Texas Math: Algebra Supports Powered by Kiddom

Overview

Grade K Quality Review Summary

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 lesson plans with daily objectives, questions, tasks, materials, and assessments to meet content and language standards, along with overviews that outline suggested timing, list necessary materials, and provide guidance on using materials for extended practice.
• 2.2 Data Analysis and Progress Monitoring: Materials provide guidance on using the included 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. 
• 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. 
• 5.4 Development of Academic Mathematical Language: Materials provide opportunities for students to develop academic mathematical language through visuals, manipulatives, and language strategies, with embedded teacher guidance for scaffolding vocabulary in context, supporting mathematical conversations, and using exemplar responses to refine students' math language skills.
• 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, including explanations and justifications, and offer prompts and guidance for providing feedback based on student responses and anticipated misconceptions.

Challenges

• 1.2 Unit-Level Design: Materials do not include comprehensive unit overviews that provide the academic vocabulary to effectively teach the concepts in the unit.
• 2.1 Instructional Assessments: Diagnostic, formative, and summative assessments are not TEKS-aligned.
• 3.3 Support for Emergent Bilingual Students: Materials do not include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the ELPS. 
• 5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials do not explicitly state how the conceptual and procedural emphasis of the TEKS is addressed.

Summary

Texas Math powered by Kiddom is a Mathematics K–2 program that offers a problem-based curriculum that immerses students and teachers in the experience of "doing math." The grade K program includes eight comprehensive units with lessons within the digital platform that cover mathematical practice standards in a coherent progression and standard lesson design structure. The online materials contain embedded supports for students and teachers, including digital manipulatives and tools, language supports, and downloadable resources. 

Campus and district instructional leaders should consider the following:

• The materials provide a comprehensive scope and sequence aligned with TEKS and ELPS, including pacing guides, detailed lesson plans, and differentiation strategies to meet diverse student needs. The resources promote coherence across grade levels, integrate process standards, and facilitate productive struggle, empowering students to engage deeply with mathematics. Teachers may benefit from additional support with implementation given that some areas of guidance are less explicit than others.
• The materials may need to be supplemented with additional resources and guidance for academic vocabulary and linguistic accommodations for emergent bilingual students.

Grade 1 Quality Review Summary

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 lesson plans with daily objectives, questions, tasks, materials, and assessments to meet content and language standards, along with overviews that outline suggested timing, list necessary materials, and provide guidance on using materials for extended practice.
• 2.2 Data Analysis and Progress Monitoring: Materials provide guidance on using the included 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. 
• 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. 
• 5.4 Development of Academic Mathematical Language: Materials provide opportunities for students to develop academic mathematical language through visuals, manipulatives, and language strategies, with embedded teacher guidance for scaffolding vocabulary in context, supporting mathematical conversations, and using exemplar responses to refine students' math language skills.
• 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, including explanations and justifications, and offer prompts and guidance for providing feedback based on student responses and anticipated misconceptions.

Challenges

• 1.2 Unit-Level Design: Materials do not include comprehensive unit overviews that provide the academic vocabulary to effectively teach the concepts in the unit.
• 2.1 Instructional Assessments: Diagnostic, formative, and summative assessments are not TEKS-aligned.
• 3.3 Support for Emergent Bilingual Students: Materials do not include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the ELPS. 
• 5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials do not explicitly state how the conceptual and procedural emphasis of the TEKS is addressed.

Summary

Texas Math powered by Kiddom is a Mathematics K–2 program that offers a problem-based curriculum that immerses students and teachers in the experience of "doing math." The grade 1 program includes eight comprehensive units with lessons within the digital platform that cover mathematical practice standards in a coherent progression and standard lesson design structure. The online materials contain embedded supports for students and teachers, including digital manipulatives and tools, language supports, and downloadable resources. 

Campus and district instructional leaders should consider the following:

• The materials provide a comprehensive scope and sequence aligned with TEKS and ELPS, including pacing guides, detailed lesson plans, and differentiation strategies to meet diverse student needs. The resources promote coherence across grade levels, integrate process standards, and facilitate productive struggle, empowering students to engage deeply with mathematics. Teachers may benefit from additional support with implementation given that some areas of guidance are less explicit than others.
• The materials may need to be supplemented with additional resources and guidance for academic vocabulary and linguistic accommodations for emergent bilingual students.

Grade 2 Quality Review Summary

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 lesson plans with daily objectives, questions, tasks, materials, and assessments to meet content and language standards, along with overviews that outline suggested timing, list necessary materials, and provide guidance on using materials for extended practice.
• 2.2 Data Analysis and Progress Monitoring: Materials provide guidance on using the included 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. 
• 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. 
• 5.4 Development of Academic Mathematical Language: Materials provide opportunities for students to develop academic mathematical language through visuals, manipulatives, and language strategies, with embedded teacher guidance for scaffolding vocabulary in context, supporting mathematical conversations, and using exemplar responses to refine students' math language skills.
• 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, including explanations and justifications, and offer prompts and guidance for providing feedback based on student responses and anticipated misconceptions.

Challenges

• 1.2 Unit-Level Design: Materials do not include comprehensive unit overviews that provide the academic vocabulary to effectively teach the concepts in the unit.
• 2.1 Instructional Assessments: Diagnostic, formative, and summative assessments are not TEKS-aligned.
• 3.3 Support for Emergent Bilingual Students: Materials do not include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the ELPS. 
• 5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials do not explicitly state how the conceptual and procedural emphasis of the TEKS is addressed.

Summary

Texas Math powered by Kiddom is a Mathematics K–2 program that offers a problem-based curriculum that immerses students and teachers in the experience of "doing math." The grade 2 program includes eight comprehensive units with lessons within the digital platform that cover mathematical practice standards in a coherent progression and standard lesson design structure. The online materials contain embedded supports for students and teachers, including digital manipulatives and tools, language supports, and downloadable resources. 

Campus and district instructional leaders should consider the following:

• The materials provide a comprehensive scope and sequence aligned with TEKS and ELPS, including pacing guides, detailed lesson plans, and differentiation strategies to meet diverse student needs. The resources promote coherence across grade levels, integrate process standards, and facilitate productive struggle, empowering students to engage deeply with mathematics. Teachers may benefit from additional support with implementation given that some areas of guidance are less explicit than others.
• The materials may need to be supplemented with additional resources and guidance for academic vocabulary and linguistic accommodations for emergent bilingual students.

Grade 3 Quality Review Summary

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.
• 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.
• 5.4 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, nor do they provide descriptions of how they are incorporated and connected throughout the course, within each unit, or 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 the academic vocabulary necessary to effectively teach the concepts in the unit.
• 2.1 Instructional Assessments: The materials do not align diagnostic, formative, and summative assessments to the TEKS.
• 3.3 Support for Emergent Bilingual Students: Materials do not provide linguistic accommodations for more than one level of language proficiency. 
• 5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials do not explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.

Summary

Texas Math powered by Kiddom is a Mathematics 3–5 program emphasizing real-world problem-solving. The curriculum is student-centered and discovery-based to engage student learning, and it incorporates student communication to increase student outcomes. It strongly emphasizes working in collaborative groups, providing teachers with a consistent daily lesson structure. The lessons are problem-based, use real-world situations, and are detailed, including various questions, tasks, and assessments. Materials include teacher guidance for Lesson Narratives, Lesson Synthesis, Number Talks, Centers, and Responding to Student Thinking. Additionally, the program consists of coherence across units by connecting content and language learned in previous courses/grade levels. 

Campus and district instructional leaders should consider the following:

• While the product features comprehensive and detailed lessons with guidance for differentiation and various instructional approaches. 
• The program includes multiple opportunities for students to collaborate and learn from each other through hands-on experiences relevant to everyday life. Materials connect previous and future learning through shared language and vocabulary. 

Grade 4 Quality Review Summary

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.
• 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.
• 5.4 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, nor do they provide descriptions of how they are incorporated and connected throughout the course, within each unit, or 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 the academic vocabulary necessary to effectively teach the concepts in the unit.
• 2.1 Instructional Assessments: The materials do not align diagnostic, formative, and summative assessments to the TEKS.
• 3.3 Support for Emergent Bilingual Students: Materials do not provide linguistic accommodations for more than one level of language proficiency. 
• 5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials do not explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.

Summary

Texas Math powered by Kiddom is a Mathematics 3–5 program emphasizing real-world problem-solving. This practical approach is designed to engage students in learning, enhance their critical thinking skills, and increase student outcomes. The program is student-centered, discovery-based, and incorporates student communication. It also promotes collaborative learning, providing teachers with a consistent daily lesson structure. The lessons are problem-based, use real-world situations, and are detailed, including various questions, tasks, and assessments. Materials include teacher guidance for Lesson Narratives, Lesson Synthesis, Number Talks, Centers, and Responding to Student Thinking. Additionally, the program shows coherence across units by connecting content and language learned in previous courses/grade levels. 

Campus and district instructional leaders should consider the following:

• While the product features comprehensive and detailed lessons with guidance for differentiation and various instructional approaches. 
• The program includes multiple opportunities for students to collaborate and learn from each other through hands-on experiences relevant to everyday life. Materials connect previous and future learning through shared language and vocabulary. 

Grade 5 Quality Review Summary

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.
• 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.
• 5.4 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, nor do they provide descriptions of how they are incorporated and connected throughout the course, within each unit, or 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 the academic vocabulary necessary to effectively teach the concepts in the unit.
• 2.1 Instructional Assessments: The materials do not align diagnostic, formative, and summative assessments to the TEKS.
• 3.3 Support for Emergent Bilingual Students: Materials do not provide linguistic accommodations for more than one level of language proficiency. 
• 5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials do not explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.

Summary

Texas Math powered by Kiddom is a Mathematics 3–5 program emphasizing real-world problem-solving. This practical approach is designed to engage students in learning, enhance their critical thinking skills, and increase student outcomes. The program is student-centered, discovery-based, and incorporates student communication. It also promotes collaborative learning, providing teachers with a consistent daily lesson structure. The lessons are problem-based, use real-world situations, and are detailed, including various questions, tasks, and assessments. Materials include teacher guidance for Lesson Narratives, Lesson Synthesis, Number Talks, Centers, and Responding to Student Thinking. Additionally, the program consists of coherence across units by connecting content and language learned in previous courses/grade levels. 

Campus and district instructional leaders should consider the following:

• While the product features comprehensive and detailed lessons with guidance for differentiation and various instructional approaches. 
• The program includes multiple opportunities for students to collaborate and learn from each other through hands-on experiences relevant to everyday life. Materials connect previous and future learning through shared language and vocabulary. 

Grade 6 Quality Review Summary

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, or instructional assessments required to meet the content and language standards. Materials 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 provides 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. 
• 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.
• 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.
• 5.4 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, nor do they provide descriptions of how they are incorporated and connected throughout the course, within each unit, or 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 academic vocabulary necessary to teach the concepts in the unit.
• 2.1 Instructional Assessments: Materials do not provide guidance to ensure consistent and accurate administration of instructional assessments or include standards-aligned items at varying levels of complexity. 
• 3.1 Differentiation and Scaffolds: Materials do not include pre-teaching or embedded supports for references in text. 
• 3.2 Instructional Methods: Materials do not include prompts or guidance to support teachers in modeling concepts to be learned. 
• 3.3 Support for Emergent Bilingual Students: Materials do not provide linguistic accommodations for more than 1 level or include guidance in supporting cross-linguistic connections through oral and written discourse. 
• 4.3 Spaced and Interleaved Practice: Materials do not provide interleaved practice opportunities with previously learned skills and concepts across lessons and units.
• 5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials do not explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.

Summary

Texas Math powered by Kiddom is a 6–8 Mathematics program that focuses on big ideas thinking and real-world connections. The instructional materials give teachers comprehensive, structured, and detailed lessons that include various questions, tasks, and assessments. Materials include teacher guidance for differentiation and scaffolds with varying instructional approaches such as the Stronger and Clearer Each Time, Collect and Display, Co-Craft Questions, Three Reads, and Discussion Supports. Additionally, the program includes coherence across units by connecting content and language learned in previous courses/grade levels. 

Campus and district instructional leaders should consider the following:

• While the product features comprehensive and detailed lessons with guidance for differentiation and variety of instructional approaches, the lessons do not align to the TEKS. The product includes areas of some alignment to the standards, such as integer concept development; however, the product does not address the depth of the context and student actions used in the grade 6 standards. In some cases, the product includes such standards as surface area and probability, which are not introduced in the TEKS until later grades. This misalignment of readiness standards, supporting standards, rigor, and process standards is seen throughout the product. 
• The program includes opportunities for students to draw on prior grade-level knowledge; however, the discrepancy between the product and the TEKS indicates that prerequisite skills have not yet been taught to the students. 

Grade 7 Quality Review Summary

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 includes comprehensive, structured lesson plans with daily objectives, questions, tasks, materials, or instructional assessments required to meet the content and language standards. Materials 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. 
• 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.
• 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.
• 5.4 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, nor do they provide descriptions of how they are incorporated and connected throughout the course, within each unit, or 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 academic vocabulary necessary to teach the concepts in the unit.
• 2.1 Instructional Assessments: Materials do not provide guidance to ensure consistent and accurate administration of instructional assessments or include standards-aligned items at varying levels of complexity. 
• 3.1 Differentiation and Scaffolds: Materials do not include pre-teaching or embedded supports for references in text. 
• 3.2 Instructional Methods: Materials do not include prompts or guidance to support teachers in modeling concepts to be learned. 
• 3.3 Support for Emergent Bilingual Students: Materials do not provide linguistic accommodations for more than one level or include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs. Materials do not include guidance in supporting cross-linguistic connections through oral and written discourse. 
• 4.3 Spaced and Interleaved Practice: Materials do not provide interleaved practice opportunities with previously learned skills and concepts across lessons and units.
• 5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials do not explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.

Summary

Texas Math powered by Kiddom is a 6–8 Mathematics program that focuses on big ideas thinking and real-world connections. The curriculum gives teachers comprehensive, structured, and detailed lessons that include various questions, tasks, and assessments. Materials include teacher guidance for differentiation and scaffolds with varying instructional approaches such as the Stronger and Clearer Each Time, Collect and Display, Co-Craft Questions, Three Reads, and Discussion Supports. Additionally, the program includes coherence across units by connecting content and language learned in previous courses/grade levels. 

Campus and district instructional leaders should consider the following:

• The materials feature comprehensive and detailed lessons with guidance for differentiation and various instructional approaches. The product includes some areas of alignment to the standards, such as solving equations, but the product does not address the depth of the context and student action of the grade 7 standards. In some instances, the product omits readiness standards, such as in non-proportional relationships. This misalignment of readiness standards, supporting standards, and rigor is seen throughout the product. 
• The program includes opportunities for students to draw on prior grade-level knowledge. However, the discrepancy between the product and the TEKS indicates that prerequisite skills have not yet been taught to the students. 

Grade 8 Quality Review Summary

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, or instructional assessments required to meet the content and language standards. Materials 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 provides 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. 
• 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.
• 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.
• 5.4 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, nor do they provide descriptions of how they are incorporated and connected throughout the course, within each unit, or 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 academic vocabulary necessary to teach the concepts in the unit.
• 2.1 Instructional Assessments: Materials do not provide guidance to ensure consistent and accurate administration of instructional assessments or include standards-aligned items at varying levels of complexity. 
• 3.1 Differentiation and Scaffolds: Materials do not include pre-teaching or embedded supports for references in text. 
• 3.2 Instructional Methods: Materials do not include prompts or guidance to support teachers in modeling concepts to be learned. 
• 3.3 Support for Emergent Bilingual Students: Materials do not provide linguistic accommodations for more than 1 level or include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs. Materials do not include guidance in supporting cross-linguistic connections through oral and written discourse. 
• 4.3 Spaced and Interleaved Practice: Materials do not interleaved practice opportunities with previously learned skills and concepts across lessons and units.
• 5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials do not explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.

Summary

Texas Math powered by Kiddom is a 6–8 Mathematics that focuses on big ideas thinking and real-world connections. The curriculum gives teachers comprehensive, structured, and detailed lessons that include various questions, tasks, and assessments. Materials include teacher guidance for differentiation and scaffolds with varying instructional approaches such as the Stronger and Clearer Each Time, Collect and Display, Co-Craft Questions, Three Reads, and Discussion Supports. Additionally, the program includes coherence across units by connecting content and language learned in previous courses/grade levels. 

Campus and district instructional leaders should consider the following:

• The product features comprehensive and detailed lessons with guidance for differentiation and a variety of instructional approaches. The product includes some areas of alignment to the standards, such as solving equations, but the product does not address the depth of the context and student action of the grade 8 standards. While the product has some alignment to readiness standards such as comparing and ordering real numbers, surface area concepts, and personal financial literacy standards, there is a thematic misalignment to grade 8 readiness standards, supporting standards, rigor, and process standards throughout the product. 
• The program includes opportunities for students to draw on prior grade-level knowledge; however, the discrepancy between the product and the TEKS indicates that prerequisite skills still need to be taught. 

Algebra I Quality Review Summary

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.
• 2.2 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.
• 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.
• 5.5 Process Standards Connections: Materials integrate process standards appropriately, nor do they provide descriptions of how they are incorporated and connected throughout the course, within each unit, or 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

• 2.1 Instructional Assessments: Materials do not include teacher guidance to ensure consistent administration of instructional assessments. Diagnostic and summative assessments are not aligned to the TEKS.
• 3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction for students who have demonstrated proficiency in grade-level content and skills
• 3.2 Instructional Methods: Materials do not include prompts or guidance to support teachers in modeling the concepts to be learned explicitly.
• 3.3 Support for Emergent Bilingual Students: Materials do not include teacher guidance on providing linguistic accommodations for various levels of language proficiency. Implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs is not provided. 
• 5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials do not explicitly state how the conceptual and procedural emphasis of the TEKS are addressed, do not include questions and tasks that use concrete models and manipulatives for questions and tasks, and do not support students in defining concrete to abstract concepts.
• 5.4 Development of Academic Mathematical Language: Materials do not provide opportunities for students to develop academic mathematical vocabulary in context using manipulatives.

Summary

Texas Math powered by Kiddom is a 9–12 mathematics program with a problem-based curriculum. The Algebra 1 curriculum provides comprehensive units that include a variety of instructional routines, activities, and instructional supports where teachers and students are actively involved in the teaching and learning mathematics. Additionally, the program includes resources for formative and summative assessments, extension activities, and family support material for each unit.

Campus and district instructional leaders should consider the following:

• While lessons in the product feature a standard design that includes a warm-up, activities, and cool-down to engage students' prior knowledge and connect to real-world contexts, in many places, the lessons are not robust enough to meet TEKS standards and do not intentionally guide teachers to connect the mathematics process standards with content standards. Materials include lessons/units beyond Algebra 1 content and are missing lessons/units to cover Algebra 1 TEKS fully.
• The program includes materials that support emergent bilingual students and students with disabilities. However, the instructional guidance does not cover support for all learners, such as those with deficiencies in prior knowledge. While materials include a variety of questions for teachers to assess student learning, there needs to be more questioning that would guide teachers to scaffold activities for learners who may have gaps in their prior knowledge. Novice teachers may require additional support and guidance to assist learners in moving from a concrete to a more abstract understanding of mathematics.

Algebra II Quality Review Summary

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.
• 2.2 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.
• 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.
• 5.5 Process Standards Connections: Materials integrate process standards appropriately, and provide descriptions of how they are incorporated and connected throughout the course, within each unit, or 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

• 2.1 Instructional Assessments: Materials do not include teacher guidance to ensure consistent administration of instructional assessments. Diagnostic and summative assessments are not aligned to the TEKS.
• 3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction for students who have demonstrated proficiency in grade-level content and skills
• 3.2 Instructional Methods: Materials do not include prompts or guidance to support teachers in modeling the concepts to be learned explicitly.
• 3.3 Support for Emergent Bilingual Students: Materials do not include teacher guidance on providing linguistic accommodations for various levels of language proficiency. Implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs is not provided. 
• 4.2 Coherence of Key Concepts: Materials do not demonstrate coherence with future courses in the scope and sequence or across units. The materials do not connect what will be learned in future courses. 
• 5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials do not explicitly state how the conceptual and procedural emphasis of the TEKS are addressed, do not include questions and tasks that use concrete models and manipulatives for questions and tasks, and do not support students in defining concrete to abstract concepts.
• 5.4 Development of Academic Mathematical Language: Materials do not provide opportunities for students to develop academic mathematical vocabulary in context using manipulatives.

Summary

Texas Math powered by Kiddom is a 9–12 mathematics program with a problem-based curriculum. The Algebra 2 curriculum provides comprehensive units that include a variety of instructional routines, activities, and instructional supports where teachers and students are actively involved in the teaching and learning of mathematics. Additionally, the program includes resources for formative and summative assessments, extension activities, and family support material for each unit.

Campus and district instructional leaders should consider the following:

• While lessons in the product feature a standard design that includes a warm-up, activities, and cool-down to engage students' prior knowledge and connect to real-world contexts, in many places, the lessons are not robust enough to meet TEKS standards and do not intentionally guide teachers to connect the mathematics process standards with content standards. Materials include lessons/units beyond Algebra 2 content and are missing lessons/units to cover Algebra 2 TEKS fully.
• The program includes materials that support emergent bilingual students and students with disabilities. However, the instructional guidance only covers support for some learners, such as those with deficiencies in prior knowledge. While materials include a variety of questions for teachers to assess student learning, more questioning would guide teachers to scaffold activities for learners who may have gaps in their prior knowledge. Novice teachers may require additional support and guidance to assist learners in moving from a concrete to a more abstract understanding of mathematics.

Algebra Supports Quality Review Summary

Strengths

• 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.

Challenges

• 1.1 Course-Level Design: Materials do not include a scope and sequence outlining the TEKS and ELPS or suggested pacing for various instructional calendars. Materials do not explain how concepts connect throughout the course. There is no guidance for unit internalization or resources and guidance to support administrators and instructional coaches implementing the designed materials. 
• 1.2 Unit-Level Design: Materials do not include comprehensive unit overviews that provide the academic vocabulary necessary to effectively teach the concepts in the unit. Materials do not contain supports for families in Spanish for each unit with suggestions on supporting the progress of their student.
• 1.3 Lesson-Level Design: Materials do not include a lesson overview outlining the suggested timing for each lesson component.
• 2.1 Instructional Assessments: Materials do not include formative assessments at the unit level or diagnostic and summative assessments at the lesson or unit levels. Materials do not include teacher guidance to ensure accurate administration of instructional assessments. Materials do not include assessments aligned to the TEKS or assessments that vary in levels of complexity. 
• 2.2 Data Analysis and Progress Monitoring: Instructional assessments and scoring information do not provide guidance for interpreting student performance or include tools for students to track their own progress and growth.
• 3.1 Differentiation and Scaffolds: Materials do not include teacher guidance for differentiated instruction, scaffolding, and activities for students below or above grade-level proficiency. They also do not provide pre-teaching or support for unfamiliar vocabulary and language in the text.
• 3.3 Support for Emergent Bilingual Students: Materials do not include teacher guidance on providing linguistic accommodations or implementation guidance to support teachers in effectively using materials in state-approved bilingual/ESL programs. Materials do not include support for Emergent Bilingual students in developing academic vocabulary, increasing comprehension, building background, or making cross-linguistic connections. 
• 4.1 Depth of Key Concepts: Materials do not include questions and tasks that progressively increase in rigor. 
• 4.2 Coherence of Key Concepts: Materials do not demonstrate coherence across units, failing to connect key concepts, past and future content, and prior knowledge to new skills.
• 4.3 Spaced and Interleaved Practice: Materials do not provide spaced retrieval or interleaved practice opportunities with previously learned skills and concepts across units.
• 5.1 Development of Conceptual Understanding: Questions and tasks do not require students to evaluate diverse models and representations of mathematical concepts.
• 5.2 Development of Fluency: Materials do not provide tasks to build student automaticity for grade-level work and don't offer opportunities to evaluate procedures for efficiency, flexibility, and accuracy.
• 5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials do not explicitly state how the conceptual and procedural emphasis of the TEKS is addressed. Questions lack concrete models and manipulatives, and there is no support for students to connect and explain concrete models to abstract concepts.
• 5.4 Development of Academic Mathematical Language: Materials do not include opportunities for students to develop math language with manipulatives and don’t provide guidance on scaffolding vocabulary or supporting student responses with exemplars.
• 5.5 Process Standards Connections: Materials do not include descriptions of how process standards are incorporated and connected across the course, units, and lessons.
• 6.1 Student Self-Efficacy: Materials do not support students in justifying that there can be multiple ways to solve problems and complete tasks. 
• 6.2 Facilitating Productive Struggle: Materials do not provide prompts and guidance to assists teachers in providing explanatory feedback on anticipated misconceptions.

Summary

Texas Math powered by Kiddom is a 9–12 Mathematics program designed to support high school students in mastering Algebra. This program demonstrates several characteristics of high-quality instructional materials. Kiddom's Algebra Supports curriculum aligns with current educational standards, integrates digital-first strategies, and provides scaffolding for students and teachers. 

Campus and district instructional leaders should consider the following:

• The program excels in promoting mathematical discourse, offering teachers embedded guidance to foster discussions where students share their reasoning, reflect on problem-solving strategies, and engage in mathematical conversations. Kiddom's interactive digital platform encourages student engagement through various multimedia resources and dynamic learning tasks. The program also offers self-checks, during which students can get immediate feedback on correct and incorrect answers.
• The materials lack a strong emphasis on building automaticity—students' ability to recall key facts and procedures quickly, which could hinder their fluency in more complex tasks. The materials also do not consistently provide in-depth practice opportunities, particularly for students needing more rigorous challenges or those ready to advance their skills. These areas present an opportunity for further growth to enhance the program's effectiveness.

Geometry Quality Review Summary

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, or instructional assessments required to meet the content and language standards. They 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.
• 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.
• 5.4 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, nor do they provide descriptions of how they are incorporated and connected throughout the course, within each unit, or 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

• 2.1 Instructional Assessments: Materials do not include teacher guidance to ensure accurate administration of instructional assessments. Diagnostic and summative assessments are not aligned to the TEKS of the course.
• 3.3 Support for Emergent Bilingual Students: Materials include general guidance for teachers supporting emergent bilingual students but do not address the various levels of language proficiency as defined by the ELPS. The materials do not explicitly reference the ELPS or include information related to state-approved bilingual/ESL programs. 
• 5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials do not explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.

Summary

Texas Math powered by Kiddom is 9–12 mathematics Program. The curriculum provides a comprehensive scope and sequence that outline the Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS) taught throughout the course, a problem-based curriculum that includes activities that promote student efficacy and sense-making, and a strong coherence throughout the materials by connecting language and concepts across lesson, units, topics, and across grade bands. Additionally, the program includes extension activities, a variety of instructional assessments, guidance for unit and lesson internalization, and support for instructional coaches and administrators to support teachers in implementing the curriculum.

Campus and district instructional leaders should consider the following: 

• The materials align with the Common Core State Standards, which are referenced throughout. A separate document provides alignment to the Texas Essential Knowledge and Skills.
• The materials emphasize students' development of fluency, conceptual understanding, and academic mathematical language through support provided to teachers in implementing differentiation and scaffolding of lessons and activities.