Program Information
- ISBN
- 9798995402510
- Technical Specifications: Checklist
- Tech Specs: Checklist (pdf 392.25 KB)
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 172.04 KB)
Edia AI Math – 1st Grade
Supplemental Math (English) Grade 1
IMRA 2026
Publisher: Edia Learning Inc
Copyright: 2025
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 | 67.65% | 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
46% (13 out of 28 points)
Evaluation for 1.1a
Grade 1 materials include guidance that reflects alignment to the TEKS through standards-based practice, diagnostics, benchmarks, and “Adaptive Pathways,” with a description of the concepts covered. For example, once students complete a diagnostic assignment, the instructor can look at the results which show how each individual student performed on the identified domains of the program. When an individual student is selected, the domains reflect the TEKS knowledge and skills statements to which they align. For example, the “Number and Operations” domain aligns with TEKS 1.2A. In the “Classes” tab of the Teacher Dashboard, instructors can view concepts grouped by domain within the “Adaptive Pathway” with a title detailing the concept covered, as well as their alignment to the TEKS. One grouping includes the lessons “Represent Numbers Visually” (1.2C), “Model Number Composition” (1.2B), and “Subitize small groups” (1.2A).
While the materials outline the TEKS addressed, the materials do not provide guidance on the ELPS. Additionally, the guidance does not provide a rationale on how learning sequences support coherence across grade levels and within grade-level content.
Evaluation for 1.1b
Grade 1 materials include a comprehensive Edia AI Math Implementation Guide for Texas Educators that provides step-by-step setup processes, “Usage Recommendations,” and data-monitoring protocols. One of the “Usage Recommendations” suggests that each student spend a total of 30–45 minutes per week on the platform. In addition, clearly defined strategies provide effective educator support across multiple instructional contexts, including intervention and just-in-time support, enrichment and advanced learning, supplemental course integration, and small-group instruction. For example, “Context A: Intervention and Just-in-Time Support” explains how to utilize this strategy to support “students who are below grade level or have identified skill gaps from Diagnostic or benchmark data.” It then proceeds to recommend strategies such as assigning a diagnostic to first identify students’ specific gaps and then to assign targeted “Adaptive Pathways” to address prerequisite skills. Another example provides guidance for small-group instruction. “Context D: Small Group Practice” advises instructors to use this strategy when they are working with a small group and at the same time, they need other students engaged in productive independent work. The guidance advises instructors to assign “Adaptive Pathways” for independent work, allowing them to focus on small-group instruction.
Grade 1 materials provide instructional context strategies that support educators in adapting implementation based on student performance data, instructional goals, and classroom structures, including targeted intervention and enrichment opportunities. For example, “Context B: Enrichment and Advanced Learning” explains how to use this strategy for “students who have mastered grade-level content and need extension or acceleration.” The guidance then proceeds to recommend strategies such as assigning “Adaptive Pathways,” creating custom practice assignments by standard or subject area, and using the program as independent enrichment during class.
Evaluation for 1.1c
Grade 1 materials include TEKS-aligned diagnostics and standards-based reporting that identify student proficiency levels and skill gaps, with adaptive recommendations that establish appropriate entry points for instruction through personalized learning pathways. The materials allow for the color-coding of each student according to their proficiency level on TEKS-aligned standards. Green indicates proficiency, yellow indicates the need for additional practice, and red indicates the need for targeted support. Instructors can access individual student profiles to view recommended prerequisite skills and “Adaptive Learning Pathways” activities that address identified gaps and support progress toward grade-level mastery.
Grade 1 materials provide student performance data and diagnostic reporting tools that guide educators in identifying instructional starting points and assigning targeted skill support aligned to TEKS expectations. The Standards Cards display individual student proficiency on TEKS-aligned standards using color-coded indicators based on predicted proficiency and time spent practicing each standard. For example, a student identified as needing practice on TEKS 1.2A, the ability to recognize instantly the quantity of structured arrangements, may appear as orange on the Standards Card. Educators can select a student’s profile to view recommended prerequisite skills and targeted learning activities, which are then assigned through the “Adaptive Learning Pathway” to support mastery of the grade-level standard.
Evaluation for 1.1d
Grade 1 materials do not include protocols with corresponding guidance for unit and lesson internalization. The materials provide general instructional supports and tools for assigning and monitoring student work. The Edia AI Math Implementation Guide directs educators to “assign targeted ‘Adaptive Pathways’ that address prerequisite skills” or to “create custom practice assignments using the ‘By Standard’ or ‘By Subject Area’ browser to target above-grade-level skills.” However, the materials do not include clearly defined, step-by-step protocols that guide educators in unpacking units or lessons, identifying key objectives, anticipating student misconceptions, or preparing for instruction prior to delivery.
Grade 1 materials provide assignment management and standards-aligned instructional supports. The Edia AI Math Implementation Guide recommends the “Pathway” tab to “track individual students’ progress through their adaptive pathways.” However, the materials do not include educator-facing protocols or structured guidance for lesson preparation, instructional internalization, or unit unpacking processes.
Evaluation for 1.1e
The Edia AI Math Implementation Guide serves as a key resource for educator guidance on program setup and implementation. The guide begins with a “Getting Started: Setup Workflow” section which provides step-by-step setup direction, including “Create classes and add students,” “Review diagnostics results,” and “Assign an “Adaptive Pathway.” Additionally, the guide includes the “Usage Recommendation” of “2–3 sessions per week” and “15–20 questions per student” per session. The guide continues by providing implementation strategies for a variety of classroom contexts and guidance on progress monitoring.
The Admin Dashboard serves as an additional guiding resource for educators by providing an overview of proficiency by grade level and usage within the program, as well as results on benchmarks. The Admin Onboarding Guide directs leaders on how to “understand the ‘Admin Dashboard’ and start monitoring implementation and standards data.” The Admin Onboarding Guide includes the following directions for supporting district-wide implementation: “Set a district expectation first. Communicate the recommended usage target to your schools. We recommend approximately 15 questions with AI math coach support per student per week. Decide who owns follow-up; principals, instructional coaches, or district leads.” Additionally, the Admin Dashboard includes resources for instructional leaders to structure conversations around planning, observation, and feedback, supporting consistent implementation across classrooms.
Additionally, the materials include admin-specific webinars that focus on leveraging data to drive student success and support instructors, as well as on helping them create district-level resources for instructors. Additional follow-up webinars are available for more targeted trainings, including implementation fidelity supports, professional learning resources, and coaching tools that assist instructional leaders in monitoring usage, supporting educators, and maintaining consistent implementation across grade levels and instructional settings.
Evaluation for 1.2a
Grade 1 materials include TEKS-aligned assessment resources. For example, instructors can create a quiz using the question item bank and selecting the desired TEKS the quiz will address. Instructors can also adjust the number of question items for each standard. However, the materials do not include assessment resources aligned with the ELPS.
While the materials have suggested usage for students, it is generalized to recommendations concerning the time spent in the program throughout a week, not for a given lesson, as students work through lessons at their own pace. For example, the Edia AI Math Implementation Guide advises that students should engage in “2–3 sessions per week” with each session including “15–20 questions per student” and students spending “30–45 minutes per student total” in the platform. The materials also do not include lesson plans with learning objectives aligned to the TEKS or the ELPS, instructor and student materials, or lesson components for each lesson.
Evaluation for 1.2b
Grade 1 materials include TEKS-aligned adaptive assessment resources and general pacing recommendations. For example, when creating a quiz, instructors can select the TEKS to be assessed and add the number of question items desired. The materials do not include detailed lesson overviews with clearly stated TEKS-aligned learning objectives or suggested instructional timeframes. The materials provide timing only as a general “Usage Recommendation.” The Edia AI Math Implementation Guide suggests that students should engage in “2–3 sessions per week” with each session including “15–20 questions per student.” Additionally, the guidance advises that intervention students should engage in “3–4 sessions per week.”
Grade 1 materials provide “Adaptive Instructional Pathways” and multilingual support features, which include an AI Math Coach that provides supports in over 100 languages. However, the materials do not include explicit ELPS-aligned lesson objectives, detailed lesson structures, or comprehensive lesson overviews aligned to instructional components.
Evaluation for 1.2c
Grade 1 materials contain support for families in English and Spanish. The Edia AI Family Guide is the program resource that provides families with suggestions on how to support their student’s progress. It includes sections for what students are learning in each domain, “Activities to Try at Home,” and “Questions to Ask Your Student.” For example, the “Addition and Subtraction” section encourages families to “use everyday situations to practice: ‘We have 5 apples. If we eat 2, how many are left?’”
The Edia AI Family Guide includes a “How to Help” section, which provides an overall recommendation for how families should approach the concepts with their students. For example, the grade 1 “Measurement and Geometry” section provides families with the following “How to Help” guidance: “Geometry at this age is about noticing and describing—not memorizing definitions.”
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.
2 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.
2 out of 5 points
While the materials outline the TEKS addressed, the materials do not provide guidance on the ELPS. Additionally, the guidance does not provide a rationale on how learning sequences support coherence across grade levels and within grade-level content.
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.
3 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.
3 out of 3 points
Grade 1 materials provide instructional context strategies that support educators in adapting implementation based on student performance data, instructional goals, and classroom structures, including targeted intervention and enrichment opportunities. For example, “Context B: Enrichment and Advanced Learning” explains how to use this strategy for “students who have mastered grade-level content and need extension or acceleration.” The guidance then proceeds to recommend strategies such as assigning “Adaptive Pathways,” creating custom practice assignments by standard or subject area, and using the program as independent enrichment during class.
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.
2 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.
2 out of 2 points
Grade 1 materials provide student performance data and diagnostic reporting tools that guide educators in identifying instructional starting points and assigning targeted skill support aligned to TEKS expectations. The Standards Cards display individual student proficiency on TEKS-aligned standards using color-coded indicators based on predicted proficiency and time spent practicing each standard. For example, a student identified as needing practice on TEKS 1.2A, the ability to recognize instantly the quantity of structured arrangements, may appear as orange on the Standards Card. Educators can select a student’s profile to view recommended prerequisite skills and targeted learning activities, which are then assigned through the “Adaptive Learning Pathway” to support mastery of the grade-level standard.
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
Grade 1 materials provide assignment management and standards-aligned instructional supports. The Edia AI Math Implementation Guide recommends the “Pathway” tab to “track individual students’ progress through their adaptive pathways.” However, the materials do not include educator-facing protocols or structured guidance for lesson preparation, instructional internalization, or unit unpacking processes.
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.
2 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.
2 out of 2 points
The Admin Dashboard serves as an additional guiding resource for educators by providing an overview of proficiency by grade level and usage within the program, as well as results on benchmarks. The Admin Onboarding Guide directs leaders on how to “understand the ‘Admin Dashboard’ and start monitoring implementation and standards data.” The Admin Onboarding Guide includes the following directions for supporting district-wide implementation: “Set a district expectation first. Communicate the recommended usage target to your schools. We recommend approximately 15 questions with AI math coach support per student per week. Decide who owns follow-up; principals, instructional coaches, or district leads.” Additionally, the Admin Dashboard includes resources for instructional leaders to structure conversations around planning, observation, and feedback, supporting consistent implementation across classrooms.
Additionally, the materials include admin-specific webinars that focus on leveraging data to drive student success and support instructors, as well as on helping them create district-level resources for instructors. Additional follow-up webinars are available for more targeted trainings, including implementation fidelity supports, professional learning resources, and coaching tools that assist instructional leaders in monitoring usage, supporting educators, and maintaining consistent implementation across grade levels and instructional settings.
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.
1 out of 7 points
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.
1 out of 7 points
While the materials have suggested usage for students, it is generalized to recommendations concerning the time spent in the program throughout a week, not for a given lesson, as students work through lessons at their own pace. For example, the Edia AI Math Implementation Guide advises that students should engage in “2–3 sessions per week” with each session including “15–20 questions per student” and students spending “30–45 minutes per student total” in the platform. The materials also do not include lesson plans with learning objectives aligned to the TEKS or the ELPS, instructor and student materials, or lesson components for each lesson.
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.
1 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.
1 out of 5 points
Grade 1 materials provide “Adaptive Instructional Pathways” and multilingual support features, which include an AI Math Coach that provides supports in over 100 languages. However, the materials do not include explicit ELPS-aligned lesson objectives, detailed lesson structures, or comprehensive lesson overviews aligned to instructional components.
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).
2 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).
2 out of 2 points
The Edia AI Family Guide includes a “How to Help” section, which provides an overall recommendation for how families should approach the concepts with their students. For example, the grade 1 “Measurement and Geometry” section provides families with the following “How to Help” guidance: “Geometry at this age is about noticing and describing—not memorizing definitions.”
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
81% (17 out of 21 points)
Evaluation for 2.1a
The Edia AI Math Implementation Guide includes the definition of the type of assessments and their purpose of evaluating learning, skill acquisition, and achievement at the end of a unit, semester, or academic year. The materials include examples of how and when to use these assessments such as options for reteaching or reassessment after reviewing data. For example, the diagnostic is defined as the “adaptive placement assessment that identifies skill gaps and recommends starting points.” The guide explains that instructors should use the diagnostic should at the “beginning of year, new student enrollment, or before assigning an Adaptive Pathway.”
Grade 1 materials include diagnostic assessments, quizzes, practice assignments, and progress-monitoring tools that help instructors evaluate student learning and determine instructional next steps. The “How to: Understand Edia Data” resource explains how educators can use “Results” tabs and Standards Cards to support reteaching, intervention, and additional practice opportunities.
Evaluation for 2.1b
The Admin Onboarding Guide provides guidance on the creation and administration of instructional benchmark assessments, as well as directions to select administration windows, testing windows, and individual students. Additionally, the Admin Onboarding Guide provides guidance on student usage of platform practice and cadence for monitoring student performance data. The guide states, “We recommend approximately 15 questions with AI math coach support per student per week . . . Then monitor usage weekly by sorting schools and teachers.”
The Edia AI Math Implementation Guide describes assessment setting options that support instructors in managing digital assessments, including password protection, late submission policies, calculator availability, and customizable testing windows. The materials explain how educators can configure assignment settings and determine the amount of time students have to complete assessments within the platform. For example, instructors can select assessment controls prior to assigning a diagnostic or practice assessment.
Evaluation for 2.1c
Grade 1 materials include printable versions of practice assignments and quiz assessments through the platform’s “Assignment” settings. The materials allow educators to access posted assignments, select the “Additional Options” menu, and print assessment resources for student use. For example, instructors can print quiz assignments after posting them within the platform. However, printable versions are not available for diagnostic assessments or “Adaptive Pathways” within the materials.
Grade 1 materials do not include accommodations that educators can enable or disable for individual students. While calculators and text-to-speech are available during assessments, these settings apply to all students rather than individual users, and the materials do not include content and language supports.
Evaluation for 2.1d
Grade 1 materials include diagnostic assessments with problems focused on basic recall and procedural application such as recognizing instantly the quantity of structured arrangements (TEKS 1.2A). While the materials are aligned to the grade 1 TEKS and provide “Adaptive Practice” assignments, the tasks primarily emphasize procedural fluency and skill application rather than requiring students to engage in strategic or extended mathematical thinking.
The diagnostic assessment for grade 1 includes more than two interactive item types, including numeric response, multiple selection, multiple choice, and fill in the blank.
Evaluation for 2.1e
The materials include formative checks for understanding with problems of basic recall such as count forward and backward (TEKS 1.5A). Activities also include using skills and concepts to solve more challenging problems such as using objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 (TEKS 1.3B).
The instructor-designed quizzes for grade 1 can include more than two interactive item types, including plotting on a number line, numeric response, multiple selection, multiple choice, and fill in the blank.
Evaluation for 2.2a
The grade 1 Teacher Dashboard displays a set of Standards Cards individualized by TEKS, which provide guidance in interpreting student performance. When an instructor selects an individual standard, the dashboard displays a graph of students, represented by data points based on time spent on the standard and proficiency, as well as a list of students sorted into the categories “Ready,” “Needs Practice,” and “Needs Help” to provide guidance to instructors in interpreting general performance on the standard. When an instructor selects an individual student, the Student Profile displays that student’s proficiency related to all standards but with specific prerequisite recommendations for individual standards.
In the grade 1 Student view, after a student completes a quiz, the student can view their results. Each problem includes a rationale for the correct answer or provides step-by-step instructions for correcting an incorrect response. For example, when partitioning a shape into halves (TEKS 1.6G), a student who incorrectly splits the figure into two equal halves is provided an explanation stating, “Half means two equal pieces. Make a cut through the middle of the rectangle.” The explanation models the steps to accurately split the rectangle in half.
Evaluation for 2.2b
The grade 1 “Student Adaptive Pathway” leads students through assigned tasks, separated by domain, based on performance on assessments. The pathway represents each activity by a circle on the main pathway page, and each activity is filled and color-coded based on completion and proficiency in that activity.
The Student Profile view for instructors shows student proficiency on individual grade 1 TEKS. Next to the identified TEKS is a box that becomes color-coded to represent demonstrated proficiency as the student completes tasks related to the standards. The profile also shows the tasks students will be assigned to continue progressing through the learning pathway, including suggested prerequisite skills. For example, instructors can view student progress related to whole number operations, algebraic thinking, geometry and measurement, data analysis, and financial literacy concepts, while the platform recommends prerequisite skills and adaptive follow-up assignments based on student performance.
Evaluation for 2.2c
Grade 1 materials include a Teacher Dashboard that automatically compiles real-time student assessment data into graphs and reports, tracking areas of strength and weakness. In the Class view, educators can see which skills students have worked on through a color-coded visual that helps them quickly identify current proficiency levels. The platform also displays each student’s grades and the class average for assigned tasks and activities, giving instructors a clear view for tracking both individual and classwide progress.
Grade 1 materials include tools for students to track their own progress and growth. When students log into the Student Dashboard, they can access real-time mastery metrics showing their percentage of progress toward completion thresholds, with a color-coded status indicating whether their performance is mastered, partial, or low. These tools make student growth visible over time and help students monitor their own progress.
Evaluation for 2.2d
Grade 1 materials do not include educator prompts or guidance for conducting frequent checks for understanding during lessons or activities. Instead, the “Adaptive Platform” automatically monitors student performance throughout each assignment and provides immediate feedback through the AI Math Coach. For example, in the “Adaptive Practice” aligned to TEKS 1.2F, students receive immediate feedback after each response while ordering whole numbers. The platform, rather than the educator, determines the next question or provides scaffolded support based on student performance.
Grade 1 materials do not include instructor-directed checkpoints, scripted questioning, or embedded guidance for educators to pause instruction and assess student understanding at key points throughout a lesson. Instead, students independently complete “Adaptive Practice” assignments, and the platform continuously evaluates responses, identifies misconceptions, and adjusts instruction automatically.
Evaluation for 2.2e
Grade 1 materials include embedded formative checks for understanding and adaptive supports throughout lessons and activities. The AI Math Coach guides students through questioning during instruction, providing immediate feedback when misconceptions occur and adjusting the level of difficulty and practice opportunities based on real-time student performance. After every problem students answer within an assignment, the platform immediately identifies errors, provides hints or scaffolded support, and adjusts subsequent questions based on student responses. For example, the student activity in the unit on shapes provides immediate corrective feedback when a student splits the shape into fourths. If the student did not split the shape into fourths correctly, the AI assistant provides the feedback “Fourth means four equal pieces. Make two cuts through the middle of the circle.” These features allow the program to check understanding at key points and respond to student needs during the lesson rather than waiting until the end of the activity.
After completing an exercise or activity, grade 1 students receive immediate feedback that includes the grade and time spent on the activity. Here, students can see which problems they answered correctly and incorrectly, along with explanations for any incorrect answer choices.
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 1 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 1 points
Grade 1 materials include diagnostic assessments, quizzes, practice assignments, and progress-monitoring tools that help instructors evaluate student learning and determine instructional next steps. The “How to: Understand Edia Data” resource explains how educators can use “Results” tabs and Standards Cards to support reteaching, intervention, and additional practice opportunities.
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.
1 out of 1 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
The Edia AI Math Implementation Guide describes assessment setting options that support instructors in managing digital assessments, including password protection, late submission policies, calculator availability, and customizable testing windows. The materials explain how educators can configure assignment settings and determine the amount of time students have to complete assessments within the platform. For example, instructors can select assessment controls prior to assigning a diagnostic or practice assessment.
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.
1 out of 2 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.
1 out of 2 points
Grade 1 materials do not include accommodations that educators can enable or disable for individual students. While calculators and text-to-speech are available during assessments, these settings apply to all students rather than individual users, and the materials do not include content and language supports.
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.
3 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.
3 out of 4 points
The diagnostic assessment for grade 1 includes more than two interactive item types, including numeric response, multiple selection, multiple choice, and fill in the blank.
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.
4 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.
4 out of 4 points
The instructor-designed quizzes for grade 1 can include more than two interactive item types, including plotting on a number line, numeric response, multiple selection, multiple choice, and fill in the blank.
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.
3 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.
3 out of 3 points
In the grade 1 Student view, after a student completes a quiz, the student can view their results. Each problem includes a rationale for the correct answer or provides step-by-step instructions for correcting an incorrect response. For example, when partitioning a shape into halves (TEKS 1.6G), a student who incorrectly splits the figure into two equal halves is provided an explanation stating, “Half means two equal pieces. Make a cut through the middle of the rectangle.” The explanation models the steps to accurately split the rectangle in half.
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.
1 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.
1 out of 1 points
The Student Profile view for instructors shows student proficiency on individual grade 1 TEKS. Next to the identified TEKS is a box that becomes color-coded to represent demonstrated proficiency as the student completes tasks related to the standards. The profile also shows the tasks students will be assigned to continue progressing through the learning pathway, including suggested prerequisite skills. For example, instructors can view student progress related to whole number operations, algebraic thinking, geometry and measurement, data analysis, and financial literacy concepts, while the platform recommends prerequisite skills and adaptive follow-up assignments based on student performance.
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.
2 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.
2 out of 2 points
Grade 1 materials include tools for students to track their own progress and growth. When students log into the Student Dashboard, they can access real-time mastery metrics showing their percentage of progress toward completion thresholds, with a color-coded status indicating whether their performance is mastered, partial, or low. These tools make student growth visible over time and help students monitor their own progress.
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.
0 out of 2 points
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 2 points
Grade 1 materials do not include instructor-directed checkpoints, scripted questioning, or embedded guidance for educators to pause instruction and assess student understanding at key points throughout a lesson. Instead, students independently complete “Adaptive Practice” assignments, and the platform continuously evaluates responses, identifies misconceptions, and adjusts instruction automatically.
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.
1 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.
1 out of 1 points
After completing an exercise or activity, grade 1 students receive immediate feedback that includes the grade and time spent on the activity. Here, students can see which problems they answered correctly and incorrectly, along with explanations for any incorrect answer choices.
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
44% (19 out of 43 points)
Evaluation for 3.1a
The Edia AI Math Implementation Guide directs educators to assign a targeted “Adaptive Pathway” that addresses prerequisite skills, demonstrating a need for additional support based on the student’s diagnostic assessment. For example, the “Adaptive Pathway” will provide students struggling with TEKS 1.2F (order whole numbers up to 120 using place value and open number lines) with additional foundational practice in ordering numbers and place value. The Edia AI Math Implementation Guide states, “When the system detects gaps, it automatically incorporates content from earlier grades (up to 3 grade levels below), so students build foundational understanding before tackling grade-level content.”
Additionally, within the “Adaptive Pathway,” the AI Math Coach provides real-time scaffolded feedback and additional practice problems for students when they answer problems incorrectly. The Edia AI Math Implementation Guide states, “The Coach analyzes the student’s work step by step, identifies the specific misconception, and guides the student through corrective reasoning without giving away the answer.” For example, the program asks students to compose 10 with two or more addends with and without concrete objects (TEKS 1.3C). When answered incorrectly, the AI Math Coach explains, “Don’t worry—check the explanation, and you’ll get the next one.” The AI Math Coach then provides additional explanation and guidance related to composing 10 with two or more addends with or without concrete objects. The program continues to provide new iterations of similar problems of composing 10 with two or more addends until the student demonstrates proficiency.
Evaluation for 3.1b
While the grade 1 materials allow students to select their preferred language, they do not provide educator guidance for language supports for preteaching unfamiliar terms and do not include embedded features to support students as they encounter new or challenging vocabulary.
Grade 1 materials do include embedded language supports through translation and read-aloud accessibility features that support student comprehension of mathematical vocabulary and problem text. However, the materials do not provide explicit educator guidance, instructor-facing instructional supports, or strategies for embedded vocabulary instruction or unfamiliar references in text.
Evaluation for 3.1c
The Edia AI Math Implementation Guide lesson “Context B: Enrichment and Advanced Learning” provides educators with explicit guidance on activities and recommended usage for students who have demonstrated proficiency in grade-level and above-grade-level content and skills. For example, the guidance states to “create custom Practice assignments using the ‘By Standard’ or ‘By Subject’ browser to target above-grade-level skills.” For example, a grade 1 student who has mastered ordering whole numbers up to 120 using place value and open number lines (TEKS 1.2F) and can apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10 (TEKS 1.3D), can be assigned grade 2 practice using place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols and naming the whole number that corresponds to a specific point on a number line (TEKS 2.2D and 2.2F) to extend learning beyond grade-level expectations.
Educators can assign “Adaptive Pathways” to students who show proficiency in above-grade-level content. The Edia AI Math Implementation Guide states, “The adaptive engine targets a 55–75% correct-answer rate, which means proficient students automatically receive harder, more complex problems rather than repeating content they already know.”
Evaluation for 3.1d
In the settings for assigning an assignment, quiz, diagnostic, or “Adaptive Pathway” for the grade 1 materials, there is an option for instructors to enable a calculator, but it does so for all students assigned rather than to support individual students. Similarly, students do have the option to use the text-to-speech function, but it can be enabled only for all students rather than individual students.
The program does not include content and language supports such as pictorial representations of nonmathematical terminology.
Evaluation for 3.1e
Within the student “Adaptive Learning Pathways,” students engage with visual, symbolic, and interactive mathematical representations while completing “Adaptive Practice” assignments aligned to TEKS-based learning pathways. For example, students solve problems aligned to TEKS 1.3A using concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99. Students can interact with mathematical concepts using multiple representations. However, the materials do not provide educator guidance for offering options for students to perform, express, or represent their understanding of mathematical concepts.
In the Edia AI Implementation Guide, the “Program Resources” section does not include educator-facing guidance for selecting, facilitating, or assessing multiple forms of student expression and representation. The resources do not provide supports for instructors to help students demonstrate understanding through models, verbal explanations, projects, presentations, or alternative response formats.
Evaluation for 3.2a
Within the AI Math Coach’s “Student Practice Activities,” students engage in “Adaptive Learning” experiences and visual representations that support conceptual understanding of addition, subtraction, and other TEKS-aligned concepts. For example, students solve problems aligned to TEKS 1.3F, which requires students to generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20. Students receive visual models, interactive practice, and immediate feedback as they work through addition and subtraction concepts. However, the materials do not include instructor-directed prompts, questioning strategies, discussion routines, or warm-up activities designed to activate prior knowledge before instruction.
In the Edia Implementation Guide, the “Program Resources” section does not provide educator-facing guidance for anchoring big mathematical ideas or highlighting and connecting patterns, features, and relationships through multiple representations. The program lacks instructional prompts, discussion guidance, and questioning routines that support instructors in making mathematical connections explicit during instruction.
Evaluation for 3.2b
In the Edia AI Implementation Guide, the “Instructional Context Strategies” section provides educator guidance for effective lesson delivery across a variety of settings, including multi-tiered intervention, supplemental instruction, enrichment, and small-group implementation. For delivering supplemental whole-class instruction, the guide instructs educators on how to align digital assignments to the current instructional unit by selecting specific TEKS from the dedicated Texas question bank and embedding these sessions into the regular instructional schedule.
In the Edia AI Implementation Guide, the “Instructional Context Strategies” section provides educator guidance for facilitation using various instructional approaches such as multi-tiered intervention, enrichment, and small-group practice. To facilitate enrichment, the materials instruct educators on assigning advanced learning paths where the AI Math Coach provides independent support, allowing high-performing students to progress through complex problems without constant instructor supervision.
Evaluation for 3.2c
In the Edia AI Implementation Guide, the “Instructional Context Strategies” section provides educator guidance for multi-tiered intervention, supplemental instruction, enrichment, and small-group implementation. Guidance includes recommendations for assigning “Adaptive Pathways,” monitoring progress, and using student performance data to provide targeted support and differentiated instruction based on individual student needs. For example, “Edia’s auto-generated small groups use real-time proficiency data to recommend student groupings and suggest differentiated assignments for each group.”
The Student Profile Dashboard includes multi-tiered intervention methods that provide prerequisite skill support, targeted intervention activities, differentiated assignments, and individualized practice opportunities based on student performance data. The Student Profile Dashboard identifies student proficiency levels, recommended prerequisite skills, and targeted learning pathways to address learning gaps. For example, when a student demonstrates limited proficiency with applying properties of operations to add and subtract two or three numbers (TEKS 1.5G), the dashboard identifies the student’s proficiency level, recommends prerequisite skills, and assigns targeted “Adaptive Pathway” activities focused on addition and subtraction to support mastery of the standard.
Evaluation for 3.2d
In the Edia AI Math Implementation Guide, “Context B: Enrichment and Advanced Learning” provides explicit instructor guidance for enriching and extending learning for students who have demonstrated proficiency within the program. It recommends assigning “Adaptive Pathways” that automatically increase problem complexity, creating custom assignments that target above grade-level standards, and using independent practice supported by the AI Math Coach. The materials state that the “AI Math Coach supports students working independently by providing real-time guidance, so advanced students do not need direct instructor supervision.” These strategies help instructors provide accelerated learning opportunities without requiring constant direct supervision.
Grade 1 materials include the option for instructors to adjust the required proficiency level on practice assignments. However, the assignments do not support various forms of engagement. When students reach the required demonstrated proficiency, they can continue with more problems to extend their understanding of the concept. The instructor can enable the AI Math Coach to provide additional support, but the only method of engagement students experience is direct interaction with the adaptive program.
Evaluation for 3.2e
The grade 1 “Adaptive Pathway” includes the AI Math Coach, which the instructor can enable on practice assignments. The AI Math Coach acts as the educator by providing immediate feedback and guidance as students work through problems. For example, in the Number and Operations domain, in the lesson “Model Number Composition,” when a student answers correctly, the AI Math Coach provides positive reinforcement such as “That’s correct! Great job using the fact family relationship.” When a student answers incorrectly, the AI Math Coach identifies the error and offers targeted feedback to help the student understand the concept and revise their thinking. If a student is unsure how to begin, they can ask the AI Math Coach for assistance by selecting prompts such as “Where do I start?” or entering their own question. The AI Math Coach then breaks the problem into manageable steps, provides hints and explanations, and engages the student in a guided conversation to support understanding and problem-solving.
In the Teacher Dashboard, the Standards Cards provide guidance for educator feedback by showing real-time data on how the entire class is performing on a specific skill in relation to the amount of time spent on the skill. When the instructor selects an individual standard, the graph better individualizes each student’s proficiency on the chart and in a list by color-coding and sorting the students based on the demonstrated proficiency levels “Ready,” “Needs Practice,” and “Needs Help.”
The “How to: Understand Edia Data” resource explains how to use the Standards Cards to interpret student performance and provide support. It details how the proficiency colors green, yellow, and red correspond to the proficiency levels “Ready,” “Needs Practice,” and “Needs Help.” It explains that the Standards Cards only “populate once there is a minimum amount of evidence, specifically, a student needs to answer at least 3 questions across 3 different skills before they appear on a Standards card for that view.” It explains how to use the cards to answer the two questions “Which students are on track vs. need support for a given standard?” and “Where should I reteach vs. intervene?”
Evaluation for 3.3a
While the materials include embedded accommodations, they do not provide educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency as defined by the ELPS. For example, the Edia AI Math Implementation Guide states the AI Math Coach “supports 107+ languages” by allowing students to hear the questions read aloud and receive coaching feedback in their home language. However, it does not include educator guidance on providing these accommodations, as students can change the language themselves.
Evaluation for 3.3b
Grade 1 materials include language accessibility features such as real-time translation of problem content into more than 110 languages and text-to-speech support for students. Students at the preproduction and beginning language proficiency levels can use this option to select their first language and have questions read aloud to support their understanding and access to the content. Students in the intermediate language proficiency level can switch between their first language and English at their own pace to begin hearing the academic mathematical terminology spoken in English.
In the “Adaptive Pathway” and assigned practice, the AI Math Coach can also provide linguistic support for students at the high-intermediate and advanced language proficiency levels. In grade 1 pathways, students demonstrate their mathematical understanding by completing problems independently. However, when students need additional support, the AI Math Coach provides step-by-step explanations using clear, accessible language that helps students understand both the mathematical process and the academic vocabulary associated with the skill. For example, in the Whole Number Comprehension domain, in the lesson “Compare Whole Numbers–Pt 2,” if a student asks the AI Math Coach the meaning of less than for a specific question, the AI Math Coach may provide guidance such as “Less than means a small number. It is not as big. Think: numbers before 93 when you count. Pick one of those.” This support allows students to access grade-level mathematical content while reinforcing the language needed to explain and justify their reasoning.
Evaluation for 3.3c
Grade 1 materials include multiple language options in the student interface, but that feature alone does not provide implementation guidance to help educators effectively use the program in state-approved bilingual or ESL settings.
Grade 1 materials lack explicit instructor guidance for applying language acquisition principles or adapting the materials for bilingual and ESL instruction.
Evaluation for 3.3d
The “Adaptive Pathway” includes embedded guidance and supports that can help EB students engage in written academic discourse through written response tasks and the AI Math Coach prompts that rephrase content and clarify vocabulary. For example, in a lesson aligned to TEKS 1.9C involving spending and saving, students may be asked to select examples that distinguish spending and saving. A student can ask the AI Math Coach to explain the concept differently, and the AI Math Coach may compare spending to buying toys and saving to putting money in the bank. Students can also ask the AI Math Coach to translate explanations into Spanish, which helps build cross-linguistic connections and supports students in making sense of mathematical ideas using more familiar language and experiences.
While the materials include embedded supports such as translation tools, visual representations, and adaptive practice opportunities that can support emergent bilingual students in accessing mathematical content, they do not provide explicit guidance to support students in making cross-linguistic connections through oral discourse. The materials also do not provide educator-facing supports that intentionally connect students’ home language to academic mathematical vocabulary and concepts.
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.
1 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.
1 out of 1 points
Additionally, within the “Adaptive Pathway,” the AI Math Coach provides real-time scaffolded feedback and additional practice problems for students when they answer problems incorrectly. The Edia AI Math Implementation Guide states, “The Coach analyzes the student’s work step by step, identifies the specific misconception, and guides the student through corrective reasoning without giving away the answer.” For example, the program asks students to compose 10 with two or more addends with and without concrete objects (TEKS 1.3C). When answered incorrectly, the AI Math Coach explains, “Don’t worry—check the explanation, and you’ll get the next one.” The AI Math Coach then provides additional explanation and guidance related to composing 10 with two or more addends with or without concrete objects. The program continues to provide new iterations of similar problems of composing 10 with two or more addends until the student demonstrates proficiency.
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
Grade 1 materials do include embedded language supports through translation and read-aloud accessibility features that support student comprehension of mathematical vocabulary and problem text. However, the materials do not provide explicit educator guidance, instructor-facing instructional supports, or strategies for embedded vocabulary instruction or unfamiliar references in text.
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.
2 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.
2 out of 2 points
Educators can assign “Adaptive Pathways” to students who show proficiency in above-grade-level content. The Edia AI Math Implementation Guide states, “The adaptive engine targets a 55–75% correct-answer rate, which means proficient students automatically receive harder, more complex problems rather than repeating content they already know.”
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
The program does not include content and language supports such as pictorial representations of nonmathematical terminology.
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
In the Edia AI Implementation Guide, the “Program Resources” section does not include educator-facing guidance for selecting, facilitating, or assessing multiple forms of student expression and representation. The resources do not provide supports for instructors to help students demonstrate understanding through models, verbal explanations, projects, presentations, or alternative response formats.
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
In the Edia Implementation Guide, the “Program Resources” section does not provide educator-facing guidance for anchoring big mathematical ideas or highlighting and connecting patterns, features, and relationships through multiple representations. The program lacks instructional prompts, discussion guidance, and questioning routines that support instructors in making mathematical connections explicit during instruction.
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.
2 out of 2 points
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.
2 out of 2 points
In the Edia AI Implementation Guide, the “Instructional Context Strategies” section provides educator guidance for facilitation using various instructional approaches such as multi-tiered intervention, enrichment, and small-group practice. To facilitate enrichment, the materials instruct educators on assigning advanced learning paths where the AI Math Coach provides independent support, allowing high-performing students to progress through complex problems without constant instructor supervision.
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.
3 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.
3 out of 3 points
The Student Profile Dashboard includes multi-tiered intervention methods that provide prerequisite skill support, targeted intervention activities, differentiated assignments, and individualized practice opportunities based on student performance data. The Student Profile Dashboard identifies student proficiency levels, recommended prerequisite skills, and targeted learning pathways to address learning gaps. For example, when a student demonstrates limited proficiency with applying properties of operations to add and subtract two or three numbers (TEKS 1.5G), the dashboard identifies the student’s proficiency level, recommends prerequisite skills, and assigns targeted “Adaptive Pathway” activities focused on addition and subtraction to support mastery of the standard.
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.
1 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.
1 out of 2 points
Grade 1 materials include the option for instructors to adjust the required proficiency level on practice assignments. However, the assignments do not support various forms of engagement. When students reach the required demonstrated proficiency, they can continue with more problems to extend their understanding of the concept. The instructor can enable the AI Math Coach to provide additional support, but the only method of engagement students experience is direct interaction with the adaptive program.
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.
2 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.
2 out of 2 points
In the Teacher Dashboard, the Standards Cards provide guidance for educator feedback by showing real-time data on how the entire class is performing on a specific skill in relation to the amount of time spent on the skill. When the instructor selects an individual standard, the graph better individualizes each student’s proficiency on the chart and in a list by color-coding and sorting the students based on the demonstrated proficiency levels “Ready,” “Needs Practice,” and “Needs Help.”
The “How to: Understand Edia Data” resource explains how to use the Standards Cards to interpret student performance and provide support. It details how the proficiency colors green, yellow, and red correspond to the proficiency levels “Ready,” “Needs Practice,” and “Needs Help.” It explains that the Standards Cards only “populate once there is a minimum amount of evidence, specifically, a student needs to answer at least 3 questions across 3 different skills before they appear on a Standards card for that view.” It explains how to use the cards to answer the two questions “Which students are on track vs. need support for a given standard?” and “Where should I reteach vs. intervene?”
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.
0 out of 4 points
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 4 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.
4 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.
4 out of 4 points
In the “Adaptive Pathway” and assigned practice, the AI Math Coach can also provide linguistic support for students at the high-intermediate and advanced language proficiency levels. In grade 1 pathways, students demonstrate their mathematical understanding by completing problems independently. However, when students need additional support, the AI Math Coach provides step-by-step explanations using clear, accessible language that helps students understand both the mathematical process and the academic vocabulary associated with the skill. For example, in the Whole Number Comprehension domain, in the lesson “Compare Whole Numbers–Pt 2,” if a student asks the AI Math Coach the meaning of less than for a specific question, the AI Math Coach may provide guidance such as “Less than means a small number. It is not as big. Think: numbers before 93 when you count. Pick one of those.” This support allows students to access grade-level mathematical content while reinforcing the language needed to explain and justify their reasoning.
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
Grade 1 materials lack explicit instructor guidance for applying language acquisition principles or adapting the materials for bilingual and ESL instruction.
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.
4 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.
4 out of 8 points
While the materials include embedded supports such as translation tools, visual representations, and adaptive practice opportunities that can support emergent bilingual students in accessing mathematical content, they do not provide explicit guidance to support students in making cross-linguistic connections through oral discourse. The materials also do not provide educator-facing supports that intentionally connect students’ home language to academic mathematical vocabulary and concepts.
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 applicable.
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.
Not applicable.
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
75% (12 out of 16 points)
Evaluation for 4.1a
Grade 1 materials include practice opportunities throughout the learning pathways that require students to demonstrate depth of understanding aligned to the TEKS. In grade 1, students engage in “Adaptive Practice” assignments that require them to apply mathematical concepts in problem-solving situations. For example, one interactive text-entry question gives students a two-dimensional figure and asks them to cut the shape into halves by connecting two dots. This task is aligned to TEKS 1.6C and requires students to analyze the problem situation and solve it using interactive tools. Students must apply conceptual understanding and procedural skills to arrive at a solution rather than relying solely on recall or computation. This task shows one example of how the materials include practice opportunities throughout the learning pathways that require students to demonstrate depth of understanding aligned to the TEKS.
Grade 1 materials include instructional assessments that require students to demonstrate conceptual understanding, procedural fluency, and application of mathematics aligned to the TEKS. Diagnostic assessments, benchmark assessments, quizzes, and “Adaptive Practice” activities include questions that require students to represent mathematical ideas, solve contextual problems, and analyze relationships among concepts. For example, students identify and analyze the necessary mathematical procedures necessary to answer the text question “Micaela used this model to help solve 88–59. What did Micaela do?” This text question is aligned to TEKS 1.3E and TEKS 1.3F, requiring students to apply mathematical reasoning and demonstrate depth of understanding.
Evaluation for 4.1b
Grade 1 materials include questions and tasks that increase in rigor and complexity as students progress through the “Adaptive Pathway.” Students move from foundational concepts and procedural practice to more complex applications of grade-level standards. For example, students progress from recognizing instantly the quantity of structured arrangements (TEKS 1.2A) to using concrete models and pictorial models to compose and decompose numbers up to 120 (TEKS 1.2B). The “Adaptive Pathway” adjusts the complexity of questions based on student performance and requires students to apply mathematical reasoning in increasingly challenging contexts.
Grade 1 materials include an “Adaptive Pathway” that adjusts the complexity of questions based on student proficiency. For example, students progress from collecting, sorting, and analyzing data (TEKS 1.8A) to using data to create picture and bar graphs (TEKS 1.8B). As students demonstrate mastery, the platform presents increasingly rigorous questions aligned to grade 1 standards. However, the materials do not provide enrichment or extension activities specifically designed for above-grade-level learning.
Evaluation for 4.2a
The Student Dashboard Adaptive Pathway in grade 1 demonstrates coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships. For example, the “Number and Operations” domain has students progress through lessons where they compare number values, represent numbers, model number composition, and then compare two-digit numbers, all the while making connections to the big idea of numbers and highlighting the relationships between these concepts.
When viewing a student’s pathway from the Teacher Dashboard in the “Classes” tab, an educator can see how the materials demonstrate horizontal coherence within the grade level by identifying connections among patterns, big ideas, and relationships with the content being practiced. For example, when viewing grade 1, the educator can connect the big ideas across the grade level TEKS: classifying 2D shapes, identifying shape attributes, dividing shapes into parts, and understanding fractions of the whole. The educator is also able to preview the different questions that students will see when working on their pathway.
Evaluation for 4.2b
The Teacher Dashboard includes the “Classes” tab, which shows the skills each student has independently worked on within the “Adaptive Pathway.” It shows the vertical connection of concepts through patterns, big ideas, and relationships for each individual lesson. Students have opportunities to work on prerequisite skills that support mastery of grade-level standards when learning gaps are identified. For example, the first lesson, “Model Number Composition,” shows that the vertically related standard is TEKS 1.2B. The second lesson, “Represent Numbers Multiple Ways,” identifies the vertically related standard as TEKS 2.2B.
The Student Dashboard Adaptive Pathway connects patterns, big ideas, and relationships in a chain view, representing how concepts are connected vertically. For example, in the Number and Operations domain, students begin by modeling number composition (TEKS 1.2B) before representing numbers visually (TEKS 1.2C) and building on those skills to compare whole numbers (TEKS 1.2D). This leads to the lesson “Ordering Numbers to 120” (TEKS 1.2F).
Evaluation for 4.2c
In the Student Dashboard, the “Adaptive Pathway” demonstrates coherence across lessons by connecting students’ prior knowledge of concepts and procedures to those learned in the current grade level. For example, in the Number and Operations domain, the pathway reviews the grade K concepts of comparing set quantities (TEKS K.2G). The pathway also reviews understanding representing numbers (TEKS K.2B). The materials do not require students to make connections of their prior knowledge to concepts they will learn in future grade levels.
In the Teacher Dashboard, the “Classes” tab provides a pictorial display of the “Adaptive Pathway” lesson coherence between prior knowledge and current grade level learning. The “Adaptive Pathway” shows lessons connected in a chain-link view. When a circle is hovered over in the domain, the lesson title appears along with the related standard, including alignment to previous grade-level standards. For example, in the Number and Operations domain, when the instructor hovers over the circle for the “Model Number Composition” lesson, the display shows prior standard TEKS K.2H. Following the chain-link diagram, the “Adaptive Pathway” continues to the “Subitize Small Groups” lessons, which display alignment with the prior standard TEKS 1.2B. However, the materials do not demonstrate coherence with concepts students will learn in future grade levels.
Evaluation for 4.3a
Grade 1 materials provide spaced retrieval opportunities with previously learned skills and concepts through the “Adaptive Pathway” and instructor-created assignments. The “Adaptive Pathway” automatically incorporates prerequisite content from earlier grades when it detects gaps and revisits previously learned skills through personalized learning sequences. These opportunities allow students to retrieve and strengthen prior mathematical understanding while progressing toward proficiency. The Edia AI Math Implementation Guide encourages educators to “monitor intervention progress using the Standards tab scatter plot.” The educator can then filter by individual students to see proficiency growth over time.
Grade 1 materials offer the educator the opportunity to create retrieval opportunities within the Edia AI Math Platform that enable educator decision-making over the frequency, timing, and focus of additional practice with previously learned skills and concepts. For example, the instructor can create a spiral review assignment on reciting numbers forward and backward from any given number between 1 and 120 (TEKS 1.5A) before introducing a new lesson on skip-counting up to 120 (TEKS 1.5B).
Evaluation for 4.3b
The “Practice Assignments” provide opportunities for mixed practice over previously learned skills. Educators can assign multiple questions over a variety of skills and set proficiency goal levels. Educators can add questions that address grade-level skills such as comparing two numbers using symbols (TEKS 1.2G) and also address previous questions such as comparing sets of objects up to 20 in each set using comparative language from grade K. Educators can also add future grade-level questions such as comparing and ordering whole numbers up to 100,000 and representing comparisons using the symbols >, <, or = (TEKS 3.2D). Educators are also able to determine how questions will be assigned to students to address the concept being assigned. Educators can do this by toggling over the selected questions and arranging them so that students are switching among different types of problems and strategies. Unlike the “Quiz Assignment,” the adaptive component of the “Practice Assignment” requires students to continue practicing those skills until they meet proficiency.
Creating a “Quiz Assignment” allows educators to create custom assignments mixing problems from multiple standards, creating interleaved practice across concepts. For example, educators can create and assign quizzes that have students practice mixed operations, including TEKS that focus on addition, subtraction, multiplication, and division. This allows students to practice with previously learned skills and concepts.
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.
2 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.
2 out of 2 points
Grade 1 materials include instructional assessments that require students to demonstrate conceptual understanding, procedural fluency, and application of mathematics aligned to the TEKS. Diagnostic assessments, benchmark assessments, quizzes, and “Adaptive Practice” activities include questions that require students to represent mathematical ideas, solve contextual problems, and analyze relationships among concepts. For example, students identify and analyze the necessary mathematical procedures necessary to answer the text question “Micaela used this model to help solve 88–59. What did Micaela do?” This text question is aligned to TEKS 1.3E and TEKS 1.3F, requiring students to apply mathematical reasoning and demonstrate depth of understanding.
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.
2 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.
2 out of 4 points
Grade 1 materials include an “Adaptive Pathway” that adjusts the complexity of questions based on student proficiency. For example, students progress from collecting, sorting, and analyzing data (TEKS 1.8A) to using data to create picture and bar graphs (TEKS 1.8B). As students demonstrate mastery, the platform presents increasingly rigorous questions aligned to grade 1 standards. However, the materials do not provide enrichment or extension activities specifically designed for above-grade-level learning.
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.
1 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.
1 out of 1 points
When viewing a student’s pathway from the Teacher Dashboard in the “Classes” tab, an educator can see how the materials demonstrate horizontal coherence within the grade level by identifying connections among patterns, big ideas, and relationships with the content being practiced. For example, when viewing grade 1, the educator can connect the big ideas across the grade level TEKS: classifying 2D shapes, identifying shape attributes, dividing shapes into parts, and understanding fractions of the whole. The educator is also able to preview the different questions that students will see when working on their pathway.
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.
1 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.
1 out of 1 points
The Student Dashboard Adaptive Pathway connects patterns, big ideas, and relationships in a chain view, representing how concepts are connected vertically. For example, in the Number and Operations domain, students begin by modeling number composition (TEKS 1.2B) before representing numbers visually (TEKS 1.2C) and building on those skills to compare whole numbers (TEKS 1.2D). This leads to the lesson “Ordering Numbers to 120” (TEKS 1.2F).
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.
2 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.
2 out of 4 points
In the Teacher Dashboard, the “Classes” tab provides a pictorial display of the “Adaptive Pathway” lesson coherence between prior knowledge and current grade level learning. The “Adaptive Pathway” shows lessons connected in a chain-link view. When a circle is hovered over in the domain, the lesson title appears along with the related standard, including alignment to previous grade-level standards. For example, in the Number and Operations domain, when the instructor hovers over the circle for the “Model Number Composition” lesson, the display shows prior standard TEKS K.2H. Following the chain-link diagram, the “Adaptive Pathway” continues to the “Subitize Small Groups” lessons, which display alignment with the prior standard TEKS 1.2B. However, the materials do not demonstrate coherence with concepts students will learn in future grade levels.
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.
2 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.
2 out of 2 points
Grade 1 materials offer the educator the opportunity to create retrieval opportunities within the Edia AI Math Platform that enable educator decision-making over the frequency, timing, and focus of additional practice with previously learned skills and concepts. For example, the instructor can create a spiral review assignment on reciting numbers forward and backward from any given number between 1 and 120 (TEKS 1.5A) before introducing a new lesson on skip-counting up to 120 (TEKS 1.5B).
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.
2 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.
2 out of 2 points
Creating a “Quiz Assignment” allows educators to create custom assignments mixing problems from multiple standards, creating interleaved practice across concepts. For example, educators can create and assign quizzes that have students practice mixed operations, including TEKS that focus on addition, subtraction, multiplication, and division. This allows students to practice with previously learned skills and concepts.
Rubric Section 5
Balance of Conceptual and Procedural Understanding
Materials are designed to balance conceptual understanding, procedural skills, and fluency.
Total
58% (22 out of 38 points)
Evaluation for 5.1a
Students interpret mathematical models and representations in questions and tasks throughout the “Adaptive Learning Pathway.” For example, students complete tasks aligned to TEKS 1.8B that require them to use pictorial models and graphs to represent mathematical concepts and situations. The problem asks, “Tap to count each type of vehicle. Then, fill in the picture graph by tapping where it goes.” Students use data to create picture and bar-type graphs.
Students also analyze and evaluate mathematical representations when solving problems in the “Adaptive Learning Pathway.” For example, students complete tasks aligned to TEKS 1.7A that require them to use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Students evaluate measurement of objects and analyze the nature of linear measurement to determine the length of objects.
Evaluation for 5.1b
Grade 1 materials include problems that contain pictorial representations and concrete models such as base-ten blocks, ten frames, linking cubes, and two-dimensional shapes. Instructors can add these questions when creating an assignment. For example, students tap to count pictures to add or subtract in tasks aligned to TEKS 1.3B.
Students represent mathematical situations using pictorial models such as coins and logs to determine the length of objects. For example, students complete tasks aligned to TEKS 1.7A that require them to measure the length of an object with a ruler. The assignments provide questions that ask, “How long is the pencil?” Students measure using the visual representation of a centimeter ruler. While the materials provide opportunities for students to create pictorial models, the materials do not provide students with opportunities to create or use concrete models to represent mathematical situations.
Evaluation for 5.1c
Students apply conceptual understanding to new problem situations and contexts throughout the “Adaptive Practice” assignments. For example, when students complete tasks aligned to TEKS 1.3D that require them to compose and decompose numbers, they represent the number 14 as 10 + 4 to build understanding of place value and number composition. Students apply their understanding of place value and their number understanding to determine the solution.
Students continue to apply conceptual understanding in a variety of mathematical contexts. For example, students measure length using another object to measure problems aligned to TEKS 1.7A, involving real-life objects. Students apply previously learned counting and fluency strategies to solve real-world problems.
Evaluation for 5.2a
The “Adaptive Practice” assignment in the grade 1 materials is designed to build the student automaticity necessary to complete grade-level mathematical tasks. For example, when students are learning how to break down foundational fractions, instructors can assign problems aligned to TEKS 1.6F that only require students to compose two-dimensional shapes by joining two, three, or four figures. This allows students to apply the concept of composing shapes. The program will not allow students to move on from the given task until they have answered it, or a similar question, correctly. Additionally, the “Adaptive Practice” requires repeated successful performance at a 75.6 percent mastery threshold to build automaticity with grade-level skills.
The “Adaptive Pathway” provides tasks that are designed to build student fluency necessary to complete grade-level mathematical tasks. For example, students can take skills they learned in composing shapes in lessons aligned to TEKS 1.6F and practice with partitioning two-dimensional figures into two and four fair shares or equal parts and describe the parts using words (TEKS 1.6G). Based on the given problem, students can choose to use counting rules they discovered through previous lessons to solve mathematical and real-world problems that include examples with numbers and fluency.
Evaluation for 5.2b
Grade 1 materials include opportunities for students to practice applying efficient mathematical procedures throughout learning pathways. For example, the Student Dashboard provides students with multiple lessons on how to partition two-dimensional figures into two and four fair shares or equal parts and describe the part using words (TEKS 1.6G). The AI Math Coach supports students in using the most efficient method by helping students convert between two and four equal parts. For example, one prompt states, “Cut the triangle into halves.” When a student asks the coach for help in starting the problem, it explains, “Start by cutting the rectangle into two parts. Connect the two dots to cut.” As students progress through lessons, they are given different problems occasionally represented in different shapes to cut into halves and fourths.
“Quiz Assignments” also provide opportunities for students to practice applying flexible mathematical procedures. For example, instructors can assign real-world ratio problems (TEKS 1.6G) in which students are asked to make halves of rectangles and circles. In solving these, students can apply skills they have learned such as identifying two-dimensional shapes and equal parts. Students have the opportunity to choose the method that best works for the situation or the one they are most comfortable with to find the correct answer.
The “Adaptive Pathways” and “Adaptive Practice” assignments also provide opportunities for students to practice applying accurate mathematical procedures. For example, when a student does not answer a question correctly, the material provides an explanation of the correct procedure to use to solve the problem. Then the material provides a similar problem for students to answer before moving on to a new type of problem.
Evaluation for 5.2c
The “Adaptive Practice” and “Adaptive Pathway” materials provide step-by-step explanations and model solution strategies through “Explanation” pages after a student responds to a problem incorrectly, allowing the student to evaluate the explanation for accuracy. For example, in a lesson on making fourths in a different way, if students enter the final answer incorrectly, the “Explanation” page details the correct answer and shows a pictorial model with the four equal parts labeled. Once students have reviewed the “Explanation” page, the program provides students with another opportunity to respond to or solve a similar problem, supporting students in checking the accuracy of their work against a modeled solution.
While students learn how to use different mathematical representations, models, strategies, and solutions throughout the assignments, the materials do not include opportunities for students to evaluate them for efficiency and flexibility.
Evaluation for 5.2d
In the Student Dashboard, the “Adaptive Pathway” guides students through multiple lessons on the same skill, supporting students in selecting increasingly efficient approaches to solve mathematics problems. For example, in the Numbers and Operations domain, lessons about comparing adjacent numbers come only after students have recognized small group quantities. When students reach the “Comparing Adjacent Numbers” lessons, they must use what they have learned in previous lessons and choose the most efficient methods to use to compare two different data sets. The AI Math Coach is also available for students to ask for additional support and guidance.
Grade 1 materials contain guidance that supports students in selecting increasingly efficient approaches to solving mathematics problems through scaffolded feedback the AI Math Coach provides. For example, when students request support during a “Practice Assignment” aligned to TEKS 1.6G, the AI Math Coach responds with guidance such as “Cut the shape in two equal parts.” Rather than simply identifying whether an answer is correct or incorrect, the AI Math Coach analyzes student work, identifies misconceptions, provides corrective reasoning without revealing the answer, and adjusts the vocabulary and complexity of hints based on student responses to support increasingly efficient problem-solving strategies.
Evaluation for 5.3a
The materials, including the Edia AI Math Implementation Guide and “Adaptive Practice Assignments,” do not explicitly explain how the conceptual emphasis and procedural emphasis of the TEKS are addressed. For example, in the “Practice Assignments” for grade 1, students can be assigned a variety of problems tagged with grade 1 standards that state how the TEKS are aligned to student practice. However, the materials do not explicitly state how the conceptual and procedural emphasis of the TEKS are addressed or how both components are intentionally balanced within instruction.
Grade 1 materials provide students with opportunities to engage in standards-aligned practice through “Adaptive Learning Pathways” and assigned practice activities; however, the materials do not include explicit guidance describing how conceptual understanding and procedural fluency intentionally connect within instruction. For example, lessons aligned to TEKS 1.2A ask students to recognize instantly the quantity of structured arrangements. While students practice procedures and apply mathematical skills, the materials do not explicitly explain how the conceptual understanding developed through the tasks, how they support procedural fluency, or how the conceptual and procedural emphasis of the TEKS are balanced throughout the learning pathway.
Evaluation for 5.3b
Questions aligned to TEKS 1.3B provide opportunities for students to create, use, and choose manipulatives to solve problems such as base-ten blocks, ten frames, and linking cubes. For example, one problem states, “There are 3 sandwiches on the frame. Add 2 more to show 3 + 2.” Students select a pictorial model of sandwiches and place them on the ten frame to make a pictorial model to show addition.
Grade 1 materials also include questions and tasks that provide opportunities for students to use abstract models as required by the TEKS. For example, students complete problems aligned to TEKS 1.5A that require them to recite numbers forward and backward from any given number between 1 and 120. One task asks students to count forward from 37. Students interpret the problem, represent the relationship using the numbers, and solve the problem by selecting the correct number to answer the question. However, there are no real-life objects or visuals to support them with this abstract task.
Grade 1 materials provide questions and tasks that allow students to engage with pictorial representations and abstract models as required by the standard. However, the materials do not include opportunities for students to use concrete models or manipulatives. As a result, the materials only partially address the progression from concrete to representational to abstract understanding.
Evaluation for 5.3c
Grade 1 materials provide opportunities for students to connect concrete and representational models to abstract concepts through the AI Math Coach and “Adaptive Learning Pathways.” For example, in the Number and Operations domain, students use objects and pictorial models to solve word problems involving joining and separating sets within 20, which aligns with TEKS 1.3B. The materials include interactive tasks in which students manipulate visual representations such as base-ten blocks or number lines to represent and solve equations. However, while the materials support these connections during student practice, they lack explicit educator guidance on facilitating the transition between concrete, representational, and abstract stages of mathematical understanding.
Students use visual representations such as ten frames, real-life objects, and geometric figures to support understanding of abstract mathematical concepts. For example, students complete a ten frame to find how many more in tasks aligned to TEKS 1.3C. However, the materials do not provide opportunities for students to define or explain connections between representational and abstract concepts, as students interact primarily with digital representations rather than physical manipulatives.
Grade 1 materials provide visual representations such as real-life objects, cubes, and pictures that support students in connecting representational models to abstract mathematical concepts. However, the materials do not provide explicit instructional supports that require students to define or explain the relationship between concrete models and abstract mathematical concepts as required by the TEKS. For example, while students complete tasks aligned to TEKS 1.8B using data to create picture and bar-type graphs, the tasks do not ask students to explain how a concrete model represents the symbolic notation or to justify the transition from a concrete representation to an abstract mathematical concept.
Evaluation for 5.4a
Grade 1 materials provide opportunities for students to develop academic mathematical language through visual representations. For example, students complete tasks aligned to TEKS 1.5F that require them to finish a number sentence. Students connect mathematical vocabulary such as sum, difference, or equal to the visual representations, strengthening conceptual understanding of mathematical language.
Grade 1 materials also provide opportunities for students to develop academic mathematical language through “Explanation” pages and the AI Math Coach. After completing quiz questions, students can review explanations that define mathematical vocabulary while connecting the terms to visual models. During “Adaptive Practice,” students may also ask the AI Math Coach questions about mathematical vocabulary or problem meaning and receive explanations that reinforce academic mathematical language.
Evaluation for 5.4b
Grade 1 materials include opportunities for students to communicate with the AI Math Coach where the AI Math Coach uses academic mathematical vocabulary in context. However, the materials do not include opportunities for students to use this vocabulary when communicating with peers. For example, a problem aligned to TEKS 1.2G asks students, “Which sign makes the statement true?” The student can ask the AI Coach prewritten questions such as how to solve or where to start. When a student asks the AI Math Coach, “How do I know which is more?” the AI Math Coach responds, “Count by tens then by ones.” Students can communicate with the AI Math Coach to practice using the vocabulary, and it will adjust the vocabulary and complexity of hints based on student responses, but students are not using the academic vocabulary themselves.
The Edia AI Math Implementation Guide states, “The AI Math Coach provides real-time scaffolded feedback during practice. The coach adjusts vocabulary and hint complexity based on the student’s responses.” The educator guidance encourages students to use the AI Math Coach to ask questions and explain their thinking but does not include supports for facilitating mathematical discourse using academic mathematical vocabulary between students and educators.
Evaluation for 5.4c
The Edia AI Implementation Guide encourages educators to have students explain their thinking to the AI Math Coach but does not provide educator guidance for facilitating mathematical discourse through questioning strategies, sentence frames, or structured vocabulary supports. This is reflected in grade 1 tasks in which students instantly recognize the quantity of structured arrangements (TEKS 1.5G). For these tasks, students receive corrective feedback from the AI Math Coach and can ask for the definition of terms; however, the materials do not provide embedded supports that require students to explain, justify, or communicate their reasoning using appropriate mathematical language.
The “AI Math Coaching Help Posters” resource provides guidance for students in communicating with the AI Math Coach while working through assignments. It states that the “anchor charts give students a visual, at-a-glance reference for how to interact . . . from asking great questions to getting the most out of each session.” It provides general sentence stems for asking for help in solving problems, but it does not give guidance in supporting student application of mathematical language or academic vocabulary.
Evaluation for 5.4d
Grade 1 materials include individualized “Adaptive Practice” and AI-supported feedback through the AI Math Coach. Students may ask questions and receive explanations while solving TEKS-aligned problems. However, the materials do not include embedded guidance that facilitates mathematical conversations between students or provides opportunities for students to hear and refine mathematical language with peers.
The Edia AI Math Implementation Guide provides guidance for assigning and monitoring “Adaptive Practice” and quizzes. However, the materials do not include educator guidance for facilitating partner discussions, collaborative mathematical discourse, or peer-to-peer conversations that support students in using and refining academic mathematical language.
Evaluation for 5.4e
Grade 1 materials include embedded guidance to anticipate a variety of student answers and guidance to support or redirect inaccurate student responses. In the “Adaptive Practice” assignments and the “Adaptive Pathway,” when a student initially responds incorrectly to an interactive or open-ended question, the AI Math Coach provides a check in the form of tips and hints for the response provided. For example, in a question aligned with TEKS 1.5A, when students are counting up to find the next number, the AI Math Coach explains, “Start with the first number.” The AI Math Coach states, “Your number does not follow the correct order. When counting, go by 1s.”
The problems include exemplar responses to questions and tasks in anticipation of a variety of student answers. For example, in questions where students are to cut a rectangle into halves (TEKS 1.6G), the “Explanation” page shows that halves mean “two equal pieces.” Within some problem types, the “Explanation” also shows more than one exemplar based on the methods that can be used to solve the problem, supporting students in a variety of their answers.
Evaluation for 5.5a
An example of the materials’ integration of TEKS process standards is when the materials embed process standards directly using place value to count and compare numbers (TEKS 1.2E). The “Adaptive Practice” assignment allows students to apply multiple solution methods (solving by using manipulatives, addition, and counting) to determine a solution, aligned to TEKS 1.2F.
The “Adaptive Pathway” also appropriately integrates process standards into the materials. For example, the process standard TEKS 1.1D requires that students communicate, using multiple representations (graphs, tables, symbols). The pathway shows this as integrated with TEKS 1.3F, where students are required to generate and solve problem situations to determine the correct solution to a problem.
Evaluation for 5.5b
The materials demonstrate that the Texas Mathematical Process Standards (MPS) are represented throughout the program. Evidence of the TEKS mathematical process standards can be found within the tasks, activities, and student experiences included in the materials. While not every TEKS mathematical process standard is equally emphasized, the majority are embedded and represented across the learning experiences provided to students.
While students engage with the TEKS mathematical process standards, there is no programmatic explanation of how they are incorporated. For example, while “Adaptive Practice” for using place value to compare numbers (TEKS 1.2E) uses multiple representations (TEKS 1.2G), the materials do not provide a table or guide explaining how these reasoning skills develop and connect across different functions.
Evaluation for 5.5c
Grade 1 materials do not provide a lesson-level overview that explicitly identifies the TEKS process standards incorporated into each lesson. While the digital activities for solving word problems when given a number sentence (TEKS 1.3F) require mathematical reasoning, the platform lacks a reference guide or chart to specify which of the seven TEKS mathematical process standards are targeted within those individual lesson components.
Instructors have the ability to create assignments from problem sets aligned with grade-level TEKS. They can search for the specific standard, including process standards, from which they want to select questions. However, the question bank does not identify or explain how the TEKS mathematical process standards are incorporated into the problems.
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.
3 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.
3 out of 3 points
Students also analyze and evaluate mathematical representations when solving problems in the “Adaptive Learning Pathway.” For example, students complete tasks aligned to TEKS 1.7A that require them to use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Students evaluate measurement of objects and analyze the nature of linear measurement to determine the length of objects.
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
Students represent mathematical situations using pictorial models such as coins and logs to determine the length of objects. For example, students complete tasks aligned to TEKS 1.7A that require them to measure the length of an object with a ruler. The assignments provide questions that ask, “How long is the pencil?” Students measure using the visual representation of a centimeter ruler. While the materials provide opportunities for students to create pictorial models, the materials do not provide students with opportunities to create or use concrete models to represent mathematical situations.
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.
1 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.
1 out of 1 points
Students continue to apply conceptual understanding in a variety of mathematical contexts. For example, students measure length using another object to measure problems aligned to TEKS 1.7A, involving real-life objects. Students apply previously learned counting and fluency strategies to solve real-world problems.
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.
2 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.
2 out of 2 points
The “Adaptive Pathway” provides tasks that are designed to build student fluency necessary to complete grade-level mathematical tasks. For example, students can take skills they learned in composing shapes in lessons aligned to TEKS 1.6F and practice with partitioning two-dimensional figures into two and four fair shares or equal parts and describe the parts using words (TEKS 1.6G). Based on the given problem, students can choose to use counting rules they discovered through previous lessons to solve mathematical and real-world problems that include examples with numbers and fluency.
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.
3 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.
3 out of 3 points
“Quiz Assignments” also provide opportunities for students to practice applying flexible mathematical procedures. For example, instructors can assign real-world ratio problems (TEKS 1.6G) in which students are asked to make halves of rectangles and circles. In solving these, students can apply skills they have learned such as identifying two-dimensional shapes and equal parts. Students have the opportunity to choose the method that best works for the situation or the one they are most comfortable with to find the correct answer.
The “Adaptive Pathways” and “Adaptive Practice” assignments also provide opportunities for students to practice applying accurate mathematical procedures. For example, when a student does not answer a question correctly, the material provides an explanation of the correct procedure to use to solve the problem. Then the material provides a similar problem for students to answer before moving on to a new type of problem.
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.
1 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.
1 out of 3 points
While students learn how to use different mathematical representations, models, strategies, and solutions throughout the assignments, the materials do not include opportunities for students to evaluate them for efficiency and flexibility.
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.
1 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.
1 out of 1 points
Grade 1 materials contain guidance that supports students in selecting increasingly efficient approaches to solving mathematics problems through scaffolded feedback the AI Math Coach provides. For example, when students request support during a “Practice Assignment” aligned to TEKS 1.6G, the AI Math Coach responds with guidance such as “Cut the shape in two equal parts.” Rather than simply identifying whether an answer is correct or incorrect, the AI Math Coach analyzes student work, identifies misconceptions, provides corrective reasoning without revealing the answer, and adjusts the vocabulary and complexity of hints based on student responses to support increasingly efficient problem-solving strategies.
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
Grade 1 materials provide students with opportunities to engage in standards-aligned practice through “Adaptive Learning Pathways” and assigned practice activities; however, the materials do not include explicit guidance describing how conceptual understanding and procedural fluency intentionally connect within instruction. For example, lessons aligned to TEKS 1.2A ask students to recognize instantly the quantity of structured arrangements. While students practice procedures and apply mathematical skills, the materials do not explicitly explain how the conceptual understanding developed through the tasks, how they support procedural fluency, or how the conceptual and procedural emphasis of the TEKS are balanced throughout the learning pathway.
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.
2 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.
2 out of 3 points
Grade 1 materials also include questions and tasks that provide opportunities for students to use abstract models as required by the TEKS. For example, students complete problems aligned to TEKS 1.5A that require them to recite numbers forward and backward from any given number between 1 and 120. One task asks students to count forward from 37. Students interpret the problem, represent the relationship using the numbers, and solve the problem by selecting the correct number to answer the question. However, there are no real-life objects or visuals to support them with this abstract task.
Grade 1 materials provide questions and tasks that allow students to engage with pictorial representations and abstract models as required by the standard. However, the materials do not include opportunities for students to use concrete models or manipulatives. As a result, the materials only partially address the progression from concrete to representational to abstract understanding.
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.
4 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.
4 out of 6 points
Students use visual representations such as ten frames, real-life objects, and geometric figures to support understanding of abstract mathematical concepts. For example, students complete a ten frame to find how many more in tasks aligned to TEKS 1.3C. However, the materials do not provide opportunities for students to define or explain connections between representational and abstract concepts, as students interact primarily with digital representations rather than physical manipulatives.
Grade 1 materials provide visual representations such as real-life objects, cubes, and pictures that support students in connecting representational models to abstract mathematical concepts. However, the materials do not provide explicit instructional supports that require students to define or explain the relationship between concrete models and abstract mathematical concepts as required by the TEKS. For example, while students complete tasks aligned to TEKS 1.8B using data to create picture and bar-type graphs, the tasks do not ask students to explain how a concrete model represents the symbolic notation or to justify the transition from a concrete representation to an abstract mathematical concept.
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
Grade 1 materials also provide opportunities for students to develop academic mathematical language through “Explanation” pages and the AI Math Coach. After completing quiz questions, students can review explanations that define mathematical vocabulary while connecting the terms to visual models. During “Adaptive Practice,” students may also ask the AI Math Coach questions about mathematical vocabulary or problem meaning and receive explanations that reinforce academic mathematical language.
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
The Edia AI Math Implementation Guide states, “The AI Math Coach provides real-time scaffolded feedback during practice. The coach adjusts vocabulary and hint complexity based on the student’s responses.” The educator guidance encourages students to use the AI Math Coach to ask questions and explain their thinking but does not include supports for facilitating mathematical discourse using academic mathematical vocabulary between students and educators.
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
The “AI Math Coaching Help Posters” resource provides guidance for students in communicating with the AI Math Coach while working through assignments. It states that the “anchor charts give students a visual, at-a-glance reference for how to interact . . . from asking great questions to getting the most out of each session.” It provides general sentence stems for asking for help in solving problems, but it does not give guidance in supporting student application of mathematical language or academic vocabulary.
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
The Edia AI Math Implementation Guide provides guidance for assigning and monitoring “Adaptive Practice” and quizzes. However, the materials do not include educator guidance for facilitating partner discussions, collaborative mathematical discourse, or peer-to-peer conversations that support students in using and refining academic mathematical language.
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.
2 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.
2 out of 2 points
The problems include exemplar responses to questions and tasks in anticipation of a variety of student answers. For example, in questions where students are to cut a rectangle into halves (TEKS 1.6G), the “Explanation” page shows that halves mean “two equal pieces.” Within some problem types, the “Explanation” also shows more than one exemplar based on the methods that can be used to solve the problem, supporting students in a variety of their answers.
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.
1 out of 1 points
Evaluation for 5.5a
Evaluation for 5.5a
TEKS process standards are integrated appropriately into the materials.
1 out of 1 points
The “Adaptive Pathway” also appropriately integrates process standards into the materials. For example, the process standard TEKS 1.1D requires that students communicate, using multiple representations (graphs, tables, symbols). The pathway shows this as integrated with TEKS 1.3F, where students are required to generate and solve problem situations to determine the correct solution to a problem.
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
While students engage with the TEKS mathematical process standards, there is no programmatic explanation of how they are incorporated. For example, while “Adaptive Practice” for using place value to compare numbers (TEKS 1.2E) uses multiple representations (TEKS 1.2G), the materials do not provide a table or guide explaining how these reasoning skills develop and connect across different functions.
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
Instructors have the ability to create assignments from problem sets aligned with grade-level TEKS. They can search for the specific standard, including process standards, from which they want to select questions. However, the question bank does not identify or explain how the TEKS mathematical process standards are incorporated into the problems.
Rubric Section 6
Productive Struggle
Materials support students in applying disciplinary practices to productive problem-solving, including explaining and revising their thinking.
Total
42% (8 out of 19 points)
Evaluation for 6.1a
The “Adaptive Pathway” and “Adaptive Practice” assignments include the AI Math Coach to support students in thinking mathematically and persevering through problem-solving. For example, one question asks students to compare sets of real-life objects. If the student types the wrong answer (12 is greater than 21), the AI Math Coach will provide an explanation that supports students to make sense of the math. For example, if a student selects “yes” to indicate that four lemons are the same as five watermelons, the explanation prompts students to count the lemons and to count the watermelons. It also numbers each object to provide further explanation that the sets are not the same.
Grade 1 materials provide support for persevering in mathematics with the AI Math Coach. For example, the AI Math Coach reminds students of the support it offers with the prompt, “Hey! I’m here to help.” If a student is stuck on comparing numbers, they can select “I don’t get this part,” and the AI Math Coach will provide them steps on how to solve such as “Compare the two numbers. If they match, choose ‘Yes.’ If they do not match, choose ‘No.’” If the student gets it right, the AI Math Coach also provides encouraging phrases to affirm student progress such as “Correct! You’re on fire.”
The AI Math Coach in the student assignments provides prompt selections for student support. Examples of what students see when they are solving word problems that provide opportunities for students to make sense of mathematics include the prompts “Is there an easier way?” “Break this down for me,” and “What should I try?” By selecting “Break this down for me,” students receive step-by-step instructions such as “Start by finding how many grapes are left after Natalia ate some. Subtract, then use that result to subtract the grapes her sister ate.”
Evaluation for 6.1b
The AI Math Coach and “Adaptive Practice” assignments support students in understanding that there are multiple ways to solve problems. For example, students solve addition and subtraction problems (TEKS 1.3B) using visual models, cubes, equations, and other mathematical representations. When students struggle, the AI Math Coach provides prompts such as “Is there an easier way?” or “What is the next step?” encouraging students to consider alternative solution strategies rather than relying on a single procedure.
While the materials support students in understanding they can use multiple solution strategies to solve mathematical problems, they do not support students in explaining or justifying why different approaches are valid. Students receive individualized feedback from the AI Math Coach, but the materials do not require students to communicate, compare, defend, or justify their mathematical reasoning with peers or the instructor. Additionally, the materials do not provide educator guidance or discussion protocols that facilitate students explaining or justifying multiple solution methods.
Evaluation for 6.1c
While the platform provides individual practice for tasks, it is designed as a tool to replace existing practice, homework, or warm-up time through independent work rather than collaborative engagement. The materials lack digital tools for students to write or record responses to justify their reasoning to an audience, and there are no features for peer-to-peer discussion, such as discussion boards.
Within the “Adaptive Pathway,” students independently complete mathematical tasks and record written responses. However, the materials do not require students to engage in mathematical discussions, collaborative problem solving, or written mathematical communication with peers or instructors.
Evaluation for 6.2a
Grade 1 materials provide opportunities for students to solve grade-level mathematical problems independently through the “Adaptive Pathway,” “Adaptive Practice” assignments, and the AI Math Coach. For example, students solve addition and subtraction word problems aligned to TEKS 1.3E. While students may choose from multiple representations or strategies to solve these problems, the materials do not include opportunities for students to share and reflect on the methods they use.
The AI Math Coach supports students throughout the problem-solving process by providing hints, scaffolded feedback, and explanations based on student responses. For example, when a student incorrectly orders whole numbers on a number line using place value (TEKS 1.2C), the AI Math Coach prompts the student by reminding them that “seven tens” means counting by tens seven times. However, the AI Math Coach does not guide students to share, explain, justify, defend, compare, or reflect on the mathematical approaches they use. Additionally, the materials do not provide educator guidance or discussion protocols that facilitate students communicating their mathematical reasoning with peers or the instructor.
Evaluation for 6.2b
The AI Math Coach provides guidance and prompts with feedback based on student responses when students solve a problem incorrectly. For example, in a lesson identifying the number of tens and ones, students are to count base-ten blocks. If students incorrectly answer the question on the first attempt, the AI Math Coach prompts, “You got the tens part right! Count the single blocks again very carefully. How many ones do you see?” This prompt allows students to focus on a specific part of their answer without being told the final answer. It also provides support by anticipating common misconceptions. For example, the AI Math Coach reminds students about how to check their work, stating, “Count the long tens stick first. That is 1 ten. Then point to each single block and count out loud one by one. Make sure you do not skip any blocks.”
The “Explanation” pages in the materials provide guidance in explaining feedback based on student responses and anticipated misconceptions. When an educator assigns lessons to students, they can preview the types of questions along with the Explanation pages students will see after they answer a problem. For example, in problems aligned to place value, the “Explanation” page gives the steps to correctly solve the problem such as “Look at the blocks. We see 1 group of ten and 9 groups of one. In total there are 19 blocks.” The preview provides educators with the correct way to explain the process of solving based on how students attempt to solve the problem. It also provides reminders of common misconceptions such as “The number 19 has one set of ten and 9 ones.”
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.
3 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.
3 out of 3 points
Grade 1 materials provide support for persevering in mathematics with the AI Math Coach. For example, the AI Math Coach reminds students of the support it offers with the prompt, “Hey! I’m here to help.” If a student is stuck on comparing numbers, they can select “I don’t get this part,” and the AI Math Coach will provide them steps on how to solve such as “Compare the two numbers. If they match, choose ‘Yes.’ If they do not match, choose ‘No.’” If the student gets it right, the AI Math Coach also provides encouraging phrases to affirm student progress such as “Correct! You’re on fire.”
The AI Math Coach in the student assignments provides prompt selections for student support. Examples of what students see when they are solving word problems that provide opportunities for students to make sense of mathematics include the prompts “Is there an easier way?” “Break this down for me,” and “What should I try?” By selecting “Break this down for me,” students receive step-by-step instructions such as “Start by finding how many grapes are left after Natalia ate some. Subtract, then use that result to subtract the grapes her sister ate.”
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.
1 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.
1 out of 3 points
While the materials support students in understanding they can use multiple solution strategies to solve mathematical problems, they do not support students in explaining or justifying why different approaches are valid. Students receive individualized feedback from the AI Math Coach, but the materials do not require students to communicate, compare, defend, or justify their mathematical reasoning with peers or the instructor. Additionally, the materials do not provide educator guidance or discussion protocols that facilitate students explaining or justifying multiple solution methods.
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
Within the “Adaptive Pathway,” students independently complete mathematical tasks and record written responses. However, the materials do not require students to engage in mathematical discussions, collaborative problem solving, or written mathematical communication with peers or instructors.
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
The AI Math Coach supports students throughout the problem-solving process by providing hints, scaffolded feedback, and explanations based on student responses. For example, when a student incorrectly orders whole numbers on a number line using place value (TEKS 1.2C), the AI Math Coach prompts the student by reminding them that “seven tens” means counting by tens seven times. However, the AI Math Coach does not guide students to share, explain, justify, defend, compare, or reflect on the mathematical approaches they use. Additionally, the materials do not provide educator guidance or discussion protocols that facilitate students communicating their mathematical reasoning with peers or the instructor.
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.
4 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.
4 out of 4 points
The “Explanation” pages in the materials provide guidance in explaining feedback based on student responses and anticipated misconceptions. When an educator assigns lessons to students, they can preview the types of questions along with the Explanation pages students will see after they answer a problem. For example, in problems aligned to place value, the “Explanation” page gives the steps to correctly solve the problem such as “Look at the blocks. We see 1 group of ten and 9 groups of one. In total there are 19 blocks.” The preview provides educators with the correct way to explain the process of solving based on how students attempt to solve the problem. It also provides reminders of common misconceptions such as “The number 19 has one set of ten and 9 ones.”