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Is your district looking for a phenomena-driven material aligned to the Next Generation Science Standards? Take a look at Learning List’s review of Savvas Learning Company’s Experience Science ,   comprehensive K–8 science program designed to support three-dimensional NGSS instruction. Program Overview Savvas Learning Company’s  Experience Science is a phenomena-based elementary science program available in both print and digital formats. The program is designed to bring science to life through real-world phenomena, giving students frequent opportunities to investigate, reason and make sense of scientific concepts.  Three-Dimensional Learning Aligned to NGSS Instructional experiences consistently reflect three-dimensional learning, integrating: Science and Engineering Practices (SEPs) Crosscutting Concepts (CCCs) Disciplinary Core Ideas (DCIs) Across lessons, students are regularly required to ask questions, justify their claims with evidence, and explain their reasoning, reinforcing core expectations of Next Generation Science Standards. Support for Diverse Learners  Experience Science  provides supports for students with specific learning needs, including Striving Learners, Challenge-Ready Learners and Diverse Learners. Suggestions are specific to the student activity and to the student group.  The material is available in English and Spanish with Multilingual Learner Support embedded throughout.  Instructional scaffolds are specific to language proficiency level and student activity. Multilingual glossaries and translation tools are available for numerous languages.  Instructional Flexibility The program supports for a variety of instructional approaches, including stations, whole-group instruction, and individualized learning. It also offers three implementation options to accommodate different instructional schedules, making it adaptable for a wide range of district and campus needs.  Independent Reviews by Learning List Learning List has conducted: A full editorial review  of Experience Science’s instructional quality  A standard-by-standard alignment analysis to NGSS A review of technology compatibility and support for remote learning These independent reviews are designed to support instructional materials selection, curriculum mapping, and  lesson planning , providing districts with actionable, evidence-based insights. To read the full Learning List reviews of Experience Science  and our reviews of thousands of other PreK–12 instructional materials, contact   Learning List   for subscription information. About Savvas Learning Company* Savvas describes itself as a “next-generation learning company that combines new ideas, new ways of thinking, and new ways of interacting to create innovative learning solutions.” The company emphasizes high expectations, student engagement, and access to rigorous, aligned curriculum for all learners.  *Information in this section is provided by or adapted from Savvas Learning Company .

Looking for a new comprehensive science curriculum for grades K-12? Consider Accelerate Learning’s STEMscopes Texas .  About STEMscopes Science Texas STEMscopes Science Texas supports student learning with phenomena, hands-on experiences, and virtual simulations. The curriculum uses the 5E instructional model, with intervention and acceleration added, to support inquiry-based instruction. Scopes (lessons) are based on TEKS-aligned topics and span multiple days of instruction. Each Scope seamlessly integrates phenomena, scientific practices, and recurring themes. Students are provided with ongoing opportunities to think and act like scientists, and see how specific scientific concepts are evident in the real world and impact daily life. Scopes also include suggestions to help teachers differentiate instruction to meet the needs of all learners. The student material does not include a “traditional” textbook or eText. Rather, students access the materials as they are assigned by the teacher on the platform. Resources can be used digitally, or most program components can be printed in PDF format. About Learning List's Reviews Learning List’s alignment reports, editorial reviews, and spec sheets provide a multi-faceted look at this comprehensive science curriculum. Contact info@LearningList.com to learn about our low-cost instructional materials review service . With an annual subscription, districts gain immediate access to thousands of evidence-based reviews and can submit additional instructional materials for review. About STEMscopes* STEMscopes, created by Accelerate Learning Inc., is an award-winning, research-based national leader in PreK-12 STEM curriculum. STEMscopes provides comprehensive digital resources, supplemental print materials, and hands-on exploration kits that drive engagement and academic growth. Information in this section is provided by or adapted from STEMscopes .

Is your district looking for a new science curriculum to support the implementation of the NGSS? Take a look at Learning List’s review of Accelerate Learning’s STEMscopes NGSS 3D. Overview of STEMscopes NGSS 3D STEMscopes NGSS 3D is a comprehensive science program for grades K-12. Learning List has reviewed the materials for K-8. Elementary content is organized by grade level, and middle school content is divided into three courses: Life Science, Physical Science, and Earth and Space Science. The materials are digital, with the option of printing PDF documents for most program components. What District Leaders Should Know The program supports the intent of the Next Generation Science Standards by consistently providing students with three-dimensional learning experiences that integrate the Cross-Cutting Concepts and Science and Engineering Practices with Disciplinary Core Ideas. STEMscopes NGSS 3D uses the 5E model, adding intervention and acceleration, to support inquiry-based instruction. Scientific phenomena drive instruction, which is organized in units (bundles) based on overarching topics. Each bundle includes several related scopes (lessons). Each bundle and set of scopes provides a coherent storyline through the correlated Anchoring Phenomena Event, Anchoring Phenomena Driving Question, and Mission Performance Task. About Learning List's Reviews of STEMSscopes NGSS 3D Learning List has completed a standard-by-standard review of the material's alignment to the NGSS, a qualitative review of the instructional content, and a review of the technology compatibility for each grade level covered by this material.  To learn more about this product and thousands more PreK-12 instructional materials, contact Learning List for subscription information. About STEMscopes * STEMscopes™, created by Accelerate Learning, seeks to help teachers implement effective STEM instructional practices, improve student performance, and increase student engagement through high-quality, customized, standards-aligned STEM curricula and digital resources. STEMscopes offers digital curriculum resources, supplemental print materials, and hands-on exploration kits designed to support engagement and academic growth. Information in this section is provided by or adapted from Accelerated Learning .

Are your teachers looking for new materials for elementary math instruction? Take a look at Learning List’s review of Accelerate Learning’s STEMscopes Math. Accelerate Learning’s STEMscopes Math is a comprehensive mathematics program for grades K-5. Learning List recently reviewed the content for grades 3-5. The materials are digital, with the option of printing PDF documents for most program components. The program makes intentional connections to math concepts as they are found in the everyday world.  Scopes (lessons) require students to use critical thinking, reflection, and collaborative exploration while consistently providing opportunities for students to explain and justify their thinking. The goal of the program is to provide meaningful learning experiences that focus on 21st century skills and support student success in STEM careers. To that end, the program includes instructional suggestions to support teachers in providing instruction that develops higher-level thinking and questioning. Additionally, the Scopes consistently provide instructional experiences that support inquiry-based learning. The digital materials include an abundance of resources and most of the materials are available in English and Spanish.  Read Learning List’s full editorial review to learn more about the variety and adaptability of STEMscopes resources.   Learning List has also completed a standard-by-standard review of the alignment of the material, and a review of the product’s technology compatibility.  To learn more about this product and thousands more PreK-12 instructional materials, contact Learning List for subscription information. About STEMscopes* STEMscopes™, created by Accelerate Learning Inc., is an award-winning, research-based national leader in PreK-12 STEM curriculum. Used by over 4.5M students across all 50 states and internationally, STEMscopes provides comprehensive digital resources, supplemental print materials, and hands-on exploration kits that drive engagement and academic growth. Accelerate Learning has grown from a single product, to a brand that now offers a variety of STEM curriculum and professional development solutions to support early learning, NGSS, and state-aligned Math and Science curriculum. STEMscopes Vision: We help teachers adopt effective STEM instructional practices, improve student performance, and increase the engagement of parents through high quality, customized, standards-aligned, hands-on digital STEM curricula and resources.  Information in this section is provided by or adapted from STEMscopes .

Are your teachers looking for new Curriculum Review: Accelerate Learning’s STEMscopes Math CCSS Looking for new elementary math materials? Take a look at Learning List’s review of Accelerate Learning’s STEMscopes Math for grades K-5. Overview of Accelerate Learning’s STEMscopes Math STEMscopes Math is a comprehensive mathematics program for grades K-12. Learning List recently reviewed the content for grades K-2, and previously completed reviews for grades 3-5. The materials are digital, with the option of printing PDF documents for most program components. The program makes intentional connections to math concepts in the real world.  Scopes (lessons) require students to use critical thinking, reflection, and collaborative exploration while consistently providing opportunities to explain and justify their thinking. The goal of the program is to provide meaningful learning experiences that focus on 21st-century skills and support student success in STEM careers. To that end, the program includes instructional suggestions to help teachers provide instruction that develops higher-level thinking and questioning. Additionally, the Scopes consistently provide instructional experiences that support inquiry-based learning. The digital materials include an abundance of resources. which are described in Learning List's full editorial review. Most of the materials are available in English and Spanish.  About Learning List Learning List has also completed a standard-by-standard review of the alignment to the Common Core State Standards and a review of the product’s technology compatibility.  To learn more about this product and thousands more PreK-12 instructional materials, contact Learning List for subscription information. About STEMscopes* STEMscopes™, created by Accelerate Learning, seeks to help teachers implement effective STEM instructional practices, improve student performance, and increase student engagement through high-quality, customized, standards-aligned STEM curricula and digital resources. STEMscopes offers digital curriculum resources, supplemental print materials, and hands-on exploration kits designed to support engagement and academic growth. Information in this section is provided by or adapted from Accelerate Learning .

Is your district looking for an elementary or middle school math program that supports inquiry-based learning? Take a look at Learning List’s review of Accelerate Learning’s STEMscopes Texas Math K-Algebra I. Overview of Accelerate Learning’s STEMscopes Texas Math Accelerate Learning’s STEMscopes Texas Math is a comprehensive mathematics program for Kindergarten through Algebra I, designed to meet the Texas Essential Knowledge and Skills (TEKS). The materials are digital, with the option of printing PDF documents for most program components. The program makes intentional connections between mathematical concepts and real-world contexts. The goal of the program is to provide meaningful learning experiences that focus on 21st-century skills and support student success in STEM careers. Scopes (lessons) require students to use critical thinking, reflection, and collaborative exploration. The material provides consistent opportunities for students to explain and justify their thinking and includes instructional experiences that support inquiry-based learning. The program supports blended learning environments with a digital platform that provides an abundance of resources. Teachers receive pedagogical suggestions to help them provide instruction that develops higher-level thinking and questioning. The student platform includes materials assigned by the teacher, games, student notes, the visual glossary, and access to grades. Student material does not include a “traditional” textbook or eText. About Learning List Learning List has completed a standard-by-standard review of the material's alignment to the TEKS, a qualitative review of the program's instructional content, and a review of the product’s technology compatibility.  To learn more about this product and thousands more PreK-12 instructional materials, contact Learning List for subscription information. About STEMscopes* STEMscopes™, created by Accelerate Learning, seeks to help teachers implement effective STEM instructional practices, improve student performance, and increase student engagement through high-quality, customized, standards-aligned STEM curricula and digital resources. STEMscopes offers digital curriculum resources, supplemental print materials, and hands-on exploration kits designed to support engagement and academic growth. Information in this section is provided by or adapted from Accelerate Learning .

Does your district need math materials to support the Florida B.E.S.T. Standards? Take a look at Learning List’s reviews of Accelerate Learning’s STEMscopes Math for Florida. STEMscopes Florida B.E.S.T. Math Curriculum Overview Accelerate Learning’s  STEMscopes Math is a comprehensive mathematics program for grades K-5. The materials are primarily digital, with a supplemental student print version and Teacher Print Kits available.  Learning List has reviewed the materials designed specifically to align with the Florida B.E.S.T. Standards.  The program makes intentional connections to math concepts found in the everyday world.  Scopes support student learning by clearly reflecting the Concrete-Representational-Abstract (CRA) model. Lessons require students to think critically, reflect, and collaborate. The goal of the program is to provide meaningful learning experiences that focus on 21st-century skills and support student success in STEM careers. The material supports students' learning of common math vocabulary through a visual glossary, includes instructional experiences that consistently support inquiry-based learning, and reflects mathematics learning through the lens of the Mathematical Thinking and Reasoning Standards. The STEMscopes digital platform provides an abundance of resources, including a Teacher Toolbox to support teachers in implementing the Florida B.E.S.T. Standards. Learning List's Reviews of STEMscope Math for Florida Read Learning List’s alignment report to learn more about how STEMscopes supports students in mastering the Florida B.E.S.T. Standards. Learning List has also completed a qualitative review of the instructional components of this material and a review of the product’s technology compatibility.  To learn more about this product and thousands more PreK-12 instructional materials, contact Learning List for subscription information. About STEMscopes * STEMscopes™, created by Accelerate Learning Inc., is an award-winning, research-based PreK-12 STEM curriculum. STEMscopes provides comprehensive digital resources, supplemental print materials, and hands-on exploration kits that drive engagement and academic growth. Information in this section is provided by or adapted from Accelerate Learning .

Does your district need math instructional materials that develop critical thinking skills? Learning List has just reviewed the quality, alignment and technology compatibility of Accelerate Learning’s STEMscopes Math . This blog post shares a few highlights from our reviewer's review. Accelerate Learning’s STEMscopes Math is a comprehensive mathematics program for grades K-Algebra I. Learning List recently completed a curriculum review of grades 6-Algebra I. The materials are digital, with the option of printing PDF documents for most program components. The program makes intentional connections to math concepts as they are found in the everyday world.  Scopes (lessons) require students to use critical thinking, reflection, and collaborative exploration. The goal of the program is to provide meaningful learning experiences that focus on 21st century skills and support student success in STEM careers. STEMscopes Math includes instructional experiences that support inquiry-based learning, consistently requiring students to explain and justify their thinking. Teacher supports include pedagogical suggestions to help teachers encourage high-level thinking and questioning. The STEMscopes digital platform provides an abundance of resources, including a Teacher Toolbox, to support teachers' effective implementation of the STEMscopes Math program. About Learning List Over the past 10 years, Learning List has reviewed thousands of PK-12 instructional materials, empowering educators to choose and use instructional materials effectively to fuel student achievement. In addition to the editorial review of the material's instructional quality, Learning List has completed a standard-by-standard review of this material’s TEKS alignment, as well as a review of its technology compatibility and support for remote learning. We invite you to contact us to learn more about our reviews and online tools that make the information actionable. About Accelerate Learning Accelerate Learning has grown from a single Texas-focused science program published by Rice University into a national brand offering a variety of digital-first STEM curricula and professional development solutions to support early learning, NGSS, and state-aligned Math and Science curricula. Information in this section is provided by or adapted from Accelerate Learning .

High school social studies classrooms are most engaging when students investigate questions, analyze evidence, and collaborate with peers. Instructional materials that support inquiry-based learning while providing strong teacher supports can help make those experiences possible. Learning List has reviewed several widely used high school social studies programs published by Teachers’ Curriculum Institute. These include: History Alive! World Connections History Alive! Pursuing American Ideals Econ Alive! The Power to Choose Government Alive! Power, Politics, and You Learning List’s independent reviews highlight several features educators may find useful as they evaluate or implement these programs. The design of World Connections  emphasizes inquiry and evidence-based learning. Lessons encourage students to investigate historical questions while examining both primary and secondary source documents. Students engage in collaborative and open-ended activities that prompt discussion, interpretation of historical evidence, and shared analysis of global events. Pursuing American Ideals  similarly centers instruction around inquiry and historical investigation. Students regularly analyze primary and secondary source documents as they explore major events and themes in American history. Lessons incorporate collaborative and open-ended activities that encourage students to examine evidence, discuss interpretations, and develop written responses to historical questions. Econ Alive! The Power to Choose   introduces economic concepts through inquiry, discussion, and collaborative learning activities. Students participate in lessons that encourage them to examine economic ideas, analyze information, and consider how economic choices affect individuals and communities. Government Alive! Power, Politics, and You focuses on helping students understand civic processes and the role of government through inquiry and discussion. Students explore political ideas, institutions, and public policy through collaborative activities designed to prompt discussion and analysis. The digital platform for all of these programs includes a Spanish translation option, and the materials provide substantial supports for students with diverse learning needs, including English Learners and students receiving special education services. Teachers also have access to a range of program resources designed to assist with implementation, differentiation, instruction, and assessment. Like other TCI programs, the platform integrates with learning management systems such as Canvas, Schoology, and Google Classroom. For districts using digital learning environments, the program integrates with several common learning management systems, including Canvas, Schoology, and Google Classroom. Explore the Full Reviews The highlights above represent only a portion of the information included in Learning List’s reports. The full reviews, including a detailed analysis of the instructional design, assessments, ease of use, and implementation supports. If you want deeper insights into how each of these programs are structured and how they would work in your district, consider subscribing to Learning List to read the full reports.

School leaders often ask how to determine whether instructional materials are actually improving teaching and learning. Monitoring the impact of instructional materials helps leaders ensure that curriculum is providing students with consistent access to grade-level work and strengthening classroom instruction. The quality of instructional materials is important, but instructional materials alone do not improve student outcomes. Research suggests that high-quality materials can improve teaching and learning; their impact depends on how consistently and effectively they are implemented and monitored (Doan, et al., RAND )  For districts investing in high-quality instructional materials (HQIM), monitoring their impact is essential to ensure that curriculum is actually moving the needle on student achievement. Campus leaders need a disciplined way to determine whether materials are actually increasing students’ access to grade-level work, strengthening instruction, and improving outcomes. Following are five tips to help school leaders monitor whether curriculum resources are positively impacting student outcomes. 1. Define What “Impact” Means for Your Curriculum  Before collecting data, leaders must establish a clear definition of success tied to the curriculum. This includes identifying the intended student outcomes (e.g., mastery of standards, writing quality, or discourse skills) and aligning them to observable evidence.  Monitoring should go beyond general achievement scores and focus on whether students are demonstrating  the specific knowledge and skills embedded in the instructional materials. 2. Monitor Whether Students Are Accessing Grade-Level Work A curriculum cannot improve outcomes if students are routinely experiencing watered-down tasks. One of the most important questions leaders can ask is whether students are consistently engaging with grade-level assignments and doing the thinking the lesson requires.  Once the students access the grade-level assignment, teacher actions must effectively keep them actively engaged with the content. TNTP’s The Opportunity Myth   study offers a stark reminder: “Even when we did see students offered grade-appropriate assignments, their teachers engaged them effectively with that content less than half the time, and students had the chance to do the deep thinking of the lesson just a quarter of the time.” Teachers must actively support students as they engage with assigned tasks through questioning, scaffolding, and discussion, to ensure students are doing the mental work required rather than completing the task superficially. 3. Use More Than Test Scores to Measure Curriculum Impact Test scores matter, but they are too limited to tell the whole story. Strong monitoring of student learning includes achievement data alongside evidence about access and implementation.  IES Regional Educational Laboratories  recommend examining “opportunity-to-learn (OTL)” data along with achievement data “to get a better understanding of the ways the system is supporting learning for all students and gain insights into which students may need increased access to opportunity to learn.” OTL indicators can include:  Access to or completion of advanced coursework (AP/IB, dual enrollment) Participation in CTE pathways Access to/use of up-to-date, high-quality instructional materials and digital tools Whether students are taught by qualified and experienced teachers School climate and discipline data The purpose of collecting this data is to identify system-level barriers and determine which students may need greater access to learning opportunities.  4. Analyze Student Work to Evaluate Curriculum Effectiveness Student outcomes are most visible in the work students produce every day. If campus leaders want to know whether curriculum resources are working, they should regularly review writing, annotations, discussions, and performance tasks with teachers.  Additionally, as a study from Learning Policy Institute   explains, “Formative assessments enable teachers to understand how and what students are learning so they can support student mastery of content, skills, and dispositions.” 5. Build Collaborative Data Cycles to Improve Instruction Monitoring matters only if it changes practice. The strongest campuses create routines in which teams review evidence, identify patterns, and adjust instruction. The IES   practice guide  emphasizes that “effective data practices are interdependent among the classroom, school, and district levels.” Curriculum resources have the greatest impact when leaders monitor not just whether materials are being implemented with fidelity, but whether students are experiencing the intended learning. That means defining expected impact, verifying that students consistently access grade-level work, using multiple forms of evidence to monitor impact with a focus on student work, and turning findings into action. When campus leaders do that well, curriculum becomes more than a learning resource. It becomes a lever for better student outcomes.

When purchasing supplemental materials, how much weight should you give to the alignment percentage? In this blog, we explore the differences between comprehensive and supplemental materials when it comes to assessing alignment. Educators in every district are working hard this year to close students' learning gaps. Consequently, many campuses and districts are selecting supplemental materials. There are important differences between  supplemental and comprehensive (also referred to as core) materials.   As the blog about What to Expect from Supplemental Materials discusses, one of the characteristics that defines a high-quality core material is a high alignment percentage - the percentage of standards to which the material is aligned. Is the same true of supplemental materials? The alignment of a material to the state standards is an indicator of whether the material teaches what the standards require students to learn. While it is just as important to consider the alignment of supplemental materials as it is core materials, the alignment percentage of supplemental materials may not be all-telling. Here's why. A supplemental material should be aligned to and provide sufficient practice for each of the standards you will use it to teach. But you may not be buying the supplemental material to teach all of the standards. For example, is it critical for a science test prep material to be aligned to 100 percent of the grade-level science standards, or is it more important for it to be aligned to and provide multiple activities for the standards that are eligible for assessment? Similarly, if you are purchasing a material to provide students with intensive practice on fractions , do you need the material to be aligned to all grade-level math standards - or is it more important for it to be aligned to and provide copious practice on just the standards that address fractions? Because comprehensive materials are used as the primary material for the course, they should be aligned to the highest percentage of state standards possible. Supplemental materials, however, are used for more specific purposes. Thus, the percentage of standards to which a supplemental material is aligned is less important than whether the material is well aligned to the standards it will be used to teach . For more guidance on selecting supplemental materials, see our whitepapers, " Navigating to Successful Student Outcomes with Standards-Aligned Instruction " and " Guidance for Selecting or Curating High-Quality Instructional Resources. "

In the first two blogs in this series, we offered guidance for planning an instructional materials adoption and customizing a rubric to reflect your district's priorities . Generally, districts would use that information when selecting core materials. Supplemental materials are most commonly selected at the campus level, and campus leaders typically rely on word of mouth (Wang et. al., 2019) when it comes to selecting new instructional materials. Why the Alignment of Supplemental Materials Matters While core materials are more expensive than supplemental resources, most districts spend more money on supplemental resources overall, given the number of supplemental materials purchased each year. Moreover, supplemental resources are often used to remediate struggling students. Thus, it is just as important to select standards-aligned, high-quality supplemental materials as core materials. To ensure that campuses purchase high-quality supplemental materials, implementing a structured process for reviewing and selecting supplemental resources would be prudent. Since supplemental materials are not as robust as core materials, a pared-down review process such as the one described below would suffice. (1) Articulate the need for the adoption. While a change in state standards is typically the impetus for selecting new core materials, many other factors compel districts/campuses to purchase new supplemental materials. For both financial and political reasons, district or campus leaders would be wise to document clearly why new supplemental materials are needed. (2) Establish a timeline . When developing a timeline for selecting supplemental materials, it is wise to work backward from the date the material must be in the classroom. Given that many supplemental materials these days are digital, be sure to allocate sufficient time for teacher training on how to use the new material. (3) Identify the selection committee . The makeup of the selection committee should depend on the type of material being adopted and the number of teachers who will use it. To secure buy-in for the material selected, a representative sample of the teachers who will be using the new material, as well as staff who will be supporting its implementation, should be on the selection committee. Including both experienced and inexperienced teachers will help ensure that the material selected will support teachers with a wide range of experience. (4) Document the review process logistics . To avoid delays in the process, document and communicate to the selection committee members where , when , and how they should access the product samples they will be reviewing and the date by which reviews must be completed. (5) Identify the non-negotiables . Just as for the adoption of core materials, district or campus leaders should identify the non-negotiables for the adoption of supplemental resources. Non-negotiables may include the budget, the minimum alignment percentage, the material's format, and the required supports for students. (6) Distribute a needs assessment . Before selecting a new supplemental material, it is important to gather feedback about the features teachers want and/or need. An easy way to do this would be to distribute a needs assessment survey to all teachers who will be using the new material and staff who will be supporting its implementation. The aggregated results of the needs assessment will provide the list of features teachers believe the new supplemental material must have to support their students. (7) Narrow the number of materials to be reviewed . Put together a list of supplemental materials to consider. The Learning List , a free directory of K-12 instructional materials, can save you hours of work. Then, use the list of non-negotiables and the needs assessment results to narrow the number of materials the selection committee will review. Optimally, the committee will review between three and five materials. (8) Develop a rubric/checklist of features for the selection committee to use for their reviews. In our previous blog Customizing an Instructional Materials Rubric To Reflect Your District’s Priorities , we discussed the benefits of using a rubric in an adoption process. For the selection of a supplemental resource, the same benefits could likely be achieved by developing a checklist of features rather than a full-blown rubric. The list of non-negotiables, the needs assessment results, state standards, and best practices for the content area and type of material being adopted may be useful resources when developing the checklist. Using a feature checklist to select supplemental materials will ensure consistency in the review process and provide data to support selection decisions. (9) Test the feature checklist.  As with a rubric, once the feature checklist is complete, it would be prudent to run it by a few of the teachers who will be using the material that will be selected to make sure that the checklist (a) includes the features they believe are necessary, and (b) is a reasonable length. In the case of rubrics and checklists, more is not necessarily better. If the checklist is too long, selection committee members may not use it with fidelity to review each material, which would distort the data and could lead to the selection of the wrong material.  (10) Train the selection committee. It is important to provide training to ensure that all committee members understand the features listed in the checklist and how each is likely to be reflected in a material. For example, if one of the features on the checklist is alignment to standards, selection committee members need to understand what alignment means and how to evaluate a supplemental material for alignment to state standards. (11) Review the materials. While it may be necessary to allow committee members to review the materials on their own time, we have observed that convening reviewers in a room while they review the materials independently facilitates important, spontaneous conversations that lead to deeper reviews of the materials and consensus building around which material(s) meet the campus/district’s needs best. (12) Analyze the data and reconvene the selection committee to make a final selection. Once selection committee members have submitted their completed checklists, the person managing the selection process should analyze the responses to determine which material(s) contain(s) the greatest number of checklist features. The selection committee should be reconvened to discuss the data with the goal of reaching a consensus about which material to select. The rationale for selecting that material should be documented clearly and communicated to the teachers who will be using the new material. The documentation should be maintained for several years in case the district’s use of the selected material is ever challenged. Research suggests that supplemental materials are most often selected at the campus level based on referrals from colleagues rather than as a result of a structured vetting process. Given how much districts spend on supplemental resources, the important role these materials play in preparing students for academic success, and the potential for a challenge by parents and/or community groups, adopting a structured process for reviewing and selecting supplemental materials would be prudent. Less time-consuming than the process for reviewing core materials, the process suggested in this blog solicits feedback from the relevant teachers, facilitates consistent reviews, and produces data to support the selection decision(s). Wang, E., Tuma, A., Lawrence, R., Kaufman, J., Woo, A., and Henry, D. (2021) School Leaders' Role in Selecting and Supporting Teachers' Use of Instructional Materials: An Interview Study . RAND Corporation.