6th to 8th Grade - Gateway 3
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Teacher & Student Supports
| Score | |
|---|---|
Gateway 3 - Meets Expectations | 85% |
Criterion 3.1: Teacher Supports | 9 / 10 |
Criterion 3.2: Student Supports | 3 / 4 |
Criterion 3.3: Intentional Design |
The myPerspectives materials meet expectations for Gateway 3: Teacher and Student Supports. The program provides strong guidance for lesson implementation, including planning tools, standards-aligned scope and sequence, and research-based instructional strategies. However, support for interpreting assessment data consistently is limited. The program offers scaffolds for students with learning needs and multilingual learners, but lacks consistent extensions for advanced learners, consistent grouping guidance, and adequate assessment accommodations. While texts reflect diverse experiences, teacher support for integrating students’ cultural backgrounds is inconsistent. The program offers robust digital tools for students and teachers, customizable features, and substantial training resources that enhance engagement, instruction, and collaboration.
Criterion 3.1: Teacher Supports
Information on Multilingual Learner (MLL) Supports in This Criterion
For some indicators in this criterion, we also display evidence and scores for pair MLL indicators.
While MLL indicators are scored, these scores are reported separately from core content scores. MLL scores do not currently impact core content scores at any level—whether indicator, criterion, gateway, or series.
To view all MLL evidence and scores for this grade band or grade level, select the "Multilingual Learner Supports" view from the left navigation panel.
Materials include opportunities for teachers to effectively plan and utilize with integrity to further develop their own understanding of the content.
The myPerspectives materials meet expectations for Criterion 3.1: Teacher Supports. The materials provide comprehensive teacher guidance for implementing lessons, including planning tools, annotated supports, and digital resources. The program includes a clear year-long scope and sequence aligned to standards, home connection letters, and well-organized supply lists. Instructional approaches are research-based and clearly explained, promoting integrated literacy development. Professional learning resources, assessment tools, and support for building teacher literacy knowledge are included; however, support for interpreting assessment data consistently across all tasks is limited. Overall, the program offers strong implementation support with some areas for improvement.
Indicator 3a
Materials provide teacher guidance with useful annotations and suggestions for how to enact the student materials and ancillary materials to support students’ literacy development.
The teacher guidance for enacting the program in myPerspectives meets expectations for indicator 3a. The program provides comprehensive guidance to support teachers in effectively implementing student and ancillary materials. The Savvas Realize platform includes a robust Getting Started section with resources such as program overviews, digital tool guidance, planning support, and training tutorials. The Teacher’s Edition front matter and unit introductions offer detailed information about program structure, unit design, and digital customization tools. Each lesson includes a Selection Overview and Lesson Overview, providing objectives, standards, pacing, activities, and resource lists. At the point of use, the Teacher Edition is annotated with Teacher Facing Notes, offering differentiation strategies, instructional scripts, sample responses, guidance for multilingual learners, and suggestions for integrating content across disciplines to enhance learning. These supports align with lesson goals and student tasks, ensuring teachers can guide instruction and adapt materials to meet diverse classroom needs.
Materials provide comprehensive guidance that will assist teachers in presenting the student and ancillary materials.
The Getting Started with myPerspectives section on the Savvas Realize platform provides resources to help teachers enact the materials. Resources include a Program Overview section, a How-To Section, and a Planning Resources section.
The Program Overview section includes an Overview Brochure document that orients teachers to the overall design and structure of the program, a Program Assessments document that summarizes the types of assessments included in the program, a Program Authorship Team document, and a Digital Resources document that orients teachers to the types of digital resources found on the platform.
The How-To section includes an Explore Savvas Realize section that orients the teacher to the online platform, a Share Playlists section that orients the teacher to creating “playlists” to customize assignments, a Realize Reader and Offline Mobile app link that orients the teacher to the application available for use with the curriculum, and a list of video tutorials and handouts titled My Savvas Training. These video tutorials can also be found on the platform’s Professional Learning Library.
The Planning Resources Section includes correlation charts and curriculum maps.
The front matter of each Teacher’s Edition provides an overview of the units for the specific grade level, an overview of the program’s design, a summary of assessment types, program supports, and a platform overview.
The front matter for each unit in the Teacher Edition includes a Unit at a Glance overview and unit-specific Digital Resources to customize documents.
Each lesson in the Teacher Edition includes a Selection Overview, which presents the teacher with a summary of the text, a rationale for why the text was selected, progress monitoring information, an explanation of connection to the unit’s Performance Tasks, a text complexity rubric, pre-reading differentiation, and multilingual learner guidance. Each lesson in the Teacher Edition also includes a Lesson Overview section, which presents the teacher with the lesson’s objectives, related standards, pacing, activities list, and additional resources list.
Materials include sufficient and useful annotations and suggestions that are presented within the context of the specific learning objectives.
The Teacher Edition provides Teacher Facing Notes at the point of use for lessons throughout the curriculum. These include guidance for facilitating reading and activities, differentiating learning, questions, mini-scripts for instruction, additional optional activities to further learning, and sample student responses. Teacher Facing Notes are included on every page of the Teacher Edition.
In Grade 7, Unit 2, Whole-Class Learning, students read “Dark They Were, and Golden-Eyed” by Ray Bradbury. The Teacher Edition includes the following Teacher Facing Notes throughout the lesson:
A note on introducing the genre of the text
A note on how to introduce students to the reading strategy of the lesson, which is making inferences
General notes on facilitating the first read and close read of the text
Sample student responses for all the comprehension check questions
Reinforce notes regarding the reading strategy students are practicing in the first read, including an essential point and differentiation guidance
Reinforce notes on setting and figurative language, including an essential point and differentiation guidance
Close Read facilitation guidance, including sample student responses and mini-model scripts
A Build Knowledge suggestion for connecting the text to Social Studies
Several notes on reading, literary elements, vocabulary, writing, and how language works
A Sharing Perspectives suggestion with discussion questions for the text
Annotations for facilitating post-reading activities, including possible student responses and some differentiation guidance for some activities
A Grouping Activity suggestion for the Inquiry and Research Activity
An Expert’s Perspective note on sentences
Indicator 3b
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.
The explanations to support teachers in improving their literacy knowledge in myPerspectives meet expectations for indicator 3b. The program provides multiple supports to help teachers build their understanding of grade-level concepts and standards. The Savvas Realize platform includes a Professional Learning Library with video tutorials on topics such as comprehension, writing instruction, and knowledge-building. The Teacher’s Edition presents unit objectives, unit goals, and Expert’s Perspective notes at point of use that offer insights from literacy experts on instructional strategies and literacy development. To support understanding of how concepts align across grades, the Getting Started section includes Standards Correlation Charts and Curriculum Maps, allowing teachers to see instructional progression across grade levels. Teachers can also reference the Vertical Articulation document to understand how the grade level they teach fits into the scope of the entire program.
Materials contain explanations and examples of grade/course-level concepts and/or standards so that teachers can improve their own knowledge of the subject.
The Professional Learning Library on the Savvas Realize platform includes video tutorials that support teachers in improving their knowledge on the subject. Topics include Making Language Memorable, It Is What You Know: Building Knowledge with myPerspectives, Building Comprehension: Helping Students Become Strategic Readers, Enhancing Student Writing with Share Ideas Routine, and Moving From Assessment to Instruction.
The Teacher’s Edition provides teachers with the Unit Objectives and Goals at the beginning of each unit.
Throughout the Teacher’s Edition, Expert’s Perspective notes provide teachers with information from a literacy expert on a topic related to the lesson’s learning. These notes are available to the teacher at point of use.
In Grade 6, Unit 1, Whole-Class Learning, students read “My Achilles’ Meal” by Firoozeh Dumas. One of the Expert’s Perspective notes available for this text is about Author’s Word Choice. Some of the note states, “In a text, authors may or may not explicitly state the underlying theme. When the theme is left unstated, readers will have to put together clues in the text to infer the author’s overarching message about life. Among the most useful clues are the author’s word choices, and understanding how vocabulary functions in this way can help students identify the selection’s theme. Teachers can convey the power of vocabulary to convey theme by choosing a selection from Unit 1 and guiding students to find words and phrases that are part of a network. The words should be related because of their denotations, connotations, or imagery.”
Analysis questions throughout the Teacher Edition include a Depth of Knowledge (DOK) tag next to them so teachers can build their awareness of question complexity.
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.
In the Getting Started with myPerspectives section, Planning Resources include Standards Correlation Charts and Curriculum Maps for each grade level, so that teachers can see the instruction happening above and below the grade level they are teaching. While teachers do have access to other grade levels’ scope and sequence documents, this information may not be detailed enough to allow teachers to truly understand how the grade level they teach fits into the scope of the entire program.
Each Expert’s Perspective Note in the Teacher Guides explains literacy concepts relevant to secondary grade-level students. Teachers can use these notes to enrich their understanding of literacy concepts.
IIn the Getting Started with myPerspectives section on the Savvas Realize platform, teachers can find a Unit Vertical Articulation document. This document includes a table demonstrating how each unit vertically aligns across grade levels. The document illustrates how the Essential Question, Writing Performance Task, Speaking and Listening Performance Task, and Performance-Based Assessment prompt differ as the grade levels progress. For units 1 through 5, the document spans all seven grade levels (6 through 12), while for unit 6, the document only spans grades 11 and 12.
Indicator 3c
Materials include a year-long scope and sequence with standards correlation information.
The year-long scope and sequence with standards correlation in myPerspectives meets expectations for indicator 3c. The myPerspectives program includes a year-long scope and sequence with detailed standards correlation information. Located in the Getting Started with myPerspectives section, the Correlation Charts provide three views of standards alignment: Comprehensive Correlation (standards by unit with detailed skills), Unit Correlation (a high-level overview of standards per unit), and Selection Correlation (lesson-level standards alignment). These tools support teachers in lesson planning, curriculum alignment, and instructional pacing, offering clear visibility into how and when standards are addressed throughout the year. Materials also identify standards assessed for both formative and summative assessments. Standards are listed in the Teacher Edition for Build Insight Questions, Selection Tests, Exit Tickets, and for all Performance Tasks, Performance-Based Assessments, Unit Projects, Unit Tests, and the beginning-, mid-, and end-of-year assessments.
Materials include a year-long scope and sequence with standards correlation information.
Materials include grade-level Correlation Chart documents in the Getting Started with myPerspectives section of the Savvas Realize platform and the end matter of each Teacher Edition. This document can also be used as a Scope and Sequence as it outlines student learning across the year. Each document “provides multiple views of where standards are covered in myPerspectives.” The views are Comprehensive Correlation, Unit Correlation, and Selection Correlation. Materials state that the information in the Correlation document will help teachers “easily view skills and standards as [they] plan lessons, align the program to [their] school or district curriculum framework, and plan alternate pacing to meet [their] classroom and student needs.”
The Comprehensive Correlation Chart includes “standards coverage by unit” and a “detailed selection and skills information to facilitate planning.”
The Unit-Correlation Chart includes a “high-level view of standards covered in each unit.”
The Selection Correlation Chart includes “At-a-glance coverage for standards addressed within each lesson.”
Materials identify the standards assessed for formative assessments.
After reading, students complete tasks including Build Insight Questions (including First Thoughts, Summary, and Analysis), which provide opportunities to assess student understanding and skills. The Teacher Edition includes the key standards covered by these questions.
Selection Tests for each text allow teachers to determine student understanding and skills. These multiple-choice tests consist of Comprehension questions, Vocabulary Questions, and analyze-the-text questions. Each Selection Test answer key provides the standards covered by the Vocabulary and analyze-the-text questions.
After reading, each text in the program includes multiple exit tickets so teachers can assess student skills. Exit tickets follow some of the tasks included after each text and vary in focus, including determining a general concept, word knowledge, and grammar skills. Each Teacher Resource provided for each Exit Ticket includes a list of standards covered by the Exit Ticket Questions.
Materials identify the standards assessed for culminating tasks/summative assessments.
The standards covered by each Performance Task and Performance-Based Assessment are provided in the Teacher Edition and listed in the Lesson Planner Document.
The standards covered by each Unit Project are provided in the Teacher Edition.
Each Unit Test provides an Answer Key that lists the standard assessed by each item in the assessment.
The beginning, mid, and end-of-year assessments provide an Answer Key that lists the standard assessed by each item in the assessment.
Indicator 3d
Materials provide strategies for informing all stakeholders, including students, parents, or caregivers about the program and suggestions for how they can help support student progress and achievement.
The myPerspectives program includes Home Connection letters for each unit to inform students, parents, and caregivers about the ELA program. These letters provide an overview of the unit’s content, including the essential question, texts of study, and major assignments. They also offer suggested discussion questions to help families support learning at home. To promote accessibility, these materials are available in both English and Spanish.
Materials contain strategies for informing students, parents, or caregivers about the ELA program. Materials contain suggestions for how parents or caregivers can help support student progress and achievement.
Each unit in the program includes a Home Connection letter for families. Each letter includes a summary of what students will learn in each unit, the unit’s essential question, a list of the texts of study, and a list of the larger assignments in the unit, including Performance Tasks, the Performance-Based Assessment, and the Unit Project. Each letter also includes suggestions for questions to discuss at home with students to reinforce learning from the unit.
Materials for parents (like letters home) have been translated into languages other than English.
The Home Connection letter for each unit is available in English and Spanish.
Indicator 3e
Materials explain the program’s instructional approaches, identify research-based strategies, and explain the role of the standards.
The explanation of instructional approaches, research-based strategies, and the role of standards in myPerspectives meets expectations for indicator 3e. The program clearly explains its instructional approaches, emphasizing a student-centered, integrated model that connects reading, writing, speaking, and listening. The Program Brochure outlines the program’s focus on student voice, engagement, and diverse texts, promoting critical thinking and personal connection. It also emphasizes reciprocal literacy development, stating that reading and writing are taught together to build confident communicators. The program incorporates differentiated supports, assessment-driven instruction, and an AI-powered writing tool to provide timely, individualized feedback. It references research-based strategies, with guidance informed by a team of literacy experts and included in Expert’s Perspective notes. The myPerspectives Authorship Library includes white papers by these experts that serve as the research base for the program. Additionally, the program aligns closely with standards, as shown in the Correlation Charts and planning tools that help teachers track coverage across units and lessons.
Materials explain the instructional approaches of the program.
The Getting Started with myPerspectives section includes a Program Brochure detailing the program’s instructional approaches.
The brochure states that the program is designed to be student-centered: “Each unit has an intriguing theme and a thought-provoking Essential Question. Relevant and diverse texts allow students to see themselves reflected in the stories and bring their lived experiences into the classroom. Students learn from each other, develop and share their own perspectives, and become critical thinkers, listeners, and communicators as they begin to understand the broader conversation and explore the world they live in.”
The brochure also states that the program prioritizes student voice and engagement, allows for teacher customization, and includes reading support for all learners through “built-in robust scaffolds.”
The brochure highlights that one of the program’s priorities is to develop skilled readers and writers. It states that “Reading and writing are reciprocal. As students develop reading skills, they transfer those skills to the writing arena, and vice versa. This integrated approach to reading and writing ensures that students become confident and skilled communicators.” Evidence-based writing support is embedded throughout each unit.” The program includes an AI-powered writing tool that gives students “interactive writing experiences with actionable feedback.”
The brochure states that the program includes responsive supports for differentiation and assessments to “provide timely opportunities to improve student learning.
The Getting Started with myPerspectives section includes a myPerspectives Top Ten Document. This document explains the “top ten notes from other myPerspectives teachers.” These notes include that units are backward-designed, knowledge builds across each unit, literacy strands are integrated, comprehensive standards coverage, patterns are everywhere, tasks matter, agency engages, collaboration is an essential scaffold, and planning is everything. The document includes rhetorical questions with linked resources in response.
Materials include and reference research-based strategies.
The Program Brochure states that the myPerspectives program is research-based.
The Program Authorship Team document in the Getting Started with myPerspectives section includes biographies and quotations from the five experts who informed the program’s development. The document also lists the myPerspectives Advisory Board members. The summary states, “myPerspectives is informed by a team of respected experts whose experiences working with students and study of instructional best practices have positively impacted education.”
The Expert’s Perspective notes in the Teacher Edition provide teachers with knowledge of literacy content and research-based strategies from one of the program’s expert authors.
The Getting Started with myPerspectives section includes a mySavvas Training section. Under Additional Resources, one resource in this section is the myPerspectives Authorship Library. The library’s guidance states, “This is your one-stop for white papers and videos featuring the myPerspectives authorship team. Watch for new releases throughout the year!” These white papers serve as the research base for the program.
Materials include and reference the role of the standards in the program.
The Correlation Charts found in the Getting Started with myPerspectives section include “multiple views of where standards are covered in myPerspectives” for each grade level. These views include: Comprehensive Correlation, Unit Correlation, and Selection Correlation.
The front matter in the Teacher Edition states that the “Unit at a Glance can help [teachers] map the standards and skills in myPerspectives to [their] own curriculum.”
Indicator 3e.MLL
Materials provide explanations of the instructional approaches of the program for MLLs and the identification of the research-based strategies.
The instructional materials reviewed for Grades 6-8 of myPerspectives do not meet the criteria of providing explanations of the instructional approaches of the program for Multilingual Learners (MLLs) and identifying the research-based strategies.
While the materials reference a research-based approach for literacy instruction and provide evidence of positive student outcomes, they do not adequately explain the instructional approaches tailored for MLLs or provide research-based strategies specific to this student population. Therefore, the materials do not meet the criteria outlined for providing explanations and research-based identification of strategies for MLLs.
Indicator 3f
Materials provide a comprehensive list of supplies needed to support instructional activities.
The comprehensive list of supplies provided in myPerspectives meets expectations for indicator 3f. The program includes a comprehensive list of instructional activities in each Lesson Overview within the Teacher Edition. On the Savvas Realize platform, these activities are organized by selection and presented in sequence, helping teachers identify the materials and resources needed to support each part of the lesson. The platform also includes a Lesson Planner document for each selection.
Materials include a comprehensive list of supplies needed to support the instructional activities.
In the Teacher Edition, each Lesson Overview lists all the activities students will complete for that lesson. On the Savvas Realize platform, these activities are listed for each selection in order so that teachers are clear on what students will need for each part of the lesson. Complete reading selections are provided for Teachers in the Teacher Guide and students in the Student Edition. The Savvas Realize platform also includes a Lesson Planner document for each selection, which teachers can use to see the activities in order and adjust their lesson pacing as needed.
Indicator 3g
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.
The assessment system in myPerspectives partially meets expectations for indicator 3g. The assessment system provides ongoing opportunities to measure student learning throughout the year through formative and summative assessments. Formative assessments—including Comprehension Checks, Close-Read Responses, Build Insight questions, Selection Tests, and Exit Tickets—are embedded throughout each unit to monitor progress during and after reading. Summative assessments include Performance Tasks, Performance-Based Assessments, Unit Projects, Unit Tests, and beginning-, mid-, and end-of-year assessments, offering multiple checkpoints for evaluating student learning. The program provides teacher guidance for scoring and interpreting many assessments, with sample responses, answer keys, and writing rubrics available via the Teacher Edition and Savvas Realize platform. However, guidance is inconsistent, particularly for Unit Projects and performance interpretation using rubrics. Some assessments, like Exit Tickets and Unit Tests, are linked to data reports and reteach resources that support instructional next steps. However, this support is not provided for all assessment types. The system supports progress monitoring but would benefit from consistent support for using assessment data to inform instruction.
The assessment system provides opportunities to determine student learning throughout the school year.
The Getting Started with myPerspectives section includes a Program Assessments document detailing the program’s assessment approach. This document is also included in each Teacher Edition’s front matter.
The assessment system includes several formative and summative assessments that provide many opportunities to determine student learning throughout each unit.
Formative assessments include Comprehension Checks, Reading Strategy Questions, Close-Read Response Questions, Build-Insight Questions (including First Thoughts, Summary, and Analysis Questions), Selection Tests, and Exit Tickets (skills assessments). Formative assessments allow teachers to assess student learning during and after reading.
Summative assessments include beginning, mid-, and end-of-year assessments. Each unit includes two Performance Tasks, a Unit Project, a Performance-Based Assessment, and a Unit Test. Summative assessments allow teachers to assess student learning at various key points throughout the unit, including after the Whole-Class Learning component of each unit, after the Peer-Group Learning component, and after the Independent Learning component. It should be noted that several summative assessments occur concurrently with each other at the end of each unit: The Performance-Based Assessment, Unit Test, and Unit Project. This may require a lot of assessment and data collection in a short period.
The assessment system provides teacher guidance for evaluating student performance, but not for all assessments.
The Teacher Edition includes sample student responses for all Comprehension Checks, Reading Strategy questions, Close-Read Response questions, and Build Insight Questions. The Savvas Realize platform includes Teacher Resources that provide Answer Keys to all Exit Tickets, Selection Tests, and Unit Tests.
The Writing and Research center on the platform includes rubrics by writing genre that teachers can use to evaluate Performance Tasks and Performance-Based Assessments. The program includes an AI-powered writing tool that gives students “interactive writing experiences with actionable feedback.”
Unit Projects do not include rubrics to support the teacher in determining and evaluating student performance. Instead, the Teacher Edition includes the following guidance for teachers for unit projects: “You may want to co-author rubrics with students to ensure that their work meets expectations.”
The assessment system provides teacher guidance for interpreting student performance and determining next instructional steps, but not for all assessments.
The Data section on the Savvas Realize platform populates with Exit Tickets, Selection Tests, Unit Tests, and beginning, mid-, and end-of-year assessments, which teachers can use to monitor student progress and growth. Reports include class mastery by standard, student mastery, average mastery, standard item analysis, student progress, and usage by student.
Teacher Resources for Exit Tickets include a Reteach and Practice assignment that teachers can assign to students who need more practice. These assignments include isolated skills practice. Each Reteach and Practice assignment includes an Answer Key.
Each Unit Test and beginning, mid, and end-of-year assessment includes a Reinforcement Resource for the Teacher. This resource “lists the Student Edition page on which the skill assessed is taught, as well as supporting reinforcement resources.” This resource provides the following guidance to teachers: “As warranted by student results, you may wish to revisit the Student Edition lesson or assign the reinforcement resource(s) listed.” For students who take Unit Tests online, Reinforcement is automatically assigned based on their results.
While the Writing and Research Center on the platform includes rubrics by writing genre that teachers can use to evaluate Performance Tasks and Performance-Based Assessments, additional guidance on using rubrics to interpret performance and determine the next instructional steps is not provided.
Indicator 3h
This is not an assessed indicator in ELA.
Indicator 3i
This is not an assessed indicator in ELA.
Criterion 3.2: Student Supports
Information on Multilingual Learner (MLL) Supports in This Criterion
For some indicators in this criterion, we also display evidence and scores for pair MLL indicators.
While MLL indicators are scored, these scores are reported separately from core content scores. MLL scores do not currently impact core content scores at any level—whether indicator, criterion, gateway, or series.
To view all MLL evidence and scores for this grade band or grade level, select the "Multilingual Learner Supports" view from the left navigation panel.
Materials are designed for each child’s regular and active participation in grade-level/grade-band/series content.
The myPerspectives materials partially meet expectations for Criterion 3.2: Student Supports. The program offers a range of scaffolds for students with learning needs and multilingual learners, including differentiated strategies, language development supports, and annotated Teacher Edition guidance. However, materials lack consistent, rigorous extensions for students above grade level, offering extensions in only some lessons across the program. Students engage in varied learning tasks and have multiple opportunities to demonstrate understanding and monitor their progress, promoting self-directed learning. Collaborative learning is supported through structured group activities, though grouping guidance is inconsistent across all lessons. Assessment accommodations are limited, with few accessibility features and no modified assessments or teacher guidance for implementing supports. While the texts and visuals reflect diverse backgrounds and experiences, teacher guidance for incorporating students’ cultural contexts is not consistently embedded.
Indicator 3j
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.
The strategies and supports for students in special populations to work with grade-level content in myPerspectives meet expectations for indicator 3j. The program provides a variety of strategies, supports, and resources to ensure that students in special populations can actively participate in grade-level literacy work. Materials include text complexity rubrics and pre-reading differentiation, Bridge Texts and Selection Summaries for struggling readers, and Teacher Facing Notes in the Teacher Edition that offer tiered support (substantial, moderate, light) for many reading and writing tasks. Writing and Reading Spotlights Teacher Facing Notes provide targeted strategies for students needing additional support. Additionally, the program offers guidance for Multilingual Learners, including language checkpoints, differentiated instructional notes, and scaffolded strategies aligned to students’ language development levels. Language Coach annotations in the Student Edition provide students with additional support as they read.
Materials provide strategies, supports, and resources for students in special populations to support their regular and active participation in grade-level literacy work.
The materials include text complexity rubric information for each core text and pre-reading differentiation ideas for students who may struggle with its different components.
The materials include Bridge Texts for struggling readers. These texts are a more accessible version of the core text with summarized sections. The materials also include Selection Summaries for students who are struggling readers or need more background information before reading the text.
Some of the annotations in the Teacher Edition that drive toward an essential point or checking for student readiness include opportunities for the teacher to differentiate learning for students who may need substantial, moderate, or light support.
The Teacher Edition includes Writing Spotlight Teacher Facing Notes for written Performance Tasks. These notes include strategies and ideas to support students needing additional help with the writing skills needed to complete the assignment accurately.
The Teacher Edition includes Reading Spotlight Teacher Facing Notes for many core texts. These notes include support and strategies for teachers to use to help struggling readers or readers who may be confused as they read.
Language Coach annotations in the Student Edition provide students with support with “word, sentence, and discourse levels of language, language comprehension, [and] knowledge building” as they read.
The materials include various supports throughout for Multilingual Learners. These supports include:
Differentiate Teacher Facing Notes with differentiation opportunities for students who need substantial, moderate, and light support
Language Checkpoint Teacher Facing Notes with support for students who are beginning/entering, developing/expanding, and bridging/reaching
Text complexity analysis with scaffolding ideas specific to Multilingual Learners
Indicator 3k
Materials regularly provide extensions for students who are above grade level to engage with literacy content and concepts in greater depth.
The extension opportunities for students above grade level in the myPerspectives program partially meet expectations for indicator 3k. The program provides some opportunities for above-grade-level students to engage with grade-level content at a higher level of complexity. The Extend Learning Teacher Facing Notes in the Teacher Edition offer suggestions to deepen understanding for students in some lessons throughout the program. There are no instances of advanced students completing additional or more rigorous assignments than their peers in the core curriculum.
Materials provide some opportunities for students who are above grade level to investigate the grade-level content at a higher level of complexity. There are no instances of advanced students doing more assignments than their classmates in the core curriculum, but additional assignments are available on the platform.
Some Teacher Facing Notes in the Teacher Edition that drive instruction toward an essential point include opportunities for the teacher to extend learning. These opportunities allow teachers to challenge advanced students or extend the lesson if they have time.
In Grade 7, Unit 1, students write a personal narrative as the written Performance Task. As they draft, an annotation in the Teacher Edition provides guidance on leading students to the essential point that “A coherent personal narrative is clear and easy to follow. To help your reader know exactly whom you’re talking about, make sure you use pronouns correctly.” After discussing the concepts of pronouns, gender, and number with students, notes are included to help the teacher differentiate or extend learning. The Extend Learning opportunity states, “Invite students to create a handful of model sentences that can be shared with the class. Ask students to underline each pronoun and circle each antecedent. Include sentences with vague pronouns and unclear antecedents, and have students correct them.”
Other opportunities to enrich or extend learning are designed as whole-class opportunities and not intentionally designed for students who are advanced or have already achieved a skill.
These opportunities include: Sharing Perspectives discussions and Digital Perspectives activities.
There are no instances of advanced students doing more assignments than their classmates in the core curriculum. However, the platform includes Extra Reads and Shakespeare’s Shelf. Teachers may assign these additional texts to all or some students at their discretion to customize units and lessons. If only assigned to some students, this could lead to students completing more assignments than their classmates.
Indicator 3l
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.
The myPerspectives program offers varied approaches to learning tasks and multiple ways for students to demonstrate their understanding over time. Students engage in various activities—such as annotations, discussions, writing assignments, research projects, speaking and listening tasks, and assessments—to deepen and apply their learning. Throughout each unit, students revisit the essential question, culminating in a Performance-Based Assessment that synthesizes their thinking and growth. The materials provide opportunities for ongoing review, self-reflection, and feedback, including checklists, rubrics, and quick conference questions to guide revision and improvement. Students also monitor their learning by self-assessing progress on unit goals at the beginning and end of each unit, supporting greater ownership of their growth. Overall, the program leverages a variety of formats and consistent feedback loops to promote deeper literacy learning and self-directed progress.
Materials provide varied tasks for students to show their thinking and make meaning.
Throughout the materials, students show their thinking and make meaning in various ways. As they read, students answer questions and complete annotations. After reading, students complete assignments that deepen their understanding of the text and literacy concepts. Throughout each unit, students engage in discussions, short research projects, short and long form writing assignments, vocabulary, word study, group projects, and varied assessments. Each task deepens students’ understanding and/or allows them to show their thinking.
Students have opportunities to share their thinking, to demonstrate changes in their thinking over time, and to apply their understanding in new contexts.
Each unit in the myPerspectives program is focused on a topic/theme and an essential question. Students interrogate different facets of the essential question throughout different unit components (Whole-Class Learning and Peer-Group Learning). In the Performance-Based Assessment at the end of each unit, students use all they learned throughout the unit to revisit the essential question and synthesize their thinking from the entire unit, in a longer writing piece.
Materials leverage the use of a variety of formats over time to deepen student understanding and ability to explain and apply literacy ideas.
Throughout each unit, students deepen their knowledge and understanding of the unit’s topic/theme and essential question by reading various core texts and completing varied tasks. In each unit’s component, students read several texts and complete assignments to deepen their knowledge. These assignments include: close reading assignments, analysis of texts, language and craft study assignments, writing assignments, speaking and listening assignments, vocabulary assignments, and Performance Tasks.
Materials provide for ongoing review, practice, self-reflection, and feedback. Materials provide multiple strategies, such as oral and/or written feedback, peer or teacher feedback, and self-reflection.
Throughout each unit, students have several opportunities to receive teacher feedback. The materials include many formative assessments, where teachers can progress monitor student learning. The Peer-Group Learning component of each unit provides students with opportunities to work in groups and learn from their peers. When working on their written Performance Tasks, students can refer to a checklist to help ensure they have all of the necessary components, and teachers can use the quick conference questions to give students feedback as they write. Teachers also have access to a rubric to score student writing.
Materials provide a clear path for students to monitor and move their own learning.
At the start of each unit, students review the unit goals and use a 1 to 5 scale to rate how they meet them. At the end of each unit, students reflect on the unit goals and reassess how they meet them. Then, they reflect on which goals they were more successful at versus less successful.
Indicator 3m
Materials provide opportunities for teachers to use a variety of grouping strategies.
The myPerspectives program provides multiple grouping strategies and interaction formats to support student collaboration. Units are structured to include Whole-Class, Peer-Group, and Independent Learning, ensuring students work in various settings. Peer-Group Learning emphasizes collaborative skill-building, with routines for group discussions and activities, and students engage in icebreakers, paired discussions, and group-based Speaking and Listening tasks. The Teacher Edition offers guidance on grouping for specific activities, such as Inquiry and Research or performance tasks, and the program suggests grouping strategies based on student needs (e.g., homogeneous or heterogeneous groups) for the Peer-Group Learning component of each unit. However, not all activities include explicit guidance on how to group students effectively, limiting support for differentiated grouping decisions beyond the initial unit setup.
Materials provide grouping strategies for students. Materials provide guidance for varied types of interaction among students.
myPerspectives units are structured so that the first third is based on Whole-Class Learning, the second third is based on Peer-Group Learning, and the final third is based on Independent Learning. This unit structure allows students to work in different types of groupings.
For the Peer-Group Learning component of the curriculum, students start by discussing peer-group learning strategies, learning how to work as a group, and making a group schedule.
Students complete an icebreaker activity in small groups at the beginning of each unit. For these activities, students consider a statement, record their position, explain their thinking, discuss it, and answer a few questions with their group. Then, they write a summary of the points covered in the discussion. The Teacher Edition provides teachers with guidance on circulating as students discuss and reminding students that there is no right or wrong answer. Additional guidance states, “Encourage students to keep an open mind and to listen to their classmates.”
After reading every text in each unit’s Whole-Class and Peer-Group Learning components, students complete a First Thoughts activity. Then, students discuss their thoughts in pairs for Whole-Class Learning and groups for Peer-Group Learning. The Teacher Edition includes guidance on the discussion routine that students should follow during these conversations, including:
“Expand on each other’s comments, building on their ideas.
Summarize peers’ comments to clarify ideas.
Ask questions to deepen the discussion or to transition into another aspect of the topic.”
The Savvas Realize platform includes a Learning Strategies Videos section. In this section, the materials include one Whole-Class learning video, two Peer-Group learning videos, and one Independent Learning video that teachers can present to students. The topics of the videos are Whole Class Learning Strategies (Student Modeling Video), Peer-Group Learning Strategies: How to Work in Groups, Peer-Group Learning Strategies: Unspoken Rules of Teamwork, and Independent Learning Strategies (Student Modeling Video). These videos are the same for all grade levels.
The Teacher Edition includes grouping guidance for Inquiry and Research activities, which students complete after reading some texts in the program. This guidance allows teachers to group students in small groups, pairs, or independently, based on how challenging the activity might be for their students.
The Teacher Edition includes grouping guidance for Speaking and Listening activities, which students complete after reading some texts in the program. The Student and Teacher Editions include strategies and skills students should apply while completing the activity.
Students work in their Peer-Group Learning groups for each unit’s Speaking and Listening Performance Task. The materials provide guidance for students and teachers on completing these activities successfully together.
Materials provide guidance for the teacher on grouping students in a variety of grouping formats, but not for all grouped activities.
For the Peer-Group component of the first unit of each grade level, the materials include the following teacher guidance for grouping students:
“If you need to provide extra support to some students, group them together so you can spend more time with them.
If your class is more or less on level, consider creating heterogeneous groups. That way, more perspectives can be shared.
Toward the end of the year, once students are used to collaborative learning, allow students to create their own groups.”
A few units include additional guidance for the Peer-Group Learning component, such as “You may wish to form groups for Peer-Group Learning so that each consists of students with different learning abilities. Some students may be adept at organizing information, whereas others may have strengths related to generating or synthesizing information. A good mix of abilities can make the experience of Peer-Group Learning dynamic and productive.”
The materials include guidance on what type of grouping to use for grouping activities in other parts of the units. Still, they do not provide guidance on how to group students effectively.
Indicator 3m.MLL
Materials include guidance for intentional and flexible grouping structures for MLLs to ensure equitable participation.
The instructional materials reviewed for Grades 6-8 of myPerspectives partially meet the criteria of including guidance for intentional and flexible grouping structures for Multilingual Learners (MLLs) to ensure equitable participation. The materials provide some suggestions for facilitating student collaboration for MLLs but lack consistent support for creating intentional, flexible groupings, particularly for MLLs with varied English proficiency levels.
Specifically, in Grade 7, Unit 5, the Differentiate - Multilingual Learners box included as students start to read “A More Accessible World” suggests using small groups for moderate support and pairs for light support, however there is no guidance for teachers on how to intentionally structure these groups or pairs within levels of support based on student needs, such as language proficiency. Within this reading and throughout units and grades, there are Grouping Opportunity call-out boxes that guide teachers in leading group activities, but do not facilitate grouping structures, nor do they mention MLLs. The materials incorporate some degree of grouping flexibility but miss the opportunity to promote intentional grouping that supports MLLs’ language development and access to content.
Similarly, in Grade 8, Unit 1, the speaking and listening Performance Task: Present a Nonfiction Narrative is designed for all students as a group presentation. Students are expected to write a narrative and then present it collaboratively. The Multilingual Learner Support box provides suggestions to help students who may be uncomfortable presenting, including “Flexible Assignments” allowing some students to take behind the scenes group roles; “Creative Solutions” for students to translate parts of the presentation into their home language and present it to the class, and “Prerecording” for, “students who want a presenting role but are afraid to present to the class.” These supports offer thoughtful flexibility and aim to provide inclusive participation options, but do not address group formation in any way, including using language proficiency.
Although the materials do not consistently provide grouping strategies specific to MLLs, they include thoughtful attempts to support diverse learners through flexible assignments and alternative participation options. These attempts demonstrate a student-centered approach that values individual comfort and access, especially in performance tasks. However, there is a missed opportunity to equip teachers with practical guidance on forming groups that consider language proficiency, peer support dynamics, and equitable participation.
Indicator 3n
Assessments offer accommodations that allow students to demonstrate their knowledge and skills without changing the content of the assessment.
The myPerspectives program offers limited accommodations to support student access to assessments. When assessments are administered digitally via the Savvas Realize platform, students can listen to the initial directions, but no additional accessibility features, such as text-to-speech, adjustable font size, or alternative formats, are available. The materials do not include modified assessments that alter grade-level expectations. Additionally, there is no guidance provided to teachers on how to implement accommodations or identify which students may benefit from them.
Materials offer limited accommodations that ensure all students can access the assessment (e.g., text-to-speech, increased font size) without changing its content. Materials do not include modifications to assessments that alter grade level/expectations.
Teachers can administer the assessments in print or via the Savvas Realize platform for the Unit, Beginning-of-Year, Middle-of-Year, and End-of-Year Tests. If administered on the platform, students can choose to listen to the initial directions for the assessment, which state, “Answer each question carefully. After you submit your assignment, you won’t be able to change your answers.” No other accommodations are available.
Materials include guidance for teachers on the use of provided accommodations.
No evidence found.
Materials include guidance for teachers about who can benefit from these accommodations.
No evidence found.
Indicator 3n.MLL
Assessments offer accommodations that allow MLLs to demonstrate their knowledge and skills without changing the content of the assessment.
The instructional materials reviewed for Grades 6-8 for myPerspectives do not meet the criteria of providing accommodations that allow Multilingual Learners (MLLs) to demonstrate their knowledge and skills without changing the content of the assessment. While there are suggestions made to utilize the immersive reader or text-to-speech options, which can be supportive for some MLLs, they do not address MLLs’ linguistic needs, nor do they consider MLLs’ different language proficiencies. These options do not alter the content of the assessment, but also do not provide enough support to MLLs to demonstrate their knowledge and skills.
Indicator 3o
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.
The myPerspectives program provides a broad and authentic representation of different backgrounds through varied texts and visual content. The literature selections and images in the Student Edition reflect a wide range of identities and experiences, avoiding stereotypes and encouraging student connection to the material. The program offers some teacher support for incorporating students’ cultural, social, and community backgrounds into instruction. Tools like text complexity charts and embedded prompts in the Teacher Edition help teachers anticipate knowledge demands and encourage students to connect texts to their own experiences. However, these opportunities are not consistently provided across all lessons, limiting their overall impact.
Materials provide a range of representation of people, ensuring a broad range of cultural, racial, gender, and ability backgrounds are accurately and authentically represented.
The texts in myPerspectives provide a wide range of authors and characters, allowing students to see themselves reflected not only in the student-facing materials but also within the texts’ stories and topics.
The Student Edition includes many images of a wide range of people, allowing students to see themselves and others reflected in the materials. Most of the images are photographs, while some are art pieces. The materials reflect a wide range of cultures, races, and genders, and the people represented engage in a wide range of activities that do not perpetuate stereotypes about any group of people.
Materials provide some detailed instructions and support for teachers on incorporating and drawing upon students’ different cultural, social, and community backgrounds to enrich learning experiences.
myPerspectives text complexity charts describe different supports that students may need to fully comprehend various aspects of each text and complete the tasks required. The pre-reading differentiation for these charts guides teachers based on the qualitative features of the texts, including knowledge demands based on the author, characters, or topic. The Teacher Edition provides additional guidance embedded at the point of use for each text, as needed. Overall, the guidance found throughout the Teacher Edition supports teachers in helping students learn about different cultural, social, and community backgrounds—some suggestions prompt students to connect to their own lived experiences. These connections support the teacher in incorporating and drawing upon students’ experiences in class. While there is some guidance in the program for teachers to prompt students to integrate their own experiences into learning, these types of opportunities are infrequent, especially regarding bringing in their different cultural, social, and community backgrounds to enrich learning.
In Grade 6, Unit 1, Whole-Class Learning, students read “My Achilles’ Meal” by Firoozeh Dumas. As students read, the Teacher Edition includes a Sharing Perspectives section, which includes optional discussion prompts for the text. One of the questions states, “Different Worlds: This story presents interactions between adults and children that show their different worries, understandings, and feelings. How do you think a child’s world and an adult’s world are different? What effect does this have on you?” To answer these questions, students can bring their ideas based on their experiences. Because all Sharing Perspectives activities are optional, it is up to the teacher’s discretion to facilitate this discussion.
Indicator 3p
This is not an assessed indicator in ELA.
Indicator 3q
This is not an assessed indicator in ELA.
Criterion 3.3: Intentional Design
Materials include a visual design that is engaging and references or integrates digital technology, when applicable, with guidance for teachers.
The myPerspectives materials effectively integrate digital technology to enhance instruction and student engagement. Through the Savvas Realize platform, students can access interactive tools such as highlighting, annotating, listening to texts, and completing assignments online. Teachers benefit from customization features, real-time data tracking, and private access to Teacher-Facing notes while viewing student materials. The platform supports collaboration through discussion boards, Peer-Group Learning, and Google Classroom integration. Visual and organizational elements in both print and digital formats are clear, consistent, and purposeful. Additionally, teachers receive strong guidance for using embedded technology via comprehensive digital walkthroughs, on-demand video tutorials, and 24/7 training resources, ensuring effective integration of tools into daily instruction.
Indicator 3r
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.
The myPerspectives program includes digital technology and interactive tools that support student engagement in ELA. Through the Savvas Realize platform, students can access a digital Student Edition with features such as highlighting, annotating, listening to texts, viewing vocabulary support, and completing assignments online. Teachers can use the Teacher Assist Panel on the platform to display student materials while viewing Teacher-Facing Notes privately. Teachers can assess students digitally, with results automatically populating in a Data section for quick access to progress by standard. The platform also offers customization tools, allowing educators to rearrange content, hide materials, upload files, edit Google Docs, and modify assessments, supporting local and student-specific needs. Additional digital resources include bridge texts, podcasts, mini-lessons, and book clubs, enhancing instructional flexibility and student engagement.
Digital technology and interactive tools, such as data collection tools and/or modeling tools are available to students. Digital tools support student engagement in ELA.
Teachers may use the Savvas Realize platform’s Teacher Assist Panel to project the material in the Student Edition. This mode allows teachers to view both the Student Edition with their students and privately view the Teacher-Facing Notes found in the materials.
The front matter of the Teacher Edition includes a summary of all digital resources, including bridge texts, “Listenwise” podcasts, hook & inspire texts, mini-lessons, and book clubs (found in the digital library).
The Savvas Realize platform includes a digital Student Edition that allows them to highlight, annotate, listen to the text, review language coach notes, hear and learn vocabulary words, answer questions, and complete all assignments.
Teachers have the option of assessing students digitally or on paper. If teachers use the online platform, the materials include a Data section that populates student results by assessment and standards progress. This feature gives teachers quick access to student data.
Digital materials can be customized for local use (i.e., student and/or community interests).
The Savvas Realize platform allows teachers and schools to assign content digitally or in hard copy, providing flexibility to meet students’ needs. If using the digital platform, teachers can customize assignments, including:
“Upload a file.
Hide content that you don’t need.
Rearrange and sort content to suit your teaching style.
Edit Google Docs directly in Realize.
Customize assessments by removing, rearranging, or adding questions.”
Indicator 3s
Materials include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, when applicable.
The myPerspectives program supports teacher-student collaboration through the Savvas Realize platform, where students can highlight, annotate, and complete assignments digitally. Teachers can assign, review, and grade student work and access student annotations anytime, allowing for ongoing feedback and monitoring. Discussion Boards on the platform allow students to collaborate. During Peer-Group Learning, students collaborate in small groups to complete tasks. Still, each student is responsible for submitting their work in the digital platform, ensuring collaboration and individual accountability. Additionally, Google Classroom integration allows for collaborative work using shared Google Docs, enhancing opportunities for interaction and feedback within digital assignments.
Materials include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, when applicable.
The Savvas Realize platform includes a digital Student Edition where students can highlight, annotate, and complete all their assignments. For reading assignments, the platform states, “Student annotations are saved and teachers may review student work at any time.” For all other assignments, the platform states, “Teachers may assign, review, and grade student work at any time.”
For the Peer-Group Learning component of each unit, students work in small groups. While they collaborate to complete assignments, each student has their own digital Student Edition and is responsible for showing their thinking on assignments, even if their answers are shared.
The Savvas Realize platform includes Discussion Boards, which teachers can assign to students for peer-to-peer collaboration.
The Savvas Realize platform integrates with Google Classroom, allowing teachers to use integrated Google Docs with the materials.
Indicator 3t
The visual design (whether in print or digital) supports students in engaging thoughtfully with the subject, and is neither distracting nor chaotic.
The myPerspectives program uses images, graphics, and models that support learning and engagement without being visually distracting. Print and digital materials follow a consistent color scheme and unit structure (Whole-Class, Peer-Group, Independent Learning) to help orient users. The Student Edition includes purposeful photographs, illustrations, and graphic organizers, with clear headings and ample annotation space. Materials across the Teacher and Student Editions maintain a consistent layout and structure, and organizational features are clear, accurate, and error-free, promoting ease of navigation and instructional clarity.
Images, graphics, and models support student learning and engagement without being visually distracting. They also clearly communicate information or support student understanding of topics, texts, or concepts. Teacher and student materials are consistent in layout and structure across lessons/modules/units.
The digital and print versions of myPerspectives support student learning and engagement without being visually distracting. The materials use a consistent color scheme to help orient users to the unit sections (Whole-Class, Peer-Group, and Independent) in both the teacher-facing and student-facing materials.
The Student Edition includes graphics that are not distracting and related to the learning. These include: photographs, illustrations, and graphic organizers. All tasks and activities are labeled with headings and directions for completion. For reading assignments, there is ample space for students to highlight and annotate.
myPerspectives materials follow a consistent structure across lessons and units, which is reflected in both the Teacher and Student Editions.
Materials’ organizational features (table of contents, glossary, index, internal references, table headers, captions, etc.) are clear, accurate, and error-free.
The Teacher Edition includes a pacing plan for each unit and lesson, objectives for each lesson, and headers that support the teacher in distinguishing assignments. The Savvas Realize platform includes a Lesson Overview and Lesson Planner document for each lesson.
The digital Student Edition is organized by assignments in consecutive order with headings that match the Teacher Edition for clarity.
Indicator 3u
Materials provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable.
The myPerspectives program provides teacher guidance for using embedded technology through resources available in the Savvas Realize platform’s Getting Started with myPerspectives section. A Digital Resources document offers a comprehensive platform walkthrough, including instructions for navigating content, assigning work, reviewing and scoring student submissions, monitoring student data, and accessing additional digital tools and support services. This document helps teachers effectively integrate technology to enhance and support student learning. Additional support is available through mySavvas Training, which offers on-demand videos, such as the “myPerspectives Tech Talk,” focused on high-impact digital tools for engagement and instruction. Teachers can access a 24/7 training website with self-paced learning, webinars, certification tracking, and direct support. The platform’s built-in help feature provides quick access to page-specific assistance, training resources, technical support, and contact with program specialists, ensuring comprehensive support for technology integration.
Teacher guidance is provided for the use of embedded technology to support and enhance student learning, when applicable.
The Getting Started with MyPerspectives section of the Savvas Realize platform includes a link to a Digital Resources document, a walkthrough document of the program and the digital platform. This document contains guidance on navigating the Savvas Realize platform, accessing content, assigning content, reviewing student work, evaluating student performance, scoring student work, student data, the student experience of the platform, available integrations, support services, and additional digital resources. Teachers should use this document to orient themselves to the technological components of the program.
The Getting Started with myPerspectives section includes a mySavvas Training section. This section includes a video training titled “myPerspectives Tech Talk,” which is a “brief professional learning experience, [that] will focus on these four High-Impact myPerspectives Digital Tools that can bring more engagement, representation, and expression to your myPerspectives instruction.”
Savvas provides a “My Savvas Training” website, which is a “full-service 24/7 training website for using [the] Savvas curriculum. Learn the basics, brush up on the specific topics, or take a deep dive into pedagogy.” This training website includes “on-demand, self-paced Savvas program training, virtual workshops and webinars, progress monitoring, including training records and certificates,” and “chat and email support with Savvas specialists.”
On the upper right-hand corner of the Savvas Realize platform, materials include a question mark icon (?), which teachers can use to troubleshoot. Once they click on this icon, teachers can get “Help for this Page,” “Program Training,” Technical Support,” “Contact a Program Specialist,” and “Request an Enhancement.”