Program Information
- Technical Specifications: Checklist
- Tech Specs: Checklist (pdf 481.37 KB)
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 173.94 KB)
Complete Math K-1, Grade 1
Supplemental Math (English) Grade 1
IMRA 2025
Commissioner Rejected
Publisher: Essential Skills Software Inc.
Copyright: 2012
Series includes:
Rubric: Supplemental Mathematics K–5 (English) | 2025 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 1 | 50% | N/A |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Materials support educators in effective implementation through intentional course, unit, and lesson-level design.
Total
5% (1 out of 21 points)
Evaluation for 1.1a
The materials do not include an alignment guide outlining the Texas Essential Knowledgeand Skills (TEKS), English Language Proficiency Standards (ELPS), and concepts covered.Essential Skills,Complete MathGrades K–1providesinstructionalvideos and a tutorial page, but no videos cover an alignment guide.Educators can access the"Online Manual Teaching & Practice Software"on the tutorial page, but the manuallacksan alignment guide.
Evaluation for 1.1b
The materials do not provide guidance specifically about implementingComplete Math Grades K–1ingrade 1. Instead, the videos are broad and cover all programs under theEssential Skillsumbrella, such as K–3 Reading, 4–6 Reading, K–3 Math, ELL (English Learning), Science/Geography, and more. Additionally, the videos reference and use examples that are not part of our product.In the Helpsection of theTeacher Dashboard,educators can access the"Essential Skills Online Manual: Teaching & Practice Software,"butitdoes not provide program usage or recommendations for adapting to meet student needs in various contexts.On the Teacher Dashboard in the Helpsection under"Instructional Videos"the materials provide links to YouTube videos with embedded commercials. The generic videos deal with logistical issues like administrator access, running reports, creating an assignment, assigning a pretest, etc. Theonlinemanual includes sections"Using the Program"and"Using the Teacher Dashboard,"but does not provide specific strategies for effective educator use, such as just-in-time supports, advanced learning, or as a course.
Evaluation for 1.1c
The materials do not include a TEKS correlation guide with skill entry points based on diagnostic assessment results.Due to the adaptive nature of the program, students are placed in learning pathways specific to their needs based on a pretest that is not aligned to the TEKS.
Evaluation for 1.1d
The materials do not include protocols with corresponding guidance for unit and lesson internalization. Instead, the program provides a report with pretest scores and a Hot Spot report that lists student scores in areas of difficulty.Essential Skills, Complete MathGrades K–1provides aninstructional video tutorial page, but novideos cover unit and lesson internalization.
Evaluation for 1.1e
The materials do not include resources and guidance for instructional leaders to support educators with implementing the materials as designed. The materials provide links to a support page, which is provided outside of the materials and on the publisher's website, that describes the logistics of the program. The materials do not provide resources or guidance for instructional leaders to support their implementation of the materials.
Evaluation for 1.2a
This guidance is not applicable because the program is not designed to be static.
Evaluation for 1.2b
The materials forgrade1do not include responsive learning objectives that are TEKS aligned or ELPS aligned.Complete MathGrades K–1provides an"Online Manual: Teaching & Practice Software,"but it does not include lesson components with suggested time frames or time allocations. For example, the section titled"Using the Program"states,"It is advised that students work on the program for at least 20–30 minutes, three times per week to receive the full benefits of the software."The materialsdo not provide suggested pacingfor individual lesson components.On theTeacher Dashboard,educators can access various reports, such as the Skill Report,Activity Report,Unit Report,Hot-Spot Report,Pre-Test Report,Post-Test Report, and Mastery Report. However, none of these reports include assessment resources aligned with the TEKS.
Evaluation for 1.2c
The materials do not contain support for families in each unit to support the progress of students. A printable letter about getting started on the program at home is available in Spanish and English. The letter only provides logistical support for accessing and logging into the program. For example, the letter states,"As part of our school subscription, we are able to provide your child with access to these fantastic learning resources at home! We hope that you will take advantage of this opportunity to help further your child's educational development."The materials provide login instructions, includingschool ID,username,password, and a phone number for technical support.
1.1 Course-Level Design
1.1a
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
0 out of 5 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
0 out of 5 points
1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
1 out of 3 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
1 out of 3 points
1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
0 out of 2 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
0 out of 2 points
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
0 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
0 out of 2 points
1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
0 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
0 out of 2 points
1.2 Lesson-Level Design
1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
Not scored
Evaluation for 1.2a
Evaluation for 1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
0 out of 0 points
1.2b
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
0 out of 5 points
Evaluation for 1.2b
Evaluation for 1.2b
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
0 out of 5 points
1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
0 out of 2 points
Evaluation for 1.2c
Evaluation for 1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
0 out of 2 points
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
4% (1 out of 23 points)
Evaluation for 2.1a
The materials do not define the pretest and posttest as diagnostic, summative, or formative assessments. They include one type of assessment: a pre-/posttest.The materials define the pretests as placement tests and state that the posttest functions like the pretest. One type assesses students until they score below 80percenton a module, then generates an assignment that includes that module and all those that follow. The other type assesses all modules within the program and creates an assignment based only on the modules the student did not pass.
Evaluation for 2.1b
The materials do not offer specific guidance on how to consistently or accurately administer the assessments. The materials instruct the teacher to assign the pretests and post-tests to students. Educators can access theTeacherDashboard to view help videos under the Help heading. The links direct users to the materials' public-facing website, where there are links to YouTube videos, with commercials, that provide procedural support to teachers on how to assign pretests and post-tests to students.The materials lack guidance to support students and do not include clear directions for completing the pretests and post-tests.
Evaluation for 2.1c
The materials do not include printable versions of the digital pretests and post-tests.The materials do not provide accommodations of any type to support individual students. For example, Essential Skills,Complete MathGrades K–1provides an instructional video tutorial page, but no videos cover text-to-speech, content, language supports, or calculators that educators can enable or disable to support individual students.
Evaluation for 2.1d
The materials do not include diagnostic assessments with TEKS-aligned tasks or questions.The materials do not include interactive item types with varying levels of complexity required by the TEKS.
Evaluation for 2.1e
The materials do not include formative assessments with TEKS-aligned tasks or interactive questions.The materials do not include interactive item types with varying levels of complexity required by the TEKS.
Evaluation for 2.2a
The materials do not include guidance for interpreting student performance beyond looking at eachstudent'scorrectandincorrect answers.The materials do not include a rationale for each correct or incorrect response.The materials provide reports that provide teachers with limited details, such as the topic assessed, time spent, number of questions attempted, number of questions correct, percentage correct, average score, highest scores, and the date of completion.
Evaluation for 2.2b
The materials do not provide guidance for using tasks and activities to respond to student performance on assessments. The section titled"Using the Teacher Dashboard"guides educators on accessing various reports, such as the Skill Report,Activity Report,Unit Report,Hot-Spot Report,Pre-Test Report,Post-Test Report, and Mastery Report.The materials use a pretest and posttest that functions like a pretest to determine each student's learning path within the program. For example, based on a student's performance on the pretest, adaptive materials generate a personalized sequence of recommended tasks or activities. Specific options may be temporarily disabled until the student demonstrates mastery of prerequisite concepts.
Evaluation for 2.2c
The materials do not provide tools for teachers to track student progress and growth. The materials provide limited reports, such asSkill Report, Activity Report, Unit Report, Hot-Spot Report, Pre-Test Report, Post-Test Report, and Mastery Report.The results provided are of isolated skills or activities for individual students. The reports do not collect and report collated sets of data that allow teachers to track growth over time or across related concepts.The materials do not include tools for students to self-monitor their progress and growth.The student-facing materials only provide passive feedback at the end of the assignment, where it shows a colored star, using gray for non-mastery, half gold for partial mastery, or gold for mastery, and an accuracy percentage. This color coding is not explained to the student, and the students cannot track their progress or growth throughout the learning path or the materials as a whole.
Evaluation for 2.2d
This guidance is not applicable because the program is not designed to be static.
Evaluation for 2.2e
The materials do not provide checks for understanding, nor do the materials offer differentiated practice to target specific skill gaps. A module is locked when a student achieves 80percentor better, or stays open as long as the student's accuracy score is below 80percent.The materials present all students with the same sequence of activities or tasks and do not adapt in response to answer choices. Instructional adjustments occur only after a pretest or a posttest that functions like a pretest.
2.1 Instructional Assessments
2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
Materials include the definition and intended purpose for the types of instructional assessments.
1 out of 2 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
1 out of 2 points
2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
0 out of 2 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
0 out of 2 points
2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
0 out of 4 points
Evaluation for 2.1c
Evaluation for 2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
0 out of 4 points
2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
0 out of 4 points
Evaluation for 2.1d
Evaluation for 2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
0 out of 4 points
2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
0 out of 4 points
Evaluation for 2.1e
Evaluation for 2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
0 out of 4 points
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
0 out of 3 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
0 out of 3 points
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
0 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
0 out of 1 points
2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
0 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
0 out of 2 points
2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
Not scored
Evaluation for 2.2d
Evaluation for 2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
0 out of 0 points
2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
0 out of 1 points
Evaluation for 2.2e
Evaluation for 2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
0 out of 1 points
Rubric Section 3
Supports for All Learners
Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability.
Total
0% (0 out of 37 points)
Evaluation for 3.1a
The materials do not include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.The materials for kindergarten and grade 1 are combined into the same product, and concepts and skills are not defined or delineated by grade level. The materials do not provide educator guidance beyond procedural, how-to items, such as running reports or assigning a pretest or activity.
Evaluation for 3.1b
The materials do not include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.The materials do not provide explicit educator guidance for language supports of any kind. There is an"Instructional Videos"tutorial page, but the videos do not include explicit educator guidance on language supports for developing academic vocabulary or addressing unfamiliar references in the text.
Evaluation for 3.1c
The materials do not provide explicit educator guidance for enrichment or extension activities.The materials for kindergarten and grade 1 are combined into the same product, and concepts and skills are not defined nor delineated by grade level.The materials provide access to several hundred worksheets, butlack educatorguidance for using them to support learning.
Evaluation for 3.1d
The digital materialslackaccommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.The materialslackaccommodations of any type to support individual students.
Evaluation for 3.1e
The materials do not include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways.The materials require students to perform the activity as presented, and students cannot demonstrate understanding in any other way, such as perform, express, and represent.
Evaluation for 3.2a
The materials do not include any explicit prompts or guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, or highlighting and connecting key patterns, features, or relationships through multiple means of representation.An"Instructional Videos"tutorial page is provided, but the videos do not include guidance on how to move beyond rote memorization and develop a more conceptual understanding of the mathematical concepts.
Evaluation for 3.2b
This guidance is not applicable because the program is not designed to be static.
Evaluation for 3.2c
The materials do not include multi-tiered intervention methods for various types of practice.The materials do not include multi-tiered intervention methods for various types of structures.The materials do not include educator guidance to support effective implementation of intervention methods.The materialsinclude extra worksheets for additional practice, and reports to show teachers if the students mastered the material.However, there is no multi-tiered system of supports mentioned in this material, nor any educator guidance on how to use the worksheets.
Evaluation for 3.2d
The materials do not include enrichment and extension methods that support various forms of engagement.The materials do not include guidance to support teachers in the effective implementation of enrichment and extension activities.An"Instructional Videos"tutorial page is provided, but the videos do not include guidance to support educators in the effective implementation of enrichment and extension methods.
Evaluation for 3.2e
The materials do not include promptsorguidance to support educators in providing timely feedback during lesson delivery.In the student activities, right and wrong answers are reported with a sound, a colored square, a revealed puzzle piece, or a caricature. The student knows immediately if the answer was correct or incorrect.However, there is no educator guidance to provide timely feedback.
Evaluation for 3.3a
This guidance is not applicable because the program is not designed to be static.
Evaluation for 3.3b
The materials do not include any embedded linguistic accommodations.The materialsdo not include accommodations for all levels of language proficiency (as defined by the ELPS), nor do they engage students in using increasingly academic language.
Evaluation for 3.3c
The materials do not include implementation guidance for use in bilingual/ESL programs.Essential Skills, Complete MathGrades K–1provides an"Online Manual Teaching & Practice Software,"butitdoes not address state-approved bilingual/ESL program models, such as dual language immersion, or ESL pull-out programs.An"Instructional Videos"tutorial page is provided, but the videos do not guide teachers on the principles and essentials of language acquisition programs.
Evaluation for 3.3d
The materials do not include guidance to support emergent bilingual students.Essential Skills,Complete MathGrades K–1provides an"Online Manual Teaching & Practice Software,"butitdoes not include embedded guidance to support students in developing academic vocabulary, increasing comprehension, building background knowledge, or making cross-linguistic connections through oral discourse.An"Instructional Videos"tutorial page is provided, but the videos do not include embedded guidance to support students in developing academic vocabulary, increasing comprehension, building background knowledge, or making cross-linguistic connections through written discourse.
Evaluation for 3.3e
This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
3.1a
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
0 out of 1 points
Evaluation for 3.1a
Evaluation for 3.1a
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
0 out of 1 points
3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
0 out of 4 points
Evaluation for 3.1b
Evaluation for 3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
0 out of 4 points
3.1c
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
0 out of 2 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
0 out of 2 points
3.1d
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
0 out of 3 points
Evaluation for 3.1d
Evaluation for 3.1d
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
0 out of 3 points
3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
0 out of 2 points
Evaluation for 3.1e
Evaluation for 3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
0 out of 2 points
3.2 Instructional Methods
3.2a
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
0 out of 5 points
Evaluation for 3.2a
Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
0 out of 5 points
3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
Not scored
Evaluation for 3.2b
Evaluation for 3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
0 out of 0 points
3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
0 out of 3 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
0 out of 3 points
3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
0 out of 2 points
Evaluation for 3.2d
Evaluation for 3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
0 out of 2 points
3.2e
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
0 out of 2 points
Evaluation for 3.2e
Evaluation for 3.2e
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
0 out of 2 points
3.3 Support for Emergent Bilingual Students
3.3a
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Not scored
Evaluation for 3.3a
Evaluation for 3.3a
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
0 out of 0 points
3.3b
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
0 out of 4 points
Evaluation for 3.3b
Evaluation for 3.3b
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
0 out of 4 points
3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
0 out of 1 points
Evaluation for 3.3c
Evaluation for 3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
0 out of 1 points
3.3d
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
0 out of 8 points
Evaluation for 3.3d
Evaluation for 3.3d
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
0 out of 8 points
3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not scored
Evaluation for 3.3e
Evaluation for 3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
0 out of 0 points
Rubric Section 4
Depth and Coherence of Key Concepts
Materials are designed to meet the rigor of the standards while connecting concepts within and across grade levels/courses.
Total
0% (0 out of 16 points)
Evaluation for 4.1a
The materials provide practice opportunities that do not require students to demonstrate depth of understanding. For example, students are assigned modules such as "Numeration." Within that module, students have subcategories such asLearningNumbers,Working withNumbers,Addition, andSubtraction. Each subcategory contains a variety of practice opportunities.However, they do not offer sustained practice with a variety of solution strategies, resulting in only a surface-level grasp of concepts.The materials provide assessments that are not aligned to the TEKS, and as such do not require students to demonstrate depth of understanding aligned to the TEKS.
Evaluation for 4.1b
The materials are not aligned to the TEKS and do not include questions and tasks that increase in rigor and complexity, leading to grade-level or above-level proficiency in mathematics.Questions and tasks only require students to recall information or select single responses.The materials do not contain extension and enrichment activities that build in rigor and complexity, leading to grade-level or above-level proficiency in mathematics TEKS. The materials for kindergarten and grade 1 are combined into the same product, and concepts and skills are not defined or delineated by grade-level.
Evaluation for 4.2a
The materials present key concepts in isolated practice activities and do not connect big ideas horizontally across the learning pathway. For example, activities are bundled by a domain, such as "Numeration" or "Measurement."No connection exists between domains to connect patterns, big ideas, and relationships.The materialspresentpractice problems in isolationand do notconnect them to overarching concepts or practicing them as specified in the TEKS. Additionally, activities focus solely on procedural practice without helping students recognize patterns or relationships between different mathematical concepts.
Evaluation for 4.2b
The materials do not demonstrate vertical coherence. Instead, the materials present topics in isolation without revisiting prior concepts or connecting them to future learning.The practice activities are bundled by domain, but each domain is a collection of isolated skills that do not cross topics or connect patterns, big ideas, or relationships.The materials for kindergarten and grade 1 are combined into the same product, and concepts and skills are not defined or delineated by grade level.
Evaluation for 4.2c
The materials do not connect students'prior knowledge of concepts to the concepts to be learned in the current grade level or future grade levels.The materials do not connect students'prior knowledge of procedures to the concepts to be learned in the current grade level or future grade levels.The materials group activities by domain, and each domain contains isolated activities. There are no teacheror computer-guided lessons in these materials; instead, students are placed in learning paths that provide only isolated skill practice. The materials for kindergarten and grade 1 are combined into the same product, and concepts and skills are not defined or delineated by grade level.The materials group activities by domain, and each domain contains isolated activities. There are no teacheror computer-guided lessons in these materials; instead, students are placed in learning paths that provide only isolated skill practice. The materials for kindergarten and grade 1 are combined into the same product, and concepts and skills are not defined or delineated by grade level.
Evaluation for 4.3a
The materials do not contain spaced retrieval opportunities with previously learned skills across learning pathways. For example, the activities are grouped by a single domain, such asgeometry, and provide isolated skill work on concepts within that domain. Once mastery is achieved in an activity, students lose access to it and cannot revisit it to review.The materials assign learning pathways based on student performance on a pretest or posttest. Then, the materials move the student through each assignment created on the pathway, beginning with the first activity on the list and then moving sequentially to the last.
Evaluation for 4.3b
The materials do not provide interleaved practice opportunities with previously learned skills and concepts. The materials adopt a non-spiraling method, concentrating on individual concepts rather than revisiting and intertwining them across learning pathways.The materials only include practice sets that focus on one concept or skill at a time. All concepts are presented in isolation and do not support flexible thinking as students learn to switch between different types of problems and strategies.
4.1 Depth of Key Concepts
4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
0 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
0 out of 2 points
4.1b
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
0 out of 4 points
Evaluation for 4.1b
Evaluation for 4.1b
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
0 out of 4 points
4.2 Coherence of Key Concepts
4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
0 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
0 out of 1 points
4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
0 out of 1 points
Evaluation for 4.2b
Evaluation for 4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
0 out of 1 points
4.2c
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
0 out of 4 points
Evaluation for 4.2c
Evaluation for 4.2c
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
0 out of 4 points
4.3 Coherence and Variety of Practice
4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
0 out of 2 points
Evaluation for 4.3a
Evaluation for 4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
0 out of 2 points
4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
0 out of 2 points
Evaluation for 4.3b
Evaluation for 4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
0 out of 2 points
Rubric Section 5
Balance of Conceptual and Procedural Understanding
Materials are designed to balance conceptual understanding, procedural skills, and fluency.
Total
11% (4 out of 38 points)
Evaluation for 5.1a
The program provides activities that require students to interpret models and representations; however, the questions do not require students to analyze and evaluate on a deeper level.One of the activities on data management asks the student to interpret graphs and representations to answer questions. For example, in the activity on graphing rainy days, the student is shown a pictograph of the number of days it rained in the specified months or seasons. The student interprets the data provided by answering questions such as, "How many rainy days were there for Summer?"
Evaluation for 5.1b
The materials include questions and tasks that provide opportunities for students to create pictorial representations of mathematical situations. For example, one activity in the subtraction section requires the student to look at two boxes with pictorial objects placed in the top box. The program tells the student to take away the said amount by clicking on the picture and moving it to the bottom box. After students take away the correct amount, the student types the number to represent how many are left in the top box.The materials do not provide opportunities for students to create concrete models to represent mathematical situations. The materials are fully digital and do not direct or suggest that students use concrete models concurrently with the digital activities presented.
Evaluation for 5.1c
The materials do not contain questions and tasks that provide opportunities for students to apply conceptual understanding to new problem situations and contexts.Afternavigating to Numbering>Money>American>Count Quarters> Complete MathGrades K–1,students will findactivities in which students click on coins to find a given amount.However, the materials do not include opportunities to apply true conceptual understanding through the application of problem-solving in real-world contexts.Afternavigating to Measurement>Temperature>Hot Times,>Cold Times, students are asked to interpret a weather graph by identifying how many days will be rainy.However, students do not apply conceptual understanding to demonstrate learning.
Evaluation for 5.2a
The materials do not support the development of fluency, such as understanding when and how to apply strategies, selecting from multiple approaches, and solving problems with confidence and comprehension. Instead, the materials focus on memorization and recall of facts and do not allow students to formulate strategies to improve their accuracy and speed.The materials do not adjust lesson presentation based on student accuracy. Instead, the materials present module activities in the same order to all students. If the student scores lower than 80 percent, the module remains open for the student to repeat the activities until a passing score is achieved.
Evaluation for 5.2b
The materials present the student with a single strategy for solving problems. Depending on the activity, they tell the student to select an answer or type a number, and they do not allow for flexibility or exploration of alternative strategies.The materials do not ask the student to defend or explain answer choices. When the student selects an incorrect answer, the materials play an auditory sound, but do not prompt the student with a review or any feedback to help determine the correct answer. The materials allow the student to select multiple wrong answers in a row before the materials move on to the next item.
Evaluation for 5.2c
The materials do not provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy.The materials do not support critical thinking and problem-solving skills. Students are not asked to evaluate anything in the learning paths. Instead, the materials present students with a single strategy for solving a given problem.The materials focus only on accuracy and do not provide opportunities for student reflection, explanation, or discussion.
Evaluation for 5.2d
The materials do not contain any educator, student, or instructional guidance or explanations of efficient approaches to problem solving.
Evaluation for 5.3a
The materialsdo not explicitly state how the conceptual emphasis of the TEKS is addressed, as the materials are not TEKS aligned.
Evaluation for 5.3b
The materials present all tasks in a lesson using one representation without a concrete–pictorial–abstract progression. For example, a task focused on adding using number sentences tells the student to type the correct answer. This activity is followed by nine more activities in the exact same format, where the only change is in the number sentence.The materials do not consistently integrate practice opportunities using representations or manipulatives throughout lessons and units. For example, in a task involving adding numbers 7–9, the first task tells the student to click on the flower under the box to represent the same number of flowers as the number over the box. The second activity displays a number sentence, 1 + 1 = ___, and tells the student to type the number. Thesecond activity containsno manipulatives.The materials provide tasks requiring students to engage with representations or tools that are not aligned to grade-level content. For example, in a grade 1 measurement activity, students are asked to compute area and perimeter, which are not part of the grade 1 TEKS.
Evaluation for 5.3c
The materialsdo not include supports for students in connecting, creating, defining, or explaining concrete and representational models to abstract concepts, as required by the TEKS.The materialsonly provide sporadic, limited support with a purple rule button. The purple rule button is not available in every lesson and is a simple visual reference. The materials do not read aloud or explain the content.The materials fail to provideguidance for or practice with connecting, creating, defining, or explaining models.
Evaluation for 5.4a
In the online platform, after navigating to Numeration > Learn the Numbers from 0 to 10 > Color the Objects, students listen to a number being said and then click on the corresponding number of items to match what they heard. By using visuals—such as objects and one-to-one correspondence—students can connect mathematical terms and concepts to concrete representations.After navigating to Numeration > Applying Numbers > Abacus, students are provided with the instructions: "Click on two beads until you reach the blue side, and then click when you have moved the total number of beads to the number it represents." As students engage in this activity, they explore the concepts of quantity and number representation by using an abacus as a visual and a manipulative.
Evaluation for 5.4b
The materials do not provide embedded educator guidance to support student use of academic mathematical vocabulary. The only guidance provided to the teacher is on theTeacherDashboard in the form of YouTube videos that explain the procedural use of the materials in areas like creating a class, or assigning a pretest.The materials do not contain a platform or method for using academic mathematical vocabulary in context or communicating with peers and educators. All activities are individual student tasks.
Evaluation for 5.4c
The materials do not include embedded guidance of any kind. The materials only provide educators with logistical information about using the program through the manual and help videos on theTeacher Dashboard.The materials do not include opportunities for discourse. All activities are individual student tasks.
Evaluation for 5.4d
The materials do not provide embedded educator guidance for facilitating mathematical conversations. Discourse is not a part of, or a pathway to learning in these materials.The materials do not include any collaborative learning activities. All activities in the materials are completed independently and do not prompt, nor provide opportunities for students to engage in mathematical conversations.
Evaluation for 5.4e
The materials do not provide embedded educator guidance for anticipating a variety of student responses. The materials do not include any embedded guidance, and the educatorlacksa role in the independent practice activities that comprise the materials.The materials do not provide correction, redirection, or alternative strategies when the student answers incorrectly. When the student answers a question incorrectly, the materials either give the student an auditory or visual response only, such as a beep, or the selected response turning red. Additionally,inconsistency existsin whether or not the student is given a second attempt to solve the problem, shown the correct answer, or moved to the next question without any warning.
Evaluation for 5.5a
The materialsdo not have TEKS process standards integrated appropriately into the materials. The materials are not TEKS-aligned, nor do they integrate process standards.
Evaluation for 5.5b
The materials do not include a description of how process standards are incorporated or connected.The materials do not include descriptions of any learning process standards, nor do they provide a learning map showing integration of process standards.
Evaluation for 5.5c
The materials do not include an overview of any of the activities, nor do they include an overview of process standards incorporated into each lesson. The student simply clicks a task, and then an activity is presented.
5.1 Development of Conceptual Understanding
5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
1 out of 3 points
Evaluation for 5.1a
Evaluation for 5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
1 out of 3 points
5.1b
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
1 out of 2 points
Evaluation for 5.1b
Evaluation for 5.1b
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
1 out of 2 points
5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
0 out of 1 points
Evaluation for 5.1c
Evaluation for 5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
0 out of 1 points
5.2 Development of Fluency
5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
1 out of 2 points
Evaluation for 5.2a
Evaluation for 5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
1 out of 2 points
5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
0 out of 3 points
Evaluation for 5.2b
Evaluation for 5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
0 out of 3 points
5.2c
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
0 out of 3 points
Evaluation for 5.2c
Evaluation for 5.2c
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
0 out of 3 points
5.2d
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
0 out of 1 points
Evaluation for 5.2d
Evaluation for 5.2d
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
0 out of 1 points
5.3 Balance of Conceptual Understanding and Procedural Fluency
5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
0 out of 2 points
Evaluation for 5.3a
Evaluation for 5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
0 out of 2 points
5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
0 out of 3 points
Evaluation for 5.3b
Evaluation for 5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
0 out of 3 points
5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
0 out of 6 points
Evaluation for 5.3c
Evaluation for 5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
0 out of 6 points
5.4 Development of Academic Mathematical Language
5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
1 out of 1 points
Evaluation for 5.4a
Evaluation for 5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
1 out of 1 points
5.4b
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
0 out of 2 points
Evaluation for 5.4b
Evaluation for 5.4b
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
0 out of 2 points
5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
0 out of 1 points
Evaluation for 5.4c
Evaluation for 5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
0 out of 1 points
5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
0 out of 2 points
Evaluation for 5.4d
Evaluation for 5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
0 out of 2 points
5.4e
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
0 out of 2 points
Evaluation for 5.4e
Evaluation for 5.4e
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
0 out of 2 points
5.5 Process Standards Connections
5.5a
TEKS process standards are integrated appropriately into the materials.
TEKS process standards are integrated appropriately into the materials.
0 out of 1 points
Evaluation for 5.5a
Evaluation for 5.5a
TEKS process standards are integrated appropriately into the materials.
0 out of 1 points
5.5b
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
0 out of 2 points
Evaluation for 5.5b
Evaluation for 5.5b
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
0 out of 2 points
5.5c
Materials include an overview of the TEKS process standards incorporated into each lesson.
Materials include an overview of the TEKS process standards incorporated into each lesson.
0 out of 1 points
Evaluation for 5.5c
Evaluation for 5.5c
Materials include an overview of the TEKS process standards incorporated into each lesson.
0 out of 1 points
Rubric Section 6
Productive Struggle
Materials support students in applying disciplinary practices to productive problem-solving, including explaining and revising their thinking.
Total
0% (0 out of 19 points)
Evaluation for 6.1a
The materials do not require students to think mathematically beyond rote problem solving.The materialsdo not offer follow-up questions that encourage the student to think deeply about the concepts. For example, when learning about money, in one task, the student is asked to choose a coin that matches the coin displayed. In another task, the student clicks on a specific named coin, and a separate task requires the student to click on a coin based on a stated value. The student is not challenged to think about or work with coins beyond those surface labels.The materials include tasks that are not TEKS aligned for grade 1. Specifically, there are activities that require the student to recognize the half-dollar coin and dollar coin and work with the values of those coins.The materials do not give the student the opportunity to persevere through problem solving or making sense of mathematics. When the student answers a question incorrectly, the materials either give the student an auditory or visual response, such as a beep, or the selected response turning red. Additionally, inconsistency existsin whether the student is given a second attempt to solve the problem, shown the correct answer, or moved to the next question without any warning.Some multiple-choice itemsallowthe studenttopotentially guess the correct answer or never obtain a correct answer. The materials never guide the student toward solving a problem; they simply move through the sequence of isolated activities.
Evaluation for 6.1b
The materials do not help students understand that there are multiple ways to solve problems. In the activities, students are required to provide answers in a fill-in-the-blank or multiple-choice format.The materials do not allow the student to explain or justify answers. There is no opportunity for discourse of any kind in these materials. All problems are mathematical calculations.
Evaluation for 6.1c
The materialslackopportunities for the student to do, write about, or discuss math with peers or educators. All activities in the materials are rote practice and completed independently, regardless of where a student begins based on their pretest results.
Evaluation for 6.2a
The materials do not provide instructional support for educators, nor do they provide questions or prompts that educators can use to guide students in sharing and reflecting on their problem-solving approaches. The materials only provide logistical and procedural support for using the program, such as how to create a class and import students.
Evaluation for 6.2b
The materials do not provide prompts or guidance for providing explanatory feedback. Educators are providedonlylogistical support for using the program and are not provided with any instructional or learning guidance for use with the program.
6.1 Student Self-Efficacy
6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
0 out of 3 points
Evaluation for 6.1a
Evaluation for 6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
0 out of 3 points
6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
0 out of 3 points
Evaluation for 6.1b
Evaluation for 6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
0 out of 3 points
6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
0 out of 3 points
Evaluation for 6.1c
Evaluation for 6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
0 out of 3 points
6.2 Facilitating Productive Struggle
6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
0 out of 6 points
Evaluation for 6.2a
Evaluation for 6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
0 out of 6 points
6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
0 out of 4 points
Evaluation for 6.2b
Evaluation for 6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
0 out of 4 points