Program Information
- ISBN
- 9781953417718
- Technical Specifications: Checklist
- Tech Specs: Checklist (pdf 496.26 KB)
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 591.86 KB)
Progress Learning 6th Grade Mathematics (TEKS)
Supplemental Math (English) Grade 6
SBOE Approved | IMRA 2025
Commissioner Recommended
Publisher: Progress Learning LLC
Copyright: 2022
Rubric: Supplemental Mathematics 6–12 (English) | 2025 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 6 | 100% | N/A |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Materials support educators in effective implementation through intentional course, unit, and lesson-level design.
Total
100% (23 out of 23 points)
Evaluation for 1.1a
The materials include an "Alignment Guide" that outlines specific examples of how the Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS) are integrated into lessons, clearly linking the standards and instructional content within the grade level or course. The materials outline how math concepts build in complexity across grade levels (vertical alignment). The lesson plan covers the vertical alignment of all content in the "Looking Back" section for previous TEKS that covered the concept and the "Looking Ahead" section for future TEKS that cover concepts.
Evaluation for 1.1b
The materials provide the teacher with a "6th–8th Grade Math Implementation Guide." The implementation guide includes an introduction, an explanation of the different sections of the lesson plan, and suggested activities. The "6th–8th Grade Math Implementation Guide" also provides information on different strategies that can be used by teachers, such as potential misconceptions and how to address them, intervention strategies, and suggested lesson videos to support advanced learners.
Evaluation for 1.1c
The materials provide a "Scope and Sequence" document that outlines specific TEKS and process standards coverage per lesson. The materials include a correlation guide to support teachers on entry points for students based on diagnostic assessment data. A list of TEKS, process standards, and ELPS is provided for each lesson plan.
Evaluation for 1.1d
The materials provide a "Scope and Sequence" document that provides lesson internalization information to teachers. Additionally, the "Scope and Sequence" provides teachers with a guide and rationale on what is being taught and strategies for lesson implementation for every lesson. The rationale describes what concepts are covered in the lesson and how they relate to the course as a whole to help teachers internalize the mathematical knowledge students will gain from the lesson. The "Explore Teacher Guide," located within the "Instructional Resources," includes detailed teacher guidance outlining student objectives, materials needed, guiding questions, common misconceptions, and implementation suggestions for each component of the 5E model for each topic covered. The guide provides step-by-step guidance on implementing the material as designed, which includes "important cues for when to pass out specified materials, which cooperative learning strategies to use, and identifies key moments in the lesson for when to listen and check for student understanding."
Evaluation for 1.1e
Within the "Admin Quick Start Guide," the materials provide resources such as how to pull reports at the campus level for instructional leaders to support educators with how to gather data and pull reports for their campus and teachers. The product provides videos for instructional leaders to use to support educators with implementing the materials as designed. For example, the resource includes learning paths that are tailored for specific roles such as new teachers, returning teachers, and administrators. Each pathway includes a series of role-specific steps with PDF resources and videos. The platform offers both synchronous and asynchronous learning options, providing instructional leaders with resources and guidance to support educators in implementing the materials as designed.
Evaluation for 1.2a
The materials provide detailed lesson plans for each lesson. For example, in the grade 6 "Compare and Order Rational Numbers" lesson plan outlines objectives, standards, vocabulary, vertical alignment, lesson resources, suggested activities, and lesson time frames. The lesson plan document includes applicable ELPS and strategies throughout the lesson geared to support students in language acquisition. Additionally, the "Teacher Guide" aligned to the lesson provides a materials list for the lesson, such as a "Teacher Explore Slideshow" and student handouts linked in the "Materials" section.
Evaluation for 1.2b
This guidance is not applicable because the program is not designed to be adaptive.
Evaluation for 1.2c
The materials provide a grade-level "Support for Families" document that provides materials for families to support and reinforce learning at home. The "Support for Families" documents are available in both English and Spanish. For example, in the grade 6 "Represent and Compare Rational Numbers" lesson, the family guide includes questions to ask, access to lesson slideshows via QR codes, and strategies to continue to support student learning at home.
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.
5 out of 5 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
5 out of 5 points
1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use, such as just-in-time supports, advanced learning, or as a course.
Materials include an implementation guide with usage recommendations and strategies for effective educator use, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
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.
2 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 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.
2 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
2 out of 2 points
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.
7 out of 7 points
Evaluation for 1.2a
Evaluation for 1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
7 out of 7 points
1.2b
If designed to be adaptive, materials include detailed lesson overviews with learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be adaptive, materials include detailed lesson overviews with learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
Not scored
Evaluation for 1.2b
Evaluation for 1.2b
If designed to be adaptive, materials include detailed lesson overviews with learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
0 out of 0 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).
2 out of 2 points
Evaluation for 1.2c
Evaluation for 1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
2 out of 2 points
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
96% (23 out of 24 points)
Evaluation for 2.1a
The "Grades K–12 Implementation Guide" describes the intended purpose for each of the instructional assessments. For example, teachers may use the beginning-of-year assessment to diagnose learning gaps, benchmark assessments to measure student progress and make sure instruction is on track to meet end-of-year goals, and midyear benchmarks to indicate how well students have grasped what has been taught so far. The lesson plans under "Instructional Resources" include a variety of instructional assessments that can be used to assess student learning, such as SuperSheets, Think-Pair-Share activities, Bell Ringers, instructional videos, and diagnostic assessments. These assessments include teacher guidance on how to leverage the materials during instruction to support the needs of students. The "6th Grade Math Implementation Guide" includes definitions and intended purpose for all included assessment types.
Evaluation for 2.1b
The "Instructional Resources" section includes guidance on when and how to administer assessments to ensure consistent administration throughout the school year within the "Evaluate" section of the lesson plan. The materials provide clear guidance, such as suggested length and timing of administering assessments, to ensure accuracy across test administrators and classrooms.
Evaluation for 2.1c
The materials include digital assessments such as SuperSheets and unit quizzes that are available to be printed. When used digitally, the assessments have accommodations, such as text-to-speech, that can be enabled or disabled depending on student need. The materials include a variety of calculator types as an accommodation, such as four-function, graphing, and scientific calculators, for digital assessments that can be enabled or disabled to support individual students. The materials do not include content language support as an accommodation for the included assessments.
Evaluation for 2.1d
The Assessment Builder tool in the Assessment/Assignment Center includes diagnostic assessments, such as pretests and posttests, that are TEKS-aligned and incorporate a variety of interactive question types, such as multiple choice, text entry, drag and drop, in-line choice, and multi-select. The included assessments identify each tested domain and aligned TEKS, but are limited to two levels of complexity: Depth of Knowledge (DOK) levels 1 (recall) and 2 (skill/concept). Teacher and instructional leaders are able to create assessments using the assessment builder to craft assessments that span up to three DOK levels.
Evaluation for 2.1e
The materials include multiple formative assessments, such as SuperSheets, that teachers and instructional leaders can use. The materials are TEKS-aligned and include questions with varying levels of complexity. Teacher and instructional leaders can build assessments in the Assessment Builder that are TEKS-aligned and include three levels of complexity.
Evaluation for 2.2a
The materials include assessment answer keys for their formative assessments called SuperSheets. Each SuperSheet includes a brief explanation of why each answer is correct or incorrect. For each correct answer, the materials include a rationale for why the answer is correct. For example, question 1 from SuperSheets: Operating with Integers states in the answer key that choice C is the correct answer because "The student likely understands how to use integers to represent situations, how to multiply and add integers, and the order of operations." For each incorrect answer, the materials provide possible misconceptions for each incorrect response. For example, question 1 from SuperSheets: Operating with Integers states in the answer key that choice B is an incorrect answer and provides the following rationale: "The student likely made a sign mistake when multiplying integers, but likely knows how to add integers." Summative assessments in the materials, such as diagnostic assessments, pretests, and posttests, provide educators with an answer key for each assessment and guidance for interpreting correct and incorrect student responses.
Evaluation for 2.2b
The Help Center, Assessment Results and Data provides instructional guidance for tasks and activities designed to target specific skills based on student performance on instructional assessments. For example, educators are guided to strategically group students or assign personalized learning tasks and activities based on student performance on assessments.
Evaluation for 2.2c
The materials include a dashboard in Monitoring Reports that automatically compiles students' assessment data. The dashboard highlights individual students' strengths and weaknesses and provides educators with a view of student progress over time. The Assessment Comparison Report shows data trends over multiple assessments, allowing the teacher to track mastery or regression over time, as well as individual and class-level performance. The materials include Student Report Cards, which are student-friendly data trackers where students can record their responses or track their goals, allowing for visual progress.
Evaluation for 2.2d
The lesson plans include teacher guides with guidance to support educators in conducting frequent checks for understanding at key points throughout the lesson, such as prompting teachers to ask particular questions throughout the lesson sequence. The materials include prompts in the lesson plans that remind educators to pause and pose certain questions during a lesson or activity, along with common misconceptions associated with the guided question.
Evaluation for 2.2e
This guidance is not applicable because the program is not designed to be adaptive.
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.
2 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.
2 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.
2 out of 2 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
2 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.
3 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.
3 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.
3 out of 3 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
3 out of 3 points
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.
2 out of 2 points
Evaluation for 2.2d
Evaluation for 2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
2 out of 2 points
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.
Not scored
Evaluation for 2.2e
Evaluation for 2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
0 out of 0 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
85% (33 out of 39 points)
Evaluation for 3.1a
Each lesson plan includes guidance for educators to support students that can be leveraged during the lesson through supports, such as sentence stems and graphic organizers. These supports enable educators to pinpoint specific resources that can be used as scaffolds in the lesson to support students who have not reached proficiency in prerequisite or grade-level concepts and skills. In the grade 6 Lesson Plan: "Ratios and Rates," educators are prompted during the "Engage" portion of the lesson to project a specific question from Grade 4 to activate key prior knowledge that is necessary to reach grade-level proficiency in the lesson. The Instructional Resources include instructional resource documents for students titled "Math Sentence Stems" that support their writing and language development throughout the lesson during instructional activities, such as Think-Pair-Share activities during the "Engage" portion of each lesson. The materials also include Graphic Organizers that educators assign based on students' specific math needs to support students in summarizing math ideas throughout the lesson.
Evaluation for 3.1b
The materials include "Teacher Explore Slideshows" within each lesson plan that introduce new vocabulary terms with mathematical explanations and visuals. In the grade 6 lesson plan for "Represent and Compare Rational Numbers," guides educators to break down terms such as integer and rational number using familiar real-world contexts to reinforce key vocabulary before students use them in mathematical contexts. The "Teacher Explore Slideshows" include embedded structured learning opportunities, such as the use of Think-Pair-Share. These activities support students in continuing to develop academic vocabulary throughout the lesson by providing opportunities to talk with partners and groups using academic language. The materials also include Class Activities such as Thumbs Vote, " Vote, and Discuss and Do that provide additional opportunities to review and reinforce academic vocabulary. The materials do not include explicit educator guidance for pre-teaching supports for unfamiliar references in text and pre-teaching supports for developing academic vocabulary.
Evaluation for 3.1c
The "6th Grade Math Implementation Guide" provides explicit educator guidance for additional activities for enrichment and extension. Following each lesson, educators are given guidance on ways to organize students into small groups based on their needs. The materials include guidance on targeted activities to assign to students to provide enrichment or extension. The intervention activities are drawn from on-grade-level or below-grade-level materials, while the enrichment activities are drawn from above-grade-level materials. The level of support included in the "6th Grade Math Implementation Guide" allows educators to continually gather and analyze student data as they engage with instructional materials.
Evaluation for 3.1d
The materials feature a settings page where educators can customize assessments and assignments by enabling or disabling accommodations, such as text-to-speech, to meet individual student needs. Educators can easily enable these accommodations by utilizing an on-off toggle button next to each student's name when creating assignments. The materials include a variety of calculator types as an accommodation, such as four-function, graphing, and scientific calculators for digital assessments that can be enabled or disabled to support individual students. The materials do not include content and language support that educators can enable or disable to support individual students.
Evaluation for 3.1e
The lesson plans provide educators with guidance for options on supporting students to demonstrate understanding of mathematical concepts through performing, expressing, and representing. In the grade 6 lesson "Ratios and Rates," students are asked to solve problems and then compare their answers and discuss with a partner. Students are also asked to predict and record the steps to find the answers. The materials provide educator guidance on tailoring student tasks to enable students to demonstrate their understanding through multiple methods and approaches. The materials offer practice problem sets and quizzes via SuperSheets as the primary method for students to demonstrate understanding of mathematical concepts. The materials also provide additional opportunities for students to demonstrate mathematical concepts via two student handouts aligned to each lesson, online practice questions, and instructional videos.
Evaluation for 3.2a
The materials provide educators with guidance in activating prior knowledge. The materials support educators in understanding what students need to know before the lesson. The "Scope and Sequence" document includes a general overview of what students will learn in each lesson and explains how prior knowledge from earlier grade levels will help support new learning in the lesson. For example, in Lesson 1: "Represent and Compare Rational Numbers," the "Scope and Sequence" states that students will "build on prior knowledge of whole numbers, fractions, and decimals from earlier grades, and students deepen their understanding of number sets and the relationships among them." Each lesson plan dives deeper into providing specific prompts and guidance for educators to help build and activate prior knowledge and anchor big ideas. For example, in the "Engage" section of the grade 6 lesson "Multiply and Divide Rational Numbers," educators are provided with specific grade 5 questions to project to students as well as guidance on strategies to use, such as a Think-Pair-Share. The guidance provided by each lesson plan supports educators in activating prior knowledge and anchoring big ideas in the lesson. In the grade 6 lesson "Equations," educators are provided with guidance to highlight and connect key patterns, features, and relationships through multiple means of representation. In the "Explore," "Explain," and "Elaborate" sections, educators are given the option to choose between various practice opportunities for students, such as guiding questions, instructional videos, worksheets, and instructional activities such as Thumbs Vote, Discuss and Do, and rally rounds.
Evaluation for 3.2b
Each lesson plan provides explicit educator guidance for effective lesson delivery and facilitation using a variety of instructional approaches. The "Suggested Activities" section in each lesson plan includes specific guidance on suggested pacing for each lesson, step-by-step instructions for lesson implementation, and suggested strategies for differentiation. For example, the lesson plan for "Represent and Compare Rational Numbers" provides teachers with suggested time stamps for each portion of the lesson, such as five minutes for the Engage activity and 25 minutes for the Explore activity. In addition to suggested pacing for each activity, each lesson plan provides educators with guidance to utilize a combination of instructional approaches to engage learners in each lesson, including collaborative learning activities, real-world examples and applications, differentiation for learners via extension or enrichment activities, and independent learning opportunities. The "Teacher Explore Slideshow" included in each lesson plan provides educator guidance and recommendations for effective lesson delivery. The "Teacher Explore Slideshow" provides educators with additional instructional approaches, such as providing opportunities for student discourse through activities like Think-Pair-Share and Discuss and Do, and connections to real-world problems and scenarios that are relevant to students.
Evaluation for 3.2c
The lesson plans provide educators with specific opportunities to direct the flow of each lesson to best suit student needs. These options include various instructional activities and approaches, such as guidance on choosing a gradual release model ("I do, we do, you do") versus independent student work. Additional opportunities include embedded support on structures on how to group students, such as partner pairs, whole groups, and small groups. These adaptable approaches support the implementation of multitiered intervention methods. The materials do not include explicit educator guidance to support the effective implementation of multitiered intervention methods. While options for lesson structure and practice are provided, specific guidance on how and when to utilize them most effectively is not included. The absence of direct guidance may pose a challenge for educators in making crucial instructional decisions in determining specific skills to target.
Evaluation for 3.2d
Each lesson plan includes a section called "Additional Activities" that includes enrichment and extension opportunities that educators can leverage to support struggling learners and advanced learners. The additional activities include links to below-grade-level, on-grade-level, and above-grade-level instructional videos aligned to each lesson. Within each video, there are two to three accompanying questions to help reinforce key concepts. The materials do not include guidance to support educators in the effective implementation of enrichment and extension methods. While the "6th Grade Math Implementation Guide" includes general guidance on ways to group students, such as whole groups, individuals, and small groups, there is no explicit guidance to support educators in effective implementation, such as best practices for grouping students and leveraging intervention and extension materials.
Evaluation for 3.2e
Each lesson plan provides educators with guiding questions and suggestions regarding optimal timing for asking questions within the lesson. These prompts are then followed by common misconceptions that educators may see. These structured prompts enhance an educator's ability to deliver timely feedback and improve student engagement during lesson delivery. Through the use of Bell Ringer activities, educators can pose questions to the whole group and provide instant feedback once answers are received. The system allows for viewing statistics on student responses, further facilitating timely feedback. The materials do not include guidance to support educators in providing timely feedback during lesson delivery. The lesson plan includes a common misconceptions section; however, there is no educator guidance on how to address the misconceptions via targeted student feedback.
Evaluation for 3.3a
The materials include specific tips for emergent bilingual (EB) students that, in the "Cooperative Learning Strategy Guide with Embedded Support for ELLs," explicitly address the nuances of providing linguistic accommodations for all levels of language proficiency as defined by the English Language Proficiency Standards (ELPS). For every instructional activity outlined in the guide, the materials outline specific strategies that educators can implement to support all levels of English language proficiency, such as pairing a beginner with advanced or non-ELL students who speak the ELL's native language. The "Cooperative Learning Strategy Guide with Embedded Support" for ELLs provides educators with specific guidance on supporting EBs in all instructional activities. For example, in the Brain Dump! activity, educators are given guidance to support a Pre-Production student by having the student use visual representations of related key words to add facts, and their partner record all facts for the pair. Within the same activity, educators are given the guidance to support a High Intermediate by having the student use a word bank of key words and a sentence frame like ". . . is related to . . . because . . ." to record their fact.
Evaluation for 3.3b
This guidance is not applicable to the program because it is not designed to be adaptive.
Evaluation for 3.3c
The materials provide educators with resources and guidance to effectively support EB students in state-approved bilingual/ESL programs. In the Help Center, educators have access to articles in "Accommodations and Accessibility" that provide clear guidance for effective implementation strategies to address the needs of EB students. In the "Using Technology to Support the Four Language Domains for English Language Learners" article, educators are provided with guidance such as utilizing text-to-speech features embedded in the materials to support EB students. The "Language Support" article in the Help Center provides educator guidance on strategies to utilize during instruction, such as using constructed responses to develop fluency, build comprehension, and build second-language acquisition.
Evaluation for 3.3d
The materials include guidance for developing academic language and increasing comprehension through oral discourse. Within lesson plans, the "Teacher Explore Slideshows" provide guidance to educators and strategies to use to support EB students. These strategies include prompts for students to reflect on newly learned vocabulary. For example, in the "Teacher Explore Slideshow: Volume," students learn academic vocabulary such as mode. Throughout the materials, students can reflect on the newly learned vocabulary word, mode, verbalize the mode of a data set, and discuss key concepts with a partner through a Think-Pair-Share activity. The structure provided by the materials equips teachers with key tools and instructional strategies to support EB students' language proficiency while maintaining a focus on mastery of academic content. The materials support students in developing academic vocabulary, increasing comprehension, and building background knowledge through written and oral discourse. In the lesson plan, the "Teacher Explore Slideshows" include the Solve Pass Agree Repeat Keep Going (SPARK) strategy, a collaborative activity to support EB students. The SPARK activity involves students solving a problem, passing to other group members, agreeing on an answer through structured discourse, and repeating the process. The SPARK activity supports students in developing academic vocabulary by increasing comprehension and building background knowledge through written and oral discourse. The materials do not support EB students in making cross-linguistic connections through either oral or 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.
2 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.
2 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.
2 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.
2 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.
2 out of 2 points
Evaluation for 3.2b
Evaluation for 3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
2 out of 2 points
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.
1 out of 2 points
Evaluation for 3.2d
Evaluation for 3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
1 out of 2 points
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.
4 out of 4 points
Evaluation for 3.3a
Evaluation for 3.3a
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
4 out of 4 points
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.
1 out of 1 points
Evaluation for 3.3c
Evaluation for 3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
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.
6 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.
6 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
The materials include varied practice opportunities aligned to the TEKS that support student skills acquisition within the lesson. The practice opportunities require students to demonstrate an understanding through varied tasks, such as completing Venn diagrams, Fact or Fib activities, and game-based activities. The included tasks span across the DOK levels to support students in developing an understanding of skills. The included SuperSheets provide students with TEKS-aligned additional practice opportunities that require them to demonstrate a depth of understanding of key topics and skills.
Evaluation for 4.1b
The materials include varied practice opportunities aligned to the TEKS that require students to demonstrate a full understanding of covered concepts. Questions and tasks in the included materials increase in rigor and complexity, which leads students to grade-level proficiency. While the materials support grade-level proficiency in the lesson materials, there are no included questions and tasks to support above-grade-level proficiency within the lesson. Within the lesson plans, additional enrichment opportunities are provided for students who show competency in grade-level TEKS. The enrichment opportunities increase in rigor to support proficiency in above-grade-level mathematical TEKS.
Evaluation for 4.2a
The materials provide an overview of concepts horizontally within the grade level that supports teachers and students with connecting patterns, big ideas, and relationships in the materials. Within lesson plans, the "Lesson Rationale" section explains how concepts are horizontally connected among lessons throughout the school year. In the "Grade 6 Scope and Sequence," the TEKS mathematical process standards (MPS) document shows when standards will be taught in conjunction with other standards across lessons.
Evaluation for 4.2b
The lesson plans include a "Vertical Alignment" section that features a "Looking Back" section that defines previously learned standards that support current learning. The "Vertical Alignment" section highlights connections in grades 3–5 by connecting them to patterns, big ideas, and relationships that will be seen in the current grade level. The lesson plan document includes a "Grade 6 Lesson Sequence Rationale" that provides teachers with guidance on how to support students in the lesson by making connections between how previously learned concepts are used in the lesson to support understanding of new concepts.
Evaluation for 4.2c
The materials demonstrate coherence across lessons and 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. The "Scope and Sequence" document provides teachers with guidance on what students should know from previous grade levels, what they are currently learning, and skills that will be used in future courses. The "Scope and Sequence" document includes a "Lesson Rationale" section that explicitly describes how each lesson builds upon previously learned skills and concepts from prior grades. The "Lesson Rationale" section also provides guidance on how to prepare students for subsequent learning within the current grade level and future grade levels.
Evaluation for 4.3a
The materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways. The "Grade 6 Scope and Sequence" document includes a TEKS MPS document that specifically shows when a skill will be taught and when that skill will show up in subsequent lessons during the school year, facilitating spaced retrieval. The materials provide spaced retrieval opportunities for previously learned concepts across learning pathways. In "Instructional Resources," "Class Activities Worksheets" provide opportunities to review or recall previously learned skills and concepts across lessons. For example, educators can assign the "Order Negative Rational Numbers" worksheet to provide additional opportunities for students to practice previously learned skills from Lesson 1. These worksheets provide targeted, rigorous, and diverse practice problems to support retention and understanding of previously learned concepts. Additionally, the materials include instructional videos and a vast question bank to provide additional practice opportunities and review previously learned concepts in a meaningful way.
Evaluation for 4.3b
The materials provide interleaved practice opportunities for previously learned skills and concepts across learning pathways. In the "Grade 6 Scope and Sequence" document, a TEKS MPS document is included that shows when a specific skill is introduced in the learning pathway and when the same skills will reappear in subsequent lessons.
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 grades 3–12, by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grades 3–12, by connecting patterns, big ideas, and relationships.
1 out of 1 points
Evaluation for 4.2b
Evaluation for 4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grades 3–12, by connecting patterns, big ideas, and relationships.
1 out of 1 points
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
100% (38 out of 38 points)
Evaluation for 5.1a
The materials provide students with opportunities to solve real-world problems by making connections and transferring their learning to new contexts. The materials include opportunities for students to analyze, interpret, and evaluate real-world problems. In the grade 6 lesson "Real World Percents, Ratios and Rates," students are provided opportunities to analyze how ratios and rates are alike and different. The lesson introduces a graphic organizer for ratios and proportions, and through guided slides, students discuss these concepts with a partner before recording examples. The grade 6 Student Handout 2: "Practice Ratios and Rates" provides questions that require students to interpret and analyze mathematical concepts in complex, real-world situations. For example, question 4 asks, "Two groups ordered sandwiches. Group A ordered turkey and ham sandwiches at a ratio of 2:5. Group B ordered turkey and ham sandwiches at a ratio of 6:5. If there were 15 ham sandwiches for each group, which statement is true?"
Evaluation for 5.1b
Students are provided opportunities to communicate their mathematical thinking through multiple representations, as well as figures or drawings. In "Teacher Explore Slideshows" within the lesson "Relate Fractions, Decimals, and Percents," students use strip diagrams, 10x10 grids, and two-color counters to show the relationships between parts and whole. In Student Handout 1: "Real World Percents, Ratios, and Rates" for the lesson "Relate Fractions, Decimals, and Percents," Q13–Q15 provides students the opportunity to create pictorial and concrete models to communicate their thinking.
Evaluation for 5.1c
The lesson materials include tasks that provide students with opportunities to apply conceptual understanding to new problem situations and contexts. In each lesson plan, students learn key skills and math concepts aligned to the stated learning objective in each lesson. Throughout each phase of the 5E model in each lesson, students are provided with opportunities to practice key skills and concepts through a variety of instructional activities, such as Think-Pair-Share activities and thumbs-up votes. During the final phase of the 5E model, educators are prompted to assign SuperSheet Worksheets aligned to each lesson in the evaluation portion of the lesson. Each SuperSheet Worksheet provides opportunities for students to apply conceptual understanding to new problem situations and contexts. The Supersheet for "Area, Volume, and Properties of Triangles" provides students with additional opportunities to apply conceptual understanding to new problem situations and contexts. For example, students are asked to consider a tent shaped like a triangle and write an equation that could be used to find the area, A, of the triangle, requiring students to apply their knowledge of area formulas to a novel context.
Evaluation for 5.2a
The materials provide an online platform with automaticity activities that allow educators to assign the activities to align with grade-level tasks. For example, Class Activities are included in each lesson plan to provide opportunities for students to practice basic skills. Additionally, the materials include online practice questions that increase in rigor to include real-world problems and tasks. Each lesson plan includes a "Teacher Explore Slideshow" that incorporates various methods for students to practice skills, such as Rally Rounds, Finger Votes, and Think-Pair-Share. These activities focus on similar practice problems, utilizing focused repetition to help build fluency for the topics covered in each lesson.
Evaluation for 5.2b
The "Teacher Explore Slideshows" contained in lesson plans provide multiple opportunities for students to practice the application of flexible mathematical procedures by outlining multiple methods for solving a given problem. For example, in the grade 6 lesson plan "Represent and Compare Rational Numbers," students are presented with multiple approaches to compare and order rational numbers, such as using a number line and comparisons to benchmark fractions. The materials do not provide opportunities for students to practice the application of efficient mathematical procedures throughout learning pathways. While the materials include ample practice opportunities for students, the materials primarily focus on accuracy without guiding students to reflect on how their answer was obtained and if their strategy was the most efficient for the given problem.
Evaluation for 5.2c
The materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for flexibility and accuracy. The "Teacher Explore Slideshows" present multiple methods for solving a problem and prompt students to consider various approaches. Students are also engaged in tasks that require them to justify their reasoning and answers, thereby evaluating the accuracy and flexibility of their solutions and strategies. Throughout learning pathways, students encounter practice questions that utilize various mathematical representations and models. For example, the "Teacher Explore Slideshow" in "Represent and Compare Rational Numbers" prompts students to use multiple representations to solve problems, such as number lines, graphs, and charts. These tasks provide implicit opportunities for students to evaluate the accuracy of these representations. The materials do not provide opportunities for students to evaluate mathematical representations for efficiency throughout learning pathways. The materials solely focus on students arriving at accurate solutions and do not provide opportunities for students to reflect on the efficiency of their procedure or process. Additionally, in student-facing materials, students are not asked to explain why their problem-solving strategy is the most efficient.
Evaluation for 5.2d
The materials contain guidance to support students in selecting increasingly efficient approaches to solving mathematics problems. The materials allow students to select increasingly efficient approaches to solve mathematical problems throughout all of the lessons and practice materials. For example, in the lesson "Represent and Interpret Data," students are presented with multiple ways of analyzing and interpreting data. Students analyze stem-and-leaf plots, box plots, dot plots, and histograms. The lesson guides students through choosing the most efficient representation to answer questions and complete tasks.
Evaluation for 5.3a
The materials explicitly state how the procedural emphasis of the TEKS is addressed. The materials provide detailed lesson plans for every lesson that lists covered TEKS and objectives that explicitly tie to the procedural emphasis of the TEKS. For example, the objective of the lesson plan "Summarize Categorical Data" states that "The student will summarize categorical data with numerical and graphical summaries and use these summaries to describe the data distribution." The materials provide a clear connection to the readiness TEKS aligned with "numerical and graphical summaries, including the mode, the percent of values in each category (relative frequency table), and the percent bar graph, and use these summaries to describe the data distribution." The materials do not explicitly state how the conceptual emphasis of the TEKS is addressed. While the TEKS are listed at the beginning of each lesson, there is no clear link between the content and the specific conceptual aspects of the TEKS. The materials do not provide an explanation of why or how conceptual understanding supports the procedural emphasis.
Evaluation for 5.3b
The materials provide students with opportunities to use pictorial representations, concrete models, and abstract models to solve problems. For example, in the "Teacher Explore Slideshows" included in every lesson plan, the included questions and tasks integrate practice opportunities that allow students to engage with multiple representations to solve problems. The "Teacher Explore Slideshow: Equivalent Expressions" includes questions and tasks that integrate multiple practice opportunities, allowing students to engage with multiple representations to solve problems. For example, on slide six, students identify equivalent expressions using pictorial representations. On slides seven and eight, students use algebra tiles as a concrete model to identify, create, and solve equivalent expressions. On slides nine and 10, students use abstract models in the form of written equations to identify equivalent expressions. Such a progression allows students to deepen their understanding of equivalent expressions throughout the lesson by allowing them to connect concrete and visual models to abstract thinking.
Evaluation for 5.3c
The materials include explicit support for students in connecting, defining, and explaining concrete and representational models to abstract concepts. In the "Teacher Explore Slideshows" included in every lesson plan, students connect and explain concrete and representational models to abstract concepts. In the grade 6 lesson plan "Relate Fractions, Decimals, and Percents," the instructional tasks and activities begin with students working with concrete and representational models through the use of strip diagrams to make sense of fractional parts. The materials progress to students using pictorial representations to analyze a shaded graph representing fractions, decimals, and percents. The culminating activity of the lesson cycle helps students to generate equivalent abstract forms using symbolic, numeric, and algorithmic concepts for various scenarios. This progression supports students in connecting and explaining the relationships between these different representations.
Evaluation for 5.4a
The materials provide opportunities for students to develop academic mathematical language through the use of sentence stems. The materials include a variety of "Sentence Stem" worksheets within "Instructional Resources" that educators can use to scaffold and support writing and language development for students. The included sentence stems can be leveraged throughout lessons to support students in developing fluency in language and math and mathematical concepts. For example, throughout a lesson, educators can leverage sentence stems to support students in articulating their understanding of concepts through the use of sentence stems such as "I solved the problem by . . ." and "The solution makes sense because . . . "
Evaluation for 5.4b
The materials include embedded educator guidance to support, scaffold, and extend students' use of academic vocabulary in context when communicating with peers and educators. In the "Strategies to Scaffold, Support, and Extend Academic Vocabulary" section within the "6th Grade Math Implementation Guide," the materials include five specific strategies that educators can leverage to scaffold, support, and extend students' use of academic vocabulary during math instruction. For example, one of the included activities is called Ping Pong Peer Vocabulary, which is an exchange between teacher and student or between students using targeted vocabulary. In the activity, each person has to provide a description and example of each vocabulary word. This activity, along with all of the included strategies, strengthens classroom discourse, supports a wide range of learners, and helps facilitate meaningful use of academic language in peer-to-peer and student-to-teacher interactions.
Evaluation for 5.4c
The materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse. Within each lesson plan, teacher guidance is embedded to provide educators with strategies and frameworks that can be leveraged in lessons to guide students toward proficiency in the use of academic language during instructional activities. For example, in the "Teacher Guide" portion of the lesson plan, the materials include guidance on the implementation of a cooperative instructional strategy called Rally Rounds, which guides students on how to utilize precise academic language during discourse with peers.
Evaluation for 5.4d
The materials include embedded guidance to facilitate mathematical conversations, allowing students to hear, refine, and use math language with peers. The "Grade 6 Scope and Sequence" document includes a "Cooperative Learning Strategy Descriptions" section that educators can leverage to facilitate mathematical conversations through activities that are integrated into lessons. The included strategies facilitate student discourse by allowing students to hear, refine, and use mathematical language with peers. For example, one of the included strategies is Rally Coach and Player, which is facilitated as a partner activity where students complete a problem and are given feedback from a peer. The materials include clear educator guidance on implementation of the Rally Coach and Player activity, such as providing guidance for grouping students and guiding questions to help students hear, refine, and use mathematical language with peers.
Evaluation for 5.4e
The materials include embedded guidance to anticipate a variety of student answers, including exemplar responses to questions and tasks. For example, student handouts included in each lesson plan include answer keys that detail anticipated responses and exemplar responses, allowing educators to gauge student understanding against clear benchmarks. The materials include embedded guidance to support inaccurate student responses. The "Teacher Guide" embedded within each lesson plan explicitly identifies common misconceptions or potential inaccurate thinking that may occur. The direct anticipation of student responses serves as a form of guidance for educators to inform their support and redirection strategies during lesson delivery.
Evaluation for 5.5a
The materials provide a list of TEKS process standards that are integrated appropriately into the materials at the beginning of each lesson plan. The materials explicitly list out all applicable process standards aligned to each lesson. The aligned process standards are integrated appropriately into each instructional activity in the materials. For example, in the grade 6 lesson "Area, Volume, and Properties of Triangles," the materials guide students through the use of multiple representations, such as diagrams, pictorial representation, and symbols to find the area of geometric figures. Throughout the lesson, students use oral communication to discuss mathematical ideas and work with multiple real-world examples and applications. The materials also integrate TEKS MPS in a chart included in the "Grade 6 Scope and Sequence."
Evaluation for 5.5b
The materials include a description of how process standards are incorporated and connected throughout learning pathways. The "Grade 6 Scope and Sequence" document provides a list of process standards in the TEKS MPS chart. The MPS chart details how each process standard is incorporated and connected in each lesson across learning pathways. It also shows how each process standard is connected across multiple lessons, providing students with consistent opportunities to use problem-solving strategies, justify their reasoning, and make connections.
Evaluation for 5.5c
The materials include an overview of the TEKS process standards incorporated into each lesson through a TEKS MPS chart located in the "Grade 6 Scope and Sequence." The chart provides a comprehensive overview of how each process standard is integrated and covered across the various lessons within the learning pathway. Each lesson plan provides an explicit overview of the incorporated TEKS process standards. A dedicated section lists the relevant standards for each lesson. Throughout the lesson content, explicit indicators pinpoint exactly where each process standard is covered, offering a detailed overview of their incorporation into the instructional activities.
5.1 Development of Conceptual Understanding
5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate mathematical concepts and complex, real-world situations.
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate mathematical concepts and complex, real-world situations.
3 out of 3 points
Evaluation for 5.1a
Evaluation for 5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate mathematical concepts and complex, real-world situations.
3 out of 3 points
5.1b
Questions and tasks provide opportunities for students to create concrete models and representations of mathematical situations.
Questions and tasks provide opportunities for students to create concrete models and representations of mathematical situations.
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 representations of 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 the most efficient approaches when solving mathematics problems.
Materials contain guidance to support students in selecting the most efficient approaches when solving mathematics problems.
1 out of 1 points
Evaluation for 5.2d
Evaluation for 5.2d
Materials contain guidance to support students in selecting the most efficient approaches when solving mathematics problems.
1 out of 1 points
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.
2 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.
2 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.
6 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.
6 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.
2 out of 2 points
Evaluation for 5.5b
Evaluation for 5.5b
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
2 out of 2 points
5.5c
Materials include an overview of the TEKS process standards incorporated into each lesson.
Materials include an overview of the TEKS process standards incorporated into each lesson.
1 out of 1 points
Evaluation for 5.5c
Evaluation for 5.5c
Materials include an overview of the TEKS process standards incorporated into each lesson.
1 out of 1 points
Rubric Section 6
Productive Struggle
Materials support students in applying disciplinary practices to productive problem-solving, including explaining and revising their thinking.
Total
100% (21 out of 21 points)
Evaluation for 6.1a
The materials provide opportunities for students to think mathematically and make sense of mathematics through the use of instructional videos. The instructional videos break down abstract concepts into visual and verbal explanations, supporting students' comprehension. Following video engagement, students answer application questions, requiring them to actively think mathematically to apply their understanding. The materials provide opportunities for students to persevere through solving problems. The materials include a "Study Plan Self-Check" worksheet. The study plan supports students in tracking their mastery by noting the standard or domain they are working on, recording the number of videos watched, confirming mastery of video content, aiming for 80 percent mastery on practice questions, and verifying if they earned a ribbon for the standard. This self-monitoring structure supports student perseverance in their learning journey.
Evaluation for 6.1b
The materials support students in understanding that there are multiple ways to solve problems and complete tasks. The materials include "Teacher Explore Slideshows" that guide students through collaborative, interactive learning experiences. Through these guided learning experiences, students are introduced to multiple ways to solve problems and complete tasks. For example, in "Teacher Explore Slideshow: Real World Percents, Ratios, and Rates," the materials present students with multiple ways to solve problems involving percents, ratios, and rates using scale factors, tables, graphs, and proportions. The materials support students in explaining and justifying that there can be multiple ways to solve problems and complete tasks. In student learning experiences, the materials provide students with guiding question prompts to explain and justify their problem-solving approach. For example, the materials include collaborative learning experiences, such as a Discuss and Do activity, that allows students to solve problems and explain their reasoning for using a strategy with a peer.
Evaluation for 6.1c
The design of the materials requires students to make sense of mathematics through multiple opportunities to do, write, and discuss math with peers. The "6th Grade Math Implementation Guide" includes a section titled "Cooperative Learning Strategy Descriptions." The included strategies integrate opportunities for students to do, write, and discuss math with peers throughout the lesson cycle. For example, in the Brain Dump! activity, students work cooperatively with peers to solve a problem by writing down facts and discussing strategies to arrive at the correct answer. Throughout a lesson cycle, students are guided through multiple cooperative learning strategies as they work through problems. This structure allows students to gain a deeper conceptual understanding of topics and strengthens students' mathematical reasoning.
Evaluation for 6.2a
The materials support educators in guiding students to share and reflect on their problem-solving approaches. The materials include educator guidance in each lesson plan that provides educators with prompts to support students in justifying and refining their thinking through learning activities. For example, the materials provide educators with question prompts that can be used in activities such as Think-Pair-Share, IQ Slap Down, Sage and Scribe, and Rally Coach and Player. Through these activities, students are required to reflect, explain, and justify certain answer choices. These activities enable students to vocalize, explain, and justify their approaches to peers, with educators guiding these interactions. The materials include the AEIOU Graphic Organizer as a tool to support student reflection on their learning and problem-solving approaches. The organizer prompts students with specific categories for reflection: A—Adjective (a word to describe something learned), E—Emotion (how it made them feel), I—Interestin' (something found interesting), O—Oh! (what surprised them), and U—Um? (questions they still have). This structure encourages students to self-reflect on their comprehension, insights gained from problem-solving, and areas where they might still be exploring different approaches, thereby fostering metacognition.
Evaluation for 6.2b
The materials include prompts to support educators in providing explanatory feedback based on student responses and anticipated misconceptions. Each lesson plan features a "Guiding Questions and Common Misconceptions" section. The section provides educators with specific prompts to pose during instruction and lists anticipated areas of student misunderstanding to support educators in providing feedback to students. The materials provide explanatory feedback through multiple features, including immediate video responses on the digital platform when students answer incorrectly and reattempt opportunities to reinforce learning. Lesson plans and teacher guides include prompts and rationales, such as in the SuperSheets answer key rationales, that help educators identify likely misconceptions and tailor their feedback accordingly.
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, justifications, and multiple points of entry.
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, justifications, and multiple points of entry.
8 out of 8 points
Evaluation for 6.2a
Evaluation for 6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, justifications, and multiple points of entry.
8 out of 8 points
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