Criterion Coherence: Does the resource design learning around coherent progressions between levels and within the level? Partially Does Not Meet Meets Meets (Insufficient Evidence) Dimension 2.1 Coherence Across Levels: Guiding Questions: The resource relates Are there examples of lessons that ask students to regularly • on- connect knowledge and skills across levels? level concepts to knowledge Is mathematics content from previous levels clearly • from previous levels and to identified as “review”? future learning. Are connections made about how the content of this (Support • lesson supports, and is connected to, future learning? Is document: College and Career more sophisticated math forecasted in the resource? Readiness Content Progressions) Partially Does Not Meet Meets Meets (Insufficient Evidence) Dimension 2.2 Coherence Within a Level: Where Guiding Questions: appropriate, the resource connects Does content build on understandings from previous • two or more standards within a lessons (noted in the table of contents or in a series progression, or two or more of lessons)? progressions within a level. Are lessons linked to one another? • (Support document: College and Do lessons ask students to connect knowledge and • skills within lessons when it is important and natural to Career Readiness Content do so? Progressions) Summary of strengths and weaknesses: High-value actions needed to fill the gaps (check all actions that apply): Add to lessons any knowledge and skills from prior levels needed for students to understand ❏❏ the content. Identify as the student tasks, activities, or assessment items included in the lessons “review” ❏❏ that reference learning at previous levels. Recommend that student activities or assessment items addressing learning at subsequent ❏❏ levels be excluded from a lesson or identified as an extension of work at the current level. Suggest rearranging lessons so the sequence of knowledge and skills learned in the resource ❏❏ has a natural and logical flow to support student learning. Other: ❏❏
Criterion Coherence: Does the resource design learning around coherent progressions between levels and within the level? Dimension 2.1 Meets Partially Meets Does Not Meet (Insufficient Evidence) Coherence Across Levels: The resource regularly relates on- level concepts to knowledge from previous levels and to future learning. (Support document: College and Career Readiness Content Progressions) Guiding Questions: • Are there examples of lessons that ask students to connect knowledge and skills across levels? • Is mathematics content from previous levels clearly identified as “review”? • Are connections made about how the content of this lesson supports, and is connected to, future learning? Is more sophisticated math forecasted in the resource? Dimension 2.2 Meets Partially Meets Does Not Meet (Insufficient Evidence) Coherence Within a Level: Where appropriate, the resource connects two or more standards within a progression, or two or more progressions within a level. (Support document: College and Career Readiness Content Progressions) Guiding Questions: • Does content build on understandings from previous lessons (noted in the table of contents or in a series of lessons)? • Are lessons linked to one another? • Do lessons ask students to connect knowledge and skills within lessons when it is important and natural to do so? Summary of strengths and weaknesses: High-value actions needed to fill the gaps (check all actions that apply): ❏❏ Add to lessons any knowledge and skills from prior levels needed for students to understand the content. ❏❏ Identify as “review” the student tasks, activities, or assessment items included in the lessons that reference learning at previous levels. ❏❏ Recommend that student activities or assessment items addressing learning at subsequent levels be excluded from a lesson or identified as an extension of work at the current level. ❏❏ Suggest rearranging lessons so the sequence of knowledge and skills learned in the resource has a natural and logical flow to support student learning. ❏❏ Other: