## Alignment: Overall Summary

The materials reviewed for Core Curriculum by MidSchoolMath Grade 7 meet expectations for Alignment to the CCSSM. In Gateway 1, the materials meet expectations for focus and coherence, and in Gateway 2, the materials meet expectations for rigor and practice-content connections.

|

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

|

## Gateway 3:

### Usability

0
17
24
27
27
24-27
Meets Expectations
18-23
Partially Meets Expectations
0-17
Does Not Meet Expectations

## The Report

- Collapsed Version + Full Length Version

## Focus & Coherence

#### Meets Expectations

+
-
Gateway One Details

The materials reviewed for Core Curriculum by MidSchoolMath Grade 7 meet expectations for focus and coherence. For focus, the materials assess grade-level content, and partially give all students extensive work with grade-level problems to meet the full intent of grade-level standards. For coherence, each grade’s materials are coherent and consistent with the CCSSM.

### Criterion 1a - 1b

Materials assess grade-level content and give all students extensive work with grade-level problems to meet the full intent of grade-level standards.

6/6
+
-
Criterion Rating Details

The materials reviewed for Core Curriculum by MidSchoolMath Grade 7 meet expectations for focus as they assess grade-level content and provide all students extensive work with grade-level problems to meet the full intent of grade-level standards.

### Indicator 1a

Materials assess the grade-level content and, if applicable, content from earlier grades.

2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8, Grade 7 meet expectations for assessing grade-level content.

The materials are organized by the Domains and Clusters delineated by CCSS. Each Cluster has a Milestone Assessment, and all assessments include multiple choice and/or multiple select. The assessments are aligned to grade-level standards, and examples include:

• In Milestone Assessment 7.G.A, Question 7, “A plane intersects the three-dimensional figure. What is the shape of the two-dimensional cross section? a) Triangle; b) Rectangle: c) Trapezoid; d) Pentagon.” There is an accompanying image of a rectangular prism that is intersected by a plane on its left and bottom faces.

• In Milestone Assessment 7.NS.A, Question 19, “Which statements are true? Select all that apply. a) The product of a positive number and a negative number is always negative.; b) The sum of a positive number and a negative number is always negative; c) The quotient of two negative numbers is always positive; d) The sum of two positive numbers is always positive.”

• In Milestone Assessment 7.G.B, Question 8, “A cube has a volume of 512 cubic units. What is the surface area of the cube?  a) 1,024 square units ; b) 48 square units ; c) 384 square units ; d) 256 square units.”

• In Milestone Assessment 7.SP.A, Question 2, “For which population would it be most necessary to use a sample for study?  a) The soccer team at my school; b) Teachers at my school;  c) Students in my math class; d) 7th graders in my state.”

### Indicator 1b

Materials give all students extensive work with grade-level problems to meet the full intent of grade-level standards.

2/4
+
-
Indicator Rating Details

The instructional materials for Core Curriculum by MidSchoolMath 5-8, Grade 7 partially meet expectations for giving all students extensive work with grade-level problems to meet the full intent of grade-level standards.

The instructional materials do not always attend to the full intent of the grade-level standards. Each lesson addresses one grade-level standard with no standards absent from the materials. Lessons are three to four days long, and all students complete the same work. However, there are limited opportunities within each lesson to practice the content of the standards. Opportunities for practice include: Math Simulator, one to four questions; Practice Printable typically has six to ten questions; Clicker Quizzes include six questions; and the teacher can assign a specific domain in Test Trainer Pro. Since all standards are given the same attention, students have limited opportunities to engage in extensive work with grade-level problems to meet the full intent of all grade-level standards. Examples where the full intent is not attended to include:

• In 7.EE.B.4b, The Fur Trader, students do not graph the solution set of the inequality and interpret it in the context of the problem. In the Practice Printable, students solve and explain inequalities, but they only match given graphs to problems, they never graph the solution set of inequalities.

• In 7.G.B.4, Crop Circle, students do not give an informal derivation of the relationship between the circumference and area of a circle. In the Practice Printable, students solve multiple area and circumference problems using the formulas, but do not derive or explain a connection between the circumference and area of a circle. In the teacher instruction, the only explanation is, “We use this formula $$(C=\pi d)$$ because no matter what size the circle, it takes a little over 3 diameter lengths to fit completely around the circle.”

The Test Trainer Pro and Simulation Trainer are designed to provide additional, grade-level work, but all of the items for these two features are not available for review.

• In Test Trainer Pro, primarily used as a daily warm-up, there is no way for teachers to assign specific content other than a domain of standards.

• In Simulation Trainer, the content matches the lesson, but students can provide any number as an answer, then watch the steps worked out (no words) in a solution video. They’re presented with the same question again and can put in the correct answer, then watch the same solution again. If they get it correct the first time, they also watch the solution video. The next questions are not novel, but the same situation with new numbers. If students miss one, it resets them to the beginning, no matter where they were in the assignment. It is possible that some students would never complete a Simulation Trainer.

### Criterion 1c - 1g

Each grade’s materials are coherent and consistent with the Standards.

8/8
+
-
Criterion Rating Details

The materials reviewed for Core Curriculum by MidSchoolMath Grade 7 meet expectations for coherence. The majority of the materials: address the major clusters of the grade, have supporting content connected to major work, make connections between clusters and domains, and have content from prior and future grades connected to grade-level work.

### Indicator 1c

When implemented as designed, the majority of the materials address the major clusters of each grade.

2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8, Grade 7 meet expectations that, when implemented as designed, the majority of the materials address the major clusters of each grade.

• The approximate number of days devoted to major work of the grade (including assessments and supporting work connected to the major work) is 112 out of 174, which is approximately 64%.

• The number of lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 23 out of 35 lessons, which is approximately 66%.

• The number of weeks devoted to major work (including assessments and supporting work connected to the major work) is 23 out of 36, which is approximately 64%.

A day level analysis is most representative of the instructional materials because this represents the class time that is devoted to major work of the grade including reviews, domain intensives, and assessments. As a result, approximately 64% of the instructional materials focus on major work of the grade.

### Indicator 1d

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.

2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Core Curriculum by MidSchoolMath 5-8, Grade 7 meet expectations for supporting content enhancing focus and coherence simultaneously by engaging students in the major work of the grade.

Examples of connections between supporting content and major work of the grade include:

• 7.G.A.1, Build a Bigger Box connects to 7.RP.A as students use proportional reasoning when they analyze scale drawings. In the Teacher Instruction, the script reads, “Just by looking, it’s not easy to tell what the scale factor is. What multiplier will shrink $$\triangle$$MNO to the size of $$\triangle$$QRS? In a case like this, we can set up a proportion using the length of corresponding sides. There are many ways to determine side lengths in a scale drawing and similar figures. We can use ratios between sides and scale factors to tell us about the relationships of the side lengths.” In the Practice Printable, Question 7, “Figures 2 and 3 are scale drawings of Figure 1. Use the given scales to determine the dimensions of Figure 2 and Figure 3.” The given scales are provided as ratios.

• 7.SP.C.7b, Break Time connects to 7.RP.A as students use proportional reasoning and percentages when they extrapolate from random samples and use probability. In the Practice Printable, Question 2, “Three cousins—Rayanna, Kip, and Marco—play the same game board every weekend. Fill in the missing information in the table.” The first column of the table bears the heading, “Probability of winning a game,” and the second column says, “Likely number of wins out of 60 games.”

• 7.G.B.5, Guarding the Great Gate connects to 7.EE.4 as students use equations to find unknown angles in a figure. In the Practice Printable, Question 3 shows a straight angle split into 4 unequal sections. The sections measure $$28^\degree$$, $$3x^\degree$$, $$32^\degree$$, and $$5x^\degree$$. Part a) “Write and solve an equation to determine the value of $$x$$.”; Part b) “Determine the measure of each angle.”

### Indicator 1e

Materials include problems and activities that serve to connect two or more clusters in a domain or two or more domains in a grade.

2/2
+
-
Indicator Rating Details

The instructional materials for Core Curriculum by MidSchoolMath 5-8, Grade 7 meet expectations for including problems and activities that serve to connect two or more clusters in a domain or two or more domains in a grade. Examples include:

• 7.NS.A.1d, Bad Accounting states, “This activity connects 7.NS.A to 7.EE.B as students will use the same strategies to simplify expressions and solve equations involving negative rational numbers.” In the Practice Printable, Questions 4 and 5 state, the students evaluate $$x$$. Question 4 states, “Evaluate for $$x=\frac{7}{8}:-x+2-(-x)$$”; Question 5 states, “Evaluate for $$x = -2.4: -3c+6+2x$$”.

• 7.EE.B.4a, Pen Perimeter connects the major work of 7.EE.B to 7.NS.A when students extend their understanding of fractions to rational numbers when solving equations. In the Practice Printable, Question 6 states, “Julio rented 1 movie and 3 video games. He paid $13.60 in total. The movie cost$4.75 to rent. The video games each cost the same amount. How much did Julio pay for each video game?”

• 7.RP.A.3, Sport Stats, connects the major work of 7.RP.A to 7.EE.B and 7.NS.A as students write and solve equations and proportions representing situations involving percentages. In the Practice Printable, Question 4 states, “During a science lab, Rocco determined the boiling point of ethyl alcohol is $$75 \degree C$$. The actual boiling point of ethyl alcohol is $$78 \degree C$$. What is Rocoo’s percent error?”

• 7.EE.B.4b, The Fur Trader connects the major work of 7.EE.B to 7.NS.A as students solve multi-step, real-world problems by writing and solving equations and performing appropriate calculations using the properties of operations with rational numbers. In the Practice Printable, Question 2 states, “Jodi works at a watch shop. She makes $40 per day plus$15 for every watch she sells. If she wants to make \$200 in a day, how many watches does she need to sell?”

### Indicator 1f

Content from future grades is identified and related to grade-level work, and materials relate grade-level concepts explicitly to prior knowledge from earlier grades.

2/2
+
-
Indicator Rating Details

The instructional materials for Core Curriculum by MidSchoolMath 5-8, Grade 7 meet expectations for clearly identifying content from future grades and relating it to grade-level work and explicitly relating grade-level concepts to prior knowledge from earlier grades.

An example of clearly identifying content from future grades and relating it to grade-level work is:

• 7.RP.A.2d, Doggy Diet identifies “Prerequisite Standards 6.RP.A.2, 6.RP.A.3, 7.RP.A.1” and Cluster Connections including “Direct Connection: In Doggy Diet, students will help Lena interpret points on a graph showing the proportional relationship between a dog's ideal weight and how much he can eat per day. Cross-Cluster Connection: This activity connects 7.RP.A to 8.F.B as students will extend their knowledge of proportional relationships, as they calculate and interpret components of graphs of linear functions, including (x, y) points, slope and y-intercept.”

Examples of explicitly relating grade-level concepts to prior knowledge from earlier grades include:

• 7.NS.A.1c, Avalanche Pits states, “Understanding and representing temperature changes reinforce their understanding of absolute value which they investigated in 6.NS.C.7.”

• 7.RP.A.1, Candlelight Dinner states, “This activity connects 7.RP.A to 6.RP.A as students are extending their knowledge of ratios and rates to include complex fractions.”

• 7.RP.A.3, Sports Stats states, “This activity connects 7.RP.A to 6.RP.A as students will apply their knowledge of ratio reasoning and proportional relationships to solve multi-step problems.”

### Indicator 1g

In order to foster coherence between grades, materials can be completed within a regular school year with little to no modification.

Narrative Evidence Only
+
-
Indicator Rating Details

The instructional materials for Core Curriculum by MidSchoolMath 5-8, Grade 7, in order to foster coherence between grades, can be completed within a regular school year with little to no modification. As designed, the instructional materials, with assessments, can be completed in 139-174 days.

• There are five domains which contain a total of 35 lessons. Lessons are designed to take three to four days each, leading to a total of 105-140 lesson days.

• There are five days for Major Cluster Intensives.

• There are 29 assessment days including 10 days for review,10 spiral review days in the Distributed Practice Modules, and nine milestone assessments.

The Scope and Sequence Chart in the Teacher Edition provides pacing information. A lesson is designed for 60 minutes.

## Rigor & the Mathematical Practices

#### Meets Expectations

+
-
Gateway Two Details

The materials reviewed for Core Curriculum by MidSchoolMath Grade 7 meet expectations for rigor and balance and practice-content connections. The materials reflect the balances in the Standards and help students develop conceptual understanding, procedural skill and fluency, and application. The materials make meaningful connections between the Standards for Mathematical Content and the Standards for Mathematical Practice (MPs).

### Criterion 2a - 2d

Materials reflect the balances in the Standards and help students meet the Standards’ rigorous expectations, by giving appropriate attention to: developing students’ conceptual understanding; procedural skill and fluency; and engaging applications.

8/8
+
-
Criterion Rating Details

The materials reviewed for Core Curriculum by MidSchoolMath Grade 7 meet expectations for rigor. The materials develop conceptual understanding of key mathematical concepts, give attention throughout the year to procedural skill and fluency, spend sufficient time working with engaging applications of mathematics, and do not always treat the three aspects of rigor together or separately.

### Indicator 2a

Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.

0/2

### Indicator 2b

Materials give attention throughout the year to individual standards that set an expectation for procedural skill and fluency.

0/2

### Indicator 2c

Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics.

0/2

### Indicator 2d

The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the three aspects of rigor within the grade.

0/2

### Criterion 2e - 2i

Materials meaningfully connect the Standards for Mathematical Content and Standards for Mathematical Practice (MPs).

10/10
+
-
Criterion Rating Details

The materials reviewed for Core Curriculum by MidSchoolMath Grade 7 meet expectations for practice-content connections. The materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice (MPs).

Each Detailed Lesson Plan, Lesson Plan Overview, includes one to three MPs and describes how the lesson connects to the MPs. In addition, each Detailed Lesson Plan includes a specific tip from Jo Boaler that provides guidance about how to connect the MPs with the lesson. In the Teacher’s Guide, Protocols to Support Standards for Mathematical Practice includes, “To support the Standards for Mathematical Practice, MidSchoolMath has compiled a ‘Top 10’ bank to include protocols (or instructional moves) that teachers use to structure learning experiences to deepen the understanding of the SMP. Recommended protocols for each lesson are found in the Detailed Lesson Plans with teacher instructions to implement.” The protocols are directly related to the MPs they best support.

### Indicator 2e

Materials support the intentional development of MP1: Make sense of problems and persevere in solving them; and MP2: Reason abstractly and quantitatively, for students, in connection to the grade-level content standards, as expected by the mathematical practice standards.

0/2

### Indicator 2f

Materials support the intentional development of MP3: Construct viable arguments and critique the reasoning of others, for students, in connection to the grade-level content standards, as expected by the mathematical practice standards.

0/2

### Indicator 2g

Materials support the intentional development of MP4: Model with mathematics; and MP5: Choose tools strategically, for students, in connection to the grade-level content standards, as expected by the mathematical practice standards.

0/2

### Indicator 2h

Materials attend to the intentional development of MP6: Attend to precision; and attend to the specialized language of mathematics for students, in connection to the grade-level content standards, as expected by the mathematical practice standards.

0/2

### Indicator 2i

Materials support the intentional development of MP7: Look for and make use of structure; and MP8: Look for and express regularity in repeated reasoning, for students, in connection to the grade-level content standards, as expected by the mathematical practice standards.

0/2

## Usability

#### Meets Expectations

+
-
Gateway Three Details

The materials reviewed for Core Curriculum by MidSchoolMath Grade 7 meet expectations for Usability. The materials meet expectations for Criterion 1, Teacher Supports, for Criterion 2, Assessment, and for Criterion 3, Student Supports.

### Criterion 3a - 3f

The program includes opportunities for teachers to effectively plan and utilize materials with integrity and to further develop their own understanding of the content.

9/9
+
-
Criterion Rating Details

The materials reviewed for Core Curriculum by MidSchoolMath Grade 7 meet expectations for Teacher Supports. The materials: provide teacher guidance with useful annotations and suggestions for enacting the materials, contain adult-level explanations and examples of the more complex grade-level concepts and concepts beyond the current grade so that teachers can improve their own knowledge of the subject, include standards correlation information that explains the role of the standards in the context of the overall series, provide explanations of the instructional approaches of the program and identification of the research-based strategies, and provide a comprehensive list of supplies needed to support instructional activities.

### Indicator 3a

Materials provide teacher guidance with useful annotations and suggestions for how to enact the student materials and ancillary materials, with specific attention to engaging students in order to guide their mathematical development.

0/2

### Indicator 3b

Materials contain adult-level explanations and examples of the more complex grade-level/course-level concepts and concepts beyond the current course so that teachers can improve their own knowledge of the subject.

0/2

### Indicator 3c

Materials include standards correlation information that explains the role of the standards in the context of the overall series.

0/2

### Indicator 3d

Materials provide strategies for informing all stakeholders, including students, parents, or caregivers about the program and suggestions for how they can help support student progress and achievement.

Narrative Evidence Only

### Indicator 3e

Materials provide explanations of the instructional approaches of the program and identification of the research-based strategies.

0/2

### Indicator 3f

Materials provide a comprehensive list of supplies needed to support instructional activities.

0/1

### Criterion 3i - 3l

The program includes a system of assessments identifying how materials provide tools, guidance, and support for teachers to collect, interpret, and act on data about student progress towards the standards.

10/10
+
-
Criterion Rating Details

The materials reviewed for Core Curriculum by MidSchoolMath Grade 7 meet expectations for Assessment. The materials: have assessment information included in the materials to indicate which standards are assessed, include an assessment system that provides multiple opportunities throughout the grade to determine students' learning and sufficient guidance to teachers for interpreting student performance and suggestions for follow-up, and provide assessments that include opportunities for students to demonstrate the full intent of grade-level standards and practices.

### Indicator 3i

Assessment information is included in the materials to indicate which standards are assessed.

0/2

### Indicator 3j

Assessment system provides multiple opportunities throughout the grade, course, and/or series to determine students' learning and sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.

0/4

### Indicator 3k

Assessments include opportunities for students to demonstrate the full intent of grade-level/course-level standards and practices across the series.

0/4

### Indicator 3l

Assessments offer accommodations that allow students to demonstrate their knowledge and skills without changing the content of the assessment.

Narrative Evidence Only

### Criterion 3m - 3v

The program includes materials designed for each child’s regular and active participation in grade-level/grade-band/series content.

8/8
+
-
Criterion Rating Details

The materials reviewed for Core Curriculum by MidSchoolMath Grade 7 meet expectations for Student Supports. The materials provide: strategies and supports for students in special populations to support their regular and active participation in learning grade-level mathematics, extensions and/or opportunities for students to engage with grade-level mathematics at higher levels of complexity, strategies and supports for students who read, write, and/or speak in a language other than English to regularly participate in learning grade-level mathematics, and manipulatives, both virtual and physical, that are accurate representations of the mathematical objects they represent and, when appropriate, are connected to written methods.

### Indicator 3m

Materials provide strategies and supports for students in special populations to support their regular and active participation in learning grade-level/series mathematics.

0/2

### Indicator 3n

Materials provide extensions and/or opportunities for students to engage with grade-level/course-level mathematics at higher levels of complexity.

0/2

### Indicator 3o

Materials provide varied approaches to learning tasks over time and variety in how students are expected to demonstrate their learning with opportunities for students to monitor their learning.

Narrative Evidence Only

### Indicator 3p

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

Narrative Evidence Only

### Indicator 3q

Materials provide strategies and supports for students who read, write, and/or speak in a language other than English to regularly participate in learning grade-level mathematics.

0/2

### Indicator 3r

Materials provide a balance of images or information about people, representing various demographic and physical characteristics.

0/2

### Indicator 3s

Materials provide guidance to encourage teachers to draw upon student home language to facilitate learning.

Narrative Evidence Only

### Indicator 3t

Materials provide guidance to encourage teachers to draw upon student cultural and social backgrounds to facilitate learning.

Narrative Evidence Only

### Indicator 3u

Materials provide supports for different reading levels to ensure accessibility for students.

Narrative Evidence Only

### Indicator 3v

Manipulatives, both virtual and physical, are accurate representations of the mathematical objects they represent and, when appropriate, are connected to written methods.

0/2

### Criterion 3w - 3z

The program includes a visual design that is engaging and references or integrates digital technology, when applicable, with guidance for teachers.

0/0
+
-
Criterion Rating Details

The materials reviewed for Core Curriculum by MidSchoolMath Grade 7 include a visual design that is engaging and integrates digital technology, when applicable, with guidance for teachers. The materials: integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the grade-level standards, include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, have a visual design that supports students in engaging thoughtfully with the subject, and provide some teacher guidance for the use of embedded technology to support and enhance student learning.

### Indicator 3w

Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the grade-level/series standards, when applicable.

Narrative Evidence Only

### Indicator 3x

Materials include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, when applicable.

Narrative Evidence Only

### Indicator 3y

The visual design (whether in print or digital) supports students in engaging thoughtfully with the subject, and is neither distracting nor chaotic.

Narrative Evidence Only

### Indicator 3z

Materials provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable.

Narrative Evidence Only
abc123

Report Published Date: 2021/04/22

Report Edition: 2021

## Math K-8 Review Tool

The K-8 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 complement 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.