EDUC 771 - Curriculum Change Plan Part 5 - Textbook and Digital Resource Chart

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TEXTBOOK AND DIGITAL RESOURCE CHART 1 Curriculum Change Plan: Part 5 - Textbook and Digital Resource Chart Angela J Tippett School of Education, Liberty University Author Note Angela J Tippett I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Angela J Tippett Email: ajtippett@liberty.edu

TEXTBOOK AND DIGITAL RESOURCE CHART 2 Textbook and Digital Resource Chart 1. Discuss the overall information. a. Title/Edition/URL Eureka Math Grade 6 /Third edition/ https://greatminds.org/account/products b. Publisher/ Organization Great Minds is the organization that has designed and published this curriculum. It is available online and in printed formats. c. Grade level This is the 6th-grade level text. d. Content area(s) Math – This text covers ratios and unit rates, division of fractions, rational numbers, expressions and equations, geometry, and statistics. e. Strengths This text comes with built-in modifications for advanced and less prepared learners, as well as extensive resource support. f. Weaknesses This text, as written, moves very quickly through the material, assuming that students are well prepared for new content. 2. Think about language concerns. a. Use of phonics The text is written assuming that the students are well- prepared 6 th graders and can read at grade level. b. Readability The text is readable for 6th-grade students, with many of the problems being story-based. c. Vocabulary usage The vocabulary is built into the text as part of a k-12 series, where vocabulary is built beginning in kindergarten. Students who have not been exposed to Eureka Math prior to 6 th grade will likely need additional support. d. Provision of definitions While the teacher’s edition comes with a review of vocabulary and terms with definitions, the students’ texts do not, so additional support will be necessary for students unfamiliar with Eureka terminology. e. Word choices Word choice in the Eureka text is appropriate for well- prepared 6th-grade students. f. Flow The flow is very well planned, with one unit naturally leading to the next. 3. Think about ideas and concepts. a. Biblical perspectives This is a secular text that builds significant diversity into the content, mainly through word problems, as there are very few illustrations in the text. While the text is not contrary to a Biblical worldview, neither does it support a Biblical worldview. As a math curriculum, this is not a significant issue, in other Eureka products, such as literature or science, this could be a concern. b. Compare/contrast to Scripture As this is a math-based text, there is diversity built into the word problems, but nothing that is contrary to scripture. It thoroughly covers the topic but does nothing to add or

TEXTBOOK AND DIGITAL RESOURCE CHART 3 detract from a Biblical worldview. This could be built in for Christian schools with additional resources, connecting some content to Biblical principles and ideas. c. Relevance for curriculum goals This text is well aligned with the curriculum goals and standards set for this 6th-grade math course. d. Critical thinking The most functional part of this text, and this curriculum, is the requirement for students to think critically in order to be successful. The Eureka model is designed for this very purpose. e. Grade appropriateness The content of this text is tailored to a 6 th -grade standard- based instructional level. Students need to be well- prepared for 6th-grade level mathematics, or remediation will be necessary. f. Curriculum perspectives The curriculum is part of a K-12 curriculum model that follows common core state standards to prepare students for advanced mathematics and real-world problem solving from the earliest grades through high school. g. Bias While there is no direct support of Biblical values or worldview, there is neither any content that detracts from Biblical principles. 4. Examine the format. a. Clear chapter headings and divisions The text is purposefully broken into 6 units, each with its own workbook and text. The headings are divisions are clearly and explicitly detailed in each unit of the text. b. Use of graphics and visuals While there are no pictures of the traditional textbook glossy variety, each lesson has accompanying charts and pencil-drawing-type diagrams to help students process the information and break the problems down into a solvable process. c. Identifiable topic sentences and headings There are clear topic sentences and headings in each module, unit, and lesson of the text. This is true for the student and teacher texts. d. Font and legibility The font is basic and clear. Everything is in black and white, and very little color is used, making it easy to read. e. Spacing The spacing is adequate. f. Grammar and spelling Grammar and spelling are accurate. g. Layout The layout consists of multiple pages of front and back content, well-spaced to provide adequate workspace for problem-solving, so additional paper is not required for working through the in-class lesson content. h. Use of color The text is primarily in black and white, with very little color added, which keeps printing costs lower for schools that wish to print the text from the online resources, rather than purchase prebound materials. i. Ease of use Eureka is a unique model of instruction that requires teachers to change the way they process and deliver

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TEXTBOOK AND DIGITAL RESOURCE CHART 4 content. Once the system is mastered, it is very easy to use. The first year, without proper training, is challenging. j. Adaptive features for assistance Each lesson is broken down into three levels of content and challenge, creating challenges for the more advanced students while still providing remediation and support for learners below grade level. k. Sound quality (if applicable) The optional video lessons, available on open-source platforms, are recorded during live teaching sessions of the material. The quality of sound and recording vary, with some being quite clear and well-made, while others are not of very high quality. 5. Think of student supports. a. Appropriate questions and assignments for grade level and age The lessons have varying levels of engagement, for the student who needs additional practice and for the student who masters the material without additional practice. b. Varying knowledge levels for questions and assignments Each lesson is designed to offer the appropriate amount of challenge for the students above, on, and below grade level. c. Appropriate suggestions for additional reading or resources There are multiple additional resources available with the curriculum to support remediation or additional challenge as needed for each student. d. Addresses visual, auditory, and kinesthetic modalities There are varying types of questions designed to engage different learning preferences and modalities. e. Logical development of subject matter The text progresses in a logical manner through the course of study. f. Provides introductions, explanations, and summaries Each lesson is divided into multiple parts, each with its own starter problem, lesson material with explanations, built-in formative assessments, and exit tickets to assess for learning mastery. Assessment The Eureka Math curriculum is designed, using common core state standards, using the Universal Design for Learning model (Murawski, 2018). Each phase of instruction comes with pre-assessments built into the introduction. At times, this comes in the form of an oral

TEXTBOOK AND DIGITAL RESOURCE CHART 5 assessment, other times it may come in the form of a game or puzzle, and sometimes, just a worksheet. During the lesson, teachers are instructed at strategic points to check for understanding using formative assessments. This may come through guided questions or dry- erase board think-pair-share questions. Each module comes with smaller unit formal assessments and exit tickets which check for daily and weekly mastery of the material. At the end of each module, there is built into the curriculum, a module review, and summative assessment. These are designed to be assessments based on the objectives, to ensure the student has the mastery of the necessary skills to move to the next module ( Hrivnak, 2019) . This form of data is also important for the evaluation of the curriculum, since “The most fundamental approach to curriculum evaluation is the assessment of achievement of the specified curriculum objectives and standards.” (Gordon et al., 2019, p248). Curriculum Evaluation Great Minds (2017) was formed by a group of licensed state educators, originally only from the state of New York, who planned, designed, and authored a comprehensive math curriculum to meet common core state standards while offering built-in differentiation for students above and below grade level. The design was intended to support remediation without needing intensive interventions to assist students with reaching grade-level mastery. Each module of the curriculum for each grade level comes with a myriad of resource materials and additional support to assist the teacher in providing opportunities for every student to reach their full potential (Great Minds, 2017). Built into the lessons are specific instructional techniques that are carried in a continuum from kindergarten through 12 th grade that make Eureka Math a more effective way of learning for students. Manipulatives and online resources are a part of the structure and design for each lesson.

TEXTBOOK AND DIGITAL RESOURCE CHART 6 All necessary supplemental materials are a part of the online curriculum found on the website. Pre-skills assessments, formative assessments, exit tickets, and summative module assessments are provided on their website if the teacher does not wish to design their own. Great Minds (2017) also supplies online or in-person teacher training for those teachers that are not familiar with the Eureka method of instruction. This support is available throughout the year for refresher training as needed. Base 10 blocks are the primary manipulative used in the curriculum, which can be purchased from Great Minds, or another retailer if the school chooses. Because Eureka Math is designed based on common core state standards and is written from the perspective of trained educators who have many years of experience in the classroom, this curriculum needs very revision or review to align with North Carolina state standards, which are common core (North Carolina Department of Public Instruction, 2018). Because the elementary school has been using Eureka Math for several years, the returning students are very familiar with the unique counting and scripting methods of Eureka. Students new to the school will need some additional support to understand the methods, but it will be much easier for them to adapt than younger students, especially if their math skills are on grade level or above. “Curriculum evaluation includes instructional evaluation and transcends beyond the purposes of instruction evaluation into assessment of the curricular programs and related areas.” (Gordon et al., 2019, p243). When choosing a curriculum evaluation model, based on the Eureka Math curriculum design, the Gordon Taylor Curriculum Model of Data and Evidence Informed Continuous Improvement Model (Gordon et al., 2019) are perhaps the best way to evaluate this curriculum. The needs assessment completed at the beginning of the curriculum change process was used to select this curriculum because it does meet the needs of the students in the current course of study. Since the standards, specifications, and assessments are built into this

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TEXTBOOK AND DIGITAL RESOURCE CHART 7 curriculum, the first step will be to provide professional development and training for the teachers, then begin to collect evidence and data following implementation ( Nouraey et al., 2020) . Based on those findings, teachers can be given immediate feedback on best practices for instruction and students can receive immediate remediation for gaps in learning (Gordon et al., 2019). Summative and end-of-year assessments will give information as to the success of the teacher as well as the students in the classroom (Jin et al., 2019). From a Biblical perspective, it is very difficult to determine the impact this chosen curriculum text will have on the students’ Biblical worldview. As a general rule, much of the Biblical integration that takes place in a mathematics classroom falls on the teacher. There are many scriptures and topics that can be used to integrate scripture and Biblical worldview into mathematics if the teacher is willing to plan accordingly (Colgan, 2022). Hebrews 13:8 ( English Standard Bible , 2016/2001) gives a good reference to start a mathematics conversation related to the Bible, “ Jesus Christ is the same yesterday and today and forever.”. Numbers, a unique gift of God, are just like Jesus, never changing, always constant in value and in form.

TEXTBOOK AND DIGITAL RESOURCE CHART 8 References Colgan, M. (2022). 25 Bible verses to connect faith and mathematics using weekly devotionals, written reflections, and memory verses. Engaging Teaching Today Conference . 14. https://pillars.taylor.edu/ett-conference/14 English Standard Bible . (2016). https://esv.literalword.com/ (Original work published 2001) Gordon W., Oliva P. F., & Taylor R. (2019). Developing the curriculum: improved outcomes through systems approaches (9 th ). Pearson. Great Minds. (2017). Eureka Math Grade 6 . greatminds.org. https://greatminds.org/math/eurekamath Hrivnak, G. A. (2019). The increasing importance of curriculum design and its implications for management educators. Journal of Management Education , 43 (3), 271-280. Jin, H., Mikeska, J. N., Hokayem, H., & Mavronikolas, E. (2019). Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature. Science Education , 103 (5), 1206-1234. Murawski, W. W. (2018). Universal design for learning . [Video] SAGE Publications Ltd., London. https://sk.sagepub.com/video/universal-design-for-learning North Carolina Department of Public Instruction. (2018). North Carolina standard course of study: Sixth grade mathematics, https://www.dpi.nc.gov/documents/cte/curriculum/languagearts/scos/current/ncscos-6-8- mathematics/open

TEXTBOOK AND DIGITAL RESOURCE CHART 9 Nouraey, P., Al-Badi, A., Riasati, M. J., & Maata, R. L. (2020). Educational program and curriculum evaluation models: a mini systematic review of the recent trends. Universal J Educ Res , 8 (9), 4048-4055.

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EDUC 771 - Curriculum Change Plan Part 5 - Textbook and Digital Resource Chart

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