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Seattle Public Schools Elementary Mathematics Instructional Materials Adoption 2013-14

Initial Screening Tool


Name:______________________________
Program:_________________________________


Materials and
tools reflect the
balances in the
Standards and
help students
meet the
Standards
rigorous
expectations

Developing students conceptual understanding of
key mathematical concepts, where called for in
specific content standards or cluster headings.

Material for practicing and strengthening
mathematical fluency* appear directly in the
curriculum for use on a frequent basis.
*fluency as indicated by standard

Allowing teachers and students using the materials
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Major Work





Appropriate
Assessment

In any single grade, students and teachers using
the materials as designed spend the large majority
of their math time, approximately , on the major
work of each grade. Supporting material does not
detract from the focus and coherence.
Refer to Section I IMET-focus on major work

1.Unit assessments are aligned with core instruction
and standards of unit.

2. Assessment resources do not detract from the
focus and coherence of the major work.

Refer to Section IMET-1 III-4 and Required
Fluencies , page 6


Notes:
K-3 85% percent required
4-6 65-85% percent
required

75% total

Yes/No vs. Points?

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Key
1 not met 2 approaching 3 adequately met 4 exceeds expectations

FOCUS
RIGOR AND BALANCE








Balanced
Assessment
as designed to spend sufficient time working with
engaging applications, without losing focus on the
major work of each grade.

Materials developing conceptual understanding,
fluency, and applications are evident over the
course of each unit or topic.

Assessment reflects balance between conceptual
understanding, fluency, and applications.
Refer to IMET Section 1 III-30




Materials are
consistent with
the progressions
in the Standards
Basing content progressions on the grade-by-grade
progressions in the Standards
Refer to Adams excel doc

Relating grade level concepts explicitly to prior
knowledge from earlier grades

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Materials foster
coherence
through
connections at a
single grade,
where
appropriate and
where required
by the Standards
Include learning objectives that are visibly shaped
by CCSS-M cluster headings, with meaningful
consequences for the associated problems and
activities.
Refer to cluster headings
Suggestions of drill down or spot check

Including problems and activities that serve to
connect two or more clusters in a domain, or two or
more domains in a grade, in cases where these
connections are natural and important.
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CONSISTENT PROGRESSIONS
COHERENT CONNECTIONS
Refer to Dana Curr. Frameworks


Curriculum
stimulates
students to
develop habits of
mind reflected in
the mathematical
practice
standards
Multiple opportunities to connect to content through
rich tasks, problem solving, and applications.
High level tasks are prevalent and encourage the
use of mathematical practices
Refer to task analysis guide


Teacher support includes the rationale for the high
level tasks.


Multiple opportunities for students to share and
critique reasoning using mathematical language and
vocabulary

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Teacher Friendly









Family
Connections






Teaching materials are clear and easy to implement.
Navigable and well organized
Supporting materials identified in one place-for
example homework
Learning target is clear for each lesson
Clear lesson plans-easily transferred from word to
lesson
Strategies to identify and address common
misconceptions

Materials are clear and accessible to families.
Easy and logical access to materials to support class
and home work
Learning goals are clearly stated
Page layout is fitting to task and developmentally
appropriate
What translations of materials are available?
Chinese, Japanese, Spanish
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MATHEMATICAL PRACTICES
EASE OF IMPLEMENTATION


Student Friendly







Assessments













Differentiation











Technology


Page layout is developmentally appropriate
Language is developmentally appropriate
Situations and examples are relevant to and engage
students of a wide range of backgrounds
Are there opportunities for students to self-select a
level of work


A variety of assessment tools encompass
procedural/skill, conceptual understanding, and
applications.
Customizable assessment options are readily
available online or on disc
Online versions of assessment are available and are
connected to growth tracking tools
A variety of modes of assessment tools are
available.
Assessment tools allow teachers to track student
growth according to common core.



The curriculum provides ample opportunities for
differentiation in the majority of lessons.

Especially addressing the ability of all student
populations in understanding how to enter into
engagement with the text.
Differentiation available for ELL beyond simple word
support, SPED, Advanced Learning,
Suggestions for combining visual and auditory and
other modalities as needed in a lesson


Digital resources are available to enhance and
support teachers, students and families, but
curriculum is not dependent upon it.


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CULTURAL RESPONSIVENESS
Instructional
materials must
be reviewed for
their
multicultural and
anti-bias
qualities
Avoids labels or role stereotyping which demean
women, people of color and the disabled. Free of
ethnocentric, gender biased, or elitist language
patterns.

Materials contain perspectives of different gender,
racial, ethnic, cultural, religious, sexual orientation
and disability groups where applicable.

Provides a variety of ways in which students can be
encouraged to build on their skills and learning
while at the same time validates their experiences,
values, and traditions where applicable.
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