6th Grade - Gateway 1
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Focus & Coherence
| Score | |
|---|---|
Gateway 1 - Partially Meets Expectations | 57% |
Criterion 1.1: Focus | 2 / 2 |
Criterion 1.2: Coherence | 0 / 4 |
Criterion 1.3: Coherence | 6 / 8 |
The materials reviewed for the Grade 6 partially meet the expectations for focus and coherence with the CCSSM. The materials are shaped by the CCSSM, but the materials lack focus.The materials do not spend the majority of class time on the major clusters for Grade 6. Even though the materials include assessment materials that are above grade level, those items could be skipped or modified without impacting the structure of the materials. There are aspects of coherence in the materials that are exceptional. However, there is a lack of clear grade-to-grade progressions, and some missed opportunities for Grade 6 domain to domain connections.
Criterion 1.1: Focus
The instructional materials reviewed for Grade 6 assess some topics that are above grade-level. However, the affected assessments and their accompanying lessons can be modified or skipped without impacting the underlying structure of the instructional materials. Moreover, there is a variety of included assessment types that cover all of the CCSSM. Overall the instructional materials meet the expectation for focus within assessment.
Indicator 1a
The instructional materials reviewed for Grade 6 meet the expectation for assessment because above grade-level assessment items, and their accompanying lessons, can be modified or omitted without significantly impacting the underlying structure of the instructional materials. For this indicator, the four quarterly benchmark tests were reviewed first, then for a more in-depth look at each CCSSM indicator, the chapter tests, extended response tests, and performance tasks were examined.
- The instructional materials offer multiple tiers of assessment on their ConnectEd website.These include pretests, diagnostic tests, chapter quizzes, chapter tests, performance tasks, extended response tests, quarterly benchmark tests, standardized test practice as well as SBAC and PARCC practice test questions. Furthermore, a test generator is included so that educators can create their own assessments to suit their needs.
- The first quarterly benchmark test assesses the following Grade 6 standards: 6.RP.1, 6.RP.2, 6.RP.3, 6.NS.2, 6.NS.3, and 6.NS.4. These standards are primarily covered in chapters 1-3. The listed CCSSM are covered on the assessments with no above grade-level items.
- The second quarterly benchmark test assesses the following Grade 6 standards: 6.NS.1, 6.NS.5, 6.NS.6, 6.NS.7, 6.NS.8, 6.EE.1, 6.EE.2, 6.EE.3, and 6.EE.4. These standards are primarily covered in chapters 4-6. All of the listed CCSSM are covered on the assessments. The second quarterly benchmark test has two above grade-level questions on it. Question 1 is a story problem that uses the concept of scale models. For a student to understand the problem they would have to understand the concept of scale. According to the CCSSM, scale is presented in Grade 7. (7.G.1 - Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.) None of the corresponding chapter tests, extended response tests, or performance tasks used scale in their questions, thus no points were deducted. Questions 13 and 18 involve converting a fraction into a decimal. According to the CCSSM this is Grade 7 standard. (7.NS.2.D - Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.) On the corresponding chapter test, the first four question involve this concept. These questions stem from chapter 5, lesson 4 and if this lesson were skipped, lesson 5 would also have to be skipped because that lesson requires students to convert fractions to decimals using long division. This problem could be overcome if the two affected lessons were skipped, and a teacher used the included test generator to create a new chapter test.
- The third quarterly benchmark test assesses some of the previously covered standards and 6.EE.5, 6.EE.6, 6.EE.7, 6.EE.8, 6.EE.9, 6.G.1 and 6.G.3. These standards are primarily covered in chapters 7-9. All of the listed CCSSM are covered on the assessments. There is above grade-level vocabulary used in various places on the benchmark and chapter tests. Questions 10, 11 and 20 on the third quarter benchmark test make references to the word and definition of "function." In the CCSSM functions are not introduced until Grade 8. These questions stem from Chapter 8 "Functions and Inequalities" and are also included on the chapter tests. Even though the word functions is used at this grade level, it was determined that this did not represent a significant impact on the structure of the materials because the lessons and assessments keep very true to the intent of the Grade 6 CCSSM. The listed Grade 6 standards will lead students to an understanding of functions in Grade 8; however, including the word "functions" in Grade 6 before students have a true understanding of its meaning is unnecessary.
- The end of year benchmark test assesses some of the previously covered standards and 6.G.2, 6.G.4, 6.SP.1, 6.SP.2, 6.SP.3, 6.SP.4 and 6.SP.5. These standards are primarily covered in chapter 10-12. All of the listed CCSSM are covered on the assessments with no new above grade-level items.
Criterion 1.2: Coherence
Students and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.
The instructional materials reviewed for Grade 6 do not meet the expectations for spending the majority of class time on major work. The materials spend approximately 56 percent of the instructional time on the major clusters. Even though the non-major clusters incorporate some major work, the amount of time spent on off grade level topics takes away from the time spent on major work. Overall, the materials do not spend enough time focused on the major work of the grade.
Indicator 1b
Instructional material spends the majority of class time on the major cluster of each grade.
The instructional materials reviewed for Grade 6 do not meet the expectations for focus by spending a majority of class time on the major clusters of the grade. To determine this, three perspectives were evaluated: 1) the number of chapters devoted to major work, 2) the number of lessons devoted to major work, and 3) the number of days devoted to major work. The number of days devoted to major work is a true reflection for this indicator because it specifically addresses the amount of class time spent on concepts. Overall, the materials spend 56 percent of instructional time on the major clusters of the grade. The Grade 6 materials have 12 chapters that contain 79 lessons. (The inquiry labs were considered as part of the lesson that they supported.) A total of 159 days (optional projects not included) of class time was scheduled for the lessons.
- Five out of 12 chapters (42 percent) focus exclusively on the major clusters of Grade 6, while the other seven chapters have a mix of off, grade-level work and non-major clusters.
- Each chapter is made up of lessons. When examining the individual lessons, 49 percent of class time is spent on the major clusters of the grade. The lesson breakdown is as follows:
- Chapter 1 has seven lessons: Lessons 2 – 7 focus on the major clusters (6.RP.1, 6.RP.2, and 6.RP.3), while lesson 1 covers non-major cluster (6.NS.4). Six out of seven lessons in chapter 1 are on major work.
- Chapter 2 has eight lessons: Lessons 1 – 5 are considered off grade level, they are listed as preparation for 6.RP.3.C. Lessons 6 – 8 focus on major clusters (6.RP.3). Three out of 8 lessons in chapter 2 are on major work.
- Chapter 3: Eight out of eight lessons are on non-major clusters (6.NS.2 and 6.NS.3).
- Chapter 4 has eight lessons: Lessons 1 - 4 are considered off grade-level, they are listed as preparation for 6.NS.1. Lessons 5 – 8 focus on major clusters (6.NS.1 and 6.RP.3). Four out of eight lessons in chapter 4 are on major work.
- Chapter 5: Six out of seven lessons are on the major clusters (6.NS.5, 6.NS.6, 6.NS.7, and 8). Lesson 4 is an above grade level topic. Six out of seven lessons in chapter 5 are considered major work.
- Chapter 6: Seven out of seven lessons are on the major clusters (6.EE.1, 6.EE.2, 6.EE.3, 6.EE.4, 6.EE.6).
- Chapter 7: Five out of five lessons are on the major clusters (6.EE.5, 6.EE.7 and 6.RP.3).
- Chapter 8: Seven out of seven lessons are on the major clusters (6.EE.2, 6.EE.5, 6.EE.6, 6.EE.8, and 6.EE.9).
- Chapter 9 has six lessons: Lessons 1, 2, 3, 4 and 6 are considered supporting clusters (6.G.1, and 6.G.3). Lesson 5 is considered a major cluster (6.NS.8). One out of six lessons are considered major work.
- Chapter 10: Five out of five lessons are considered supporting clusters (6.G.2 and 6.G.4)
- Chapter 11: Five out of five lessons are considered additional clusters (6.SP.1, 6.SP.3, and 6.SP.5)
- Chapter 12: Six out of six lessons are considered additional clusters (6.SP.2, 6.SP.4, and 6.SP.5)
- A pacing guide is provided with the materials and gives the number of days each chapter and lesson should take, assuming that students have a solid understanding of the past years CCSSM, the pacing guide is accurate. When calculating the number of days, 56 percent of the class time is spent on the major clusters, 37 percent of the class time is spent on non-major clusters. The majority of the remainder of the class time is spent on below grade-level work. The breakdown of the number of days spent on the major cluster of the grade are as follows:
- Chapter 1: Seven lessons should take 14 days, and 6 of the lessons are major clusters, which should take approximately 13 days.
- Chapter 2: Eight lessons should take 14 days. Three of the lessons are major clusters, which should take approximately 8 days.
- Chapter 3: Eight lessons should take 14 days. All of the lessons are non-major clusters.
- Chapter 4: Eight lessons should take 14 days. Four of the lessons are major clusters, which should take approximately 10 days.
- Chapter 5: Seven lessons should take 14 days. Six of the lessons are major clusters, which should take approximately 13 days.
- Chapter 6: Seven lessons should take 15 days. All lessons are major clusters.
- Chapter 7: Five lessons should take 12 days. All lessons are major clusters
- Chapter 8: Seven lessons should take 13 days. All lessons are major clusters
- Chapter 9: Six lessons should take 14 days. All of the lessons are supporting clusters, however, Lessons 2 and 3, students are expected to find a missing dimension in area problems. Therefore, students are practicing 6.EE.7. Additionally, Lesson 5 is a major cluster. Thus, 3.5 days are dedicated to major work.
- Chapter 10: Five lessons should take 12 days. However, in Lessons 1 and 2, students are expected to find the missing dimension in volume of prisms problems, therefore, students are practicing 6.EE.7. Thus, 2 days are dedicated to major work.
- Chapter 11: Five lessons should take 11 days. All of the lessons are non-major clusters.
- Chapter 12: Six lessons should take 12 days. All of the lessons are non-major clusters.
Criterion 1.3: Coherence
Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
The instructional materials reviewed for Grade 6 partially meet the expectations for being coherent and consistent with the standards. The materials include content that is shaped by the CCSSM clusters with enough work to be viable for one school year. All students engage in extensive practice with grade-level problems and non-major content engages students in the major work of the grade. The materials fail to note grade-to-grade progressions, and some natural connections between domains are missed.
Indicator 1c
Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
The instructional materials reviewed for Grade 6 meets the expectation for the non-major content enhancing focus and coherence simultaneously by engaging students in the major work of the grade. Overall, the lessons that focus on non-major content also engage students in major work where natural and appropriate.
In Chapter 9, Lessons 2, 3 and 4,and Chapter 10, Lessons 3, 4 and 5, students use formulas to find area in real-world problems. In doing this, students are simultaneously learning the non-major standard 6.G.1 and using the standard 6.EE.2.C.
In Chapter 10 Lesson 1, students use formulas to find the volume of rectangular prisms in real-world problems. Therefore, students are simultaneously connecting the non-major standard 6.G.2 to the major standard 6.EE.2.C.
In Chapter 9, Lessons 2 and 3, students are expected to find a missing dimension for parallelograms and triangles when the area of the figure is known. Therefore, students are simultaneously practicing the non-major work of 6.G.1 and the major work of 6.EE.7.
In Chapter 10, lesson 2, students are expected to find the missing dimension of rectangular prisms when the volume is known. Therefore, students are simultaneously practicing the non-major work of 6.G.2 and the major work of 6.EE.7.
Indicator 1d
The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.
The instructional materials reviewed for Grade 6 meets the expectations for the amount of content designated for one grade level being viable for one school year in order to foster coherence between grades. The instructional materials are designed to take 159 – 169 days. Many additional resources can be found on the accompanying website. Overall, the amount of content that is designated for this grade level is viable for one school year.
- Included in the materials is a yearlong pacing guide assuming that students have a solid understanding of the past years CCSSM, the pacing guide is accurate. According to that pacing guide, completing the work in the student edition would take 159 days. That includes time for a chapter opener, a mid-chapter quiz, a chapter review, and a chapter test. Ten extra days could be spent on the five unit projects.
- There are areas where above and below grade-level topics are included in the materials. However, the Grade 6 CCSSM are developed to give students the practice they need to be prepared for Grade 7.
Indicator 1e
Materials are consistent with the progressions in the Standards i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work ii. Materials give all students extensive work with grade-level problems iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.
The instructional materials reviewed for Grade 6 partially meet the expectations for the materials to be consistent with the progressions in the standards. The materials give all students extensive work on grade-level problems. Content from prior and future grades is identified but not explicitly stated. The materials attempt to relate grade-level problems to prior knowledge, but they fail to mention grade-to-grade progressions. Overall, the instructional materials partially meet the expectation to be consistent with the progressions in the standards.
- The materials do an excellent job of giving all ability levels an opportunity for learning grade-level standards. The materials provide exercises for all levels of complexity and recommended homework options that are organized for students who are approaching, on level, or beyond level. The materials connect classwork to the homework assignments for all ability levels. For example, the materials use a variety of practice with “Power Up” activities for performance task problems and common core test practice for a challenging review structure. The materials suggests that students from all 3 levels are encouraged to try these higher order thinking problems, so students who need interventions still get to engage with the full depth of the grade-level standards.
- Below grade-level work is listed as preparation for a standard. For example, chapter 2, lesson 3 is listed as preparation for 6.RP.3.C. The topic, percents and decimals, is connected to 6.RP.3.A. However, there is no mention of the grade that percents and decimals is taught in. Knowing the grade-level of this lesson might help a teacher adjust the pacing of the lesson and the ones that follow.
- Lessons that are above grade-level are identified as extensions. For example. chapter 10, lesson 2 is labeled as an extension of 6.G.2. The topic of this lesson, finding the volume of a triangular prism, is an extension of the standard, and therefore it is correctly identified.
- One lesson is incorrectly identified: Chapter 5, lesson 4 is listed as preparation for 6.NS.6.C and 6.NS.7.A. What is presented in this lesson is 7.NS.2.D. This is above grade level work that is not labeled as such. This lesson would more appropriately be labeled as an extension of the standard.
- In the teacher edition a graphic is presented under coherence. It shows, "Previous, Now and Next." "Previous" lists what topics students learned that lead up to the current topic. "Now" lists what topics the students are learning now. "Next" lists what related topics the students will be learning. Although there is an attempt to be Coherent across the grade levels, there are no references to other grades' standards within the lessons.
- The materials successfully integrate the Grade 6 CCSSM that state “apply and extend” past knowledge to current learning. (6.NS.A - Apply and extend previous understandings of multiplication and division to divide fractions by fractions.) In the chapter 4 inquiry lab and lesson 7, students check their division of fraction problems with multiplication. (6.NS.C - Apply and extend previous understandings of numbers to the system of rational numbers.) In chapter 5, students extend their knowledge of whole numbers to include integers and rational numbers. (6.EE.A - Apply and extend previous understandings of arithmetic to algebraic expressions.) In chapter 6, the lessons make a nice progression to ensure this connection. In lesson 2, students write and solve numerical expressions. In lesson 3, students evaluate algebraic expressions, and in lesson 4 students write algebraic expressions.
Indicator 1f
Materials foster coherence through connections at a single grade, where appropriate and required by the Standards i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings. ii. Materials include 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.
The instructional materials reviewed for Grade 6 partially meet expectations for fostering coherence through connections at a single grade. The materials include learning objectives that are shaped by cluster headings and include some problems that connect clusters and domains; however, some natural connections are missed.
- At the beginning of the teacher edition there is an index of the CCSSM and the corresponding chapters and lessons where those standards can be found.
- Each unit in the materials correlates to a Grade 6 CCSSM domain. The units are broken into chapters that focus on standards in that domain. The chapters are broken into lessons that incorporate aspects of each standard. As a result, each lesson's title, objective, and essential question is clearly shaped by the CCSSM cluster headings.
- There are several examples of connecting two or more clusters in a domain; these examples include chapter 6, lesson 4, which connects 6.EE.2 and 6.EE.6 where students use variables to write expressions in real world problems. Chapter 12, lesson 3 connects 6.SP.2 with 6.SP.5 where students use box plots to answer statistical questions, while giving quantitative measures of center and variability.
- There are several examples of connecting two or more domains in Grade 6. Some of these examples include Chapter 6, lesson 1, which connects 6.EE.1 and 6.NS.3 where students solve problems with whole numbers exponents and decimal bases, and chapter 6, lesson 6, which connects 6.EE.3 and 6.NS.4 where students use the greatest common factor to factor expressions.
- There is a natural domain-to-domain connection that is missed in the materials between 6.RP and 6.EE. Chapter 8 covers analyzing the relationship between dependent and independent variables using graphs and tables (6.EE.9); however, there is no connection to using ratio and rate reasoning (6.RP.3). The Expressions and Equations domain is closely tied to the Ratios and Proportional Relationships domain throughout the middle school standards. This connection between the two domains in 6th grade would begin an understanding which students could connect to and build upon in Grades 7 and 8.