Indicator 1b.ii

Indicator 1b.ii Materials provide students with opportunities to work with all high school

standards and do not distract students with prerequisite or additional topics.

1b.ii. Materials, when used as designed, allow students to fully learn each

standard.

Scoring

4 points

● Evidence clearly describes how

the materials for the series,

when used as designed,

enable students to fully learn

all or most of the non-plus

standards.

2 points

● Materials for the series, when

used as designed, do not

enable students to fully learn

some of the non-plus

standards.

0 points

● Materials for the series, when

used as designed, do not

enable students to fully learn

most of the non-plus standards.

About this indicator:

What is the purpose of this Indicator?

This indicator, along with the other indicators of Gateway 1, determines the shifts of focus and coherence. This

indicator attends to the shift of focus by examining the non-plus standards. This indicator attends to the shift of

coherence by determining if the materials of a series, when used as designed, enable all students to fully learn

every aspect of each non-plus standard.

Research or Standards connection:

● Common Core State Standards for Mathematics (CCSSM)

● High School Publishers' Criteria for the CCSSM (Spring 2013)

● Student Achievement Partners (SAP) Instructional Materials Evaluation Tool for High School Mathematics

● Achieve EQuIP Rubric for Lessons & Units

● CCSS Mathematics Curriculum Materials Analysis Project

Resources:

● SAP Coherence Map

● Institute for Mathematics Education Progressions Documents

Indicator 1b.ii Guiding Question:

Do the materials, when used as designed, allow students to fully learn each non-plus standard?

Evidence Collection

Review the HS CCSSM to become familiar with the non-plus standards and clusters.

Review the tables of contents for both the student and teacher editions, any standards-alignment information

in the materials, and any scope and sequence information provided by the publisher to establish a foundation

of where and how often the non-plus standards are addressed.

Review chapters, lessons, activities, and assessments throughout the series to verify any standards-alignment

information in the materials or given by the publishers.

For each course in the series, reviewers should note what aspects, how often those aspects, and in what

ways those aspects of non-plus standards are addressed through any instructional materials provided,

including assessments.

Aspects could include, but are not limited to:

● types of mathematical objects (equation, expression, inequality);

● types of numbers;

● families of mathematical objects (polynomial, exponential, logarithmic, rational, etc.); and

● tools used (paper and pencil, graphing calculators, software, etc.).

For the series, reviewers should examine all provided materials to document when STUDENTS are provided

with sufficient opportunities to fully learn a non-plus standard, paying careful attention to each aspect of the

standard.

● For example, if students are given numerous opportunities to decide if two figures are similar by using

the definition of similarity in terms of transformations, articulate the transformations required to show the

similarity, and explain the meaning of similarity- all verified with formative assessments and given further

opportunities if needed- then the materials allow students to fully learn standard G-SRT.2.

For the series, reviewers should document when aspects of non-plus standards are addressed on limited

occasions through any instructional materials provided, including assessments.

The following examples are non-conclusive guides for illustrative purpose only:

● If the materials provide only one lesson where students use function notation, then the materials do not

allow students to fully learn F-IF.2.

● If students are required to explain each step in solving a simple equation a limited number of times within

the series, then the materials do not allow students to fully learn A-REI.1.

● If students only calculate average rate of change of linear functions and all other aspects of F-IF.6 are

addressed, then the materials do not allow students to fully learn F-IF.6.

● If materials provide limited exercises for students to practice a standard, then the materials do not allow

students to fully learn the standard.

For the series, reviewers should consider the numbers, equation types, contexts, etc. that students should

encounter as indicated by the non-plus standards. The following examples are non-conclusive guides for

illustrative purpose only:

● If students solve systems of linear equations only with equations in slope-intercept form, then the

materials do not allow students to fully learn A-REI.6.

● If students only factor quadratics with a leading coefficient of 1, then the materials do not allow students

to fully learn A-SSE.3 or A-APR.3.

For the series, reviewers should note where the materials employ formative assessments to help teachers

and students know if students are ready to move on or if students require more work on non-plus standards.

When this occurs, document how teachers and students will know what to do in order to fully learn non-plus

standards.

Cluster Meeting

Do the materials, when used as designed, enable students to fully learn each non-plus standard?

● If yes, be able to clearly describe the various ways in which the materials enable all students to learn all

of the aspects of the non-plus standards.

● If no, be able to clearly describe what characteristics the series is missing and how those characteristics

would inhibit students from fully learning each non-plus standard.

If the series has not enabled all students to fully learn each non-plus standard, then what are the specific

characteristics (for example, limited opportunities for practice, extensive scaffolding, etc.) that the series is

missing?

Do the available materials provide ample opportunity for students to demonstrate that they have mastered

the standard by the end of the series?

Gateway 1: Focus & Coherence

Criterion 1.1 Materials are coherent and consistent with “the high school standards that

specify the mathematics which all students should study in order to be

college and career ready” (p.57 of CCSSM).