Indicator 1b

Indicator 1b Materials give all students extensive work with grade-level problems to meet

the full intent of grade-level standards.

Scoring

4 points

● Materials present all students

with extensive work with

grade-level problems.

AND

● Materials present opportunities

for all students to meet the full

intent of grade-level standards.

2 points

● Materials do not present all

students with extensive work

with grade-level problems.

OR

● Materials do not present

opportunities for all students to

meet the full intent of

grade-level standards.

0 points

● Materials do not present all

students with extensive work

with grade-level problems.

AND

● Materials do not present

opportunities for all students to

meet the full intent of

grade-level standards.

About this indicator:

What is the purpose of this Indicator?

This indicator, along with indicator 1a, determines the shift of Focus. This indicator examines if the materials

provide all students with extensive work with grade-level problems, so that all students engage with the full intent

of the grade-level standards.

ALL standards in the CCSSM should be considered throughout evidence collection for Gateway 1 indicators 1b,

1c, 1d, 1e, 1f, and 1g.

Research or Standards connection:

● Common Core State Standards for Mathematics (CCSSM)

● K-8 Publishers' Criteria for the CCSSM (Summer 2012)

● Student Achievement Partners (SAP) Instructional Materials Evaluation Tool for K-8 Mathematics

● Achieve EQuIP Rubric for Lessons & Units

Resources:

● Video: "The Balance Between Skills and Understanding" (The Hunt Institute)

● SAP Coherence Map

● Institute for Mathematics Education Progressions Documents

Indicator 1b Guiding Question:

Do the materials give all students extensive work with grade-level problems to meet the full intent of

grade-level standards?

Evidence Collection

Are all grade-level standards present? If not, which ones are not present?

Do the materials engage all students in extensive work with grade-level problems? Identify where and how the

materials engage all students in extensive work with grade-level problems. Include evidence of standards

where extensive work is not present. To determine if extensive work has been given for a standard, consider

the following questions:

● Is the standard from a major cluster or a supporting cluster? (Standards from major clusters might require a

different amount of problems than standards from supporting clusters.)

● Have all aspects/parts of a standard been addressed? (Standards with more parts or aspects might require

a different amount of problems than standards with fewer parts or aspects.)

● To what aspect(s) of rigor might the standard correspond? (Standards corresponding to one aspect of rigor

might require a different amount of problems than standards that correspond to a different aspect of rigor.)

Do all students engage with the full intent of grade-level standards? Identify where and how the materials

engage all students with the full intent of grade-level standards. Include evidence of standards where the full

intent is not met.

If the materials include activities that have differentiation suggestions, are they engaging all students with

GRADE-LEVEL problems? Note any differences in the ways in which different populations engage with

grade-level problems. Also note if there is guidance for teachers to inform differentiation options.

Does the amount of off-grade-level content (even if it is mathematically reasonable) negatively impact students’

work with grade-level content to meet the full intent of the grade-level standards? If yes, include evidence that

explains which grade-level standards are affected.

Mathematically Reasonable:

For this indicator, mathematically reasonable refers to the number of grade-levels above or below the current

one. For example, content that is one grade level above or below the current grade level could be

mathematically reasonable.

Cluster Meeting

Consider the following question(s) as evidence is synthesized:

● Are there any grade-level standards absent from the materials? Evidence must be provided for all

grade-level standards absent in the materials.

● Do the materials engage all students in extensive work with grade-level problems? Please explain.

● Do all students engage with the full intent of grade-level standards? Please explain.

● Do the materials include activities that have differentiation suggestions? If so, are they engaging all

students with GRADE-LEVEL problems?

● Does the amount of off-grade-level content (even if it is mathematically reasonable) negatively impact

students’ work with grade-level content to meet the full intent of the grade-level standards? If yes, include

evidence that explains which grade-level standards are affected.

Gateway 1: Focus & Coherence

Criterion 1.2

Coherence

Each grade’s materials are coherent and consistent with the Standards.

What is the purpose of this Criterion?

In Criterion 2, reviewers consider the coherence of the materials by examining:

● how much of the materials address the major clusters of the grade,

● the connections between major and supporting standards within each grade,

● the connections between two or more clusters in a domain, or two or more domains in a grade, and

● the connections between grade-level standards to prior and future-grade-level standards.

Research Connection

● Common Core State Standards for Mathematics (CCSSM)

● K-8 Publishers' Criteria for the CCSSM (Summer 2012)

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

● Achieve EQuIP Rubric for Lessons & Units

Scoring

Meets Expectations

● 7-8 points

Partially Meets Expectations

● 5-6 points

Does Not Meet Expectations

● <5 points

Gateway 1: Focus & Coherence

Criterion 1.2 Each grade’s materials are coherent and consistent with the Standards.