District previews Ready Classroom (I‑Ready) math adoption; board presses for measurable proficiency targets

The Englewood Public School District curriculum team presented Ready Classroom for Mathematics (I‑Ready) as the recommended core math program for grades K–8. Tony Maffood, an educational consultant for Curriculum Associates, and Tracy Rodriguez, director of sales for New York and New Jersey, described the program’s structure, assessment tools and professional development model.

The district’s curriculum leader, Dr. Scaramadella, told the board the selection followed a multi‑month review: an algebra design team evaluated six programs, a rubric and advisory committee narrowed the list to three, and the advisory group recommended I‑Ready unanimously because it met the rubric’s criteria for serving K–8 (including algebra), supporting English‑language learners, accommodating students with special needs, and offering an assessment platform that connects to teacher interfaces.

What the program offers: Maffood described Ready Classroom as a curriculum built around multi‑day lessons that begin with rich tasks, use a "Try It / Discuss It / Connect It" routine to build discourse, and end with reinforcement days for differentiation. The I‑Ready diagnostic serves as a universal screener (fall/winter/spring) that creates individualized digital pathways for students, and the vendor’s classroom materials include teacher slides, multilingual resources (including Spanish), manipulatives for early grades and digital tools for older students. Maffood said the vendor provides multi‑year professional development, with initial orientation, video‑study follow‑ups and ongoing tailored coaching.

Board questions and evidence: Members asked for measurable outcomes. Board member Rachel Haber pressed for direct evidence that Ready Classroom produces large gains; Maffood cited vendor case studies and internal analyses: examples he gave included a multi‑year district case (grades 3–8) with increases such as third grade proficiency rising from about 28 percent to 37 percent over three years and a Portland, Ore., district reporting double‑digit percentage‑point gains in a single year in early grades. Maffood said Curriculum Associates works with 230 districts in New Jersey (I‑Ready) and with 80 New Jersey districts using Ready Classroom mathematics, but he said district‑level NJ proficiency summaries require data‑sharing agreements before the vendor can publish them.

Administration response and next steps: Dr. Scaramadella said the program scored highest against the district rubric because it aligns core materials, assessments and intervention, and includes transadapted support for Spanish speakers and accommodations for students with disabilities. The superintendent’s office and curriculum staff emphasized that teacher professional learning and fidelity of implementation will be central to achieving proficiency gains.

Why it matters: The choice of a K–8 math core and its associated diagnostic and intervention tools are likely to shape instruction, professional development and budget priorities for several years; the board pressed for explicit, district‑level proficiency goals and clear monitoring measures as part of any adoption decision.

Ending: The presentation did not conclude with a formal adoption vote; the curriculum committee and administration will bring recommended next steps, including implementation timelines and cost details, back to the board for consideration.