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How can instructional materials be labeled “highly aligned” to state standards when students are receiving only superficial exposure to some standards? A program may claim—or be “marked” as—aligned as long as every academic standard is addressed completely at least once. But as educators know, one fully aligned citation is rarely enough to support student mastery. When instructional materials address standards only superficially or inconsistently, they can create learning gaps or force teachers to compensate with supplemental lessons, assignments, and assessments. This not only increases teacher workload, it also reduces instructional coherence across classrooms and weakens curriculum implementation and student outcomes. District and campus leaders, therefore, need to look beyond alignment percentages to determine whether instructional materials truly provide students with sufficient opportunities to master grade-level standards. Technical Alignment vs. Instructionally Sufficient Alignment By definition, a material is aligned to a standard if it addresses the standard's content, context, and cognitive rigor at least once. In other words, even a single lesson, activity, or assessment item could technically satisfy the definition of alignment. But technical alignment and instructionally sufficient alignment are not always the same thing. For example, a reading program may include a question that requires students to compare themes across texts. Technically, the standard may be aligned. However, students typically need multiple opportunities to practice, apply, and independently demonstrate the skill before they achieve proficiency. The more important question for curriculum leaders is whether the material provides sufficient opportunities for students to learn and master the standards. A Material May Be Technically Aligned If It… A Material Is More Likely Instructionally Sufficient If It… Addresses a standard once Addresses standards repeatedly over time Includes isolated practice Provides scaffolded instruction and application Uses low-rigor tasks Consistently requires grade-level thinking Mentions the standard Gives students opportunities to demonstrate mastery Three Questions Curriculum Leaders Should Ask When Evaluating Instructional Materials 1. Is the instructional material aligned to the standards it is intended to address? Not every instructional material is designed to address every standard. Supplemental intervention tools, benchmark assessments, fluency programs, and targeted skill resources may intentionally focus on only specific standards or learning goals. The rigor of a material may also vary depending on its purpose. For example, a supplemental intervention resource will likely provide different types of instructional opportunities than a project-based learning resource or a comprehensive core curriculum. District and campus leaders should therefore evaluate standards alignment within the context of the material’s intended purpose and role within the broader instructional program. 2. Are there sufficient aligned instructional opportunities for each standard? A single aligned citation may technically satisfy the definition of standards alignment, but repeated instructional opportunities delivered through a coherent instructional sequence are usually necessary to support learning, scaffolding, retention, and eventual mastery. Publisher correlations may list a standard multiple times throughout a material. However, many of those citations may reflect introductory exposure, review, scaffolding, or partial coverage of the standard rather than a sustained instructional sequence that leads to mastery. When reviewing instructional materials, educators should examine: How often standards are addressed How standards are sequenced across the material Whether instruction progresses from introduction and guided practice to independent practice Whether students have multiple opportunities to engage in the thinking required by the standards. The number of aligned instructional opportunities needed will vary depending on the complexity of the standard, student learning needs, and how the material will be used instructionally. 3. Are the aligned citations rigorous enough to support grade-level expectations? Not all aligned tasks are equally rigorous. A brief multiple-choice question may technically align to a standard, while writing tasks, discussions, investigations, and application activities often better reflect the depth of understanding students are expected to demonstrate. District and campus leaders should examine whether instructional materials consistently require students to: Think critically Apply skills independently Engage in grade-level work Demonstrate the cognitive rigor intended by the standards Educators should also consider whether students are expected to demonstrate standards in ways that reflect the level of complexity required on classroom, district, and state assessments. Quick Review Questions for Curriculum Teams When reviewing instructional materials, educators should ask: Is this standard addressed sufficiently? Do the lessons require students to think at the level required by the standard? Does the rigor increase over time? Would most students likely achieve mastery with these instructional opportunities alone? These questions can help curriculum leaders move beyond alignment percentages and better evaluate instructional quality, rigor, and curriculum effectiveness. The Bottom Line A material that addresses a standard once may technically be aligned. But district and campus leaders should look beyond alignment percentages to determine whether instructional materials provide sufficient, appropriately rigorous opportunities for students to master grade-level standards.

Looking for free resources to help students strengthen their math skills over the summer? Khan Academy offers adaptive online mathematics instruction for students in grades K-12, making it a great resource for preventing summer learning loss and reinforcing grade-level concepts. About Khan Academy Kahn Academy provides free adaptive, online mathematics resources designed to support students in grades K-12. Instruction is presented in grade-level "Missions" organized according to the domains of the Common Core State Standards (CCSS). Students begin each Mission by completing a diagnostic Mission Warm-up, which assesses their understanding of the concepts and skills within the domain. Based on the results, Khan Academy creates a personalized learning pathway that targets each student's learning needs while supporting progress toward grade-level expectations. Instruction includes: Short instructional videos (5–20 minutes) that teach specific math concepts and skills. Embedded practice activities that allow students to immediately apply what they have learned. Practice Tasks focused on individual skills. Challenges that assess mastery across multiple related skills within a student's current Mission. Khan Academy's videos include closed captioning and are available in languages other than English, although the amount of content varies by language. About Learning List Learning List has reviewed Khan Academy's mathematics content for Kindergarten through high school. Our reviews include an editorial review of the program's instructional quality, a standard-by-standard review of the material's alignment to the CCSS, and a Spec Sheet review of the material’s technology compatibility. Subscribe to Learning List for access to the full reviews of this material and thousands of widely used PreK-12 programs. About Khan Academy* Khan Academy's mission is to provide a free, world-class education to anyone, anywhere. Students learn when they can practice consistently, get feedback right away, and get support when it matters most. Khan Academy makes that possible so students stay motivated and keep moving forward, no matter where they are in their learning. Khan Academy tackles math, science, computer programming, history, art history, economics, and more. They've partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content. *The content in this section is provided by or adapted from Khan Academy.

Digital resources can increase engagement, expand access to content, and provide opportunities for differentiation, but not every digital tool improves student learning. With thousands of apps, websites, and instructional platforms available, educators need practical ways to determine whether a resource truly supports instruction rather than simply adding more screen time. Evaluating digital resources carefully can help district leaders, instructional coaches, and teachers make more intentional decisions about which tools genuinely strengthen student learning outcomes. 1. Start with Standards and Learning Goals Engagement does not guarantee learning. Effective digital instructional resources should support grade-level standards, instructional goals, and rigorous student thinking rather than distracting students with misaligned activities. Before adopting a tool, educators should ask whether students are engaging in the kind of thinking required by the standards and whether the activities support mastery of grade-level standards. The International Society for Technology in Education (ISTE) explains that digital learning should focus on developing “higher-order thinking skills,” not on using technology for its own sake. This means students should be analyzing, creating, evaluating, discussing, or applying ideas rather than passively consuming information. For example, if the standard requires students to generate numerical expressions, but the program only requires students to provide correct answers to decontextualized equations, using the program will not enable students to master the standard. Alignment to instructional goals matters because engagement alone does not improve student achievement. 2. Match the Digital Resource to Its Instructional Purpose Educators should also consider the purpose of the digital resource. Is the resource intended for initial instruction, guided practice, independent practice, assessment, intervention, enrichment, feedback, or collaboration? A resource that works well for review may not be strong enough for first teaching, and a program designed for independent practice may not provide enough modeling or explanation for students who are still learning a concept. The UNESCO Global Education Monitoring Report explains that “the appropriate technology must be chosen for your particular case.” The report emphasizes that technology should support specific learning needs and instructional contexts rather than being selected simply because it is available or engaging. When evaluating a digital instructional tool, educators should ask: What role will this resource play in the lesson? (i.e., Is it intended for instruction, practice, intervention, assessment, or enrichment?) Is it designed for learning new content or practicing previously taught skills? Does it provide modeling, scaffolding, and meaningful feedback? Does it support the application of learning rather than isolated task completion? Matching the digital resource to its instructional purpose helps ensure that technology strengthens learning rather than becoming a disconnected activity. 3. Look for Accessibility and Inclusivity Digital resources should expand access to learning without lowering rigor. High-quality digital resources should support all learners, including emergent bilingual students, students with disabilities, and students who need scaffolds or multiple pathways to understanding. Digital platforms are particularly well-suited to support Universal Design for Learning (UDL) because they provide multiple pathways for students to access rigorous grade-level instruction and demonstrate understanding. CAST explains that UDL provides “research-based suggestions and prompts” that help ensure “all learners can access and participate in meaningful, challenging learning opportunities.” Educators should evaluate whether digital tools include captions, transcripts, read-aloud options, vocabulary supports, visual scaffolds, and multiple ways for students to respond. Accessibility should be a core step in evaluating instructional quality. When resources reduce barriers, more students can successfully engage with grade-level learning. 4. Examine the Quality of Feedback and Data Effective digital resources should provide meaningful feedback that helps both educators and students understand progress toward learning goals. When evaluating a resource, educators should look beyond completion rates or participation points and determine whether the tool provides actionable information about student learning. A 2025 review published in Frontiers in Education found that “immediate and specific feedback enhances academic performance and promotes self-regulation.” The study also noted that technology tools can support more personalized feedback and help educators better respond to student needs. Educators should consider: whether feedback explains why answers are correct or incorrect, whether students can revise or retry based on feedback, and whether reports identify misconceptions and skill gaps, and whether data supports instructional decision-making. A digital resource becomes more valuable when it helps educators adjust instruction, and students better understand their own learning progress. 5. Use Student Evidence to Determine Whether the Resource Is Working The most important measure of a digital resource is whether it improves student learning. Engagement metrics alone are insufficient. Educators should examine student work, classroom discussions, writing samples, formative assessments, and performance trends to determine whether the resource is helping students meet learning goals. In research focused on using data to improve learning outcomes, Faggella-Luby and Knight explain that “data can help educators identify a preferred future by shining a light on particular aspects of student learning and behavior.” The article emphasizes that data should be used to monitor whether instructional approaches and resources are actually improving student outcomes. Students find digital resources engaging and fun, but most educators agree that time is short and cannot be wasted on tools, structures, or strategies that don’t work. When evaluating digital instructional resources, educators should consider: whether students are demonstrating deeper understanding, whether writing or discussion is improving, whether the resource helps identify misconceptions or learning gaps, and whether the resource is supporting stronger academic outcomes. A digital resource may be engaging, but if it does not improve student learning or help educators respond effectively to student needs, it may not be worth the instructional time investment. In Sum Digital instructional resources can strengthen teaching and learning when they are intentionally selected and thoughtfully implemented. However, effective technology integration requires more than student engagement or attractive features. District leaders and educators should evaluate whether digital tools align to standards, support instructional goals, make grade-level instruction accessible to all students, provide meaningful feedback, and improve student outcomes. Careful evaluation helps schools prioritize digital resources that truly support rigorous instruction, improved student outcomes, and long-term student success.

School leaders regularly use data from benchmark assessments, walkthroughs, and accountability to guide campus decisions. However, instructional materials data is an often-overlooked source of information for administrators to factor into their decision making. Embedded assessments, student tasks, writing samples, discussion protocols, pacing guides, and teacher implementation data provide administrators with valuable insights into instruction, curriculum effectiveness, and student learning opportunities. By intentionally analyzing instructional materials data, school and district leaders can use these insights to support professional learning, strengthen curriculum implementation, and evaluate instructional effectiveness. 1. Use Instructional Materials Data to Identify Professional Learning Needs Data from instructional materials can help leaders determine what professional learning teachers need next. Student responses, curriculum-embedded assessments, writing samples, discussion tasks, and lesson-based checks for understanding often reveal patterns in student learning that point to specific areas where teachers may need support. According to Learning Forward, educators should “examine student data to establish student learning goals and use student and educator data to understand educators’ discipline-specific, pedagogical, or curriculum implementation needs.” For example, if student work shows that students are struggling to explain evidence, compare texts, or complete the writing tasks embedded within a unit, leaders can design professional learning focused on the instructional practices that support those skills. The goal is not to judge the quality of professional learning already provided. Instead, leaders can use evidence generated through the curriculum to plan professional learning that is timely, relevant, and directly connected to classroom practice. 2. Analyze Student Work, Lesson Plans, and Implementation Patterns to Evaluate Fidelity of Curriculum Implementation A report by the National Association of Elementary School Principals titled The Impact of Fidelity of Implementation in Effective Standards-Based Instruction, defines fidelity of implementation as “the delivery of instruction in the way in which it was designed to be delivered.” Student work, lesson plans, pacing data, and implementation patterns provide administrators with important evidence about whether instructional materials are being implemented consistently and with fidelity across classrooms and grade levels. Reviewing these data sources allows leaders to examine whether teachers are consistently using the curriculum’s core instructional components and maintaining the rigor embedded within the materials. This process is not about evaluating individual teachers in isolation. Instead, it helps leaders identify schoolwide implementation trends, determine where additional support may be needed, and ensure students have equitable access to grade-level instruction across classrooms. For example, leaders might examine whether teachers are consistently using the curriculum’s: Text-dependent questions Formative assessments Discussion protocols Writing tasks as designed Recommended pacing structures Implementation data may also reveal that important components of the curriculum are routinely skipped, shortened, or delayed across classrooms or grade levels. These trends can help leaders identify opportunities for coaching, collaborative planning, or additional implementation support to strengthen instructional consistency. 3. Use Student Performance and Teacher Feedback to Evaluate the Quality and Effectiveness of Instructional Materials High-quality instructional materials should lead to meaningful student learning, strong classroom engagement, and consistent access to grade-level content. To determine whether instructional materials are truly effective, school leaders should examine multiple forms of evidence, including: Curriculum-embedded assessment results Student work samples Classroom performance trends Teacher feedback Collectively, these data points can help leaders determine whether instructional materials are aligned to standards, appropriately rigorous, and producing evidence of student learning over time. Examining these data sources across classrooms or grade levels can also reveal important patterns related to task design, scaffolding, pacing, usability, student engagement, and the level of thinking students are being asked to demonstrate. These insights can help leaders make more informed decisions about curriculum adjustments, implementation support, and future instructional materials adoptions. Literacy expert Linda Diamond explains in Understanding Assessment: Testing Wisely that “A curriculum-embedded assessment is designed to answer the following question: Are my students learning what the program is teaching?” This reinforces the importance of using multiple sources of instructional materials data to evaluate whether curriculum resources are producing the intended outcomes for students. Why Instructional Materials Data Matters Instructional materials generate valuable evidence about teaching, learning, and curriculum implementation. By incorporating instructional materials data into campus and district decision-making, leaders can strengthen instructional coherence, better support teachers, and improve students’ access to high-quality learning experiences.

Does your district need instructional materials to support K-8 implementation of the Next Generation Science Standards? Take a look at Learning List’s reviews of Savvas' (formerly Pearson) Elevate Science. Elevate Science is a comprehensive science program for grades K-8. Materials are available in print and online. The program focuses on providing student-centered, three-dimensional learning. Elevate supports the development of critical and analytical thinking while developing literacy skills and an interest in STEM related activities. The material focuses instruction on Quests and essential questions related to real-world situations. Quests provide real-world, phenomena-based scenarios that students explore throughout the course’s units of instruction. Each lesson includes another step in the Quest, and students share their findings at the end of each unit. Critical and analytical thinking is supported through investigations, labs, and scaffolded questions. The material supports the intent of the Next Generation Science Standards by consistently providing students with three-dimensional learning experiences, integrating the Cross-Cutting Concepts and Science and Engineering Practices with the Disciplinary Core Ideas to provide cohesive storylines. The digital platform provides an abundance of resources and support for teachers in the implementation of the NGSS and making instructional connections across content areas. Likewise, substantial digital resources for students support instruction in blended learning environments. See Learning List’s Alignment Report for detailed information about Elevate’s alignment to the Performance Expectations, DCIs, CCCs, and SEPs. Learning List has also completed a qualitative review of the instructional content for each grade level covered by this material and a review of the material’s technology compatibility. To learn more about this product and thousands more PreK-12 instructional materials, contact Learning List for subscription information. About Savvas (formerly Pearson)* Savvas (formerly Pearson) provides expertise in educational courseware and assessment, and a range of teaching and learning services powered by technology. Savvas' (formerly Pearson) mission is to help people make progress through access to better learning. Bringing digital learning to school children worldwide, Savvas (formerly Pearson) is helping to transform education with full-time online and blended schools, online courses, technology, and host of support services. With a focus on successful student outcomes, these programs deliver high-quality, highly personalized, and flexible learning experiences -- students are able to complete schoolwork when and where they learn best, 24/7. Information in this section is provided by or adapted from Savvas (formerly Pearson).

Are your teachers looking for a reading intervention program to serve students at varying skill levels? Take a look at Learning List’s review of Savvas’ (formerly Pearson) iLit ELL. Savvas’ iLit ELL is a fully digital, supplemental reading intervention program for students in grades 4-12. The program is designed to support EL students at all levels of an EL program (i.e., Newcomer, long-term). iLit ELL provides a consistent instructional routine, engaging content, and interactive tools to support multiple areas of literacy and language development. The program provides a digital library with a full range of Lexile levels, beginning at Lexile BR, that can be translated into more than 40 languages. The instructional routine consistently encourages collaborative work, opportunities for purposeful conversations, and vocabulary development to support overall language acquisition and literacy. iLit ELL includes extensive teacher supports for implementation, pedagogy, and content. These supports include real-time student progress monitoring and ongoing integration of SIOP strategies and other instructional suggestions, enabling teachers to meet the individual needs of students. Learning List has completed a standard-by-standard review of the alignment of the material, a qualitative review of the 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 Savvas* Savvas, formerly Pearson, is a next-generation learning company that combines new ideas, new ways of thinking, and new ways of interacting to create innovative learning solutions. Savvas draws upon 120+ years of experience and innovation to provide learning solutions across all pre-K-12 disciplines around the globe. Per Bethlan Forsa, CEO of Savvas Learning, “At Savvas, we celebrate a rich legacy of learning that students and educators have come to know and trust. We’re honored and thrilled to usher in a new era of education, one that is more inclusive, more connected, and more meaningful to each student.” Information in this section is provided by or adapted from Savvas.

Are you considering buying new materials for Pre-K? Before you do, take a look at Learning List’s reviews of Savvas’ Three Cheers for Pre-K. Savvas Learning Company’s Three Cheers for Pre-K is a comprehensive program for Prekindergarten. The program provides skills-based learning experiences designed around purposeful play and children’s literature. Three Cheers for Pre-K is designed to support instruction in the ten domains of the Texas Prekindergarten Guidelines, balancing social and emotional, physical, and academic development. The play-based nature of the material consistently provides developmentally appropriate learning experiences, while its thematic design and essential questions encourage critical thinking and conceptual understanding. The assessments include options for progress monitoring, as well as observational checklists to support data-informed instructional decision making. The material is available in English and Spanish with mirrored design in Three Cheers for PreK and Uno, dos, tres ¡Prekínder!. This ensures equivalent instruction in both English and Spanish. Read Learning List’s full editorial review to learn more about the student and teacher resources the materials provides. In addition to the editorial review, Learning List has completed a review of the material’s technology compatibility. To learn more about this product and thousands more PreK-12 instructional materials, contact Learning List for subscription information. About Savvas Learning Company* Savvas Learning Company (formerly Pearson K12 Learning), is a next-generation learning company. Their goal is to combine new ideas, new ways of thinking, and new ways of interacting to create innovative learning solutions. Savvas is “driven by a shared purpose to prepare students to thrive in our rapidly changing world. We do that by combining the power of advanced technology and dynamic curriculum to create next-generation learning solutions — delivered in the physical classroom or in remote settings — that offer engaging, personalized, and real-world learning experiences” Information in the section is provided by or adapted from Savvas*.

In K–12 classrooms, learning is most powerful when students see how ideas connect across subjects. High-quality instructional materials (HQIM)—standards-aligned, research-based curricula—provide a strong foundation for this kind of integrated learning. When used strategically, HQIM can help teachers move beyond isolated lessons toward coherent, interdisciplinary learning experiences. Below are five keys to building cross-content connections while maintaining fidelity to HQIM. Build Cross-Content Connections Through Shared Instructional Concepts Start with shared concepts, not separate standards. Rather than beginning with isolated standards from each subject, identify “big ideas” or shared concepts that naturally connect disciplines, such as systems, change, evidence, or perspective. Research on interdisciplinary learning shows that connecting knowledge across disciplines deepens understanding and supports student growth and teacher collaboration. Many HQIM already embed these conceptual threads. By mapping shared concepts across ELA, science, math, and social studies units, teachers can create coherent learning experiences without rewriting the curriculum. 💡Tip: Create a crosswalk of concepts across upcoming ELA, science, math, and social studies units already present in your HQIM. Use High-Quality Instructional Materials as the Anchor for Interdisciplinary Instruction High-quality instructional materials shape teacher actions and student learning and are linked to improved student outcomes when implemented with fidelity. However, HQIMs should serve as an anchor point for integration, not a rigid script. Teachers can build interdisciplinary connections by pairing texts, data sets, or phenomena across subjects while preserving the core instructional sequence of materials. Example: Pair an informational text in ELA with historical primary sources or data connected to a shared real-world context, such as population change: Science: Students examine factors that influence population growth or decline ELA: Students read informational texts explaining population trends Math: Students analyze data sets showing population change over time Social Studies: Students investigate historical or societal impacts of population shifts 3. Design Interdisciplinary Tasks with Authentic Purpose Interdisciplinary instruction is most powerful when students intentionally apply knowledge and skills from multiple content areas to solve authentic problems. High-quality instructional materials often include strong, discipline-specific tasks that support deep learning within a single subject. While not inherently interdisciplinary, these tasks provide an excellent foundation for building cross-content connections. Provide interdisciplinary learning while preserving HQIM fidelity by extending or adapt existing HQIM tasks so students must draw on more than one discipline. Project-based or inquiry-driven performance tasks, for example, can integrate literacy, numeracy, and disciplinary thinking without disrupting the core instructional sequence of the materials. 💡Tip: Redesign one HQIM assessment into a performance task that requires students to apply skills or knowledge from at least two content areas. 4. Collaborate Through Professional Learning Communities (PLCs) Cross-content integration is difficult in isolation. Research shows that teacher collaboration, especially through professional learning communities (PLCs), supports instructional coherence and improves practice. HQIM implementation is most effective when teachers collectively analyze materials, identify opportunities for integration, and align pacing across subjects. 💡Tip: Use PLC time to review upcoming HQIM units across content areas and identify natural points of alignment. 5. Leverage Culturally Relevant and Inclusive Materials High-quality instructional materials increasingly emphasize culturally affirming content and diverse perspectives, which helps students connect academic learning to real-world contexts. When teachers intentionally connect culturally relevant texts, historical narratives, and scientific or mathematical applications, students experience learning as integrated and meaningful rather than fragmented. 💡Tip: Pair HQIM texts with local or culturally relevant resources to reinforce shared themes across subjects. Final Thoughts Building cross-content connections does not require abandoning your high-quality instructional materials. Instead, it requires a shift in mindset, from viewing instructional materials as separate silos to seeing them as an interconnected learning ecosystem. With intentional planning, collaboration, and thoughtful adaptation, HQIM can become powerful tools for interdisciplinary learning that prepares students to think critically across disciplines.

High-quality instructional materials can significantly influence student achievement, but only when educators monitor how those materials impact student learning. One of the most effective ways to evaluate instructional material effectiveness is through the analysis of student work samples and performance data. By examining what students produce and how their learning develops over time, educators can determine whether curriculum resources are aligned, rigorous, and producing meaningful learning outcomes. Below are four research-based ways to use student work samples and performance data to evaluate resource effectiveness. 1. Analyze Student Work to Evaluate Instructional Material Effectiveness The first step is to examine whether student work reflects the goals embedded in the instructional materials. If a lesson is designed to develop analysis or synthesis, student responses should demonstrate those skills. In its blog, “Collaborative Analysis of Student Work,” the National Council of Teachers of English explains, “Talking with others about what we see and value in samples of student work helps us articulate more clearly these insights and values.” This directly supports using student work as evidence to determine whether instructional resources are producing the intended level of thinking. Student work is not just a product, rather it is evidence of how well instructional materials are delivering on their intended outcomes. If students consistently produce work that falls below the cognitive demand of the standard, it may indicate that the resource lacks sufficient rigor, modeling, or scaffolding, or it may indicate that how the material is implemented should be reconsidered. 2. Use Student Performance Data to Measure Curriculum Impact Student growth over time provides one of the clearest indicators of resource effectiveness. Instead of relying on a single assessment, educators should compare multiple points of evidence, including pre-assessments, formative checks, student work samples, and post-assessments aligned to the instructional materials. The IES Practice Guide Using Student Achievement Data to Support Instructional Decision Making states, “After forming hypotheses about students’ learning needs, teachers must test their hypotheses by carrying out the instructional changes that they believe are likely to raise student achievement” (p. 21). Using student performance trends to determine whether a resource or instructional adjustment is actually improving learning helps teachers determine the next instructional steps. If students show growth after using a unit or set of lessons, the resource may be supporting the intended outcomes. If performance remains flat, or growth is minimal, the team should examine all possibilities, including whether the resource needs stronger modeling, clearer scaffolds, better-aligned practice, or replacement. 3. Identify Patterns Across Student Work Samples Looking at a single student’s work can be informative, but examining patterns across multiple students reveals how well instruction, or a resource, is working at scale. Trends in students’ strengths, errors, or misconceptions may point directly to the strengths or weaknesses of the instructional materials. Learning Forward’s Data states, “Student data include formal and informal assessments, achievement data such as grades and annual, benchmark, end-of-course, and daily classroom work, and classroom assessments.” This definition of student data clearly supports using student work and performance evidence to evaluate whether instructional resources are helping students meet expected outcomes. For example, if most students struggle to support claims with evidence, the issue may not be individual; it may indicate that the materials do not adequately model or scaffold that expectation. 4. Use Student Work Analysis to Improve Instruction and Resources Teacher analysis of student work should lead to decisions about instruction or about the resource itself: what to keep, what to revise, what to supplement, and what to stop using. When teachers look closely at how students respond to a task, they can determine whether the material is helping students build understanding or simply giving them something to complete. The Oregon Department of Education’s Student Work Analysis Protocol states, “Analyzing student work gives educators information about students’ understanding of concepts and skills and can help them make instructional decisions for improving student learning.” When evaluating instructional resources, student work can reveal whether the resource is supporting deep understanding or producing shallow, incomplete responses. If students’ work shows confusion, weak reasoning, or limited transfer, teams should examine the task, directions, models, scaffolds, and practice opportunities embedded in the resource. In practice, this means teachers should use student work to make targeted resource adjustments: add a model, replace a low-rigor task, strengthen a discussion prompt, build in more guided practice, or reteach with a different text or example. The goal is not to blame the resource or the student, but to use evidence from student work to improve the instructional pathway. Final Thoughts Student work samples and performance data offer the most authentic measure of instructional resource effectiveness. They reveal not just whether students completed a task, but whether meaningful learning occurred. By centering student work samples for analyzing alignment to learning goals, measuring growth over time, identifying patterns across students, and using results to inform adjustments, educators can move beyond simply implementing materials to ensuring they are making a real impact.

For campus and district leaders, aligning professional learning with the core curriculum is essential for coherence, implementation fidelity, and improved student outcomes. Too often, professional learning operates as a separate initiative rather than a lever for strengthening daily instruction. Research consistently shows that when professional learning is tightly connected to curriculum and classroom practice, it is far more likely to impact teaching and learning. Here are five key considerations to guide that alignment. 1. Anchor Professional Learning in Daily Instructional Materials Professional learning is most effective when it is grounded in what teachers actually teach. According to the Learning Policy Institute, effective professional learning “focuses on teaching strategies associated with specific curriculum content.” Leaders should move beyond generic strategies and instead design professional learning that focuses on: Internalization of upcoming lessons and unit arcs Understanding key instructional moments Modeling how to teach specific components of the curriculum For example, unpacking a complex text or modeling how to facilitate a specific discussion protocol from the curriculum allows teachers to see exactly how strong instruction looks in practice. When professional learning is embedded in real materials, it reduces cognitive overload and increases the likelihood of consistent, high-quality implementation across classrooms. 2. Prioritize Content-Focused and Standards-Aligned Learning High-quality professional learning should be tightly connected to the content teachers are expected to teach and the standards students are expected to master. Research summarized by the Institute of Education Sciences explains that effective professional learning is “tied to specific content and standards” and includes opportunities for teachers to apply learning in their instructional context. For leaders, this means professional learning should move beyond general instructional strategies and instead focus on how students engage with specific content and practices. For example, math professional learning might center on: How a lesson develops conceptual understanding of functions How teachers facilitate productive struggle during problem-solving How students justify their reasoning using precise mathematical language Teachers need opportunities to unpack problems, anticipate common misconceptions, and analyze student work to determine whether students are demonstrating true conceptual understanding, rather than just procedural accuracy. When PD strengthens both content knowledge and instructional practice, it leads to more rigorous, standards-aligned instruction across classrooms. 3. Design for Sustained, Job-Embedded Learning One-time workshops rarely change classroom practice. As Learning Forward explains, traditional professional learning often fails because it is “disconnected from educators’ day-to-day work.” Leaders should intentionally structure time for teachers to revisit learning, apply it in classrooms, and reflect on outcomes with peers. Professional Learning Communities (PLCs) are a strong model. For example, a PLC might: Analyze how a lesson went Review student work Adjust instruction for the next day. This continuous cycle ensures that professional learning is not an isolated event but a sustained process that drives incremental improvement over time. 4. Build Coherence Between Curriculum, Professional Learning, and Instructional Priorities Misalignment between initiatives creates confusion and limits impact. RAND explains, “teachers need to receive clear, aligned, and consistent messaging from all parts of the instructional system, from curriculum materials to professional learning and beyond.” For leaders, that means professional learning cannot sit apart from the curriculum or compete with other instructional expectations. Professional learning, coaching, assessment practices, and walkthrough tools should all reinforce the same vision for teaching and learning. When these systems are aligned, teachers have greater clarity about what to prioritize, and implementation is more likely to be consistent across classrooms. 5. Focus on Implementation and Evidence of Impact If the goal is improved instruction and student outcomes, providing professional learning is not enough. Leaders must monitor its impact. The Education Trust emphasizes that examining student work and classroom evidence is essential for understanding instructional effectiveness. Effective systems: Define clear look-fors tied to the curriculum Use them consistently in observations Provide actionable feedback For example, leaders might look for evidence of text-based discussion, alignment to lesson objectives, or use of specific instructional routines. When feedback is tied to observable practices, professional learning becomes measurable and actionable. Final Thoughts: Align Professional Learning to Drive Student Outcomes Aligning professional learning with the core curriculum creates coherence across teaching and learning systems. When professional learning is content-focused, sustained, and grounded in instructional materials, it becomes a powerful driver of teacher effectiveness and student success. For campus and district leaders, the charge is clear: Design professional learning that lives within the curriculum, not alongside it.

Is your district looking for new prekindergarten materials? Take a look at Learning List’s reviews of Benchmark Education’s Ready to Advance Early Learning Program. About Ready to Advance Early Learning Program Ready to Advance is a comprehensive program for Prekindergarten. The program is designed to support the ten domains of the Texas Prekindergarten Guidelines and is based on a developmental learning progression. Instruction is delivered through a mixture of print and digital materials. The material provides consistent classroom management routines and a highly structured instructional narrative. The material is organized in units, which enable students to make connections and develop conceptual understanding through essential questions and big ideas. Instruction includes a balance of teacher- and student-directed learning. Throughout the material, small-group and review lessons provide options for differentiating instruction for students who need additional support. Additionally, the material is available in English and Spanish and provides equivalent instruction in both languages. Read Learning List’s full editorial review to learn more about the types and styles of assessments offered in the Ready to Advance program. About Learning List In addition to the editorial review, Learning List has completed a review of the material’s technology compatibility to complement the state alignment report to the Texas Prekindergarten guidelines. The state alignment report is available on LearningList.com. Contact info@Learninglist.com for information about a low-cost subscription to access Learning List's reviews of Benchmark's Ready to Advance Early Learning Program and thousands of other widely used PreK-12 instructional materials. About Benchmark Education* Benchmark Education Company provides students and teachers with the resources they need to become problem-solvers, decision-makers, and joyful learners. Benchmark's mission is for every student to find lifelong inspiration, growth, and success through literacy, language, and knowledge development. *Information in this section is provided by or adapted from Benchmark Education.

The mass resignation of teachers and resulting nationwide teacher shortages highlight the importance of having high-quality instructional materials. Prior to the pandemic, Arizona, Nevada, Oklahoma, and Washington were among the states experiencing severe shortages of fully-prepared, credentialed teachers (Learning Policy Institute, September 2016). During the 2020-21 school year, nearly 20 percent of California’s K-12 classrooms were taught by underprepared teachers (EdSource, June 30, 2022). And, according to the National Center for Education Statistics, as of June 2022, 62 percent of public schools were concerned about filling staff vacancies and expected to have three teacher vacancies (on average) for the 2022-23 school year. Teacher shortages often lead to merged classrooms and teacher reassignments. Teachers who are newly assigned to teach a grade level and course may lack expertise in the subject area, in the standards, and sometimes even in pedagogy. For such teachers, their instructional materials become a critical safety net for themselves and for their students. However, if the materials are not high quality, if they are not aligned to state standards, or if they are not easy to use, they may be a sieve rather than a safety net, for teachers and students, alike. Are your instructional materials a sieve or a safety net? Learning List’s reviews and comparison tools make it easy to find out if the materials you are currently using or may be considering buying will teach your students what they need to know to be successful. Our detailed alignment reports show specifically where (e.g., specific page numbers, lesson titles) the material is aligned to each standard and identify the standards to which the material is not aligned. If a material is not aligned to 100% of the state’s standards for a grade level or course, our Fill-in-the-Gap™ tool recommends additional core or supplemental materials that align to the remaining standards. Our Compare Alignment tool allows you to do a standard-by-standard alignment comparison of multiple materials, making it easy to select a new, standards-aligned instructional material or to select from your existing materials when planning instruction or engaging in curriculum writing or instructional alignment. Beyond assessing the alignment of materials, our evidence-based editorial reviews asses each product’s instructional quality to make it easy for educators to determine which materials will meet their needs and support their students. These reviews evaluate the material’s rigor, vertical alignment, student engagement, supports for special student populations, and resources for teachers, as well as the product’s design and ease-of-use. For example, our reviews highlight which products are text heavy, requiring students to read extensively; which materials provide text features and videos to support student learning of key concepts; and which resources chunk learning in manageable segments with regular checks for understanding and consistently embedded activities. Finally, our technology reviewstest the material’s compatibility with the devices and systems campuses and districts use. Our tech reviews help district and campus leaders support teachers’ use of their materials and avoid making expensive mistakes. With so many teachers in new positions for the new school year, it is critical for district and campus leaders to ensure that their materials are standards-aligned and high-quality. Learning List’s reviews and comparison tools make it easy to assess whether a material will support or undermine your teachers’ and students’ success.