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Last August, we published a blog post titled, " 5 Things to Look for If Selecting Online Materials ."  If your district is, or will be, selecting online materials to support continuous instruction next fall, here are a few additional considerations to keep in mind:  (1)  Similarity of content . If you will be purchasing a product in print and digital formats, check the degree to which the core instruction is consistent in both editions. The online version will likely contain videos and tools to enhance students' learning experiences beyond the capabilities of the print edition, but the core instruction in both editions must be substantially similar to provide an equitable learning experience for students who are not able to access the material online. (2)  Delivery of core instruction . If you are considering a material that relies on digital content or is only available in digital format, consider whether the core instruction (e.g., lessons, practice and quizzes) is printable or accessible offline. Criteria 2 on the second page of our Spec Sheet reveals whether the  core instruction  of the product is accessible online only or whether it is also printable, downloadable, and/or accessible offline. In order to ensure that the material will support  all  students, including those that do not have reliable internet service or device access at home, the core instruction must be downloadable or printable.  (3)  Ease of Use . Online materials often contain many components. Before purchasing an online material or a material with online components, check to see whether your teachers and students will be able to use it. Have a few tech-savvy and non-tech-savvy teachers (1) login to the material, (2) teach a lesson with the product, and (3) access progress monitoring reports. If possible, have a few students login to the product and access an assigned lesson. Note the issues each group encounters. Finally, check to see what type of online training and support the material includes for teachers, students and even for parents. Allow teachers time to complete that training with support before the school year begins.

Is your district looking for support with math tutoring? Take a look at Learning List’s review of FEV Tutor. FEV Tutor provides live one-to-one virtual tutoring designed to support individual student learning needs across core content areas. Learning List recently reviewed the content for Algebra I. FEV Tutor partners with school districts and teachers to determine and implement a personalized tutoring plan for each student using FEV Tutor’s “Targeted Lessons”, content provided by the district, or content from other FEV Tutor partners. The goal of FEV Tutor is to be an extension of the classroom instruction. The collaborative process includes analyzing assessment data and student learning styles to develop a targeted tutoring plan. FEV Tutor also assigns an Academic Success Coach to support district staff during implementation and design of personalized learning plans. The program supports collaboration among students, teachers, and tutors, as well as ongoing progress monitoring through a comprehensive set of dashboard tools and reports. Read Learning List’s Editorial Review to learn more about the design of the tutoring sessions and the way the program supports progress monitoring. Learning List has also completed an alignment report that details the alignment of FEV Tutor’s “Targeted Lessons” to the Algebra I TEKS 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 FEV Tutor* FEV Tutor’s mission is to make high-quality, online learning options available to all students at all times. They connect students with 1-to-1 live professional academic support when they need it, regardless of their core learning environment. The personalized tutoring services are meant to be an extension of the student’s teacher, without any of the time or resource constraints of the traditional classroom. FEV Tutor’s core belief is that every student deserves real-time, engaging 1-to-1 instruction designed to meet their individual needs. Prior to launching any new program, they collaborate with those who know the students best – their teachers, administrators, parents and family members. These stakeholders provide important student insight and also determine the goals of our tutoring services. *Information in this section is provided by or adapted from FEV Tutor .

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 ).

Is your district looking for a reading intervention program that students can use independently? Take a look at Learning List’s review of Scientific Learning’s Fast ForWord K-12 ® . Scientific Learning’s Fast ForWord K12 is a digitally-based reading intervention program for students in grades K-12. Learning List just completed reviews of this materials for grades K-5, as a follow-up to our reviews for grade 6-12 in January, 2020. Fast ForWord K12 is comprised of two primary components, Fast ForWord and Reading Assistant Plus. The purpose of the program is to support the development of foundational literacy skills and is intended for students who are struggling readers. Fast ForWord K12 is designed for students to use independently. As it is intended for intervention, it can be used in a variety of instructional settings. The program is adaptive and is designed to work in conjunction with a comprehensive language arts curriculum. It adjusts the assignments based on student performance, and provides ongoing support and re-teaching as students progress. Fast ForWord is available in English, but includes directions and some support materials in Spanish. A variety of reports on the teacher dashboard, along with customizable setting and content, enable teachers to meet the needs of individual students. Read Learning List’s alignment report to understand more about the degree to which the program addresses grade-level standards. Learning List has also completed a qualitative review of the instructional content and a review of the technology compatibility for each grade level covered by this material.  To learn more about this product and thousands more PreK-12 instructional materials, contact Learning List for subscription information. About Scientific Learning* The story of Scientific Learning begins with four research scientists: Michael Merzenich, William Jenkins, Paula Tallal, and Steven Miller. When the work of these four scientists intersected, their collaboration proved that the underlying cognitive processes that influence speech and language problems could be identified—and permanently improved. These findings led to the development of the Fast ForWord program, a groundbreaking computer-based reading intervention. The scientists then founded Scientific Learning to bring their program out of the lab and into the lives of struggling readers. *Information in this section is provided by or adapted from Scientific Learning .

Districts increasingly are reaching out to us for assistance in finding materials to support English Learners (ELs).  Some districts are seeking comprehensive materials with strong support for ELs; others are seeking materials specifically designed to support EL students’ language acquisition. Learning List has reviewed both types. In January, we wrote about seven trends we have observed in materials’ support for ELs . This article discusses the types of supports to look for when seeking materials to support ELs successfully. As part of Learning List’s review process, we identify each material’s supports for English Learners (ELs). We provide a high-level overview of the material’s EL adaptions in our Academic Inventory and a detailed narrative about the level of support for ELs in the “Adaptions for Special Populations" section of our Editorial Reviews. The types of EL supports we look for when reviewing materials fall into the following five categories: Academic Vocabulary Support— An instructional material supports the development of academic vocabulary when it includes instructional strategies specific to task, such as pre-teaching vocabulary or lessons that teach academic vocabulary in and out of context. In other words, the material supports the students’ real-world use of academic vocabulary. Frequently, materials that provide the best support for ELs include tools that support students’ independent understanding of the content, such as multilingual glossaries, photo glossaries and embedded definitions. Language Acquisition Support— The material supports language acquisition if it includes instructional strategies to support oral language development specifically identified for English Learners . Materials that best support language acquisition also include ongoing opportunities for purposeful, interactive, collaborative work and intentionally planned opportunities for students’ use of oral language.  Translation Support— Tools for translation support are most often present in digital materials; however, it is not uncommon for publishers to provide print materials in the first language. The level to which translation support is provided varies in both scope and type. For example, some materials provide the full text of material and all resources in both English and Spanish, while others translate only part of the core content. Most often, translation is provided in Spanish, though some materials provide translation in multiple languages. Some digital materials also provide the opportunity for students to copy and paste content into a translator. Most digital materials provide audio support and closed captioning to support understanding. Reading Support— Levels of reading support varies significantly across content areas, with more frequent supports in ELA materials, and more support available in the elementary grades than the secondary grades. Reading supports are most commonly found in digital materials and range from full text read aloud to students being able to select the portions of the text to be read. Although it is less common, some materials provide the opportunity to adjust the level of reading material based on levels of English proficiency. Instructional Support— Levels of instructional support vary greatly across publishers. It is not unusual to find that materials provide no specific supports for ELs. Most often, materials provide general instructional strategies, such as “place students in small groups” or “preview content” under the heading of adaptions for ELs. Materials that provide strong support for ELs include instructional strategies specific to the level of English proficiency, strategies that reflect research-based best practices for ELs, and intentionally scaffolded lesson design.  After identifying the supports each material provides for ELs, Learning List determines whether to “tag” the material as supporting EL students. Our determination is based on the degree to which our reviewers think the material’s tools and strategies allow EL students to access and learn from the material in a manner that is equivalent to their native English-speaking peers. Materials with specific and relevant adaptions are more likely to provide the support ELs need to be successful. Learning List continually monitors the instructional research in this area and evolves our rubrics and reviews to reflect best practice. Learning List’s Director of Editorial Review, 68% of elementary certified reviewers, and 50% of all reviewers are ESL or Bilingual certified.

Does your district need instructional materials to support high school students in developing critical reading and writing skills? Take a look at Learning List’s review of Common Places: Integrated Reading and Writing. McGraw-Hill’s Common Places: Integrated Reading and Writing is intended to support students in the development of college-level reading and writing skills. The material is available as part of McGraw-Hill’s higher education offerings. It is available in print or digital forms.  The goal of the material is to help students read from the writer’s perspective and write for specific purposes and audiences. Common Places focuses student learning around the skills students need to be successful in college, such as critical thinking, reading, and writing. The material scaffolds instruction to provide students with step-by-step guidance, using writing exemplars or student samples as models for reading and writing. Common Places does not address foundational reading skills. Rather, the materials require students to read extensively and consistently integrate reading and writing. Students are encouraged to read and write for a variety of purposes. The design and content of the material will support self-paced instruction or a blended learning environment. See Learning List’s Editorial Review for more information about the instructional content and rigor of this material. Learning List has also completed a review of the material’s technology compatibility. The publisher has not correlated this material to the TEKS. For this reason, Learning List has not conducted an alignment review of this material. To learn more about this product and thousands more PreK-12 instructional materials, contact Learning List for subscription information.  About McGraw Hill * McGraw-Hill Education’s mission is to accelerate learning through intuitive, engaging, efficient and effective experiences – grounded in research. By partnering with educators around the globe, McGraw-Hill learning engineers, content developers and pedagogical experts are developing increasingly open learning ecosystems that are proven to improve pass rates, elevate grades and increase engagement for each individual learner while improving outcomes for all. *Information in this section is provided by or adapted from McGraw Hill Education.

Does your district need digital materials to support distance or blended learning? Take a look at Learning List’s reviews of Edmentum’s Courseware Algebra I and English 9 for CCSS . Edmentum’s Courseware Algebra I and English 9 for CCSS are fully digital, comprehensive programs. The materials include a variety of activities to support students’ development of skills. The goal of the programs is to provide rigorous, relevant curriculum through interactive, media-rich content.   Courseware provides a comprehensive digital experience with a learning management system (LMS) that is easy to navigate. Collaboration among students and between the teacher and students is encouraged through the Virtual Learning Collaboration Space (VLCS). Edmentum Sensei provides numerous tools to help teachers monitor student learning and customize instruction. Students complete the course individually and measure their learning through pre- and post-tests at the beginning and end of each unit. Instruction is sequenced to become increasingly complex throughout and to build on prior knowledge. The program provides all of the resources and tools students need, such as digital math tools and reading selections, at point of use. See Learning List’s Alignment Reports for detailed information about Courseware's alignment to the CCSS for each subject.   Learning List has also completed a qualitative review of the instructional content for each grade level and subject covered by this material and a review of the program’s technology compatibility.  To learn more about this product and thousands more PreK-12 instructional materials, contact Learning List for subscription information.  About Edmentum* Edmentum’s Courseware is a standards-based online learning program grounded in a tradition research, pedagogy, and innovation. Edmentum develops curriculum that challenges students with a 21st century approach - engaging them with interactive, media-rich content. Whether students are falling behind, at grade level, or advanced, Edmentum accommodates their unique needs in an environment in which they will thrive. Courseware can be used in a lab setting, a blended model in which online courses supplement the traditional classroom, or through a completely virtual experience. *Information in this section is provided by or adapted from Edmentum .

Is your district looking for high school science materials to support implementation of the NGSS? Take a look at Learning List’s reviews of Houghton Mifflin Harcourt’s Science Dimensions for Biology, Earth and Space Science, and Chemistry. Houghton Mifflin Harcourt’s Science Dimensions is a comprehensive science program for grades K-12. Learning List recently reviewed the content for high school Biology, Earth and Space Science, and Chemistry. Materials are available in print and online. The program provides relevant, real-world opportunities for students to work and think like scientists and engineers. Science Dimensions opens each unit by challenging students to explain an anchor phenomenon or solve a problem. Pictures and videos of anchor phenomena and problems, such as a video of a beating heart or a view of Earth from the International Space Station, engage students immediately. Additional activities and resources encourage students to continue to explore background information as they become familiar with the content. The program consistently requires students to synthesize new information and find answers to challenging questions and problems. It 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 material includes projects and labs that address real-world situations and an abundance of teacher and student resources that will effectively support blended learning environments. Read Learning List’s full editorial review to learn more about the rigor of the material and the ways the program supports differentiated instruction. Learning List has completed a standard-by-standard review of this material’s alignment, a qualitative review of its instructional content, and a review of its technology compatibility.  To learn more about this product and thousands more PreK-12 instructional materials, contact Learning List for subscription information. About Houghton Mifflin Harcourt* Houghton Mifflin Harcourt is a global learning company committed to delivering integrated solutions that engage learners, empower educators and improve student outcomes. As a leading provider of K–12 core curriculum, supplemental solutions and professional learning services, HMH partners with educators and school districts to uncover solutions that unlock students’ potential and extend teachers’ capabilities. HMH serves more than 50 million students and 3 million educators in 150 countries, while its award-winning children's books, novels, non-fiction, and reference titles are enjoyed by readers throughout the world. Information in this section is provided by or adapted from Houghton Mifflin Harcourt.

This weekend, while I was walking with a teacher friend (keeping an appropriate social distance and wearing our masks), I asked how she is managing teaching her second grade class. She said she misses seeing her students every day, and lamented that she has had to rely on district-provided online materials a lot more than she ever did in the past. I asked her how well she liked using the online materials. The materials, she explained, use games to teach, and while her students found them engaging, she feared that the materials are not well aligned to the standards. I asked whether her district had reviewed the materials before she used them. She responded, “I doubt they had the time.” Then yesterday, ironically, a friend shared a link to this Dallas Morning News editorial, “ Who’s vetting the apps and websites kids are using for school? ” The editorial argues that the State should be reviewing the materials districts are using for remote/distance learning. While we certainly agree that the materials districts use should be carefully reviewed, we, at Learning List, do not agree with the conclusion that this is a job for the State. Here's why. For just over seven years, Texas school districts have had access to Learning Learning List's independent, evidenced-based reviews of PreK-12 instructional materials. Like Consumer Reports®, Learning List is a subscription-based instructional materials review service for school districts. An annual subscription costs districts approximately $1 per student or less. Subscribing districts get access to thousands of published reviews and can request reviews of additional materials, for free.  Thus, the most widely used materials are reviewed. Many school districts in Texas and across the country have subscribed to this service when they have needed it. Learning List has reviewed thousands of materials by more than 185 publishers, including textbooks and many of the online apps and instructional "websites" districts are turning to in this time of crisis. For each material, we provide three distinct, evidence-based reviews: Alignment Report: a review of the material’s alignment to each state standard for the subject and grade level; Editorial Review: a review of the material’s instructional quality to help districts select materials that will support their students’ learning needs; and Spec Sheet: a review of the material’s technology compatibility and inter-operability to help districts make sure that they do not select a material that will not work on the district’s devices or operating systems. Products are reviewed sequentially by multiple experienced, certified educators. Thus, no review reflects just one educator's opinion. Reviewers review products that are within their area of certification and are aligned to standards they have taught. For example, only Texas educators review materials aligned to the Texas standards. The reviewers work under the supervision of Learning List's Directors who are highly experienced former school district curriculum directors. Learning List is independent of publishers. Publishers do not pay Learning List to review their products, and Learning List's does not hire anyone who has worked for a publisher for at least two years prior to applying for a position as a reviewer, and they cannot work for a publisher while they are a member of Learning List's team. As the editorial advocates, the State also reviews instructional materials. For decades, the State has reviewed the alignment to state standards of core materials that are submitted for state adoption. Three years ago, the Legislature passed a law requiring the Texas Education Agency (TEA) to review the quality of those materials, as well. Districts are paying $2 per student for the state's quality reviews, which TEA automatically withdraws from the state funds districts use to purchase instructional materials and/or technology. So, in answer to the question, "Who is vetting the textbooks, apps and websites school districts are using?" both Learning List and the State are. Learning List has reviewed many more materials, provides three reviews (alignment, quality and technology compatibility) of each material, and costs districts 50% less than the state's reviews. Furthermore, districts can subscribe to Learning List on an as needed basis, which makes it a fiscally efficient option. Lastly, like Consumer Reports ®, Learning List is a private company, independent from publishers and free from the political influences that have sometimes infiltrated the state's review process.

Does your district need a resource to support intervention, preparation for STAAR, or independent instruction in middle school math? Take a look at Learning List’s reviews of Cosenza’s TEKS Companion. Cosenza’s TEKS Companion is a supplemental resource for grades 3-8 and Algebra I.  The material is available in print and consists of a student workbook and a brief teacher’s manual. It is designed to support TEKS-based instruction, providing background information on the student expectations and numerous practice problems.   Lessons are organized in units based on major strands of the TEKS, and each lesson addresses individual student expectations of the TEKS. The material provides comprehensive definitions of key academic vocabulary, consistency in lesson design, and substantial use of pictorial models. As material is intended to supplement instruction, it can be used in a variety of instructional settings; however, it  does not include assessments or adaptions for special populations. Read Learning List’s full Editorial Review to learn more about the content and design of TEKS Companion. Learning List has also completed a standard-by-standard alignment report 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 Cosenza* Cosenza & Associates, LLC, was founded in 2010 by Gary Cosenza and Dr. Paul Gray. We founded this company in order to provide a better organizational structure for putting our expertise to work for schools and districts across Texas and around the nation.  Cosenza & Associates, LLC, is a consulting firm based in Dallas, Texas. We provide professional development, curriculum support and development, and high-quality instructional resources for K-12 mathematics. Our managing directors and associates have 100+ collective years of education experience, including classroom teaching at all levels, campus-level leadership, and district-level leadership. Information in this section is provided by or adapted from Cosenza & Associates

Growth Mindset, a term coined by Carol Dweck , addresses the beliefs and resulting actions that people have about learning. People with a growth mindset believe that their abilities, intelligence levels, and skills will improve over time and as a result of effort. They believe they can learn. Much of what is written about growth mindset and the strategies to develop it focuses on pedagogy. While establishing a growth mindset culture in the classroom is primarily dependent on the teacher’s behavior, expectations, and instruction, the design and contents of the instructional materials can also support or hinder the development of a growth mindset. In classrooms where a growth mindset culture is evident, students are learning how to learn, and they are learning to use multiple strategies to overcome learning challenges. Based on our review of thousands of instructional materials, we have observed five key elements in materials that support a growth mindset. Many of these elements are also those that support differentiation and the development of critical and creative thinking.   Flexibility in Instructional Content and Design Supports a Growth Mindset The ability of the teacher and student to make instructional choices based on learning needs, learning styles, and interests helps to foster a growth mindset.  Materials that support a growth mindset vary in design, lesson style, and options for students and teachers. These materials provide and encourage multiple strategies for learning new material. In other words, content is presented in more than one format and variance in activities supports multiple learning styles and enables students to make numerous attempts, in different ways, to learn the content. A key feature of materials that support a growth mindset is whether or not the material empowers students to make choices about their learning. Support for Differentiated Instruction Fosters a Growth Mindset Materials that support a growth mindset offer an appropriate level of challenge for all students. They provide resources and suggestions for differentiating instruction to support multiple student learning needs. All students have the opportunity to work outside their comfort zone, experience productive struggle, fail early, and learn from their mistakes. Lessons are designed to reflect the value of persistence toward developing skills and talents. “Extension” activities are not reserved for those students who are gifted or finish early. Open-Ended Activities and Assignments Support a Growth Mindset Materials that support a growth mindset encourage students to think critically, justify their answers, process their thinking, and solve problems. These materials frequently offer activities, questions, and assignments that are open to multiple correct answers and interpretations. Examples include explorations, project-based learning, student-designed experiments, and self-selected reading and writing. Role Models, Productive Struggle, and Teamwork Support a Growth Mindset Materials that support a growth mindset include opportunities for students to learn from others and from their own mistakes. This might include content about role models in the field who solved challenging problems, overcame difficulties to succeed, or learned from their mistakes. These materials help students learn that you don’t have to get it right the first time in order to succeed. The highest-quality materials also provide consistent opportunities for students to collaborate and learn from each other, supporting the idea that everyone has areas of strength and areas for growth, and everyone can use their strengths to learn. Reflection and Student Self-Monitoring Support a Growth Mindset Materials that support a growth mindset enable students to take charge of their own learning. They provide consistent opportunities and instructional suggestions that require students to focus on reflection, learning experiences, opinions, and attitudes about learning, or the process of learning. For example, lessons may conclude with questions about how students learned what they learned, and what they would do differently next time. Materials also allow students to track their own progress by providing reports that show growth and progress (rather than just grades) and allow students to set their own learning goals.

The reading wars continue. If your teachers are debating the best way to approach reading instruction, we offer the articles below to inform the discussions in your district.  The Hechinger Institute’s article “ Four Things You Need to Know About the New Reading Wars ,” discusses phonics instruction, balanced literacy, and reading comprehension, referencing additional articles including some of those listed below. The Center for the Collaborative Classroom recently interviewed Dr. Louisa Moats , who shares her thoughts on the Common Core State Standards, the need for explicit instruction in foundational skills, and her understanding and background on the science of reading. That interview, as well as the Hechinger Institute’s article, reference Emily Hanford’s articles on the American Public Media website. The following two articles debate Lucy Calkins’ Units of Study’s approach to reading instruction. Both articles are written by experts in the field of reading instruction and provide differing views on the subject. They also provide substantial bibliographies to further inform the conversation. Calkins, L. (n.d.).  No One Gets to Own the Term "The Science of Reading"  Columbia: Teachers College Columbia University Reading & Writing Project. Student Achievement Partners. (2020).  Comparing Reading Research to Program Design--An Examination of Teachers College Units of Study . New York: Student Achievement Partners. Learning List  has reviewed many ELAR materials for grades K-8, including  Units of Study and the Center for the Collaborative Classroom’s materials,  that reflect the differing philosophies articulated in these articles. Our detailed alignment reports and editorial reviews inform educators’ understanding about each material’s structure, features and alignment to standards.