Criterion Coherence: Does the resource design learning around coherent progressions between levels and within the level? Dimension 2.1 Meets Partially Meets Does Not Meet (Insufficient Evidence) Coherence Across Levels: The resource regularly relates on- level concepts to knowledge from previous levels and to future learning. (Support document: College and Career Readiness Content Progressions) Guiding Questions: • Are there examples of lessons that ask students to connect knowledge and skills across levels? • Is mathematics content from previous levels clearly identified as “review”? • Are connections made about how the content of this lesson supports, and is connected to, future learning? Is more sophisticated math forecasted in the resource? Dimension 2.2 Meets Partially Meets Does Not Meet (Insufficient Evidence) Coherence Within a Level: Where appropriate, the resource connects two or more standards within a progression, or two or more progressions within a level. (Support document: College and Career Readiness Content Progressions) Guiding Questions: • Does content build on understandings from previous lessons (noted in the table of contents or in a series of lessons)? • Are lessons linked to one another? • Do lessons ask students to connect knowledge and skills within lessons when it is important and natural to do so? Summary of strengths and weaknesses: High-value actions needed to fill the gaps (check all actions that apply): ❏❏ Add to lessons any knowledge and skills from prior levels needed for students to understand the content. ❏❏ Identify as “review” the student tasks, activities, or assessment items included in the lessons that reference learning at previous levels. ❏❏ Recommend that student activities or assessment items addressing learning at subsequent levels be excluded from a lesson or identified as an extension of work at the current level. ❏❏ Suggest rearranging lessons so the sequence of knowledge and skills learned in the resource has a natural and logical flow to support student learning. ❏❏ Other:
Criterion Rigor: Does the resource pursue conceptual understanding, procedural skill and fluency, and application with equal intensity? Dimension 3.1 Meets Partially Meets Does Not Meet (Insufficient Evidence) Conceptual Understanding: The resource regularly develops students’ conceptual understanding through tasks, problems, questions, and opportunities for students to write and speak about their understanding. Guiding Questions: • Are students provided support to develop a conceptual understanding of the most critical concepts for the level? • Are there discussion questions that pertain to conceptual understanding in the lessons? • Are there opportunities for students to demonstrate, in multiple ways, their understanding of the critical concepts addressed in the lessons? Dimension 3.2 Meets Partially Meets Does Not Meet (Insufficient Evidence) Procedural Skill and Fluency: The resource regularly asks students to use mathematical procedures and perform calculations and quickly and accurately. Guiding Questions: • Are students expected to attain the fluencies and procedural skills required by CCR standards? • Are assignments/problems structured to build students’ competencies to perform core calculations and mathematical procedures quickly and accurately? Is precision with calculations emphasized? Dimension 3.3 Meets Partially Meets Does Not Meet (Insufficient Evidence) Application: The resource regularly requires students to engage in challenging applications of mathematics in real-world and mathematical contexts. Guiding Questions: • Is the resource designed so that students spend sufficient time working with engaging applications (without losing focus on the MWOTL)? • Are students regularly provided opportunities to independently apply mathematical concepts in real-world situations and solve challenging problems?