a partner how they can always find the number of dots quickly without counting from 1.” Students make use of structure when they recognize they do not have to recount from 1 when they add 1 more dot to a group that they have already counted.
  • MP8: Teacher Resource, Part 2, Unit 8, Lesson OAK-13, Extension 6, “Have students model each situation with blocks. a) There are 3 frogs in the pond. 2 more frogs join them. How many frogs are in the pond now? b) There are 3 children at the park. 2 more children join them. How many children are at the park now? c) There are 3 birds in a tree. 2 more birds join them. How many birds are in the tree now? d) If you have 3 of anything and 2 more join, will you always get 5? How do you know? e) In pairs, explain your answer to part d). Do you agree with each other? Discuss why or why not.” Students look for and express regularity in repeated reasoning when they recognize that when they have three of something and add two more that they will always have a sum of 5.

Examples of the materials not carefully attending to the meaning of MPs 2 and 4 include:

  • MP2: Teacher Resource, Part 2, Unit 1, Lesson OAK-4, Activity, problem 1, “The first one says 1 frog plus 2 more frogs. Your job is to find how many frogs there are in all. You will put blocks or counters in the first box to show how many at the start. Next you will put blocks or counters in the second box to show how many at the start. Next, you will put blocks or counters in the second box to show how many more. ASK: How will you find how many in all? (count) SAY: Then you will count all the blocks and write how many in all.” Students do not contextualize or decontextualize the problem as the teacher is directing students how to solve the problem. 
  • MP2: Teacher Resource, Part 2, Unit 11, Lesson OAK-27, Modeling subtraction from 5 with frogs. “SAY: In the song, every time a frog jumps off the log, we take away one finger. We can also say that we subtract. Let’s tell some other frog stories. Draw on the board a log long enough for five paper frogs to sit on.” Students do not contextualize or decontextualize the problem as the teacher is directing students how to solve the problem. 
  • MP4: Teacher Resource, Part 2, Unit 1, Lesson OAK-3, Telling a number story, “SAY: I am going to tell a story that has a number in it: Two children are playing in the park. One more child comes to play with them. The end. Ask: At the end of the story, how many children are playing in the park? (let students answer--do not respond to the answers) Are you sure? SAY: Let’s act out the story and check.” Students do not model the problem since the teacher is directing students to act out the problem. 
  • MP4: Teacher Resource, Part 2, Unit 2, Lesson OAK-16, Activity, “Give each student 10 counters and two five frames. Read each of the following stories. As you read a story, have students find how many in all. Have students use fingers instead of five-frames for some of the stories.” Students do not model with mathematics since they are given the model to use.

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.
1/2
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Indicator Rating Details

The instructional materials reviewed for JUMP Math Kindergarten partially meet expectations for prompting students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards. 

There are few opportunities in the Teacher Resource or the Assessment & Practice for students to construct viable arguments or analyze the arguments or the work of others. MP3 is identified in the margins of the lesson. Examples of where the materials prompt students to construct viable arguments or analyze the arguments of others include, but are not limited to:

  • Teacher Resource, Part 1, Unit 4, Lesson CCK-29, Extension 1, “Students compare two ways of counting ones blocks. Give students 9 ones blocks in a bin and Black Line Master Using Blocks to Find How Many? (3). Direct them to Question 9 on the BLM. For the first way, They count the ones blocks as they place them in order on the boxes in Question 9. Then, they remove the blocks and put them in a pile. For the second way, students try to count the pile of blocks by touching or pointing at each one individually, but without moving them. ASK: Can you do it? Is one way easier than the other way? Explain why.” Students construct viable arguments. 
  • Teacher Resource, Part 2, Unit 8, Lesson OAK-13, Extension 6, students model situations with blocks. “a) There are 3 frogs in the pond. 2 more frogs join them. How many frogs are in the pond now? b) There are 3 children at the park. 2 more children join them. How many children are at the park now? c) There are 3 birds in a tree. 2 more birds join them. How many children are at the park now? d) If you have 3 of anything and 2 more join, will you always get 5? How do you know? e) In pairs, explain your answer to part d). Do you agree with each other? Discuss why or why not.” Students construct arguments. 
  • Teacher Resource, Part 1, Unit 2, Lesson CCK-19, Extension 3, “Give pairs of students two groups of blocks, one with three blocks and the other with five blocks, and have some extra blocks available. a) Have students identify the group with more blocks. b) Have students add one block at a time to the group of five blocks. Each time students decide which of the two groups has more. c) Will adding blocks to the group with five blocks ever change which group has more blocks? d) Have partners explain their answers to part c). Do partners agree with each other’s explanations? Have them discuss why or why not.” Students analyze the arguments of others. 
  • Teacher Resource, Part 1, Unit 3, Lesson GK-6, Extension 4, “SAY: Ron puts 4 red blocks on his table, and 5 blue blocks underneath. He says 4 equals 5, since there are 4 red blocks and 5 blue blocks. Ron writes “4 = 5”. Write on the board: Ron writes 4 = 5. ASK: Do you agree with Ron? How would you explain to Ron what the equal sign means? Have students explain to a partner what the equal sign means and why they agree or disagree with Ron.”
  • Teacher Resource, Part 2, Unit 12, Lesson OAK-36, Extension 5, “Lisa has 5 toy cars. She gives 2 cars to Raj. Lisa says she has 7 cars now because 5 + 2 = 7. a) Do you agree with Lisa? Use any tools to explain why or why not. b) In pairs, have students explain their answers to part a). Do they agree with each other? Have them discuss why or why not.”

Examples where the materials miss opportunities to prompt students to construct viable arguments or analyze the arguments of others include, but are not limited to:

  • Teacher Resource, Part 1, Unit 6, Lesson MDK-5, Extension 8, students are shown a picture of 6 light squares arranged in a line and 8 dark squares arranged in a line directly underneath the light squares. “Without counting, can you tell if the picture shows a number and the next number? How do you know?” Students do not construct an argument or analyze the arguments of others. 
  • Teacher Resource, Part 2, Unit 9, Lesson GK-16, “Hold up a rectangular prism that is not a cube, such as a long skinny cardboard box. ASK: Does this shape look just like a cube? (no) Holding a cube in one hand and the long skinny box in the other, ASK: How is this shape different from a cube?” Describing the differences in shapes is not creating a mathematical argument. 
  • Teacher Resource, Part 2, Unit 11, Lesson OAK-27, Extension 3, students make up subtraction stories within 5 in which you subtract one and then add one from the starting number. “Example: 4 frogs are on a log. 1 frog hops off. Another frog hops on. How many frogs are on the log now? For the first few stories, have students use blocks and then have them predict the final answer without using blocks. Have students explain to a partner how they know the answer without using blocks.” Students do not construct arguments.

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.
1/2
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Indicator Rating Details

The instructional materials reviewed for JUMP Math Kindergarten partially meet expectations for assisting teachers in engaging students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics. While students are given opportunities to construct viable arguments and analyze the reasoning of others, the materials provide limited assistance to teachers in engaging students in both constructing viable arguments and analyzing the arguments of others.

Teacher Resource, Part 1 states, “When students work with a partner, many of them will benefit from some guidance, such as displaying question or sentence stems on the board to encourage partners to understand and challenge each other’s thinking, use of vocabulary, or choice of tools or strategies. For example:

  • I did ___ the same way but got a different answer. Let’s compare our work.
  • What does __ mean?
  • Why is __ true?
  • Why do you think that__?
  • I don’t understand__. Can you explain it a different way?
  • Why did you use__? (for example, a particular strategy or tool)
  • How did you come up with__? (for example, an idea or strategy)

Once all students have answered the ASK question, have volunteers articulate their thinking to the whole class so other students can benefit from hearing their strategies.” While these generic question and sentence stems are provided, there is no further guidance or examples for how or when they should be used.

The majority of opportunities for students to engage in  MP3 occur in the extension problems. These include sample answers and often refer teachers back to the prompts listed on page A-33, but give no further guidance on how to build students ability to construct an argument around their thinking or how to critique the reasoning of others. Teachers are often prompted, “In pairs, have students explain their thinking. Do they agree with each other? Discuss why or why not.” however, no guidance is given as to which questions to ask in regards to that specific problem, how to help the students defend their answer, or why an answer makes sense. Additionally, materials include some sample explanations relating to the correct answer being given, but do not always give guidance for teachers on how to effectively guide the conversation if an incorrect answer is being defended. Examples include:

  • Teacher Resource, Part 1, Unit 3, Lesson GK-10, Extension 7, “Provide each pair of students with cards from BLM Open Shape Cards and BLM Closed Shape Cards. Partner 1 chooses any three cards, and Partner 2 explains why the shape on each card is or is not a triangle. Partners switch roles and repeat for circles squares and rectangles. NOTE: Encourage partners to ask questions to understand and challenge each other’s thinking (MP.3) and use of math words (MP.6)-see page A-33 for sample sentence and question stems to guide students. Look for students to notice the number of sides or corners, and whether the shapes are open or closed.” No suggestions are given for questions students could ask their partners, which questions from page A-33 are relevant to this problem, or how students could defend their thinking. 
  • Teacher Resource, Part 1, Unit 5, Lesson CCK-41, Extension 2, “Arrange 6 blocks in a circle. Touch each block once as you SAY: Ava counts like this the first time: 1, 2, 3, 4, 5, 6. Touch each block once, and the first block again as you SAY: Ava counts again like this: 1, 2, 3, 4, 5, 6, 7. Ava says there are 6 or 7 blocks, it depends how you count. a) Do you agree with Ava? b) In pairs, have students explain their thinking. Do they agree with each other? Have them discuss why or why not. Sample answer: b) I do not agree with Ava, because there cannot be 6 or 7 blocks. It can only be one number. When Ava counted the second time, she counted the first block twice, once at the beginning and once at the end. When you count blocks, you only count each block once. NOTE: For part b) encourage partners to ask questions to understand and challenge each other’s thinking (MP.3) and use of math words (MP.6)-see page A-33 for sample sentence and question stems to guide students.” No guidance is given for guiding the conversation when students have the misconception that Ava is correct or specifically how to challenge their partner’s thinking.
  • Teacher Resource, Part 2, Unit 10, Lesson NBTK-11, Extension 5, “Eddy says that spheres are better than cubes for sliding, because they are round. Do you agree with Eddy? Explain why or why not. Have students explain to a partner orally or in writing. Sample answer: I disagree with Eddy. A sphere is round, but that’s why it is good for rolling, not sliding. A cube would be better than a sphere for sliding because a cube has flat faces. Redirecting students: Encourage students to think about what sliding means and what rolling means, and how they are different.” No further guidance is given to help students critique Eddy’s reasoning or defend their answers.

Indicator 2g.iii

Materials explicitly attend to the specialized language of mathematics.
1/2
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Indicator Rating Details

The instructional materials reviewed for JUMP Math Kindergarten partially meet expectations for explicitly attending to the specialized language of mathematics.

Accurate mathematics vocabulary is present in the materials; however, while vocabulary is identified throughout the materials, there is no explicit directions for instruction of the vocabulary in the teacher materials of the lesson. Examples include, but are not limited to:

  • Vocabulary is identified in the “Terminology” section at the beginning of each unit.
  • “Vocabulary” is identified at the beginning of each lesson.
  • The vocabulary words and definitions are bold within the lesson.
  • There is not a glossary.
  • There is not a place for the students to practice the new vocabulary in the lessons.

Gateway Three

Usability

Not Rated

+
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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
abc123

Additional Publication Details

Report Published Date: 09/17/2020

Report Edition: 2019

Title ISBN Edition Publisher Year
Teacher Resource for Kindergarten, New US Edition 978-1-77395-044-0 JUMP Math 2019
Student Assessment & Practice Book K.1 978-1-927457-71-9 JUMP Math 2019
Student Assessment & Practice Book K.2 978-1-927457-72-6 JUMP Math 2019

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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.

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.

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

Math High School

ELA K-2

ELA 3-5

ELA 6-8


ELA High School

Science Middle School

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