Indicator 1c

Indicator 1c When implemented as designed, the majority of the materials address the

major clusters of each grade.

Scoring

2 points

● The majority (at least 65%) of the materials, when

implemented as designed, address the major clusters of

the grade.

0 points

● The majority (at least 65%) of the materials,

when implemented as designed, do not

address the major clusters of the grade.

About this indicator:

What is the purpose of this Indicator?

This indicator, along with indicators 1d, 1e, 1f, and 1g, determines the shift of Coherence. This indicator addresses

coherence within the grade level by examining if the majority of the materials address the major clusters of the

grade, including connections between major and supporting clusters.

Indicator 1c examines how much of the materials addresses standards identified as major work for each grade in

the K-8 grade-level standards. This indicator also includes connections between standards identified as

supporting work and major work.

This indicator is informed by the other indicators in Coherence and should be reviewed at the end of Gateway 1.

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

● Focus Component 2: Major Clusters of the Grade

Indicator 1c Guiding Question:

Do at least 65% of the materials, when implemented as designed, address the major clusters of the grade?

Evidence Collection

This indicator is informed by the other indicators in Coherence and should be reviewed at the end of Gateway

1. Connections between supporting work and major work should be included in the calculations for different

perspectives.

Collect evidence in the Table provided in the 1c Reviewer Evidence Collection document.

For this indicator, you should consider multiple perspectives when collecting evidence, including:

● Units/chapters (including assessments):

○ List the units/chapters that address the major work of the grade and connections between supporting

and major work.

○ Explain the specific standards/clusters being addressed.

○ What percent of units/chapters address the major work of the grade and connections between

supporting and major work?

○ State the units/chapters included in the numerator and denominator of your calculation.

● Lessons/Activities (including assessments):

○ List the lessons/activities that address the major work of the grade and connections between

supporting and major work.

○ Explain the specific standards/clusters being addressed.

○ What percent of lessons/activities address the major work of the grade and connections between

supporting and major work?

○ State the units/chapters included in the numerator and denominator of your calculation.

● Instructional Time (including assessments):

○ Time can be days, hours, or minutes. For materials where a lesson equals a day, please note above,

and use minutes as a measure for this perspective.

○ List the amounts of instructional time that address the major work of the grade and connections

between supporting and major work.

○ Explain the specific standards/clusters being addressed.

○ What percent of instructional time addresses the major work of the grade and connections between

supporting and major work?

○ State the amounts of instructional time included in the numerator and denominator of your calculation.

If it is not possible for a reviewer to capture data for any of these three perspectives, then the reviewer should

provide an explanation of why a perspective was not feasible. (For example, a set of materials is not divided

into units/chapters, so a calculation from that perspective is not possible.)

If a perspective other than the three already given is a better representation for the materials, then the reviewer

should clearly explain why the other perspective is better and include evidence and calculations to accompany

the additional perspective.

The total amount of instructional time for this indicator is calibrated to the totals used in Indicator 1g. Calibrating

the totals does not mean the totals for 1c and 1g have to be the same.

If the materials include optional chapters/lessons/activities or provide choices for teachers as to what parts of

the materials are used, please discuss calculations for 1c with EdReports’ staff.

A minimum of 65% should be viewed as a guideline for reviewers. Reviewers should discuss materials on the

borderline (e.g., 60%-64%) with EdReports staff.

Cluster Meeting

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

● Review the evidence collected from at least three perspectives. (Chapters/units, lessons, days, minutes,

etc.)

● Which perspective is most representative of the materials? Why?

● Do the materials spend a minimum of 65% of instructional time on major work of the grade, including

supporting work connected to major work of the grade? Please explain.

● How similar are each reviewer's calculations? If there are differences in calculations between reviewers,

those differences should be clearly evident in reviewers evidence collection documents.

● If the materials spiral concepts and skills within each grade level, please explain how you integrated the

spiraling within your calculations?

● Evidence that reflects difficulty in calculating percentages for the materials should be discussed with

EdReports staff to determine appropriate placement within the grade-level report.

Gateway 1: Focus & Coherence

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