EdReports Narrative Evidence Rubrics for CDE Review

K-8 Math Curriculum Review 

Using EdReports, each narrative indicator is given a score by CDE of:  

• 0: Materials “do not provide” or “do not include” the guidance or supports for the indicator. 
• 1: Materials “partially provide” or “provide some of” the guidance or supports for the indicator. 
• 2: Materials “provide” the guidance or supports for the indicator. 

This review can be found in the Mathematics Assessment and Curriculum Database.

EdReports K-8 Mathematics Rubric Version 1.5 — Narrative Evidence Indicators 

Accessibility Indicators 

• 3d. Materials provide strategies for informing all stakeholders, including students, parents, or caregivers about the program and suggestions for how they can help support student progress and achievement.  
• 3l. Assessments offer accommodations that allow students to demonstrate their knowledge and skills without changing the content of the assessment. 
• 3o. Materials provide varied approaches to learning tasks over time and variety in how students are expected to demonstrate their learning with opportunities for students to monitor their learning. 
• 3r. Materials provide a balance of images or information about people, representing various demographic and physical characteristics. 
• 3s. Materials provide guidance to encourage teachers to draw upon student home language to facilitate learning. 
• 3t. Materials provide guidance to encourage teachers to draw upon student cultural and social backgrounds to facilitate learning. 
• 3u. Materials provide supports for different reading levels to ensure accessibility for students. 

Technology Indicators 

• 3w. Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the grade-level/series standards, when applicable. 
• 3x. Materials include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, when applicable. 
• 3y. The visual design (whether in print or digital) supports students in engaging thoughtfully with the subject and is neither distracting nor chaotic. 
• 3z. Materials provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable. 

Other Indicators 

• 1g. In order to foster coherence between grades, materials can be completed within a regular school year with little to no modification. 
• 3p. Materials provide opportunities for teachers to use a variety of grouping strategies. 

EdReports K-8 Mathematics Rubric Version 1.0 — Narrative Evidence Indicators 

Accessibility Indicators 

• 3k. Materials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement. 
• 3y. Materials encourage teachers to draw upon home language and culture to facilitate learning. 
• 3ac. Materials can be easily customized for individual learners. 
  • 3aci. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. 
  • 3acii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic. 

Technology Indicators 

• 3z. Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices. 
• 3aa. Digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web- based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are “platform neutral” (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices. 
• 3ab. Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology. 
• 3ac. Materials can be easily customized for individual learners. 
  • 3aci. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. 
  • 3acii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic. 
• 3ad. Materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g., websites, discussion groups, webinars, etc.). 

Other Indicators 

• 3e. The visual design (whether in print or digital) is not distracting or chaotic but supports students in engaging thoughtfully with the subject. 
• 3j. Materials provide a list of lessons in the teacher’s edition (in print or clearly distinguished/ accessible as a teacher’s edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide). 
• 3l.  Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies. 
• 3q. Materials encourage students to monitor their own progress. 
• 3x. Materials provide opportunities for teachers to use a variety of grouping strategies. 

 High School Math Curriculum Review 

EdReports HS Mathematics Rubric Version 1.5 — Narrative Evidence Indicators 

Accessibility Indicators 

• 3d. Materials provide strategies for informing all stakeholders, including students, parents, or caregivers about the program and suggestions for how they can help support student progress and achievement.  
• 3l. Assessments offer accommodations that allow students to demonstrate their knowledge and skills without changing the content of the assessment. 
• 3o. Materials provide varied approaches to learning tasks over time and variety in how students are expected to demonstrate their learning with opportunities for students to monitor their learning. 
• 3r. Materials provide a balance of images or information about people, representing various demographic and physical characteristics. 
• 3s. Materials provide guidance to encourage teachers to draw upon student home language to facilitate learning. 
• 3t. Materials provide guidance to encourage teachers to draw upon student cultural and social backgrounds to facilitate learning. 
• 3u. Materials provide supports for different reading levels to ensure accessibility for students. 

Technology Indicators 

• 3w. Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the grade-level/series standards, when applicable. 
• 3x. Materials include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, when applicable. 
• 3y. The visual design (whether in print or digital) supports students in engaging thoughtfully with the subject and is neither distracting nor chaotic. 
• 3z. Materials provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable. 

Other Indicators 

• 1f. The plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready. 
• 3p. Materials provide opportunities for teachers to use a variety of grouping strategies. 

EdReports HS Mathematics Rubric Version 1.0 — Narrative Evidence Indicators 

Accessibility Indicators 

• 3k. Materials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement. 
• 3w. Materials provide a balanced portrayal of various demographic and personal characteristics. 
• 3y. Materials encourage teachers to draw upon home language and culture to facilitate learning. 
• 3ac. Materials can be easily customized for individual learners. 
  • 3aci. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. 
  • 3acii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic. 

Technology Indicators 

• 3z. Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices. 
• 3aa. Digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web- based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are “platform neutral” (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices. 
• 3ab. Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology. 
• 3ac. Materials can be easily customized for individual learners. 
  • 3aci. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. 
  • 3acii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic. 
• 3ad. Materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g., websites, discussion groups, webinars, etc.). 

Other Indicators 

• 1f. The plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready. 
• 3e. The visual design (whether in print or digital) is not distracting or chaotic but supports students in engaging thoughtfully with the subject. 
• 3j. Materials provide a list of lessons in the teacher’s edition (in print or clearly distinguished/ accessible as a teacher’s edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide). 
• 3l. Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies. 
• 3q. Materials encourage students to monitor their own progress. 
• 3x. Materials provide opportunities for teachers to use a variety of grouping strategies.