The instructional materials reviewed for Grade 1 do not meet expectations for assessment. For this indicator, the review team examined all written assessments. The instructional materials for Grade 1 repeatedly assess several topics that are beyond the expectations for Grade 1. Some of the assessments could have items modified or omitted so as to align to Grade 1 expectations, and in other cases, the inclusion of the above grade-level expectations is Mathematically reasonable. Overall, the number of modifications or omissions needed, however, significantly impacts the underlying structure of the instructional materials. Following is a list of the topics that align to expectations beyond Grade 1, the standards or clusters to which they actually align and the assessments in which the topics appear.

• Continuing patterns aligns to 3.OA.D.9 “Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends”, and 4.OA.C.5, “Generate and analyze patterns,” and it appears in written assessment 7 after lesson 40-2, written assessment 13 after lesson 70-2 and written assessment 26 after lesson 135. The teaching of this topic is found in nine lessons.
• The identification of pieces of money and determining the value of a collection of coins align to 2.MD.C.8, “Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?”, and they appear in the following written assessments: 10 after lesson 55-2, 12 after lesson 65-2, 15 after lesson 80-2, 19 after lesson 100-2, 21 after lesson 110-2, 22 after lesson 115-2, 24 after lesson 125-2 and 26 after lesson 135. The teaching of these topics is found in 16 lessons.
• Addition and subtraction with money aligns to MD.C.8, “Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?”, and it appears in the following written assessments: 17 after lesson 90-2, 18 after lesson 95-2, 20 after lesson 105-2 and 26 after lesson 135. The teaching of this topic is found in 16 lessons.
• Determining if a number is even or odd aligns to 2.OA.C.3 and it appears in the following Written Assessments: 12 after lesson 65-2, 15 after lesson 80-2 and 20 after lesson 105-2. The teaching of this topic is found in six lessons.
• Lines of symmetry is a topic that aligns to G.A.3,, “Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry”, and this topic appears in written assessment 14 after lesson 75-2. The teaching of this topic is found in two lessons.
• Measurement with inches and centimeters aligns to standards in 2.MD.A, “Measure and estimate lengths in standard units,” and this topic appears in the following written assessments: 21 after lesson 110-2, 22 after lesson 115-2, 25 after lesson 130-2 and 26 after lesson 135. The teaching of this topic appears in 16 lessons.
• Division is a topic that aligns to standards in 3.OA.A,, “Represent and solve problems involving multiplication and division,” and this topic appears in written assessment 22 after lesson 115-2. The teaching of this topic appears in one lesson.
• Fractions with a denominator of three or six is a topic that aligns to standards in 3.G.A, “Reason with shapes and their attributes,” and this topic appears in written assessment 23 after lesson 120-02. The teaching of this topic appears in three lessons.

*Evidence updated 10/27/15

The instructional materials reviewed for Grade 1 do not meet expectations for focus. The majority of class time is not spent on the major clusters of the grade. At first glance, according to the author's alignment, 95 of the 139 lessons are aligned to the major work of the grade level (~68%). However, upon closer study of the material within each lesson, a number of lessons deal with concepts not considered major work. For example, money, odd and even numbers, and addition and subtraction involving money is presented. Some examples of misalignment can be found in:

• Lesson 39; weight;
• Lesson 41; the calendar, pattern, weather and lunch graph, clock, coin cup mental math and problem solving, and right/left sections;
• Lesson 53: counting dimes and pennies;
• Lesson 56: odd and even numbers;
• Lesson 86: adding 2-digit numbers with regrouping using dimes and pennies;
• And lesson 127: subtracting 2-digit numbers.

In actuality, only 62 of the 139 lessons (44.6%) are major work of Grade 1. It is also noteworthy that according to the program overview, the daily instructional time consists of two blocks of instructional time-first 15-20 minutes are "meeting time" and the second 40-45 minutes of "new concept lesson/fact practice/guided practice." Roughly 25% of the daily instructional time is meeting time. It should be noted that some of the activities within the meeting time also are outside of the major work, and only the counting, graphing and math fact pieces are sometimes aligned. At times, the counting activities go beyond the scope as the year progresses, and the math facts addressed go beyond the "sums to 10." Therefore, the amount of minutes spent in major work is further diluted, lessening the amount of time spent on major work, subsequently earning a rating of zero.

The instructional materials reviewed for Grade 1 do not meet expectations for coherence in that the content addressed in the materials does not support focus and coherence. Overall, very few lessons address supporting/additional clusters that substantially support the major work. The reviewers felt that this was due in large part to the low percentage of lessons that were actually focused on the major work of the grade level. Examples of supporting work that does not enhance focus includes:

• In lesson 24, geometry is taught in isolation, therefore it does not support major work of this grade level.
• In lesson 26, shapes are used to create AB patterns which is not consistent with geometry standards and is taught in isolation.
• In lessons 65-1 and 67, students are asked to make a graph (above grade level) by covering a design with pattern blocks.
• In lesson 67, students are asked to partition rectangles into halves and to know the numeric representation of ½, which exceeds the standards and is appropriate for Grade 3.
• In lesson 96, students are drawing congruent shapes. This does not support the major work of the grade and it exceeds the expectations of this grade.

While students routinely answer questions such as "How many?" and "How many more?" about the class weather and classroom lunch /attendance graphs in the "meetings," there is not enough evidence that supporting content enhances focus in the Grade 1 instructional materials.

The instructional materials reviewed for Grade 1 do not meet expectations for amount of content being viable for one school year. The pacing described in the program overview indicates that four lessons should be completed in a week, with either an assessment or review on the fifth day. Once these 12 review days are added in, 151 days are actually needed to complete the curriculum. Although this is a manageable number of days for a school year, only 59% of the year's lessons actually delve into the major work of the grade level. Of the 151 lessons, 63 lessons are aligned to the major work of the grade level, 5 lessons are aligned to the supporting work, and 21 lessons are aligned to additional work of the grade level. Approximately 25% of the lessons (37/151 lessons) are aligned to the MP standards, labeled in the materials themselves, as they don't align to any Grade 1 content standards. For these reasons and the evidence cited in 1b, this grade does not cover the major work with enough depth for students to be ready for the work of the next grade level. Additionally, as the evidence in 1a, 1b and 1c show, even when alignment is documented, the work with the cluster occurs for a small portion of the lesson.

The instructional materials reviewed for Grade 1 do not meet expectations for consistency with the progressions in the standards. This is evidenced through examples below which were found in materials around the progression of grade-by-grade content, the access in materials to grade level problems and the connections to concepts from prior grades. The materials address a great deal of off-grade level content not clearly identified as such, other than identifying the CCSSM focus of the lesson as a MP rather than a Content Standard.

Additionally, some above-grade content is misaligned to a Grade 1 standard. For example:

• Lessons 46, 53 and 66 focus on money, which is the major work of Grade 2, yet they are aligned to 1.NBT.B.
• Lessons 73-75 involve 2-digit computation with money, which should not be introduced until Grade 5, but is aligned to 1.NBT.C.

Prior work in Kindergarten is not identified as it relates to Grade 1 work. In no instances did the review team find evidence that the author explicitly made these connections to prior knowledge. Although the lessons aligned to 1.NBT.A (extending the counting sequence) relate to prior work with numbers to 20 in Kindergarten, no explicit connection is made in the teaching materials. In fact, a great number of lessons seem to still be stuck at the Kindergarten level while revisiting reading, writing and counting to 20. Examples of this are lessons 2, 3, 4 and 8.

The materials reviewed for Grade 1 do not meet expectations for coherence through connections at the grade level. This is evidenced through the absence of CCSSM aligned learning objectives. For example:

• Section 10, lessons 96-99 identified goals such as to draw congruent shapes and designs, measure and draw line segments to the nearest inch, count nickels, count nickels and pennies and order events by time. None of these lessons are shaped by the CCSSM cluster headings for this grade.
• Lessons aligned to 1.OA.B, specifically 41, 61 and 76 have titles that imply standards alignment but are very vague and inaccurate when examining individual problems. Even though the objective is not specific, the commutative property is addressed when reversing the order of the addends.
• Lesson 114 is about adding three single-digit numbers and addresses the associative property, which is not shaped by the cluster headings.

Additionally, a lack of connections in math problems made between and among clusters in a domain and domains in a grade informed the evaluation of instructional materials for this criteria. Examples of missing connections include:

• The connections between 1.NBT.A and 1.NBT.B (understanding place value) should connect to and support students as they work in cluster 1.NBT.C to add and subtract two-digit numbers using strategies and mental math. However, all of the 2-digit computation uses a money (dimes and pennies) context as a place value connection. Examples can be found in lessons 73-75.
• Lesson 81 approaches computation in a procedural way and this continues throughout the rest of the opportunities (lessons 123 and 127). As mentioned, the connection to money is not true coherence in Grade 1 since money is not a grade level expectation.
• The connections between 1.OA.A. (addition and subtraction within 20 to solve word problems) and 1.OA.B (understand and apply properties of operations and relationship between addition and subtraction) and 1.NBT.C (multi-digit addition and subtraction) are limited in that in many lessons, only single-digit computation is involved, and therefore, no real place value connection is made. Examples can be found in lessons 15-1, 25-1 and 33.
• In lesson 95-1, sums of 10 and extension activity solving word problems could be connected as both address Grade 1 clusters but are treated separately. The extension may be completed with some students, not all.
• Lesson 114 focuses on adding three one-digit numbers and could be connected to Grade 1 clusters, but the opportunity was missed.
• Lesson 121 focuses on subtraction and could be connected to Grade 1 clusters, but the opportunity was missed.