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In today’s classrooms, supplemental instructional materials, such as worksheets, videos, lesson plans, games, and online activities, are everywhere. A recent study by the RAND Corporation found that nearly all teachers (97%) reported using at least one supplemental resource weekly, with many drawing on several at once.  Teacher-created supplemental resources are especially common. In the RAND study, nearly half of teachers reported using self-developed supplemental materials (Doan et al., 2025, pg. 22). Many of these resources come from free online marketplaces like Teachers Pay Teachers, Pinterest, and Khan Academy, and  increasingly , educators are using AI tools to generate customized instructional content.   When carefully vetted for standards alignment, supplemental materials strengthen instruction by providing scaffolds, enrichment, and interventions that accelerate learning.  However, when materials are not aligned, they can undermine student progress and create confusion. Over the last 12 years, Learning List has reviewed nearly 4,000 core and supplemental materials across all four core subject areas. Whereas we find most core materials to be highly aligned, supplemental materials are far more varied in their alignment, even when judged only against the standards they were designed to address. Why Alignment of Supplemental Materials Matters Given their widespread use, supplemental materials play a significant role in classroom instruction. Verifying the alignment of those resources is critical for the following reasons: 1. To Prevent Learning Gaps and Misconceptions Using non-aligned supplemental resources creates gaps in student learning, which compound over time, leaving students unprepared for assessments and future coursework. A 2019 Fordham Institute study  of 300 of the most downloaded supplemental English Language Arts lessons (from thee popular websites: Teachers Pay Teachers, ReadWrite Think, and Share My Lesson) revealed that the downloaded lessons did “a poor job of building students’ content knowledge, and they are generally not cognitively demanding” (Polikoff & Dean, 2019, pg.15).  2. To Maximize Instructional Time Teachers already face immense time pressures. Aligned materials ensure every activity builds toward mastery of grade-level standards, reducing the need for reteaching. 3. To Promote Instructional Equity Across Classrooms Without aligned resources, instructional quality depends on individual teacher judgment and access to resources, which can lead to inequities across classrooms. High-quality, standards-aligned materials promote equity and consistency, ensuring all students have rigorous learning opportunities. Conclusion Supplemental materials can be powerful tools for enriching instruction, scaffolding learning, and closing gaps, but only when they are aligned to standards. Districts that prioritize standards-aligned supplemental resources: Empower teachers with confidence, Protect valuable instructional time, and Give students the best chance for long-term success. In an era when teachers rely heavily on supplemental content, alignment is essential for student success. Learning List’s  Alignment Tool  makes it easy to check the alignment of any instructional resource  in just minutes . Starting at $600 per year, this tool is accessible to districts of all sizes. Contact Info@LearningList.com to request a free trial account.

As we discussed in our prior blog, a critical step in building a culture of alignment  is selecting standards-aligned, high-quality instructional materials (HQIM) to support teaching and learning. When districts and campuses commit to HQIM, classrooms transform. As David Steiner explains, “the research is increasingly clear that quality curriculum matters to student achievement… [with] a larger cumulative impact on student achievement than many common school improvement interventions—and at a lower cost” (Steiner, 2018). Here are four practical strategies superintendents, principals, and instructional coaches can use to build a lasting, shared vision for adopting and implementing HQIM. 1. Start with a Clear “Why” Grounded in the Instructional Core Anchor your vision for using HQIM in what Richard Elmore called “the instructional core”—the essential interaction between teacher, student, and content that creates the basis of learning  (Blanding, 2009). When schools choose standards-aligned instructional materials and support teachers in using them effectively, student achievement rises. Articulate the commitment to using HQIM in everyday practices—walkthroughs, PLCs, and faculty meetings. Keep the focus on the student learning experience, emphasizing mastery of grade-level standards and measurable student growth. Key takeaway:  Learning is only as strong as the design of the learning experience. Shifts in teacher practice drive student achievement. 2. Relate Student Data to the Standards to Show the Need for HQIM A shared vision is easier to adopt when the need is visible and urgent. The New Teacher Project’s The Opportunity Myth  revealed that “students spent more than 500 hours per school year on assignments that weren’t appropriate for their grade… the equivalent of six months of wasted class time in each core subject” (The New Teacher Project, 2018). By studying student achievement data and comparing current assignments to grade-level standards, leaders can highlight the urgency for HQIM. This creates buy-in and helps educators see the value of high-quality, aligned materials. Try this this month: Collect 6–8 recent assignments from each grade level or course. Rate them for alignment and rigor. Share results with staff to spark conversation about what “good” looks like. 👉 Need support? Learning List’s new Alignment Tool  allows you to instantly check the alignment and rigor of any lesson in seconds. 3. Build Collective Efficacy Through Co-Creation, Not Compliance Implementation succeeds when educators believe, together, that their work matters. John Hattie calls this collective teacher efficacy —“the collective belief of teachers in their ability to positively affect students” (Hattie, 2018). It’s one of the strongest influences on student learning. Instead of mandating compliance, co-create the vision. Form educator advisory groups to review materials, pilot units, and set campus-wide “non-negotiables” for PLCs, instruction, and assessment. When teachers help shape the plan, they are more committed to carrying it out. Try this this month: In PLCs, have teachers examine one upcoming unit from a current or prospective resource. Discuss: Is it aligned to standards? Does it anticipate misconceptions? Does it provide differentiation guidance? 👉  Learning List’s Editorial Reviews of approximately 4,000 K-12 instructional materials provide independent evaluations of the material’s instructional quality, including rigor, coherence, supports for all learners, and teacher resources. 4. Communicate Your Rationale for Selecting Materials with Confidence Curriculum adoption is not just a purchase. It’s a long-term investment. Once a decision is made, communicate your rationale clearly. Explain how the program meets students’ needs and supports standards mastery. Engage your advisory group as ambassadors to help build support among teachers and even among the community.  Try this this month: Publish a one-page summary titled: “Why We Are Recommending These Materials,”  or “Why We Adopted These Materials.”  Share it with your school board, faculty, and parents. Outline your review process and the reasons behind your selection decision. 👉  Learning List’s Selection Toolkit  provides customizable templates—needs assessments, rubrics, and board-ready presentations—to help you lead a successful adoption and build support for the selected materials. In the End… Adopting a shared vision for HQIM is not about filling in lesson plan templates or posting objectives on the board. It’s about ensuring that every student has access to rigorous, standards-aligned learning experiences that prepare them to meet – and master- the expectations of their grade level.  That requires daily habits such as: Selecting grade-level-appropriate, standards-aligned tasks. Planning instruction collaboratively with HQIM as the foundation. Measuring progress consistently against the standards. When educators and leaders commit to this vision, they create classrooms where all students have the opportunity to master the standards and succeed.  👉 Ready to strengthen your curriculum adoption process? Visit www.learninglist.com  to learn how we can partner with you.

Why a Culture of Standards Alignment Matters As schools launch into a new academic year, leaders face a familiar challenge: ensuring that every student has consistent opportunities to learn and succeed. Because student achievement is measured by mastery of state standards in all 50 states, providing standards-aligned instruction is the most reliable strategy to ensure mastery of grade-level knowledge and skills. While promoting the use of standards-aligned materials has become a key policy lever for academic improvement, adopting standards-aligned materials is not enough. Long-term improvement requires a culture of alignment – a systemwide commitment to making the state standards the foundation of all instructional decisions. Fostering a culture of alignment demands a systemic focus on the standards in all aspects of the instructional program: Professional development builds teacher capacity around the standards. Curriculum clearly defines mastery expectations. Assessments align with the standards. Classroom instruction and observation consistently reference the standards. When district leaders, principals, teachers, and staff share this commitment, schools enjoy a unified approach to student success. Evidence from Research Two recent studies reinforce the need for campuses and district leaders to develop a culture of alignment to improve students’ academic achievement. Focusing solely on adopting standards-aligned materials is simply not sufficient. RAND Findings A recent RAND Corporation study, Teachers’ Use of Instructional Materials from 2019-2024 , found that the use of standards-aligned instructional materials has increased over the past five years. During the 2023-24 school year, approximately 44% of English Language Arts (ELA) teachers and 55% of math teachers reported using at least one standards-aligned instructional material. (RAND, pg. 2) However, many teachers still "mix and match" resources, often relying on self-created with commercially created materials. (RAND pg. 20). Significantly, teachers were less likely to cobble materials when district policies and principal support emphasized consistent use of standards-aligned curricula (RAND pgs. 36-37). McKinsey Insights Research from McKinsey’s Spark & Sustain global study (2024) found that only 1 in 5 systemwide improvement efforts worldwide succeed (McKinsey, Spark & Sustain, 2024, pg. 8). However, systems that use all seven “how” levers for improvement (coherence, prioritization, evidence, leadership, structures, teacher capacity, and persistence) are six times more likely to achieve learning gains (McKinsey, 2024, pgs. 14–16). While the RAND study reveals that more teachers are using standards-aligned materials, the McKinsey study suggests that significant academic improvement requires a consistent, systemic focus on the standards to improve student achievement. What Does a Culture of Standards Alignment Look Like? In our whitepaper, Navigating to Successful Student Outcomes with Standards-Aligned Instruction , we outlined the steps leaders can take to foster a culture of alignment. These include: Clarify the interconnected roles of standards, curriculum, and instructional materials. Standards set the expectations, curriculum maps the journey, and materials support teachers in delivering instruction. Adopt and communicate a written curriculum. Ensure that the curriculum defines clear expectations for mastery of each standard, identifies aligned resources, and includes formative and summative assessments. Invest in professional learning. Focus professional learning on helping teachers deeply understand the standards and how to use their district materials effectively to help students master the standards. Leverage Professional Learning Communities (PLCs). Structure teacher collaboration around analyzing student performance and aligning instruction to achieve standards mastery. Focus classroom observations on alignment. Ensure that administrators and coaches regularly reference standards and provide standards-aligned feedback during classroom walkthroughs. Use data to inform instruction. Analyze assessment results regularly to refine curriculum, guide instruction, interventions, and enrichment, and inform the selection of new instructional materials. When standards serve as the non-negotiable foundation of instruction, educators create consistent opportunities for all students to succeed. Four Practical Steps for Leaders District and campus leaders can start building a culture of alignment with these four steps: 1. Set a Clear, Shared Vision Clearly communicate that student mastery of state standards is the district’s central academic goal. Reinforce this vision in meetings, professional development (PD) sessions, and classroom walkthroughs. 2. Deepen Teacher Understanding of Standards Provide training that helps educators understand what mastery of a standard looks like in student work—not just in the wording of the standards themselves. Use their instructional materials to provide standards-aligned examples and real-world applications. 3. Make PLCs Standards-Centered Center collaboration efforts around the specific standards being taught, how mastery will be assessed, and what instructional adjustments are needed. Use data and student work to identify gaps and adapt instruction accordingly. 4. Align All System Levers Curriculum, materials, assessments, professional development, and coaching must all point toward the same goal – student mastery of standards. Leaders must create an interconnected system that holds all parts accountable to the same set of expectations. The Bottom Line When a district or campus builds a culture of standards alignment, every adult is focused on the same goal, and every student has consistent opportunities to succeed. Using standards-aligned materials is a necessary component, but reliance on materials alone is an insufficient strategy to prepare all students to master the standards. By embedding standards alignment across leadership, collaboration, instruction, and support, districts truly set the table for a successful school year. Subscribe to our mailing list for more research-backed strategies and insights from our reviews.

As administrators, instructional coaches, and teachers work to enhance teaching and learning, one of the most critical levers is ensuring that high‑quality instructional materials are implemented with fidelity in ways that meet the learning needs of students. Here are five evidence‑based strategies to guide your coaching practice and leadership. 1. Engage in Side‑by‑Side Coaching with In‑the‑Moment Feedback Effective, collaborative coaching cycles are more impactful than one-time professional development. Research from the Institute of Education Sciences highlights side‑by‑side coaching, where the coach and teacher collaborate directly as a powerful practice. “Side‑by‑side coaching…provides an opportunity for coaches and teachers to learn together by reflecting on the teacher’s instruction and co‑developing approaches to solve problems,” and includes in‑the‑moment feedback for real-time adjustment ( IES, 2021 ). Standing side-by-side with teachers, during planning and in the classroom, provides leaders with the opportunity to impact instruction before and as it happens. This approach ensures that instructional materials are used dynamically, adapting appropriately to align with student needs.  2. Make Instructional Coaching Student-Centered  Grounding coaching in student achievement means setting goals that are driven by student learning and focused on standards-based learning targets (Sweeney, 2017). Coaching based on student data and correlating student needs to lessons and resources in high-quality instructional materials is an important step toward supporting student achievement. Learning List’s Alignment Report can help by pointing the teachers and the instructional coach to the exact point in the material where each learning standard is fully aligned.  3. Foster Reflective Conversations, Goal‑Setting, and Teacher Voice This  recent blog about coaching strategies underscores the importance of reflective conversations, collaborative goal‑setting, peer observations, and action‑driven professional learning communities (PLCs) to build trust and sustain growth ( HMH, 2025/2023 ). When teachers feel like they are co-owners of the process and are being heard, they are more likely to adapt and consistently implement instructional materials. Effective instructional coaches can support teachers in owning their planning process by facilitating conversations that stay focused on student learning, selecting the most relevant, best-aligned instructional materials, and assessing learning based on high-quality instruction.  4. Leverage Observation Data to Inform Support Observation remains a foundational tool in identifying teaching dynamics and shaping coaching plans. As noted in the “10 Types of Coaching Strategies,” early observations help set goals; subsequent observations track progress and areas for improvement ( School Status, 2024 ). Additionally, RAND research underscores the importance of classroom observation and instructional feedback as critical levers for teacher improvement ( RAND Corporation, 2018 ). Use small‑scale classroom data to inform coaching targets and follow‑up by keeping the conversation focused on student learning. Observation helps instructional coaches determine the fidelity of implementation of the instructional materials, as well as the level of impact and overall fit for students.  5. Build Coaching Capacity Building capacity in instructional coaches will build capacity in teachers. If administrators expect instructional coaches to effectively guide instructional design, instructional coaches need the time and the training to understand their role, the teachers’ role, and the resources and materials that teachers use. Only then can they effectively support teachers in implementation. Edutopia emphasizes that administrators must intentionally plan for coaches' professional development, which may include aligning roles, defining clear expectations, and providing training in change management, difficult conversations, data use, and culturally responsive pedagogy ( Edutopia, 2024 ). Instructional coaches will grow professionally in an environment with a strong coaching culture where they are part of PLCs, have opportunities to connect with experienced peers, and are equipped to support teacher implementation of materials and instructional strategies. Closing Thoughts For administrators and instructional coaches, ensuring teachers not only receive high‑quality instructional materials but also use them effectively requires intentional design, relational trust, and structures that support iterative learning. Embedding strategies like real‑time coaching, reflective dialogue, data‑informed observation and intentional training for coaches fosters a professional learning culture where teachers feel empowered, materials are used with fidelity, and student learning accelerates.

Every classroom is full of diverse learners and even the best high-quality instructional materials (HQIM) require thoughtful adaptation to meet every student where they are. The goal is not to rewrite the curriculum. It is to use HQIM strategically so all students can access grade-level content through differentiated instruction and well-planned scaffolds. Below are six research-based strategies to help educators adapt materials effectively without losing rigor or alignment. 1. Know Your Students as Learners The foundation of differentiation is understanding who your students are. Effective adaptation begins with student readiness, interests, and learning profiles, not perceived deficits ( Tomlinson, 2017 ). When teachers focus on student strengths, they create entry points that build confidence and competence. 💡 Tip: Use student surveys, quick reflections, or formative tasks to identify interests and strengths that can be connected to lesson goals. 2. Internalize Lessons Before You Adapt Them Before adjusting a lesson, take time to internalize it,   to understand its purpose, sequence, scaffolds and routines. Deans for Impact (2023) describes internalization as “the intellectual preparation teachers do to ensure lessons are taught as designed and adjusted purposefully for student needs” and research shows it leads to more effective enactment of curriculum ( Deans for Impact, 2023 ) 💡Tip:  By studying model tasks, analyzing the learning progression, and anticipating student responses, teachers can make informed changes that preserve the lesson’s intent and ensure that all students master grade-level content. 3. Use a Universal Design for Learning (UDL) Lens Universal Design for Learning (UDL) encourages flexibility from the start by offering multiple means of engagement, representation, and expression. It is about anticipating learner variability and removing barriers before they appear. CAST (2022) defines UDL as “the proactive design of learning experiences to meet the variability of all learners.” For example, in a math lesson on linear equations, students might: Explore variable relationships through interactive graphing tools, Build visual models with manipulatives, or Watch a short video connecting equations to real-world data. 💡Tip:  Adapting lessons through a UDL framework helps educators anticipate barriers before they arise, reducing the need for reteaching or last-minute modifications. 4. Adjust and Scaffold Intentionally  Adapting materials does not mean watering them down. It means calibrating supports so every student can engage meaningfully. Effective scaffolding follows a gradual-release   model   that includes explicit modeling, guided practice, and independent application.   For example, in English Language Arts, vertically aligned standards progress from identifying textual evidence in middle school to analyzing how evidence supports an argument in high school. Teachers might model how to annotate a short passage for key details and think aloud about how evidence supports an argument.  Research shows that well-designed scaffolding helps students internalize strategies rather than mimic them ( Belland, Kim, & Walker, 2017 ). 5. Use Formative Assessment to Drive Adaptation Base every adaptation on evidence of student learning. Use exit tickets, short writing tasks, or quick verbal checks to monitor progress toward learning goals. Differentiated instruction frameworks emphasize ongoing assessment as the anchor for responsive teaching ( Tomlinson, 2017 ).  Formative data allows you to adjust scaffolds, groupings, or pacing with precision. 💡Small data points, collected consistently, lead to significant instructional insights. 6. Build Continuous Feedback Loops Implementing HQIM is not a one-and-done process. It is a process that grows stronger through reflection and collaboration. The University of North Carolina’s Effective Implementation Cohort found that structured reflection builds stronger ownership and greater consistency in the use of HQIM ( UNC FPG, 2024 ). Feedback loops support continuous improvement and sustained student success. 💡Tip: Regularly share insights about pacing, scaffolds, and student engagement with colleagues, and invite feedback from students as well. These conversations help identify what is working and where adjustments are needed. Bottom Line When adaptations are grounded in understanding both students   and curriculum design, they enhance instructional rigor rather than dilute it. By internalizing lessons, applying UDL principles, and responding to formative data, teachers ensure that every learner experiences the rigor,   relevance, and access that HQIM were designed to deliver.

Adopting high-quality instructional materials (HQIM) is a significant step toward ensuring equitable, grade-level learning for every student. But the real challenge comes next: implementing those materials with fidelity while still honoring teacher professionalism and autonomy.  Too much structure can feel restrictive; too much flexibility can lead to inconsistency. The goal is not to choose one or the other, it is to find balance. Effective leaders get tight on the “what” (grade-level expectations, required tasks, assessments) and remain loose on the “how” (instructional delivery, scaffolds, and examples). The following five leadership moves help leaders strike that balance and support sustainable HQIM implementation. 1. Distinguish the Non-Negotiables from Flexibility  Clarify what elements of the instructional program are non-negotiable versus where teachers can make instructional decisions. Non-negotiables : core texts, cumulative assessments, sequence of instruction, and key language routines. Teacher Autonomy : small-group structures, examples, differentiation methods, and discussion protocols. TNTP’s The Opportunity Myth  revealed that students spend more than 500 hours annually on below-grade-level assignments, limiting growth and opportunity ( TNTP, 2018 ). Anchoring must-dos in the belief that every student deserves access to grade-level work ensures both equity and excellence. 2. Support Internalization Rather Than Compliance Effective teachers do not just “follow” materials; they internalize them. Curriculum leaders can build understanding by investing time in professional learning that helps teachers understand the why  behind lesson sequences, scaffolds, and routines. According to the RAND Corporation, teachers who grasp the purpose and coherence of HQIM are significantly more likely to implement them effectively and consistently ( RAND, 2022 ). Create time for teachers to unpack lessons, study model responses, and connect instruction to standards. Internalization transforms fidelity from a checklist into understanding and professional expertise. 3. Foster Collaborative Planning and Practice Autonomy grows stronger and more effective in collaborative environments. Create structures like PLCs, lesson studies, and co-planning sessions where teachers analyze materials together, anticipate student responses, and refine their practice. Learning Forward reports that curriculum-based professional learning improves both instructional practice and student outcomes ( Learning Forward, 2024 ). RAND found that professional learning that helps teachers adapt their curriculum to meet student needs is associated with more effective implementation ( RAND, 2023 ). When teachers plan and learn together, fidelity becomes collective and meaningful rather than compliance-driven. 4. Observe and Coach with Purpose Shift classroom walkthroughs from monitoring to mentoring. Use clear “look-fors” aligned to the non-negotiables, and engage teachers in reflective dialogue. Questions such as “How did this adaptation support access to grade-level content?” encourage teachers to analyze their decisions within the framework of fidelity. The National Institute for Excellence in Teaching’s (NIET) research emphasizes that coaching and feedback should be anchored in the curriculum itself rather than in general teaching practices ( NIET, 2022 ).  When feedback is tied to the materials the teacher is using, it better supports teacher agency and growth rather than compliance.  5. Build a Continuous Feedback Loop Implementation is not a one-time event. It is a continuous improvement process. Establish transparent systems for gathering and acting on teacher feedback about pacing, scaffolds, and student engagement. When teachers see their input inform adjustments, they are more likely to trust the process. The University of North Carolina’s Effective Implementation Cohort  found that ongoing feedback and reflection cycles through learning walks, surveys, and collaborative planning reviews, strengthen both teacher ownership and instructional coherence, ensuring materials remain responsive to student needs without losing integrity ( UNC, 2024 ).  The Payoff: Structure and Freedom in Harmony Research across multiple studies shows that moderate standardization , including clear parameters with room for judgment, yields the highest fidelity and teacher satisfaction ( Harvard Graduate School of Education, 2020 ).  Leaders who define essential practices, build teacher understanding, coach with purpose, and elevate teacher voice cultivate both coherence and creativity in instruction. Ultimately, implementing HQIM with fidelity and autonomy is about trust and clarity: trust in teachers’ expertise and clarity about what all students must experience. When those two forces align, materials become more than resources. They become catalysts for equitable, high-impact learning.

Choosing the right English language arts program can shape how students experience literature and develop critical thinking. Learning List recently reviewed Carnegie’s Lenses on Literature  (Grades 6–12) , a program that blends rigor, diverse texts, and built-in supports to help every student access complex literature. Learning List’s reviewers highlighted the following as some of the program’s distinguishing features:   A Consistent Instructional Cycle with Anchor Strategies The program follows a consistent instructional cycle made up of six sections that build on each other, grouping skills so that learning becomes increasingly complex throughout each unit:  Unit Launch Comprehension Building Knowledge Genre Study Synthesis Writing Process Throughout these sections, students engage with a consistent set of anchor strategies that reinforce comprehension, vocabulary, analysis, and writing. This predictability helps students focus on higher-order thinking rather than navigating new routines. Rich Use of Anchor Texts and Multiple Genres Every unit features an anchor text , a central piece of literature, supported by a variety of complementary texts across genres and cultures. This approach ensures students encounter a balance of classic and contemporary works while building knowledge and studying genres in depth. The variety of texts included in the program fosters engagement by connecting literature to students’ diverse backgrounds and experiences. Substantial, Customizable Supports for All Students The materials are available in English with translations in 11 additional languages for some components .   Lenses on Literature also offers a wide range of scaffolds to help meet student needs. For example, teachers can choose supports for multilingual learners at four levels: core, light, moderate, and intensive, to ensure that all learners are appropriately challenged. Learn More with Learning List This blog highlights only a few of the program’s strengths. Subscribe today  to access Learning List’s complete alignment, instructional quality, and technology compatibility review of Carnegie’s Lenses on Literature, along with independent reviews of approximately 4,000 other K–12 instructional materials . Give your district the confidence to adopt materials that truly fit your students’ needs. Contact us at Info@LearningList.com  to learn more. About Carnegie Learning * Carnegie Learning is celebrating 25 years as a leader in AI-driven technology, curriculum, and professional learning solutions for K-12 education. Our award-winning math, literacy, world languages, professional learning, and high-dosage tutoring products deliver real and lasting results. Born from cognitive science research at Carnegie Mellon University, we are known for harnessing the power of data to improve student performance. Our range of products allows us to support more than 2 million students and educators in all 50 states and Canada. *Information in this section is provided by or adapted from Carnegie Learning.

Learning List has reviewed Carnegie Learning’s Integrated Math Series. This is a set of comprehensive integrated mathematics products for high school students in Integrated Math I-III courses. Content is available in print and blended learning (i.e., print and digital) formats.  The program focuses on developing conceptual understanding and procedural fluency through collaborative learning experiences. Adaptive online resources support differentiated instruction and self-paced learning. Carnegie Learning supports collaborative, student-centered classroom environments that encourage student confidence and risk taking. Instruction focuses on developing mastery of mathematical concepts and processes through real-world examples and applications, hands-on activities, and ongoing formative assessment. Mathematical reasoning is developed through problem solving, discussion, and collaborative analysis of solution strategies. Blended learning is supported through Carnegie Learning’s “MATHia” program. The software individualizes instruction and provides opportunities for self-paced learning.  MATHia presents lessons in “Workspaces” that focus on specific content and discrete skills. Each Workspace identifies learning objectives and new vocabulary, and provides instruction through a variety of interactive activities, including direct instruction videos and problem-solving animations. About Carnegie Learning* Carnegie Learning is a transformational math education company focused on delivering better math learning to all teachers and students. Through research-proven software, textbooks, and professional development and data analysis services, Carnegie Learning is helping students to succeed in math as a gateway to graduation, college, and the 21st century workforce. Carnegie Learning, headquartered in downtown Pittsburgh, is the sole source provider of MATHia® Software for students in grades 6–12 and Mika™ Software for college students in need of developmental math support. *Information in this section is provided by or adapted from Carnegie Learning . Subscribe to  Learning List  for access to the spec sheet, full editorial review and alignment reports for these materials and thousands of other widely used PreK-12 resources.

Are you looking for a math program that encourages collaboration and communication about math? Take a look at Learning List’s reviews of Carnegie Learning’s Math Solutions. Carnegie Learning’s Math Solutions is acomprehensive math program for students in grades 6-12. Learning List recently reviewed middle school courses 2 and 3 and high school Integrated Math I.  Math Solutions organizes instruction in Modules . Each Module includes multiple t opics (chapters)  in mathematics, such as algebraic expressions, line and angle relationships, and using exponential equations.. The core instruction is comprised of two primary components, a consumable student edition and MATHia, an adaptive, digital tutor. Students work through assignments in the consumable workbook and participate in online activities through MATHia ®.A digital platform for teachers  houses PDF versions of student material. The program focuses on students learning math deeply through thinking, working through ideas, and relating math to the real world. Students participate in activities that consistently require them to collaborate with each other as they explain, justify, and defend their solutions. Numerous opportunities to apply math skills to real-world situations, as well as assessments comprised primarily of open-ended, constructed response questions distinguish this material. Read Learning List’s full editorial review for a qualitative analysis of the blended learning experience provided by Math Solutions. Learning List has also completed a standard-by-standard review of the alignment to the Common Core State Standards and the Standards for Mathematical Practices. To learn more about this product and thousands more PreK-12 instructional materials, contact Learning List for subscription information. AboutCarnegie Learning* Carnegie Learning is a comprehensive, dynamic and progressive learning technology company. Advocating a belief in teaching and determination to help students develop as learners and thinkers, Carnegie Learning is seeking to re-define the role of technology across the K-12 landscape. It delivers research-proven mathematics curriculum and the MATHia® platform for grades 6-12, project-based digital solutions for computer science, and best-in-class K-12 professional learning services. EMC School, part of Carnegie Learning, delivers blended learning resources and services for 6-12 world languages and English language arts. Mondo Education, also part of Carnegie Learning, provides high-quality literacy resources and services for K-5 classrooms. *Information in this section is provided by or adapted from Carnegie Learning .

What is the principal's role in selecting and implementing materials? The RAND Corporation's study titled,  School Leader's Role in Selecting and Supporting Teachers' Use of Instructional Materials , answers that question. The study explored how the COVID-19 pandemic has impacted school leaders' perception of materials' quality, as well as their role in selecting and implementing instructional materials. The study was based on qualitative, semi-structured interviews with 39 school leaders who were part of the RAND Corporation's American School Leader Panel. Though a relatively small group, the survey respondents included school leaders across the country from schools that were diverse in terms of the grade levels served and student demographics. The study found that even though instructional materials are typically selected by the school district, principals' perception of materials matter because school leaders heavily influence teachers' use of instructional materials. Principals show support for or indifference to materials in several ways, including through teacher evaluations and their allocation of resources for professional development and planning time. So what features do principals consider indicators of high quality in a material? The study first asked the school leaders open-ended questions about what they thought "good" instructional materials include and their thoughts about the following seven dimensions of instructional materials: Standards alignment : degree to which material are aligned to state and/or college-and-career readiness standards, Appropriateness of challenge : degree to which material address the academic and learning needs of students, including supports for differentiation and accessibility, Engagement : degree to which materials are likely to be engaging or compelling for students, Usability : degree to which materials are comprehensive and easy for educators to implement or adapt, Cultural relevance : degree to which the materials include content and approaches that are culturally relevant, particularly to Hispanic and Black students, Language acquisition supports : degree to which materials include supports for English learners (ELs), and Social-emotional learning supports : degree to which materials include content and approaches that promote social and emotional learning. Prior to the COVID-19 pandemic, principals prioritized two dimensions that facilitated teachers' use of a material, usability  and  standards alignment , as the most important indicators of a material's quality. However, the pandemic expanded the features principals assess when gauging a material's quality. Since the pandemic, principals are likely to look for additional features in materials, including online accessibility , social-emotional supports and technology integration capabilities . Interestingly, prior RAND studies found that district administrators focused primarily on materials' alignment to policy/standards, and teachers focused on whether materials would engage, challenge, and be easy for their students to use.  Overall, the school leaders' perceptions of indicators of quality were not significantly affected by differences in grade levels served by or demographics of their school. However, more elementary principals and principals of schools with a high percentage of students performing below grade level prioritized appropriateness of challenge and engagement as indicators of quality. Similarly, more middle school leaders and principals of schools with a high percentage of Hispanic and Black students gave prioritized cultural relevance as an indicator of quality. The school leaders were also asked about what process they use to select materials. The study found that when assessing the quality of instructional materials, school leaders prioritize feedback from teachers and colleagues who have used the materials. Few principals reported using rubrics with published criteria to select materials. When asked about the type of guidance they give to support teacher buy-in for newly selected instructional materials, some of the respondents mandate the use of district materials and monitor the fidelity of implementation, while others  encourage  teachers to modify or deviate from their materials. However, most principals surveyed try to strike a balance between fidelity of implementation and teacher autonomy. The majority also emphasized the role of lead teachers and/or instructional coaches in supporting successful implementation.  The report concludes with the following recommendations for district leaders: District leaders, school leaders, and teachers should participate in the selection of district instructional materials,  since each stakeholder group has a different perspective about instructional materials, and an inclusive selection process fosters buy-in. Rubrics or written criteria should be used to review materials  to achieve consistency and transparency in the review process.  Districts should provide principals with professional development about the district-adopted/recommended materials  because "school leaders understand adopted curriculum deeply, they will understand which aspects of the curriculum are flexible and which aspects are important to maintain in order to guarantee student learning." Learning List's online  Selection Toolkit  makes it easy for districts to implement those recommendations.

Introduction As teachers, we know that high-quality instructional materials (HQIM) can provide powerful instructional support. They can save planning time, keep lessons aligned to standards, and provide a clear path to help students grow. But with so many curriculum resources available, it is easy to feel overwhelmed.  The good news: a few intentional planning strategies can help you get the most out of your district’s core HQIM while still making space for your own creativity and responsiveness.  Here are five evidence-based planning tips you can use right away. 1. Start with the standards and essential questions in the material.   When lesson planning, begin by looking closely at the standards, goals, and essential questions in your core material. They are designed to drive instruction and connect to assessments, so they provide a solid foundation for your lesson.  Then verify that the material is truly aligned to those standards. Ask yourself:  What does the standard require students to know?   What level of rigor is required?  That determination will help you identify where your material is aligned to the standards you intend to cover and where adjustments are needed to fill gaps. Tip : Learning List’s Alignment reports provide page-specific evidence of whether a material is aligned to the content , context,  and cognitive rigor  of each standard, saving you hours of work.  2. Decide what is non-negotiable and what is flexible Sometimes we feel pressure to “cover” everything in our core material’s lessons, but you can still implement a material with fidelity even if you do not use every part of it. One study puts it this way: “Implementation is not simply a matter of delivering a program as written but of ensuring that core features are preserved while adapting to local contexts.” ( ERIC )   When planning, decide which pieces you will keep as written (e.g., anchor texts, key discussion questions, assessments) and where you can be flexible (e.g., examples, timing, or group structures). Identifying the “must-do” parts and the “teacher-choice” parts of the material’s lessons enables you to keep your lesson focused and meet the needs of your students without losing your own style.  Tip : Use your material to support alignment to standards, provide consistency in instruction across classrooms, and make your life easier, but adapt those lessons as necessary to meet your students’ needs.  3.  Plan scaffolds and supports ahead of time Every class has a range of learners. Core HQIM usually suggest scaffolds. Planning how you will use them ahead of time will ensure that you are ready to support struggling students or extend learning for advanced ones whenever the need arises. For example, you might:  Add guiding questions for a challenging text Model the first few problems before independent practice  Think through where students might get stuck and plan your “if/then” moves (e.g., If students struggle, then pause for guided practice; if not, move on). This blog post  suggests that to deepen learning, “assign tasks that require students to provide an explanation or meaningfully organize the material.” ( Great Minds , November 29, 2022 )  Tip : Use Learning List’s Editorial Review as a starting point for understanding how your material supports all  learners.  4.  Use the built-in assessments to check for understanding Your materials probably include quick checks for understanding, formative assessments, and unit tests designed to measure standards-based learning. Using them as designed saves you planning time and ensures you are measuring what the lesson intends students to learn.  Tip : If you adapt an assessment, make sure that the alignment to the standards is not lost. Instead of reinventing the wheel, use the provided assessments, making small tweaks only if the change better measures student learning. 5. Reflect and adjust after the lesson Strong implementation of HQIM requires continuous improvement. Taking a few minutes after class to jot down what worked, what did not, and where students struggled will help you get even more out of your materials the next time.  As CORE Education notes, strong implementation of materials is not a one-time effort but requires “intentional launch and continuous feedback cycles.” ( CORE Education )  Tip : After each lesson, ask yourself:  Which parts of today’s lesson really engaged students?  Which parts felt rushed or unclear?  These quick notes can shape your lesson planning moving forward and help you maximize the effectiveness of your instructional materials.  Final Thoughts Using core instructional materials does not mean teaching on autopilot. It means leveraging your HQIM for standards alignment, efficiency, and equity, while adding your professional judgment and creativity where it matters most. By grounding your lessons in the standards, anticipating supports, using built-in assessments, reflecting regularly, and balancing fidelity with flexibility, you will get the most out of your materials and your students will, too.

Learning List recently reviewed Teachers' Curriculum Institute’s (TCI) History Alive!  and Geography Alive!   programs for middle school. These comprehensive curricula are designed to support inquiry-based social studies instruction for grades 6–8. Middle School Courses History Alive!  includes four distinct courses for middle school: The Ancient World The World Through 1750 The United States Through Industrialism The United States Through Modern Times In addition,   Geography Alive! Regions and People   introduces students to the world’s regions through engaging, inquiry-based units. All five courses are available in both print and digital formats, making them flexible for diverse classroom needs. I nstructional Approach TCI’s social studies programs are grounded in  inquiry-based learning. Each   History Alive!   unit is organized around  Compelling Questions and includes a general content summary, while   Geography Alive!   focuses on regional studies. All units culminate in an inquiry-based project. Across the materials, units are comprised of consistently formatted lessons that: are guided by Essential Questions require students to study primary source documents, read critically, and draw conclusions conclude with activities where students synthesize their learning to create a product This structure encourages critical thinking, collaboration, and problem-solving skills. Teacher & Student Supports The digital platform provides access to both teacher and student materials, including  Spanish translations to support English learners.   Teachers benefit from a dashboard  with step-by-step lesson plans, student progress monitoring , and a  rich set of resources to support instruction and implementation. Why Learning List Reviewed These Materials Last year, Learning List reviewed TCI’s elementary program,   Social Studies Alive! , which emphasizes cross-curricular connections . In contrast, the middle school courses place a stronger emphasis on  primary sources and  critical analysis. Subscribers can access our full editorial reviews to explore the rigor of these materials and the instructional supports that help educators meet the diverse needs of their students. About Learning List Learning List offers a range of curriculum support services, including a unique, low-cost subscription service that provides independent reviews of approximately 4,000 K–12 instructional materials . Subscribing districts can also submit materials for review at no extra charge. Contact us  to learn more about how our reviews help schools adopt and implement high-quality instructional materials (HQIM)  with confidence. About Teachers' Curriculum Institute  (TCI)* Teachers’ Curriculum Institute (TCI) is made up of classroom teachers and curriculum specialists committed to providing the best learning experience for students. TCI understands the complexities of the classroom and the importance of supporting differentiated teaching and learning needs. The organization believes it can make a difference in the lives of teachers and, by extension, their students. *This information is provided by TCI .