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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.

Districts invest significant time, resources, and money into the development of curriculum and the purchase of instructional materials. A lack of consistency between the sequence of the curriculum and the sequence of instructional materials can be a hurdle to implementation of both. Mapping instructional resources to the district curriculum will support teachers with planning so that lessons and activities from instructional materials are in sync with the curriculum.  The following considerations support the development of a sound process for mapping instructional materials to curriculum. Inventory instructional materials and determine which ones should and should not be mapped. To make decisions regarding the order of instructional materials, the curriculum team must have access to all relevant instructional material(s). Are there some materials that are outdated or weakly aligned that should not be mapped? Which materials should be listed as the primary resource? Since many materials include multiple components, it is also important to have access to all the instructional components of the materials you will be mapping. Match the standard in the district’s scope and sequence to the standard in the publisher’s correlation for that material. Select a standard. Identify the unit or grading period in the district curriculum where mastery of that standard is expected. Use the publisher’s correlation to identify activities and assessments in the material that may reflect mastery of the standard. It is important to note that not all citations in a publisher’s correlation indicate alignment to mastery of the standard. If there are many citations, the publisher may have listed in the correlation locations in the material that introduce the skill or concept and scaffold learning, as well as those that reflect mastery of learning.  Be sure to verify the citations’ alignment to the standard yourself before mapping them to your curriculum. Then, determine where the standard is introduced, taught, and reinforced within the district’s curriculum and map additional citations from the instructional materials to the curriculum. Consider appropriate placement of assessments. If teachers are going to use assessments from the instructional materials make sure that students to have had the opportunity to learn the skills and concepts represented in the assessment items.  If any assessment items are out of sequence with the sequence of the curriculum, communicate in the district curriculum documents the assessment items that should be used or deleted. Identify gaps Once you have mapped each of your relevant materials to the district curriculum, determine if there are adequate resources to support each unit of instruction. You may be able to fill gaps by inserting instructional guidance in the district curriculum or you may need to purchase additional resources. If purchasing new materials, verify that the new material is aligned to the standards gaps in your current materials. Monitor implementation Gather feedback regarding the materials’ support of the sequence of instruction as teachers use the district curriculum documents to plan. Adjustments may be needed in the number and type of materials mapped to the district curriculum. This feedback will assist in improving the viability of the curriculum and effective use of the instructional materials the district has purchased. How can Learning List help? Districts that subscribe to Learning List have access to alignment reviews and tools that will facilitate this process.  Our detailed alignment reports show which citations were reviewed and found to be aligned to each standard, which were found not to be aligned and which part of the standard those citations failed to address. Curriculum teams can download aligned citations and copy them into the district curriculum documents. If multiple materials are being mapped to the curriculum, Learning List’s Compare Alignment tool shows where each material is and is not aligned to the standards.

Is your district looking for a digital program to provide personalized math practice? Take a look at Learning List’s reviews of IXL Learning’s Math for grades 4-6. IXL Learning is a supplemental online program providing content for grades PK-12 that includes language arts, math, social studies, and science. Learning List recently reviewed the math content for grade 4-6, which provides math practice problems and explanations based on diagnostic assessment results.  The program intends to offer a personalized learning experience to meet students’ individual learning needs. IXL Math is an adaptive program that uses continuous diagnostic assessment to provide each student with individualized math practice sets. Each practice set, called a Recommendation, is based on a discrete skill, such as putting integers in order or equivalent fractions, and includes practice problems, explanations, and ongoing diagnostic assessment. The program enables students to make choices about their own learning by selecting from among multiple assignments. Students are able to monitor their own progress through reports on the student dashboard. Likewise, the teacher dashboard allows teacher to monitor student progress in real time and recommend specific content to students. Read Learning List’s alignment report to see how well aligned to the TEKS this adaptive material is, as well as the full editorial review to learn more about how IXL Math meets the specific learning needs of students, including details about adaptions for special populations. Learning List has also completed a review of the technology compatibility for the material. To learn more about this product and thousands more PreK-12 instructional materials, contact Learning List for subscription information. About IXL Learning* At IXL Learning, we are passionate about creating and supporting the best educational technology possible. We develop first-of-their-kind products used by millions of learners, from children to adults. People count on us to make learning as effective as it can be, and we are deeply committed to solving the real-world challenges faced by students and teachers around the planet. IXL Learning products are used in classrooms and homes in more than 190 countries around the world. We touch the lives of millions of educators and learners daily—from teachers providing personalized guidance to each student, to parents looking for high-quality educational games for their kids, to a university student tackling a foreign language, and more. IXL alone is used by over 400,000 teachers and over 8 million students (who have answered a whopping 60 billion questions to date!). *Information in this section is provided by or adapted from IXL Learning

Districts increasingly are contacting us for assistance finding high quality materials to support ELs.  Whether , and if so,  how  materials support ELs is part of Learning List's quality review rubric. Having reviewed thousands of materials, we have observed seven trends in how instructional materials address the needs of ELs: The availability of materials designed specifically to support language acquisition and development is limited, as is the number of materials available in languages other than English.  There are significantly more materials that support language acquisition at the elementary level than there are for secondary students. As a result, districts often choose reading intervention programs, which are generally provided in English, as support for their secondary EL students. These materials, however, do not typically support students’ acquisition of content knowledge in subjects other than English Language Arts.  Materials for elementary ELA/R generally provide instructional strategies to support ELs but may lack the level of systematic, explicit instruction in foundational skills that ELs need.  Research has proven that explicit, systemic instruction of foundational skills is best for most students, and it is vital for ELs. Materials that include a significant amount of digital content tend to provide more language adaptions than print-only materials.  If publishers of digital materials offer to print content to meet a district's needs, districts should be aware that the printed copies may not contain as many EL supports as the digital version contains. Comprehensive materials provide adaptions more often than supplemental materials do. Few materials provide EL-specific supports or adaptions, even if they are labeled as such.  Comprehensive materials that have supports, commonly only provide  general  instructional strategies or adaptions to support  any  special population. For example, an instructional material might suggest that teachers front-load vocabulary instruction or that they work with students in small groups. Generalized adaptions might include a bilingual glossary or screen readers.  Materials with  strong  support for English Learners provide instructional suggestions or adaptions to content based on students’ levels of English proficiency.  For example, an ELA/R product we recently reviewed allows the teacher or student to adjust the complexity of reading selections based on level of English proficiency. A science product we reviewed provides language acquisition strategies that address listening, speaking, and reading. Other products provide instructional suggestions, such as scaffolded suggestions for teaching academic vocabulary that are specific to the students’ level of English proficiency. Few materials provide translation support for ELs whose native language is something other than Spanish.  When translations are present, they are most often provided for Spanish speaking students. We have seen only a handful of instructional materials that support instruction in additional languages. One digital product we have reviewed provides the content in more than 15 languages. Given the demographic trends in the United States, it is likely that the number of English Learners and the variety of languages spoken in our schools will continue to increase for the foreseeable future. As a result, there will continue to be a significant need for quality instructional materials. At Learning List, we will continue to be part of the conversation and part of the solution by continuing to review materials for the supports EL students and the teachers who serve them need to be successful.

Do you need a product to support student mastery of the TEKS for math? Take a look at Learning List’s reviews of Mentoring Minds ThinkUp! Math. Mentoring Minds ThinkUp! Math is a comprehensive mathematics product that supports TEKS-based instruction in grades 1 through 8. Content is available in print with an online pre-assessment. ThinkUp! Math is designed to help students develop critical thinking skills and connect math to real world situations.  The material  also supports instruction in the 9 Traits of Critical Thinking™ as defined by Mentoring Minds. ThinkUp! Math is intended to help students understand and develop math skills, concepts, and processes. Instruction combines math content with critical thinking by addressing Mentoring Minds’ 9 Traits of Critical Thinking™: Examine, Communicate, Inquire, Collaborate, Adapt, Strive, Reflect, Link, and Create. Materials include a print teacher edition, a consumable student edition, and an optional online pre-assessment. Instruction is organized in units, each focused on a different topic. The material provides concise, organized instruction and practice focused on the Math TEKS and development of critical thinking traits. It includes consistent opportunities to incorporate the process TEKS. The rigor and rigor and complexity of instruction is enhanced through open-ended questions and activities. Student engagement and flexibility for teachers is supported through a variety of activity types and student groupings. Want to see how well this material aligns to the TEKS? See Learning List’s full alignment report.  Learning List has completed a standard-by-standard alignment report, qualitative review of the instructional content and a review of the technology compatibility for each grade level covered by this material.  Our alignment reports not only inform selection decisions, they facilitate instructional alignment and curriculum planning with this material, as well. To learn more about this product and thousands more PreK-12 instructional materials, contact Learning List for subscription information. About Mentoring Minds* Mentoring Minds is an educational publisher focused on the success of students. Mentoring Minds’ passion is to develop quality educational materials that encourage students to think critically for effective problem solving. Equipped with many years of educational experience, Mentoring Minds’ product development team creates materials that address relevant issues in the classroom such as critical thinking, vocabulary development, the prevention of bullying, classroom management, and accommodations for students with special needs. *Information in this section is provided by or adapted from Mentoring Minds .

Does your district have students who would benefit from teacher-led reading intervention? Take a look at Learning List’s review of Voyager Passport published by Voyager Sopris Learning. Voyager Passport is a teacher-led reading intervention for students with reading challenges. The materials are available in both print and digital formats. The digital materials mirror the print materials. The goal of the program is to help students develop the skills and strategies they need to be on-grade-level readers. Voyager Passport provides explicit instruction on the five essential components of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) and includes language and writing. The program is intended for small group instruction. The recommended implementation time is 30 minutes per day, in addition to the ELAR block. The program contains comprehensive teacher guidance to support implementation and instruction, including recommendations for instruction by para-professional staff. It includes a teacher dashboard which allows teachers to input and manage student data and access additional resources. The material is available only in English, but consistently provides instructional suggestions for EL students. Read Learning List’s full editorial review to learn more about how Voyager Passport addresses adaptions for special populations. Learning List has also completed standard-by-standard analysis of the alignment of this material to the Texas Essential Knowledge and Skills (TEKS), as well as a  review of the technology compatibility for the material. To learn more about this product and thousands more PreK-12 instructional materials, contact Learning List for subscription information. About Voyager Sopris Learning* Voyager Sopris Learning is part of the  Cambium Learning ®  Group , a leading educational solutions and services company committed to helping all students reach their full potential. Voyager Sopris Learning provides innovative,  evidence-based instructional solutions  and  professional development  services to preK-12 students and their teachers. With evidenced-based, award-winning products in  literacy ,  math  and  professional development , we work in collaboration with schools and school districts to provide a full range of services from implementation to online and on-site support services. *Information in this section is provided by or adapted from Voyager Sopris Learning.

Scientific Learning’s Fast ForWord® K12 is a digitally-based reading intervention program for students in grades K-12. It 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. The program is adaptive and is designed to work in conjunction with a campus’s 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 .