Bluebonnet Learning Math, Grade 1

Overview

Grade K Quality Review Summary

Strengths

• 1.1 Course-Level Design: Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and knowledge taught in the course, suggested pacing guides for various instructional calendars, provide explanations for the rationale of unit order and concept connections, offer guidance for unit and lesson internalization, or resources to support administrators and instructional coaches in implementing the materials as designed.
• 1.2 Unit-Level Design: Materials include comprehensive unit overviews that provide background content knowledge and academic vocabulary necessary for effective teaching and contain supports for families in both Spanish and English with suggestions for supporting their student's progress.
• 2.1 Instructional Assessments: Materials include a variety of instructional assessments at the unit and lesson levels, including diagnostic, formative, and summative assessments with varied tasks and questions, along with definitions and purposes, teacher guidance for consistent administration, alignment to TEKS and objectives, and standards-aligned items at different levels of complexity.
• 2.2 Data Analysis and Progress Monitoring: Materials include instructional assessments and scoring information that provides guidance for interpreting and responding to student performance, offer guidance on using tasks and activities to address student performance trends, and include tools for students to track their own progress and growth.
• 3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction, activities, and scaffolded lessons for students who have not yet reached proficiency, pre-teaching or embedded supports for unfamiliar vocabulary and references in text, and guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
• 3.2 Instructional Methods: Materials include prompts and guidance to support teachers in modeling, explaining, and directly and explicitly communicating concepts to be learned. They provide teacher guidance and recommendations for effective lesson delivery using various instructional approaches, and support multiple types of practice with guidance on recommended structures, such as whole group, small group, and individual settings, to ensure effective implementation.
• 4.1 Depth of Key Concepts: Materials provide practice opportunities and instructional assessments that require students to demonstrate depth of understanding aligned to the TEKS, with questions and tasks that progressively increase in rigor and complexity, leading to grade-level proficiency in mathematics standards.
• 4.2 Coherence of Key Concepts: Materials demonstrate coherence across courses and grade bands through a logically sequenced scope and sequence, explicitly connecting patterns, big ideas, and relationships between mathematical concepts, linking content and language across grade levels, and connecting students' prior knowledge to new mathematical knowledge and skills.
• 4.3 Spaced and Interleaved Practice: Materials provide spaced retrieval and interleaved practice opportunities with previously learned skills and concepts across lessons and units.
• 5.1 Development of Conceptual Understanding: Materials include questions and tasks that require students to interpret, analyze, and evaluate various models for mathematical concepts, create models to represent mathematical situations, and apply conceptual understanding to new problem situations and contexts.
• 5.2 Development of Fluency: Materials provide tasks designed to build student automaticity and fluency for grade-level tasks, offer opportunities to practice efficient and accurate mathematical procedures, evaluate procedures for efficiency and accuracy, and include embedded supports for teachers to guide students toward more efficient approaches.
• 5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed, include questions and tasks that use concrete models, pictorial representations, and abstract representations, and provide supports for students in connecting and explaining these models to abstract concepts.
• 5.4 Development of Academic Mathematical Language: Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and language strategies, with embedded teacher guidance on scaffolding vocabulary, syntax, and discourse, and supporting mathematical conversations to refine and use math language.
• 5.5 Process Standards Connections: Materials integrate process standards appropriately, providing descriptions of how they are incorporated and connected throughout the course, within each unit, and in each lesson.
• 6.1 Student Self-Efficacy: Materials provide opportunities for students to think mathematically, persevere through problem-solving, and make sense of mathematics, while supporting them in understanding multiple ways to solve problems and requiring them to engage with math through doing, writing, and discussion.
• 6.2 Facilitating Productive Struggle: Materials support teachers in guiding students to share and reflect on their problem-solving approaches, offering prompts and guidance for providing explanatory feedback based on student responses and anticipated misconceptions.

Challenges

• 1.3 Lesson-Level Design: Materials do not include comprehensive, structured, detailed lesson plans that include daily objectives required to meet language standards of the lesson.
• 3.3 Support for Emergent Bilingual Students: The materials do not include teacher guidance on providing linguistic accommodations for multiple levels of language proficiency as defined by the ELPS.

Summary

Bluebonnet Learning is a mathematics K–5 program aligned to the Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS). The instructional materials offer a structured approach to Kindergarten math instruction, incorporating a detailed scope and sequence that outlines the concepts and knowledge to be taught across various modules. Each module is supported by pacing guides that accommodate different instructional calendars, ensuring effective implementation regardless of the number of instructional days available. The program includes comprehensive module overviews that provide essential background knowledge, academic vocabulary, and misconceptions necessary for teaching concepts effectively.

Campus and district instructional leaders should consider the following:

• The program includes instructional materials with interviews and observational tasks that progress toward standard proficiency. Rubrics and exemplar student responses support teachers in scoring and responding to student performance. The lessons include a variety of instructional strategies including strategies to support emergent bilingual students. Separate small group lessons for intervention or extension are not included in the materials. 
• The program includes materials that allow students to work through the vertically aligned problem-solving model and to think critically about mathematics. Routines within the program support the teacher with engaging students in the demands of the mathematical standards and include intentional daily opportunities for discourse, high-level thinking, and flexible thinking. Tasks in the materials build in complexity using the concrete, representational, abstract approach to learning mathematics, going deep on the most important topics at the grade level. Over time, the materials tell a coherent story of mathematics within and across grade levels.

Grade 1 Quality Review Summary

Strengths

• 1.1 Course-Level Design: Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and knowledge taught in the course, suggested pacing guides for various instructional calendars, explanations for the rationale of unit order and concept connections, guidance for unit and lesson internalization, and resources to support administrators and instructional coaches in implementing the materials as designed.
• 1.2 Unit-Level Design: Materials include comprehensive unit overviews that provide background content knowledge and academic vocabulary necessary for effective teaching, and contain supports for families in both Spanish and English with suggestions for supporting their student's progress. 
• 2.1 Instructional Assessments: Materials include a variety of instructional assessments at the unit and lesson levels, including diagnostic, formative, and summative assessments with varied tasks and questions, along with definitions and purposes, teacher guidance for consistent administration, alignment to TEKS and objectives, and standards-aligned items at different levels of complexity. 
• 2.2 Data Analysis and Progress Monitoring: Materials include instructional assessments and scoring information that provide guidance for interpreting and responding to student performance, offer guidance on using tasks and activities to address student performance trends, and include tools for students to track their own progress and growth. 
• 3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction, activities, and scaffolded lessons for students who have not yet reached proficiency, pre-teaching or embedded supports for unfamiliar vocabulary and references in text, and guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills. 
• 3.2 Instructional Methods: Materials include prompts and guidance to support teachers in modeling, explaining, and directly and explicitly communicating concepts to be learned. They provide teacher guidance and recommendations for effective lesson delivery using various instructional approaches, and support multiple types of practice with guidance on recommended structures, such as whole group, small group, and individual settings, to ensure effective implementation. 
• 4.1 Depth of Key Concepts: Materials provide practice opportunities and instructional assessments that require students to demonstrate depth of understanding aligned to the TEKS, with questions and tasks that progressively increase in rigor and complexity, leading to grade-level proficiency in mathematics standards. 
• 4.2 Coherence of Key Concepts: Materials demonstrate coherence across courses and grade bands through a logically sequenced scope and sequence, explicitly connecting patterns, big ideas, and relationships between mathematical concepts, linking content and language across grade levels, and connecting students' prior knowledge to new mathematical knowledge and skills. 
• 4.3 Spaced and Interleaved Practice: Materials provide spaced retrieval and interleaved practice opportunities with previously learned skills and concepts across lessons and units. 
• 5.1 Development of Conceptual Understanding: Materials include questions and tasks that require students to interpret, analyze, and evaluate various models for mathematical concepts, create models to represent mathematical situations, and apply conceptual understanding to new problem situations and contexts. 
• 5.2 Development of Fluency: Materials provide tasks designed to build student automaticity and fluency for grade-level tasks, offer opportunities to practice efficient and accurate mathematical procedures, evaluate procedures for efficiency and accuracy, and include embedded supports for teachers to guide students toward more efficient approaches. 
• 5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed, include questions and tasks that use concrete models, pictorial representations, and abstract representations, and provide supports for students in connecting and explaining these models to abstract concepts. 
• 5.4 Development of Academic Mathematical Language: Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and language strategies, with embedded teacher guidance on scaffolding vocabulary, syntax, and discourse, and supporting mathematical conversations to refine and use math language. 
• 5.5 Process Standards Connections: Materials integrate process standards appropriately, providing descriptions of how they are incorporated and connected throughout the course, within each unit, and in each lesson. 
• 6.1 Student Self-Efficacy: Materials provide opportunities for students to think mathematically, persevere through problem-solving, and make sense of mathematics, while supporting them in understanding multiple ways to solve problems and requiring them to engage with math through doing, writing, and discussion. 
• 6.2 Facilitating Productive Struggle: Materials support teachers in guiding students to share and reflect on their problem-solving approaches, offering prompts and guidance for providing explanatory feedback based on student responses and anticipated misconceptions.

Challenges

• 1.3 Lesson-Level Design: 1.3 Lesson-Level Design: Materials do not include comprehensive, structured, detailed lesson plans that include daily objectives required to meet language standards of lessons.
• 3.3 Support for Emergent Bilingual Students: The materials do not include teacher guidance on providing linguistic accommodations for multiple levels of language proficiency as defined by the ELPS.

Summary

Bluebonnet Learning is a mathematics K–5 program aligned to the Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS). The materials offer a structured approach to grade 1 math instruction, incorporating a detailed scope and sequence that outlines the concepts and knowledge to be taught across various units. Each unit is supported by pacing guides that accommodate different instructional calendars, ensuring effective implementation regardless of the number of instructional days available. The materials include comprehensive unit overviews that provide essential background knowledge, academic vocabulary, and misconceptions necessary for teaching concepts effectively. 

Campus and district instructional leaders should consider the following:

• Bluebonnet Learning includes instructional materials with assessment tasks that progress toward standard proficiency. Rubrics and exemplar student responses support teachers in scoring and responding to student performance. The lessons include a variety of instructional strategies including strategies to support emergent bilingual students. Separate small group lessons for intervention or extension are not included in the materials. 
• Bluebonnet Learning includes materials that allow students to work through the vertically aligned problem-solving model and to think critically about mathematics. The materials build in complexity using the concrete, representational, abstract approach to learning mathematics, going deep on the most important topics at the grade level. Over time, the materials tell a coherent story of mathematics within and across grade levels. 

Grade 2 Quality Review Summary

Strengths

• 1.1 Course-Level Design: Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and knowledge taught in the course, lack suggested pacing guides for various instructional calendars, provide explanations for the rationale of unit order and concept connections, nor do they offer guidance for unit and lesson internalization, or resources to support administrators and instructional coaches in implementing the materials as designed.
• 1.2 Unit-Level Design: Materials include comprehensive unit overviews that provide background content knowledge and academic vocabulary necessary for effective teaching, and contain supports for families in both Spanish and English with suggestions for supporting their student's progress. 
• 2.1 Instructional Assessments: Materials include a variety of instructional assessments at the unit and lesson levels, including diagnostic, formative, and summative assessments with varied tasks and questions, along with definitions and purposes, teacher guidance for consistent administration, alignment to TEKS and objectives, and standards-aligned items at different levels of complexity. 
• 2.2 Data Analysis and Progress Monitoring: Materials include instructional assessments and scoring information that provides guidance for interpreting and responding to student performance, offer guidance on using tasks and activities to address student performance trends, and include tools for students to track their own progress and growth. 
• 3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction, activities, and scaffolded lessons for students who have not yet reached proficiency, pre-teaching or embedded supports for unfamiliar vocabulary and references in text, and guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills. 
• 3.2 Instructional Methods: Materials include prompts and guidance to support teachers in modeling, explaining, and directly and explicitly communicating concepts to be learned. They provide teacher guidance and recommendations for effective lesson delivery using various instructional approaches, and support multiple types of practice with guidance on recommended structures, such as whole group, small group, and individual settings, to ensure effective implementation. 
• 4.1 Depth of Key Concepts: Materials provide practice opportunities and instructional assessments that require students to demonstrate depth of understanding aligned to the TEKS, with questions and tasks that progressively increase in rigor and complexity, leading to grade-level proficiency in mathematics standards. 
• 4.2 Coherence of Key Concepts: Materials demonstrate coherence across courses and grade bands through a logically sequenced scope and sequence, explicitly connecting patterns, big ideas, and relationships between mathematical concepts, linking content and language across grade levels, and connecting students' prior knowledge to new mathematical knowledge and skills. 
• 4.3 Spaced and Interleaved Practice: Materials provide spaced retrieval and interleaved practice opportunities with previously learned skills and concepts across lessons and units. 
• 5.1 Development of Conceptual Understanding: Materials include questions and tasks that require students to interpret, analyze, and evaluate various models for mathematical concepts, create models to represent mathematical situations, and apply conceptual understanding to new problem situations and contexts. 
• 5.2 Development of Fluency: Materials provide tasks designed to build student automaticity and fluency for grade-level tasks, offer opportunities to practice efficient and accurate mathematical procedures, evaluate procedures for efficiency and accuracy, and include embedded supports for teachers to guide students toward more efficient approaches. 
• 5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed, include questions and tasks that use concrete models, pictorial representations, and abstract representations, and provide supports for students in connecting and explaining these models to abstract concepts. 
• 5.4 Development of Academic Mathematical Language: Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and language strategies, with embedded teacher guidance on scaffolding vocabulary, syntax, and discourse, and supporting mathematical conversations to refine and use math language. 
• 5.5 Process Standards Connections: Materials integrate process standards appropriately, providing descriptions of how they are incorporated and connected throughout the course, within each unit, and in each lesson. 
• 6.1 Student Self-Efficacy: Materials provide opportunities for students to think mathematically, persevere through problem-solving, and make sense of mathematics, while supporting them in understanding multiple ways to solve problems and requiring them to engage with math through doing, writing, and discussion. 
• 6.2 Facilitating Productive Struggle: Materials support teachers in guiding students to share and reflect on their problem-solving approaches, offering prompts and guidance for providing explanatory feedback based on student responses and anticipated misconceptions.

Challenges

• 1.3 Lesson-Level Design: Materials do not include comprehensive, structured, detailed lesson plans that include daily objectives required to meet the language standards of the lesson.
• 3.3 Support for Emergent Bilingual Students: The materials do not include teacher guidance on providing linguistic accommodations for various levels of language proficiency as defined by the ELPS

Summary

Bluebonnet Learning is a mathematics K–5 program aligned to the Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS). The curriculum offers a structured approach to grade 2 math instruction, incorporating a detailed scope and sequence that outlines the concepts and knowledge to be taught across various units. Each unit is supported by pacing guides that accommodate different instructional calendars, ensuring effective implementation regardless of the number of instructional days available. The program includes comprehensive unit overviews that provide essential background knowledge, academic vocabulary, and misconceptions necessary for teaching concepts effectively. 

Campus and district instructional leaders should consider the following:

• The program includes instructional materials with assessment tasks that progress toward standard proficiency. Rubrics and exemplar student responses support teachers in scoring and responding to student performance. The lessons include a variety of instructional strategies including strategies to support emergent bilingual students. The materials do not include separate small group lessons for intervention or extension. 
• The program includes materials that allow students to work through the vertically aligned problem-solving model and to think critically about mathematics. The materials build in complexity using the concrete, representational, abstract approach to learning mathematics, going deep on the most important topics at the grade level. Over time, the materials tell a coherent story of mathematics within and across grade levels. 

Grade 3 Quality Review Summary

Strengths

• 1.1 Course-Level Design: Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and knowledge taught in the course, with suggested pacing guides for various instructional calendars, explanations for the rationale of unit order and concept connections, guidance for unit and lesson internalization, and resources to support administrators and instructional coaches in implementing the materials as designed.
• 1.2 Unit-Level Design: Materials include comprehensive unit overviews that provide background content knowledge and academic vocabulary necessary for effective teaching, and contain supports for families in both Spanish and English with suggestions for supporting their student's progress.
• 2.1 Instructional Assessments: Materials include a variety of instructional assessments at the unit and lesson levels, including diagnostic, formative, and summative assessments with varied tasks and questions, along with definitions and purposes, teacher guidance for consistent administration, alignment to TEKS and objectives, and standards-aligned items at different levels of complexity.
• 2.2 Data Analysis and Progress Monitoring: Materials include instructional assessments and scoring information that provide guidance for interpreting and responding to student performance, offer guidance on using tasks and activities to address student performance trends, and include tools for students to track their own progress and growth.
• 3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction, activities, and scaffolded lessons for students who have not yet reached proficiency, pre-teaching or embedded supports for unfamiliar vocabulary and references in text, and guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
• 3.2 Instructional Methods: Materials include prompts and guidance to support teachers in modeling, explaining, and directly and explicitly communicating concepts to be learned. They provide teacher guidance and recommendations for effective lesson delivery using various instructional approaches, and support multiple types of practice with guidance on recommended structures, such as whole group, small group, and individual settings, to ensure effective implementation.
• 4.1 Depth of Key Concepts: Materials provide practice opportunities and instructional assessments that require students to demonstrate depth of understanding aligned to the TEKS, with questions and tasks that progressively increase in rigor and complexity, leading to grade-level proficiency in mathematics standards.
• 4.2 Coherence of Key Concepts: Materials demonstrate coherence across courses and grade bands through a logically sequenced scope and sequence, explicitly connecting patterns, big ideas, and relationships between mathematical concepts, linking content and language across grade levels, and connecting students' prior knowledge to new mathematical knowledge and skills.
• 4.3 Spaced and Interleaved Practice: Materials provide spaced retrieval and interleaved practice opportunities with previously learned skills and concepts across lessons and units.
• 5.1 Development of Conceptual Understanding: Materials include questions and tasks that require students to interpret, analyze, and evaluate various models for mathematical concepts, create models to represent mathematical situations, and apply conceptual understanding to new problem situations and contexts.
• 5.2 Development of Fluency: Materials provide tasks designed to build student automaticity and fluency for grade-level tasks, offer opportunities to practice efficient and accurate mathematical procedures, evaluate procedures for efficiency and accuracy, and include embedded supports for teachers to guide students toward more efficient approaches.
• 5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed, include questions and tasks that use concrete models, pictorial representations, and abstract representations, and provide supports for students in connecting and explaining these models to abstract concepts.
• 5.4 Development of Academic Mathematical Language: Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and language strategies, with embedded teacher guidance on scaffolding vocabulary, syntax, and discourse, and supporting mathematical conversations to refine and use math language.
• 5.5 Process Standards Connections: Materials integrate process standards appropriately, providing descriptions of how they are incorporated and connected throughout the course, within each unit, and in each lesson.
• 6.1 Student Self-Efficacy: Materials provide opportunities for students to think mathematically, persevere through problem-solving, and make sense of mathematics, while supporting them in understanding multiple ways to solve problems and requiring them to engage with math through doing, writing, and discussion.
• 6.2 Facilitating Productive Struggle: Materials support teachers in guiding students to share and reflect on their problem-solving approaches, offering prompts and guidance for providing explanatory feedback based on student responses and anticipated misconceptions.

Challenges

• 1.3 Lesson-Level Design: Materials do not include comprehensive, structured, detailed lesson plans that include daily objectives required to meet language standards of the lesson.
• 3.3 Support for Emergent Bilingual Students: The materials do not include teacher guidance on providing linguistic accommodations for multiple levels of language proficiency as defined by the ELPS.

Summary

Bluebonnet Learning is a mathematics 3-5 program aligned to the Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS). The instructional materials offers a structured approach to grade 3 math instruction, incorporating a detailed scope and sequence that outlines the concepts and knowledge to be taught across various units. Each unit is supported by pacing guides that accommodate different instructional calendars, ensuring effective implementation regardless of the number of instructional days available. The program includes comprehensive unit overviews that provide essential background knowledge, academic vocabulary, and misconceptions necessary for teaching concepts effectively. 

Campus and district instructional leaders should consider the following: 

• The program materials include instructional materials with assessment tasks that provide progressions towards proficiency through rubrics and exemplar student responses to support scoring and responding to student performance. The lessons include margin notes throughout to offer support that ensures access for all learners. Unit Overviews include the foundational standards that support the recommendation to use the Succeed resource from the prior grade for intervention. The materials include instruction for various strategies to suit students' needs and preferences. Separate small group lessons for intervention or extension are not a part of the materials. 
• The program includes materials that allow students to work through the vertically aligned problem-solving model and to think critically about mathematics. The materials have a variety of ways to assess ELPS embedded into mathematics, including strategies for emerging bilingual learners. Routines within the program, such as lesson structure, support the teacher with engaging students in the demands of the mathematical tasks and include intentional daily opportunities for discourse, high-level thinking, and flexible thinking. Tasks throughout the materials consistently build in complexity using the concrete, representational, abstract approach to learning mathematics, going deep on the most critical topics to the grade level. Over time, the materials tell a coherent story of mathematics within and across grade levels. 

Grade 4 Quality Review Summary

Strengths

• 1.1 Course-Level Design: Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and knowledge taught in the course, with suggested pacing guides for various instructional calendars, explanations for the rationale of unit order and concept connections, guidance for unit and lesson internalization, and resources to support administrators and instructional coaches in implementing the materials as designed.
• 1.2 Unit-Level Design: Materials include comprehensive unit overviews that provide background content knowledge and academic vocabulary necessary for effective teaching, and contain supports for families in both Spanish and English with suggestions for supporting their student's progress.
• 2.1 Instructional Assessments: Materials include a variety of instructional assessments at the unit and lesson levels, including diagnostic, formative, and summative assessments with varied tasks and questions, along with definitions and purposes, teacher guidance for consistent administration, alignment to TEKS and objectives, and standards-aligned items at different levels of complexity.
• 2.2 Data Analysis and Progress Monitoring: Materials include instructional assessments and scoring information that provide guidance for interpreting and responding to student performance, offer guidance on using tasks and activities to address student performance trends, and include tools for students to track their own progress and growth.
• 3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction, activities, and scaffolded lessons for students who have not yet reached proficiency, pre-teaching or embedded supports for unfamiliar vocabulary and references in text, and guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
• 3.2 Instructional Methods: Materials include prompts and guidance to support teachers in modeling, explaining, and directly and explicitly communicating concepts to be learned. They provide teacher guidance and recommendations for effective lesson delivery using various instructional approaches, and support multiple types of practice with guidance on recommended structures, such as whole group, small group, and individual settings, to ensure effective implementation.
• 4.1 Depth of Key Concepts: Materials provide practice opportunities and instructional assessments that require students to demonstrate depth of understanding aligned to the TEKS, with questions and tasks that progressively increase in rigor and complexity, leading to grade-level proficiency in mathematics standards.
• 4.2 Coherence of Key Concepts: Materials demonstrate coherence across courses and grade bands through a logically sequenced scope and sequence, explicitly connecting patterns, big ideas, and relationships between mathematical concepts, linking content and language across grade levels, and connecting students' prior knowledge to new mathematical knowledge and skills.
• 4.3 Spaced and Interleaved Practice: Materials provide spaced retrieval and interleaved practice opportunities with previously learned skills and concepts across lessons and units.
• 5.1 Development of Conceptual Understanding: Materials include questions and tasks that require students to interpret, analyze, and evaluate various models for mathematical concepts, create models to represent mathematical situations, and apply conceptual understanding to new problem situations and contexts.
• 5.2 Development of Fluency: Materials provide tasks designed to build student automaticity and fluency for grade-level tasks, offer opportunities to practice efficient and accurate mathematical procedures, evaluate procedures for efficiency and accuracy, and include embedded supports for teachers to guide students toward more efficient approaches.
• 5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed, include questions and tasks that use concrete models, pictorial representations, and abstract representations, and provide supports for students in connecting and explaining these models to abstract concepts.
• 5.4 Development of Academic Mathematical Language: Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and language strategies, with embedded teacher guidance on scaffolding vocabulary, syntax, and discourse, and supporting mathematical conversations to refine and use math language.
• 5.5 Process Standards Connections: Materials integrate process standards appropriately, providing descriptions of how they are incorporated and connected throughout the course, within each unit, and in each lesson.
• 6.1 Student Self-Efficacy: Materials provide opportunities for students to think mathematically, persevere through problem-solving, and make sense of mathematics, while supporting them in understanding multiple ways to solve problems and requiring them to engage with math through doing, writing, and discussion.
• 6.2 Facilitating Productive Struggle: Materials support teachers in guiding students to share and reflect on their problem-solving approaches, offering prompts and guidance for providing explanatory feedback based on student responses and anticipated misconceptions.

Challenges

• 1.3 Lesson-Level Design: 1.3 Lesson-Level Design: Materials do not include comprehensive, structured, detailed lesson plans that include daily objectives required to meet language standards of the lesson.
• 3.3 Support for Emergent Bilingual Students: The materials do not include teacher guidance on providing linguistic accommodations for multiple levels of language proficiency as defined by the ELPS.

Summary

Bluebonnet Learning is a mathematics 3-5 program aligned to the Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS). The instructional materials offers a structured approach to grade 4 math instruction, incorporating a detailed scope and sequence that outlines the concepts and knowledge to be taught across various units. Each unit is supported by pacing guides that accommodate different instructional calendars, ensuring effective implementation regardless of the number of instructional days available. The program includes comprehensive unit overviews that provide essential background knowledge, academic vocabulary, and misconceptions necessary for teaching concepts effectively. 

Campus and district instructional leaders should consider the following: 

• The program materials include instructional materials with assessment tasks that provide progressions towards proficiency through rubrics and exemplar student responses to support scoring and responding to student performance. The lessons include margin notes throughout to offer support that ensures access for all learners. Unit Overviews include the foundational standards that support the recommendation to use the Succeed resource from the prior grade for intervention. The materials include instruction for various strategies to suit students' needs and preferences. Separate small group lessons for intervention or extension are not a part of the materials. 
• The program includes materials that allow students to work through the vertically aligned problem-solving model and to think critically about mathematics. The materials have a variety of ways to assess ELPS embedded into mathematics, including strategies for emerging bilingual learners. Routines within the program, such as lesson structure, support the teacher with engaging students in the demands of the mathematical tasks and include intentional daily opportunities for discourse, high-level thinking, and flexible thinking. Tasks throughout the materials consistently build in complexity using the concrete, representational, abstract approach to learning mathematics, going deep on the most critical topics to the grade level. Over time, the materials tell a coherent story of mathematics within and across grade levels. 

Grade 5 Quality Review Summary

Strengths

• 1.1 Course-Level Design: Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and knowledge taught in the course, with suggested pacing guides for various instructional calendars, explanations for the rationale of unit order and concept connections, guidance for unit and lesson internalization, and resources to support administrators and instructional coaches in implementing the materials as designed.
• 1.2 Unit-Level Design: Materials include comprehensive unit overviews that provide background content knowledge and academic vocabulary necessary for effective teaching and contain supports for families in both Spanish and English with suggestions for supporting their student's progress.
• 2.1 Instructional Assessments: Materials include a variety of instructional assessments at the unit and lesson levels, including diagnostic, formative, and summative assessments with varied tasks and questions, along with definitions and purposes, teacher guidance for consistent administration, alignment to TEKS and objectives, and standards-aligned items at different levels of complexity.
• 2.2 Data Analysis and Progress Monitoring: Materials include instructional assessments and scoring information that provide guidance for interpreting and responding to student performance, offer guidance on using tasks and activities to address student performance trends, and include tools for students to track their own progress and growth.
• 3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction, activities, and scaffolded lessons for students who have not yet reached proficiency, pre-teaching or embedded supports for unfamiliar vocabulary and references in text, and guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
• 3.2 Instructional Methods: Materials include prompts and guidance to support teachers in modeling, explaining, and directly and explicitly communicating concepts to be learned. They provide teacher guidance and recommendations for effective lesson delivery using various instructional approaches and support multiple types of practice with guidance on recommended structures, such as whole group, small group, and individual settings, to ensure effective implementation.
• 4.1 Depth of Key Concepts: Materials provide practice opportunities and instructional assessments that require students to demonstrate depth of understanding aligned to the TEKS, with questions and tasks that progressively increase in rigor and complexity, leading to grade-level proficiency in mathematics standards.
• 4.2 Coherence of Key Concepts: Materials demonstrate coherence across courses and grade bands through a logically sequenced scope and sequence, explicitly connecting patterns, big ideas, and relationships between mathematical concepts, linking content and language across grade levels, and connecting students' prior knowledge to new mathematical knowledge and skills.
• 4.3 Spaced and Interleaved Practice: Materials provide spaced retrieval and interleaved practice opportunities with previously learned skills and concepts across lessons and units.
• 5.1 Development of Conceptual Understanding: Materials include questions and tasks that require students to interpret, analyze, and evaluate various models for mathematical concepts, create models to represent mathematical situations, and apply conceptual understanding to new problem situations and contexts.
• 5.2 Development of Fluency: Materials provide tasks designed to build student automaticity and fluency for grade-level tasks, offer opportunities to practice efficient and accurate mathematical procedures, evaluate procedures for efficiency and accuracy, and include embedded supports for teachers to guide students toward more efficient approaches.
• 5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed, include questions and tasks that use concrete models, pictorial representations, and abstract representations, and provide supports for students in connecting and explaining these models to abstract concepts.
• 5.4 Development of Academic Mathematical Language: Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and language strategies, with embedded teacher guidance on scaffolding vocabulary, syntax, and discourse, and supporting mathematical conversations to refine and use math language.
• 5.5 Process Standards Connections: Materials integrate process standards appropriately, providing descriptions of how they are incorporated and connected throughout the course, within each unit, and in each lesson.
• 6.1 Student Self-Efficacy: Materials provide opportunities for students to think mathematically, persevere through problem-solving, and make sense of mathematics, while supporting them in understanding multiple ways to solve problems and requiring them to engage with math through doing, writing, and discussion.
• 6.2 Facilitating Productive Struggle: Materials support teachers in guiding students to share and reflect on their problem-solving approaches, offering prompts and guidance for providing explanatory feedback based on student responses and anticipated misconceptions.

Challenges

• 1.3 Lesson-Level Design: 1.3 Lesson-Level Design: Materials do not include comprehensive, structured, detailed lesson plans that include daily objectives required to meet language standards of the lesson.
• 3.3 Support for Emergent Bilingual Students: The materials do not include teacher guidance on providing linguistic accommodations for various levels of language proficiency as defined by the ELPS.

Summary

Bluebonnet Learning is a mathematics 3–5 program. The instructional materials offer a well-organized and comprehensive approach to grade 5 math instruction, featuring a detailed scope and sequence that clearly outlines the key concepts and knowledge to be covered across various modules. Each module is thoughtfully supported by pacing guides that can be adapted to different instructional calendars, ensuring seamless implementation regardless of available instructional days. The program also includes thorough module overviews that provide essential background knowledge, academic vocabulary, and address common misconceptions, equipping teachers to teach concepts effectively.

Campus and district instructional leaders should consider the following: 

• The materials offer assessment tasks that guide students toward proficiency, supported by rubrics and exemplar responses to aid in scoring and providing feedback. Margin notes throughout the lessons ensure accessibility for all learners, while Module Overviews highlight foundational standards and suggest using the Succeed resource from prior grades for intervention. The materials include a variety of instructional strategies to meet different student needs, although separate small group lessons for intervention or extension are not explicitly included.
• The program excels in helping students engage with a vertically aligned problem-solving model, encouraging critical and flexible thinking about mathematics. It integrates various ways to assess and support emerging bilingual learners, with embedded ELPS strategies. The program’s consistent routines, lesson structure, and daily opportunities for discourse foster high-level mathematical thinking. Tasks within the program build in complexity, following the concrete, representational, and abstract approach to deepen understanding of key grade-level topics. Over time, the materials tell a cohesive and coherent story of mathematics, both within and across grade levels.