Alignment: Overall Summary

The instructional materials reviewed for ORIGO Stepping Stones 2.0 Kindergarten partially meet expectations for focus and coherence within Gateway 1, and they partially meet expectations for rigor and the mathematical practices in Gateway 2. Since the materials partially meet expectations for Gateways 1 and 2, they are not reviewed for usability in Gateway 3.

See Rating Scale
Understanding Gateways

Alignment

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Partially Meets Expectations

Gateway 1:

Focus & Coherence

0
7
12
14
10
12-14
Meets Expectations
8-11
Partially Meets Expectations
0-7
Does Not Meet Expectations

Gateway 2:

Rigor & Mathematical Practices

0
10
16
18
11
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

Partially Meets Expectations

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Gateway One Details

The instructional materials for ORIGO Stepping Stones 2.0 Kindergarten partially meet the expectations for Gateway 1. These materials meet the expectations for focus by not assessing above grade-level content and by spending the majority of the time on the major clusters of each grade-level. However, the materials do not meet the expectations for being coherent and consistent with the standards. The objectives for the materials are shaped by the CCSSM cluster headings, but do not identify content from prior or future grades and are partially viable for one school year.

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 for ORIGO Stepping Stones 2.0 Kindergarten meet the expectation for not assessing topics before the grade-level in which the topic should be introduced. The materials include some assessment questions that were above grade-level, but these could be omitted without affecting the underlying structure of the materials.

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 for ORIGO Stepping Stones Kindergarten 2.0 meet expectations for assessing grade-level content. The instructional materials include summative assessments for each module and quarterly assessments for Modules 3, 6, 9, and 12. The summative assessments include interviews and check-ups for each module. All modules except for Module 12 assess grade-level mathematics.

The following examples represent assessment items aligned to Kindergarten standards:

  • In Module 5, Check-Up, students identify which numerals correspond to the number of counters shown, assessing knowledge of number names and counting within 100 (K.CC.1).
  • In Module 7, Check-Up, students connect the names of various 3D shapes to both the model and real-world example of the shapes (K.G.2).
  • In Module 1, Interview, students are given five counters and count the number of counters by saying numbers 1-5 aloud in sequence (K.CC.1).

Some assessment items align to standards above Kindergarten. The following are assessment items that align to standards above Kindergarten, but can be modified or omitted without compromising the instructional materials:

  • In Module 12, money is assessed at the 2nd grade level (2.MD.8). For example, in Check-Up 1, Problem D, students solve, “13 cents as the same value as ____dime and  _____ pennies.” Check-Up 2, Problem C students solve, “1 dime and ______ pennies is same value as 17 cents.” In the Interview it states, “Correctly identified the value of each coin. ___ dime ___ nickel ___ penny. Correctly represented values using coins. 13 cents, 17 cents, 12 cents. Correctly describe the coins required to make a value 14 cents, 19 cents, and 15 cents.”
  • In the Quarterly Assessment for Modules 10-12, Test A, Question 6, students determine the equivalent for one dime and three pennies. In Test B Question 6, students determine the equivalent for one dime and five pennies.

If Module 12 Assessment and Question 6 from the Fourth Quarterly Assessment are omitted, the structure of the materials will not be affected.

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 for ORIGO Stepping Stones 2.0 Kindergarten meet the expectations for having students and teachers using the materials as designed and devoting the large majority of class time to the major work of the grade. Overall, the materials devote at least 65% of class time to major work.

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 ORIGO Stepping Stones 2.0 Kindergarten meet expectations for spending a majority of instructional time on major work of the grade.

To determine the amount of time spent on major work, the number of topics, the number of lessons, and the number of days were examined. Review and assessment days are included:

  • The approximate number of modules devoted to major work of the grade (including supporting work connected to the major work) is 8 out of 12, which is approximately 67%.
  • The approximate number of lessons devoted to major work, or supporting, major work of the grade is 49 out of 72, which is approximately 68%.
  • The number of days devoted to major work (including assessments and supporting work connected to the major work) is 71 out of 96, which is approximately 74%.

A lesson-level analysis is most representative of the instructional materials because this calculation includes all lessons with connections to major work with no additional days factored in.  As a result, approximately 74% of the instructional materials focus on major work of the grade.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
4/8
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Criterion Rating Details

The instructional materials for ORIGO Stepping Stones 2.0 Kindergarten do not meet the expectations for being coherent and consistent with the standards. Supporting work is partially connected to the major work of the grade, and the amount of content for one grade-level is partially viable for one school year. Content from prior or future grades is not clearly identified, and the materials do not give extensive work with grade-level problems. The objectives for the materials are shaped by the CCSSM cluster headings, and problems and activities connect two or more clusters in a domain or two or more domains.

Indicator 1c

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
1/2
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Indicator Rating Details

The instructional materials reviewed for ORIGO Stepping Stones 2.0 Kindergarten partially meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade.

In Kindergarten, there are a few lessons utilizing supporting work to enhance focus and coherence by engaging students in the major work of the grade, however most lessons involving supporting content do not. For example:

  • In Module 1, Lesson 5, students sort objects and describe the sorting (K.MD.3). Students do not count the objects or compare which group has more or less, a missed natural connection to K.CC.
  • In Module 9, Lesson 5, students work with objects like cones, cylinders, cubes, and spheres (K.G.5). Students do not count those objects or compare which group has more or less, both of which are natural and important connections to major work of K.CC.
  • In Module 11, Lesson 5, students use shapes to build other shapes (K.G.5). However, students do not count the shapes used or compare which group has more or less, both of which would be natural and important connections to major work of K.CC.

Indicator 1d

The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.
1/2
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Indicator Rating Details

The instructional materials for ORIGO Stepping Stones 2.0 Kindergarten partially meet expectations that the amount of content designated for one grade-level is viable for one year.

The instructional materials include a total of 132 days of instruction when all lesson activities including differentiation, games, and other digital resources are included for each lesson. Teachers would need to modify materials to meet the minimum viable curriculum of 140 days.

  • There are 12 modules, each with six whole group lessons, for a total of 72 lessons.
  • There are 2-3 differentiation activities for each lesson, as well as Enrichment and Cross-Curricula Link activities in the More Math Tabs. In addition, Teachers can also make use of other digital tools throughout the year, for example, Fundamental Games, Honey Pot, and Flare. This brings an additional 24 - 36 days of instruction.
  • There is a review day for each module.
  • There are 12 days dedicated to assessments.

According to the publisher, “The Stepping Stones program is set up to teach 1 lesson per day and to complete a module in approximately 2 ½ weeks. Each lesson has been written around a 60 minute time frame but may be anywhere from 30-75 minutes depending upon teacher choice and classroom interaction.” Module 12 consists of above grade-level materials.

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.
0/2
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Indicator Rating Details

The instructional materials for ORIGO Stepping Stones 2.0 Kindergarten do not meet expectations for the materials being consistent with the progressions in the Standards. Content from future grades is not clearly identified or related to grade-level work. Materials do not give extensive work with grade-level problems.

Lessons where content from future grade-level work is not clearly identified or related to grade-level work include:

  • Module 1, Lessons 5 and 6, students sort to create graphs in both lessons. In Lesson 5, students sort robots with hats and those without hats. Students then count how many are in each group or connect the amount to a numeral. There is a clear natural and missed opportunity for students to engage in K.CC work.
  • Module 10, Lesson 3, students learn the commutative property, which is a first grade standard (1.OA.3).
  • Additionally, all lessons in Module 12 are content from future grade levels and are not clearly identified or related to grade-level work.

The instructional materials do not do not give students extensive work with grade-level problems so that they meet the full intent of the grade-level standards. Examples include:

  • K.CC.1 states students are able to rote count by 1’s and 10’s to 100. In Module 6, students count by 10s. Students count from 1 to 100 twice in Module 10, rote counting is not done in Modules 11 and 12. Students rote count 19 times in the materials.
  • K.CC.7, compare two numbers between 1 and 10 as written numerals is not addressed in the materials with greater than, less than, or equal to language.
  • K.OA.3, decomposing numbers less than or equal to 10. Students have limited opportunity to engage in decomposing. In Module 10, Lesson 2, students use ten blocks to make various groups that make ten. In the small group activities for Lesson 2, students connect different visuals of dots to make 10 (i.e one visual has 7, they need to find the visual that has 3). However, this does not show students the equality of 10+7 = 7+10.
  • K.OA.4, for any number from 1 to 9, find the number that makes 10 when added to the given number, is underrepresented with one lesson in the materials focusing on this standard, Module 10, Lesson 1.
  • K.NBT.1, compose and decompose numbers from 11 to 19 into ten ones and some further ones; understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones is underrepresented with four lessons (Module 7, Lesson 2; Module 7, Lesson 3; Module 7, Lesson 4; and Module 9, Lesson 4) which support the standard and one of those lessons, Module 7, Lesson 3 supports the standard at the surface level. Students are writing the number name and coloring in the number of shapes that they wrote. For example, students write the word thirteen and then color in thirteen hearts. Students do not color 1 group of 10 and 3 ones. Most of the lesson is about spelling the number words.
  • K.MD.3, classify objects into given categories; count the numbers of objects in each category and sort the categories by count is addressed in one lesson, Module 1, Lesson 5.
  • K.G.4, analyze and compare two-and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts and other attributes is present in two lessons, Module 7, Lesson 5 and Module 10, Lesson 6.
  • K.G.5, model shapes in the world by building shapes from components and drawing shapes is present in two lessons, Module 9, Lesson 5 and Module 11, Lesson 5.
  • K.G.6, compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" is addressed in one lesson, Module 11, Lesson 6.

Lessons throughout the course labeled DA - Developmental Activities are included. The publisher notes, “Developmental activities (DA) are included in the scope and sequence of lessons within ORIGO Stepping Stones. Developmental Activities typically smooth the learning progression for students by addressing foundational skills for current grade-level standards or preparing students for the work in an upcoming grade level.” These lessons are not aligned to any standards, however, the Teacher Notes for Whole Class Instruction includes a narrative explaining how the lesson supports grade-level standards. For example:

  • In Module 12, Lessons 1-4 support K.NBT.A. In Lesson 2, there is no alignment to a grade-level standard. However, the DA icon states, “Seeing quantities as a whole rather than as a group of ones is a skill that supports the major cluster, K.NBT.A (Work with numbers 11-19 to gain foundations for place value)." Working with coins provides an everyday context for place-value work in the major cluster K.NBT.A, but includes problems involving money, which is a 2nd grade standard (2.MD.8). The content of this lesson does not align to any CCSSM.
  • Module 12, Lessons 5 and 6, have objectives and problems involving patterning, which is a 4th grade standard (4.OA.5).

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
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Indicator Rating Details

The instructional materials for ORIGO Stepping Stones 2.0 Kindergarten meet expectations for fostering coherence through connections at a single grade, where appropriate and required by the Standards.

Overall, the instructional materials identify standards. A comprehensive list of the CCSSM and correlating lessons is found under the drop down menu on the home page. Cluster headings are clearly identified by hovering over the Lesson title.

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

  • Module 2, Lesson 6, the learning target “Represent numerals up to 10 using pictures and numerals” is shaped by K.CC.A (know number names and the count sequence).
  • In Module 9, the learning target “identify items as 3D objects or 2D shapes” is shaped by K.G.A (identify and describe shapes).

The instructional materials include problems and activities that connect two or more clusters in a domain or two or more domains.

  • Module 5 Lesson 4, students work in partners for the whole group time to count the number of objects on cards and then recognize that the last number stated is the total (K.CC.4). The program states that it also addresses students writing numerals up to 20 (K.CC.3) connecting to counting to tell the number of objects (K.CC.B) to knowing number names and the count sequence (K.CC.A).
  • Module 8, Lesson 8.2, connects K.CC.A with K.OA.A as students count the numbers and represent a given situation as a subtraction equation.

Gateway Two

Rigor & Mathematical Practices

Partially Meets Expectations

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Gateway Two Details

The instructional materials reviewed for ORIGO Stepping Stones 2.0 Kindergarten partially meet expectations for Gateway 2. The instructional materials partially meet expectations for reflecting the balances in the Standards and helping students meet the Standards’ rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application, and they partially meet expectations for meaningfully connecting the Standards for Mathematical Content and the Standards for Mathematical Practice.

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.
5/8
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Criterion Rating Details

The instructional materials reviewed for ORIGO Stepping Stones 2.0 Kindergarten partially meet expectations for reflecting the balances in the Standards and helping students meet the Standards’ rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application. The materials give attention throughout the year to individual standards that set an expectation of procedural skills and fluency and engage students in non-routine application problems, but the instructional materials inconsistently embed opportunities for students to independently develop conceptual understanding. The materials over-emphasize fluency, procedures, and algorithms.

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.
1/2
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Indicator Rating Details

The instructional materials for ORIGO Stepping Stones 2.0 Kindergarten partially meet expectations for developing conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.

The materials include some problems and questions that develop conceptual understanding throughout the grade-level. Students have few opportunities to independently demonstrate conceptual understanding throughout the grade.

Cluster K.OA.A includes understanding addition as putting together and adding to, and understanding subtraction as taking apart and taking from. Modules 6, 7, 8, and 9, explore a variety of real-world applications using a few mathematical representations.

Opportunities exist for students to work with addition and subtraction addressing conceptual understanding through the use of some visual representations and different strategies. For example:

  • In Module 3, Lesson 1, Step 3, Teaching the Lesson, “Each student collects 10 counters, and sits in a large circle. Say, This group shows four. Make a group of counters to show more than four.”
  • In Module 7, Lesson 4, Whole Class, Step 3, Teaching the Lesson, “Students read their number, then show the matching number of counters. The counters are used to fill the ten-frame, with the leftover counters placed to the side. Ask questions such as, Which number did you show? How many counters are on the frame? How many counters are beside the frame? How do you read the number that is shown on the ten-frame? Focus on the fact that each teen number is composed of one ten and some leftover ones, and that these values are put together to read the number.”
  • In Module 8, Lesson 1, Step 3, Teaching the Lesson, “Provide each student with a handful of connecting cubes. Ask the students to use the cubes to model put together (addition), and take apart (subtraction) stories. After each story, the students will identify the operation they used. Use stories such as the examples below: 4 dogs are in the water. 3 dogs are on the beach. What is the total number of dogs? There are 6 eggs in the carton. 2 eggs are broken. How many eggs are not broken?”
  • In Module 9, Lesson 1, Whole Class, Step 3, Teaching the Lesson, “Place the number picture cards in an array, facedown, on a table. Invite one student to turn over a picture card, and another student to roll the cube. All of the students make a group of counters to match the picture and words rolled. For example, if the picture shows 18 and the cube 'one fewer', the students make a group of 17 counters. Continue until every student has turned over a picture or rolled the cube.”

However, the instructional materials do not regularly provide students opportunities to independently demonstrate conceptual understanding throughout the grade-level.

  • In Module 8, Lesson 2, Student Journal 8.2, “Write the total. Cover 1 or 2 dots. Then write the number of dots that are left.” Each problem shows a number of dots with an equation under it. The equation has students subtracting one or two from the dots. The worksheet addresses filling in the equation not conceptual understanding of subtraction.
  • In Module 10, Lesson 4, Student Journal 10.4, “Complete the equation. Write the greater number first.” Each problem has two domino cards, each card has the number written and represented with dots, the students fill out the equation with the bigger number first. The worksheet addresses filling in the equation using the bigger number first not the conceptual understanding of addition.
  • In Module 11, Lesson 1, Whole Class, Step 3, Teaching the Lesson, “Point to the subtraction heading and ask Who can share a word problem about subtraction? Record the problem on the board and work with the students to pull out any key verbs (e.g. take, cut, chop, run away, lost, eat). Say, We know this problem is about subtraction because it wants us to (take) an amount from the (total). Repeat the activity with a few more subtraction word problems.” This lesson addresses keywords for solving problems not conceptual understanding.

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 for ORIGO Stepping Stones 2.0 Kindergarten meet expectations that they attend to those standards that set an expectation of procedural skill and fluency. Materials attend to the Kindergarten expected fluencies, add and subtract within 5.

The instructional materials develop procedural skills and fluencies throughout the grade-level. Opportunities to formally practice procedural skills are found throughout practice problem sets that follow the units. Practice problem sets also include opportunities to use and practice emerging fluencies in the context of solving problems. Ongoing practice is also found in Assessment Interviews, Games, and Maintaining Concepts and Skills.

The materials attend to the Kindergarten expected fluencies, fluently add and subtract within 5 (K.OA.5).

In addition, the instructional materials embed opportunities for students to independently practice procedural skills and fluency:

  • In Module 6, Lesson 6, Student Journal 6.6, “Addition: Developing fact fluency.” Students are given addition problems within 5 to practice and solve fluency.
  • In Module 8, Lesson 6, Student Journal 8.6, “Write the answers on the race track.” Students are given different subtraction problems within 5 to solve and practice fluency.
  • In Module 8, Lesson 6, Small Group 1, “Organize students into pairs and distribute the cards. They mix the cards and place them face up on a flat surface. They take turns to match the subtraction expression with the answer. Extend the activity by placing the cards face down to play a memory game.” Students are practicing subtraction fluency within 5 by playing this game.
  • Maintaining Concepts and Skills lessons incorporate practice of previously learned skills from the prior grade-level. For example, Maintaining Concepts and Skills in Module 7, Lesson 7 provides practice for adding and subtracting within 5.
  • Each module contains a summative assessment called Interviews. According to the program, “There are certain concepts and skills, such as the ability to route count fluently, that are best assessed by interviewing students.” For example, Module 8’s Interview 1 has students counting from 21 to 50 and Interview 2 has students demonstrate fluency of adding within 5.
  • Fundamentals Games contain a variety of computer/online games that students can play to develop grade level fluency skills. For example, Add ‘em Up, students demonstrate fluency of adding within 5 (K.OA.5).
  • Some lessons provides opportunities for students to practice the procedural fluency of the concept being taught in the Step Up section of the student journal.

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 for ORIGO Stepping Stones 2.0 Kindergarten partially meet expectations that the materials are designed so that teachers and students spend time working with engaging applications of the mathematics.

The instructional materials have few opportunities for students to engage in non-routine application throughout the grade-level. There is little variety in situational contexts/problem types. Engaging applications include single and multi-step word problems presented in a context in which the mathematics is applied, however, these problems are often routine, and students have few opportunities to engage with non-routine application problems.

Examples of routine application problems include, but are not limited to:

  • In Module 5, More Math, Word Problems, addresses standard K.OA.2, students are work together to find the solution to 3 word problems. “Ang has 8 toy cars. He was given 5 toy cars on Monday. He was given the rest of the toy cars on Friday. How many toy cars was Ang given on Friday?”.
  • In Module 6, More Math, Word Problems, addresses standard K.OA.2, students work together to find the solution to 3 word problems. “Liam is given 5 coins to put in his wallet. He already has 3 coins. How many coins does Liam have now?”.
  • In Module 6, More Math, Enrichment, Activity 1 and addresses standard K.OA.2, students represent two groups that make ten and write the matching equation.
  • In Module 7, More Math, Word Problems, addresses standard K.OA.2, “Lisa has 10 blocks. Reece has fewer blocks than Lisa. If they put the blocks together, what number could they show?” (K.OA.2)
  • In Module 8, More Math, Word Problems, addresses standard K.OA.2, “The pet shop has 9 puppies for sale. Three of the puppies are sleeping. The rest are playing. How many of the puppies are playing?”.
  • In Module 10, Lesson 1, Whole class, addresses standard K.OA.2, the book Scaredy Cats is read to the class and the students use connecting cubes to help the cats in the story solve the problem of “trying to arrange ten boxes into two equal stacks to make the boat balance.”.

There are some instances where students engage with non-routine problems. For example, in Module 9, More Math, Word Problems, addresses standard K.OA. 2, “Selena and Jamar have each written a number. Selena’s number is 2 less than Jamar’s number. Jamar’s number can be shown with a group of 10 counters and 2 more counters. What number did Selena write?”.

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 for ORIGO Stepping Stones 2.0 Kindergarten partially meet expectations that the three aspects of rigor are not always treated together and are not always treated separately. All three aspects of rigor are present in the materials, but there is an over-emphasis on procedural skills and fluency.

The curriculum addresses conceptual understanding, procedural skill and fluency, and application standards, when called for, and evidence of opportunities where multiple aspects of rigor are used to support student learning and mastery of the standards. There are multiple lessons where one aspect of rigor is emphasized. The materials emphasize fluency, procedures, and algorithms.

Examples of conceptual understanding, procedural skill and fluency, and application presented separately in the materials include:

  • In Module 7, Lesson 4, students develop understanding of a teen number as a group of ten and some ones. The lesson focuses on the conceptual understanding by using ten frames to show a ten and some ones for numbers such as 13, 14, 15, and 16.
  • In Module 8, Lesson 1, Student Journal 8.1, students practice procedural skill as they are shown a picture and then asked to “Cross out the number shown. Then complete the sentence. b. 6 books are shown, ______ cross out 3 is ______.”
  • In Module 9, Lesson 4, Student Journal 9.4, students are using conceptual understanding to solve number puzzles using a number track. For example, “has 1 ten and 6 ones.”
  • In Module 10, More Math, Word Problems, “Kasem collects three shells at the beach. He already has 4 shells at home. How many shells does Kasem have now?” (K.OA.2)

Examples of students having opportunities to engage in problems that use two or more aspects of rigor, include:

  • Module 5, Lesson 3, combines conceptual understanding and application. Step 3, Teaching the Lesson, students balance a pan balance using cubes.
  • Module 8, Lesson 3, combines conceptual understanding and application. Step 3, Teaching the Lesson, students use the book Ten Happy Hens to solve subtraction problems using cubes to act out the story. For example, “There are ten hens. Two hens run away. There are eight left.”

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 ORIGO Stepping Stones 2.0 Kindergarten partially meet expectations for meaningfully connecting the Standards for Mathematical Content and the Standards for Mathematical Practice. The materials identify the Standards for Mathematical Practice and use them to enrich mathematics content within and throughout each applicable grade, and partially meet expectations that the instructional materials carefully 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 ORIGO Stepping Stones 2.0 Kindergarten meet expectations that the Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout the grade level.

All eight MPs are clearly identified throughout the materials. For example:

  • The Math Practices are identified in the Lesson Contents for each Module, within each lesson, and in the Standards for Mathematical Practices document found in each module by clicking on grade level, module, mathematics, and the mathematical practices.
  • Videos for each module can be found under the Resources tab which explains the Math Practices and Habits of Mind in order for teachers to understand the practices.
  • A table is provided to show which mathematical practices are in each lesson.
  • Resources tab states that each practice standard is “experienced, practiced, and enhances as a result of working on meaningful problems”.

At the beginning of each lesson, the MPs are identified with a description of how the students are engaging with the MP in the lesson, for example, Module 10, Lesson 4, “In this lesson, students use the technique of starting with the greater number and then counting on the lesser number, regardless of the order presented in the addition fact.” The MPs are used to enhance the mathematical content and are not treated separately from content in lessons.

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 ORIGO Stepping Stones 2.0 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 MP4.

For MP4, students are given models to use and have few opportunities to develop their own mathematical models. In addition, students have few opportunities to compare different models in problem contexts, for example:

  • In Module 1, Lesson 6, Whole Class, Step 3, Teaching the Lesson, “Discuss the information on the yes/no graph. Ask, What do you see happening on this yes/no graph? What do the faces tell us? Encourage the students to discuss their ideas. Summarize by counting the number of faces for each answer. Ask, Do we have more students who like dogs, or who do not like dogs? Encourage the students to explain their thinking. (SMP4)”
  • In Module 7, Lesson 4, Whole Class, Step 3, Teaching the Lesson, “Organize students into pairs and distribute the resources. Students read their numeral, then show the matching number of counters. The counters are then used to fill the ten-frame, with the leftover counter placed to the side. Move around the room to observe the students. Ask questions such as, Which number did you show? How many counters are on the frame? How many counters are beside the frame? How do you read the number that is shown on the ten-frame? Focus on the fact that each teen number is composed of one ten and some leftover ones, and that these values are put together to read the number. (SMP 4)”
  • In Module 8, Lesson 3, Whole Class, Step 3, Teaching the Lesson, “Distribute the cubes. Share a subtraction problem then record it on the board. For example, 6 take away 2 equals _____. Have the students model the problem with cubes to figure out the answer. Move between the students asking questions such as, How many cubes did you start with, in your group? How many cubes did you take away? How many cubes are left? Ask for a volunteer to complete the sentence on the board. Then repeat the activity with other examples. (Note: Include examples that involve subtraction with zero, e.g. 4-4=0, or 4-0=4.) (SMP 4)”
  • In Module 9, Lesson 3, Whole Class, Step 2, Starting the Lesson, “Have students sit in a circle in an open area of the classroom. Place the numeral cards facedown on the floor, and tell the students that they are going to work together to build a number track. Invite a volunteer to choose one of the cards, share the number with the class and then place it face up on the floor. Another volunteer comes to the front and selects a card. Ask, Where will you put your number? Is it more or less than (Fatima’s) number? Continue until the number track nears completion, and ask What numbers are left to pick up? How do you know? (SMP 4)”

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 Rating Details

The instructional materials reviewed for ORIGO Stepping Stones 2.0 Kindergarten do not meet the 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 no opportunities in the Student Journal or assessments for students to construct viable arguments or analyze the arguments or the work of others. MP3 is identified in the Steps portion of the lesson. Teachers are given sentence stems to provide students to promote construction of arguments and justification of student thinking.

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

  • In Module 4, Lesson 4, Whole Class, Step 3, Teaching the Lesson, students choose cards and represent the number on a five-frame. “Organize students into pairs and distribute the numeral cards and five-frames. Ask students to place the numeral cards facedown on the table. In turn, one student chooses a card and says the number. The other student represents that number with counters on the five-frame. They then say how much or fewer the number of counters is than five. Students alternate roles to repeat the activity. (SMP3)”.
  • In Module 8, Lesson 2, Step 4, Reflecting on the Work, “Discuss the students answers to Student Journal 8.2. Relate each question back to the picture. Ask questions such as, What number tells the total number of dots? What number tells the dots that are covered? What number tells the dots that are not covered? Encourage discussion among the class and invite students to critique others reasoning. (SMP3)”.
  • In Module 11, Lesson 1, Step 2, Starting the Lesson, “Review what students know about the concepts of addition and subtraction. Ask, What is the difference between addition and subtraction? Encourage students to share their ideas. (SMP3)”.

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.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for ORIGO Stepping Stones 2.0 Kindergarten meet expectations for assisting teachers in engaging students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.

Teacher guidance, questions, and sentence stems for MP3 are found in the Steps portion of the lessons. In some lessons, teachers are given questions that prompt mathematical discussions and engage students to construct viable arguments, and in other lessons, teachers are provided questions and sentence stems to facilitate students in analyzing the arguments of others, and to justify their answers.

Examples where teachers are provided guidance to engage students in constructing viable arguments and/or analyze the arguments of others include, but are not limited to:

  • In Module 1, Lesson 11, students complete work in their journal pages on graphing. “Discuss the students’ answers to Student Journal 1.11. Ask the students to explain their answers to Step Ahead to the student beside them. Then, invite a few pairs of students to justify their answers to the class. (SMP3)”.
  • In Module 4, Lesson 11, “When guiding students through the Step In discussion, encourage them to critique other students’ reasoning regarding the possible shapes they could be drawing (SMP3). Ask questions such as, Why do you think the shape could be a rectangle? (James) do you agree that the shape could be a hexagon? Why? (yasmin) how many more sides should Abigail draw to make a triangle? Who agrees/disagrees with (Yasmin)? Why?”
  • In Module 7, Lesson 6, Whole Class, Step 3, Teaching the Lesson, teachers are given the support of, “Invite several volunteers to show their objects and discuss their ideas.”

Indicator 2g.iii

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

The instructional materials reviewed for ORIGO Stepping Stones 2.0 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 for the teacher in the Steps portion of the lesson. Examples include but are not limited to:

  • Vocabulary for each module is found under Mathematics, Vocabulary Development. Vocabulary identified in bold print is developed throughout the module. The targeted module vocabulary words can be printed onto cards under the Resources tab. For example, in Module 1, vocabulary includes words such as number, numeral, and how many.
  • The vocabulary words do not have definitions.
  • Not all the vocabulary words are in the glossary, for example, curved surface.
  • Each module contains a parent newsletter. The newsletter highlights key vocabulary and provides the definition for parents in the Glossary section of the newsletter.
  • In Module 1, Lesson 3, the term numeral is present in the Student Journal, but the definition is not introduced in any lesson in Module 1.

Gateway Three

Usability

Not Rated

+
-
Gateway Three Details
This material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two

Criterion 3a - 3e

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

Indicator 3a

The underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.
N/A

Indicator 3b

Design of assignments is not haphazard: exercises are given in intentional sequences.
N/A

Indicator 3c

There is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.
N/A

Indicator 3d

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

Indicator 3e

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

Criterion 3f - 3l

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

Indicator 3f

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

Indicator 3g

Materials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.
N/A

Indicator 3h

Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.
N/A

Indicator 3i

Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.
N/A

Indicator 3j

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

Indicator 3k

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

Indicator 3l

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

Criterion 3m - 3q

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

Indicator 3m

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

Indicator 3n

Materials provide strategies for teachers to identify and address common student errors and misconceptions.
N/A

Indicator 3o

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

Indicator 3p

Materials offer ongoing formative and summative assessments:
N/A

Indicator 3p.i

Assessments clearly denote which standards are being emphasized.
N/A

Indicator 3p.ii

Assessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
N/A

Indicator 3q

Materials encourage students to monitor their own progress.
N/A

Criterion 3r - 3y

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

Indicator 3r

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

Indicator 3s

Materials provide teachers with strategies for meeting the needs of a range of learners.
N/A

Indicator 3t

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

Indicator 3u

Materials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).
N/A

Indicator 3v

Materials provide opportunities for advanced students to investigate mathematics content at greater depth.
N/A

Indicator 3w

Materials provide a balanced portrayal of various demographic and personal characteristics.
N/A

Indicator 3x

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

Indicator 3y

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

Criterion 3z - 3ad

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

Indicator 3z

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

Indicator 3aa

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

Indicator 3ab

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

Indicator 3ac

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

Indicator 3ad

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

Additional Publication Details

Report Published Date: 05/28/2019

Report Edition: 2017

Title ISBN Edition Publisher Year
Patterns Here, Patterns There 9.78192E+12 ORIGO Education 2010
Just A Few More 9.78193E+12 ORIGO Education 2017

About Publishers Responses

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

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

Educator-Led Review Teams

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

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

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

Rubric Design

The EdReports.org’s rubric supports a sequential review process through three gateways. These gateways reflect the importance of standards alignment to the fundamental design elements of the materials and considers other attributes of high-quality curriculum as recommended by educators.

Advancing Through Gateways

  • Materials must meet or partially meet expectations for the first set of indicators to move along the process. Gateways 1 and 2 focus on questions of alignment. Are the instructional materials aligned to the standards? Are all standards present and treated with appropriate depth and quality required to support student learning?
  • Gateway 3 focuses on the question of usability. Are the instructional materials user-friendly for students and educators? Materials must be well designed to facilitate student learning and enhance a teacher’s ability to differentiate and build knowledge within the classroom. In order to be reviewed and attain a rating for usability (Gateway 3), the instructional materials must first meet expectations for alignment (Gateways 1 and 2).

Key Terms Used throughout Review Rubric and Reports

  • Indicator Specific item that reviewers look for in materials.
  • Criterion Combination of all of the individual indicators for a single focus area.
  • Gateway Organizing feature of the evaluation rubric that combines criteria and prioritizes order for sequential review.
  • Alignment Rating Degree to which materials meet expectations for alignment, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.
  • Usability Degree to which materials are consistent with effective practices for use and design, teacher planning and learning, assessment, and differentiated instruction.

Math K-8 Rubric and Evidence Guides

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

For math, our rubrics evaluate materials based on:

  • Focus and Coherence

  • Rigor and Mathematical Practices

  • Instructional Supports and Usability

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

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