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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.

As you consider using unfamiliar materials, we offer these tips to help you get the most instructional value from your materials:  If a material does not provide a correlation to your state’s standards, it probably was not designed  with your state's standards in mind . Thus, the material likely will not cover all of the content knowledge and skills your standards require students to learn. Using a material without a correlation will cause you more work in planning instruction to ensure that your students have the opportunity to learn everything the standards require. Consider using such resources for engagement or enrichment rather than as the primary resource for the course.  Publishers do not always intend for their materials to address*  all grade level standards. This is particularly true of supplemental materials , but may also be true of core materials. Before you select or use a material, check the correlation to see whether the standards you intend to teach are addressed in that material. Then check the citations listed in the publisher's correlation to determine which are aligned to those standards. Individual citations (i.e., activities, lessons, quizzes) referenced in the publisher's correlation are not always designed to align to the whole standard . Having reviewed the alignment of thousands of PreK-12 materials, we have observed that materials often scaffold instruction with the goal of achieving mastery of certain standards by the end of a unit or the end of the material /course. As a result, not every citation listed in the publisher’s correlation is designed to align to each standard completely. The first citation listed for a standard may introduce one part of the standard; the next two citations introduce different parts of the same standard, and a culminating activity at the end of the unit or course may address the standard entirely. Bottom line: educators should not assume that each citation listed in the publisher’s correlation addresses the relevant standard completely. Check the alignment of citations before you use them. It may be necessary to "bundle" several citations (i.e., use citations from different chapter/units in in the material) to help students achieve mastery of a standard. Learning List’s alignment reports show you which citations are individually aligned to a standard and which must be “bundled” to achieve alignment.  If you are having to use a material that is unfamiliar to you, contact us. We are happy to provide access to our reviews of that material for free for the next couple of months to facilitate your instructional planning and lessen the stress of using a new material.  * Please note that "address" is distinct from "aligned to." Address, as used in this article, means that the material claims to have content relevant to that standard. A material is "aligned to" a standard only if it provides instruction or assesses the content of the standard in the correct context and at the level of rigor required by the standard. Addressing a standard is a necessary precursor to being aligned to the standard.

Is your district looking for a self-paced program to support students enrolled in United States History? Take a look at Learning List’s reviews of Edgenuity’s United States History Since 1877. Edgenuity’s United States History Since 1877 is a comprehensive, online course that supports instruction in blended learning and self-paced environments. Video-based lessons focus on developing students’ understanding of United States history beginning with Industrialization and the Gilded Age. A citizenship unit that addresses foundations of government and topics such as the Declaration of Independence, the Constitution, and immigration is also included. The course organizes content chronologically into units. Multiple lessons, each centered on a guiding question, comprise the units. A variety of teachers provide instruction in short video lectures, supported by guided notes, demonstrations, guided practice, and brief checks for understanding. Logically sequenced lessons, designed in small, manageable segments, support student motivation, ability to work independently, and conceptual understanding. Social Studies instruction includes a unit on citizenship and the foundations of government that provides lessons on topics such as the Declaration of Independence, the Constitution, and immigration. The teacher materials also include a supplemental lesson on voter identification laws and two projects. Students and teachers receive immediate feedback on student performance. The Edgenuity Learning Management System is easy to use and navigate. The Lobby houses the students’ course list, course information such as grades, course progress, upcoming assignments, and communications between the teacher and student. Read Learning List’s full editorial review to learn more about the rigor of the material and the ways the Edgenuity LMS 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 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. * The content in this section is provided by or adapted from Edgenuity .

Is your district looking for a self-paced program to support students enrolled in Earth and Space Science? Take a look at Learning List’s reviews of Edgenuity’s Earth and Space Science. Edgenuity’s Earth and Space Science is a comprehensive, online course that supports instruction in blended learning and self-paced environments. Video-based lessons focus on developing students’ understanding of science concepts and their real-world applications. Instruction includes virtual and classroom-based lab activities. Lessons begin with learning goals and objectives. A variety of teachers provide instruction in short video lectures, supported by notes, demonstrations, guided practice, and brief checks for understanding. Logically sequenced lessons, designed in small, manageable segments, support student motivation, ability to work independently, and conceptual understanding. The Edgenuity LMS provides numerous options for teachers to differentiate instruction. The course customization tool allows teachers to make modifications and accommodations in course requirements to support the needs of all students. Course content can be customized, and passing scores and time limits are adjustable. Read Learning List’s full editorial review to learn more about the rigor of the material and the ways the Edgenuity LMS supports teachers and students in monitoring course progress. Learning List has completed a standard-by-standard review of the alignment of the material, a qualitative review of the instructional content, and a review of the technology compatibility of this material.  To learn more about this product and thousands more PreK-12 instructional materials, contact Learning List for subscription information. 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. * The content in this section is provided by or adapted from Edgenuity .

At Learning List, we are often asked, “Which material is the best?” While some organizations rank and/or rate materials, we do not. We do not sum a review up in a number or set of numbers or tell you which materials will be best for your students, because many variables affect the efficacy of a material. For example, how the material will be used, whether the material has the adaptions your students need and whether the district’s technology will support the full implementation of the product are all variables that affect which product is “best” for your students. It’s human nature - when we see a rating or ranking, we are less likely to take the time to read the underlying review. Therefore, instead of ranking or rating materials, Learning List provides three easy-to-read, evidence-based reviews that examine publishers’ claims about their materials and give you the information you need to determine whether a material will meet your students’ unique needs:   Spec Sheet – an overview of the material’s key academic features and technology compatibility Alignment Report – a standard-by-standard review of the material’s alignment Editorial Review – a qualitative review of the material’s instructional content and design. This blog provides more information about each review.   Once we have completed our alignment review, we calculate an alignment percentage for each material. While the alignment percentage is an important indicator of a material’s quality and efficacy, we caution subscribers not to rely solely on the alignment percentage when selecting a material; they need to look at the alignment report, as well. Why? Because the alignment percentage is a quantitative indicator of the material’s alignment; it does not address whether the material is well enough aligned to meet your needs. The alignment report helps you answer that question by showing which standards the material is aligned to, citing specific locations within the material where each of those standards is aligned, and identifying where the material’s gaps are. Our alignment reports provide critical contextual information about the alignment and quality of the material that is not reflected in the alignment percentage alone. Selecting instructional materials is one of the most important and most expensive decisions you make. Selecting the right material for your students requires intention and knowledge – a deeper knowledge about a material than a rating, ranking or even alignment percentage provides. Learning List’s reviews and tools empower you with the information you need to choose the right materials for your students and use them most effectively to help students learn.

The Next Generation Science Standards are impacting science education for approximately 71% of United States students. As of January 2020, twenty states have adopted the Next Generation Science Standards (NGSS), which are based on the National Research Council Framework for K-12 Science Education. An additional twenty-four states have adopted their own standards that are based on the National Research Council Framework for K-12 Science Education. As teachers across the country have realized, NGSS changes the expectation for what science instruction looks like. NGSS moves students beyond just knowing science and demonstrating their knowledge through completing scripted science experiments and demonstrations to doing science and solving problems like scientists and engineers. This means the materials for science instruction have to change, too. At Learning List, we have seen a shift in the design of materials to support the implementation of the NGSS. There are clear distinctions between products that are designed specifically to support NGSS and products that were previously designed for other science standards and then correlated to NGSS. In the strongest materials, designed specifically for NGSS, we have noted the following commonalities: Materials consistently integrate three-dimensional learning. They reflect a clear connection among the Disciplinary Core Ideas, the Cross-Cutting Concepts, and the Science and Engineering Practices. The three dimensions are not simply present in the material. They work in conjunction with one another to provide a cohesive learning experience. Students actively participate in learning experiences, such as designing and completing labs, as they learn the concept/content. These learning experiences are the vehicle for learning the content, so that students make connections, explain scientific phenomena, or design solutions.   Materials employ scientific phenomena as the basis for learning . They require students to study, experience, and explain scientific phenomena. Phenomena are frequently paired with statements of big ideas or guiding/driving questions.  While the phenomena may begin as the “hook” that encourages student interest in the concept, the value of phenomena quickly evolve. As students work through units of study, their goal is to find the explanation for the scientific  concept that is demonstrated by the phenomena.  Materials require students to “do science,” rather than simply learn about it. Students design their own experiences and formulate their own expectations and solutions.  The strongest materials consistently place students in the role of scientist. Their daily work in the classroom mimics the daily work of scientists. Students are actively engaged in scientific thinking by answering open-ended questions, designing the questions for themselves, designing experiments, and proposing solutions to problems. Materials designed for NGSS support mastery of the performance expectations and provide culminating activities that require students to demonstrate learning. In these materials, assessments reflect instruction. Students are required to demonstrate their learning toward mastery of the performance expectation throughout the unit. Materials are rich with opportunities for real-world formative assessment and generally include performance tasks, opportunities to design experiments, and other non-traditional assessments. Materials provide abundant teacher support . Publishers recognize that implementation of NGSS is a shift in thinking and practice for teachers. As a result, NGSS materials provide implementation resources, videos and documents to support the development of teachers’ content knowledge, and specific references to support the change in pedagogy demanded by the NGSS.  A goal of the NGSS is for students to leave high school as informed consumers and learners of scientific information. As the NGSS change the face of science instruction, instructional materials will continue to evolve to support teachers in designing lessons  and students’ ability to make sense of the world around them.

When our Learning List team talks to district staff, we hear a variety of responses to the question, “How are you currently selecting resources to support Tier I intervention?” Answers range from systemic processes with district-wide solutions to teachers each selecting their own materials from multiple sources. The results of intervention are equally varied. Ensuring successful intervention requires consideration of multiple factors that can be addressed by answering the following questions: Do the intervention materials fully address each student’s specific learning gaps? The goal of intervention is to bridge the gap between the student’s current understanding of concepts or skill development and the required grade-level expectations. While most intervention materials provide resources for below-grade-level instruction, they may or may not fully align to the grade-level standards to which they are intended to align. Further, teachers will likely need multiple resources to address the needs of different learners as most supplemental materials are not designed to align to all grade level standards.  In order to provide successful intervention, teachers must know to which standards the material does and does not align before using with students for intervention. Are the district’s adaptive programs providing appropriate and targeted intervention? Most adaptive programs provide a diagnostic assessment that is the basis for student choices of learning pathways within the program. In theory, this means that the learning pathway is customized to address the students’ learning gaps. However, adaptive does not mean aligned. In Learning List’s review of adaptive materials for reading and mathematics, we find that it is common for adaptive material to be aligned to less than 50% of grade-level standards. If the diagnostic assessment and the resulting learning pathways are not fully aligned to the standards where students are struggling, students are not practicing the standards they need to learn. Are the intervention materials age- and grade-level appropriate? Most materials intended for on-grade-level use are age and grade-level appropriate. This means that they include content that appeals to and is appropriate for the age group for which the material is intended. However, Learning List’s editorial reviews of intensive intervention materials, typically for Tier II and Tier III intervention, reveal that in their effort to address below-grade level standards and needs of students who have significant learning gaps, publishers sometimes include content or graphics that appeal to younger students. Learning List’s Alignment Reports provide a standard-by-standard analysis of the alignment to the standards to which the publisher claims alignment. Alignment matters because using mis-aligned materials leads to mis-aligned instruction. The aligned citations on the alignment report can be used to plan standards-based instruction by directing the teacher to portions of the material that are aligned to the standards they need to teach. Learning List’s Alignment Comparison Tool enables districts to compare materials the district owns by showing which material is aligned to each standard. The Fill in the Gap Tool allows the district to add additional materials to the comparison to determine how those materials would fill the gaps of the existing materials. Learning List’s Editorial Review provides a qualitative review of the experience of the teacher and student while using the material. This review helps districts determine if the material is appropriate for their students.   Intervention is about addressing learning gaps. Teacher’s must have access to well-aligned, age-appropriate materials in order to teach what students need to learn. As district’s continue to provide intervention for students and plan for systemic and classroom solutions, Learning List is here to help.