Indicator 3m

Indicator 3m Materials provide strategies and supports for students in special populations to

support their regular and active participation in learning grade-level/series

mathematics.

Scoring

2 points

● Materials regularly provide

strategies, supports, and

resources for students in

special populations to support

their regular and active

participation in grade-level

mathematics.

1 point

● Materials do not regularly

provide strategies, supports,

and resources for students in

special populations to support

their regular and active

participation in grade-level

mathematics.

0 points

● There are no strategies,

supports, or resources for

students in special populations

to support their regular and

active participation in

grade-level mathematics.

About this indicator:

What is the purpose of this Indicator?

This indicator examines whether the materials provide strategies, supports, and resources for students in special

populations to support their regular and active participation in grade-level mathematics.

Research or Standards connection:

For this indicator, special populations refers to students that must overcome barriers that may require special

consideration and attention to ensure equal opportunity for success and in an educational setting.

Resources:

● Supporting Special Populations, Office of Elementary and Secondary Education

Indicator 3m Guiding Question:

What opportunities are there for students in special populations to engage with materials to support ongoing

participation in grade-level mathematics content?

Evidence Collection

Review teacher and student materials across the series.

Look for and record evidence to:

● Describe where and how the materials provide specific strategies and supports for differentiating

instruction to meet the needs of students in special populations.

● Identify whether the materials support students in special populations in regular and active participation in

grade-level mathematics and include any instances where differentiation does not present opportunities to

engage students in the work of the grade level.

● Describe teacher guidance around using grouping strategies with students in special populations.

Note - There must be more than a statement at the beginning of the chapter or lesson that is generic or states

that the same strategy could be used with every lesson.

Cluster Meeting

Discuss and answer the following questions to support consensus scoring conversations:

● How and where do materials provide appropriate differentiated strategies and supports for students in

special populations?

● Do materials provide differentiation supports to sufficiently engage students in grade-level/course-level

mathematics?

● Do the materials include overarching guidance on strategies and accommodations for special populations?

Are these evident in lessons?

Gateway 3: Usability

Criterion 3.3 The program includes materials designed for each student’s regular and

active participation in grade-level/grade-band/series content.