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Learning List has reviewed middle school and high school resources for the College Board’s SpringBoard English Language Arts: California Edition. The comprehensive program is designed for students in grades 6-12 and is available in print and digital formats. Courses have a consistent structure and focus on developing English language arts skills through active learning. At each grade level, instruction emphasizes the development of the knowledge and skills needed for rigorous coursework, including Advanced Placement (AP) courses. Content is organized thematically and includes fiction, poetry, non-fiction, and non-print media related to the theme (e.g., change). SpringBoard uses the “Understanding by Design” instructional model. Each unit begins with an overview that frames new content with essential questions. Units are broken into sets of activities made up of several daily lessons that address related concepts. Each lesson establishes learning targets in student-friendly language. Lessons include “Suggested Learning Strategies” (e.g., summarizing, close reading, marking the text) that meet different learning needs and facilitate student ownership of learning and a “Making Connections” feature that connects content to students’ lives. Lessons focus on developing close reading skills. Students learn to analyze texts using graphic organizers and strategies applied before, during, and after reading. They learn to interpret what they read and to support their interpretations with evidence from the text. Instruction emphasizes the effective use of language and the development of writing skills. Each unit includes step-by-step guidance in the writing process. Writing activities include prompts for expository and narrative pieces as well as opportunities for students to develop arguments and incorporate research. About the College Board* The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT and the Advanced Placement Program. The organization also serves the education community through research and advocacy on behalf of students, educators and schools. The information in this section is provided by or adapted from the College Board .   Subscribe to Learning List  for access to the spec sheet, full editorial review and detailed alignment report for this material.

We are often asked whether we review materials for Pre-AP courses. Pre-AP courses are grade level courses with embedded strategies to provide knowledge, concepts, and skills needed to prepare students for AP courses. While we will review any instructional materials aligned to the TEKS, CCSS, NGSS, and certain state-specific standards, districts may not need to purchase specific “Pre-AP texts”. Supporting students in these five essentials will better prepare them for more rigorous AP coursework to come. Reading advanced texts is a large component of AP courses . Students access learning from college level texts and must be able to read independently for understanding. Pre-AP courses can support this skill development by including instruction in note-taking, key vocabulary terms, as well as reading college texts and primary source documents. Higher level thinking should be embedded in all classes and is essential for Pre-AP . Teacher developed lessons should include questions that challenge students to analyze, synthesize, evaluate, and create. Students should also be encouraged to create higher level questions and participate in class discussions where conversations are between student and teacher, as well as student and student. In addition to promoting higher level thinking, Pre-AP courses should focus on depth and complexity . Students should be looking for big ideas, details, trends, patterns, rules, unanswered questions, and using subject-specific vocabulary.. Pre-AP students benefit from exposure to a variety of resources . Challenging Pre-AP students to use a variety of materials to connect and apply their learning supports the skills previously discussed. Teachers can include resources such as high school texts, college texts, studies by experts in the field, and online resources. Writing in Pre-AP is important for AP test preparation. Moreover, students benefit from writing in the context of the discipline, using the language of the discipline to express higher level thinking through depth and complexity is a skill that will support students in all future endeavors.

Learning List has reviewed TeachTransform’s Start Quick and Ramp It Up! This set of supplemental print resources supports mathematics instruction at grade 4. The program scaffolds instruction from grade 3 to 4 for struggling students and provides on-grade level and more challenging extension activities. Content focuses on developing students’ ability to reason mathematically and understand and implement problem-solving strategies. Start Quick and Ramp It Up! content is presented five books that separately address (1) operations, (2) multiplication, (3) division, (4) measurement, and (5) algebraic reasoning.  Each Start Quick and Ramp It Up! book is organized in terms of the TEKS addressed by instruction. Books include the following activities: Quick Starts are designed to help struggling students. Activities help students connect fourth-grade content to what they have learned in previous grades. Ramp Ups are on-grade-level learning tasks that support students in applying core math content and extending learning through challenging problems. Launches present more complex problems and offer an even greater challenge for students who have demonstrated mastery of content at the Ramp Up level. Lessons incorporate common classroom objects (e.g., markers, base-ten blocks) and provide opportunities for students to work collaboratively and to discuss their problem-solving strategies.  Instruction emphasizes the use of precise mathematical language and includes “Thought Extender” discussion prompts that help students verbalize their thinking (e.g., “How is multiplication different from division? How is it similar?”). About TeachTransform* TeachTransform products are based on the work of Carol Gautier,  a math curriculum specialist who has worked in a variety of positions in Texas, including serving as Project Coordinator for Curriculum Support for Education Service Center Region 13.  TeachTransform products are written with the goal of helping students to love math and helping teachers to love teaching math. The information in this section is adapted from TeachTransform .   Subscribe to Learning List  for access to the spec sheet, full editorial review and detailed alignment report for this material.

McGraw Hill’s Thrive™ powered by Time To Know® is a comprehensive, online resource to support English Language Arts (ELA), Mathematics, and Science instruction in 1:1 computer-based learning environments. Resources support teacher-led, data-driven instruction in classrooms that integrate technology. Learning List has reviewed Thrive ELA resources for grades 3-8. Thrive presents content at grade level in five or six thematic units (e.g., Personal Discoveries) made up of Reading Modules and a Writing Module. Each grade also has a set of “Literature Study” works to extend classroom instruction or for students to read independently. Reading Modules focus on authentic literary and informational texts. Each module begins with a “Model Reading” activity that guides students through a text, posing questions to help students develop reading and comprehension strategies (e.g., “What is the narrator’s problem, or conflict?”). After Model Reading lessons, students reread the text in a “Close Reading” activity in which they answer text-dependent questions. Most Reading Modules contain a second “Anchor Text” followed by another Close Reading activity. Writing Modules address the writing process, planning and drafting, editing and revising, and publishing and presenting. Writing Modules include opportunities for peer review and instruction in grammar and usage. About Thrive ELA* Improving student engagement with reading, writing, and speaking is at the core of the  Thrive  English language arts program. Guided reads, model reads, and anchor text selections—with a 50/50 balance of fiction, literary nonfiction, and informational texts—provide students with context for learning at their own levels and paces to build close reading and writing skills. Structured lesson plans deepen students’ understanding of texts, while genre‐specific writing tutorials reflect the shifts in ELA instruction, for which the  Thrive  English language arts program is designed. An emphasis on analytical writing and writing to sources affords students opportunities to practice and apply foundational literacy skills, vocabulary, and comprehension strategies as they foster a lifelong *Information in this section is provided by or adapted from McGraw Hill Education .   Subscribe to Learning List  for access to the spec sheet, full editorial review and detailed alignment report for this material.

When selecting materials for a campus, there are many benefits to choosing a publisher’s material that spans multiple grade levels. The consistency of navigation, layout of the instruction, technology specifications (for online materials), special population student support, and common professional development are significant considerations that may lead you to lean in favor of adopting a single material for multiple grade levels. You may also presume that the product’s alignment to the standards will be consistent across grade levels. Not so. Having analyzed the alignment of thousands of K-8 materials, Learning List has found that the alignment percentage of a material in one grade level is not predictive of the same material's alignment in other grade levels. Take for example, the alignment of the multi-grade level material shown in the chart below. Learning List’s alignment reports for grades K through 8th highlight a significant variation in percentage of state standards addressed by material in each grade level. So, what does this mean for your materials selection strategy? When you are reviewing a material to purchase for a grade span, it is critical to carefully examine the alignment of the material in each grade level. Learning List’s alignment reports make it easy to see which standards are and which are not addressed in each grade level. If a comprehensive material is not aligned to 100% of the standards in each grade level, determine whether there is a pattern in the standards that are not addressed across all grade levels. For example, does this material simply not address the financial literacy standards in each grade level? If so, then it is easier to identify other materials that will fill in the gap for this product at all grade levels. If there is no obvious pattern in the material’s alignment across grade levels, then the variability may be caused by the fact that different authors wrote each grade level or different people correlated the material at each grade level. Finding products to fill in the material’s gaps will be more arduous and more expensive, though Learning List’s Fill-in-the-Gap tool and new Search by Standard filter lessens that burden. This revelation should not necessarily be discouraging. As one superintendent told me, “Realizing that a material is not necessarily aligned consistently across all grade levels was a real ‘A-Ha’ moment for me. I no longer had to force all my teachers to agree on a single material.  This year, we adopted one product for the elementary grades and another for the middle schools.  The teachers were much happier.  Now my technology staff… well, that’s another story.”

Learning List has reviewed Edgenuity’s Chemistry. The comprehensive, online course supports instruction in blended learning and self-paced environments. Video-based lessons focus on developing students’ understanding of chemistry concepts and their real-world applications. Instruction includes virtual and classroom-based lab activities. Diagnostic pre-tests ensure that instruction is individualized for each student. Content is presented in video-based lectures with accompanying whiteboard notes and demonstrations. Each lesson begins with an interactive warm-up that frames the lesson topic, establishes learning goals, connects to prior learning, and introduces new vocabulary and concepts. Core instruction is presented in video lectures by engaging, highly-qualified teachers, with accompanying white board demonstrations of concepts and skills. The use of multiple teachers ensures that students experience a range of instructional styles. Virtual labs provide interactive learning experiences in which students use simulated lab equipment, such as microscopes and test tubes, to explore concepts. Instruction addresses lab safety and some lessons include classroom-based wet labs to be completed with teacher oversight. Many labs include a downloadable student guide with step-by-step instructions and resources to support data collection and analysis. About Edgenuity* Edgenuity provides engaging online and blended learning education solutions that propel success for every student, empower every teacher to deliver more effective instruction, and enable schools and districts to meet their academic goals. Edgenuity delivers a range of Core Curriculum, AP®, Elective, Career and Technical Education (CTE), and Credit Recovery courses aligned to the rigor and high expectations of state, Common Core and iNACOL standards and designed to inspire life-long learning. This content is provided by or adapted from Edgenuity .   Subscribe to Learning List  for access to the spec sheet, full editorial review and detailed alignment report for this material.

It’s mid-September and classroom observations are starting. Learning List resources can assist you in preparing for classroom observations and coaching conversations. Below are sample questions related to each T-TESS dimension that addresses “alignment” of lessons and  activities to the state standards and using materials to assess student progress. These questions may be useful in conversations prior to observations or edited and used during coaching conversations after observations. Please note, the short descriptions of the dimensions below does not capture the full scope of the rubric's expectations. Consult the rubric for further detail. Planning Dimension 1.1: The teacher designs clear, well organized, sequential lessons that reflect best practice, align with standards and are appropriate for diverse learners. Sample Coaching Questions Which instructional material(s) supports the objectives for this lesson? What criteria do you use to determine whether an instructional material is aligned to the standards being taught in the lesson? How do you determine the sequence of instructional materials to use? Will you use technology in the lesson? If so, how will you determine the most appropriate technology to use? How are you using instructional materials to help you differentiate instruction? Planning Dimension 1.2: The teacher uses formal and informal methods to measure student progress, then manages and analyzes student data to inform instruction. Sample Coaching Questions What type of instruments will you use to assess student progress? How will you use the data you get back from those formative assessments to guide small group instruction? How do you involve students in monitoring their progress? What resources are available for instructing students of varying needs? What criteria do you use to determine which to use? What type of feedback do you find most effective with the students you teach? Planning Dimension 1.4: The teacher plans engaging, flexible lessons that engage higher-order thinking, persistence and achievement. Sample Coaching Questions What questions have you planned for the lesson? Which questioning and/or other strategies will you use to encourage all students to engage in higher-order thinking? How will you use your instructional materials to prompt students to engage in higher order thinking and questioning? How will you assess the alignment of your activities with instructional materials? Instruction Dimension 2.2: The teacher uses content and pedagogical expertise to design and execute lessons aligned with state standards, related content and student needs. Sample Coaching Questions Can you demonstrate that this lesson is aligned to the state standards you are intending to cover? How does this lesson align to the district curriculum (scope and sequence)? How will you use your instructional materials to provide students with opportunities to use different types of thinking and problem solving skills? What real world scenarios will you reference to support student learning? We encourage principals to leverage the reviews and tools on Learning List to help implement the T-TESS rubric during the observation and coaching cycle.  Contact us if you would like to schedule training to help support this important work.

Super Teacher Worksheets (STW) is a supplemental resource that provides printable worksheets, flashcards, and learning games across content areas for grades K-5. Resources are accessed online and must be printed for student use. Learning List recently reviewed STW materials for math instruction. STW math resources address the Common Core State Standards (CCSS) and support reinforcement, remediation, and re-teaching of specific skills (e.g., identifying fractions, decimals, and mixed numbers). Each resource includes a clear title, a short overview, and the grade level(s) for which it is appropriate (e.g., K-2). Worksheets and other activities allow students to practice concepts and improve fluency through repeated problem solving. Worksheets use limited vocabulary and emphasize numerals, which may support struggling readers and ELLs. An STW “Generator” tool allows teachers to create their own math worksheets and quizzes. Many STW resources are available at no cost at www.superteacherworksheets.com ; membership is required for full access to STW materials. Each resource is linked to the relevant CCSS, and many worksheets are available in English and Spanish. STW adds new worksheets each week. About Super Teacher Worksheets* STW is the largest and most popular website created and managed by T.P.W. Websites. TPW’s mission is to provide high-quality, affordable teaching resources on the Internet for teachers, parents, and homeschoolers. STW features thousands of educational printables to help students learn and review essential reading, writing, math, science, and social studies concepts. This information is provided by or adapted from TPW Websites .   Subscribe to Learning List  for access to the spec sheet, full editorial review and detailed alignment report for this material.

The Mind Research Institute’s ST Math is a supplemental, online program that supports mathematics instruction in grades K-12. Students learn through engaging, interactive math games and puzzles. The highly visual program develops students’ ability to use spatial-temporal (ST) reasoning to understand math concepts and become proficient problem solvers. Learning List reviewed Common Core resources for grades K-6 in summer 2016.  In summer 2017, we completed TEKS alignment verifications for the same grades. ST Math defines spatial-temporal reasoning as “the innate ability to visualize and manipulate images through a sequence of steps in space and time.” To develop spatial-temporal reasoning skills, the program presents visual representations of math concepts in the form of animated, interactive math games. Each game requires that students manipulate visual models to help JiJi (i.e., an animated penguin) overcome or bypass obstacles that block his way. For example, in one first-grade game, students are introduced to the concept of a number line. JiJi cannot continue on his way across the computer screen until students are able to match the number of birds on telephone wire from with the numeral that appears at the top of the screen (e.g., the number 3; three birds). Learning games are organized in several levels. The first level introduces the mathematical concept and the game’s format and is completely visual. That is, the game does not include symbolic and/or verbal representations of concepts. Subsequent games build on the concept, providing greater complexity and extending students’ reasoning skills. When students have mastered content in the visual format, symbolic and verbal representations of concepts are introduced. This structure creates learning paths that scaffold instruction, foster conceptual understanding, and build fluency for each student. About The Mind Research Institute* The Mind Research Institute’s mission is to ensure that all students are mathematically equipped to solve the world's most challenging problems. Institute staff believe every child has the potential to be a powerful learner and to acquire the problem-solving and math proficiency needed to compete in a knowledge-based economy. Through a uniquely visual, non-language-based approach to teaching math — delivered through the ST Math instructional software — students across the country are deeply understanding math, developing perseverance and problem-solving skills, and becoming life-long learners prepared for success. *This information is provided by or adapted from The Mind Research Institute . Subscribe to Learning List  for access to the spec sheet, full editorial review and detailed alignment report for this material.

During the first weeks of school most teachers and principals are working together to document learning plans that support continuous improvement in areas such as planning, instruction, assessment, and learning environment. Regardless of where you teach, these plans are likely to include: Designing lessons that are aligned to standards Using formal and informal methods to measure student progress Using student progress data to adjust instruction Using data to design lessons that are appropriate for diverse learners Planning lessons that encourage higher order thinking Creating opportunities for student engagement Formal professional development is a great resource for learning, but you may have limited time and opportunity for attendance during the school year.  Job-related experiences and interactions with colleagues are often just as valuable as formal professional development because these just-in-time learning activities provide just what you need when you need it . Speaking of which, as you focus on your learning plan for the 2016-17 school year Learning List can assist you in achieving goals for standards-based planning and instruction.  Learning List has reviewed almost 2500 of the most widely used instructional materials. As a subscriber using these reviewed materials you can access detailed alignment reports to use in PLCs, peer mentoring and coaching, and individual planning and research whenever you need it. Training resources to help you use the alignment reports for the areas listed above are located next to your “Library” once you have logged into LearningList.com . These resources include short videos and step-by-step guides that put learning at your fingertips. Subscribers can also request webinar training on any of the topics listed. Use your Learning List subscription to support your professional learning goals.

In this article published recently in Education Week Jackie Lain, President of Learning List, shares a two-step process to determine whether your instructional materials are propelling your students’ success or undermining it. As Jackie explains, students cannot learn what they are not taught. If your students' test scores reflect a pattern of low performance on questions associated with a standard or group of standards, use the two-step process to determine whether your materials may be to blame.  If your materials do not address or the citations that were assigned are not  aligned  to those standards, then your students did not learn  all  of the knowledge and skills those standards require and their test scores reflect the materials' deficits. Access the full article for details and see previous posts to this blog highlighting the importance of alignment of instructional materials to standards are: Are Your Resources Supporting Your Efforts to Close the Achievement Gap? Are You Discussing Instructional Material Alignment in Your PLC?

Learning List has reviewed McGraw Hill’s StudySync California. This comprehensive resource addresses California’s English language arts (ELA) and English language development (ELD) standards for grades 6-12. Materials are provided in online and print formats and support instruction in blended learning environments. The core literacy program provides integrated instruction in the close reading of complex texts, writing for specific purposes (e.g., argument), and research skills. Content is structured around the five key themes of the California Framework: Making meaning, language development, effective expression, content knowledge, and foundational skills. At each grade level, instruction is presented in four 45-day thematic units that include 10-12 short texts for students to analyze, integrated writing and research activities, and a recommended longer “Full Text Study.” Core instruction is presented in each unit’s “Instructional Path” for each of the literary and informational texts contained in the unit. Built on the work of Douglas Fisher and Nancy Frey (i.e., “Rigorous Reading”), the Instructional Path begins with a “First Read” lesson followed by several “Skills Lessons” and concludes with a “Close Read” lesson that revisits the text. Each unit includes an “Extended Writing Project,” a “Research Project,” and a recommended “Full-Text Study.” The Extended Writing Project provides core writing instruction and allows students to explore the unit’s theme more deeply, by drawing on the texts read, through research, and students’ own experiences. Research Projects provide opportunities for students to develop research and presentation skills by examining a topic related to the unit’s theme in greater depth. The recommended Full Text Study for each unit suggests an additional full-length work for student to read and study. About McGraw Hill* McGraw Hill’s mission is to accelerate learning through intuitive, engaging, efficient and effective experiences – grounded in research. McGraw-Hill Education believes that its that our contribution to unlocking a brighter future lies within the application of a deep understanding of how learning happens and how the mind develops. It exists where the science of learning meets the art of teaching. * The content in this section is provided by or adapted from  McGraw Hill Education Subscribe to Learning List  for access to the spec sheet, full editorial review and detailed alignment report for this material.