## Alignment: Overall Summary

The instructional materials for Spider Learning Mathematics Grade 7 do not meet expectations for alignment to college and career ready (Common Core State Standards for Mathematics). In Gateway 1, the instructional materials do not meet expectations for focus. The materials assess above grade-level content and do not spend 65% of class time on the major work of the grade. The instructional materials do not meet expectations for coherence. While the content presented is viable for one school year, and there are some connections between supporting work and the major work of the grade, the materials are not coherent with the progressions of the standards, do not present opportunities for students to engage with all grade-level standards, and do not foster connections where appropriate and called for by the Standards. Since the materials do not meet expectations for Gateway 1, they were not reviewed for rigor and the mathematical practices in Gateway 2, or usability in Gateway 3.

|

## Gateway 1:

### Focus & Coherence

0
7
12
14
3
12-14
Meets Expectations
8-11
Partially Meets Expectations
0-7
Does Not Meet Expectations

## Gateway 2:

### Rigor & Mathematical Practices

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

|

## Gateway 3:

### Usability

0
22
31
38
N/A
31-38
Meets Expectations
23-30
Partially Meets Expectations
0-22
Does Not Meet Expectations

## The Report

- Collapsed Version + Full Length Version

## Focus & Coherence

#### Does Not Meet Expectations

+
-
Gateway One Details

The instructional materials for Spider Learning Mathematics Grade 7 do not meet expectations for focus and coherence in Gateway 1. The materials do not meet the expectation for focus as they assess above grade-level content and do not spend at least 65% of class time on major work of the grade. The materials do not meet expectations for coherence as they do not follow the progressions of the standards, provide students with extensive work with grade-level problems, and do not foster connections at a single grade where appropriate and called for by the Standards.

### Criterion 1a

Materials do not assess topics before the grade level in which the topic should be introduced.
0/2
+
-
Criterion Rating Details

The instructional materials for Spider Learning Mathematics Grade 7 do not meet expectations for assessing topics before the grade-level in which the topic is introduced. There are above-grade level assessment items present on unit exams.

### 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.
0/2
+
-
Indicator Rating Details

The instructional materials for Spider Learning Mathematics, Grade 7, do not meet expectations for assessing grade-level content. Above grade-level assessment items are present and cannot be modified or omitted without a significant impact on the underlying structure of the instructional materials.

Unit Exam items are randomly assigned to students from a bank of items aligned to each standard, so item numbers are not referenced in this report. The Unit Exams include 30 objective items (O), 6 technology-enhanced items (TEI), and 4 free-response items (FR).

Above grade-level content is found in most unit exams. These items cannot be modified or omitted without significantly modifying the materials, and examples of above grade-level assessment items include:

• In Unit 3 Exam, an O item states, “What is the GCF of the following group of monomials: $$34x^2y, 51xy^2z, 85y^2z^3$$. A. $$4y^2z$$ B. $$17y^2$$ C. 17y D. 3y ” This item aligns to A-SSE.2 (Use the structure of an expression to identify ways to rewrite it).
• In Unit 8 Exam, an O item states, “The volume of a cylinder is found by multiplying pi times the radius squared times the ” A drop down menu of choices are given, “area, circumference, height, diameter.” This item aligns to 8.G.9 (Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems).
• In Unit 12 Exam, a TEI item states, “Use the diagram of the parking lines below to answer the questions that follow. Assume lines are parallel if they appear to be.” The diagram shows three parallel lines cut by a transversal with two angles labeled “4x + 40” and “6x + 10.” Students answer the following questions: “What is the value of “x” in the diagram above? The angle with the measure 4x+40 is equal to ⬜ degrees. The angle with the measure 6x + 10 is equal to ⬜ degrees. Which angle is larger, angle A or angle B? Angle ⬜ is larger. The measure of angle C is ⬜ degrees.” This item aligns to 8.G.5 (Use informal argument to establish facts about the angle sum and exterior angle of triangles about the angles created when parallel lines are cut by and transversal, and the angle-angle criterion for similarity of triangles).

### 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.
0/4
+
-
Criterion Rating Details

The instructional materials for Spider Learning Mathematics Grade 7 do not meet expectations for students and teachers using the materials as designed devoting the majority of class time to the major work of the grade. Overall, the instructional materials spend 21% of class time on the major work of the grade.

### Indicator 1b

Instructional material spends the majority of class time on the major cluster of each grade.
0/4
+
-
Indicator Rating Details

The instructional materials reviewed for Spider Learning Mathematics, Grade 7, do not meet expectations for spending a majority of instructional time on major work of the grade.

• The approximate number of units devoted to major work of the grade (including assessments and supporting work connected to the major work) is 3 out of the 12 units, which is approximately 25%.
• The number of lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 38 out of 180 lessons, which is approximately 21%.
• The number of weeks devoted to major work of the grade (including assessments and supporting work connected to the major work) is 8 out of 36 weeks, which is approximately 22%.

A lesson-level analysis is most representative of the instructional materials because of the consistent structure of the units, where each unit has 15 lessons (3 devoted to assessment). As a result, approximately 21% of the instructional materials focus on major work of the grade.

### Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
3/8
+
-
Criterion Rating Details

The instructional materials for Spider Learning Mathematics Grade 7 do not meet expectations for coherence. The materials include an amount of content viable for one school year, and make some connections between supporting work and the major work of the grade. However, the materials do not attend to the progressions of the standards, students do not have opportunities to engage in extensive work with grade level content as many grade-level standards are not addressed in the materials. In addition, the materials do not include lesson objectives shaped by the clusters or domains of the standards, and do not include connections between major clusters and domains, or supporting clusters and domains.

### Indicator 1c

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Spider Learning Mathematics, Grade 7, partially meet expectations for supporting work enhancing focus and coherence simultaneously by engaging students in the major work of the grade

Each lesson addresses one standard, so supporting work standards are taught in isolation and rarely connect to the major work of the grade. The materials contain missed opportunities to enhance the focus and coherence simultaneously by engaging students in the major work of the grade, for example:

• In Unit 6, Lesson 1, Daily Assignments, students answer, “Angles that have a sum of 90o are called A. complementary angles; B. adjoining angles; C. supplementary angles; D. adjacent angles” (7.G.5), but this is not connected to the major work of the grade.
• In Unit 6, Lesson 3, Daily Assignments, students “Identify which pair of angles is complementary from the diagram below. [Diagram Provided] A. ABC and CBD; B. ABC and DBE; C. CBD and DBE; D. There are no complementary angles in this picture” (7.G.5), but this is not connected to the major work of the grade.

Some examples of supporting work connected to major work of the work of the grade include:

• In Unit 8, Lesson 2 connects the supporting standard, 7.G.6, with the major standard, 7.NS.3, in the following Daily Assignment Problem: “Jamal is painting a door that is 7 feet tall, 3.5 feet long, and 0.25 feet wide. What is the surface area of the door? A. 40.5 $$ft^2$$; B. 54.25 $$ft^2$$; C. 54 $$ft^2$$; D. 40.25 $$ft^2$$.”
• In Unit 8, Lesson 11 connects the supporting standard, 7.G.1, with the major standard, 7.RP.1, when students use proportional reasoning as they analyze scale drawings in the following Daily Assignment Problem: “A dog owner is creating a scale drawing of a doghouse she wants to build. The doghouse will be 5 feet long and 3 feet wide. She wants to use a scale of 1 inch: 2 feet. What will be the dimensions of the drawing? 3 inches x 5 inches; 3 inches x 1.5 inches; 3 inches x 3 inches; 6 inches x 3 inches.”
• In Unit 9, Lesson 4 connects the supporting standard, 7.SP.2, with the major standard, 7.RP.3, when students solve the following Daily Assignment Problem: “At one university a survey was conducted to determine how many students are earning a Bachelor of Science versus a Bachelor of Arts. The survey was given to a small representative sample as the results are located below. [Bachelor of Science 24; Bachelor of Arts 15] If the university has approximately 5,080 students enrolled, how many total students are pursuing a Bachelor of Science? A. 24; B. 2,989; C. 3,126; D. 121,920.”

### 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 reviewed for Spider Learning Mathematics, 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 180 days.

• Each of the 12 units in Spider Learning Mathematics, Grade 7, contain 15 lessons for a total of 180 lessons.
• Within each unit, 3 of the 15 days are assessment days. Quizzes take place at Lessons 5 and 10, and the Unit Exam takes place on Lesson 15.

Spider Learning Mathematics has a Scope and Sequence in a separate document containing the standards addressed for each lesson. Each lesson contains a Pre-Test (5-7 minutes); Interactive Video (5-10 minutes), Introduction to the Lesson Objective (2-3 minutes); DOK1, DOK2, and DOK3 Activities (5-8 minutes each); Summary (2-3 minutes); Post Test (5-7 minutes); and Daily Assignment (10 minutes), for a total class period of 44-64 minutes.

### 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.
0/2
+
-
Indicator Rating Details

The instructional materials reviewed for Spider Learning Mathematics, Grade 7, do not meet expectations for being consistent with the progressions in the Standards.

The instructional materials do not clearly identify content from prior and future grade-levels and do not use it to support the progressions of the grade-level standards. There is no information regarding the progression of the lesson standards from Grade 6 to Grade 8.

In the Teacher view of materials, The Hub (customized for each use situation) includes a Scope and Sequence which identifies the standards and objective for each lesson, however, there are cases where the standards are incorrectly identified in the lesson or the lesson is focused on above or below grade-level standards. Examples include:

• In Unit 6, Lesson 6 identifies 7.G.5, but the lesson addresses 8.G.5, “Use informal arguments to establish facts about the angle sum and exterior angle triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.”
• In Unit 7, Lesson 1 addresses 4.G.2, “Classify two-dimentional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absences of angles of a specified size. Recognize right triangles as a category, and identify right triangles.”
• In Unit 8, Lesson 12 identifies 7.G.2, but it is aligned to 7.G.5 “Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.”

The instructional materials do not give all students extensive work with grade-level problems as there are nine Grade 7 standards which are not addressed. These standards are:

• 7.NS.1a
• 7.NS.2a
• 7.NS.2b
• 7.NS.2c
• 7.EE.2
• 7.G.2
• 7.SP.7a
• 7.SP.7b
• 7.SP.8c

Spider Learning Mathematics, Grade 7, does not explicitly relate grade-level concepts to prior knowledge from earlier grades.

• The Scope and Sequence document contains the standard assigned for each lesson, but does not relate to content from earlier grades.
• The materials provide students some general statements relating to prior grade-level concepts. For example, in Unit 3, Lesson 9, Objective and Introduction states, “The words ‘algebraic equation’ are enough to make some people nervous, but the truth is an equation is just a statement that tells us two things that are equal. ‘Algebraic’ just means that there is a variable in the equation to represent an unknown value. You can use algebraic equations to tell you anything from how much your hair has grown in a year to how many hours you worked this summer. As we explore solving equations, remember that this knowledge will help you use Algebra as a tool in your own life,” and in Unit 8, Lesson 3, Objective and Introduction states, “Do you remember the formula for surface area of a rectangular prism using a net, which is one possible method.”

### 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.
0/2
+
-
Indicator Rating Details

The instructional materials reviewed for Spider Learning Mathematics, Grade 7, do not meet expectations for fostering coherence through connections at a single grade, where appropriate and required by the Standards.

The materials include learning objectives that are not visibly shaped by Grade 7 CCSSM cluster headings, for example:

• In Unit 1, the Lesson 7 objective is “Students will convert mixed numbers into improper fractions.”
• In Unit 2, the Lesson 1 objective is “Students will solve applications by adding or subtracting decimal values.”
• In Unit 3, the Lesson 2 objective is “Students will evaluate algebraic expressions using order of operations with given values.”
• In Unit 5, the Lesson 8 objective is “Students will determine a whole quantity given a part of the whole and its percentage.”
• In Unit 6, the Lesson 2 objective is “Students will classify angles according to their measures.”
• In Unit 10, the Lesson 1 objective is “Students will calculate the mean and median of a set of numeric data.”

Spider Learning Mathematics, Grade 7, does not identify more than one standard in any lesson, which presents few opportunities to include 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. Examples include:

• In Unit 12, Lesson 2 does not connect 7.NS.A to 7.EE.A, Use properties of operations to generate equivalent expressions, or 7.EE.B, Solve real-life and mathematical problems using numerical and algebraic expressions and equations. The Daily Assignment states, “Karli bought 4 notebooks that cost $2.05 each and a pencil for$0.89. What was the total cost for her school supplies? A. $8.89; B.$9.09; C. $10.56; D.$11.76.”
• In Unit 12, Lesson 6 addresses 7.RP.2 and does not connect to 7.EE.B, Solve real-life and mathematical problems using numerical and algebraic expressions and equations. The Daily Assignment states, “Use the information below to answer the question that follows. The distance from your house to the park and back is approximately 3.5 miles. You can walk at an average of 2.5 miles per hour. If you decided to walk to the park and back home, how long would the walk take?” The response choices provided are: “Approximately 1.4 hours; Approximately 30 minutes.”

## Rigor & Mathematical Practices

#### Not Rated

+
-
Gateway Two Details
Materials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One

### 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.

### 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.
N/A

### 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.
N/A

### 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
N/A

### Indicator 2d

Balance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.
N/A

### Criterion 2e - 2g.iii

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice

### Indicator 2e

The Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.
N/A

### Indicator 2f

Materials carefully attend to the full meaning of each practice standard
N/A

### Indicator 2g

Emphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:
N/A

### Indicator 2g.i

Materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.
N/A

### Indicator 2g.ii

Materials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.
N/A

### Indicator 2g.iii

Materials explicitly attend to the specialized language of mathematics.
N/A

## Usability

#### Not Rated

+
-
Gateway Three Details
This material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two

### Criterion 3a - 3e

Use and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.

### Indicator 3a

The underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.
N/A

### Indicator 3b

Design of assignments is not haphazard: exercises are given in intentional sequences.
N/A

### Indicator 3c

There is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.
N/A

### Indicator 3d

Manipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.
N/A

### Indicator 3e

The visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
N/A

### Criterion 3f - 3l

Teacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.

### Indicator 3f

Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.
N/A

### Indicator 3g

Materials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.
N/A

### Indicator 3h

Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.
N/A

### Indicator 3i

Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.
N/A

### Indicator 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).
N/A

### Indicator 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.
N/A

### Indicator 3l

Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.
N/A

### Criterion 3m - 3q

Assessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.

### Indicator 3m

Materials provide strategies for gathering information about students' prior knowledge within and across grade levels.
N/A

### Indicator 3n

Materials provide strategies for teachers to identify and address common student errors and misconceptions.
N/A

### Indicator 3o

Materials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.
N/A

### Indicator 3p

Materials offer ongoing formative and summative assessments:
N/A

### Indicator 3p.i

Assessments clearly denote which standards are being emphasized.
N/A

### Indicator 3p.ii

Assessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
N/A

### Indicator 3q

Materials encourage students to monitor their own progress.
N/A

### Criterion 3r - 3y

Differentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.

### Indicator 3r

Materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.
N/A

### Indicator 3s

Materials provide teachers with strategies for meeting the needs of a range of learners.
N/A

### Indicator 3t

Materials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.
N/A

### 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).
N/A

### Indicator 3v

Materials provide opportunities for advanced students to investigate mathematics content at greater depth.
N/A

### Indicator 3w

Materials provide a balanced portrayal of various demographic and personal characteristics.
N/A

### Indicator 3x

Materials provide opportunities for teachers to use a variety of grouping strategies.
N/A

### Indicator 3y

Materials encourage teachers to draw upon home language and culture to facilitate learning.
N/A

### Criterion 3aa - 3z

Effective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.

### 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.
N/A

### Indicator 3ab

Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.
N/A

### 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.
N/A

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.).
N/A

### 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.
N/A
abc123

Report Published Date: 2020/06/18

Report Edition: 2019

## Math K-8 Review Tool

The mathematics review criteria identifies the indicators for high-quality instructional materials. The review criteria 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 review criteria evaluates materials based on:

• Focus and Coherence

• Rigor and Mathematical Practices

• Instructional Supports and Usability

The K-8 Evidence Guides complements the review criteria 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.

The EdReports rubric supports a sequential review process through three gateways. These gateways reflect the importance of alignment to college and career ready standards and considers other attributes of high-quality curriculum, such as usability and design, as recommended by educators.

Materials must meet or partially meet expectations for the first set of indicators (gateway 1) to move to the other gateways.

Gateways 1 and 2 focus on questions of alignment to the standards. Are the instructional materials aligned to the standards? Are all standards present and treated with appropriate depth and quality required to support student learning?

Gateway 3 focuses on the question of usability. Are the instructional materials user-friendly for students and educators? Materials must be well designed to facilitate student learning and enhance a teacher’s ability to differentiate and build knowledge within the classroom.

In order to be reviewed and attain a rating for usability (Gateway 3), the instructional materials must first meet expectations for alignment (Gateways 1 and 2).

Alignment and usability ratings are assigned based on how materials score on a series of criteria and indicators with reviewers providing supporting evidence to determine and substantiate each point awarded.

Alignment and usability ratings are assigned based on how materials score on a series of criteria and indicators with reviewers providing supporting evidence to determine and substantiate each point awarded.

For ELA and math, alignment ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for alignment to college- and career-ready standards, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.

For science, alignment ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for alignment to the Next Generation Science Standards, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.

For all content areas, usability ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for effective practices (as outlined in the evaluation tool) for use and design, teacher planning and learning, assessment, differentiated instruction, and effective technology use.