ATTACHMENT 2

Self-Evaluation Utilizing EdReport’s Core Content Review Criteria v2.1 English Language Arts for Grades K-2 and Grades 3-5

Directions for Completion

1. For each criterion, select the appropriate scoring. Refer to EdReport’s Evidence Guides for the Review Criteria, how indicators are scored, their purpose and rationale, relevant research and standards connections related to them, and guidance for review teams on what to look for in materials.

a. ELA K-2 Core Content Evidence Guide v2.1

b. ELA 3-5 Core Content Evidence Guide v2.1

c. ELA K-2 Foundational Skills Supplements Evidence Guide v2.1

2. For each criterion, reference specific lessons, alignment documents, scope and sequence, student materials, etc to justify the selected score. Strong submissions will include direct links to multiple individual lessons from multiple grade levels across the year. Weak submissions will include only a summary statement, minimal or no direct links, or vague references (e.g., teacher manual or student workbook without specifying a lesson or page) and/or evidence not directly connected to the component.

Gateway 1: Alignment to Research-Based Practices and Standards for Foundational Skills Instruction

Criterion 1.1: Alphabet Knowledge

1a.i. Grade K Materials provide systematic and explicit instruction in letter names and their corresponding sounds.

Select one:

· Not Applicable

· 2 – Materials meet ALL of the requirements of this indicator.

· 1 – Materials DO NOT meet ALL of the requirements of this indicator.

· 0 – Materials DO NOT meet ANY of the requirements of this indicator.

1a.ii. Grade K Materials provide opportunities for student practice in letter names and their corresponding sounds.

Select one:

· Not Applicable

· 2 – Materials meet ALL of the requirements of this indicator.

1a.iii. Grade K Materials provide explicit instruction and teacher modeling in printing and forming the 26 letters (uppercase and lowercase).

Select one:

· Not Applicable

· 2 – Materials meet ALL of the requirements of this indicator.

1a.iv. Grade K Materials provide opportunities for student practice in printing and forming the 26 letters (uppercase and lowercase).

Select one:

· Not Applicable

· 2 – Materials meet ALL of the requirements of this indicator.

1b. Grade K Materials regularly and systematically offer assessment opportunities that measure student progress through mastery of letter recognition and printing letters (as indicated by the program scope and sequence).

Select one:

· Not Applicable

· 2 – Materials meet ALL of the requirements of this indicator.

Criterion 1.2: Phonemic Awareness

1c. Grades K-1 Scope and sequence clearly delineate the sequence in which phonemic awareness skills are to be taught, with a clear, evidence-based explanation for the expected hierarchy of phonemic awareness competence.

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

· 2 – Materials DO NOT meet ALL of the requirements of this indicator.

1d. Grades K-1 Materials include systematic and explicit instruction in phonemic awareness with repeated teacher modeling.

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

1e. Grades K-1 Materials include daily, brief lessons in phonemic awareness.

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

1f. Grades K-1 Materials regularly and systematically offer assessment opportunities that measure student progress in phonemic awareness (as indicated by the program scope and sequence).

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

Criterion 1.3: Phonics (Decoding and Encoding)

1g. Grades K-2 Scope and sequence clearly delineate an intentional sequence in which phonics skills are to be taught, with a clear evidence-based explanation for the order of the sequence.

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

1g. Grades 3-5 Materials support students in applying a range of evidence-based strategies to read and spell multisyllabic words in connected text, including syllable division, syllable types, and morpheme-based approaches.

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

1h. Grades K-5 Materials are absent of the three-cueing system.

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

· 0 – Materials meet NONE of the requirements of this indicator.

1i. Grades K-5 Materials, questions, and tasks provide reasonable pacing where phonics (decoding and encoding) skills are taught one at a time and allot time where phonics skills are practiced to automaticity, with cumulative review.

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

1j. Grades K-2 Materials include systematic and explicit phonics instruction with repeated teacher modeling.

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

1j. Grades 3-5 Materials include systematic and explicit modeling and guided practice in applying multisyllabic word reading strategies, including syllable types, syllable division, and morpheme analysis.

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

1k. Grades K-2 Materials include frequent practice opportunities for students to decode and encode words that consist of common and newly-taught sound and spelling patterns.

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

1k. Grades 3-5 Materials include frequent and varied opportunities for students to decode and encode multisyllabic words that contain advanced sound and spelling patterns, including affixes and syllable types.

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

1l. Grades K-2 Spelling rules and generalizations are taught one at a time at a reasonable pace. Spelling words and generalizations are practiced to automaticity.

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

1l. Grades 3-5 Spelling rules and generalizations are introduced in a logical progression, embedded in grade-level content, and connected to word structure. Students receive sufficient practice to support accurate and automatic spelling.

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

1m. Grades K-5 Materials include decodable texts with phonics aligned to the program’s scope and sequence and opportunities for students to use decodables for multiple readings.

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

1n. Grades K-2 Materials regularly and systematically offer assessment opportunities that measure student progress of phonics in- and out-of-context (as indicated by the program scope and sequence).

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

1n. Grades 3-5 Materials include targeted assessment opportunities that identify students who require additional support with foundational phonics skills and provide guidance for appropriate instructional responses.

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

Criterion 1.4: Word Recognition and Word Analysis

1o. Grades K-2 Materials include explicit instruction in identifying the regularly spelled part and the temporarily irregularly spelled part of words. High-frequency word instruction includes spiraling review.

Select one:

· Not Applicable

· 2 – Materials meet ALL of the requirements of this indicator.

1o. Grades 3-5 Materials include instruction and practice in analyzing and applying meaningful word parts (prefixes, suffixes, roots) to support decoding, spelling, and vocabulary development.

Select one:

· Not Applicable

· 2 – Materials meet ALL of the requirements of this indicator.

· Not Applicable

· 2 – Materials meet ALL of the requirements of this indicator.

1p. Grades 3-5 Materials support students in applying word reading strategies to decode unfamiliar multisyllabic words encountered in connected text, using knowledge of syllable types, morphology, and spelling patterns.

Select one:

· Not Applicable

· 2 – Materials meet ALL of the requirements of this indicator.

1q. Grades K-2 Materials include explicit instruction in syllabication and morpheme analysis and provide students with practice opportunities to apply learning.

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

1q. Grades 3-5 Materials include explicit instruction in syllabication and morpheme analysis and provide students with practice opportunities to apply these strategies within grade-level content.

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

1r. Grades K-2 Materials regularly and systematically offer assessment opportunities that measure student progress of word recognition and analysis (as indicated by the program scope and sequence).

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

1r. Grades 3-5 Materials regularly and systematically offer assessment opportunities that measure student progress of word recognition and analysis.

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

Criterion 1.5: Reading Fluency Development

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

1t. Grades K-2 Varied and frequent opportunities are built into the materials for students to engage in supported practice to gain automaticity and prosody beginning in mid-Grade 1 and through Grade 2 (once accuracy is secure).

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

1t. Grades 3-5 Materials include varied and frequent opportunities for students to build fluency-accuracy, rate, and prosody-through reading grade-level texts in order to support comprehension.

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

1u. Grades 1-5 Materials regularly and systematically offer assessment opportunities that measure student progress in oral reading fluency (as indicated by the program scope and sequence).

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

Gateway 2: Comprehension Through Texts, Questions, and Tasks

Criterion 2.1: Text Quality and Text Complexity

2a. Grades K-5 Materials provide opportunities for students to engage in a range and volume of reading through content-rich and engaging texts.

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

2c. Grades K-5 Materials provide appropriate scaffolds for core/anchor texts that ensure all students can access the text and make meaning. Scaffolds align with the text’s qualitative analysis.

Select one:

· Not Applicable

· 2 – Materials meet ALL of the requirements of this indicator.

2d. Grades K-5 Text sets (e.g., unit, module) are organized around topic(s) or theme(s) to cohesively build student knowledge.

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

2e. Grades K-5 Materials include a range of texts and provide teacher support in helping students learn about people who are similar to and different from them.

No score is given for this indicator. Provide qualitative evidence.

Criterion 2.2: Knowledge Building Through Reading, Writing, and Language Comprehension

2f. Grades K-5 Materials include a clear, research-based core instructional pathway with reasonable pacing throughout the year, which allows students to work towards grade-level proficiency.

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

2g. Grades K-5 Most questions, tasks, and assignments are text-based, allowing students to demonstrate their thinking in various formats.

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

2h. Grades K-5 Materials support students in developing their ability to comprehend complex ideas within and across texts through opportunities to analyze and evaluate texts.

Select one:

· Not Applicable

· 2 – Materials meet ALL of the requirements of this indicator.

2i. Grades K-5 Materials provide clear protocols and teacher guidance that frequently allow students to engage in listening and speaking about texts they are reading (or read aloud).

Select one:

· Not Applicable

· 2 – Materials meet ALL of the requirements of this indicator.

2j. Grades K-5 Materials provide opportunities for students to engage in listening and speaking about texts they are reading (or read-aloud).

Select one:

· Not Applicable

· 2 – Materials meet ALL of the requirements of this indicator.

2k. Grades K-5 Materials include explicit instruction on independent word-learning strategies and key vocabulary words to build knowledge within and across texts.

Select one:

· Not Applicable

· 2 – Materials meet ALL of the requirements of this indicator.

2l. Grades K-5 Materials include opportunities for students to practice independent word-learning strategies, as well as newly taught vocabulary words.

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

2m. Grades K-5 Materials include explicit instruction on sentence composition appropriate to grade-level standards, embedded in what students are studying throughout the unit.

Select one:

· Not Applicable

· 2 – Materials meet ALL of the requirements of this indicator.

2n. Grades K-5 Materials include evidence-based opportunities for students to practice sentence composition and editing of their own writing, appropriate for their grade level.

Select one:

· Not Applicable

· 2 – Materials meet ALL of the requirements of this indicator.

2o. Grades K-5 Materials include a mix of both on-demand and process writing opportunities that are appropriately aligned in purpose, genre, and/or topic to the reading and listening of that unit.

Select one:

· Not Applicable

· 2 – Materials meet ALL of the requirements of this indicator.

2p. Grades K-5 Materials include explicit instruction in varied writing processes, embedded in what students are studying throughout the unit.

Select one:

· Not Applicable

· 2 – Materials meet ALL of the requirements of this indicator.

2q. Grades K-5 Materials include frequent opportunities for students to practice the writing processes using evidence-based strategies, embedded in what students are studying throughout the unit.

Select one:

· Not Applicable

· 2 – Materials meet ALL of the requirements of this indicator.

2r. Grades K-2 Materials include frequent opportunities for students to practice evidence-based writing (by drawing from the texts and knowledge built throughout the unit) to ask and answer questions about key details in a text.

Select one:

· Not Applicable

· 2 – Materials meet ALL of the requirements of this indicator.

2r. Grades 3-5 Materials include frequent opportunities for students to practice evidence-based writing (by drawing from the texts and knowledge built throughout the unit) to explain what the text says explicitly and implicitly.

Select one:

· Not Applicable

· 2 – Materials meet ALL of the requirements of this indicator.

0 – Materials DO NOT meet ANY of the requirements of this indicator.

2s. Grades K-2 Materials include explicit instruction of research skills that guide shared research to develop students’ knowledge using multiple texts and source materials.

Select one:

· Not Applicable

· 2 – Materials meet ALL of the requirements of this indicator.

2s. Grades 3-5 Materials include explicit instruction of research skills that guide research and writing projects to develop students’ knowledge using multiple texts and source materials.

Select one:

· Not Applicable

· 2 – Materials meet ALL of the requirements of this indicator.

2t. Grades K-5 Materials include multiple opportunities for students to apply research skills to develop their knowledge of topics.

Select one:

· Not Applicable

· 2 – Materials meet ALL of the requirements of this indicator.

2u. Grades K-5 Materials include formative assessments and guidance that provide the teacher with information for instructional next steps.

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

2v. Grades K-5 Materials include culminating tasks/summative assessments that require students to demonstrate the knowledge and skills acquired throughout the unit/module while integrating multiple literacy skills (e.g., a combination of reading, writing, speaking, and listening).

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

Gateway 3: Teacher and Student Supports

Criterion 3.1: Teacher Supports

3a. Grades K-5 (Core Materials only) Materials provide teacher guidance with useful annotations and suggestions for how to enact the student materials and ancillary materials to support students’ literacy development.

Select one:

· Not Applicable

· 2 – Materials provide comprehensive guidance that will assist teachers in presenting the student and ancillary materials; AND materials include sufficient and useful annotations and suggestions that are presented within the context of the specific learning objectives.

· 1 – Materials provide comprehensive guidance that will assist teachers in presenting the student and ancillary materials; OR materials include sufficient and useful annotations and suggestions that are presented within the context of the specific learning objectives.

· 0 – Materials do not provide comprehensive guidance that will assist them in presenting the student and ancillary materials; AND materials do not include sufficient and useful annotations and suggestions that are presented within the context of the specific learning objectives.

3a. Grades K-5 (Supplemental and Intervention) Materials provide teacher guidance with useful annotations and suggestions for how to enact the student materials and ancillary materials, with specific attention to supporting students’ foundational literacy development.

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

3b. Grades K-5 (Core Materials Only) Materials contain explanations and examples of grade level/course-level concepts and/or standards and how the concepts and/or standards align to other grade/course levels so that teachers can improve their own knowledge of the subject.

Select one:

· Not Applicable

· 2 – Materials contain explanations and examples of grade/course-level concepts and/or standards so that teachers can improve their own knowledge of the subject; AND materials contain explanations and examples of how the concepts and/or standards align to other grade/course levels so that teachers can improve their own knowledge of the subject.

· 1 – Materials contain explanations and examples of grade/course-level concepts and/or standards so that teachers can improve their own knowledge of the subject; AND materials contain explanations and examples of how the concepts and/or standards align to other grade/course levels so that teachers can improve their own knowledge of the subject.

· 0 – Materials do not contain explanations and examples of grade/course-level concepts and/or standards so that teachers can improve their own knowledge of the subject; AND materials do not contain explanations and examples of how the concepts and/or standards align to other grade/course levels so that teachers can improve their own knowledge of the subject.

3b. Grades K-5 (Supplemental and Intervention) Materials contain full, adult-level explanations and examples of the foundational skills concepts included in the program so teachers can improve their own knowledge of the subject.

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

3c. Grades K-5

Materials include a year-long scope and sequence with standards correlation information.

Select one:

· Not Applicable

· 1 – Correlation information is present for the ELA standards addressed throughout the grade level/series. Materials identify the standards assessed for formative assessments. Materials identify the standards assessed for culminating tasks/summative assessments.

· 0 – Standards correlations are inaccurate or missing.

3c. Grades K-5 (Supplemental and Intervention) Foundational skills lessons are well-designed and take into account effective lesson structure and pacing. Content can reasonably be completed within a regular school year, and the pacing allows for maximum student understanding.

Select one:

· Not Applicable

· 4 – Materials meet ALL of the requirements of this indicator.

3d. Grades K-5

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.

No score is given for this indicator. Provide qualitative evidence.

3d. Grades K-5 (Supplemental and Intervention) Materials contain strategies for informing all stakeholders, including students, parents, or caregivers about the foundational skills program and suggestions for how they can help support student progress and achievement.

No score is given for this indicator. Provide qualitative evidence.

3e. Grades K-5

Materials explain the program’s instructional approaches, identify research-based strategies, and explain the role of the standards.

Select one:

· Not Applicable

· 2 – Materials explain the instructional approaches of the program; AND materials include and reference research-based strategies; AND materials include and reference the role of the standards in the program.

· 1 – Materials explain the instructional approaches of the program; OR materials include and reference research-based strategies; OR materials include and reference the role of the standards in the program.

· 0 – Materials do not explain the instructional approaches of the program; AND materials do not include and reference research-based strategies; AND materials do not include and reference the role of the standards in the program.

3f. Grades K-5

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

Select one:

· Not Applicable

· 1 – Materials include a comprehensive list of supplies needed to support the instructional activities.

· 0 – Materials do not include a comprehensive list of supplies needed to support instructional activities.

3f. Grades K-5 (Supplemental and Intervention) Materials embed consistent teacher guidance for the use of instructional tools and supports necessary for foundational skills instruction.

Select one:

· Not Applicable

· 1 – Materials meet ALL of the requirements of this indicator.

· 0 – Materials meet NONE of the requirements of this indicator.

3g. Grades K-5

The assessment system provides consistent opportunities to determine student learning throughout the school year. The assessment system provides sufficient teacher guidance for evaluating student performance and determining instructional next steps.

Select one:

· Not Applicable

· 2 – The assessment system provides opportunities to determine student learning throughout the school year; AND the assessment system provides sufficient teacher guidance for evaluating student performance; AND the assessment system provides sufficient teacher guidance for interpreting student performance and determining next instructional steps.

· 1 – The assessment system provides opportunities to determine student learning throughout the school year, but not consistently; OR the assessment system provides sufficient teacher guidance for evaluating student performance, but not consistently; OR the assessment system provides sufficient teacher guidance for interpreting student performance and determining next instructional steps, but not consistently.

· 0 – The assessment system does not provide opportunities to determine student learning throughout the school year; AND the assessment system does not provide sufficient teacher guidance for evaluating student performance; AND the assessment system does not provide sufficient teacher guidance for interpreting student performance and determining next instructional steps.

3g. Grades K-5 (Supplemental and Intervention) Materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessments and assessment materials clearly denote which standards are being emphasized.

No score is given for this indicator. Provide qualitative evidence.

Criterion 3.2: Student Supports

3j. Grades K-5 Materials provide strategies and support for students in special populations to work with grade-level content and meet or exceed grade-level standards, which support their regular and active participation in learning.

Select one:

· Not Applicable

· 2 – Materials provide strategies, supports, and resources for students in special populations to support their regular and active participation in grade-level literacy work.

· 1 – Materials provide strategies, supports, and resources for students in special populations to support their regular and active participation in grade-level literacy work, but not consistently.

· 0 – Materials do not provide strategies, supports, and resources for students in special populations to support their regular and active participation in grade-level literacy work.

3k. Grades K-5 Materials regularly provide extensions for advanced students who are above grade level to engage with literacy content and concepts in greater depth.

Select one:

· Not Applicable

· 2 – Materials regularly provide multiple extensions and/or opportunities for advance students to engage with grade-level/course-level literary concepts at greater depth; AND there are no instances of advanced students doing more assignments than their classmates.

· 1 – Materials regularly provide multiple extensions and/or opportunities for advanced students to engage with grade-level/course-level literary concepts at greater depth; OR there are some instances of advanced students doing more assignments than their classmates.

· 0 – Materials do not regularly provide multiple extensions and/or opportunities for advanced students to engage with grade-level/course-level literary concepts at greater depth; AND there are instances of advanced students doing more assignments than their classmates.

3l. Grades K-5 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.

Select one:

· Not Applicable

· 4 – Materials provide varied tasks for students to show their thinking and make meaning; AND students have opportunities to share their thinking, to demonstrate changes in their thinking over time, and to apply their understanding in new contexts; AND materials leverage the use of a variety of formats over time to deepen student understanding and ability to explain and apply literacy ideas; AND materials provide for ongoing review, practice, self-reflection, and feedback; AND materials provide multiple strategies, such as oral and/or written feedback, peer or teacher feedback, and self-reflection; AND materials provide a clear path for students to monitor and move their own learning.

· 2 – Materials provide varied tasks for students to show their thinking and make meaning; AND/OR students have opportunities to share their thinking, to demonstrate changes in their thinking over time, and to apply their understanding in new contexts; AND/OR materials leverage the use of a variety of formats over time to deepen student understanding and ability to explain and apply literacy ideas; AND/OR materials provide for ongoing review, practice, self-reflection, and feedback; AND/OR materials provide multiple strategies, such as oral and/or written feedback, peer or teacher feedback, and self-reflection; AND/OR materials provide a clear path for students to monitor and move their own learning.

· 0 – Materials do not provide varied tasks for students to show their thinking and make meaning; AND students do not have opportunities to share their thinking, to demonstrate changes in their thinking over time, and to apply their understanding in new contexts; AND materials do not leverage the use of a variety of formats over time to deepen student understanding and ability to explain and apply literacy ideas; AND materials do not provide for ongoing review, practice, self-reflection, and feedback; AND materials do not provide multiple strategies, such as oral and/or written feedback, peer or teacher feedback, and self-reflection; AND materials do not provide a clear path for students to monitor and move their own learning.

3m. Grades K-5 Materials provide opportunities for teachers to use a variety of grouping strategies.

No score is given for this indicator. Provide qualitative evidence.

3o. Grades K-5 Materials provide a range of representation of people and include detailed instructions and support for educators to effectively incorporate and draw upon students’ different cultural, social, and community backgrounds to enrich learning experiences.

No score is given for this indicator. Provide qualitative evidence.

3.MLL. Grades K-5 (Supplemental and Intervention) Materials provide embedded supports to help multilingual learners (MLLs) develop foundational reading and writing skills. Instruction draws on oral and home language resources and reflects the interdependence of language and literacy development.

No score is given for this indicator. Provide qualitative evidence.

Criterion 3.3: Intentional Design

3r. Grades K-5 Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic software in ways that engage students in the grade-level/series standards, when applicable.

No score is given for this indicator. Provide qualitative evidence.

3s. Grades K-5 Materials include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, when applicable.

No score is given for this indicator. Provide qualitative evidence.

3t. Grades K-5 The visual design (whether in print or digital) supports students in engaging thoughtfully with the subject, and is neither distracting nor chaotic.

No score is given for this indicator. Provide qualitative evidence.

3u. Grades K-5 Materials provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable.

No score is given for this indicator. Provide qualitative evidence.