Program Information
- ISBN
- 9798998577215
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 194.84 KB)
Freckle for Math Spanish
Supplemental Math (Spanish) Grade 1
SBOE No Action Taken | IMRA 2025
Commissioner No Action
Publisher: Renaissance Learning, Inc.
Copyright: 2025
Series includes:
Rubric: Supplemental Mathematics K–5 (Spanish) | 2025 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 1 | 74.71% | 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
67% (12 out of 18 points)
Evaluation for 1.1a
The instructional materials provide a structured and standards-based approach by outlining the Texas Essential Knowledge and Skills (TEKS), identifying the concepts covered, and offering a rationale for adaptive learning paths within the same grade level. The Freckle Teacher Dashboard includes a Standardstab where the TEKS are listed by strand and grade level, allowing teachers to locate and reference the standards easily. The materials also include a "Math Usage Recommendation" flyer that explains how the adaptive learning path adjusts based on student performance, supporting horizontal alignment by keeping students within their grade level while personalizing instruction. The materials do not include a rationale for how learning paths are designed to progress across grade levels (vertical alignment).
Evaluation for 1.1b
Materials include an implementation guide with usage recommendations found in the "Math Usage Recommendations" guide. For example,grade1usage recommendations are 10 minutes per day, two times per week (minimum).Materials provide (program) usage recommendations for adapting to meet student needs in various contexts. The "Math Usage Recommendations: Mastery Practice" list describes each of the following: Adaptive Math Pathway, Targeted Math Practice, and Focus Skill Practice. Materials include a math adaptive practice pathway document called "Research Foundation for Freckle," suggesting that it "facilitates small group rotations."
Evaluation for 1.1c
Materials available on the Student Home Page include pre-assessments designed to identify each student's current level of understanding. These assessments generate diagnostic data that teachers can use to guide instruction. Based on the results, the platform provides a TEKS correlation guide that recommends appropriate skill entry points tailored to individual student needs. Educators can easily access this correlation guide within the Teacher Dashboard by navigating to the Help Center and selecting the article titled "HowDoPre-AssessmentsWork?" This resource supports data-driven instruction and ensures alignment with Texas standards.
Evaluation for 1.1d
Materials do not include protocols with corresponding guidance for unit and lesson internalization.
Evaluation for 1.1e
Freckle for Mathoffers resources for instructional leaders to assist educators with implementing the program as intended, which are available through the Help Center. For instance,these resourcesoutline the program's structure, detail instructional strategies, and provide pacing recommendations. Within the Smart Start course (60 minutes), educators can access modules such as "Getting Started," "Basic Navigation," "WhatIs Freckle" (video), and the "Teacher Platform Tour." These modules serve as introductory resources designed to build foundational knowledge, focusing on platform navigation and essential best practices for effectively using Freckle.The productprovides resources for instructional leaders to support educators in implementing the materials as designed. For example, the Help Center's Administrator Dashboardoffers a variety of student data resources that allow administrators to monitor growth. Examples from the Growth Data Page include the "Growth by Student" chart, "Growing versus Struggling Students," "Average Grade Level Growth," and "Growth by School/Teacher/Student Overviews." However, the product does not provide explicit guidance on how to apply these resources in practice.
Evaluation for 1.2a
This guidance is not applicable because the program is not designed to be static.
Evaluation for 1.2b
The materials include TEKS-aligned Benchmark Assessments that adapt to student progress, allowing educators to assess understanding at various levels. These assessments adjust in real time to provide targeted support or additional challenges based on individual student performance.Freckle for Math(Spanish) is also adaptive. When a specific Math Topic (TEKS) is selected, educators gain access to detailed lesson overviews that include clear learning objectives. The platform presents learning objectives as focus skills within a domain-based structure, aligned to specific standards. Grade 1 usage recommendations suggest a minimum of10minutes per day, two times per week. Teachers can monitor student progress on specific standards to check for understanding and track growth over time.
Evaluation for 1.2c
Materials include an English"FamilyLetter," which introduces them to the program and provides login instructions. The "Family Letter," however, does not support familiesineach unit.
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.
3 out of 4 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.
3 out of 4 points
1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
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
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
0 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
0 out of 2 points
1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
1 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.
1 out of 2 points
1.2 Lesson-Level Design
1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
Not scored
Evaluation for 1.2a
Evaluation for 1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
0 out of 0 points
1.2b
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
3 out of 3 points
Evaluation for 1.2b
Evaluation for 1.2b
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
3 out of 3 points
1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
0 out of 2 points
Evaluation for 1.2c
Evaluation for 1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
0 out of 2 points
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
74% (17 out of 23 points)
Evaluation for 2.1a
The materials include a "Research Foundation for Freckle: Content Area Characteristics" article, which explains that students take a pretest to determine their skill level within that domain. The materials clearly state the intended purpose of each type of instructional assessment.
Evaluation for 2.1b
The materials include guidance under the Home tab within Math Content:Assessments to ensure accurate administration of instructional assessments when users select a grade level and topic.
Evaluation for 2.1c
The materials include digital assessments that are also available in printable formats. Educators can access them through the "Math Report" section by navigating to the Assessments tab forgrade 1. The digital assessments also offer text-to-speech accommodations, which educators can enable as needed.Materials allow the teacher to enable or disable text-to-speech to support individual students. The teacher can enable and disable text-to-speech by selecting "Roster," "Edit Student," "Support Settings," and then "Audio Settings." The three text-to-speech options are as follows: "Always automatically read text aloud to students in grade 2 and lower (default)," "Always automatically read text aloud," and "Never automatically read text aloud." There is no evidence of calculators or content and language support in the product.Materials allow teachers to assign language support by selecting a student's designated language of instruction. Materials include printable versions of each digital assessment in both English and Spanish, along with the answer key. When printing, teachers can choose to include or exclude the answer key by selecting a checkbox.
Evaluation for 2.1d
The Freckle Math Practice Program includes diagnostic assessments with TEKS-aligned tasks and questions that incorporate multiple interactive item types and span varying levels of cognitive demand. Students engage with formats such as multiple choice, drag-and-drop, text entry, multiselect, and open-ended responses, which appear throughout the "Targeted Practice" section and Depth of Knowledge (DOK) challenges. These assessments allow students to demonstrate understanding through more than two unique item types and reflect more than two levels of complexity. The Adaptive Math Pathway functions as a diagnostic tool, adjusting in real time to identify mastery and learning gaps. This adaptive feature delivers differentiated, TEKS-aligned instruction and ensures students are assessed at appropriate levels of challenge. Teachers can preview and customize diagnostic items to tailor instruction and address student needs.
Evaluation for 2.1e
Materials in the Help Center include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels. For example, teachers can base their groups on a quick formative assessment, like an Exit Ticket, which can be assigned right after direct instruction.Theassessments found in the Help Center can cover all grade-level standards or be customized to focus on a particular domain, a particular standard, or multiple domains and standards. They can be used to monitor progress throughout the year, as end-of-unit exams, or as more frequent formative assessments at various points throughout a unit.
Evaluation for 2.2a
Materials on the Home Page under the Math Report Card for Students tab provide educators with instructional assessments that display scoring information and guidance for interpreting student performance. One example is that teachers can interpret student performance through color-coded, leveled mastery skill scores.Materials on the Home Page under the Math section provide the educator with instructional assessments, including scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response. One example is that educators can choose the selected grade level and click on "See Assessment Report." This information about the instructional assessments provides scoring information for interpreting student performance.
Evaluation for 2.2b
Materials in Math Content under theAdaptiveMathPathway provide educators with guidance on implementing activities and responding to student performance on assessments. In this pathway, students first complete a pretest to establish their proficiency levels,then engage in activities that adapt to their individual learning needs and progress. This approach supports targeted instruction and differentiated practice.Materials on the Home Page under Reports: "WhatDataCan ISee on the Class Grouping Report?"provide educators with guidance on forming small groups based on students' progress within specific domains at their selected grade level. The Class Grouping Reports recommend domain topics to address during small-group instruction or independent practice, including grade-level-specific guidance withinthe program.Materials on the Home Page under the Teacher Dashboard:"Performance by Topic" report allow educators to review findings and identify patterns in student performance. For example, educators can examine frequently missed TEKS and receive guidance for assigning targeted tasks and resources to address identified learning gaps.
Evaluation for 2.2c
Materials on the Student Home Page include interactive tools that help students track their progress and growth, such as goal-setting features that support engagement. The materials also provide teachers with information about student goals and progress. Students can set weekly goals based on the percentage or number of questions answered correctly and earn coins to redeem later. They can view their progress toward these goals and see how many days remain to achieve them.Materials on the Home Page, under Reports:Performance by Topic include an educator dashboard that automatically compiles student assessment data into graphs and reports, highlighting areas of strength and weakness. Teachers can access various reports, including the "Performance by Topic" report, which displays student accuracy visually. Additionally, teachers can select a specific topic to see students grouped into performance brackets: below 50% (red), 50–79% (yellow), and above 79% (green).
Evaluation for 2.2d
This guidance is not applicable because the program is not designed to be static.
Evaluation for 2.2e
Materials in Student Assignments under the Student Home Page are designed to be adaptive and provide frequent checks for understanding at key points throughout each lesson or activity. For example, when a student answers a question incorrectly, the materials offer a hint and a reteach moment, allowing the student to attempt the question again.Materials in the Math Content tab provide adaptive assessments embedded within lessons that adjust in complexity based on students' responses. For example, teachers can assign higher-level thinking questions to help students master the concepts.Materials inFreckle for Mathuse a mastery sequencer and pre-tests within the Adaptive Math Practice feature to provide adaptive learning. As explained in the "Research Foundation for Freckle" document on the Home Page, the adaptive algorithm ensures students work within theirzone ofproximaldevelopment (ZPD) to grow their current skill levels. The algorithm also guides students to master each skill before progressing to the next.
2.1 Instructional Assessments
2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
Materials include the definition and intended purpose for the types of instructional assessments.
1 out of 2 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
1 out of 2 points
2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 2 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 2 points
2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
2 out of 4 points
Evaluation for 2.1c
Evaluation for 2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
2 out of 4 points
2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 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.
4 out of 4 points
2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
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
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.
1 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.
1 out of 3 points
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
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
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
2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
Not scored
Evaluation for 2.2d
Evaluation for 2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
0 out of 0 points
2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
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
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
67% (22 out of 33 points)
Evaluation for 3.1a
Materials on the Home Page under the Math Report Card for Students tab inform educators whether a specific student performed above or below grade level on a given activity. When a student performs below grade level, a pop-up message appears stating, "[Student Name] is currently performing below the rostered grade level in this standard," and prompts educators to create targeted practice.Materials include embedded reteaching supports such as videos, hints, and peer assistance. Teachers can assign targeted practice by selecting a specific standard and identifying students who are performing below grade level. The program's adaptive engine automatically adjusts the difficulty of content based on student performance and delivers the necessary remediation. Guidance for using these features is provided in help articles referenced inSections 2.2a and 2.2b, and the program's design aligns with best practices for adaptive learning systems that deliver just-in-time support.
Evaluation for 3.1b
Materials do not include pre-teaching supports for developing academic vocabulary and pre-teaching supports for unfamiliar references in text; however, materials on the Home Page under the Help tab provide embedded supports for developing academic vocabulary. Freckle provides explicit educator guidance for embedded language support for academic vocabulary. For example, teachers have the opportunity to preview math assignments in Spanish and provide language support with hints, vocabulary words, and audio supports that are presented throughout the product.Materials on the Home Page under the Help tab provide embedded supports for developing academic vocabulary. The product provides real-time hints for students, helping them navigate the new language. Students also have the opportunity to hover over specific words, such ascara,figura,andrectángulo, to find the definitionin the article "What instructional supports are offered within the Math Practice Program?"
Evaluation for 3.1c
Materials on the Home Page under the Assignments tab include Extended Thinking activities aligned withDOK levels, which can be assigned to students in grades K–8. The materials state that "teachers assign a set of higher-level thinking questions for a specific standard to help students master concepts." Each DOK activity includes an introduction and three questions based on a given topic, and educators can assign these directly to students.Materials found in the Math Tab include Extended Thinking activities such as Inquiry-Based Lessons, which can be assigned to students in grades 1–9.The materials state, "Students explore math standards and build critical thinking skills through fun, real-world challenges." The educator can assign Inquiry-Based Lesson activities, which consist of a slideshow for the teacher to project and objectives and inquiry sheets for three to four days on a given topic. A lesson overview is provided, along with materials and objectives.
Evaluation for 3.1d
Materials do not include calculators or content and language supports that educators can enable or disable to meet individual student needs; however, materials on the Home Page under the Roster:Settings tab provide digital accommodations such as text-to-speech, which educators can enable or disable based on student needs. Educators can access these Support Settings by selecting an individual student under the Roster tab. The text-to-speech feature offers options for math practice (excluding Fact Practice), including "Always automatically read text aloud to students in grade 2 and lower (default)," "Always automatically read text aloud," and "Never automatically read text aloud."
Evaluation for 3.1e
Materials on the Help tab under Math Practice Program Content provide educators with guidance on offering multiple options and supports for students to demonstrate their understanding of math concepts. For example,the materialsinclude a variety of videos that model guided practice and support students in demonstrating their learning in different ways.Materials on the Help tab under Math Practice Program Content provide educators with guidance on offering support and options for students to demonstrate understanding of math concepts in various ways. Teachers are encouraged to combine instructional videos with example questions (printables) to create targeted small-group instruction or review sessions.
Evaluation for 3.2a
Materials in the Help Articles under Inquiry-Based Lessons Information provide student support through detailed lesson guidance. These lessons include teacher resources, such as slides designed to guide instruction and activate prior knowledge. For example, the slides for Days 2 and 3 of "Working for an Animal Science Magazine" in grade 1 feature a review activity that activates prior knowledge focused on data collection. The lesson asks students to "Collect data with up to three categories," reinforcing key concepts through this review.Materials in the Help Articles under Inquiry-Based Lessons Information provide support for students through detailed lesson guidance. The product offers explicit prompts and guidance to help educators build prior knowledge, emphasize big ideas, and highlight key patterns and relationships using multiple representations. For example, during a Dot Talk lesson, teachers can recreate dot patterns multiple times and draw circles around groups of dots, supported by teacher-prompt questions included in the materials. Additionally, students observe a dot pattern for three seconds and then share the strategies they used to determine the total number of dots.Materials in the Math tab under Guided Practice support educatorsinbuilding student knowledge by activating prior knowledge, anchoring big ideas, and highlighting key patterns, features, and relationships through multiple representations. For example, the product offersAdaptiveMathPractice problems that include remediation as needed to support student learning. This approach enables students to progress to more advanced concepts as they demonstrate success. Additionally, Guided Practice engages students with step-by-step examples to address common challenges they may encounter.
Evaluation for 3.2b
This guidance is not applicable because the program is not designed to be static.
Evaluation for 3.2c
Materials include support resources for students, as found on the Home Page under Help Articles.The productprovides clear guidance for teachers on assigning adaptive practice activities to students. The product also supports multi-tiered intervention strategies by offering structured supports and educator guidance for effective implementation. For example, targeted practice allows teachers to select specific skills and standards for student work. Additionally,the productoffers recommendations to help teachers differentiate assignments based on individual student needs.Materials on the Home Pageinthe Help Center support teachers by guiding them to meet the needs of students with individualized education plans (IEPs). The section titled "Using Freckle for Intervention and IEPs" explains how the platform facilitates effective differentiation and progress monitoring within aresponse-to-intervention (RTI) framework. Teachers can track student performance and growth using a variety of reports that display progress at both the class and individual levels. These reports guide instructional decisions by showing how students are performing against grade-level expectations and their individual growth over time.
Evaluation for 3.2d
Materials located on the Home Page under the Help Articles tab include enrichment and extension strategies, along with guidance to help educators implement them effectively. In the Math tabunderContent, the "Extended Thinking" sectionoutlines DOK levels for students in grades K–8. Lessons are assigned and completed digitally, with instructional guidance provided in the help article titled "Depth of Knowledge (DOK) Challenges." These activities can be toggled between English and Spanish based on student settings.Materials locatedonthe Home Pageunderthe Help Articles tab include enrichment and extension strategies that support various forms of student engagement, along with guidance to help educators implement lessons effectively. Under the Math tabwithinContent, the "Extended Thinking" section offers Inquiry-Based Lessons for students in grades 1–9. These lessons feature a slideshow that includes an embedded, teacher-guided video. After watching the video, students complete an accompanying inquiry sheet. The product includes multiple help articles to support the use of these lessons; for example, the article "HowDo IUse Inquiry-Based Lessons inMyClassroom?" provides implementation guidance for whole-group instruction, small-group settings, and center-based activities.Materials locatedonthe Home Pageunder the Help Articles tab include enrichment and extension strategies that promote various forms of student engagement, along with supportive guidance for educators to implement them effectively. In theAdaptiveMathPracticefeature, struggling students can work at their level within the domain the class is focusing on, while advanced students receive practice above their current grade level, ensuring appropriate challenge and growth for all learners.Materials located on the Home Page under the Math tab include enrichment and extension strategies that support various forms of student engagement, along with educator guidance for effective implementation. For example, the Math Focus Skills practice helps remediate struggling students by addressing their most critical learning gaps across skill areas, while also providing advanced students with opportunities to review and reinforce key grade-level concepts.
Evaluation for 3.2e
Materialsonthe Teacher HomePagein the Help Articles offer guidance to support educators in providing timely feedback during lesson delivery. For instance,the productprovides teachers with resources to monitor student progress and performance, along with helping teachers decide what to do with the data. Teachers have the opportunity to isolate whether each standard needs a whole-group reteach (most students fall under 50 percent) or a small-group reteach (a small group of students fall under 50 percent).The materials offer educators a variety of prompts and guidance to support the delivery of timely, actionable feedback throughout lesson instruction. Within the Math Practice Program, for example, the feature titled "WhatDataCan ISee in the Skills Progress Report?" provides a clear breakdown of student performance. The Skills Progress Report highlights specific skills that students have not yet mastered, along with detailed descriptions of each skill. Additionally, the report includes direct links to instructional resources, enabling educators to quickly access and implement targeted interventions.
Evaluation for 3.3a
This guidance is not applicable because the program is not designed to be static.
Evaluation for 3.3b
This guidance is not applicable because the adaptive Spanish program does not require guidance on providing and incorporating linguistic accomodations.
Evaluation for 3.3c
The materials do not include implementation guidance to support educators in using the program within state-approved bilingual or ESL settings. While the teacher dashboardoffersSpanish language settings and printable materials in English and Spanish, these features are not supported by instructional strategies or guidance aligned to bilingual or ESL models. There is no evidence of embedded support such as language objectives, model-specific plans, or professional learning resources tailored to bilingual or ESL instruction.
Evaluation for 3.3d
Materials do not include embedded guidance to support emergent bilingual students in developing academic vocabulary or making cross-linguistic connections through oral or written discourse opportunities, nor in building background knowledge through written discourse; however, they dosupportcomprehension through oral discourse, build background knowledge through oral discourse, and increase comprehension through written discourse. Materials located in the Student Home Page offer the opportunity for students to utilize a"Pistas" (hints), or "Enséñame" (show me), button. The "Pista" button provides the student with real-time hints, which include definitions. The "Enséñame"button directs the student to a guided practice that supports them with answering the original problem.Materials located in the Help Center offer support for emergent bilingual students by increasing their comprehension through oral discourse, building background knowledge through oral discourse, and increasing comprehension through written discourse.
Evaluation for 3.3e
This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
3.1a
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
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
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.
1 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.
1 out of 4 points
3.1c
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
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
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.
1 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.
1 out of 3 points
3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
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
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
3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
Not scored
Evaluation for 3.2b
Evaluation for 3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
0 out of 0 points
3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
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
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
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
3.3 Support for Emergent Bilingual Students
3.3a
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Not scored
Evaluation for 3.3a
Evaluation for 3.3a
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
0 out of 0 points
3.3b
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Not scored
Evaluation for 3.3b
Evaluation for 3.3b
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
0 out of 0 points
3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
0 out of 1 points
Evaluation for 3.3c
Evaluation for 3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
0 out of 1 points
3.3d
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
3 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.
3 out of 8 points
3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not scored
Evaluation for 3.3e
Evaluation for 3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
0 out of 0 points
Rubric Section 4
Depth and Coherence of Key Concepts
Materials are designed to meet the rigor of the standards while connecting concepts within and across grade levels/courses.
Total
100% (16 out of 16 points)
Evaluation for 4.1a
Materials provide personalized Learning Pathways and practice activities aligned with the TEKS. Teachers assign specific standards by navigating to the Mathtab, selecting Content, and then choosing Targets, Skills, and Domains. Practice assignments vary in length and format, including Mini Tickets with three questions, Exit Tickets with five questions, and Regular Practice with ten questions. These tasks help students demonstrate their understanding at varying depths.Materials include Benchmark Assessments located under the Assignments tab. These assessments are available for each topic and contain between one and ten questions. The benchmarks resemble Target Practice questions and offer an effective way to check student mastery of individual standards. Additionally, educators can assign Instructional Assessments periodically to monitor student progress and measure growth over time, as needed.
Evaluation for 4.1b
Materials offer questions and tasks that build rigor and complexity to support students in reaching and exceeding grade-level proficiency aligned with the mathematics TEKS. Teachers can assign specific standards to individual students or the entire class based on instructional needs. Within the Extended Thinking materials, Freckle provides enrichment and extension activities designed to increase in rigor and complexity. Teachers leverage these resources to extend learning through depth of knowledge. For example, in Targeted Practice for Topic 1.6.G"PartitionShapes intoTwo orFourShares,"grade 1 students encounter thirds, a concept above their grade level.Materials include enrichment and extension resources that increase in rigor and complexity to support students in achieving grade-level and above grade-level proficiency in the mathematics TEKS. For example, under the Extended Thinking tab, activities incorporate DOKtasks that educators can assign to students in grades K–8. These tasks feature higher-level thinking questions designed to help students master specific standards. Additionally, Inquiry-Based Lessons, available for grades 1–9, engage students in exploring math standards and developing critical thinking skills through real-world challenges.
Evaluation for 4.2a
When looking at Targeted Practice under the Assignments tab, materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships. For example, in grade 1, Target Practice 1.2.D"Greater andLessThanNumbers up to 120"leads to 1.2.G"CompareTwo 2-digitNumbersWithSymbols." Students can complete the tasks by having a stronger foundation in numbers.Under the Math Content tab, the materials demonstrate coherence across concepts horizontally within the grade level. For example, students are able to work on early math practices to build counting and number recognition skills. It is evident that thematerials also demonstrate coherence across concepts within a grade level, encouraging students to see mathematics as an interconnected web of ideas rather than a collection of isolated skills.When reviewing the Reports tab under Performance by Topic, teacherscanassign targeted practice in specific skills and prerequisites. Additionally, teachers can assign instructional videos to support students' learning.
Evaluation for 4.2b
When reviewing the Student Home Page Assignments, under shapes, the materials demonstrate coherence vertically across concepts and grade bands, including connectionsfromgrades K–6, by connecting patterns, big ideas, and relationships. The questions in the activities set the stage for future topics. For example, a grade 1 activity ontwo-dimensional shapes includes pentagons, which are not introduced within the grade level. The student is asked to identify a circle but is exposed to other shapes.In the Math Content tab, under FocusSkillsPractice, the materials demonstrate coherence vertically across concepts with connections from grades K–6. For example, "Students can practice the most critical skills across math domains." A well-structured progression of mathematical concepts across grade levels allows students to build a strong foundation, reinforcing prior knowledge while introducing new, developmentally appropriate skills.
Evaluation for 4.2c
Materials demonstrate coherence across lessons and activities by connecting students' prior knowledge of concepts and procedures to the mathematical concepts addressed in the current and future grade levels. Under the Assignments tab, in Targeted Practice, questions are designed to set the stage for upcoming topics. For example, agrade 1 activity on two-dimensional shapes includes pentagons, which are not formally introduced at that grade level. While the student is asked to identify a circle, exposure to other shapes is provided. This connection between prior knowledge, current lessons, and future skills supports students' understanding and retention of mathematical concepts.Materials under the Math Content tab demonstrate grade-level math concepts and procedures. For example, specific standards can be assigned by teachers for students to practice in the targeted math practice activities.The materials demonstrate future grade-level math concepts and procedures. For example, in the Assignments tab under Focus SkillsPractice, students can practice the most critical skills across math domains from K–12.
Evaluation for 4.3a
Materials provide spaced retrieval opportunities, with previously learned skills and concepts provided across learning pathways in the materials.Onthe Home Pageunder theResources tab, the "Usage Recommendation" document offers guidance that supports the retrieval of previously learned content. For example, in the "Number Sense and Fluency" section, personalized fact fluency practice is provided across all operations.Materials include recommendations for student practiceon theHome Pageunder theMath tab. Spaced retrieval opportunities with previously learned skills and concepts are provided across learning pathways. Spaced retrieval opportunities allow for continuous assessment of student progress, enabling teaching strategies to be adjusted as needed.
Evaluation for 4.3b
Materials provide interleaved practice opportunities that align with previously learned skills and concepts across learning pathways.The Home Page under Inquiry-Based Lessonsalso offersinterleaved practice opportunities. For example, students explore math standards while building critical thinking skills.Freckle for Mathmaterials provide interleaved practice opportunities that align with previously learned skills across learning pathways. On the Home Page, under Recommendations for Students Practicing in Math, interleaved practice is demonstrated by enhancing students' problem-solving abilities and promoting flexible thinking as students learn to switch between different types of problems and strategies.
4.1 Depth of Key Concepts
4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
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
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.
4 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.
4 out of 4 points
4.2 Coherence of Key Concepts
4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
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
4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
1 out of 1 points
Evaluation for 4.2b
Evaluation for 4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
1 out of 1 points
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.
4 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.
4 out of 4 points
4.3 Coherence and Variety of Practice
4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
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
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
Rubric Section 5
Balance of Conceptual and Procedural Understanding
Materials are designed to balance conceptual understanding, procedural skills, and fluency.
Total
84% (32 out of 38 points)
Evaluation for 5.1a
Materials on the Home Page under the Assignments:Depth of Knowledge tab provide questions and tasks that offer opportunities for students to interpret, analyze, and evaluate models and representations of mathematical concepts and situations. For example, ingrade 1, aDOKactivity on addition facts up to 20 prompts students to solve for an unknown number using a word problem accompanied by a visual representation.Materials on the Student Home Page include questions and tasks that require students to interpret models and representations of mathematical concepts and situations.Students solve real-world problemsbymaking connections and transferring learning to new contexts. The materials providetheopportunity to analyze and evaluate representationsandenhance critical thinking skills. This approach enables students to select appropriate methods for deriving solutions in unfamiliar contexts.
Evaluation for 5.1b
Materials on the Student Home Page under the Place Value criteria provide opportunities for students to communicate their mathematical thinking through the use of concrete models of mathematical situations. For example, students are given the chance to drag virtual base-10blocks to represent a given number, offering a pictorial representation using virtual concrete models.Materials on the Student Home Page under the Algebraic Reasoning criteria provide opportunities for students to communicate their mathematical thinking through pictorial representations of mathematical situations. For example, addition and subtraction are practiced using dots arranged in a10-frame disposition.
Evaluation for 5.1c
Materials on the Home Page under the Assignments:Targeted Practice tab provide questions and tasks that offer opportunities for students to apply conceptual understanding to new problem situations and contexts. For example, ingrade 1, a Targeted Practice activity on addition facts up to 20 prompts students to solve problems involving adding or subtracting up to 20. Students are presented with a word problem and a visual representation, such as the question, "Trevon had 8 stickers. His brother gave him 5 more. How many stickers does he have now?" accompanied by a visual showingeightred stickers andfivepurple stickers, allowing students to apply conceptual understanding and add the two numbers.Materials described in the Freckle Help Centeronthe "HowDoes FreckleFit intoMyMathClass?" pageprovide questions and tasks that offer opportunities for students to apply conceptual understanding to new problem situations and contexts. For example, independent practice modes are available for early learners to build number sense through number basics and develop a conceptual understanding of addition. Additionally,Inquiry-BasedLessons are provided as cross-curricular activities that promote conceptual understanding of math topics while students explore real-world scenarios.
Evaluation for 5.2a
Materials include tasks on the Student Home Page that are designed to build the student automaticity and fluency necessary for completing grade-level mathematical tasks. Under the Math Content tab, the "Build the Basics" section provides practice activities for students in grades K–8. These activities include Fact Practice for grades K–8, which offers personalized fact fluency across all operations; Number Facts for grades K–2, which provides basic arithmetic practice with audio and visual supports; and Number Basics for grades K–2, which focuses on early math skills such as counting and number recognition. All practice activities can be assigned by educators, with the exception of Number Basics, which is automatically available to students through their dashboard.Materials found on the Home Page under the Help Center include examples of tasks designed to build the student automaticity and fluency needed to complete grade-level math tasks. For example,the productoffers two adaptive math operations activities—addition and subtraction—for grades K–2. These activities help students develop math fact fluency by encouraging quick and accurate recall of basic facts. Additionally, students have the opportunity to practice their addition and subtraction facts twice daily. The product supports the development of automaticity while allowing students to focus more on critical thinking and problemsolving in mathematical contexts.
Evaluation for 5.2b
Materials on the Home Page under the Math tab include Inquiry-Based Lessons that can be assigned to students ingrade 1. These lessons offer opportunities for students to practice applying efficient, flexible, and accurate mathematical procedures throughout their learning pathways.Materials on the Home Pagewithinthe Help Center offer students opportunities to practice efficient, flexible, and accurate mathematical procedures throughout their learning pathways. For example, Freckle Math Practice (Adaptive Practice or Targeted Practice) presents diverse question types such as multiple choice and multiple answers. The product also provides immediate feedback after each response, showing correct solutions when students answer incorrectly, which supports skill development and mastery.Materials on the Student Home Page enable students to use cubes to model addition and subtraction.Studentsthen have the opportunity to transition to drawings, number lines, and equations. This progression supports flexible strategy use, allowing students to select methods based on their preferences and the numbers involved. Additionally, the Fact Practice component helps students build math fact fluency by encouraging quick and accurate recall of basic facts across all four operations.
Evaluation for 5.2c
Materials on the Home Page under the Math tab provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout their learning pathways. One way the product supports this skill is through Inquiry-Based Learning lessons. For example, on the final day of these lessons, each group presents its solution during a class discussion. After a presentation, students use sentence stems such as "I agree with ____ because _______" and "I solved it differently than ____ because _______" to engage in evaluating and discussing the solutions shared.Materials on the Home Pageinthe Help Center provide evidence of opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout their learning pathways. The product includes a student demo app that allows students to use tools or an interactive pen to evaluate and refine their problem-solving methods. Additionally, students in all grades can see the names of up to three randomly selected classmates who have already mastered the standard they are working on, which supports the development of critical thinking and problem-solving skills.Materials found on the Student Home Page enable students to assess their accuracy through immediate feedback and structured practice. The Fact Practice component supports the development of math fact fluency by encouraging quick and accurate recall of basic facts across all four operations.
Evaluation for 5.2d
Materials in the Help Centerwithinthe Educator Academy offer guidance to help students select efficient strategies for solving math problems. For example,the productincludes a Smart Start 60-minute module coursecomprising videos, checklists, and guidesthat supports connecting each student with assignments and practice at the appropriate level while using robust data to track their progress toward mastery. Adaptive math practice like this provides remediation for struggling students and advances students to more challenging concepts when they demonstrate readiness.Materials include resources under the Help Center's Educator Academy that support students in selecting efficient approaches to solve math problems. These resources are help articles that focus on strategies to guide educators in assisting students toward more effective problem-solving methods.
Evaluation for 5.3a
The materials provided do not explicitly state how the conceptual and procedural emphases of the TEKS are addressed.
Evaluation for 5.3b
Materials found within the Student Dashboard include questions and tasks that are designed to provide opportunities for students to engage with concrete models, pictorial representations, and abstract models, as required by the TEKS. For example, embedded supports—such as Adaptive Practice activities, Targeted Practice activities, and Benchmark Assessments—present concrete models in different forms to ensure a variety of item types are presented. These supports are structured to promote conceptual understanding and procedural fluency across multiple representations, consistent with the rigor and expectations of the TEKS.The productoffers questions and tasks that incorporate concrete models, pictorial representations, and abstract reasoning, all aligned with the TEKS as outlined in the Help Article"How are math practice questions selected for students?" For example, question types include multiple choice, multiple answer, type-in responses, drag-and-drop, graphing, and table completion. This variety of question types supports a progression from hands-on learning to abstract thinking, which utilizes concrete models, pictorial representations, and abstract models as required by the TEKS. Mathematical concepts areapproachedin diverse ways, making learning more meaningful and engaging. Rather than relying solely on memorization of rules and procedures, students are supported in building a deeper understanding of mathematics.
Evaluation for 5.3c
Materials lack supports for students in defining and explaining concrete modelsforabstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS. However, the product provides supports within the materials to assist students in connecting, creating, defining, and explaining concrete and representational modelsforabstract (symbolic, numeric, and algorithmic) concepts, as required by the TEKS. SinceFreckle for Mathis a digital product, access to digital manipulatives is provided to students when necessary.The materials provide student support in connecting, creating, defining, and explaining concrete and representational modelsofabstract concepts aligned with the TEKS. For example, in the Student Demo App, students are able to connect and explain representational modelsofabstract mathematical concepts such as addition. Instructional supports are embedded throughout adaptive and targeted math practice found in the Math Practice Program. When students encounter problems, a mix of guided practice examples (when available), hints, and videos are automatically presented to support student learning.Materials found in the Help Center include an article that provides support for students in connecting, creating, defining, and explaining concrete and representational modelsofabstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS. The article "What's inEach Inquiry-Based Lesson?" offers supports for diverse learning needs by helping students bridge the gap between hands-on exploration and abstract reasoning. By including materials that help provide support while learning, students have the opportunity to gain a more flexible and comprehensive understanding of mathematics by improving their ability to apply concepts accurately and confidently in different contexts.
Evaluation for 5.4a
Materials in the Student Dashboard provide opportunities for students to develop academic mathematical language by offering visuals, manipulatives, or other language development strategies. For example, when viewing the student dashboard, the student is offered an "Enséñame" (teach/show me) button. Selecting "Enséñame" takes the student to a guided question that resembles the question they were originally working on. Once the guided question is answered correctly, they are taken back to their original question.TheMath Practice Program provides opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies. For example, students are provided with the opportunity to select underlined academic vocabulary to view or hear a definition under the guided questions and prompts. Students are also supported by being able to click on the audio buttonorlight bulb to listen to instructions or see math problem questions/hints.
Evaluation for 5.4b
The materials include guidance support for scaffolding student support using academic mathematical vocabulary in context found in the Math Practice Program. For example, the product supports students by administering scaffolding into skills and subskills when students are faced with a challenge. Guidance is also provided by offering different types of videos that vary by questionandinclude conceptual, walk-through, and skill-based videos.Materials in the Help Center include embedded educator guidance to scaffold and support students' use of academic vocabulary in context when communicating with peers and educators. For example, students in all grades are provided with the opportunity to see the name of up to three random students in their class who have already mastered the standard they are working on (Peer-to-Peer Math Supports).Materials include embedded educator guidance to extend students' use of academic vocabulary in context when communicating with peers and educators. For example, onthe Student Dashboard,Inquiry-Based Lessons provide the opportunity for groups to present their solution for the day. A spokesperson is selected per group, and after each group has presented, there is a class discussionthatprovides the following sentence stems: "I agree with ____ because _______. I solved it differently than ____ because _______. The way that ____ explained the solution caused me to change my thinking because ______."
Evaluation for 5.4c
Materials found in the Help Articles include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse by offering Peer-to-Peer Math Supports, which allows students in all grades to see the names of up to three random students in their class who have already mastered the standard they are working on. When a student is working on a question and the given support is not enough, the online program will prompt the student to ask a friend by offering the student names as support.Freckle provides embedded guidance to support student applicationofmath language and academic vocabulary in the Student App underthe"Práctica Dirigida" section by allowing students to click on a word to view the definition, which also offers an example and the opportunity to listen to the material through an audio feature. Students are also able to select underlined academic vocabulary to view or hear a definition in guided questions and prompts.
Evaluation for 5.4d
Within the Mathtab, the Inquiry-Based Lessons include embedded guidance to facilitate mathematical conversations, allowing students to hear, refine, and use math language with peers by allowing student groups to present their solution for the day. A spokesperson is selected per group. After each group has presented, there is a class discussion with the following sentence stems: "I agree with ____ because _______. I solved it differently than ____ because _______. The way that ____ explained the solution caused me to change my thinking because ______."The materials include Peer-to-Peer Math Support,located within the Help Center. Support is offered here by providing embedded guidance to facilitate math conversations with peers using math language. For example, students in all grades can see the name of up to three random students in their class who have already mastered the standard they are working on and request an opportunity for a mathematical conversation.The product offers materials within the Math Practice Program that include embedded guidance to support student application of mathematical language and academic vocabulary in discourse. For example,DOK lessons provide students with the opportunity to practice higher-order thinking questions collaboratively with others.
Evaluation for 5.4e
Within the Student Dashboard, 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. For example, when the student is on their dashboard, they have an "Enséñame" (teach/show me) button. Selecting "Enséñame" directs the student to a guided question that resembles the question they were originally working on. Once the guided question is answered correctly, they are directed back to their original question.Materials within the Help Article "WhatInstructionalSupportsAreOfferedWithin the Math Practice Program?" include embedded guidance to anticipate a variety of student answers, including exemplar responses to questions and tasks,withguidance to support and/or redirect inaccurate student responses. For example,the productofferstoolssuch asconceptual,walk-through, andskill-based videos. The type of video that appears is based on the question asked. However, according to Freckle, "Math videos will not be available for students whose assigned language is Spanish."Materials in the Student App under Target Practice provide embedded guidance to anticipate a variety of student answers with exemplar responses and supportive guidance for redirecting student responses. For example, if a student has assessed lower than the selected skill or has struggled with recent practice related to this skill, Freckle may provide a recommendation for teachers to differentiate the assignment for students by assigning a mix of prerequisite skills along with the selected skill.
Evaluation for 5.5a
TEKS process standards are integrated appropriately into the materials asseenin the Help Center under Depth of Knowledge Challenges which include an "Introduction" section that provides context and a real-world foundation for a certain math problem. In this section, students see a combination of multiple-choice, multiple-answer, and student-input questions.The materialsunderthe Mathtabinthe "Standards" section appropriately integrate the TEKS process standards by addressing all major foundational math standards and skills for grades K–9. Freckle's standards list offers detailed information and resources for each standard. Freckle groups the standards and their corresponding skills into larger topics, called domains. Teachers can assign targeted practice either at the standard level or at a more specific skill level.
Evaluation for 5.5b
Materials do not include a description of how process standards are incorporated and connected throughout the learning pathways.
Evaluation for 5.5c
Materials do not include an overview of the TEKS process standards incorporated into each lesson.
5.1 Development of Conceptual Understanding
5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
3 out of 3 points
Evaluation for 5.1a
Evaluation for 5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
3 out of 3 points
5.1b
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
2 out of 2 points
Evaluation for 5.1b
Evaluation for 5.1b
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
2 out of 2 points
5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
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
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
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
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.
3 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.
3 out of 3 points
5.2d
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
1 out of 1 points
Evaluation for 5.2d
Evaluation for 5.2d
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
1 out of 1 points
5.3 Balance of Conceptual Understanding and Procedural Fluency
5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
0 out of 2 points
Evaluation for 5.3a
Evaluation for 5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
0 out of 2 points
5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
3 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.
3 out of 3 points
5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
5 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.
5 out of 6 points
5.4 Development of Academic Mathematical Language
5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
1 out of 1 points
Evaluation for 5.4a
Evaluation for 5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
1 out of 1 points
5.4b
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
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
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
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
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
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
5.5b
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
0 out of 2 points
Evaluation for 5.5b
Evaluation for 5.5b
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
0 out of 2 points
5.5c
Materials include an overview of the TEKS process standards incorporated into each lesson.
Materials include an overview of the TEKS process standards incorporated into each lesson.
0 out of 1 points
Evaluation for 5.5c
Evaluation for 5.5c
Materials include an overview of the TEKS process standards incorporated into each lesson.
0 out of 1 points
Rubric Section 6
Productive Struggle
Materials support students in applying disciplinary practices to productive problem-solving, including explaining and revising their thinking.
Total
100% (19 out of 19 points)
Evaluation for 6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and make sense of mathematics. For example, the Student Dashboard assists learners by delivering adaptive resources that provide timely, targeted hints to support their thinking when they encounter challenges with a problem.Materials located in the Help Center, specifically in the Math Practice Program"Depth of Knowledge" article, offer students meaningful opportunities to engage in mathematical thinking, persevere through problem solving, and develop a deeper understanding of math concepts. For instance, students interact with open-ended questions that require reasoning and justification, tackle multi-step tasks involving several operations, and use visual models that promote conceptual understanding and connections between mathematical ideas.
Evaluation for 6.1b
Materials foundunderthe Math Tabinthe "Inquiry-Based Lessons" section encourage students to recognize, explain, and justify that there are multiple ways to solve problems and complete tasks. For example, Inquiry-Based Lessons provide opportunities for groups to present their solutions, with each group selecting a spokesperson to share their approach. Following the presentations, a class discussion is facilitated using sentence stems such as: "I agree with ___ because ___," "I solved it differently than ___ because ___," and "The way ___ explained the solution made me change my thinking because ___." This structured discussion supports students in developing their ability to explain and justify their reasoning.The materials feature an article titled "HowDo ILead a Number Talk? HowDo ILead a Dot Talk?" found in the Help Articles. This resource supports students in exploring, understanding, and justifying multiple strategies for solving problems and completing tasks. For example, in the "Inquiry-Based Lessons" section, a Dot Talk invites students to observe a pattern of dots for three seconds and then share the strategies they used to determine the total number of dots.
Evaluation for 6.1c
Materials found under the Math Tab in the "Inquiry-Based Lessons" section are intentionally designed to help students make sense of mathematics by providing multiple opportunities to engage in doing, writing about, and discussing math with peers and/or educators. For instance, in an example provided, on Day 3 of the Inquiry-Based Lesson titled "Working for an Animal Science Magazine," the objective states: "Students will be able to write down statements that are based on data in charts." This lesson integrates writing and peer discussion as students analyze and communicate mathematical ideas.The article titled "What's inEach Inquiry-Based Lesson?" located in the Help Center outlines how the materials support students in making sense of mathematics through multiple opportunities to actively engage in doing, writing about, and discussing math with peers and educators. For example, during the Present, Explain, & Critique portion of eachInquiry-Based Lesson, students share their solutions with classmates, explaining their reasoning and problem-solving strategies. Each lesson concludes with a reflection activity that encourages students to think critically about both the mathematical concepts explored and their thought process.
Evaluation for 6.2a
Materials available under the Mathtab within the "Inquiry-Based Lessons" section are designed to help educators facilitate student discussions that center around problem-solving strategies, explanations, and mathematical reasoning. For instance, each Inquiry-Based Lesson ingrade 1 includes an opportunity for student groups to present their solutions. A designated spokesperson from each group shares their team's approach. Following the presentations, the class engages in a structured discussion using sentence stems such as: "I agree with ____ because _______," "I solved it differently than ____ because _______," and "The way that ____ explained the solution caused me to change my thinking because ______." This reflective discussion encourages students to articulate, compare, and evaluate various problem-solving methods.Freckle offers an article titled "HowAreMathPracticeQuestionsSelected forStudents?" within the Help Center, which provides opportunities for teachers to support students in sharing and reflecting on their problem-solving strategies, including their explanations, reasoning, and justifications. The platform uses an adaptive algorithm, along with standards-based breakdowns, to help students work through concepts they may find challenging. If a student continues to struggle,the productreinforces previously mastered topics and gradually builds toward full understanding and mastery.
Evaluation for 6.2b
The materials include prompts intended to support educators in delivering explanatory feedback based on student responses and anticipated misconceptions. For example, in the "Guided Practice" section found in the Help Center, a worked example appears on the screen, and students are encouraged to engage with each step by responding to quick, targeted questions. This method promotes active thinking, deepensunderstanding, and helps reinforce the reasoning behind each strategy.The materials provide educators with guidance on providing explanatory feedback based on students' anticipated misconceptions. For example, a Help Article titled "HowAreMathPracticeQuestionsSelected forStudents?" states that the adaptive program uses an algorithm that breaks down the materials to support the student's understanding, and "if the student continues to struggle, the program will reinforce topics he or she has previously mastered and gradually work toward mastery." The article suggests targeted practice opportunities that teachers can assign to students based on student responses toward specific skills or concepts. It also states that the program might provide recommendations for differentiation assignments that include prerequisite skills and the current targeted skills.
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
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.
3 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.
3 out of 3 points
6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
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
6.2 Facilitating Productive Struggle
6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
6 out of 6 points
Evaluation for 6.2a
Evaluation for 6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
6 out of 6 points
6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
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