Texas i-Ready Classroom Mathematics, Grade 3

Overview

Grade K Quality Review Summary

Strengths

• 1.2 Unit-Level Design: Materials include comprehensive unit overviews that provide background content knowledge and academic vocabulary necessary for effective teaching, and contain supports for families in both Spanish and English with suggestions for supporting their student's progress. 
• 1.3 Lesson-Level Design: Materials include comprehensive, structured lesson plans with daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards. They also provide a lesson overview outlining the suggested timing for each component, a list of necessary teacher and student materials, and guidance on the effective use of lesson materials for extended practice, such as homework, extension, and enrichment. 
• 2.2 Data Analysis and Progress Monitoring: Materials include instructional assessments and scoring information that provide guidance for interpreting and responding to student performance, offer guidance on using tasks and activities to address student performance trends, and include tools for students to track their own progress and growth. 
• 3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction, activities, and scaffolded lessons for students who have not yet reached proficiency, pre-teaching or embedded supports for unfamiliar vocabulary and references in text, and guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills. 
• 3.2 Instructional Methods: Materials include prompts and guidance to support teachers in modeling, explaining, and directly and explicitly communicating concepts to be learned. They provide teacher guidance and recommendations for effective lesson delivery using various instructional approaches, and support multiple types of practice with guidance on recommended structures, such as whole group, small group, and individual settings, to ensure effective implementation. 
• 3.3 Support for Emergent Bilingual Students: Materials provide guidance for teachers in bilingual/ESL programs, support academic vocabulary and comprehension, and include resources for metalinguistic transfer in dual language immersion programs. 
• 4.1 Depth of Key Concepts: Materials provide practice opportunities and instructional assessments that require students to demonstrate depth of understanding aligned to the TEKS, with questions and tasks that progressively increase in rigor and complexity, leading to grade-level proficiency in mathematics standards. 
• 4.3 Spaced and Interleaved Practice: Materials provide spaced retrieval and interleaved practice opportunities with previously learned skills and concepts across lessons and units. 
• 5.1 Development of Conceptual Understanding: Materials include questions and tasks that require students to interpret, analyze, and evaluate various models for mathematical concepts, create models to represent mathematical situations, and apply conceptual understanding to new problem situations and contexts. 
• 5.2 Development of Fluency: Materials provide tasks designed to build student automaticity and fluency for grade-level tasks, offer opportunities to practice efficient and accurate mathematical procedures, evaluate procedures for efficiency and accuracy, and include embedded supports for teachers to guide students toward more efficient approaches. 
• 5.4 Development of Academic Mathematical Language: Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and language strategies, with embedded teacher guidance on scaffolding vocabulary, syntax, and discourse, and supporting mathematical conversations to refine and use math language. 
• 6.1 Student Self-Efficacy: Materials provide opportunities for students to think mathematically, persevere through problem-solving, and make sense of mathematics, while supporting them in understanding multiple ways to solve problems and requiring them to engage with math through doing, writing, and discussion. 
• 6.2 Facilitating Productive Struggle: Materials support teachers in guiding students to share and reflect on their problem-solving approaches, offering prompts and guidance for providing explanatory feedback based on student responses and anticipated misconceptions.

Challenges

• 1.1 Course-Level Design: Materials do not include a scope and sequence outlining the TEKS, ELPS, concepts, and knowledge taught in the course. 
• 2.1 Instructional Assessments: Materials lack teacher guidance for administration of assessments and do not include formative and summative assessments aligned to the TEKS. 
• 4.2 Coherence of Key Concepts: Materials do not include a logically sequenced scope and sequence. 
• 5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials do not explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
• 5.5 Process Standards Connections: Materials do not include a description of how process standards are connected throughout the course and unit. 

Summary

Curriculum Associates, LLC Texas i-Ready Classroom Mathematics is a K–8 mathematics program. The materials conceptually presents math topics with new skills practiced concretely and then transitioned to an abstract method. The materials contain detailed teacher guidance, such as unit and lesson overviews and tips within lessons to guide teacher questioning and intervention strategies. Various formative and summative assessments are available to inform instructional practices, including lesson quizzes, online comprehension checks, unit quizzes, problem-based assessments, and diagnostic assessments. The program contains specific and comprehensive differentiation strategies for Emergent bilingual students and students who need skill intervention. Lessons embed error alerts that signal misconceptions and provide corrective strategies, sentence stems, "Differentiation for English Learners" sections with activity suggestions, and intervention activities. 

Campus and district instructional leaders should consider the following:

• The materials provide alignment to standards and instruction in all grade-level mathematical concepts and skills. Campus and district leaders may need to supplement alignment documents, such as the scope and sequence, where appropriate. They also have the option to request a scope and sequence directly from Curriculum Associates, LLC, given that one is not included in the materials. 
• The materials have various activities and resources for supporting all learners, including students performing above and below grade-level proficiency and emergent bilingual students. The materials also provide a bank of resources to inform families about their students' learning. Family letters for each lesson explain the concepts students are learning, offer activities to work on at home, and are available in 11 languages. Teachers may need additional support for providing linguistic accommodations in line with the four levels of language proficiency outlined in the ELPS.

Grade 1 Quality Review Summary

Strengths

• 1.2 Unit-Level Design: Materials include comprehensive unit overviews that provide background content knowledge and academic vocabulary necessary for effective teaching, and contain supports for families in both Spanish and English with suggestions for supporting their student's progress. 
• 1.3 Lesson-Level Design: Materials include comprehensive, structured lesson plans with daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards. They also provide a lesson overview outlining the suggested timing for each component, a list of necessary teacher and student materials, and guidance on the effective use of lesson materials for extended practice, such as homework, extension, and enrichment. 
• 2.2 Data Analysis and Progress Monitoring: Materials include instructional assessments and scoring information that provide guidance for interpreting and responding to student performance, offer guidance on using tasks and activities to address student performance trends, and include tools for students to track their own progress and growth. 
• 3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction, activities, and scaffolded lessons for students who have not yet reached proficiency, pre-teaching or embedded supports for unfamiliar vocabulary and references in text, and guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills. 
• 3.2 Instructional Methods: Materials include prompts and guidance to support teachers in modeling, explaining, and directly and explicitly communicating concepts to be learned. They provide teacher guidance and recommendations for effective lesson delivery using various instructional approaches, and support multiple types of practice with guidance on recommended structures, such as whole group, small group, and individual settings, to ensure effective implementation. 
• 3.3 Support for Emergent Bilingual Students: Materials provide guidance for teachers in bilingual/ESL programs, support academic vocabulary and comprehension, and include resources for metalinguistic transfer in dual language immersion programs. 
• 4.1 Depth of Key Concepts: Materials provide practice opportunities and instructional assessments that require students to demonstrate depth of understanding aligned to the TEKS, with questions and tasks that progressively increase in rigor and complexity, leading to grade-level proficiency in mathematics standards. 
• 4.3 Spaced and Interleaved Practice: Materials provide spaced retrieval and interleaved practice opportunities with previously learned skills and concepts across lessons and units. 
• 5.1 Development of Conceptual Understanding: Materials include questions and tasks that require students to interpret, analyze, and evaluate various models for mathematical concepts, create models to represent mathematical situations, and apply conceptual understanding to new problem situations and contexts. 
• 5.2 Development of Fluency: Materials provide tasks designed to build student automaticity and fluency for grade-level tasks, offer opportunities to practice efficient and accurate mathematical procedures, evaluate procedures for efficiency and accuracy, and include embedded supports for teachers to guide students toward more efficient approaches. 
• 5.4 Development of Academic Mathematical Language: Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and language strategies, with embedded teacher guidance on scaffolding vocabulary, syntax, and discourse, and supporting mathematical conversations to refine and use math language. 
• 6.1 Student Self-Efficacy: Materials provide opportunities for students to think mathematically, persevere through problem-solving, and make sense of mathematics, while supporting them in understanding multiple ways to solve problems and requiring them to engage with math through doing, writing, and discussion. 
• 6.2 Facilitating Productive Struggle: Materials support teachers in guiding students to share and reflect on their problem-solving approaches, offering prompts and guidance for providing explanatory feedback based on student responses and anticipated misconceptions.

Challenges

• 1.1 Course-Level Design: Materials do not include a scope and sequence outlining the TEKS, ELPS, concepts, and knowledge taught in the course. 
• 2.1 Instructional Assessments: Materials lack teacher guidance for administration of assessments and do not include formative and summative assessments aligned to the TEKS. . 
• 4.2 Coherence of Key Concepts: Materials do not include a logically sequenced scope and sequence. 
• 5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials do not explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
• 5.5 Process Standards Connections: Materials do not include a description of how process standards are connected throughout the course and unit.  

Summary

Curriculum Associates, LLC Texas i-Ready Classroom Mathematics is a K–8 mathematics program. The materials conceptually presents math topics with new skills practiced concretely and then transitioned to an abstract method. The materials contain detailed teacher guidance, such as unit and lesson overviews and tips within lessons to guide teacher questioning and intervention strategies. Various formative and summative assessments are available to inform instructional practices, including lesson quizzes, online comprehension checks, unit quizzes, problem-based assessments, and diagnostic assessments. The program contains specific and comprehensive differentiation strategies for Emergent bilingual students and students who need skill intervention. Lessons embed error alerts that signal misconceptions and provide corrective strategies, sentence stems, "Differentiation for English Learners" sections with activity suggestions, and intervention activities. 

Campus and district instructional leaders should consider the following:

• The materials provide alignment to grade 1 standards and instruction in all grade-level mathematical concepts and skills. Campus and district leaders may need to supplement alignment documents, such as the scope and sequence, where appropriate. They also have the option to request a scope and sequence directly from Curriculum Associates, LLC, given that one is not included in the materials. 
• The materials have various activities and resources for supporting all learners, including students performing above and below grade-level proficiency and emergent bilingual students. The materials also provide a bank of resources to inform families about their students' learning. Family letters for each lesson explain the concepts students are learning, offer activities to work on at home, and are available in 11 languages. Teachers may need additional support for providing linguistic accommodations in line with the four levels of language proficiency outlined in the ELPS. 

Grade 2 Quality Review Summary

Strengths

• 1.2 Unit-Level Design: Materials include comprehensive unit overviews that provide background content knowledge and academic vocabulary necessary for effective teaching, and contain supports for families in both Spanish and English with suggestions for supporting their student's progress. 
• 1.3 Lesson-Level Design: Materials include comprehensive, structured lesson plans with daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards. They also provide a lesson overview outlining the suggested timing for each component, a list of necessary teacher and student materials, and guidance on the effective use of lesson materials for extended practice, such as homework, extension, and enrichment. 
• 2.2 Data Analysis and Progress Monitoring: Materials include instructional assessments and scoring information that provide guidance for interpreting and responding to student performance, offer guidance on using tasks and activities to address student performance trends, and include tools for students to track their own progress and growth. 
• 3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction, activities, and scaffolded lessons for students who have not yet reached proficiency, pre-teaching or embedded supports for unfamiliar vocabulary and references in text, and guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills. 
• 3.2 Instructional Methods: Materials include prompts and guidance to support teachers in modeling, explaining, and directly and explicitly communicating concepts to be learned. They provide teacher guidance and recommendations for effective lesson delivery using various instructional approaches, and support multiple types of practice with guidance on recommended structures, such as whole group, small group, and individual settings, to ensure effective implementation. 
• 3.3 Support for Emergent Bilingual Students: Materials provide guidance for teachers in bilingual/ESL programs, support academic vocabulary and comprehension, and include resources for metalinguistic transfer in dual language immersion programs. 
• 4.1 Depth of Key Concepts: Materials provide practice opportunities and instructional assessments that require students to demonstrate depth of understanding aligned to the TEKS, with questions and tasks that progressively increase in rigor and complexity, leading to grade-level proficiency in mathematics standards. 
• 4.3 Spaced and Interleaved Practice: Materials provide spaced retrieval and interleaved practice opportunities with previously learned skills and concepts across lessons and units. 
• 5.1 Development of Conceptual Understanding: Materials include questions and tasks that require students to interpret, analyze, and evaluate various models for mathematical concepts, create models to represent mathematical situations, and apply conceptual understanding to new problem situations and contexts. 
• 5.2 Development of Fluency: Materials provide tasks designed to build student automaticity and fluency for grade-level tasks, offer opportunities to practice efficient and accurate mathematical procedures, evaluate procedures for efficiency and accuracy, and include embedded supports for teachers to guide students toward more efficient approaches. 
• 5.4 Development of Academic Mathematical Language: Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and language strategies, with embedded teacher guidance on scaffolding vocabulary, syntax, and discourse, and supporting mathematical conversations to refine and use math language. 
• 6.1 Student Self-Efficacy: Materials provide opportunities for students to think mathematically, persevere through problem-solving, and make sense of mathematics, while supporting them in understanding multiple ways to solve problems and requiring them to engage with math through doing, writing, and discussion. 
• 6.2 Facilitating Productive Struggle: Materials support teachers in guiding students to share and reflect on their problem-solving approaches, offering prompts and guidance for providing explanatory feedback based on student responses and anticipated misconceptions.

Challenges

• 1.1 Course-Level Design: Materials do not include a scope and sequence outlining the TEKS, ELPS, concepts, and knowledge taught in the course. 
• 2.1 Instructional Assessments: Materials lack teacher guidance for administration of assessments and do not include formative and summative assessments aligned to the TEKS.
• 4.2 Coherence of Key Concepts: Materials do not include a logically sequenced scope and sequence. 
• 5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials do not explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
• 5.5 Process Standards Connections: Materials do not include a description of how process standards are connected throughout the course and unit. 

Summary

Texas i-Ready Classroom Mathematics is a K–8 mathematics program. The instructional materials conceptually present math topics with new skills practiced concretely and then transitioned to an abstract method. The program materials contain detailed teacher guidance, such as unit and lesson overviews and tips within lessons to guide teacher questioning and intervention strategies. Various formative and summative assessments are available to inform instructional practices, including lesson quizzes, online comprehension checks, unit quizzes, problem-based assessments, and diagnostic assessments. The instructional materials contain specific and comprehensive differentiation strategies for emergent bilingual students and students who need skill intervention. Lessons embed error alerts that signal misconceptions and provide corrective strategies, sentence stems, "Differentiation for English Learners" sections with activity suggestions, and intervention activities. 

Campus and district instructional leaders should consider the following:

• While the product content addresses 100% of the TEKS, the product does not explicitly reference the TEKS in any of the materials. The materials instead reference the Common Core Standards for Mathematical Practice, and the provided scope and sequence use these standards. Since the product does not provide a scope and sequence of the TEKS, districts would need to develop their own, which could be time-consuming.
• The materials provide a large bank of resources to inform families about their student’s learning. Family letters for each lesson explain the concepts students are learning, offer activities to work on at home, and are available in 11 languages. The materials provide a family slideshow for a beginning-of-the-year introduction to i-Ready, which gives an overview of the product and shows families how to access additional resources.

Grade 3 Quality Review Summary

Strengths

• 1.2 Unit-Level Design: Materials include comprehensive unit overviews that provide background content knowledge and academic vocabulary necessary for effective teaching, and contain supports for families in both Spanish and English with suggestions for supporting their student's progress.
• 3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction, activities, and scaffolded lessons for students who have not yet reached proficiency, pre-teaching or embedded supports for unfamiliar vocabulary and references in text, and guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
• 3.2 Instructional Methods: Materials include prompts and guidance to support teachers in modeling, explaining, and directly and explicitly communicating concepts to be learned. They provide teacher guidance and recommendations for effective lesson delivery using various instructional approaches, and support multiple types of practice with guidance on recommended structures, such as whole group, small group, and individual settings, to ensure effective implementation.
• 4.2 Coherence of Key Concepts: Materials demonstrate coherence across courses and grade bands through a logically sequenced scope and sequence, explicitly connecting patterns, big ideas, and relationships between mathematical concepts, linking content and language across grade levels, and connecting students' prior knowledge to new mathematical knowledge and skills.
• 4.3 Spaced and Interleaved Practice: Materials provide spaced retrieval and interleaved practice opportunities with previously learned skills and concepts across lessons and units.
• 5.1 Development of Conceptual Understanding: Materials include questions and tasks that require students to interpret, analyze, and evaluate various models for mathematical concepts, create models to represent mathematical situations, and apply conceptual understanding to new problem situations and contexts.
• 5.4 Development of Academic Mathematical Language: Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and language strategies, with embedded teacher guidance on scaffolding vocabulary, syntax, and discourse, and supporting mathematical conversations to refine and use math language.
• 6.1 Student Self-Efficacy: Materials provide opportunities for students to think mathematically, persevere through problem-solving, and make sense of mathematics, while supporting them in understanding multiple ways to solve problems and requiring them to engage with math through doing, writing, and discussion.
• 6.2 Facilitating Productive Struggle: Materials support teachers in guiding students to share and reflect on their problem-solving approaches, offering prompts and guidance for providing explanatory feedback based on student responses and anticipated misconceptions.

Challenges

• 1.1 Course-Level Design: Materials do not include a scope and sequence outlining the TEKS, ELPS, concepts, and knowledge taught in the course and does not provide explanations for concept connections.
• 1.3 Lesson-Level Design: Materials do not include daily objectives required to meet the content and language standards. 
• 2.1 Instructional Assessments: Materials lack diagnostic assessments with varied tasks and questions, lack teacher guidance for consistent administration, and do not include standards-aligned items.
• 2.2 Data Analysis and Progress Monitoring: Materials do not include tools for students to track their own progress and growth.
• 3.3 Support for Emergent Bilingual Students: Materials do not provide guidance for teachers in bilingual/ESL programs.
• 4.1 Depth of Key Concepts: Materials lack questions that progressively increase in rigor and complexity, leading to grade-level proficiency in mathematics standards.
• 5.2 Development of Fluency: Materials do not evaluate procedures for efficiency and accuracy.
• 5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials do not include procedural emphasis of the TEKS, lack general use of concrete models and manipulatives, and do little to connect concrete to abstract.
• 5.5 Process Standards Connections: Materials do not describe how process standards are connected throughout the course or within each unit.

Summary

Texas i-Ready Mathematics is a K-8 mathematics program. The materials conceptually present math topics with new skills practiced concretely and then transitioned to an abstract method. The program materials contain detailed teacher guidance, such as unit and lesson overviews and tips within lessons to guide teacher questioning and intervention strategies. Various formative and summative assessments are available to inform instructional practices, including lesson quizzes, online comprehension checks, unit quizzes, problem-based assessments, and diagnostic assessments. The materials contain specific and comprehensive differentiation strategies for emergent bilingual students and those who need skill intervention. Lessons embed error alerts that signal misconceptions and provide corrective strategies, sentence stems, “Differentiation for English Learners” sections with activity suggestions, and intervention activities. 

Campus and district instructional leaders should consider the following:

• The product does not explicitly reference the TEKS in the lesson materials. Since the product does not provide a scope and sequence of the TEKS, districts would need to develop their own.
• The materials provide a large bank of resources to inform families about their student’s learning. Family letters for each lesson explain the concepts students are learning, offer activities to work on at home, and are available in 11 languages. The materials provide a family slideshow for a beginning-of-the-year introduction to i-Ready, which gives an overview of the product and shows families how to access additional resources.

Grade 4 Quality Review Summary

Strengths

• 1.2 Unit-Level Design: Materials include comprehensive unit overviews that provide background content knowledge and academic vocabulary necessary for effective teaching, and contain supports for families in both Spanish and English with suggestions for supporting their student's progress.
• 3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction, activities, and scaffolded lessons for students who have not yet reached proficiency, pre-teaching or embedded supports for unfamiliar vocabulary and references in text, and guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
• 3.2 Instructional Methods: Materials include prompts and guidance to support teachers in modeling, explaining, and directly and explicitly communicating concepts to be learned. They provide teacher guidance and recommendations for effective lesson delivery using various instructional approaches, and support multiple types of practice with guidance on recommended structures, such as whole group, small group, and individual settings, to ensure effective implementation.
• 4.2 Coherence of Key Concepts: Materials demonstrate coherence across courses and grade bands through a logically sequenced scope and sequence, explicitly connecting patterns, big ideas, and relationships between mathematical concepts, linking content and language across grade levels, and connecting students' prior knowledge to new mathematical knowledge and skills.
• 4.3 Spaced and Interleaved Practice: Materials provide spaced retrieval and interleaved practice opportunities with previously learned skills and concepts across lessons and units.
• 5.1 Development of Conceptual Understanding: Materials include questions and tasks that require students to interpret, analyze, and evaluate various models for mathematical concepts, create models to represent mathematical situations, and apply conceptual understanding to new problem situations and contexts.
• 5.4 Development of Academic Mathematical Language: Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and language strategies, with embedded teacher guidance on scaffolding vocabulary, syntax, and discourse, and supporting mathematical conversations to refine and use math language.
• 6.1 Student Self-Efficacy: Materials provide opportunities for students to think mathematically, persevere through problem-solving, and make sense of mathematics, while supporting them in understanding multiple ways to solve problems and requiring them to engage with math through doing, writing, and discussion.
• 6.2 Facilitating Productive Struggle: Materials support teachers in guiding students to share and reflect on their problem-solving approaches, offering prompts and guidance for providing explanatory feedback based on student responses and anticipated misconceptions.

Challenges

• 1.1 Course-Level Design: Materials do not include a scope and sequence outlining the TEKS, ELPS, concepts, and knowledge taught in the course, lack suggested pacing guides for various instructional calendars, do not provide explanations for concept connections.
• 1.3 Lesson-Level Design: Materials do not include daily objectives required to meet the content and language standards. 
• 2.1 Instructional Assessments: Materials lack diagnostic assessments with varied tasks and questions, lack teacher guidance for consistent administration, and do not include standards-aligned items.
• 2.2 Data Analysis and Progress Monitoring: Materials do not include tools for students to track their own progress and growth.
• 3.3 Support for Emergent Bilingual Students: Materials do not provide guidance for teachers in bilingual/ESL programs.
• 4.1 Depth of Key Concepts: Materials lack questions that progressively increase in rigor and complexity, leading to grade-level proficiency in mathematics standards.
• 5.2 Development of Fluency: Materials do not evaluate procedures for efficiency and accuracy.
• 5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials do not include tasks that use concrete models, pictorial representations, or abstract representations, nor provide support for students in connecting and explaining concrete models to abstract concepts. 
• 5.5 Process Standards Connections: Materials do not describe how process standards are connected throughout the course or within each unit.

Summary

i-Ready Mathematics is a grade 4 Mathematics program offering instruction for mathematics acquisition at the fourth-grade level. There is a detailed, year-long scope and sequence to assist with comprehensive planning for the educators using the instructional materials. Each unit includes an instructional overview with previously taught concepts and vocabulary support. The instructional materials include guidelines for campus administration to evaluate the use of the curriculum when present in a classroom. There is an extensive teacher toolkit with multiple resources to reinforce and extend lessons that assist and support teachers in planning instruction. The instructional materials incorporate a family connection component, giving families activities to do at home that promote the goals of each unit. There are thorough, easy-to-navigate online student components to support student learning and unit goals further. The instructional materials have activities and instruction for emergent bilingual students and have options to reteach or extend lessons.

Campus and district instructional leaders should consider the following:

• The product does not explicitly reference the TEKS in the lesson materials. Since the product does not provide a scope and sequence of the TEKS, districts would need to develop their own.
• The materials provide a large bank of resources to inform families about their student’s learning. Family letters for each lesson explain the concepts students are learning, offer activities to work on at home, and are available in 11 languages. The materials provide a family slideshow for a beginning-of-the-year introduction to i-Ready, which gives an overview of the product and shows families how to access additional resources.

Grade 5 Quality Review Summary

Strengths

• 1.2 Unit-Level Design: Materials include comprehensive unit overviews that provide background content knowledge and academic vocabulary necessary for effective teaching, and contain supports for families in both Spanish and English with suggestions for supporting their student's progress.
• 3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction, activities, and scaffolded lessons for students who have not yet reached proficiency, pre-teaching or embedded supports for unfamiliar vocabulary and references in text, and guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
• 3.2 Instructional Methods: Materials include prompts and guidance to support teachers in modeling, explaining, and directly and explicitly communicating concepts to be learned. They provide teacher guidance and recommendations for effective lesson delivery using various instructional approaches, and support multiple types of practice with guidance on recommended structures, such as whole group, small group, and individual settings, to ensure effective implementation.
• 4.2 Coherence of Key Concepts: Materials demonstrate coherence across courses and grade bands through a logically sequenced scope and sequence, explicitly connecting patterns, big ideas, and relationships between mathematical concepts, linking content and language across grade levels, and connecting students' prior knowledge to new mathematical knowledge and skills.
• 4.3 Spaced and Interleaved Practice: Materials provide spaced retrieval and interleaved practice opportunities with previously learned skills and concepts across lessons and units.
• 5.1 Development of Conceptual Understanding: Materials include questions and tasks that require students to interpret, analyze, and evaluate various models for mathematical concepts, create models to represent mathematical situations, and apply conceptual understanding to new problem situations and contexts.
• 5.4 Development of Academic Mathematical Language: Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and language strategies, with embedded teacher guidance on scaffolding vocabulary, syntax, and discourse, and supporting mathematical conversations to refine and use math language.
• 6.1 Student Self-Efficacy: Materials provide opportunities for students to think mathematically, persevere through problem-solving, and make sense of mathematics, while supporting them in understanding multiple ways to solve problems and requiring them to engage with math through doing, writing, and discussion.
• 6.2 Facilitating Productive Struggle: Materials support teachers in guiding students to share and reflect on their problem-solving approaches, offering prompts and guidance for providing explanatory feedback based on student responses and anticipated misconceptions.

Challenges

• 1.1 Course-Level Design: Materials do not include a scope and sequence outlining the TEKS, ELPS, concepts, and knowledge taught in the course, lack suggested pacing guides for various instructional calendars, do not provide explanations for concept connections.
• 1.3 Lesson-Level Design: Materials do not include daily objectives required to meet the content and language standards. 
• 2.1 Instructional Assessments: Materials lack diagnostic assessments with varied tasks and questions, lack teacher guidance for consistent administration, lack alignment to TEKS and objectives, and do not include standards-aligned items.
• 2.2 Data Analysis and Progress Monitoring: Materials do not include tools for students to track their own progress and growth.
• 3.3 Support for Emergent Bilingual Students: Materials do not provide guidance for teachers in bilingual/ESL programs.
• 4.1 Depth of Key Concepts: Materials lack questions that progressively increase in rigor and complexity, leading to grade-level proficiency in mathematics standards.
• 5.2 Development of Fluency: Materials do not evaluate procedures for efficiency and accuracy.
• 5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials do not include tasks that use concrete models, pictorial representations, or abstract representations, nor provide support for students in connecting and explaining concrete models to abstract concepts.
• 5.5 Process Standards Connections: Materials do not describe how process standards are connected throughout the course or within each unit.

Summary

Curriculum Associates, LLC is a grade 5 Mathematics program offering instruction for mathematics acquisition at the grade 5 level. There is a detailed, year-long scope and sequence to assist with comprehensive planning for the educators using the instructional materials. Each unit includes an instructional overview with previously taught concepts and vocabulary support. The instructional materials include guidelines for campus administration to evaluate the use of the curriculum when present in a classroom. There is an extensive teacher toolkit with multiple resources to reinforce and extend lessons that assist and support teachers in planning instruction. The instructional materials incorporate a family connection component, giving families activities to do at home that promote the goals of each unit. There are thorough, easy-to-navigate online student components to support student learning and unit goals further. The instructional materials have extensive activities and instruction for English language learners and have options to reteach or extend lessons.

Campus and district instructional leaders should consider the following:

• While the product does teach grade 5 mathematical concepts, the depth required by the TEKS is frequently missing. Multiple lessons also lack the processes and language required by the TEKS. The resource has a variety of multicultural references embedded throughout all activities and lessons, with various supports for English language learners. However, evidence of alignment to the ELPS is not present. 
• The instructional resource includes a diagnostic assessment but lacks materials to help track student data throughout the year. While standard algorithms are frequently present in instruction, there are not many hands-on activities for students, and the resource lacks a variety of visual models and representations.                                

Grade 6 Quality Review Summary

Strengths

• 1.2 Unit-Level Design: Materials include comprehensive unit overviews that provide background content knowledge and academic vocabulary necessary for effective teaching, and contain supports for families in both Spanish and English with suggestions for supporting their student's progress.
• 1.3 Lesson-Level Design: Materials include comprehensive, structured lesson plans with daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards. They also provide a lesson overview outlining the suggested timing for each component, a list of necessary teacher and student materials, and guidance on the effective use of lesson materials for extended practice, such as homework, extension, and enrichment.
• 2.2 Data Analysis and Progress Monitoring: Materials include instructional assessments and scoring information that provides guidance for interpreting and responding to student performance, offer guidance on using tasks and activities to address student performance trends, and include tools for students to track their own progress and growth.
• 3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction, activities, and scaffolded lessons for students who have not yet reached proficiency, pre-teaching or embedded supports for unfamiliar vocabulary and references in text, and guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
• 3.2 Instructional Methods: Materials include prompts and guidance to support teachers in modeling, explaining, and directly and explicitly communicating concepts to be learned. They provide teacher guidance and recommendations for effective lesson delivery using various instructional approaches, and support multiple types of practice with guidance on recommended structures, such as whole group, small group, and individual settings, to ensure effective implementation.
• 4.1 Depth of Key Concepts: Materials provide practice opportunities and instructional assessments that require students to demonstrate depth of understanding aligned to the TEKS, with questions and tasks that progressively increase in rigor and complexity, leading to grade-level proficiency in mathematics standards. 
• 4.2 Coherence of Key Concepts: Materials do not demonstrate coherence across courses or grade bands, lack a logically sequenced scope and sequence, fail to connect patterns, big ideas, and relationships between mathematical concepts, do not link content and language across grade levels, nor connect students' prior knowledge to new mathematical knowledge and skills.
• 4.3 Spaced and Interleaved Practice: Materials provide spaced retrieval and interleaved practice opportunities with previously learned skills and concepts across lessons and units.
• 5.1 Development of Conceptual Understanding: Materials include questions and tasks that require students to interpret, analyze, and evaluate various models for mathematical concepts, create models to represent mathematical situations, and apply conceptual understanding to new problem situations and contexts.
• 5.2 Development of Fluency: Materials provide tasks designed to build student automaticity and fluency for grade-level tasks, offer opportunities to practice efficient and accurate mathematical procedures, evaluate procedures for efficiency and accuracy, and include embedded supports for teachers to guide students toward more efficient approaches.
• 5.3 Balance of Conceptual Understanding and Procedural Fluency: Materials do not explicitly state how the conceptual and procedural emphasis of the TEKS are addressed, do not include questions and tasks that use concrete models, pictorial representations, or abstract representations, nor provide supports for students in connecting and explaining these models to abstract concepts.
• 5.4 Development of Academic Mathematical Language: Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and language strategies, with embedded teacher guidance on scaffolding vocabulary, syntax, and discourse, and supporting mathematical conversations to refine and use math language.
• 6.1 Student Self-Efficacy: Materials provide opportunities for students to think mathematically, persevere through problem-solving, and make sense of mathematics, while supporting them in understanding multiple ways to solve problems and requiring them to engage with math through doing, writing, and discussion.
• 6.2 Facilitating Productive Struggle: Materials support teachers in guiding students to share and reflect on their problem-solving approaches, offering prompts and guidance for providing explanatory feedback based on student responses and anticipated misconceptions.

Challenges

• 1.1 Course-Level Design: Materials do not include a scope and sequence outlining the TEKS, ELPS, concepts, and knowledge taught in the course and lack pacing guides for various instructional calendars.
• 2.1 Instructional Assessments: Formative and summative assessments are not aligned to TEKS, and do not include standards-aligned items. 
• 3.3 Support for Emergent Bilingual Students: Materials do not provide linguistic accommodations for various levels of language proficiency as outlined in the ELPS and lack implementation guidance for bilingual/ESL programs.
• 5.5 Process Standards Connections: Materials do not include a description of how process standards are connected throughout the course including each unit process standard.

Summary

Texas i-Ready Classroom Mathematics is a grade 6 Mathematics program. It offers explicit instruction for mathematics acquisition at the grade 6 level. The curriculum provides a multi-faceted approach to teaching mathematics at the grade 6 level, including opportunities for students to learn with manipulatives, models, and abstract thinking. Each unit includes a detailed overview of instruction that provides a review of concepts learned in earlier units, learning and language objectives for each lesson, and strong vocabulary support. The curriculum includes a personalized online learning platform with instruction, practice, and opportunities for games aligned with individual student needs. The resource offers a home and family connection component, which gives families an overview of the learning in each unit and activities to do at home to help support their child's education in the classroom. This curriculum thoroughly includes activities to support emergent bilingual students, who may need reteach opportunities, and those who are ready for extension opportunities through lesson-specific language strategies and differentiated instruction. 

Campus and district instructional leaders should consider the following: 

• While the product thoroughly teaches grade 6 mathematical concepts and comprehensively addresses the TEKS in most areas, direct alignment to the TEKS is sometimes challenging. Some educators may need additional support from instructional teams to fully align their instruction with the TEKS and ELPS  
• The curriculum has various resources for addressing all students' needs, including English language learners.

Grade 7 Quality Review Summary

Strengths

• 1.2 Unit-Level Design: Materials include comprehensive unit overviews that provide background content knowledge and academic vocabulary necessary for effective teaching, and contain supports for families in both Spanish and English with suggestions for supporting their student's progress.
• 1.3 Lesson-Level Design: Materials include comprehensive, structured lesson plans with daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards. They also provide a lesson overview outlining the suggested timing for each component, a list of necessary teacher and student materials, and guidance on the effective use of lesson materials for extended practice, such as homework, extension, and enrichment.
• 2.2 Data Analysis and Progress Monitoring: Materials include instructional assessments and scoring information that provide guidance for interpreting and responding to student performance, offer guidance on using tasks and activities to address student performance trends, and include tools for students to track their own progress and growth.
• 3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction, activities, and scaffolded lessons for students who have not yet reached proficiency, pre-teaching or embedded supports for unfamiliar vocabulary and references in text, and guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
• 3.2 Instructional Methods: Materials include prompts and guidance to support teachers in modeling, explaining, and directly and explicitly communicating concepts to be learned. They provide teacher guidance and recommendations for effective lesson delivery using various instructional approaches, and support multiple types of practice with guidance on recommended structures, such as whole group, small group, and individual settings, to ensure effective implementation.
• 3.3 Support for Emergent Bilingual Students: Materials provide guidance for teachers in bilingual/ESL programs, support academic vocabulary and comprehension, and include resources for metalinguistic transfer in dual language immersion programs.
• 4.1 Depth of Key Concepts: Materials provide practice opportunities and instructional assessments that require students to demonstrate depth of understanding aligned to the TEKS, with questions and tasks that progressively increase in rigor and complexity, leading to grade-level proficiency in mathematics standards.
• 4.3 Spaced and Interleaved Practice: Materials provide spaced retrieval and interleaved practice opportunities with previously learned skills and concepts across lessons and units.
• 5.1 Development of Conceptual Understanding: Materials include questions and tasks that require students to interpret, analyze, and evaluate various models for mathematical concepts, create models to represent mathematical situations, and apply conceptual understanding to new problem situations and contexts.
• 5.2 Development of Fluency: Materials provide tasks designed to build student automaticity and fluency for grade-level tasks, offer opportunities to practice efficient and accurate mathematical procedures, evaluate procedures for efficiency and accuracy, and include embedded supports for teachers to guide students toward more efficient approaches.
• 5.4 Development of Academic Mathematical Language: Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and language strategies, with embedded teacher guidance on scaffolding vocabulary, syntax, and discourse, and supporting mathematical conversations to refine and use math language.
• 6.1 Student Self-Efficacy: Materials provide opportunities for students to think mathematically, persevere through problem-solving, and make sense of mathematics, while supporting them in understanding multiple ways to solve problems and requiring them to engage with math through doing, writing, and discussion.
• 6.2 Facilitating Productive Struggle: Materials support teachers in guiding students to share and reflect on their problem-solving approaches, offering prompts and guidance for providing explanatory feedback based on student responses and anticipated misconceptions.

Challenges

• 1.1 Course-Level Design: Materials do not include a scope and sequence outlining the TEKS, ELPS, concepts, and knowledge taught in the course and lack pacing guides for various instructional calendars.
• 2.1 Instructional Assessments: Instructional assessments are not aligned to TEKS, and do not include standards-aligned items. 
• 3.3 Support for Emergent Bilingual Students: Materials do not provide linguistic accommodations for various levels as outlined and lack implementation guidance for bilingual/ESL programs.
• 5.5 Process Standards Connections: Materials do not indicate how process standards are connected throughout the course.

Summary

Curriculum Associates Texas i-Ready is a grade 7 Mathematics program. It offers explicit instruction for mathematics acquisition at the grade 7 level. The curriculum provides a multi-faceted approach to teaching mathematics at the grade 7 level, including opportunities for students to learn with manipulatives, models, and abstract thinking. Each unit includes a detailed overview of instruction that provides a review of concepts learned in earlier units, learning and language objectives for each lesson, and strong vocabulary support. The curriculum includes a personalized online learning platform with instruction, practice, and opportunities for games aligned with individual student needs. The resource offers a home and family connection component, which gives families an overview of the learning in each unit and activities to do at home to help support their child's instruction in the classroom. This curriculum thoroughly includes activities to support emergent bilingual students, students who may need reteach opportunities, and those who are ready for extension opportunities through lesson-specific language strategies and differentiated instruction. 

Campus and district instructional leaders should consider the following: 

• While the product thoroughly teaches grade 6 mathematical concepts and comprehensively addresses the TEKS in most areas, direct alignment to the TEKS is sometimes challenging. Some educators may need additional support from instructional teams to fully align their instruction with the TEKS and ELPS  
• The curriculum has various resources for addressing all students' needs, including English language learners.

Grade 8 Quality Review Summary

Strengths

• 1.2 Unit-Level Design: Materials include comprehensive unit overviews that provide background content knowledge and academic vocabulary necessary for effective teaching, and contain supports for families in both Spanish and English with suggestions for supporting their student's progress.
• 1.3 Lesson-Level Design: Materials include comprehensive, structured lesson plans with daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards. They also provide a lesson overview outlining the suggested timing for each component, a list of necessary teacher and student materials, and guidance on the effective use of lesson materials for extended practice, such as homework, extension, and enrichment.
• 2.2 Data Analysis and Progress Monitoring: Materials include instructional assessments and scoring information that provide guidance for interpreting and responding to student performance, offer guidance on using tasks and activities to address student performance trends, and include tools for students to track their own progress and growth.
• 3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction, activities, and scaffolded lessons for students who have not yet reached proficiency, pre-teaching or embedded supports for unfamiliar vocabulary and references in text, and guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
• 3.2 Instructional Methods: Materials include prompts and guidance to support teachers in modeling, explaining, and directly and explicitly communicating concepts to be learned. They provide teacher guidance and recommendations for effective lesson delivery using various instructional approaches, and support multiple types of practice with guidance on recommended structures, such as whole group, small group, and individual settings, to ensure effective implementation.
• 3.3 Support for Emergent Bilingual Students: Materials provide guidance for teachers in bilingual/ESL programs, support academic vocabulary and comprehension, and include resources for metalinguistic transfer in dual language immersion programs.
• 4.1 Depth of Key Concepts: Materials provide practice opportunities and instructional assessments that require students to demonstrate depth of understanding aligned to the TEKS, with questions and tasks that progressively increase in rigor and complexity, leading to grade-level proficiency in mathematics standards.
• 4.3 Spaced and Interleaved Practice: Materials provide spaced retrieval and interleaved practice opportunities with previously learned skills and concepts across lessons and units.
• 5.1 Development of Conceptual Understanding: Materials include questions and tasks that require students to interpret, analyze, and evaluate various models for mathematical concepts, create models to represent mathematical situations, and apply conceptual understanding to new problem situations and contexts.
• 5.2 Development of Fluency: Materials provide tasks designed to build student automaticity and fluency for grade-level tasks, offer opportunities to practice efficient and accurate mathematical procedures, evaluate procedures for efficiency and accuracy, and include embedded supports for teachers to guide students toward more efficient approaches.
• 5.4 Development of Academic Mathematical Language: Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, and language strategies, with embedded teacher guidance on scaffolding vocabulary, syntax, and discourse, and supporting mathematical conversations to refine and use math language.
• 6.1 Student Self-Efficacy: Materials provide opportunities for students to think mathematically, persevere through problem-solving, and make sense of mathematics, while supporting them in understanding multiple ways to solve problems and requiring them to engage with math through doing, writing, and discussion.
• 6.2 Facilitating Productive Struggle: Materials support teachers in guiding students to share and reflect on their problem-solving approaches, offering prompts and guidance for providing explanatory feedback based on student responses and anticipated misconceptions.

Challenges

• 1.1 Course-Level Design: Materials do not include a scope and sequence outlining the TEKS, ELPS, concepts, and knowledge taught in the course and do not have pacing guides for various instructional calendars.
• 2.1 Instructional Assessments: Formative and summative assessments are not TEKS-aligned to TEKS, and instructional assessments do not have items at varied levels of complexity. 
• 3.3 Support for Emergent Bilingual Students: Materials do not provide linguistic accommodations for various levels of English language proficiency as outlined in the ELPS.
• 5.5 Process Standards Connections: Materials do not include descriptions of how process standards are connected throughout the course and units.

Summary

Texas i-Ready Classroom Mathematics is a grade 8 Mathematics program. It offers explicit instruction for mathematics acquisition at the grade eight level. The materials provide a multi-faceted approach to teaching mathematics at the grade eight level, including opportunities for students to learn with manipulatives, models, and abstract thinking. Each unit includes a detailed overview of instruction that provides a review of concepts learned in earlier units, learning and language objectives for each lesson, and strong vocabulary support. The materials include a personalized online learning platform with instruction, practice, and opportunities for games aligned with individual student needs. The resource offers a home and family connection component, which gives families an overview of the learning in each unit and activities to do at home to help support their child's instruction in the classroom. The materials include activities to support emergent bilingual students, students who may need reteach opportunities, and those who are ready for extension opportunities through lesson-specific language strategies and differentiated instruction. 

Campus and district instructional leaders should consider the following: 

• The materials provide alignment to grade 8 standards and instruction in all grade-level mathematical concepts and skills. Campus and district leaders may need to supplement alignment documents, such as the scope and sequence, where appropriate. They also have the option to request a scope and sequence directly from Curriculum Associates, LLC, given that one is not included in the materials.
• The materials have various activities and resources for supporting all learners, including students performing above and below grade-level proficiency and emergent bilingual students. Teachers may need additional support for providing linguistic accommodations in line with the four levels of language proficiency outlined in the ELPS.