Overview
Grade 6 Quality Review Summary
Rubric Section | Quality Rating |
- Intentional Instructional Design
| 52 / 53 |
- Progress Monitoring
| 22 / 28 |
- Supports for All Learners
| 32 / 32 |
- Depth and Coherence of Key Concepts
| 22 / 23 |
- Balance of Conceptual and Procedural Understanding
| 66 / 66 |
- Productive Struggle
| 25 / 25 |
Strengths
- 1.1 Course-Level Design: Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and knowledge taught in the course, with suggested pacing guides for various instructional calendars, explanations for the rationale of unit order and concept connections, guidance for unit and lesson internalization, and resources to support administrators and instructional coaches in implementing the materials as designed.
- 1.3 Lesson-Level Design: Materials include comprehensive, structured lesson plans with daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards. They also provide a lesson overview outlining the suggested timing for each component, a list of necessary teacher and student materials, and guidance on the effective use of lesson materials for extended practice, such as homework, extension, and enrichment.
- 2.2 Data Analysis and Progress Monitoring: Materials include instructional assessments and scoring information that provide guidance for interpreting and responding to student performance, offer guidance on using tasks and activities to address student performance trends, and include tools for students to track their own progress and growth.
- 3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction, activities, and scaffolded lessons for students who have not yet reached proficiency, pre-teaching or embedded supports for unfamiliar vocabulary and references in text, and guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
- 3.2 Instructional Methods: Materials include prompts and guidance to support teachers in modeling, explaining, and directly and explicitly communicating concepts to be learned. They provide teacher guidance and recommendations for effective lesson delivery using various instructional approaches, and support multiple types of practice with guidance on recommended structures, such as whole group, small group, and individual settings, to ensure effective implementation.
- 3.3 Support for Emergent Bilingual Students: Materials provide guidance for teachers in bilingual/ESL programs, support academic vocabulary and comprehension, and include resources for metalinguistic transfer in dual language immersion programs.
- 4.1 Depth of Key Concepts: Materials provide practice opportunities and instructional assessments that require students to demonstrate depth of understanding aligned to the TEKS, with questions and tasks that progressively increase in rigor and complexity, leading to grade-level proficiency in mathematics standards.
- 4.3 Spaced and Interleaved Practice: Materials provide spaced retrieval and interleaved practice opportunities with previously learned skills and concepts across lessons and units.
- 5.1 Development of Conceptual Understanding: Materials include questions and tasks that require students to interpret, analyze, and evaluate various models for mathematical concepts, create models to represent mathematical situations, and apply conceptual understanding to new problem situations and contexts.
- 5.2 Development of Fluency: Materials provide tasks designed to build student automaticity and fluency for grade-level tasks, offer opportunities to practice efficient and accurate mathematical procedures, evaluate procedures for efficiency and accuracy, and include embedded supports for teachers to guide students toward more efficient approaches.
- 5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed, include questions and tasks that use concrete models, pictorial representations, and abstract representations, and provide supports for students in connecting and explaining these models to abstract concepts.
- 5.4 Development of Academic Mathematical Language: Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and language strategies, with embedded teacher guidance on scaffolding vocabulary, syntax, and discourse, and supporting mathematical conversations to refine and use math language.
- 5.5 Process Standards Connections: Materials integrate process standards appropriately, providing descriptions of how they are incorporated and connected throughout the course, within each unit, and in each lesson.
- 6.1 Student Self-Efficacy: Materials provide opportunities for students to think mathematically, persevere through problem-solving, and make sense of mathematics, while supporting them in understanding multiple ways to solve problems and requiring them to engage with math through doing, writing, and discussion.
- 6.2 Facilitating Productive Struggle: Materials support teachers in guiding students to share and reflect on their problem-solving approaches, offering prompts and guidance for providing explanatory feedback based on student responses and anticipated misconceptions.
Challenges
- 1.2 Unit-Level Design: Materials do not include comprehensive unit overviews that provide background content knowledge to effectively teach the concepts.
- 2.1 Instructional Assessments: Materials do not include diagnostic assessments.
- 4.2 Coherence of Key Concepts: Materials do not explicitly connect patterns between mathematical concepts.
Summary
Math is a Mathematics 6–8 program. It provides a detailed, year-long scope and sequence that allows comprehensive planning for educators and incorporates the application of the TEKS. Daily instructional guidance maintains consistent sequences and routines, including teacher modeling, hands-on activities, partner work, and both guided and independent practice. Each lesson begins with an exploration, where students work through activities to demonstrate beginning levels of understanding. Next, materials provide explanations and independent practice before presenting a real-world performance task, differentiated to help learners at all levels. Additionally, the program includes teacher support for addressing common misconceptions students might have regarding mathematical concepts.
Campus and district instructional leaders should consider the following:
- Teachers engage the learner throughout each lesson phase by providing support: worked-out examples, detailed instructions, sentence stems to guide teachers, sentence stems to prompt students, and teacher “look-fors” to monitor student understanding. However, the materials do not include diagnostic assessments; teachers are encouraged to observe students to assess their initial understanding.
- The materials support learners who demonstrate grade level proficiency and who fall below grade level proficiency; still, teachers may need to supplement supports for students working above grade-level proficiency. Materials mention enrichment activities in pacing guides and set aside days for “enrichment.”
Grade 7 Quality Review Summary
Rubric Section | Quality Rating |
- Intentional Instructional Design
| 52 / 53 |
- Progress Monitoring
| 22 / 28 |
- Supports for All Learners
| 32 / 32 |
- Depth and Coherence of Key Concepts
| 22 / 23 |
- Balance of Conceptual and Procedural Understanding
| 66 / 66 |
- Productive Struggle
| 25 / 25 |
Strengths
- 1.1 Course-Level Design: Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and knowledge taught in the course, with suggested pacing guides for various instructional calendars, explanations for the rationale of unit order and concept connections, guidance for unit and lesson internalization, and resources to support administrators and instructional coaches in implementing the materials as designed.
- 1.3 Lesson-Level Design: Materials include comprehensive, structured lesson plans with daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards. They also provide a lesson overview outlining the suggested timing for each component, a list of necessary teacher and student materials, and guidance on the effective use of lesson materials for extended practice, such as homework, extension, and enrichment.
- 2.2 Data Analysis and Progress Monitoring: Materials include instructional assessments and scoring information that provide guidance for interpreting and responding to student performance, offer guidance on using tasks and activities to address student performance trends, and include tools for students to track their own progress and growth.
- 3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction, activities, and scaffolded lessons for students who have not yet reached proficiency, pre-teaching or embedded supports for unfamiliar vocabulary and references in text, and guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
- 3.2 Instructional Methods: Materials include prompts and guidance to support teachers in modeling, explaining, and directly and explicitly communicating concepts to be learned. They provide teacher guidance and recommendations for effective lesson delivery using various instructional approaches, and support multiple types of practice with guidance on recommended structures, such as whole group, small group, and individual settings, to ensure effective implementation.
- 3.3 Support for Emergent Bilingual Students: Materials provide guidance for teachers in bilingual/ESL programs, support academic vocabulary and comprehension, and include resources for metalinguistic transfer in dual language immersion programs.
- 4.1 Depth of Key Concepts: Materials provide practice opportunities and instructional assessments that require students to demonstrate depth of understanding aligned to the TEKS, with questions and tasks that progressively increase in rigor and complexity, leading to grade-level proficiency in mathematics standards.
- 4.3 Spaced and Interleaved Practice: Materials provide spaced retrieval and interleaved practice opportunities with previously learned skills and concepts across lessons and units.
- 5.1 Development of Conceptual Understanding: Materials include questions and tasks that require students to interpret, analyze, and evaluate various models for mathematical concepts, create models to represent mathematical situations, and apply conceptual understanding to new problem situations and contexts.
- 5.2 Development of Fluency: Materials provide tasks designed to build student automaticity and fluency for grade-level tasks, offer opportunities to practice efficient and accurate mathematical procedures, evaluate procedures for efficiency and accuracy, and include embedded supports for teachers to guide students toward more efficient approaches.
- 5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed, include questions and tasks that use concrete models, pictorial representations, and abstract representations, and provide supports for students in connecting and explaining these models to abstract concepts.
- 5.4 Development of Academic Mathematical Language: Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and language strategies, with embedded teacher guidance on scaffolding vocabulary, syntax, and discourse, and supporting mathematical conversations to refine and use math language.
- 5.5 Process Standards Connections: Materials integrate process standards appropriately, providing descriptions of how they are incorporated and connected throughout the course, within each unit, and in each lesson.
- 6.1 Student Self-Efficacy: Materials provide opportunities for students to think mathematically, persevere through problem-solving, and make sense of mathematics, while supporting them in understanding multiple ways to solve problems and requiring them to engage with math through doing, writing, and discussion.
- 6.2 Facilitating Productive Struggle: Materials support teachers in guiding students to share and reflect on their problem-solving approaches, offering prompts and guidance for providing explanatory feedback based on student responses and anticipated misconceptions.
Challenges
- 1.2 Unit-Level Design: Materials do not include unit overviews that provide essential background content knowledge for teaching the unit concepts effectively
- 2.1 Instructional Assessments: Materials do not have diagnostic assessments at the unit and lesson levels with varied tasks and questions.
- 4.2 Coherence of Key Concepts: Materials do not explicitly connect patterns between mathematical concepts.
Summary
Cosenza & Associates, LLC Math is a Mathematics 6–8 program. It provides a detailed, year-long scope and sequence that allows comprehensive planning for educators and incorporates the application of the TEKS. Daily instructional guidance maintains consistent sequences and routines, including teacher modeling, hands-on activities, partner work, and both guided and independent practice. Each lesson begins with an exploration, where students work through activities to demonstrate beginning levels of understanding. Next, materials provide explanations and independent practice before presenting a real-world performance task, differentiated to help learners at all levels. Additionally, the program includes teacher support for addressing common misconceptions students might have regarding mathematical concepts.
Campus and district instructional leaders should consider the following:
- Teachers engage the learner throughout each lesson phase by providing support: worked-out examples, detailed instructions, sentence stems to guide teachers, sentence stems to prompt students, and teacher “look-fors” to monitor student understanding. While materials do not include diagnostic assessments; teachers are encouraged to observe students to assess their initial understanding.
- The materials support learners who demonstrate grade level proficiency and who fall below grade level proficiency; still, teachers may need to supplement supports for students working above grade-level proficiency. Materials mention enrichment activities in pacing guides and set aside days for “enrichment.”
Grade 8 Quality Review Summary
Rubric Section | Quality Rating |
- Intentional Instructional Design
| 52 / 53 |
- Progress Monitoring
| 22 / 28 |
- Supports for All Learners
| 32 / 32 |
- Depth and Coherence of Key Concepts
| 22 / 23 |
- Balance of Conceptual and Procedural Understanding
| 66 / 66 |
- Productive Struggle
| 25 / 25 |
Strengths
- 1.1 Course-Level Design: Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and knowledge taught in the course, with suggested pacing guides for various instructional calendars, explanations for the rationale of unit order and concept connections, guidance for unit and lesson internalization, and resources to support administrators and instructional coaches in implementing the materials as designed.
- 1.3 Lesson-Level Design: Materials include comprehensive, structured lesson plans with daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards. They also provide a lesson overview outlining the suggested timing for each component, a list of necessary teacher and student materials, and guidance on the effective use of lesson materials for extended practice, such as homework, extension, and enrichment.
- 2.2 Data Analysis and Progress Monitoring: Materials include instructional assessments and scoring information that provide guidance for interpreting and responding to student performance, offer guidance on using tasks and activities to address student performance trends, and include tools for students to track their own progress and growth.
- 3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction, activities, and scaffolded lessons for students who have not yet reached proficiency, pre-teaching or embedded supports for unfamiliar vocabulary and references in text, and guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
- 3.2 Instructional Methods: Materials include prompts and guidance to support teachers in modeling, explaining, and directly and explicitly communicating concepts to be learned. They provide teacher guidance and recommendations for effective lesson delivery using various instructional approaches, and support multiple types of practice with guidance on recommended structures, such as whole group, small group, and individual settings, to ensure effective implementation.
- 3.3 Support for Emergent Bilingual Students: Materials provide guidance for teachers in bilingual/ESL programs, support academic vocabulary and comprehension, and include resources for metalinguistic transfer in dual language immersion programs.
- 4.1 Depth of Key Concepts: Materials provide practice opportunities and instructional assessments that require students to demonstrate depth of understanding aligned to the TEKS, with questions and tasks that progressively increase in rigor and complexity, leading to grade-level proficiency in mathematics standards.
- 4.3 Spaced and Interleaved Practice: Materials provide spaced retrieval and interleaved practice opportunities with previously learned skills and concepts across lessons and units.
- 5.1 Development of Conceptual Understanding: Materials include questions and tasks that require students to interpret, analyze, and evaluate various models for mathematical concepts, create models to represent mathematical situations, and apply conceptual understanding to new problem situations and contexts.
- 5.2 Development of Fluency: Materials provide tasks designed to build student automaticity and fluency for grade-level tasks, offer opportunities to practice efficient and accurate mathematical procedures, evaluate procedures for efficiency and accuracy, and include embedded supports for teachers to guide students toward more efficient approaches.
- 5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed, include questions and tasks that use concrete models, pictorial representations, and abstract representations, and provide supports for students in connecting and explaining these models to abstract concepts.
- 5.4 Development of Academic Mathematical Language: Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and language strategies, with embedded teacher guidance on scaffolding vocabulary, syntax, and discourse, and supporting mathematical conversations to refine and use math language.
- 5.5 Process Standards Connections: Materials integrate process standards appropriately, providing descriptions of how they are incorporated and connected throughout the course, within each unit, and in each lesson.
- 6.1 Student Self-Efficacy: Materials provide opportunities for students to think mathematically, persevere through problem-solving, and make sense of mathematics, while supporting them in understanding multiple ways to solve problems and requiring them to engage with math through doing, writing, and discussion.
- 6.2 Facilitating Productive Struggle: Materials support teachers in guiding students to share and reflect on their problem-solving approaches, offering prompts and guidance for providing explanatory feedback based on student responses and anticipated misconceptions.
Challenges
- 1.2 Unit-Level Design: Materials do not include unit overviews that provide essential background content knowledge for teaching the unit concepts effectively
- 2.1 Instructional Assessments: Materials do not have diagnostic assessments at the unit and lesson levels with varied tasks and questions.
- 4.2 Coherence of Key Concepts: Materials do not explicitly connect patterns between mathematical concepts.
Summary
Cosenza & Associates, LLC is a Mathematics 6–8 program. It provides a detailed, year-long scope and sequence that allows comprehensive planning for educators and incorporates the application of the TEKS. Daily instructional guidance maintains consistent sequences and routines, including teacher modeling, hands-on activities, partner work, and both guided and independent practice. Each lesson begins with an exploration, where students work through activities to demonstrate beginning levels of understanding. Next, materials provide explanations and independent practice before presenting a real-world performance task, differentiated to help learners at all levels. Additionally, the program includes teacher support for addressing common misconceptions students might have regarding mathematical concepts.
Campus and district instructional leaders should consider the following:
- Teachers engage the learner throughout each lesson phase by providing support: worked-out examples, detailed instructions, sentence stems to guide teachers, sentence stems to prompt students, and teacher “look-fors” to monitor student understanding. However, the materials do not include diagnostic assessments; teachers are encouraged to observe students to assess their initial understanding.
- The materials support learners who demonstrate grade level proficiency and who fall below grade level proficiency; still, teachers may need to supplement supports for students working above grade-level proficiency. Materials mention enrichment activities in pacing guides and set aside days for “enrichment.”
Algebraic Reasoning Quality Review Summary
Rubric Section | Quality Rating |
- Intentional Instructional Design
| 53 / 53 |
- Progress Monitoring
| 28 / 28 |
- Supports for All Learners
| 32 / 32 |
- Depth and Coherence of Key Concepts
| 23 / 23 |
- Balance of Conceptual and Procedural Understanding
| 66 / 66 |
- Productive Struggle
| 25 / 25 |
Strengths
- 1.1 Course-Level Design: Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and knowledge taught in the course, with suggested pacing guides for various instructional calendars, explanations for the rationale of unit order and concept connections, guidance for unit and lesson internalization, and resources to support administrators and instructional coaches in implementing the materials as designed.
- 1.2 Unit-Level Design: Materials include comprehensive unit overviews that provide background content knowledge and academic vocabulary necessary for effective teaching and contain supports for families in both Spanish and English with suggestions for supporting their student's progress.
- 1.3 Lesson-Level Design: Materials include comprehensive, structured lesson plans with daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards. They also provide a lesson overview outlining the suggested timing for each component, a list of necessary teacher and student materials, and guidance on the effective use of lesson materials for extended practice, such as homework, extension, and enrichment.
- 2.1 Instructional Assessments: Materials include a variety of instructional assessments at the unit and lesson levels, including diagnostic, formative, and summative assessments with varied tasks and questions, along with definitions and purposes, teacher guidance for consistent administration, alignment to TEKS and objectives, and standards-aligned items at different levels of complexity.
- 2.2 Data Analysis and Progress Monitoring: Materials include instructional assessments and scoring information that provide guidance for interpreting and responding to student performance, offer guidance on using tasks and activities to address student performance trends, and include tools for students to track their own progress and growth.
- 3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction, activities, and scaffolded lessons for students who have not yet reached proficiency, pre-teaching or embedded supports for unfamiliar vocabulary and references in text, and guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
- 3.2 Instructional Methods: Materials include prompts and guidance to support teachers in modeling, explaining, and directly and explicitly communicating concepts to be learned. They provide teacher guidance and recommendations for effective lesson delivery using various instructional approaches and support multiple types of practice with guidance on recommended structures, such as whole group, small group, and individual settings, to ensure effective implementation.
- 3.3 Support for emergent Bilingual Students: Materials provide guidance for teachers in bilingual/ESL programs, support academic vocabulary and comprehension, and include resources for metalinguistic transfer in dual language immersion programs.
- 4.1 Depth of Key Concepts: Materials provide practice opportunities and instructional assessments that require students to demonstrate depth of understanding aligned to the TEKS, with questions and tasks that progressively increase in rigor and complexity, leading to grade-level proficiency in mathematics standards.
- 4.2 Coherence of Key Concepts: Materials demonstrate coherence across courses and grade bands through a logically sequenced scope and sequence, explicitly connecting patterns, big ideas, and relationships between mathematical concepts, linking content and language across grade levels, and connecting students' prior knowledge to new mathematical knowledge and skills.
- 4.3 Spaced and Interleaved Practice: Materials provide spaced retrieval and interleaved practice opportunities with previously learned skills and concepts across lessons and units.
- 5.1 Development of Conceptual Understanding: Materials include questions and tasks that require students to interpret, analyze, and evaluate various models for mathematical concepts, create models to represent mathematical situations, and apply conceptual understanding to new problem situations and contexts.
- 5.2 Development of Fluency: Materials provide tasks designed to build student automaticity and fluency for grade-level tasks, offer opportunities to practice efficient and accurate mathematical procedures, evaluate procedures for efficiency and accuracy, and include embedded supports for teachers to guide students toward more efficient approaches.
- 5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed, include questions and tasks that use concrete models, pictorial representations, and abstract representations, and provide supports for students in connecting and explaining these models to abstract concepts.
- 5.4 Development of Academic Mathematical Language: Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and language strategies, with embedded teacher guidance on scaffolding vocabulary, syntax, and discourse, and supporting mathematical conversations to refine and use math language.
- 5.5 Process Standards Connections: Materials integrate process standards appropriately, providing descriptions of how they are incorporated and connected throughout the course, within each unit, and in each lesson.
- 6.1 Student Self-Efficacy: Materials provide opportunities for students to think mathematically, persevere through problem-solving, and make sense of mathematics, while supporting them in understanding multiple ways to solve problems and requiring them to engage with math through doing, writing, and discussion.
- 6.2 Facilitating Productive Struggle: Materials support teachers in guiding students to share and reflect on their problem-solving approaches, offering prompts and guidance for providing explanatory feedback based on student responses and anticipated misconceptions.
Challenges
- No challenges for this material
Summary
Algebraic Reasoning by Cosenza & Associates, LLC is a Mathematics 9–12 program. It provides a detailed, year-long scope and sequence that allows educators to plan comprehensively. Daily instructional guidance maintains consistent sequences and routines, including teacher modeling, hands-on activities, partner work, and guided and independent practice.
Campus and district instructional leaders should consider the following:
- Each lesson starts with an exploration, where students engage in activities to demonstrate their initial understanding. The materials then provide explanations and independent practice, followed by a differentiated real-world performance task to support learners at all levels. The program also equips teachers with support to address common student misconceptions about mathematical concepts.
- The materials support students in understanding, explaining, and justifying multiple ways to solve problems and tasks.