Alignment to College and Career Ready Standards: Overall Summary

The instructional materials for Ready Grade 7 meet the expectation for alignment to the CCSSM. In Gateway 1, the instructional materials partially meet the expectations for focus and coherence. The materials meet expectations for assessing grade-level content and being coherent and consistent with the Standards and spend approximately 65 percent of class time on the major clusters of the grade. In Gateway 2, the instructional materials reflect the balances in the Standards and help students meet the Standards’ rigorous expectations, and they connect the Standards for Mathematical Content and the Standards for Mathematical Practice.

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Gateway 1:

Focus & Coherence

0
7
12
14
14
12-14
Meets Expectations
8-11
Partially Meets Expectations
0-7
Does Not Meet Expectations

Gateway 2:

Rigor & Mathematical Practices

0
10
16
18
16
16-18
Meets Expectations
11-15
Partially Meets Expectations
0-10
Does Not Meet Expectations

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Gateway 3:

Usability

0
22
31
38
36
31-38
Meets Expectations
23-30
Partially Meets Expectations
0-22
Does Not Meet Expectations

Focus & Coherence

Meets Expectations

+
-
Gateway One Details

The instructional materials for Ready Grade 7 meet the expectation for focusing on the major work of the grade and having a sequence of topics that is consistent with the logical structure of mathematics. The materials do not assess topics before the grade level indicated and are coherent and consistent with the standards, and the materials spend approximately 65 percent of class time on the major clusters of the grade.

Criterion 1a

Materials do not assess topics before the grade level in which the topic should be introduced.
2/2
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Criterion Rating Details

The instructional materials for Ready Grade 7 meet the expectations for not assessing topics before the grade level in which the topic should be introduced. Overall, the materials assess grade-level content and, if applicable, content from earlier grades.

Indicator 1a

The instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.
2/2
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-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 7 meet the expectations that they assess grade-level content. The program provides two versions (Form A and Form B) of Mid-Unit assessments, Interim assessments, and End-of-Unit assessments for each unit. The assessments are available online and in print format.

Assessments contain grade-level content questions. Examples of questions include the following:

• In Unit 2, End-of-Unit Assessment Form B, Question 15, students analyze multiple representations and identify whether the provided statements a - d are true or false. Students then identify and compare unit rates, and identify whether relationships are proportional relationships (7.RP.1, 7.RP.2a, 7.RP.2b).
• In Unit 4, End-of-Unit Assessment Form A,Question 2, students compare diagrams of a composite shape and a triangle to determine which shape has a greater area (7.G.6).

Overall, assessment items are aligned to Grade 7 standards.

Criterion 1b

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.
4/4
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-
Criterion Rating Details

The instructional materials for Ready Grade 7 meet the expectations for devoting the majority of class time to the major work of the grade. Overall, the instructional materials spend approximately 65 percent of class time on the major clusters of the grade.

Indicator 1b

Instructional material spends the majority of class time on the major cluster of each grade.
4/4
+
-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 7 meet expectations for spending a majority of instructional time on major work of the grade. To determine focus on major work, three perspectives were evaluated: the number of units devoted to major work, the number of lessons devoted to major work, and the number of instructional days devoted to major work. Of the three perspectives, the number of instructional days is most representative and was used to determine the score for this indicator.

• Grade 7 instruction is divided into five units. Three and one half out of five units, approximately 70 percent, focus on major work of the grade. Unit 4 is composed of 7.G. The supporting work in Unit 4 Geometry supports the major work of the grade in half of the unit through the use of rational numbers and ratio and proportionality, which are a focus for Grade 7. Unit 5 is composed of additional and supporting standards within 7.SP with only one connection to the major work of the grade.
• Grade 7 instruction is divided into 33 lessons. Twenty-three out of 33 lessons, approximately 70 percent, focus on major work of the grade or supporting work connected to major work. This analysis includes updated lessons 20, 21, 23, 24 and 26, which explicitly connect supporting work to the major work of the grade.
• Grade 7 instruction consists of 165 instructional days. One hundred eight out of 165, approximately 65 percent, focus on major work of the grade or supporting work connected to major work.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
8/8
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-
Criterion Rating Details

The instructional materials for Ready Grade 7 meet the expectation for being coherent and consistent with the CCSSM Standards. Overall, the instructional materials have supporting content that enhances focus and coherence, are consistent with the progressions in the standards, and foster coherence through connections at a single grade, where appropriate and required by the standards.

Indicator 1c

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Grade 7 meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade. Supporting standards/clusters are connected to the major standards/clusters of the grade.

Examples of the connections between supporting work and major work include the following:

• Unit 4, Lesson 18, Problem Solving with Angles (7.G.5) is connected to the major work of solving problems with equations (7.EE.4a). Students write and solve equations to find unknown angle measures using properties of supplementary, complementary, vertical, and adjacent angles.
• Unit 4, Lesson 22, Scale Drawings (7.G.1) is connected to the major work of proportional reasoning (7.RP.A). Students use proportional reasoning when they analyze scale drawings.
• Unit 5, Lesson 33, Probability of Compound Events (7.SP.8) is connected to the major work of solving real-world problems with rational numbers involving the four operations (7.NS.3). Students calculate simple and compound probabilities using rational numbers in various forms.

Indicator 1d

The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.
2/2
+
-
Indicator Rating Details

The instructional materials for Ready Grade 7 meet expectations that the amount of content designated for one grade level is viable for one year. As designed, the instructional materials can be completed in approximately 150 days with 15 additional days for assessment and diagnostics, for a total of 165 days. The suggested amount of time and expectations for teachers and students of the materials are viable for one school year as written and would not require significant modifications. According to the Teacher Guide page A44, each lesson is expected to last between 45 and 60 minutes. Other lesson resources include Fluency Skills Practice, Practice and Problem Solving, Unit Opener Lessons, and Classroom Routine Lessons for the first 5 days, which is included in the total number of days for this program.

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.
2/2
+
-
Indicator Rating Details

The instructional materials for Ready Grade 7 meet expectations for the materials being consistent with the progressions in the CCSSM Standards.

The instructional materials clearly identify content from prior and future grade levels and use it to support the progressions of the grade-level standards. Overall, the materials develop according to the grade-by-grade progressions in the standards. The instructional materials relate grade-level concepts explicitly to prior knowledge from earlier grades. Each unit begins with a Unit Opener progression overview chart. The Learning Progressions set a context for the standards of the lessons based on how the standard builds on prior knowledge, particularly from the previous grades, and how it leads to expectations for the next year. For example, in the Unit 3 Lesson 16 Overview, the Learning Progression states, “In Grade 6, students solved one-step real-world and mathematical problems leading to equations of the form x + p = q. In Grade 8 students will solve real-world and mathematical problems leading to one linear equation and two linear equations in two variables.” Prerequisite skills are connected to new skills and concepts in the Lesson Overview document through Small Group Differentiation and Personalized Learning Lessons. In addition, the introduction of each lesson presents an opportunity to connect students’ prior knowledge to what they are going to learn in the lesson. For example, in Unit 2, Lesson 9, the Use What You Know section reminds students: "In Grade 6, you learned about unit rates.”

In general, the instructional materials attend to the full intent of the grade-level standards by giving all students extensive work with grade-level problems. This is achieved through on grade-level problems in all lessons. In addition to the problems present in the Ready Instruction Book there are on grade-level problems present in the Practice and Problem Solving Book. Additional practice with grade-level content is provided in the Additional Fluency Practice section of the teacher website.

However, there are some standards where students do not have sufficient practice opportunities. For example, in Unit 4, Lesson 22, students reproduce a scale drawing twice, but the materials do not provide opportunities for students to solve problems involving scale drawings of geometric materials and thus do not meet the full intent of Standard 7.G.1. Additionally, lessons in the Proportional Relationship unit do not contain adequate amounts of practice to develop fluency beyond percent increase and percent error. Unit 2, Lesson 13 does not provide sufficient exposure to a variety of multistep ratio and percent problems (i.e., simple interest, tax, gratuities, commissions) as mentioned in Standard 7.RP.3.

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.
2/2
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-
Indicator Rating Details

The instructional materials for Ready Grade 7 meet expectations that materials foster coherence through connections at a single grade, where appropriate and required by the standards. Overall, materials include learning objectives that are visibly shaped by CCSSM cluster headings and problems and activities that 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.

Instructional materials are clearly shaped by the CCSSM cluster headings. The units are divided into grade-level domains. Grade 7 standards are clearly identified in the Table of Contents and in the Ready Mathematics Standards Correlations pages, which identify the lessons that address specific standards. Instructional materials shaped by cluster headings include the following examples:

• Unit 3, Lesson 16, Solve Problems with Equations is shaped by 7.EE.B, solve real-life and mathematical problems using numerical and algebraic expressions and equations.
• Unit 5, Lesson 30, Understand Probability Concepts is shaped by 7.SP.C, investigate chance processes and develop, use, and evaluate probability models.
• Unit 4, Lesson 19, Understand Conditions for Drawing Triangles and Lesson 25, Understand Plane Sections of Prisms and Pyramids are shaped by 7.G.A, draw, construct, and describe geometrical figures and describe the relationships between them.

Instructional 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 the connections are natural and important. At the end of every unit there is a Performance Task and/or Interim Assessment that connects two or more clusters in a domain. For example:

• Unit 4, Performance Task connects 7.G.A, draw, construct and describe geometrical figures and describe the relationships between them, connects with 7.G.B, solve real-life and mathematical problems involving angle measure, area, surface area, and volume, and 7.RP.A, analyze proportional relationships and use them to solve real-world and mathematical problems.
• Unit 1, Lesson 8, Solve Problems with Rational Numbers and Unit 3, Lesson 16, Solve Problems with Equations, connect with 7.NS.A, apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers, and 7.EE.B, solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Rigor & Mathematical Practices

Meets Expectations

+
-
Gateway Two Details

The instructional materials for Ready Grade 7 meet the expectation for aligning with the CCSSM expectations for rigor and mathematical practices. The instructional materials attend to each of the three aspects of rigor individually, and they also attend to the balance among the three aspects. The instructional materials emphasize mathematical reasoning, identify the Mathematical Practices (MPs), and partially attend to the full meaning of each practice standard.

Criterion 2a - 2d

Rigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.
7/8
+
-
Criterion Rating Details

The instructional materials for Ready Grade 7 meet the expectation for reflecting the balances in the Standards and helping students meet the Standards’ rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application. The instructional materials partially develop conceptual understanding of key mathematical concepts, give attention throughout the year to procedural skill and fluency, spend sufficient time working with engaging applications, and reflects a balance in treating the three aspects of rigor separately and together.

Indicator 2a

Attention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.
1/2
+
-
Indicator Rating Details

The instructional materials for Ready Grade 7 partially meet expectations that the materials develop conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings. While some lessons develop conceptual understanding, there were many instances where the materials miss opportunities to develop conceptual understanding of key mathematical concepts. Examples include:

• Unit 3 Lesson 15 Writing Linear Expressions is composed of a hands-on activity to create expressions for perimeters of rectangles, but the hands-on activity does not enhance the understanding of expressions. Students use a string to model the perimeter of a desk and then use the length of that string as a measure against which to compare equivalent methods of finding perimeter. The algorithm is taught directly instead of a conceptual model. Conceptual understanding of how quantities are related is not developed in this lesson.
• Unit 1 Lesson 2 Understand Subtractions of Positive and Negative Numbers shows moving from subtraction to adding the opposite but does not use properties of operations to help students see this connection. For example, students "Compare: How are the expressions 8 - 15 and 8 + (-15) alike?" However, the materials do not connect to the expression 15 + ? = 8 to further develop conceptual understanding of the additive inverse.
• In Unit 2 Lesson 11 Equations for Proportional Relationships, students use multiple representations (tables, graphs, and equations) to model a proportional relationship. Students use the provided models in order to answer questions in regard to the proportional relationship by following a procedure to solve problems.

The materials include some problems and questions that develop conceptual understanding throughout the grade level. Examples include:

• Concept Extension provides additional ways to support the development of conceptual understanding. In Unit 1 Lesson 7 Add and Subtract Rational Numbers, students model subtraction of positive and negative numbers with a number line.
• Unit 4, Lesson 19, Understand Conditions for Drawing Triangles: In the Reason and Write section of the lesson, students create a triangle from specifically given conditions and solve for the third unknown angle. Students explain their reasoning and sketch and label two different triangles to justify their answer.
• Unit 5, Lesson 26, Understand Random Samples: In the Reason and Write section of the lesson, students demonstrate their understanding of a random sample by selecting a topic and population from a given list. The directions state, “Describe the attributes of the people that should be represented in a random sample of your population. Then describe how you would create a random sample of the population to participate in the survey. Explain how you know that the sample is representative of the population.”

Indicator 2b

Attention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.
2/2
+
-
Indicator Rating Details

The instructional materials for Ready Grade 7 meet the expectation for giving attention throughout the year to individual standards that set an expectation of procedural skill.

The instructional materials attend to procedural skills in the following ways: lessons that address specific standards, activities, and problem sets. Many of these opportunities are provided by the Additional Fluency Practice book for Grade 7. In the Practice and Problem Solving book, the development of procedural skills happen daily. In addition, the resources include math games for centers, unit practice, skills practice, and fluency repeated reasoning practice are included in the units.

• In Unit 3 Lesson 15 Writing Linear Expressions, students write linear expressions and apply operations to generate equivalent expressions (7.EE.1).
• In Unit 4 Lesson 18 Problem Solving with Angles, students write equations to find unknown angle measures using properties of supplementary, complementary, vertical, and adjacent angles (7.EE.4a).
• In Unit 1 Lesson 5 (7.NS.2d) Terminating and Repeating Decimals, there are problems included in the guided and independent practice that develop procedural skill. In these problems, students convert between decimals, fractions, and decimals and fractions.

Indicator 2c

Attention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade
2/2
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-
Indicator Rating Details

The instructional materials reviewed for Ready Mathematics Grade 7 meet the expectation that teachers and students spend sufficient time working with engaging applications of mathematics without losing focus on the major work of the grade. Overall, the materials have opportunities for students to apply mathematical knowledge and/or skills in a real-world context.

During Independent Practice students often engage with problems that include real-world context and present opportunities for application. The Practice and Problem Solving workbook contains additional routine application problems, and Mid-Unit, Interim, and Unit Assessments often include problems that are contextual. For example:

Indicator 3u

Materials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).
2/2
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-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 7 meet expectations for suggesting support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics.

• ELL strategies can be found throughout the curriculum to build language development and understanding. For example, the Unit 5, Lesson 31, Experimental Probability, “Find Out More” section includes three prompts for teachers to support English Language Learners and an explanation of everyday and academic vocabulary: “Everyday terms have a different meaning in the mathematics classroom. Write the word ‘trial’ on the board, and ask students to explain what they know the word means in everyday speech. Explain that the word means something different in mathematics. Give several examples of different types of trials such as rolling a number cube and spinning a spinner.”
• Performance tasks found at the end of every unit provide students with a graphic organizer to help build vocabulary.
• In each lesson, there are tips for using visual models in order to provide support, suggestions, and strategies to engage students with activities that support varied abilities.
• Some lessons include a Differentiated Instruction section that includes an Intervention Activity, an On-Level Activity, and a Challenge Activity.
• Small Group Differentiation guidance is also included in the Lesson Pacing Guide. For example, in Unit 2, Lesson 9, Ratios Involving Complex Fractions, Small Group Differentiation identifies Grade 6 Lessons 1 and 2 as prerequisite lessons.

Indicator 3v

Materials provide opportunities for advanced students to investigate mathematics content at greater depth.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Grade 7 meet expectations for providing opportunities for advanced students to investigate mathematics content at greater depth.

Materials offer the following instructional support for advanced learners:

• Each lesson of the Teacher Resource Book includes a Challenge Activity that provides students who have mastered the concepts and skills of the lesson with a more sophisticated problem. For example, in Unit 3, Lesson 15, Writing Linear Expressions Challenge Activity, students find the percent discount when given the sale price and the original price of a shirt.
Concept Extensions provide an opportunity for students to extend their learning at a greater depth. In Unit 4, Lesson 22, Scale Drawings, the Concept Extension states: “Connect scaled drawings to equations of proportional relationships: Tell students that what they learned about proportional relationships earlier this year also applies here. You can write an equation that relates the size of the photograph to size of its enlargement. First, find the constant of proportionality. Ask the class to look at the problem on the student book page and find the constant of proportionality. The constant could either be 4 or ¼. Tell students to use 4 inches for the enlargement (x) to 1 inch of the original (y). The equation is e = 4y. To find the width of the enlargement, substitute 4 inches for y; so, e = 4 x 4 = 16.

Indicator 3w

Materials provide a balanced portrayal of various demographic and personal characteristics.
2/2
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-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 7 meet the expectation for providing a balanced portrayal of various demographic and personal characteristics.

• The names of characters and the context of real-world situations in problems represent a variety of cultural groups.
• Interactive Tutorials found in the online Teacher Toolbox represent students of both genders and various ethnicities.
• Cartoon characters presented in the student edition represent students of both genders and various ethnicities.

Indicator 3x

Materials provide opportunities for teachers to use a variety of grouping strategies.
0/0
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-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 7 provide opportunities for teachers to use a variety of grouping strategies.

The following strategies are found in the Teacher Resource Book:

• Each lesson provides teachers with a lesson plan that includes teacher-led activities for whole-group instruction and small-group instruction.
• Throughout the curriculum there are ample opportunities for students to Pair/Share with step-by-step directions for teachers.
• The Online Teacher Toolbox provides math games at the end of each unit with recommended grouping strategies.

Indicator 3y

Materials encourage teachers to draw upon home language and culture to facilitate learning.
0/0
+
-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 7 provide limited support for teachers to draw upon home language and culture to facilitate learning.

The online Teacher Toolbox provides an English and Spanish version of the family letters in the Practice and Problem Solving book. However, the English Language Learner strategies contained within most lessons do not provide guidance for teachers on how to engage students with different levels of language acquisition or how to integrate home language into daily classroom activities.

Criterion 3z - 3ad

Effective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.
0/0
+
-
Criterion Rating Details

The instructional materials for Ready Grade 7 integrate technology in ways that engage students in the Mathematical Practices. The digital materials are web-based and compatible with multiple internet browsers, but they do not include opportunities to assess student mathematical understandings and knowledge of procedural skills. The digital materials do not include opportunities for teachers to personalize learning for all students, and the materials offer some opportunities for customized, local use. The instructional materials do not include opportunities for teachers and/or students to collaborate with each other.

Indicator 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.
0/0
+
-
Indicator Rating Details

The Ready Grade 7 instructional materials include Interactive Tutorials that are animated interactive lessons. These tutorials include integrative technology such as interactive tools and virtual manipulatives/objects to engage students in the Mathematical Practices as they model the mathematical content of the lesson.

Indicator 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.
0/0
+
-
Indicator Rating Details

The Ready Grade 7 digital materials are web-based and compatible with multiple internet browsers. The Teacher Resource Book, Teacher Toolbox, and Student Books are platform neutral and can be accessed on tablets and mobile devices. The i-Ready Door 24 Plus is used for fact fluency, and practice is only available for iPads.

Indicator 3ab

Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.
0/0
+
-
Indicator Rating Details

The instructional materials for Ready Grade 7 do not include opportunities to assess students’ mathematical understanding and knowledge of procedural skills using technology.

i-Ready is an online diagnostic and monitoring tool (available for additional purchase and used by most Ready users). i-Ready has two components. i-Ready Diagnostic is an adaptive diagnostic, and i-Ready Standards Mastery is designed to provide information about mastery of individual grade-level standards.

Indicator 3ac

Materials can be easily customized for individual learners. i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.
0/0
+
-
Indicator Rating Details

The Ready Grade 7 digital instructional materials cannot be customized for individual learners or users. An additional purchase of i-Ready (available for additional purchase and used by most Ready users) does provide adaptive diagnostic and growth measures to support personalized instruction.

There are limited opportunities for the teacher to customize lessons for local use. In the digital material, Prerequisite Lessons can be accessed as well as teacher-led activities for small-group differentiation. The Tools for Instruction digital materials can be used for additional instruction and/or review of prerequisite concepts.

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.).
0/0
+
-
Indicator Rating Details

The Ready Grade 7 instructional materials do not provide opportunities for teachers to collaborate with other teachers or for students to collaborate with other students.

Report Published Date: Thu Apr 12 00:00:00 UTC 2018

Report Edition: 2017

Title ISBN Edition Publisher Year
Ready Mathematics Student Book 978-1-4957-3588-2 Student Edition Curriculum Associates 2017
Ready Mathematics Teacher Resource Book 978-1-4957-3591-2 Teacher Edition Curriculum Associates 2017

All publishers are invited to provide an orientation to the educator-led team that will be reviewing their materials. The review teams also can ask publishers clarifying questions about their programs throughout the review process.

Once a review is complete, publishers have the opportunity to post a 1,500-word response to the educator report and a 1,500-word document that includes any background information or research on the instructional materials.

Educator-Led Review Teams

Each report found on EdReports.org represents hundreds of hours of work by educator reviewers. Working in teams of 4-5, reviewers use educator-developed review tools, evidence guides, and key documents to thoroughly examine their sets of materials.

After receiving over 25 hours of training on the EdReports.org review tool and process, teams meet weekly over the course of several months to share evidence, come to consensus on scoring, and write the evidence that ultimately is shared on the website.

All team members look at every grade and indicator, ensuring that the entire team considers the program in full. The team lead and calibrator also meet in cross-team PLCs to ensure that the tool is being applied consistently among review teams. Final reports are the result of multiple educators analyzing every page, calibrating all findings, and reaching a unified conclusion.

Math K-8 Rubric and Evidence Guides

The K-8 review rubric identifies the criteria and indicators for high quality instructional materials. The rubric supports a sequential review process that reflect the importance of alignment to the standards then consider other high-quality attributes of curriculum as recommended by educators.

For math, our rubrics evaluate materials based on:

• Focus and Coherence

• Rigor and Mathematical Practices

• Instructional Supports and Usability

The K-8 Evidence Guides complement the rubric by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria.

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