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Is your district looking for new elementary math materials to support the Texas Essential Knowledge and Skills (TEKS)? Take a look at Learning List’s review of Great Minds’ Eureka Math TEKS Edition. Great Minds’ Eureka Math TEKS Edition  is a comprehensive mathematics program designed to support K-5 TEKS-based mathematics instruction.  The materials are available in print and digital formats.  The program’s intent is to spark curiosity and build confidence about mathematics. The materials focus student learning on the story of math and the connections across key concepts. Lessons are consistently designed to support conceptual and procedural understanding. Students complete their work in one of three student editions, each intended for a different purpose: Learn, Practice, Succeed.  The teacher materials include explicit lessons designed to provide the teacher with step-by-step, scripted teacher language and expected student responses. In addition to the teacher editions, the program also provides a variety of resources to support the development of teacher content knowledge and pedagogy, such as instructional videos and slides.  Read Learning List’s full editorial review to learn more about how the assessments are used to inform instruction, as well as the resources provided for differentiation. Learning List has also conducted a standard-by-standard alignment analysis of this material’s alignment to the TEKS, as well as a review of its technology compatibility and support for remote learning. These reviews not only inform selection decisions, they facilitate instructional alignment and curriculum mapping, too. To learn more about this product and thousands more PreK-12 instructional materials, contact Learning List  for subscription information.  About Great Minds * Great Minds is a nonprofit organization that works with “teachers and scholars to create exemplary instructional materials.”  Great Minds mission is to “make the world a more knowledge-rich place.” The company strives to provide a best-in-class curriculum and brings “joyful rigor to learning.” *Information in this section is provided by or adapted from Great Minds .

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 .

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.

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.

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.

Learning List has reviewed print materials for Curriculum Associates’ Ready Common Core Math. Overview of Ready Common Core Math Ready Common Core Math is a supplemental resource for grades K-8 that supports math instruction and mastery of the Common Core State Standards for Mathematics (CCSS-M). Across grades, instruction addresses grade-level CCSS-M while developing students’ understanding of key concepts and ability to apply them to solve real-world problems. The Ready Common Core Math Student Instruction Books present instruction in units organized by the CCSS-M Domains. Lessons are structured using the Gradual Release of Responsibility (GRR) model and presented in four sections: In Modeled Instruction, or “Explore Together,” students investigate different ways to solve a problem with teachers providing explicit modeling and support. During Guided Instruction, or “Learn Together,” students apply their learning to a new problem with teacher guidance and encouragement. “Talk About It” discussion activities allow students to explain their thinking and analyze the thinking of their peers. Guided Practice, or “Practice Together,” provides opportunities for students to solve new problems with teacher and peer support. During Independent Practice, or “Practice by Myself,” students solve problems independently and are encouraged to show their work. Content is presented simply with visual elements that support student understanding. Illustrated characters (i.e., Study Buddies) appear in the margins to pose questions and provide tips to guide students’ thinking. Units end with a set of review problems, which include a “Put It Together” extension question that requires students to synthesize the concepts they have learned to solve a problem. Learn More With Learning List's Reviews Learning List has reviewed the alignment, instructional quality, and technology compatibility of Curriculum Associates' Ready Common Core Math. Contact info@Learninglist.com for information about a low-cost subscription to access Learning List's reviews of this program and thousands of other widely used K-12 instructional materials. About Curriculum Associates* Curriculum Associates' connected portfolio of assessments, evidence-based curricula, and professional learning provides teachers with insights and tools to better understand and support every learner. The company's products, which include i-Ready®, Ready®, and BRIGANCE®, provide teachers and administrators with flexible resources that deliver meaningful assessments and data-driven, differentiated instruction for children. Information in this section is provided by or adapted from Curriculum Associates.

In 5 Tips for Planning an Effective K-12 Curriculum Review and Adoption Process , we discussed the decisions you need to make when planning an instructional materials adoption process. For an adoption to be successful, the selection committee must have sufficient guidance and time to review materials effectively. With so many materials on the market, narrowing the list of materials for the selection committee to review is a critical next step in any adoption process. This blog will outline three strategies for identifying which materials the selection committee will review. Develop a List of Available Materials To begin this process, put together a list of the materials available for the content area(s) and grade levels for courses covered by the adoption. This can be an arduous process. The Learning List , a free, publicly available directory of more than 15,000 titles of PreK-12 instructional materials can save you hours of work. Some states require districts to select from a certain list of materials. District policy may also restrict the materials a district can consider. Use the Non-Negotiables to Eliminate Materials from Consideration Once you have aggregated a list of materials for the district's consideration, use the list of the non-negotiables discussed in the prior blog post to eliminate materials that do not meet the district's basic requirements for the adoption (i.e., the maximum price, the minimum standards-alignment percentage, the necessary supports for students or resources for teachers, etc...). The non-negotiables list can help eliminate many materials from consideration. Distribute a Needs Assessment Another critical strategy in identifying the materials most likely to meet the district's needs is distributing a needs assessment to the relevant stakeholders. What is a Needs Assessment? A needs assessment is a survey for gathering feedback about the features stakeholders believe are necessary (i.e., "must haves") in the new materials(s). Typically, a needs assessment contains a list of features likely to be found in materials for the grade level(s) and subject(s)/course(s) covered by the adoption. Respondents are asked to rank or rate the importance of having each feature in the new materials. This distinguishes the must-have features from the nice-to-have features. What is the Purpose of a Needs Assessment? Distributing a needs assessment gives stakeholders beyond the selection committee an opportunity to participate in the adoption process. Giving all stakeholders a voice in the process helps build support for and mitigate opposition to the materials that are ultimately adopted. For the adoption of core materials, consider distributing the needs assessment to All teachers who will be using the newly adopted material, including teachers who provide support services All staff who will be supporting its implementation, such as instructional coaches and instructional technology staff Parents The community* A supplemental material will be used by fewer teachers and will impact fewer students than a core material. Therefore, when adopting supplemental materials, distributing the needs assessment to the teachers who will be using the materials and to the staff who will be supporting its implementation should suffice. Once the respondents have submitted their completed needs assessment, the person running the adoption should aggregate the needs assessment responses to identify a single list of features stakeholders believe the new materials must have. This list should be used to eliminate more materials from the list under consideration so that only between three and five materials remain on the list of materials the selection committee will review. Having helped hundreds of districts with their adoptions over the last decade, we have observed that giving a selection committee more than five materials to review typically results in lower-quality reviews and/or the submission of fewer completed rubrics. A district recently asked us whether they could distribute the needs assessment with the rubric. We explained that the needs assessment must be distributed before the rubric is distributed for the following reasons. The needs assessment should be distributed to many more stakeholders than just the selection committee members, whereas the rubric will only be distributed to the members of the selection committee. Moreover, the aggregated list of needs assessment must-haves should be used to customize the rubric the selection committee will use to review so that the rubric reflects the district's priorities for the adoption. Customizing the rubric will be discussed in the next blog post.

Are you looking for new ELA materials for K-5? Take a look at Learning List’s review of Amplify Texas Elementary Literacy Program (Amplify Texas). Amplify Texas is a comprehensive program that supports English language arts instruction for Pre-kindergarten through grade 8. Learning List recently reviewed the materials for grades K-5, which the Texas Education Agency made available to Texas school districts and charter schools at no charge during COVID . Overview of Amplify Texas Elementary Literacy Program Amplify Texas is designed to provide students with a strong skills foundation, knowledge of a variety of topics, and relevant, challenging texts. In grades K-2, Skills units provide systematic, explicit instruction in foundational skills and include decodable readers. Additionally, in grades K-5, Knowledge units intend for students to apply English Language Arts skills as they learn about topics. Texts are provided at varying levels of rigor and complexity. Because all students read the same texts, some may find certain texts conceptually challenging and overly long. For example, the Skills reader at the end of grade 2 focuses on the War of 1812 and is over 100 pages long. Materials do not include leveled readers or support for guided reading. Across grades K-5, students write for a variety of purposes, both formal and informal. Typically, all students respond to the same prompt. Skills lessons on grammar and mechanics are provided as separate lessons or as a separate section within a lesson. Each unit includes multiple student and teacher materials, many of which exceed 200 pages. There are no preprinted materials. Student materials must be used either digitally via fillable PDFs or printed. Supports for teachers include a “Lesson Plan Internalization” document, which provides a step-by-step process for reading and understanding the lesson, as well as heavily scripted lessons with comprehensive teacher guidance. Many lessons require teachers to create materials and purchase or acquire additional reading material for students. Read Learning List’s Editorial Reviews to learn more about the material's instructional quality, including its support for students with specific learning needs. About Learning List In addition to instructional quality reviews, Learning List has reviewed the alignment and technology compatibility of Amplify Texas Elementary Literacy Program. The alignment reports provide a detailed analysis of the material’s alignment to the grade-level TEKS and identify gaps. The Spec Sheet reviews assess the program’s technology compatibility and support for remote learning. To learn more about this product and thousands more PreK-12 instructional materials, contact Learning List for subscription information. About Amplify* Amplify strives to “lead the way in high-quality, next-generation curricula and assessments.” The company creates K-12 core and supplemental curriculum, assessment, and intervention programs in ELA, math, and science, with the goal of “helping teachers provide the targeted instruction students need.” Information in this section is provided by or adapted from Amplify .

The end of the school year and the impending ESSER cliff are two forces compelling districts to review their K-12 curriculum materials to determine which instructional resources to keep and which to discard. If you are involved in making those decisions in your district, the first question you are likely asking is, " Which materials are teachers using ?" Several companies, including Canvas , Day 180 , and Lightspeed Systems, can help you track the usage of digital materials. A staff survey and/or Input from instructional coaches can help gauge the usage of print materials. The next, and equally, if not more important question to answer is " Which materials should teachers be using? " Not all materials are created equally. Auditing your materials will help you separate the wheat from the chaff so that you can identify the high-quality materials to keep. This blog provides actionable, step-by-step guidance to help you audit your instructional materials. If you need help streamlining the process, Learning List's auditing tool can help. Contact us to learn more.

On May 22, 2023, the Federal Trade Commission (FTC) issued a proposed settlement order in a first-of-its-kind case against an education technology (ed tech) company for violating the Children's Online Privacy Protection Act (COPPA) Rule. The settlement order contains valuable guidance for ed tech companies and school districts that work with them. Congress enacted COPPA in 1998 with the goal of protecting the safety and privacy of children online by prohibiting the unauthorized or unnecessary collection of children's personal information online by ed tech companies. The FTC is in charge of enforcing the law. To implement COPPA, the FTC passed the COPPA Rule which went into effect in April 2000 and was amended in July 2013. The rule requires online service providers and websites directed at children under 13 to notify parents about personally identifiable information the company intends to collect from their children and to obtain verifiable parental consent for the collection and use of that information. According to the complaint , until September 2022, EdModo operated an online platform and mobile app which allowed teachers to provide virtual classes for students. The company provided a free version of the service, called EdModo Platform, and a subscription version called EdModo Enterprise. Individual teachers could register for accounts independently on the free version. EdModo Enterprise required a school or district contract. Both EdModo Platform and EdModo Enterprise collected personal information from students without parental consent, including students' first and last names, email addresses, birthdates (between July-September 2020), and phone numbers (prior to July 2020). Students were permitted to provide additional information, including their school name and a profile picture. EdModo automatically collected personally identifiable usage and device information, such as cookies, IP address, device type, operating system, browser type and ID, and geographic location based on the IP address. EdModo's Terms of Service suggested that schools and teachers were responsible for obtaining verifiable parental consent, as required by the COPPA Rule. Furthermore, the company and its third-party advertising partners used the collected data to target ads to students, including students under 13, on the EdModo Platform. The FTC's complaint alleges that EdModo violated the COPPA Rule by: (1) failing to obtain verifiable parental consent prior to collecting, using, or disclosing personally identifiable information of children, (2) retaining personal information collected online from children for longer than reasonably necessary to fulfill the purpose for which the information was collected, and (3) unfairly requiring schools and teachers to comply with the COPPA Rule on the company's behalf without providing adequate information or support to meet the Rule's requirements. Those allegations in the complaint are consistent with the FTC's May 2022 policy statement which warned that the Commission would specifically focus on the following provisions of the COPPA Rule when investigating potential violations by ed tech providers: Prohibitions Against Mandatory Collection:  Companies cannot require children to provide more information than is reasonably needed for participation in the intended online activity. The guidance states, "Students must not be required to submit to unnecessary data collection in order to do their schoolwork."   Use Prohibitions:  Ed tech providers that collect personal information from a child with the school’s authorization may use that information only to provide the requested online education service. The guidance states, "In this context, ed tech companies are prohibited from using such information for any commercial purpose, including marketing, advertising, or other commercial purposes unrelated to the provision of the school-requested online service."  Retention Limitations : Ed tech providers are prohibited from retaining children’s personal information for longer than is necessary to fulfill the purpose for which it was collected. The guidance states, "It is unreasonable, for example, for an ed tech provider to retain children's data for speculative future potential uses."  Security Requirements : Ed tech providers must have procedures to maintain the confidentiality, security, and integrity of children’s personal information. The guidance states, "ven absent a breach, COPPA-covered ed tech providers violate COPPA if they lack reasonable security." The policy statement also makes clear that "The responsibility for COPPA compliance is on businesses, not schools or parents - and agreements must reflect that." Companies that fail to follow the COPPA Rule face potential civil penalties, new requirements, and limitations on their business practices to stop unlawful conduct.  The proposed settlement order in this case fines EdModo $6 million and prohibits the company from Conditioning a child's participation in an activity on the disclosure of more information than is reasonably necessary to participate in such activity Using children's information for non-educational purposes such as advertising or building profiles Using schools as intermediaries in the parental consent process. The proposed settlement order also requires EdModo to Complete several requirements before obtaining school authorization to collect information a child Implement and adhere to a retention schedule that details what information it collects, what the data is used for, and a time frame for deleting it Delete models or algorithms developed using personally identifiable information collected from children without verifiable parental consent or school authorization. EdModo ceased operations in the United States during the FTC's investigation, so the fine was suspended due to the company's inability to pay. But, if the proposed settlement order is approved by the court, EdModo will be bound by this order if it ever resumes. its U.S. operations. The significance of this case, however, is the guidance it provides for ed tech companies and educators about the FTC's enforcement of the COPPA Rule. More information about COPPA's application to ed tech companies can be found here.

Curriculum Associates' i-Ready Reading TEKS and i-Ready Math TEKS provide supplemental, digital resources to support instruction and intervention in reading and mathematics for students in grades K-12. Learning List reviewed reading and math resources for grades K-8. i-Ready Diagnostic Assessments An adaptive, diagnostic assessment is the core of the i-Ready instructional program. In reading, the diagnostic test assesses students’ learning level in the following domains: phonological awareness (K and 1), high-frequency words (K-3), phonics (K-4), vocabulary (K-8), and reading comprehension for literary and informational texts (K-8). Across grades K-8, the math diagnostic test assesses students’ learning in numbers and operations, measurement and data, algebra and algebraic thinking, and geometry. Based on the results of the diagnostic assessments, students are assigned individualized learning paths made up of online video tutorials and teacher-led lessons. Assessment results also recommend students with similar learning needs for teacher-led, small-group instruction. i-Ready Video Tutorials In video tutorials, age-appropriate animated characters provide direct instruction and lead students through guided practice activities. Tutorials are interactive and provide immediate corrective feedback and explanations about why an answer is or is not correct. Tutorials end with a quiz, which students must pass with a score of 70% or higher (teachers may reset passing scores). Teacher-led Instruction Downloadable resources that support teacher-led individual, small group, or whole group instruction include “Step by Step” lesson plans and “Ways to Teach” activities. Step-by-step lesson plans provide in-depth instruction in a single skill. Ways to Teach suggests several activities or approaches to teaching a skill or reinforcing student learning. Read Learning List's independent editorial reviews to learn more about the design and quality of instruction in the i-Ready program. Learn More With Learning List's Reviews Learning List  has reviewed the instructional quality and technology compatibility of Curriculum Associates' i-Ready program, as well as the program's alignment to the ELA and math TEKS. Contact info@Learninglist.com  for information about a low-cost subscription to access Learning List's reviews of this program and thousands of other widely used K-12 instructional materials. About Curriculum Associates* Curriculum Associates' connected portfolio of assessments, evidence-based curricula, and professional learning provides teachers with insights and tools to better understand and support every learner. The company's products, which include i-Ready®, Ready®, and BRIGANCE®, provide teachers and administrators with flexible resources that deliver meaningful assessments and data-driven, differentiated instruction for children. Information in this section is provided by or adapted from Curriculum Associates .

Learning List reviewed Curriculum Associates’ STAAR Ready Reading, a supplemental resource to support reading instruction and preparation for STAAR testing in grades 1-8. Materials are available in print format. STAAR Ready Reading STAAR Ready Reading can be used to supplement a year-long core reading program, provide concentrated preparation for STAAR exams, and/or support Response to Intervention (RtI) programs. Instruction at grades 1 and 2 prepares students for the STAAR Reading test in grade 3. At each grade level, content is presented in short, scaffolded lessons that focus on one or more of the Texas Essential Knowledge and Skills (TEKS).  Instruction addresses vocabulary skills (e.g., context clues), literary genres (e.g., poetry), literary elements (e.g., plot, character), and reading comprehension strategies (e.g., make predictions). Each lesson is built around reading passages and contains an introduction to the TEKS, modeled instruction, guided instruction, guided practice, and STAAR practice activities. Reading passages include a variety of genres and topics of interest to students (e.g., Science at the South Pole), and lessons provide opportunities for collaborative learning. Instruction also addresses strategies for taking multiple-choice tests. Lesson introductions present the full text of the TEKS addressed by instruction. At grades 3-8, the table of contents in both student and teacher editions identifies the topic of instruction, the relevant TEKS codes for each lesson, and whether each TEKS is a Readiness or Supporting standard. STAAR Ready Test Practice books are available separately from the publisher (Learning List did not have access to these resources).  At grades 1-5, STAAR Ready Reading is available in Spanish. Learn More With Learning List's Reviews Learning List  has reviewed the alignment, instructional quality, and technology compatibility of Curriculum Associates' Ready Common Core Math. Contact info@Learninglist.com  for information about a low-cost subscription to access Learning List's reviews of this program and thousands of other widely used K-12 instructional materials. About Curriculum Associates* Curriculum Associates' connected portfolio of assessments, evidence-based curricula, and professional learning provides teachers with insights and tools to better understand and support every learner. The company's products, which include i-Ready®, Ready®, and BRIGANCE®, provide teachers and administrators with flexible resources that deliver meaningful assessments and data-driven, differentiated instruction for children. Information in this section is provided by or adapted from Curriculum Associates .