Kindergarten - Gateway 1
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Focus & Coherence
Gateway 1 - Partially Meets Expectations | 71% |
|---|---|
Criterion 1.1: Focus | 2 / 2 |
Criterion 1.2: Coherence | 4 / 4 |
Criterion 1.3: Coherence | 4 / 8 |
The instructional materials for ORIGO Stepping Stones 2.0 Kindergarten partially meet the expectations for Gateway 1. These materials meet the expectations for focus by not assessing above grade-level content and by spending the majority of the time on the major clusters of each grade-level. However, the materials do not meet the expectations for being coherent and consistent with the standards. The objectives for the materials are shaped by the CCSSM cluster headings, but do not identify content from prior or future grades and are partially viable for one school year.
Criterion 1.1: Focus
The instructional materials for ORIGO Stepping Stones 2.0 Kindergarten meet the expectation for not assessing topics before the grade-level in which the topic should be introduced. The materials include some assessment questions that were above grade-level, but these could be omitted without affecting the underlying structure of the materials.
Indicator 1a
The instructional materials for ORIGO Stepping Stones Kindergarten 2.0 meet expectations for assessing grade-level content. The instructional materials include summative assessments for each module and quarterly assessments for Modules 3, 6, 9, and 12. The summative assessments include interviews and check-ups for each module. All modules except for Module 12 assess grade-level mathematics.
The following examples represent assessment items aligned to Kindergarten standards:
- In Module 5, Check-Up, students identify which numerals correspond to the number of counters shown, assessing knowledge of number names and counting within 100 (K.CC.1).
- In Module 7, Check-Up, students connect the names of various 3D shapes to both the model and real-world example of the shapes (K.G.2).
- In Module 1, Interview, students are given five counters and count the number of counters by saying numbers 1-5 aloud in sequence (K.CC.1).
Some assessment items align to standards above Kindergarten. The following are assessment items that align to standards above Kindergarten, but can be modified or omitted without compromising the instructional materials:
- In Module 12, money is assessed at the 2nd grade level (2.MD.8). For example, in Check-Up 1, Problem D, students solve, “13 cents as the same value as ____dime and _____ pennies.” Check-Up 2, Problem C students solve, “1 dime and ______ pennies is same value as 17 cents.” In the Interview it states, “Correctly identified the value of each coin. ___ dime ___ nickel ___ penny. Correctly represented values using coins. 13 cents, 17 cents, 12 cents. Correctly describe the coins required to make a value 14 cents, 19 cents, and 15 cents.”
- In the Quarterly Assessment for Modules 10-12, Test A, Question 6, students determine the equivalent for one dime and three pennies. In Test B Question 6, students determine the equivalent for one dime and five pennies.
If Module 12 Assessment and Question 6 from the Fourth Quarterly Assessment are omitted, the structure of the materials will not be affected.
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 for ORIGO Stepping Stones 2.0 Kindergarten meet the expectations for having students and teachers using the materials as designed and devoting the large majority of class time to the major work of the grade. Overall, the materials devote at least 65% of class time to major work.
Indicator 1b
Instructional material spends the majority of class time on the major cluster of each grade.
The instructional materials reviewed for ORIGO Stepping Stones 2.0 Kindergarten meet expectations for spending a majority of instructional time on major work of the grade.
To determine the amount of time spent on major work, the number of topics, the number of lessons, and the number of days were examined. Review and assessment days are included:
- The approximate number of modules devoted to major work of the grade (including supporting work connected to the major work) is 8 out of 12, which is approximately 67%.
- The approximate number of lessons devoted to major work, or supporting, major work of the grade is 49 out of 72, which is approximately 68%.
- The number of days devoted to major work (including assessments and supporting work connected to the major work) is 71 out of 96, which is approximately 74%.
A lesson-level analysis is most representative of the instructional materials because this calculation includes all lessons with connections to major work with no additional days factored in. As a result, approximately 74% of the instructional materials focus on major work of the grade.
Criterion 1.3: Coherence
Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
The instructional materials for ORIGO Stepping Stones 2.0 Kindergarten do not meet the expectations for being coherent and consistent with the standards. Supporting work is partially connected to the major work of the grade, and the amount of content for one grade-level is partially viable for one school year. Content from prior or future grades is not clearly identified, and the materials do not give extensive work with grade-level problems. The objectives for the materials are shaped by the CCSSM cluster headings, and problems and activities connect two or more clusters in a domain or two or more domains.
Indicator 1c
Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
The instructional materials reviewed for ORIGO Stepping Stones 2.0 Kindergarten partially meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade.
In Kindergarten, there are a few lessons utilizing supporting work to enhance focus and coherence by engaging students in the major work of the grade, however most lessons involving supporting content do not. For example:
- In Module 1, Lesson 5, students sort objects and describe the sorting (K.MD.3). Students do not count the objects or compare which group has more or less, a missed natural connection to K.CC.
- In Module 9, Lesson 5, students work with objects like cones, cylinders, cubes, and spheres (K.G.5). Students do not count those objects or compare which group has more or less, both of which are natural and important connections to major work of K.CC.
- In Module 11, Lesson 5, students use shapes to build other shapes (K.G.5). However, students do not count the shapes used or compare which group has more or less, both of which would be natural and important connections to major work of K.CC.
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 for ORIGO Stepping Stones 2.0 Kindergarten partially meet expectations that the amount of content designated for one grade-level is viable for one year.
The instructional materials include a total of 132 days of instruction when all lesson activities including differentiation, games, and other digital resources are included for each lesson. Teachers would need to modify materials to meet the minimum viable curriculum of 140 days.
- There are 12 modules, each with six whole group lessons, for a total of 72 lessons.
- There are 2-3 differentiation activities for each lesson, as well as Enrichment and Cross-Curricula Link activities in the More Math Tabs. In addition, Teachers can also make use of other digital tools throughout the year, for example, Fundamental Games, Honey Pot, and Flare. This brings an additional 24 - 36 days of instruction.
- There is a review day for each module.
- There are 12 days dedicated to assessments.
According to the publisher, “The Stepping Stones program is set up to teach 1 lesson per day and to complete a module in approximately 2 ½ weeks. Each lesson has been written around a 60 minute time frame but may be anywhere from 30-75 minutes depending upon teacher choice and classroom interaction.” Module 12 consists of above grade-level materials.
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 for ORIGO Stepping Stones 2.0 Kindergarten do not meet expectations for the materials being consistent with the progressions in the Standards. Content from future grades is not clearly identified or related to grade-level work. Materials do not give extensive work with grade-level problems.
Lessons where content from future grade-level work is not clearly identified or related to grade-level work include:
- Module 1, Lessons 5 and 6, students sort to create graphs in both lessons. In Lesson 5, students sort robots with hats and those without hats. Students then count how many are in each group or connect the amount to a numeral. There is a clear natural and missed opportunity for students to engage in K.CC work.
- Module 10, Lesson 3, students learn the commutative property, which is a first grade standard (1.OA.3).
- Additionally, all lessons in Module 12 are content from future grade levels and are not clearly identified or related to grade-level work.
The instructional materials do not do not give students extensive work with grade-level problems so that they meet the full intent of the grade-level standards. Examples include:
- K.CC.1 states students are able to rote count by 1’s and 10’s to 100. In Module 6, students count by 10s. Students count from 1 to 100 twice in Module 10, rote counting is not done in Modules 11 and 12. Students rote count 19 times in the materials.
- K.CC.7, compare two numbers between 1 and 10 as written numerals is not addressed in the materials with greater than, less than, or equal to language.
- K.OA.3, decomposing numbers less than or equal to 10. Students have limited opportunity to engage in decomposing. In Module 10, Lesson 2, students use ten blocks to make various groups that make ten. In the small group activities for Lesson 2, students connect different visuals of dots to make 10 (i.e one visual has 7, they need to find the visual that has 3). However, this does not show students the equality of 10+7 = 7+10.
- K.OA.4, for any number from 1 to 9, find the number that makes 10 when added to the given number, is underrepresented with one lesson in the materials focusing on this standard, Module 10, Lesson 1.
- K.NBT.1, compose and decompose numbers from 11 to 19 into ten ones and some further ones; understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones is underrepresented with four lessons (Module 7, Lesson 2; Module 7, Lesson 3; Module 7, Lesson 4; and Module 9, Lesson 4) which support the standard and one of those lessons, Module 7, Lesson 3 supports the standard at the surface level. Students are writing the number name and coloring in the number of shapes that they wrote. For example, students write the word thirteen and then color in thirteen hearts. Students do not color 1 group of 10 and 3 ones. Most of the lesson is about spelling the number words.
- K.MD.3, classify objects into given categories; count the numbers of objects in each category and sort the categories by count is addressed in one lesson, Module 1, Lesson 5.
- K.G.4, analyze and compare two-and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts and other attributes is present in two lessons, Module 7, Lesson 5 and Module 10, Lesson 6.
- K.G.5, model shapes in the world by building shapes from components and drawing shapes is present in two lessons, Module 9, Lesson 5 and Module 11, Lesson 5.
- K.G.6, compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" is addressed in one lesson, Module 11, Lesson 6.
Lessons throughout the course labeled DA - Developmental Activities are included. The publisher notes, “Developmental activities (DA) are included in the scope and sequence of lessons within ORIGO Stepping Stones. Developmental Activities typically smooth the learning progression for students by addressing foundational skills for current grade-level standards or preparing students for the work in an upcoming grade level.” These lessons are not aligned to any standards, however, the Teacher Notes for Whole Class Instruction includes a narrative explaining how the lesson supports grade-level standards. For example:
- In Module 12, Lessons 1-4 support K.NBT.A. In Lesson 2, there is no alignment to a grade-level standard. However, the DA icon states, “Seeing quantities as a whole rather than as a group of ones is a skill that supports the major cluster, K.NBT.A (Work with numbers 11-19 to gain foundations for place value)." Working with coins provides an everyday context for place-value work in the major cluster K.NBT.A, but includes problems involving money, which is a 2nd grade standard (2.MD.8). The content of this lesson does not align to any CCSSM.
- Module 12, Lessons 5 and 6, have objectives and problems involving patterning, which is a 4th grade standard (4.OA.5).
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 for ORIGO Stepping Stones 2.0 Kindergarten meet expectations for fostering coherence through connections at a single grade, where appropriate and required by the Standards.
Overall, the instructional materials identify standards. A comprehensive list of the CCSSM and correlating lessons is found under the drop down menu on the home page. Cluster headings are clearly identified by hovering over the Lesson title.
The materials include learning objectives that are visibly shaped by cluster headings.
- Module 2, Lesson 6, the learning target “Represent numerals up to 10 using pictures and numerals” is shaped by K.CC.A (know number names and the count sequence).
- In Module 9, the learning target “identify items as 3D objects or 2D shapes” is shaped by K.G.A (identify and describe shapes).
The instructional materials include problems and activities that connect two or more clusters in a domain or two or more domains.
- Module 5 Lesson 4, students work in partners for the whole group time to count the number of objects on cards and then recognize that the last number stated is the total (K.CC.4). The program states that it also addresses students writing numerals up to 20 (K.CC.3) connecting to counting to tell the number of objects (K.CC.B) to knowing number names and the count sequence (K.CC.A).
- Module 8, Lesson 8.2, connects K.CC.A with K.OA.A as students count the numbers and represent a given situation as a subtraction equation.