Indicator 3k

Indicator 3k Materials regularly provide extensions and/or opportunities for advanced

students to engage with grade-level/course-level mathematics at greater

depth.

Scoring

2 points

● Materials regularly provide

multiple extensions and/or

opportunities for advanced

students to engage with

grade-level/course-level

mathematics at greater depth.

AND

● There are no instances of

advanced students doing more

assignments than their

classmates.

1 point

● Materials regularly provide

multiple extensions and/or

opportunities for advanced

students to engage with

grade-level/course-level

mathematics at greater

depth.

OR

● There are some instances of

advanced students doing more

assignments than their

classmates.

0 points

● Materials provide few, if any,

opportunities for advanced

students to engage with

grade-level/course-level

mathematics at greater depth.

AND

● There are instances of

advanced students doing more

assignments than their

classmates.

About this indicator:

What is the purpose of this Indicator?

This indicator considers whether materials include strategies and support designed to help students in special

populations, such as students with exceptional needs and those requiring additional learning support, to access

and engage with grade-level content. This indicator aims to promote equity by ensuring that materials enable all

students to meet or exceed grade-level standards. By providing targeted support and resources, the materials

facilitate regular and active participation in learning for all students, helping them to overcome barriers and

achieve success alongside their peers. This approach fosters an inclusive learning environment that recognizes

and accommodates diverse learning needs and styles.

Resources:

Supporting Special Populations, Office of Elementary and Secondary Education

Indicator 3k Guiding Question:

Do the materials regularly provide extensions for students who are above grade level to engage with

mathematical content and concepts at greater depth?

Evidence Collection

In the instructional materials being reviewed:

● Ensure there are activities that allow advanced students to explore grade-level content at a deeper

level, encouraging higher-order thinking skills such as analysis, synthesis, and evaluation.

● Look for tasks that are more complex rather than just more of the same work.

● Check for enrichment activities that extend mathematical content in meaningful ways without simply

adding to the workload. These could include complex problem-solving tasks, thematic projects, or

interdisciplinary connections that integrate math with other subjects.

● Ensure materials offer differentiated pathways that cater to the needs of advanced learners, providing

challenges that match their capability without increasing the volume of assignments.

● Look for opportunities within the materials that focus on skill enrichment, such as critical thinking,

problem-solving, or creative expression that align with students' strengths and interests.

● Verify that advanced learners are given choices in how they explore topics or demonstrate

understanding, allowing for greater autonomy and personalized learning experiences.

● Ensure that the advanced materials remain connected to the core curriculum, maintaining relevance

and ensuring coherence with overall learning objectives.

● Check for ways the materials provide opportunities for advanced learners to reflect on their learning

processes and outcomes, enabling them to set personal learning goals and seek further opportunities

for growth.

● Ensure that there are no instances of advanced students doing more assignments than their

classmates.

Cluster Meeting

Preparing for the cluster meeting:

● Are there activities that allow advanced students to explore grade-level content at a deeper level,

encouraging higher-order thinking skills such as analysis, synthesis, and evaluation?

● Do the tasks offer complexity rather than just more of the same work?

● Are there enrichment activities that extend the mathematical content in meaningful ways without simply

adding to the workload, such as complex problem-solving tasks, thematic projects, or interdisciplinary

connections that integrate math with other subjects?

● Do the materials offer differentiated pathways that cater to the needs of advanced learners, providing

challenges that match their capability without increasing the volume of assignments?

● Are there opportunities within the materials that focus on skill enrichment, such as critical thinking,

problem-solving, or creative expression that align with students' strengths and interests?

● Are advanced learners given choices in how they explore topics or demonstrate understanding, allowing

for greater autonomy and personalized learning experiences?

● Do the advanced materials remain connected to the core curriculum, maintaining relevance and ensuring

coherence with overall learning objectives?

● Do the materials provide opportunities for advanced learners to reflect on their learning processes and

outcomes, enabling them to set personal learning goals and seek further opportunities for growth?

● Are there any instances of advanced students doing more assignments than their classmates?

During the cluster meeting:

● Discuss whether there are activities that allow advanced students to explore grade-level content at a

deeper level, encouraging higher-order thinking skills such as analysis, synthesis, and evaluation.

● Discuss whether the mathematical tasks offer complexity rather than just more of the same practice,

potentially involving open-ended projects, independent research, or inquiry-based learning opportunities

that challenge students to think critically, explore concepts deeply, and apply their knowledge creatively.

● Discuss whether there are enrichment activities that extend the content in meaningful ways without

simply adding to the workload, such as complex problem-solving tasks, thematic projects, or

interdisciplinary connections that integrate math with other subjects.

● Discuss whether the materials offer differentiated pathways that cater to the needs of advanced learners,

providing challenges that match their capability without increasing the volume of assignments.

● Discuss whether there are opportunities within the materials that focus on skill enrichment, such as

critical thinking, problem-solving, or creative expression that align with students' strengths and interests.

● Discuss whether advanced learners are given choices in how they explore topics or demonstrate

understanding, allowing for greater autonomy and personalized learning experiences.

● Discuss whether the advanced materials remain connected to the core curriculum, maintaining relevance

and ensuring coherence with overall learning objectives.

● Discuss whether the materials provide opportunities for advanced learners to reflect on their learning

processes and outcomes, enabling them to set personal learning goals and seek further opportunities for

growth.

● Discuss whether there are any instances of advanced students doing more assignments than their

classmates.

Gateway 3: Teacher and Student Supports

Criterion 3.2 Materials are designed for each student’s regular and active participation in

grade-level/grade-band/series content.