Kindergarten - Gateway 1
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Focus & Coherence
Gateway 1 - Meets Expectations | 100% |
|---|---|
Criterion 1.1: Focus | 2 / 2 |
Criterion 1.2: Coherence | 4 / 4 |
Criterion 1.3: Coherence | 8 / 8 |
The instructional materials reviewed for Kindergarten meet the expectation for focus and coherence. Assessments were focused on grade level standards. Students are assessed on fluency only up to five. They are assessed on counting to 100, comparing numbers between one and ten and their understanding of addition and subtraction among other topics. The materials spend the majority of the time on the major clusters of the grade. This includes all clusters within the following domains: K.CC, K.OA and K.NBT. The instructional materials reviewed for Kindergarten met the expectation for coherence. The materials use supporting content as a way to continue work with the major work of the grade. The materials include a full program of study that is viable content for a school year including 150 lesson and assessment days. This set of materials is consistent with the mathematical progression of learning set forth in the standards. All students are given extensive work on grade level problems and this work progresses mathematically. These instructional materials are visibly shaped by the cluster headings in the standards. Connections are made between domains and clusters within the grade level. Overall, the Kindergarten materials support focus and coherence and therefore, meet the requirements of Gateway 1.
Criterion 1.1: Focus
The instructional materials reviewed for Kindergarten meet the expectation for this criterion. Students are assessed on fluency only up to five. They are assessed on counting to 100, comparing numbers between one and ten and their understanding of addition and subtraction among other topics. In unit 3, students are assessed on their use of the equality and inequality signs. While the meaning of the equal sign is a Grade 1 standard, the way it is used in this assessment is to compare numbers, which falls in K.CC.C.7. Overall, the instructional materials meet the expectations for focus within the assessment.
*Evidence updated 6/24/2015, score unchanged
Indicator 1a
The instructional materials reviewed for Kindergarten meet the expectations for focus within assessment. Topics are assessed that are within the Kindergarten standards.
- Grade level standards are taught and assessed in all 5 units.
- Students are assessed on counting and cardinality, understanding of addition and subtraction and place value.
- Students are assessed on fluency only up to five.
- Students are assessed on counting to 100.
- Students are assessed on their ability to compare numbers between one and 10.
- In unit 3, students assessed on their use of the equality and inequality signs. While the meaning of the equal sign is a Grade 1 standard, the way it is used in this assessment is to compare numbers, which falls in K.CC.C.7.
*Evidence updated 6/24/2015, score unchanged
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 Kindergarten meet the expectation for focus by spending the majority of the time on the major clusters of the grade. This includes all clusters within the following domains: K.CC, K.OA and K.NBT.
Indicator 1b
Instructional material spends the majority of class time on the major cluster of each grade.
The instructional materials reviewed for Kindergarten meet the expectation for focus by spending the majority of the time on the major clusters of the grade. This includes all clusters within the following domains: K.C, K.OA and K.NBT.
- While some lessons include multiple standards, the large majority of lessons focus on major work.
- More than 80% of the lessons are explicitly focused on major work, with major work often included within supporting work lessons as well.
All five of the units devote more than 80% of the lesson and assessment time to major work.
Criterion 1.3: Coherence
Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
The instructional materials reviewed for Kindergarten meet the expectation for coherence. The materials use supporting content as a way to continue work with the major work of the grade. For example, when studying shapes students are still counting and reasoning about number. The materials include a full program of study that is viable content for a school year including 150 lesson and assessment days. This set of materials is consistent with the mathematical progression of learning set forth in the standards. All students are given extensive work on grade level problems and this work progresses mathematically. These instructional materials are visibly shaped by the cluster headings in the standards. Connections are made between domains and clusters within the grade level. For instance, materials make connections between sorting shapes by attributes and reasoning about the size of the groups they are sorted into. Overall, the Kindergarten materials support coherence and are consistent with the progressions in the standards.
Indicator 1c
Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
The instructional materials reviewed for Kindergarten meet the expectations for their use of supporting content as a way to enhance coherence. For Kindergarten, reviewers focused on the use of counting and addition/subtraction within the K.MD and K.G domains.
- In unit 1, students are sorting objects, counting and comparing totals.
- In unit 2, students are asked to count sides and attributes of shapes.
- In units 3 and 4, students are sorting and counting and comparing quantities while responding to data questions.
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 Kindergarten grade meet the expectation for this indicator by providing a viable level of content for one school year.
- Materials provide for 150 days of instruction, quizzes, fluency checks and formal assessment.
- Most lessons are appropriate in length for Kindergarten.
- Some lessons may take longer than indicated.
- Students spend at least the first 50 days focusing on the numbers 1-10 before spending 30 days on the teen numbers.
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 Kindergarten are consistent with the mathematical progressions in the standards meeting the expectation for this indicator.
- Learning progressions for CCSSM are described at the beginning of each unit. This includes explicit connections to the mathematics of the unit.
- Students work on their understanding of the number five before moving on to the number 10.
- Students work extensively on the domain of K.CC before working with K.OA and K.NBT.
- Intervention strategies suggest that students stay with grade level content while offering support.
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 Kindergarten foster coherence through grade level connections.
- Unit test objectives include language shaped by the cluster headings.
- Lessons also include language from cluster heading including comparing numbers, understanding addition, comparing and describing shapes and understanding that teen numbers are a group of ten ones and further ones.
- K.CC, K.NBT and K.OA are all combined within units 3, 4 and 5.
- As place value is introduced, students are expected to use their K.CC and K.OA understanding.
- K.MD and K.G connected to K.OA.