Program Information
- ISBN
- 9798995402596
Edia AI Math – Algebra I
Supplemental Math (English) Grade 9
IMRA 2026
Publisher: Edia Learning Inc
Copyright: 2025
Rubric: Supplemental Mathematics 6–12 (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 9 | 100% | 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
Algebra I 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, when students complete a diagnostic assignment, educators can see how each student performed on the program’s identified domains. The domains reflect the TEKS statements to which they align; for example, the Number and Algebraic Methods domain aligns with TEKS A1.10. In the “Classes” tab of the Teacher Dashboard, educators can view concepts grouped by domain within “Adaptive Pathways.” A title details the concept covered as well as the TEKS alignment. One grouping includes the lessons “Understanding Domain and Range” (A.9A) and “Interpretation of Exponential Functions” (A.9B).
Although Algebra I outline the TEKS that are addressed, these 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
Algebra I 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 recommends strategies such as assigning a diagnostic to identify students’ specific gaps and assigning targeted “Adaptive Pathways” to address prerequisite skills. Another example provides guidance for small-group instruction. “Context D: Small Group Practice” explains how educators can use this strategy while other students engage in productive independent work through “Adaptive Pathways.”
Algebra I 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
Algebra I 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.
Algebra I 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 represent each student’s proficiency in the identified TEKS by showing how long the student spent on the standard in relation to the proficiency level. The cards color-code students based on their respective proficiency. Educators can check individual students’ cards and view recommended skills and prerequisites those students should complete to demonstrate proficiency.
Evaluation for 1.1d
Algebra I 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.
Algebra I 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, Algebra I 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
Algebra I materials include TEKS-aligned assessment resources. For example, educators can create a quiz by using the question item bank and selecting the desired TEKS to be addressed throughout the quiz. Educators 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 include suggested “Usage Recommendations” for students, the guidance is limited to the amount of time students should spend in the program each week rather than providing lesson-specific implementation guidance, as students progress through “Adaptive Learning Pathways” at their own pace. For example, the Edia AI Math Implementation Guide recommends that students engage in 2–3 sessions per week, complete 15–20 questions per session, and spend 30–45 minutes total per week in the platform. However, the materials do not include lesson plans with learning objectives aligned to the TEKS or ELPS, educator and student instructional materials, or lesson components for individual lessons.
Evaluation for 1.2b
Algebra I 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.”
Algebra I 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
Algebra I 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. The guide includes sections for what students are learning in each domain, “Activities to Try at Home,” and “Questions to Ask Your Student.” For example, for the Linear Functions and Equations domain, the guide encourages families to look at “graphs in news articles and discuss what the slope (steepness) means.”
Additionally, the Family Guide includes a “How to Help” section, which offers recommendations for how families should approach the concepts with their students. For example, for “Quadratic and Polynomial Functions,” the guide tells families, “These topics are genuinely difficult. Celebrate efforts and progress, not just correct answers.”
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
Although Algebra I outline the TEKS that are addressed, these 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, 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, 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, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
Algebra I 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
Algebra I 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 represent each student’s proficiency in the identified TEKS by showing how long the student spent on the standard in relation to the proficiency level. The cards color-code students based on their respective proficiency. Educators can check individual students’ cards and view recommended skills and prerequisites those students should complete to demonstrate proficiency.
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
Algebra I 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, Algebra I 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 include suggested “Usage Recommendations” for students, the guidance is limited to the amount of time students should spend in the program each week rather than providing lesson-specific implementation guidance, as students progress through “Adaptive Learning Pathways” at their own pace. For example, the Edia AI Math Implementation Guide recommends that students engage in 2–3 sessions per week, complete 15–20 questions per session, and spend 30–45 minutes total per week in the platform. However, the materials do not include lesson plans with learning objectives aligned to the TEKS or ELPS, educator and student instructional materials, or lesson components for individual lessons.
1.2b
If designed to be adaptive, materials include detailed lesson overviews with learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be adaptive, materials include detailed lesson overviews with 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 detailed lesson overviews with learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
1 out of 5 points
Algebra I 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
Additionally, the Family Guide includes a “How to Help” section, which offers recommendations for how families should approach the concepts with their students. For example, for “Quadratic and Polynomial Functions,” the guide tells families, “These topics are genuinely difficult. Celebrate efforts and progress, not just correct answers.”
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
90% (19 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.”
Algebra I 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
Algebra I 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.
Algebra I 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
Algebra I materials include diagnostic assessments with problems of basic recall, including identifying key features of linear functions (TEKS A1.3C) such as the x-intercept and y-intercept. Problems also include using skills and concepts to solve problems such as calculating the rate of change of linear functions represented algebraically, in tables, graphs, and in real-world problems (TEKS A1.3B). While materials align to the Algebra I TEKS, diagnostic problems do not require students to use strategic or extended thinking.
The diagnostic assessment includes 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 2.1e
Algebra I materials include formative assessments with problems of basic recall such as identifying key features in quadratic functions (TEKS A1.7A). Problems also include using skills and concepts to solve problems, including solving quadratic equations with real solutions using different methods such as factoring and applying the quadratic formula (TEKS A1.8A). Students use strategic thinking, applying concepts they know to solve more challenging problems. For example, they might solve quadratic equations using more challenging methods such as completing the square (TEKS A1.8A).
The educator-designed quizzes 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 Algebra I 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.
After students complete a quiz, they can see their results in the Student Dashboard. Each problem includes a rationale for the correct answer or provides step-by-step instructions for correcting an incorrect response. For example, the explanation for a one-step equation states, “Solving an equation means finding the value of a variable that makes the equation true. We can find this value by isolating the variable on one side of the equation. Here, subtract 19 from both sides of the equation and re-write the equation. To double-check this answer, substitute -25 into the original question and see if it’s correct.” The program regularly models the steps as it explains them. It then shows students a video on solving a similar problem.
The article “How to: Understand Edia Data” explains how to interpret the percentages given and the proficiency levels assigned to students. The section “How to Act on What You See” explains how to use the “Results” tab to identify students who are struggling and how to use the Standards Cards to assign practice for students based on their proficiency color.
Evaluation for 2.2b
The Algebra I “Student Adaptive Pathway” leads students through assigned tasks that are separated by domain and based on a student’s performance on assessments. Each activity is represented in the pathway by a circle on the main pathway page and is filled and color-coded based on completion and proficiency in that activity.
The Student Profile view for educators shows student proficiency on individual TEKS. Located next to the identified TEKS is a box that is color-coded to represent demonstrated proficiency as a student completes tasks related to the standards. It shows what tasks a student will be assigned and should complete to continue to make progress, including suggested prerequisites. For example, in Algebra I, the “AI Analysis” might explain that a student “is struggling with distinguishing between strict inequalities (< or >) which require dashed lines, and inequalities that include equality (≤ or ≥) which need solid lines” and that the student has not shown proficiency in solving systems of two linear inequalities using graphing at level 1. It lists two skills the student has not yet seen, such as “identify correct system of inequalities given graph” and “solve systems of two linear inequalities using graphing.”
Evaluation for 2.2c
Algebra I 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.
Algebra I 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
The “Academic Language and Checks for Understanding” appendix includes the “Checks for Understanding During an Activity” section that provides educators with prompts to use to check for student understanding at the beginning of a lesson, after the first problem, at the turn of a lesson, and before moving on to a new lesson. For example, one prompt states, “How did you get that? Explain the first step.” It explains that this is how an educator could catch that a student arrived at a correct answer by accident, providing time to intervene on the concept.
The appendix also includes guidance for frequent checks within the same section. For example, it recommends using the “Standards” tab throughout the lesson, not just at the end, because the color-coding system helps to identify if students need a whole-class reteach or a small-group lesson with the educator. It also provides ideas of support for students based on what the educator sees from the “Standards” tab and hears from students as they are working. For example, if three or four students are stuck, the guidance states to “pull a small group at the educator station. Use the prompts in the Discourse and Facilitation Guide, Section 2.”
Evaluation for 2.2e
Algebra I 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. For example, students receive immediate feedback after they answer an assignment question. These features allow the program to check understanding at key points and respond to student needs during the lesson rather than at the end. For instance, in Algebra I, the materials provide the following check for understanding: “To determine the rate of change using a table, look at how y changes when x changes between two points. Think rise over run.”
After completing an exercise or activity, students receive immediate feedback, including their grade and the amount of time spent on that activity. This data lets students see which problems they answered correctly and incorrectly and provides 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
Algebra I 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
Algebra I 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 includes more than two interactive item types, including plotting on a number line, 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 educator-designed quizzes 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
After students complete a quiz, they can see their results in the Student Dashboard. Each problem includes a rationale for the correct answer or provides step-by-step instructions for correcting an incorrect response. For example, the explanation for a one-step equation states, “Solving an equation means finding the value of a variable that makes the equation true. We can find this value by isolating the variable on one side of the equation. Here, subtract 19 from both sides of the equation and re-write the equation. To double-check this answer, substitute -25 into the original question and see if it’s correct.” The program regularly models the steps as it explains them. It then shows students a video on solving a similar problem.
The article “How to: Understand Edia Data” explains how to interpret the percentages given and the proficiency levels assigned to students. The section “How to Act on What You See” explains how to use the “Results” tab to identify students who are struggling and how to use the Standards Cards to assign practice for students based on their proficiency color.
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 educators shows student proficiency on individual TEKS. Located next to the identified TEKS is a box that is color-coded to represent demonstrated proficiency as a student completes tasks related to the standards. It shows what tasks a student will be assigned and should complete to continue to make progress, including suggested prerequisites. For example, in Algebra I, the “AI Analysis” might explain that a student “is struggling with distinguishing between strict inequalities (< or >) which require dashed lines, and inequalities that include equality (≤ or ≥) which need solid lines” and that the student has not shown proficiency in solving systems of two linear inequalities using graphing at level 1. It lists two skills the student has not yet seen, such as “identify correct system of inequalities given graph” and “solve systems of two linear inequalities using graphing.”
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
Algebra I 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.
2 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.
2 out of 2 points
The appendix also includes guidance for frequent checks within the same section. For example, it recommends using the “Standards” tab throughout the lesson, not just at the end, because the color-coding system helps to identify if students need a whole-class reteach or a small-group lesson with the educator. It also provides ideas of support for students based on what the educator sees from the “Standards” tab and hears from students as they are working. For example, if three or four students are stuck, the guidance states to “pull a small group at the educator station. Use the prompts in the Discourse and Facilitation Guide, Section 2.”
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, students receive immediate feedback, including their grade and the amount of time spent on that activity. This data lets students see which problems they answered correctly and incorrectly and provides 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
93% (40 out of 43 points)
Evaluation for 3.1a
Based on students’ diagnostic assessment, the Edia AI Math Implementation Guide directs educators to assign targeted “Adaptive Instructional Pathways” to bolster students’ prerequisite skills. The 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 Algebra I “Adaptive Pathways,” the AI Math Coach provides real-time scaffolded feedback and additional practice problems when students 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.” When students answer incorrectly, the AI Math Coach responds, “Don’t worry—check the explanation, and you’ll get the next one.” The AI Math Coach then explains the correct answer and provides new iterations of the same type of problem until students are proficient.
Evaluation for 3.1b
Algebra I materials include explicit educator guidance for providing language supports before and during instruction to develop students’ academic mathematical vocabulary. The Multilingual Learner and Differentiation Guide provides guidance for educators to pre-teach essential mathematical terms and connect new vocabulary to students’ prior knowledge before students begin grade-level tasks. Educators are prompted to identify unfamiliar terms and references within mathematical contexts and use student-friendly explanations, visuals, examples, and connections to students’ home languages to build understanding before students independently engage with content.
Algebra I materials also include guidance for embedding language supports as students work with mathematical content. Educators use supports such as visual representations, contextual explanations, translated language, sentence supports, and the AI Math Coach to clarify unfamiliar academic vocabulary during instruction and practice. For example, when students work with linear equations, educators can support students in connecting terms such as systems of equations, table of values, x-intercept, and slope to visual models and familiar language. The AI Math Coach provides additional explanations and rephrases mathematical terminology as needed.
Evaluation for 3.1c
In the Edia AI Math Implementation Guide, “Context B: Enrichment and Advanced Learning” provides educators with explicit guidance on activities and recommended usage for students who 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.” An Algebra I student who has mastered grade-level linear equations can be assigned Algebra II linear functions content.
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
The settings for assigning an assignment, quiz, diagnostic, or one of the “Adaptive Pathways” for the Algebra I materials include an option for educators to enable a calculator. They can do so for all students but not for individual students. Similarly, when students opt to use the text-to-speech function, the function works for all students rather than individual students.
The program does not include content and language supports such as pictorial representations of non-mathematical terminology.
Evaluation for 3.1e
The Multilingual Learner and Differentiation Guide directs educators to provide multiple options for students to demonstrate their understanding of mathematical concepts while maintaining the rigor of Algebra I content. Based on their language proficiency and instructional needs, students can demonstrate mathematical thinking through verbal explanations, written responses, visual representations, models, and mathematical symbols.
Algebra I materials also provide explicit guidance for highlighting and connecting mathematical patterns, features, and relationships through multiple means of representation. The Multilingual Learner and Differentiation Guide directs educators to combine verbal explanations, visual representations, mathematical terminology, and cross-linguistic connections to help students identify relationships among concepts. For example, educators can use the “Two Languages, One Idea” routine to display mathematical terms in English and students’ home languages (such as connecting the English linear to the Spanish lineal) and discuss similarities between the terms while connecting the vocabulary to visual and symbolic representations (such as tables of values and coordinate graphs representing a phone plan with a monthly fee plus a charge per gigabyte).
Evaluation for 3.2a
In Algebra I, the Discourse and Facilitation Guide provides explicit educator guidance to support lesson delivery and build knowledge by activating prior knowledge and anchoring big ideas for classrooms that serve emergent bilingual (EB) students. The guide establishes a structured instructional framework and directs educators on exactly what to set up, what to say, and what to listen for when using the platform alongside their core curriculum in two to three sessions per week. To activate prior knowledge before students begin their digital practice, the guide directs the educator to use verbal prompts and real-world analogies that encourage students to predict mathematical concepts. For example, to activate prior knowledge of linear relationships (TEKS A1.2C), educators might lead a discussion on everyday scenarios such as comparing flat monthly fees and per-gigabyte data charges on cell phone plans, prompting students to predict how these values represent rates of change. To anchor big ideas, the guide prompts educators to introduce core unit concepts through structured introductory discussions, ensuring students have a conceptual anchor before engaging with the “Adaptive Practice” assignments on their devices.
Additionally, the Multilingual Learner and Differentiation Guide prompts educators to highlight and connect key patterns, features, and relationships through multiple means of representation. To connect mathematical features and terminology, the guide directs educators to facilitate the “Two Languages, One Idea” cross-linguistic routine. Educators write terms on the board, guide students to translate them into their home languages, and analyze cognates (such as connecting the English linear to the Spanish lineal) to highlight structural patterns in language and mathematics. To connect relationships and representations, the guide instructs educators to project the Math Content Glossary and use the platform’s dual-language Spanish-English student interface and multilingual translation feedback.
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.”
Within the Student Profile Dashboard in the “Adaptive Learning Pathway,” Algebra I materials include 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.
Evaluation for 3.2d
In the Edia AI Math Implementation Guide, the “Context B: Enrichment and Advanced Learning” section provides explicit educator guidance for enriching and extending learning for students who 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 teacher supervision.” These strategies help educators provide accelerated learning opportunities without requiring constant direct supervision.
In Algebra I, the Multilingual Learner and Differentiation Guide encourages various forms of engagement and diverse student response methods. To ensure students have multiple pathways to demonstrate understanding beyond standard keyboard typing, the guide outlines five distinct digital and offline access modes: Home-Language Reading (problem text and the AI Math Coach feedback translated into more than 100 languages), Listening (read-aloud capabilities for both problems and the AI Math Coach responses), Speaking (voice input directly to the AI Math Coach), Handwriting (finger or stylus input with digital character recognition on tablets), and On-Paper Work (printing assignments to PDF in more than 100 languages to work offline or annotate beside the screen). Additionally, the guide details various active response forms embedded within the Algebra I TEKS-aligned tasks such as system-equation entry and graph drawing, which requires students to draw lines directly on the coordinate plane rather than simply select a pre-drawn graph. This multi-modal framework allows educators to customize how students show what they know, ensuring that mathematical comprehension is not restricted by a single digital input format.
Evaluation for 3.2e
The Algebra I “Adaptive Learning Pathway” includes the AI Math Coach, which students can enable during practice assignments. The AI Math Coach acts as the educator, providing timely feedback during a lesson. For example, in the Expressions, Equations, and Relationships domain, in the “Equation Writing Linear Equation Systems” lesson, when students correctly answer a problem, the AI Math Coach responds, “That’s right! Well done.” When students answer incorrectly, the AI Math Coach responds, “A system of equations can be represented on a graph. The system of equations is the equations for the two lines and the solution. To find the system of equations, simply find the equation of each line. The first line crosses the y-axis at y = -6 and has a slope of m = -5.” Students also can ask the AI Math Coach questions by selecting a prompt such as “Where do I start?” or typing their own question. The AI Math Coach breaks down the problem’s steps, and students can respond.
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
Algebra I materials include educator guidance for providing and incorporating linguistic accommodations for students across the ELPS language-proficiency levels. The Multilingual Learner and Differentiation Guide identifies differentiated supports that educators can use based on students’ levels of English proficiency, including home-language support, visuals, simplified or clarified language, vocabulary scaffolds, sentence supports, and opportunities to use academic mathematical language. The guidance supports educators in adjusting the amount and type of linguistic support while maintaining access to Algebra I mathematical content.
The materials provide guidance for gradually increasing students’ use of academic language as their English proficiency develops. Students at beginning levels may receive stronger supports like visuals, home-language connections, translated terminology, and structured language frames, while students at intermediate and advanced levels are prompted to use increasingly precise mathematical vocabulary and more complete explanations. For example, when Algebra I students engage with linear equations, educators can move students from identifying mathematical relationships using supported words or phrases to explaining and justifying those relationships using complete sentences and course-level academic vocabulary.
Evaluation for 3.3b
Algebra I materials include language accessibility features such as text-to-speech support for students and real-time translation of problem content into more than 110 languages. Students at the pre-production and beginning language proficiency levels can select their first language and listen to questions 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 in English.
The AI Math Coach, available in the “Adaptive Instructional Pathways” and “Assigned Practice,” offers linguistic support for students at the high-intermediate and advanced language proficiency levels. For example, in the Algebra I pathways, students can demonstrate their level of mathematical knowledge by completing the questions. However, if they get stuck and need additional support, the AI Math Coach offers detailed steps to solve problems.
Evaluation for 3.3c
Algebra I materials guide educators on using the program with EB students in state-approved bilingual and ESL programs. The Multilingual Learner and Differentiation Guide explains how educators can incorporate the program’s language supports within bilingual and ESL instructional settings by selecting linguistic accommodations based on students’ language proficiency, providing access to home-language supports when appropriate, and intentionally connecting English academic mathematical language to students’ existing linguistic knowledge.
The materials provide educators with actionable strategies for integrating Edia AI Math into instruction for EB students rather than relying solely on the platform’s translation features. Guidance includes using visual and contextual supports, structured oral and written language opportunities, academic vocabulary supports, and cross-linguistic connections alongside grade-level mathematics instruction. These supports allow educators in bilingual and ESL settings to use the program while simultaneously supporting mathematical content development and English-language acquisition.
Evaluation for 3.3d
The Algebra I “Adaptive Pathway” includes embedded guidance and supports that can help EB students engage in written academic discourse through written response tasks and AI Math Coach prompts that rephrase content and clarify vocabulary. For example, the “Identifying Functions in Different Forms” lesson begins with a review of functions. If students ask the AI Math Coach to explain the lesson in another way, it responds by comparing functions to a recipe, stating, “If you follow the steps with the same ingredients (the input), you always get the same dish (the output). You don’t make cookies one time and a cake the next time with the same exact recipe!” Students also can also ask the AI Math Coach to translate this explanation to Spanish, which builds cross-linguistic connections and helps students make sense of mathematical ideas in more accessible language.
Algebra I materials also include guidance for oral discourse that supports EB students in using academic mathematical language. The Multilingual Learner and Differentiation Guide provides strategies for educators to incorporate structured opportunities for students to verbally explain mathematical reasoning, rehearse academic vocabulary, discuss representations, and clarify ideas using appropriate linguistic supports. Students can first use home-language connections, sentence frames, or targeted vocabulary support and then progress toward more complete oral explanations using increasingly precise academic language. Together, the oral and written discourse supports provide opportunities for students to develop vocabulary, build background knowledge, increase comprehension, and make cross-linguistic connections while engaging with grade-level mathematics.
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 Algebra I “Adaptive Pathways,” the AI Math Coach provides real-time scaffolded feedback and additional practice problems when students 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.” When students answer incorrectly, the AI Math Coach responds, “Don’t worry—check the explanation, and you’ll get the next one.” The AI Math Coach then explains the correct answer and provides new iterations of the same type of problem until students are proficient.
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.
4 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.
4 out of 4 points
Algebra I materials also include guidance for embedding language supports as students work with mathematical content. Educators use supports such as visual representations, contextual explanations, translated language, sentence supports, and the AI Math Coach to clarify unfamiliar academic vocabulary during instruction and practice. For example, when students work with linear equations, educators can support students in connecting terms such as systems of equations, table of values, x-intercept, and slope to visual models and familiar language. The AI Math Coach provides additional explanations and rephrases mathematical terminology as needed.
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 non-mathematical 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.
2 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.
2 out of 2 points
Algebra I materials also provide explicit guidance for highlighting and connecting mathematical patterns, features, and relationships through multiple means of representation. The Multilingual Learner and Differentiation Guide directs educators to combine verbal explanations, visual representations, mathematical terminology, and cross-linguistic connections to help students identify relationships among concepts. For example, educators can use the “Two Languages, One Idea” routine to display mathematical terms in English and students’ home languages (such as connecting the English linear to the Spanish lineal) and discuss similarities between the terms while connecting the vocabulary to visual and symbolic representations (such as tables of values and coordinate graphs representing a phone plan with a monthly fee plus a charge per gigabyte).
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.
5 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.
5 out of 5 points
Additionally, the Multilingual Learner and Differentiation Guide prompts educators to highlight and connect key patterns, features, and relationships through multiple means of representation. To connect mathematical features and terminology, the guide directs educators to facilitate the “Two Languages, One Idea” cross-linguistic routine. Educators write terms on the board, guide students to translate them into their home languages, and analyze cognates (such as connecting the English linear to the Spanish lineal) to highlight structural patterns in language and mathematics. To connect relationships and representations, the guide instructs educators to project the Math Content Glossary and use the platform’s dual-language Spanish-English student interface and multilingual translation feedback.
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
Within the Student Profile Dashboard in the “Adaptive Learning Pathway,” Algebra I materials include 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.
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.
2 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.
2 out of 2 points
In Algebra I, the Multilingual Learner and Differentiation Guide encourages various forms of engagement and diverse student response methods. To ensure students have multiple pathways to demonstrate understanding beyond standard keyboard typing, the guide outlines five distinct digital and offline access modes: Home-Language Reading (problem text and the AI Math Coach feedback translated into more than 100 languages), Listening (read-aloud capabilities for both problems and the AI Math Coach responses), Speaking (voice input directly to the AI Math Coach), Handwriting (finger or stylus input with digital character recognition on tablets), and On-Paper Work (printing assignments to PDF in more than 100 languages to work offline or annotate beside the screen). Additionally, the guide details various active response forms embedded within the Algebra I TEKS-aligned tasks such as system-equation entry and graph drawing, which requires students to draw lines directly on the coordinate plane rather than simply select a pre-drawn graph. This multi-modal framework allows educators to customize how students show what they know, ensuring that mathematical comprehension is not restricted by a single digital input format.
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.
4 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.
4 out of 4 points
The materials provide guidance for gradually increasing students’ use of academic language as their English proficiency develops. Students at beginning levels may receive stronger supports like visuals, home-language connections, translated terminology, and structured language frames, while students at intermediate and advanced levels are prompted to use increasingly precise mathematical vocabulary and more complete explanations. For example, when Algebra I students engage with linear equations, educators can move students from identifying mathematical relationships using supported words or phrases to explaining and justifying those relationships using complete sentences and course-level academic vocabulary.
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
The AI Math Coach, available in the “Adaptive Instructional Pathways” and “Assigned Practice,” offers linguistic support for students at the high-intermediate and advanced language proficiency levels. For example, in the Algebra I pathways, students can demonstrate their level of mathematical knowledge by completing the questions. However, if they get stuck and need additional support, the AI Math Coach offers detailed steps to solve problems.
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.
1 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.
1 out of 1 points
The materials provide educators with actionable strategies for integrating Edia AI Math into instruction for EB students rather than relying solely on the platform’s translation features. Guidance includes using visual and contextual supports, structured oral and written language opportunities, academic vocabulary supports, and cross-linguistic connections alongside grade-level mathematics instruction. These supports allow educators in bilingual and ESL settings to use the program while simultaneously supporting mathematical content development and English-language acquisition.
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.
8 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.
8 out of 8 points
Algebra I materials also include guidance for oral discourse that supports EB students in using academic mathematical language. The Multilingual Learner and Differentiation Guide provides strategies for educators to incorporate structured opportunities for students to verbally explain mathematical reasoning, rehearse academic vocabulary, discuss representations, and clarify ideas using appropriate linguistic supports. Students can first use home-language connections, sentence frames, or targeted vocabulary support and then progress toward more complete oral explanations using increasingly precise academic language. Together, the oral and written discourse supports provide opportunities for students to develop vocabulary, build background knowledge, increase comprehension, and make cross-linguistic connections while engaging with grade-level mathematics.
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
Practice opportunities throughout the learning pathways require students to demonstrate depth of understanding aligned to the TEKS. In Algebra I, students engage in “Adaptive Practice” assignments that require them to apply mathematical concepts in problem-solving situations. “Adaptive Learning Pathways” practice opportunities require students to demonstrate depth of understanding aligned to the TEKS. For example, students engage with proof-based tasks, graphing activities, systems of inequalities, and constructed-response items that require reasoning, justification, and multiple representations. Instructional assessments similarly require students to demonstrate conceptual understanding through interactive item types and mathematical reasoning tasks.
The 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, in the Algebra I “Adaptive Learning Pathway,” the “Quadratic Functions and Equations” section requires students to graph quadratic functions using an interactive coordinate grid. Students can see the parent function, and they drag the plotted points to create the graph of a new function. They then identify key features of the function, such as the y-intercept and zeros, in alignment with TEKS A1.7A.
Evaluation for 4.1b
The materials include questions and tasks that increase in rigor and complexity as students progress through the “Adaptive Pathways.” In Algebra I, educators can assign a TEKS-aligned grade-level skill and a related above-grade-level skill within the same assignment (i.e., Texas K–12 Sample Practice). For example, students may first solve systems of linear equations in Algebra I (TEKS A1.5C) and then extend that work to systems that include linear and nonlinear equations in Algebra II (TEKS A2.3A). Students must successfully complete the grade-level problem before accessing the higher-level problem, ensuring that instruction progresses from current proficiency to more advanced application.
The Algebra I “Adaptive Learning Pathway” adjusts question complexity based on student proficiency, but the materials do not provide enrichment and extension opportunities that increase in rigor and complexity to support students beyond grade-level proficiency. Although educators can set the assignment goal to a higher performance level, the system does not adapt question difficulty based on student progress, and the tasks remain at the same level of rigor throughout the learning process. As a result, the materials do not demonstrate a challenge progression beyond grade-level expectations. For example, students progress from solving linear equations in one and two steps to solving equations with variables on both sides of the equation using the distributive property (TEKS A1.5A). As students demonstrate mastery, the platform presents increasingly rigorous questions aligned to grade-level standards. However, the materials do not provide enrichment or extension activities specifically designed for above-grade-level learning.
Evaluation for 4.2a
In the Student Dashboard, the “Adaptive Learning Pathway” demonstrates coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships. For example, the Polynomial Operations domain has students progress through lessons in which they solve rational number operations, explain parentheses and brackets, and then add and subtract polynomials, all the while making connections to the big idea of polynomial operations 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 educators view the Algebra I pathway, they can see how the program breaks down polynomial operations such as multiplying and adding and subtracting polynomials and how the program connects this topic to the overall learning goal. Educators also can preview the questions students will see as they work 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. When educators identify learning gaps, students can work on prerequisite skills that support mastery of grade-level standards. The “Adaptive Learning Pathway” demonstrates coherence vertically across concepts and grade bands by connecting prerequisite mathematical concepts to Algebra I content. For example, students can use the “Adaptive Learning Pathway” to progress from grade 5 “Number and Operations and Algebraic Reasoning” concepts into Algebra I “Number and Algebraic Methods.”
In the Student Dashboard, the “Adaptive Learning Pathway” connects patterns, big ideas, and relationships in a chain view, representing how concepts connect vertically. When students show gaps in grade-level skills, the pathway provides lower-grade-level skills to address these gaps and scaffold instruction. For example, a student who is not yet proficient in writing linear equations in various forms (TEKS A1.2B) can practice with prerequisite TEKS such as representing non-proportional situations (TEKS 8.5B) and understanding quantities from graphs (TEKS 6.6A).
Evaluation for 4.2c
In the Student Dashboard, the “Adaptive Learning Pathway” demonstrates coherence across lessons by connecting students’ prior knowledge to concepts and procedures in the current grade level. For example, in the grade 8 Linear Functions, Equations, and Inequalities domain, the pathway reviews identifying functions from various forms (TEKS 8.5G) and understanding quantities from graphs (TEKS 6.6A). However, the materials do not connect this knowledge to future grade levels or courses.
The “Classes” tab in the Teacher Dashboard provides a pictorial display of the “Adaptive Pathway” lesson coherence between prior knowledge and current grade-level learning. The “Pathway” view shows lessons connected in a chain-link view. When an educator hovers over a circle in the domain, the lesson title appears along with the related standard, including alignment to previous grade-level standards. For example, in the Algebra I Number and Algebraic Methods domain, when educators hover over the circle for the “Solving Rational Number Operations” lesson, they will see prior standard TEKS 7.3B. Following the chain-link diagram, the “Adaptive Learning Pathway” continues to the “Rational Numbers Operations Mastery” lessons, which display alignment to the prior standard TEKS 7.3A. However, the materials do not demonstrate coherence with concepts in future grade levels.
Evaluation for 4.3a
The materials provide spaced retrieval opportunities with previously learned skills and concepts through the “Adaptive Pathway” and educator-created assignments. The “Adaptive Pathway” automatically incorporates prerequisite content from earlier grades when gaps are detected and revisits previously learned skills through personalized learning sequences. These opportunities allow students to retrieve and strengthen prior mathematical understanding while progressing toward grade-level 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.
The program’s retrieval opportunities help educators make decisions about the frequency, timing, and focus of additional student practice with previously learned skills and concepts. For example, educators can create a spiral-review assignment on solving quadratic functions (TEKS A1.3C) before introducing a new lesson on factoring polynomial functions (TEKS A1.7D).
Evaluation for 4.3b
In the “Practice Assignment” section, educators can create Algebra I assignments and activities that mix topics or problem types across learning pathways, allowing students to practice previously learned skills and concepts. This supports flexible thinking and retention over time. For example, educators can assign skills from different categories in the Algebra I “Adaptive Learning Pathway,” such as “Number and Algebraic Methods” and “Linear Functions, Equations, and Inequalities,” within the same assignment to provide interleaved practice.
Creating a “Quiz Assignment” allows educators to create custom assignments that mix problems from multiple standards, creating interleaved practice across concepts. For example, educators can create and assign quizzes that ask students to do mixed operations and cover the 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
The 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, in the Algebra I “Adaptive Learning Pathway,” the “Quadratic Functions and Equations” section requires students to graph quadratic functions using an interactive coordinate grid. Students can see the parent function, and they drag the plotted points to create the graph of a new function. They then identify key features of the function, such as the y-intercept and zeros, in alignment with TEKS A1.7A.
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
The Algebra I “Adaptive Learning Pathway” adjusts question complexity based on student proficiency, but the materials do not provide enrichment and extension opportunities that increase in rigor and complexity to support students beyond grade-level proficiency. Although educators can set the assignment goal to a higher performance level, the system does not adapt question difficulty based on student progress, and the tasks remain at the same level of rigor throughout the learning process. As a result, the materials do not demonstrate a challenge progression beyond grade-level expectations. For example, students progress from solving linear equations in one and two steps to solving equations with variables on both sides of the equation using the distributive property (TEKS A1.5A). As students demonstrate mastery, the platform presents increasingly rigorous questions aligned to grade-level 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 educators view the Algebra I pathway, they can see how the program breaks down polynomial operations such as multiplying and adding and subtracting polynomials and how the program connects this topic to the overall learning goal. Educators also can preview the questions students will see as they work on their pathway.
4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grades 3–12, by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grades 3–12, 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 grades 3–12, by connecting patterns, big ideas, and relationships.
1 out of 1 points
In the Student Dashboard, the “Adaptive Learning Pathway” connects patterns, big ideas, and relationships in a chain view, representing how concepts connect vertically. When students show gaps in grade-level skills, the pathway provides lower-grade-level skills to address these gaps and scaffold instruction. For example, a student who is not yet proficient in writing linear equations in various forms (TEKS A1.2B) can practice with prerequisite TEKS such as representing non-proportional situations (TEKS 8.5B) and understanding quantities from graphs (TEKS 6.6A).
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
The “Classes” tab in the Teacher Dashboard provides a pictorial display of the “Adaptive Pathway” lesson coherence between prior knowledge and current grade-level learning. The “Pathway” view shows lessons connected in a chain-link view. When an educator hovers over a circle in the domain, the lesson title appears along with the related standard, including alignment to previous grade-level standards. For example, in the Algebra I Number and Algebraic Methods domain, when educators hover over the circle for the “Solving Rational Number Operations” lesson, they will see prior standard TEKS 7.3B. Following the chain-link diagram, the “Adaptive Learning Pathway” continues to the “Rational Numbers Operations Mastery” lessons, which display alignment to the prior standard TEKS 7.3A. However, the materials do not demonstrate coherence with concepts 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
The program’s retrieval opportunities help educators make decisions about the frequency, timing, and focus of additional student practice with previously learned skills and concepts. For example, educators can create a spiral-review assignment on solving quadratic functions (TEKS A1.3C) before introducing a new lesson on factoring polynomial functions (TEKS A1.7D).
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 that mix problems from multiple standards, creating interleaved practice across concepts. For example, educators can create and assign quizzes that ask students to do mixed operations and cover the 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
74% (28 out of 38 points)
Evaluation for 5.1a
Algebra I students interpret mathematical concepts and complex, real-world situations in questions and tasks throughout the “Adaptive Learning Pathway.” For example, students complete tasks aligned to TEKS A1.9B that require them to interpret the meaning of the values of a and b of exponential functions in real-world contexts. Students also use exponential functions to interpret and make real-world predictions (TEKS A1.9E).
Algebra I students analyze and evaluate mathematical concepts and complex, real-world situations when solving problems in the “Adaptive Learning Pathway.” For example, students complete tasks aligned to TEKS A1.12A that require them to analyze and decide whether relations represented verbally, tabularly, graphically, or symbolically define a function. This involves evaluating the characteristics of a relation against the definition of a function. The “Adaptive Learning Pathway” also asks students to evaluate functions expressed in function notation (TEKS A1.12B).
Evaluation for 5.1b
The online platform incorporates pictorial representations such as graphs and visual models to develop students’ conceptual understanding. For example, students graph linear functions on an interactive coordinate grid and identify key features such as intercepts, zeros, and slope as aligned to TEKS A1.3C.
Within “K–12 Sample Practice” assignments, Algebra I students also can create pictorial representations such as graphs to represent mathematical situations. For example, educators can add questions aligned to TEKS A1.3H, requiring students to graph the solution set to systems of two linear inequalities on an interactive coordinate grid. Although the program incorporates pictorial representations, the materials do not offer opportunities to create concrete representations.
Evaluation for 5.1c
Algebra I students apply conceptual understanding to new problem situations and contexts throughout the “Adaptive Learning Pathway.” For example, students complete tasks aligned to TEKS A1.4C that require them to use technology to make a prediction given a table of data. One question reads, “A toy company is studying the average demand for one of their new dolls based on its price. The results are presented in the table below. Use technology to find the line of best fit for the data. Then use that model to predict the number of people who will buy the doll if its price is $10. Round to the nearest person.” Students apply their understanding of linear regression to determine the solution.
Algebra I students apply conceptual understanding in a variety of mathematical contexts within the “K–12 Sample Practice” assignments. Educators can add problems that require students to describe and solve mathematical and real-world situations using exponential functions (TEKS A1.9C). Students apply previously learned concepts such as writing linear and quadratic functions to fit data and make predictions to solve real-world problems.
Evaluation for 5.2a
Educators can create “Adaptive Practice” assignments to build the automaticity students need to complete grade-level mathematical tasks. For example, educators can add adaptive questions involving simplifying expressions with the law of exponents (TEKS A1.11B), giving students repeated opportunities to apply exponent rules with accuracy and efficiency. This repeated practice supports automaticity with exponent properties and fluency in symbolic manipulation, which reduces cognitive load and prepares students to more effectively complete grade-level algebraic tasks. The program will not allow students to move on from a given task until they have answered it, or a similar question, correctly. Additionally, the “Adaptive Practice” assignments require repeated successful performance at a 75.6 percent mastery threshold to build automaticity with grade-level skills.
The “Adaptive Pathways” provide tasks designed to support student fluency in TEKS A.5A by providing a progression of tasks that reinforce prerequisite skills and gradually increase in complexity. This allows students to practice solving multi-step equations and equations with variables on both sides while building accuracy, efficiency, and mathematical confidence.
Evaluation for 5.2b
Algebra I materials include opportunities for students to practice applying efficient mathematical procedures throughout learning pathways. For example, in the Student Dashboard, the “Adaptive Learning Pathway” offers multiple lessons on graphing linear equations. Students can use these as a warm-up before a lesson on systems of linear equations, getting repeated practice with foundational procedures that support efficient problem-solving later in the unit.
“Quiz Assignments” also provide opportunities for students to practice applying flexible mathematical procedures. For example, educators can assign related questions that ask students to determine slope from a table, graph, or equation (TEKS A1.3A), giving them opportunities to use different strategies while applying the same underlying skill. This supports flexibility by helping students connect representations and select efficient approaches based on a problem’s structure.
“Adaptive Pathways” and “Adaptive Practice” assignments also provide opportunities for students to practice applying accurate mathematical procedures. For example, educators can assign repeated questions involving solving linear equations and systems of equations aligned to TEKS A1.3C and A1.3F, allowing students to build speed and accuracy with grade-level procedures. This repeated practice supports fluency by helping students carry out algebraic steps more efficiently as problem complexity increases.
Evaluation for 5.2c
The “Adaptive Practice” assignments and “Adaptive Pathways” provide step-by-step explanations and model solution strategies through “Explanation” pages after students respond incorrectly, allowing students to evaluate the accuracy of modeled solutions. For example, Algebra I materials include opportunities for students to apply accurate mathematical procedures by solving linear equations and interpreting the solution in context, as outlined in TEKS A1.5A. However, in these tasks, the main goal is for students to arrive at the correct answer. The materials do not consistently prompt students to identify the most efficient method, analyze the accuracy of their solution process, or explain the flexibility of their approach to solving the problem. After students review the “Explanation” information, they can respond to or solve a similar problem, which supports them 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 Learning Pathway” guides students through a sequenced progression of lessons within the Number and Algebraic Methods domain, supporting students in selecting increasingly efficient approaches to solve mathematics problems. For example, students move from foundational skills such as solving rational number operations and understanding order of operations to more advanced tasks such as adding and subtracting polynomials, rewriting polynomial expressions, and factoring trinomials. This progression requires students to build on prior learning and apply more efficient strategies as they advance through the pathway. Students can ask the AI Math Coach for additional support and guidance.
The AI Math Coach provides scaffolded feedback that supports students in selecting increasingly efficient approaches to solving mathematics problems. For example, Algebra I questions include multi-step linear equations including solving one-step and two-step problems, with variables on both sides, using the distributive property, and word problems. The AI Math Coach gives students additional support and prompts such as “Am I on the right track?” and “What should I try?” Rather than simply identifying whether an answer is correct, the AI Math Coach supports increasingly efficient problem-solving strategies by analyzing student work, identifying misconceptions, providing corrective reasoning without revealing the answer, and adjusting the vocabulary and complexity of hints based on student responses.
Evaluation for 5.3a
The materials include the Edia AI Math Implementation Guide and “Adaptive Practice” assignments. However, the materials do not explicitly explain how the program addresses both the conceptual emphasis and procedural emphasis of the TEKS. For example, the “Adaptive Practice” assignments for Algebra I include a variety of problems tagged with Algebra I standards that state how the TEKS align to student practice. However, the materials do not explicitly state how they address the conceptual and procedural emphasis of the TEKS or how instruction intentionally balances these components.
The materials give students 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, in Algebra I lessons aligned to TEKS A1.5A, students solve linear equations in one variable and receive immediate feedback on their responses. However, the materials do not explicitly explain how the conceptual understanding students develop through such tasks supports procedural fluency or how the learning pathway balances the conceptual and procedural emphasis of the TEKS.
Evaluation for 5.3b
Within the “Adaptive Practice” assignments and educator-created assignments, educators can assign questions that require students to use pictorial representations such as graphs to solve mathematical problems. For example, students complete tasks aligned to TEKS A1.3C that require them to use a graph to identify the intercepts, zeros, and slope of linear functions.
The materials also include questions and tasks that require students to use abstract models, as required by the TEKS. For example, students complete problems aligned to TEKS A1.12E that require them to solve mathematical and scientific formulas (literal equations) for a specified variable. One task asks students to solve the given formula for volume of a cylinder for the variable h. Students solve these types of problems by symbolic manipulation of expressions and formulas.
The materials provide questions and tasks that allow students to engage with pictorial representations and abstract models, as required by the standard. Students receive opportunities to interpret and use visual representations to develop mathematical understanding. However, the materials do not include opportunities for students to use concrete models or manipulatives. As a result, the progression from concrete to representational to abstract understanding is only partially addressed in the materials.
Evaluation for 5.3c
Algebra I materials include supports for students in connecting concrete models to abstract concepts. In the “All Grades Sample Quiz,” educators can create questions with the help of AI that support students in connecting concrete models to abstract concepts. For example, one problem says, “A student is using algebra tiles to model the equation 5x + 12 = 2x + 33, where each rectangle tile represents x and each unit tile represents 1. If the student removes 2 rectangle tiles from both sides of the model, how many rectangle tiles will be on the left side of the model?” (TEKS A1.5A). Although the Algebra I materials do not include built-in manipulatives, the task prompts students to apply their understanding of algebra tiles, whether through mental visualization or by using physical tiles in the classroom.
The materials also provide supports for students to connect representational models to abstract concepts through AI-supported guidance and feedback. For example, students interpret and connect pictorial graphs to symbolic equations when identifying key features of linear functions (TEKS A1.3C). However, the materials do not provide opportunities for students to create their own concrete or representational models within the digital tasks. Additionally, the platform does not include embedded tools or prompts for students to define and explain the relationship between concrete or representational models and abstract concepts. The AI Math Coach primarily directs students to interpret pre-generated models rather than generate their own explanations.
Evaluation for 5.4a
Algebra I materials provide opportunities for students to develop academic mathematical language through visual representations. For example, students complete tasks aligned to TEKS A1.3C that require them to graph linear functions on the coordinate plane and identify key features. Students connect mathematical vocabulary such as x-intercept, y-intercept, zeros, and slope to the visual representations, strengthening conceptual understanding of mathematical language.
Algebra I materials also provide opportunities for students to develop academic mathematical language through “Explanation” pages and the AI Math Coach. After completing questions in a quiz, students can review explanations that define mathematical vocabulary while connecting the terms to visual models. During “Adaptive Practice,” students can 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
Algebra I materials include embedded educator guidance to scaffold and support students’ use of academic mathematical vocabulary in context. Prior to digital sessions, the Multilingual Learner and Differentiation Guide instructs educators to pre-teach vocabulary using the platform’s “Standards” tab to target core terms for skills such as TEKS A1.2I and A1.3C (including system of equations, linear equation, table of values, x-intercept, y-intercept, zeros, and slope). The guide instructs educators to project the Math Content Glossary for Algebra I, read definitions aloud, and have students restate the definitions in their own words. Section 4.1 outlines the “Term Talk” routine, which scaffolds oral peer-to-peer discourse. In the routine, educators model a term, the class repeats it twice, and partners practice using the term in oral sentences. Section 4.4 outlines the “Two Languages, One Idea” cross-linguistic routine, in which educators display English terms alongside home-language equivalents to analyze cognates (such as connecting linear to the Spanish lineal), helping students anchor mathematical terminology within familiar linguistic structures. Both the problems and the AI Math Coach’s step-by-step feedback translate into more than 100 languages, so students receive real-time, bilingual vocabulary scaffolding during digital practice.
Additionally, the materials include explicit educator guidance to extend students’ use of academic mathematical vocabulary in context when they communicate with peers and educators. The Multilingual Learner and Differentiation Guide instructs educators to “raise the bar from a word to a sentence” by refusing to accept simple nods or single-word answers during classroom discussions. During the “Term Talk” routine, when students reach for an informal workaround (such as saying “how steep it is” instead of “slope”), the guide tells educators to restate the sentence with precise mathematical vocabulary and then have students repeat it. To extend student language, the guide provides tiered, linguistically accommodated sentence frames mapped to the ELPS. These frames guide students from basic identification (“This is a graph”), to structured explanations (“The slope is ___, which means ___”), and finally to advanced peer-to-peer arguments (“I disagree, because the zeros of the function are ___”).
Evaluation for 5.4c
In Algebra I, the Multilingual Learner and Differentiation Guide provides structured opportunities and explicit educator guidance for students to write about mathematical concepts using academic vocabulary. For multi-step digital practice tasks such as writing systems of equations (TEKS A1.2I), the guide instructs educators to give students linguistically accommodated writing frames customized for their specific ELPS level. These embedded supports ensure that students are not merely selecting multiple-choice options but are actively generating written mathematical justifications using precise vocabulary.
Additionally, the Multilingual Learner and Differentiation Guide provides explicit educator guidance for supporting, monitoring, and transitioning students’ written discourse during digital math sessions. For Algebra I tasks that involve entering a value, the guide directs educators to move beyond accepting simple numerical answers by explicitly asking students for “the sentence that goes with the number,” explaining that a bare mathematical value reveals nothing about their logical reasoning. To ensure students can successfully write their reasoning using precise terms (such as system of equations, linear equation, table of values, x-intercept, and y-intercept), the guide instructs educators to project the Math Content Glossary for Algebra I, read the definitions aloud, and prompt students to restate the definition in their own words before drafting their responses. To accommodate writing challenges, the guide instructs educators to give students “two chances at the same idea in different formats,” directing students to verbally rehearse their reasoning with a partner before committing it to a typed explanation. This ensures that language barriers do not obstruct written mathematical expression.
Evaluation for 5.4d
The Multilingual Learner and Differentiation Guide for Algebra I includes an “Oral Discourse Routines” section that explains four routines to help students hear, refine, and use math language with peers. For example, the “Term Talk” routine helps build academic vocabulary and gives educators steps to follow when introducing vocabulary and prompts to guide the conversation such as “Turn to your partner. Use the word ‘system of equations’ in a sentence about this problem.”
The Algebra I “Academic Language and Checks for Understanding” appendix guides educators to facilitate peer-to-peer conversations that help students refine their use of math language. It suggests encouraging students to use more precise language in their conversations, prompting educators to make comments such as “You said how steep it is first and slope the second time. That is the improvement.” The appendix also includes sentence frames to help facilitate student conversation.
Evaluation for 5.4e
The 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 an Algebra I question about constructing a quadratic function in standard form (TEKS A1.6C), the AI Math Coach states, “Start with the standard form of a quadratic. To have two real roots, the graph must cross the x-axis twice. One way is to choose simple numbers for a, b, and c, so the discriminant is positive. Try picking values and checking that condition.”
The problems in the Algebra I materials include exemplar responses and tasks that anticipate a variety of student answers. For example, when students must solve systems of linear equations (TEKS A1.5C), the “Explanation” pages show how to find the solution using both the substitution and elimination methods. For some problem types, the “Explanation” pages show more than one method for solving the problem, supporting students in a variety of their answers.
Evaluation for 5.5a
In Algebra I, the materials embed process standards directly into solving systems of equations (TEKS A1.5C). In the “Adaptive Practice” assignments, students can apply multiple solution methods (such as solving systems by graphing, substitution, and elimination) to determine a solution, aligned to process standard A1.1B.
“Adaptive Pathways” also integrate process standards into the materials as appropriate. For example, in Algebra I, standard A1.2A incorporates the process standard A1.1D (“Communicate: Use multiple representations (graphs, tables, symbols)”). Students must determine the domain/range given a graph, table, or verbal description and represent their answers using multiple notations.
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.
Section 2 of the “Process Standards, Emphasis, and Alignment” appendix includes a table that explains each process standard and how it is incorporated in the program. In Algebra I, students engage with multiple process standards within the same mathematical task. For example, when students write systems of two linear equations given a table of values, a graph, and a verbal description aligned to TEKS A1.2I, they analyze a real-world context, select an appropriate representation or strategy, move between equations and visual representations, and explain their mathematical reasoning using precise language. As the appendix explains, the process standards interweave throughout the TEKS through the actions students are required to complete rather than as isolated skills.
Evaluation for 5.5c
Section 2 of the “Process Standards, Emphasis, and Alignment” appendix identifies each process standard and explains how lessons incorporate that standard. For example, the table details that TEKS A1.1E is utilized in each lesson as “students record and organise their own work rather than only reading a finished representation. In Algebra I, the response forms confirmed in TEKS-aligned items are system-equation entry, typed answer and graph drawing. On tablets, students can also write their work by hand. The prompts in the Discourse Guide, Section 2.4, ask students to name what they have created.”
The appendix also includes section 3, which explains how each “Concept Lesson” before the practice problems incorporates the process standards. A table graphic provides each piece of the lesson aligned with the appropriate process standard and explains what the student is doing during the lesson. For example, the table shows that the lesson’s “First Practice Problems” section aligns with TEKS A1.1A and A1.1C. Students are “meeting the idea in a real context and choosing a tool or technique to approach it.” The section also explains that not every concept standard has a “Concept Lesson” and that educators should check for this before assigning it to students.
5.1 Development of Conceptual Understanding
5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate mathematical concepts and complex, real-world situations.
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate mathematical concepts and complex, real-world 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 mathematical concepts and complex, real-world situations.
3 out of 3 points
Algebra I students analyze and evaluate mathematical concepts and complex, real-world situations when solving problems in the “Adaptive Learning Pathway.” For example, students complete tasks aligned to TEKS A1.12A that require them to analyze and decide whether relations represented verbally, tabularly, graphically, or symbolically define a function. This involves evaluating the characteristics of a relation against the definition of a function. The “Adaptive Learning Pathway” also asks students to evaluate functions expressed in function notation (TEKS A1.12B).
5.1b
Questions and tasks provide opportunities for students to create concrete models and representations of mathematical situations.
Questions and tasks provide opportunities for students to create concrete models and representations of 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 representations of mathematical situations.
1 out of 2 points
Within “K–12 Sample Practice” assignments, Algebra I students also can create pictorial representations such as graphs to represent mathematical situations. For example, educators can add questions aligned to TEKS A1.3H, requiring students to graph the solution set to systems of two linear inequalities on an interactive coordinate grid. Although the program incorporates pictorial representations, the materials do not offer opportunities to create concrete representations.
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
Algebra I students apply conceptual understanding in a variety of mathematical contexts within the “K–12 Sample Practice” assignments. Educators can add problems that require students to describe and solve mathematical and real-world situations using exponential functions (TEKS A1.9C). Students apply previously learned concepts such as writing linear and quadratic functions to fit data and make predictions 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 Pathways” provide tasks designed to support student fluency in TEKS A.5A by providing a progression of tasks that reinforce prerequisite skills and gradually increase in complexity. This allows students to practice solving multi-step equations and equations with variables on both sides while building accuracy, efficiency, and mathematical confidence.
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, educators can assign related questions that ask students to determine slope from a table, graph, or equation (TEKS A1.3A), giving them opportunities to use different strategies while applying the same underlying skill. This supports flexibility by helping students connect representations and select efficient approaches based on a problem’s structure.
“Adaptive Pathways” and “Adaptive Practice” assignments also provide opportunities for students to practice applying accurate mathematical procedures. For example, educators can assign repeated questions involving solving linear equations and systems of equations aligned to TEKS A1.3C and A1.3F, allowing students to build speed and accuracy with grade-level procedures. This repeated practice supports fluency by helping students carry out algebraic steps more efficiently as problem complexity increases.
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 the most efficient approaches when solving mathematics problems.
Materials contain guidance to support students in selecting the most efficient approaches when solving mathematics problems.
1 out of 1 points
Evaluation for 5.2d
Evaluation for 5.2d
Materials contain guidance to support students in selecting the most efficient approaches when solving mathematics problems.
1 out of 1 points
The AI Math Coach provides scaffolded feedback that supports students in selecting increasingly efficient approaches to solving mathematics problems. For example, Algebra I questions include multi-step linear equations including solving one-step and two-step problems, with variables on both sides, using the distributive property, and word problems. The AI Math Coach gives students additional support and prompts such as “Am I on the right track?” and “What should I try?” Rather than simply identifying whether an answer is correct, the AI Math Coach supports increasingly efficient problem-solving strategies by analyzing student work, identifying misconceptions, providing corrective reasoning without revealing the answer, and adjusting the vocabulary and complexity of hints based on student responses.
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
The materials give students 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, in Algebra I lessons aligned to TEKS A1.5A, students solve linear equations in one variable and receive immediate feedback on their responses. However, the materials do not explicitly explain how the conceptual understanding students develop through such tasks supports procedural fluency or how the learning pathway balances the conceptual and procedural emphasis of the TEKS.
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
The materials also include questions and tasks that require students to use abstract models, as required by the TEKS. For example, students complete problems aligned to TEKS A1.12E that require them to solve mathematical and scientific formulas (literal equations) for a specified variable. One task asks students to solve the given formula for volume of a cylinder for the variable h. Students solve these types of problems by symbolic manipulation of expressions and formulas.
The materials provide questions and tasks that allow students to engage with pictorial representations and abstract models, as required by the standard. Students receive opportunities to interpret and use visual representations to develop mathematical understanding. However, the materials do not include opportunities for students to use concrete models or manipulatives. As a result, the progression from concrete to representational to abstract understanding is only partially addressed in the materials.
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.
2 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.
2 out of 6 points
The materials also provide supports for students to connect representational models to abstract concepts through AI-supported guidance and feedback. For example, students interpret and connect pictorial graphs to symbolic equations when identifying key features of linear functions (TEKS A1.3C). However, the materials do not provide opportunities for students to create their own concrete or representational models within the digital tasks. Additionally, the platform does not include embedded tools or prompts for students to define and explain the relationship between concrete or representational models and abstract concepts. The AI Math Coach primarily directs students to interpret pre-generated models rather than generate their own explanations.
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
Algebra I materials also provide opportunities for students to develop academic mathematical language through “Explanation” pages and the AI Math Coach. After completing questions in a quiz, students can review explanations that define mathematical vocabulary while connecting the terms to visual models. During “Adaptive Practice,” students can 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.
2 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.
2 out of 2 points
Additionally, the materials include explicit educator guidance to extend students’ use of academic mathematical vocabulary in context when they communicate with peers and educators. The Multilingual Learner and Differentiation Guide instructs educators to “raise the bar from a word to a sentence” by refusing to accept simple nods or single-word answers during classroom discussions. During the “Term Talk” routine, when students reach for an informal workaround (such as saying “how steep it is” instead of “slope”), the guide tells educators to restate the sentence with precise mathematical vocabulary and then have students repeat it. To extend student language, the guide provides tiered, linguistically accommodated sentence frames mapped to the ELPS. These frames guide students from basic identification (“This is a graph”), to structured explanations (“The slope is ___, which means ___”), and finally to advanced peer-to-peer arguments (“I disagree, because the zeros of the function are ___”).
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.
1 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.
1 out of 1 points
Additionally, the Multilingual Learner and Differentiation Guide provides explicit educator guidance for supporting, monitoring, and transitioning students’ written discourse during digital math sessions. For Algebra I tasks that involve entering a value, the guide directs educators to move beyond accepting simple numerical answers by explicitly asking students for “the sentence that goes with the number,” explaining that a bare mathematical value reveals nothing about their logical reasoning. To ensure students can successfully write their reasoning using precise terms (such as system of equations, linear equation, table of values, x-intercept, and y-intercept), the guide instructs educators to project the Math Content Glossary for Algebra I, read the definitions aloud, and prompt students to restate the definition in their own words before drafting their responses. To accommodate writing challenges, the guide instructs educators to give students “two chances at the same idea in different formats,” directing students to verbally rehearse their reasoning with a partner before committing it to a typed explanation. This ensures that language barriers do not obstruct written mathematical expression.
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.
2 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.
2 out of 2 points
The Algebra I “Academic Language and Checks for Understanding” appendix guides educators to facilitate peer-to-peer conversations that help students refine their use of math language. It suggests encouraging students to use more precise language in their conversations, prompting educators to make comments such as “You said how steep it is first and slope the second time. That is the improvement.” The appendix also includes sentence frames to help facilitate student conversation.
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 in the Algebra I materials include exemplar responses and tasks that anticipate a variety of student answers. For example, when students must solve systems of linear equations (TEKS A1.5C), the “Explanation” pages show how to find the solution using both the substitution and elimination methods. For some problem types, the “Explanation” pages show more than one method for solving 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
“Adaptive Pathways” also integrate process standards into the materials as appropriate. For example, in Algebra I, standard A1.2A incorporates the process standard A1.1D (“Communicate: Use multiple representations (graphs, tables, symbols)”). Students must determine the domain/range given a graph, table, or verbal description and represent their answers using multiple notations.
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.
2 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.
2 out of 2 points
Section 2 of the “Process Standards, Emphasis, and Alignment” appendix includes a table that explains each process standard and how it is incorporated in the program. In Algebra I, students engage with multiple process standards within the same mathematical task. For example, when students write systems of two linear equations given a table of values, a graph, and a verbal description aligned to TEKS A1.2I, they analyze a real-world context, select an appropriate representation or strategy, move between equations and visual representations, and explain their mathematical reasoning using precise language. As the appendix explains, the process standards interweave throughout the TEKS through the actions students are required to complete rather than as isolated skills.
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.
1 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.
1 out of 1 points
The appendix also includes section 3, which explains how each “Concept Lesson” before the practice problems incorporates the process standards. A table graphic provides each piece of the lesson aligned with the appropriate process standard and explains what the student is doing during the lesson. For example, the table shows that the lesson’s “First Practice Problems” section aligns with TEKS A1.1A and A1.1C. Students are “meeting the idea in a real context and choosing a tool or technique to approach it.” The section also explains that not every concept standard has a “Concept Lesson” and that educators should check for this before assigning it to students.
Rubric Section 6
Productive Struggle
Materials support students in applying disciplinary practices to productive problem-solving, including explaining and revising their thinking.
Total
90% (19 out of 21 points)
Evaluation for 6.1a
In the “Adaptive Pathway” and “Adaptive Practice” assignments, the materials include the AI Math Coach to support students in thinking mathematically and persevering through problem-solving. For example, in an Algebra I question, students must factor a quadratic expression such as x^2 + 5x + 6 (TEKS A1.10E). If the student struggles to identify the correct factors, the AI Math Coach provides prompts such as “Consider the factors of the constant term. What pairs of factors multiply to 6?” followed by “Which pair of factors also adds up to the coefficient of the term, which is 5?” The prompts support students’ efforts to make sense of math.
The AI Math Coach provides support for persevering in mathematics. For example, Algebra I students working on assignments receive the AI Math Coach prompts such as “Hey! I’m here to help.” If students are stuck on solving systems of linear equations (TEKS A1.5C), they can select “I don’t get this part,” and AI Math Coach will provide solving steps such as “Try the substitution method: solve one equation for a variable and then substitute that expression into the other equation to find the value of the first variable.” If students get the problem right, the AI Math Coach affirms their progress with phrases such as “That’s it!”
Additionally, the AI Math Coach provides prompt selections for student support. When students solve word problems, for example, they see prompts such as “Is there an easier way?” “Break this down for me,” and “What should I try?” The prompt “Where do I start?” gives students step-by-step instructions such as “Start by recalling the volume relationship between a pyramid and a prism that have congruent bases and the same height. A pyramid occupies what fraction of the matching prism? Use that fraction for both parts.”
Evaluation for 6.1b
The AI Math Coach and “Adaptive Practice” assignments help students understand that there are multiple ways to solve problems. For example, students solve systems of linear equations aligned to TEKS A1.5C using a variety of mathematical representations and methods, including substitution, elimination, and graphing. When students struggle, the AI Math Coach provides prompts such as “Is there an easier way?” or “What is the next step?” These prompts encourage students to consider alternative solution strategies rather than rely on a single procedure. However, the materials do not support students in explaining or justifying that there can be multiple ways to solve problems and complete tasks.
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
The Edia AI Math Implementation Guide includes a “Doing, Writing About, and Discussing Mathematics” section that addresses students and their peers. In this section, each action is paired with five examples of how educators can help facilitate the particular action with students in the classroom. For example, the section suggests having students work on a problem together (such as building a table and a graph for the same situation and comparing them, a task aligned to TEKS A1.2I) before finishing the problem set independently, sharing a written explanation of their thinking with their partner, and then discussing the problem with the class during a debrief at the end of the lesson.
The guide also suggests opportunities for students to do, write about, and discuss math with educators. For example, small-group instruction at the educator station allows educators to use data collected in the “Standards” tab and work with a selected group of students. Before allowing the students to move on, educators can ask them to construct a written explanation of the problem they worked on which will help them better understand the content and compare multiple strategies. They might discuss different approaches to solving a system of equations (TEKS A1.2I) or argue about which representation makes the answer easiest to see (TEKS A1.3C).
Evaluation for 6.2a
The Mathematical Discourse and Facilitation Guide includes a section for educators to use to help guide students to share their approach to solving a problem. Section 3 begins with explaining the difference between what a student should be doing and what the conversation should sound like when they are explaining, arguing, or justifying their approach. Each section includes examples for what the educator should say to facilitate conversations and what to listen for from students when sharing and reflecting through explanations, arguments, and justifications. For example, in sharing an argument, the prompts for the educator include “Convince your partner that your way is better.” Then it tells the educator that to use this approach successfully, they need to “deliberately pair students who used different approaches” and to “not resolve it for them. An argument nobody has to win is not an argument.”
The Mathematical Discourse and Facilitation Guide includes a section for educators to use to help guide students to reflect on their approach to solving a problem. Section 4 explains that after students share their approach, it is necessary for them to reflect on their own thinking. The section includes examples for what the educator should say to facilitate the reflection piece and tips on what the action from the students should look like for reflection on an explanation, an argument, and a justification. For example, when reflecting on the argument, educator prompts include “Did your partner change your mind? What did they say that did it?”
The guide includes educator prompts and tips for facilitating opportunities for students to share and reflect on multiple points of entry for solving problems. For example, the section on sharing entry points includes the suggestion to “name entry points as legitimate. Students who believe there is one correct opening move stop trying when it doesn’t work.” In the reflection section,the guide suggests that educators should ask students if there are other entry points they can now see after sharing with their peers.
Evaluation for 6.2b
The AI Math Coach provides guidance and prompts with targeted feedback when students solve a problem incorrectly. For example, in an Algebra I lesson on identifying functions from various forms, students must distinguish between functional and nonfunctional relationships using tables and graphs. If students incorrectly answer the question on the first attempt, the AI Math Coach prompts, “Try using the vertical line test. What do you observe about the points on the graph at that specific x-value?” This prompt allows students to focus on a specific part of their answer without learning the correct answer. The AI Math Coach also provides support by anticipating common misconceptions. For instance, it reminds students of the definition of a function, stating, “Remember, a function means each input has exactly one output. Check your table to see if any x-value is paired with more than one y-value.”
“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 identifying functions from various forms (TEKS A1.12A), the “Explanation” for a function identification problem gives both logical steps to correctly solve the problem, such as first identifying if each input is paired with exactly one output in a table and then applying the vertical line test to a graph. The preview allows educators to determine how best to explain the solving process based on how students attempt to solve the problem. It also offers reminders about common misconceptions, such as “Remember, a relationship is not a function if one x-value corresponds to multiple y-values,” followed by showing how to correctly analyze the set of ordered pairs to verify the function property.
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
The AI Math Coach provides support for persevering in mathematics. For example, Algebra I students working on assignments receive the AI Math Coach prompts such as “Hey! I’m here to help.” If students are stuck on solving systems of linear equations (TEKS A1.5C), they can select “I don’t get this part,” and AI Math Coach will provide solving steps such as “Try the substitution method: solve one equation for a variable and then substitute that expression into the other equation to find the value of the first variable.” If students get the problem right, the AI Math Coach affirms their progress with phrases such as “That’s it!”
Additionally, the AI Math Coach provides prompt selections for student support. When students solve word problems, for example, they see prompts such as “Is there an easier way?” “Break this down for me,” and “What should I try?” The prompt “Where do I start?” gives students step-by-step instructions such as “Start by recalling the volume relationship between a pyramid and a prism that have congruent bases and the same height. A pyramid occupies what fraction of the matching prism? Use that fraction for both parts.”
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.
3 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.
3 out of 3 points
The guide also suggests opportunities for students to do, write about, and discuss math with educators. For example, small-group instruction at the educator station allows educators to use data collected in the “Standards” tab and work with a selected group of students. Before allowing the students to move on, educators can ask them to construct a written explanation of the problem they worked on which will help them better understand the content and compare multiple strategies. They might discuss different approaches to solving a system of equations (TEKS A1.2I) or argue about which representation makes the answer easiest to see (TEKS A1.3C).
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, justifications, and multiple points of entry.
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, justifications, and multiple points of entry.
8 out of 8 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, justifications, and multiple points of entry.
8 out of 8 points
The Mathematical Discourse and Facilitation Guide includes a section for educators to use to help guide students to reflect on their approach to solving a problem. Section 4 explains that after students share their approach, it is necessary for them to reflect on their own thinking. The section includes examples for what the educator should say to facilitate the reflection piece and tips on what the action from the students should look like for reflection on an explanation, an argument, and a justification. For example, when reflecting on the argument, educator prompts include “Did your partner change your mind? What did they say that did it?”
The guide includes educator prompts and tips for facilitating opportunities for students to share and reflect on multiple points of entry for solving problems. For example, the section on sharing entry points includes the suggestion to “name entry points as legitimate. Students who believe there is one correct opening move stop trying when it doesn’t work.” In the reflection section,the guide suggests that educators should ask students if there are other entry points they can now see after sharing with their peers.
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
“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 identifying functions from various forms (TEKS A1.12A), the “Explanation” for a function identification problem gives both logical steps to correctly solve the problem, such as first identifying if each input is paired with exactly one output in a table and then applying the vertical line test to a graph. The preview allows educators to determine how best to explain the solving process based on how students attempt to solve the problem. It also offers reminders about common misconceptions, such as “Remember, a relationship is not a function if one x-value corresponds to multiple y-values,” followed by showing how to correctly analyze the set of ordered pairs to verify the function property.