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According to the 2021 Survey Results of the RAND Corporation’s American Instructional Resources Surveys , over 90% of the teachers surveyed consider standards alignment an important characteristic in their district-provided instructional materials (question 34). Yet, only between 36-41% of the surveyed teachers (depending on the content area) perceive that their district-purchased materials help their students master their state's math, English language arts, or science standards. Are materials as poorly aligned as teachers perceive? Learning List has reviewed the alignment of over 3,300 widely used PreK-12 instructional materials. Our subject matter experts review the citations (e.g., lessons, activities, assessments) listed in the publisher's correlation for alignment to the content , context and cognitive rigor of each standard. We find that core materials are generally aligned to most (though not all) of the standards; the alignment of supplemental materials is much more variable. So, why do teachers perceive that their core materials are not aligned? Here are three reasons: (1) Publishers' definition of "alignment": A publisher's definition of "alignment" may not match the district or campus definition.  Some publishers include citations in their correlation when any part of a standard is addressed. Teachers quickly see that the material is not aligned in most of the places the publishers cite. (2) Teachers' expectations: Many standards have multiple component parts. Some materials address the components of complex standards separately in different locations across the material. When citations listed in the publisher's correlation address only a portion of the standard several citations listed in the correlation must be used together (i.e., bundled) in order to achieve alignment to the standard.  Other materials may introduce the standard in one chapter, provide practice and reinforcement in another chapter, and assesses mastery of the standard in a third chapter. In this scenario, alignment to the standard is most likely found in the location that assesses mastery and unlikely in the locations where the standard is introduced.   If teachers expect citation listed in the publisher's correlation to be fully aligned to the standard, they may perceive  the material not to be aligned to the standards when they consider the citations individually. (3) Teachers' ability to evaluate alignment: Understanding the concept of alignment is relatively easy; applying the concept is much more difficult. Having interviewed and trained hundreds of educators to review the alignment of materials, we have found that determining whether a material is aligned is a technical skill that few educators have the opportunity or time to hone. Instead of relying on their district-provided instructional material as the primary resource for the course, increasingly, teachers are using resources that they develop or curate from other teachers. The main reason driving this phenomenon is that teachers do not perceive that the district-provided materials are aligned to their state standards. Learning List provides two types of resources to help educators verify the alignment of their district-provided materials. First, our independent, standard-by-standard alignment reports for thousands of widely used PreK-12 instructional materials show precisely (1) which citation(s) in the material is/are aligned to each state standard, and (2) which citations are not aligned. If a citation is not aligned, a reviewer's comment explains which part of the standard the citation fails to address. If multiple citations must be bundled to achieve alignment to a standard, our alignment reports indicate which citations must be "bundled." Second, our Alignment Matters , online professional development course, explains what it means to unpack the content, context and cognitive rigor of a standard and provides guided and independent practice to help teachers determine whether a material is aligned to the standard. These two resources give educators more confidence in the alignment of their district-provided instructional materials and hopefully save them the time of curating other resources to use instead.

If your district or campus will be adopting new materials this year, someone in your campus or district is probably starting to plan the adoption process. Over the last decade, Learning List has assisted hundreds of districts, both formally and informally, with instructional materials adoptions. Based on research regarding selecting and implementing high-quality instructional materials and our own observations of local adoption processes, we offer a four-part blog series on effective strategies for reviewing and selecting instructional resources, both commercially produced and teacher-curated materials. This first blog in this series provides eight steps for planning a successful adoption process. (1) Articulate the need for the adoption . The adoption of core materials is typically, though not always, driven by a change in the state standards. In contrast, there are many reasons that districts adopt supplemental materials. To ensure that the administration, teachers and the community understand the need for the adoption, it is important to clearly articulate the reason for and goal of the adoption before beginning the review process.   (2) Define the non-negotiables for the adoption . District or campus leaders should identify the non-negotiables for the adoption. Non-negotiables are the basic requirements, such as the budget, the minimum alignment percentage, instructional model, required supports for students and resources for teachers, and the format of the material. Recent experience with remote learning may suggest additional non-negotiables. (3) Establish a timeline . Working back from the board meeting where the materials will be adopted or from the deadline for getting materials into the classroom, create a realistic timeline for the entire process, including time for ordering any required technology and providing product-specific professional development for teachers, if appropriate. (4) Document the review process logistics. Be sure to think through the logistics of the entire review and adoption process, including: When, where and how will the selection committee review the materials? Will a rubric be used for the adoption, and if so, how will the rubric be developed? Will the selection committee review the materials simultaneously in-person or virtually and on their own time? If the product samples are online, how will login credentials be provided for all reviewers? Will publishers be permitted to present to the selection committee? What are the voting protocols for the selection committee's recommendations? How will the new material be distributed? Who will be involved in the planning and supporting the implementation? Is there an allocation in the budget for professional development and ongoing support? (5) Identify the makeup of the selection committee and define attendance requirements . State law and/or board policy may dictate the positions that must be represented on the selection committee. At a minimum, the committee should include both experienced and new teachers representing the content area and grade bands covered by the adoption, as well as teachers who provide support services for students, and a technology integration specialist if the material selected may have online components. Additionally, it is important to document attendance requirements and how selection committee members will be replaced if they are unable to meet those requirements.   (6) Distribute a needs assessment. It is critical to gather feedback from teachers, parents and the community about the features they want in the new material. The needs assessment gives all stakeholders, not just the selection committee, a voice in the adoption process. Failure to include this step creates a feeling of disenfranchisement, which may impede the successful implementation. For a core material, the needs assessment should be distributed to all teachers who will have to use the newly adopted material, as well as staff who will be supporting its implementation, such as instructional coaches, instructional technology staff and parents. In some states, districts are required by state law to survey the community during an adoption, as well. For supplemental materials, distributing the needs assessment to teachers who will be using the new material and to staff who will be supporting its implementation would suffice. Aggregate the results of the needs assessment to identify the features that the stakeholders believe the new material must have. These features should then be reflected in the district's rubric for the adoption, which we will discuss in the next blog in this series. (7) Narrow the number of materials to be reviewed by the selection committee . The list of non-negotiables should be used to eliminate materials from consideration and thus narrow the number of materials the selection committee will review. This can be done by district or campus leaders or by the selection committee. Optimally, the selection committee will conduct a rubric review of between three and five materials. (8) Develop a rubric . A decision point in any adoption is whether to use a rubric. The next blog in this series will address benefits of using a rubric and how to develop a rubric and implement it consistently.

As we near the end of the school year, your focus may be on intervention and testing. We offer three suggestions to help you prepare your students for end-of-year success. Make sure your intervention materials are aligned to the standards you are reteaching.  Using tightly aligned materials will reduce your workload and make the intervention more effective. Many intervention materials are not designed to align to 100% of state standards. Make sure the material(s) you are using for intervention are aligned to the standards you are re-teaching. Verify that the citations (e.g., lessons, activities, assessments) you plan to use address both the content and rigor of the standards your students need to learn.   Check that test prep materials are aligned to the standards your students are struggling with.  Do not assume that your test prep materials are aligned to the standards your students need to practice. Not all test prep materials are designed to address all standards. Some intend only to address the standards that have been tested historically; others only address the standards students typically struggle with. Verify the alignment of intervention and test prep materials before buying them. As this budget year draws to a close, you may be tempted to purchase new materials. Before you do, audit the materials you already have for each grade and subject. Check the publisher's correlations for each of your materials to determine whether your existing materials intend to cover all of the standards. Then, find out whether they actually do by asking teachers about their experience using the materials: Have they found the materials well aligned to state standards? Are they rigorous enough for their students? Do your existing materials have all the supports students need? Taking time to audit your existing materials to identify their gaps will help you use your funds strategically to purchase new materials that fill those gaps. Learning List can help. If you do not have the time to do this type of alignment analysis internally,  contact us . Learning List has reviewed well over 4,000 of the most widely used instructional materials, including intervention and test prep products. Alignment Reports and Alignment Comparison Tool Our standard-by-standard alignment report for each material and our alignment comparison tool make it easy to develop  targeted  intervention using your existing materials. Our alignment reports show which standards each material is and is not aligned to. They also show which citations the material we have verified to be aligned to the  content ,  context , and  cognitive rigor  of each standard. Audit Tool Finally, if you're considering purchasing new materials, our audit tool will show whether you have gaps in your existing materials and, if so, which other materials, including widely used Open Education Resources, would fill in those gaps.

This is the second blog in the series about effective strategies for reviewing and selecting instructional materials. Our first blog discussed planning a successful adoption, which included distributing and aggregating the results of a needs assessment. Now it is time to develop a rubric for the adoption. Developing a rubric from scratch can be daunting. More often, educators look for existing rubrics to customize. This blog provides guidance for creating or customizing a rubric to reflect a district's priorities and state standards.   Identifying criteria and sub-criteria  In an instructional materials selection rubric, criteria and sub-criteria/guidance statements should describe observable and measurable features of instructional materials. The following resources will help you identify the features you want to include in your rubric: Research on features of high-quality materials; Best practices for the content area;  The district's instructional goals; The Needs Assessment feedback;  The instructional focus of and topics addressed in the state standards. Keeping the rubric to a manageable length can be one of the biggest challenges when designing a rubric. We have observed, that in order for selection committee members to use a rubric with fidelity, rubrics for selecting core materials should include no more than ten (10) criteria and up to five (5) sub-criteria for each criterion. Thus, the rubric should include the features in instructional materials that your district values most . Drafting criteria and sub-criteria statements Each criterion and sub-criterion should be written as a statement using precise, unambiguous language. Terms like consistently , throughout , and repeatedly may be used to describe features that should be reflected throughout the material. For example: The material is structured consistently and logically. Materials support coherence and connections between and within content at the grade level and across grade levels. Materials provide opportunities for students to engage in productive struggle through sensemaking that involves reading, writing, thinking, and acting as scientists and engineers. It is not imperative to include sub-criteria/guidance statements for each criterion. If used, these statements should clarify or illustrate the criteria. For that reason, sub-criteria statements often include illustrative language, such as includes or does not include . Judgmental language such as poor , well , exceptional, or excellent should not be included in the criteria or sub-criteria statements; rather, judgments should be addressed in the rubric’s rating scale. The format of the criteria and sub-criteria/guidance statements will affect the type and format of the rating scale and vice versa. Developing the rating scale Rubrics should include at least one rating scale. The rating scale allows users to express their level of agreement with each criterion and sub-criterion statement. There are many types of rating scales , including:   Graphic Numerical Descriptive As mentioned above, the type of rating scale selected impacts how criteria and sub-criteria statements are formatted. The type and format of the rating scale also affect how the response data can be aggregated and disaggregated. Using a rating scale that assigns a numeric value for each response makes it easy to tally a score for each material from the aggregate response data. The response choices in the rating scale should be easy to understand and distinguish. The scale should include a sufficient number of response choices to allow selection committee members to communicate their level of agreement with the criteria and/or sub-criteria statements clearly. We have observed that having between three and five response choices in a rating scale works best; too many choices (e.g., 1-10) makes it difficult to discern a meaningful difference in the materials’ aggregate scores.   Testing the rubric Once a draft of the rubric is complete, it is prudent to run it by a few of the content-area teachers to make sure that it is a manageable length and easy to understand. Training for effective implementation Selection committee members must receive training to ensure that they interpret and apply the criteria and sub-criteria/guidance statements consistently. Optimally, district curriculum staff would create an evidence guide that provides text-based examples of the different performance levels for each criterion and key sub-criteria statements. If that is not possible, the selection committee should discuss performance-level examples before beginning the reviews. For example, one of the criteria in any instructional materials rubric should be standards alignment. Selection committee members should receive training on or at least discuss what alignment means and how to evaluate a material's alignment to state standards. If available, links to reliable third-party reviews of the materials being considered will facilitate committee members’ completion of the rubric for each material.   Conducting the reviews While it may be necessary to conduct the reviews virtually, we have observed that having committee members in the same room while they are independently reviewing materials has important benefits. The spontaneous conversations that occur often prompt committee members to explore the materials more deeply and ultimately facilitate consensus building around which materials meet the district’s needs best. When that happens, the selection committee members tend to become strong advocates for the materials selected.  Convene the selection committee to discuss rubric results Once completed rubrics have been submitted, the person managing the selection process should analyze the committee’s response data to determine for each grade level covered by the adoption, which material scored (1) highest overall, and (2) highest on each criterion. That data analysis should be documented in an easy-to-read format and provided to the selection committee members.  The selection committee should reconvene to discuss the rubric results with the goal of reaching a consensus about the materials to recommend for adoption. However, the district’s voting procedures should address how a material will be selected if consensus is not reached. Document rationale for making recommendations The rubric data and the selection committee’s rationale for each recommended material should be documented clearly. If the materials will be adopted by the school board, that documentation should be shared with the board.  The documentation should be maintained in the district for several years in case the district’s use of the selected material is ever challenged by parents or the community. Given the work involved in developing a rubric, a rubric-review process is generally used to select core materials. The next blog in this series will discuss a process for reviewing and selecting supplemental materials. If you need additional guidance developing or customizing rubrics, check out our 2-hour online rubric development course. This course is designed for anyone who is managing an adoption process - large or small. Additionally, our online Selection Toolkit provides standards-aligned, customizable rubrics for math English Language Arts and science.

Teachers’ Curriculum Institute’s ( TCI ) provides comprehensive and supplemental resources to support social studies instruction in  elementary * , middle and high schools . Instruction is discovery-based and includes hands-on activities and frequent opportunities for students to work with peers. Course resources are designed for use with interactive whiteboards and include some print materials. Learning List has recently completed reviews of this social studies series. Primary instruction combines three resources: (1) an editable, interactive whiteboard- compatible presentation (2) the student text, and (3) the “Interactive Student Notebook.” Presentations contain step-by-step guidance for each activity, vivid illustrations, and references to the accompanying resources in the student text and Interactive Student Notebook. Each presentation begins with an essential question followed by a “Preview” activity that introduces new vocabulary, links to what students already know, and frames new content. Subsequent slides structure discovery-based activities. Activities incorporate some direct instruction, but most learning takes place in hands-on experiences. Presentation slides pose questions and students use their texts and Interactive Student Notebooks to discover answers. Some lessons include “Experiential Activities” that relate historical events to students’ experiences in order to deepen their understanding of key concepts. Instructional materials include the “Reading Challenge” game and “Glossary Cards.” The Reading Challenge checks for students’ understanding through multiple choice questions presented in a game format. The game provides multiple opportunities to answer correctly and provides corrective feedback. Glossary Cards are interactive tools to support vocabulary development. Each card provides a term or word on one side and flips to reveal the definition. Other resources include a glossary, biographies of key figures, and access to a variety of maps (e.g., political, physical). For a Free Trial for any of these programs, please click here . <* note there is no 4th grade texas-based (teks) product from tci.>

Will you be participating in curriculum writing this year? If so, mapping resources to the district curriculum is a critical task in the process. Having materials mapped to the district curriculum saves teachers hours of work and helps facilitate standards-aligned instruction. This two-part blog series contains stepped-out guidance and important tips to help you map your resources to the district's curriculum.  The first blog provides tips to help you prepare for an efficient process. We discuss: developing a common definition of alignment, becoming familiar with your materials, and selecting citations (lessons, activities quizzes) in your materials to map to the district curriculum. The second blog  discusses: how to cite the aligned content in your material, where to look for additional aligned citations, resources for resolving alignment disagreements, and more.  If these DIY resources do not provide sufficient support, consider our new online courses : What Alignment Means and Why It Matters  (and How to Do It!) Mapping Instructional Materials to Your Curriculum These two-hour, self-paced courses provide instruction, skills practice, and a workbook to help you master the art of mapping your instructional materials to your district curriculum. Individual educators can enroll in a pre-scheduled course ($35 per course). Participants have two weeks to complete the course, and a certificate of completion is provided for professional learning credit. Alternatively, districts/campuses can enroll in a "closed" course facilitated by Learning List's Chief Academic Officer.   Contact us to learn more about the courses.

The state’s math standards recently changed, and your district purchased new instructional materials for mathematics. Teachers use the materials for a few months, but when students struggle to master the content, the teachers grow skeptical about the material’s quality. Increasingly, they turn to lesson resources they have developed themselves or borrowed from their colleagues. The district’s math materials gather dust, and district leaders are left with curriculum chaos. That scenario, which has played out in districts across the country for decades, was our impetus for founding Learning List a decade ago and remains our call to action.  This week is Learning List’s 10th anniversary, a time for celebration and reflection. We founded Learning List’s subscription-based instructional materials review service as an economical way to help educators access independent, evidence-based curriculum reviews to inform districts/campuses' purchasing decisions.  Over the years, other entities have begun reviewing instructional materials, including more state education agencies. So, what sets Learning List apart?  We expand districts’ choices and inform local control.  Like Consumer Reports®, Learning List is a private company, independent from publishers and free from political influence. States and other review entities rate and rank materials with the goal of identifying "the best" materials for districts to use. We do not. We calculate an alignment percentage, but we do not rank or rate the materials we review. We provide our subscribing districts with access to easy-to-read, evidence-based reviews of thousands of widely-used PreK-12 instructional materials and comparison tools that empower them to select the materials that best meet  their students’  needs.  We provide a curriculum review service . While states' and other entities' reviews are driven by publishers' submissions, requests from subscribing districts drive our review process. Consequently, our library is filled with reviews of the materials districts are most interested in. We also assist districts in finding answers to selection-related questions and help facilitate local adoption processes. In short, Learning List provides a review service , not just a website with reviews. Our curriculum reviews are published within a timeframe that meets educators' needs. Most review entities take months to publish their reviews. While each material is reviewed by multiple subject matter experts , our efficient review methodology and strict adherence to deadlines enable us to publish an alignment report , instructional quality review , and technology compatibility review for each material within six weeks of the material's submission. We have reviewed many more and a greater variety of materials than other entities. Other entities review materials aligned to a specific state's standards or national standards. We have reviewed materials aligned to multiple states’ and national standards. We have reviewed more than 3,300 core and supplemental materials published by almost 200 publishers . Our reviews span the four core subjects and several others, including Career & Technical Education, Health Education, Technology Applications, and Advanced Placement courses. No other review entity has the equivalent breadth or depth of experience reviewing materials. Our reviews and tools are useful beyond the selection process. Most other entities produce reviews to help educators select materials. Our reviews and online tools inform instruction, as well as selection decisions. Educators use our standard-by-standard alignment reports and comparison tools to develop targeted instruction and/or intervention with the materials they have purchased. As educators know all too well, the price does not necessarily equate with value. Despite the existence of free reviews, we are celebrating our 10th anniversary because the value districts get from our review service far exceeds the low subscription price. Over the years, we have added other curriculum support services to meet districts’ evolving needs. We look forward to partnering with many more districts to expand their capacity, relieve their workload and provide peace of mind.

Over the last three years, yours, like most districts, likely scrambled to meet students’ needs in lots of new ways. The district may have purchased new materials to support at-home learning. Teachers may have subscribed to online resources individually.  And, since students returned to school, intervention and tutoring resources have likely been purchased. When you analyze the current list of materials in your district, do you have an abundance of instructional materials? If so, are all being utilized, and are they meeting the needs of your students and educators? Having too many instructional materials can be as challenging as not having enough materials. Too many resources complicate teacher planning and can lead to a lack of consistency in curriculum implementation across classrooms or campuses. The result: curriculum chaos. Auditing your instructional materials will help you determine which materials are adding value for students and educators and which are no longer meeting their needs. Below are 4 steps to help you audit your current instructional materials : Inventory your materials: Create a list of the materials being used in each grade and subject or course. Identify where you have instructional materials that appear to be duplicative. Add columns to your list to answer the following questions for grades and subjects or courses where you appear to have an abundance of materials. Material type: Is the material core, supplemental, test prep, or intervention? Alignment: Does the material have a correlation to the standards? Has the alignment to standards been verified? Student Supports: Are the materials designed to support specific student needs (e.g., closed captioning, translations, audio support, visual content) Student Supports: Are the materials designed to support specific student needs (e.g., closed captioning, translations, audio support, visual content) ? Cost: What is the unit cost of the material (one-time purchase or subscription)? Identify redundancies: Are there supplemental materials in your list that appear redundant in terms of material type, students served, and targeted standards? For each of those materials determine the following: Which of those has the higher alignment percentage? Which has the higher usage rate? After completing the audit share the results with stakeholders in your district such as curriculum staff, English learner and bilingual coordinators, principals, and your instructional materials selection committee. Let the data guide your decisions about which materials to keep and which to discontinue. As with selecting new materials , eliminating materials is an important decision. Thus, using a data-driven process with buy-in from educators will help you reduce curriculum chaos and bring organization to your instructional materials.

The start of a new school year is full of excitement, new routines, and possibilities. One of the most important steps teachers can take to set the tone for success is ensuring their daily instruction is aligned with both standards and curriculum resources. Alignment creates a roadmap for teaching and learning, providing clarity for teachers and students alike. Below are five practical strategies to help you begin the year with confidence and ensure every lesson builds toward meaningful outcomes. 1. Start with the Standards Standards are the backbone of alignment. Before planning daily lessons, revisit your state standards and ask: What are students expected to know and be able to do by the end of this unit?  Unpack the standards to ensure that you and your team know the content, the context, and the cognitive rigor of each standard in the unit. By using standards as the anchor, you ensure that every activity, discussion, and assignment connects to the larger learning goals. Research from the RAND Corporation underscores this, noting that teachers who ground instruction in clear standards and high-quality instructional materials report stronger outcomes for students (Kaufman, Doan, & Diliberti, Teachers’ Use of High-Quality Instructional Materials , RAND Corporation, 2020). 2. Use HQIM Curriculum Resources to Anchor Lessons High-quality instructional materials (HQIM) are designed to provide a coherent progression of learning. Instead of starting your lesson planning from scratch, use HQIM as the foundation. Pacing guides, lesson sequences, and embedded activities help ensure that daily instruction supports grade-level expectations. Confirm that every activity aligns with the standards—or save time by using Learning List’s alignment reports. As instructional expert Doug Lemov explains, “When curriculum, instruction, and assessment are tightly aligned, students get a coherent learning experience that builds mastery step by step” ( Teach Like a Champion 2.0 , Jossey-Bass, 2015).  3. Plan with Assessments in Mind Backward planning is essential for alignment. Start with the end in mind: What should students know or be able to demonstrate on the unit or state assessment?  Once you’ve identified success criteria, design lessons that intentionally build toward that outcome. The National Institute for Excellence in Teaching emphasizes that alignment between instruction and assessment ensures that instructional time is maximized and that all students have access to grade-level content. 4. Adapt, Don’t Abandon Alignment doesn’t mean teaching curriculum resources exactly as written. Instead, it’s about making thoughtful adaptations to meet your students’ diverse needs while maintaining the integrity of the lesson. For example, you might adjust pacing, add scaffolds for English learners, or provide enrichment for advanced students. As Carol Ann Tomlinson, a leading voice in differentiation reminds us, “Differentiation is not the opposite of alignment—it is how we ensure aligned resources meet the diverse needs of learners” ( How to Differentiate Instruction in Academically Diverse Classrooms , ASCD, 2017). 5. Collaborate with Colleagues Alignment is strengthened when teams work together to use HQIM. When teachers plan together sharing pacing calendars, assessments, strategies, and resources, they create consistency across classrooms. This ensures that all students access the same high-quality, standards-aligned instruction. Collaboration also reduces the burden on individual teachers. By pooling ideas and resources, teachers can focus more energy on engaging students and personalizing instruction. Bringing It All Together Alignment is about clarity and coherence. By starting with standards, grounding instruction in HQIM, planning backward from assessments, adapting for diverse learners, and collaborating with colleagues, you can ensure your instruction remains focused and purposeful throughout the year. Remember: alignment is not about rigidity. It is about providing a consistent, high-quality experience that helps all students thrive. When your instruction is aligned to the standards and your curriculum, both you and your students begin the year with clarity—and clarity leads to success.

Dreambox is a supplemental digital math program for grades K-8. Learning List recently reviewed Dreambox for grades K-5.  About Dreambox Dreambox is self-paced and adaptive to address multiple learning levels. The program is available in English and Spanish. It provides math lessons and practice in an engaging, fully adaptive, digital format. The digital lesson environments are age-appropriate and can be assigned by the teacher. Dreambox lessons focus on developing conceptual understanding, procedural skills, and fact fluency. Teachers assign the initial grade level to each student and the program adapts each lesson to meet the needs of the student. As a result, every student has a unique lesson pathway. Teachers can also assign specific lessons to individual students or to the class. Teachers can track student progress by standard, minutes active, and lessons completed using easy-to-read reports automatically generated by the system. A Family Dashboard whichvallows parents and guardians to monitor student progress encourages the home-school connection. About Learning List 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.  To learn more about this product and thousands more PreK-12 instructional materials, contact Learning List for subscription information. About Dreambox * Dreambox’s mission is to radically transform the way the world learns. The company's vision: “We believe all children can excel at learning, no matter where they start, where they live, or who they are. Along with district administrators, teachers, principals, and parents, we are dedicated to helping children realize their potential. Yet every child must be challenged, encouraged, and engaged in an individual way.” *Information in this section is provided by or adapted from Dreambox .

Does your district need practice material for mathematics? Take a look at Learning List’s review of DeltaMath INTEGRAL. Overview of DeltaMath INTEGRAL INTEGRAL is a fully digital, supplemental mathematics program for grades 6-12. Learning List recently reviewed the content for grades 6-8 and Algebra I. The program intends to supplement core mathematics instruction by providing practice problems and opportunities for students to develop mathematical content and skills. The program provides a bank of practice problems organized by topic and standard. Some question types are consistent with the STAAR redesign question types in Texas. The problems address general mathematics skills and concepts but do not typically address process standards or real-world contexts. Assessments are not included; however, the program enables teachers to create assessments based on specific skills or Texas Essential Knowledge Skills (TEKS). Additionally, teachers can customize multiple assignment features to create assignments and assessments for students that correlate to the instruction they are providing. Progress monitoring is supported at the teacher, campus, and district levels. Learn More With Learning List's Reviews Learning List  has reviewed the instructional quality and technology compatibility of DeltaMath INTEGRAL , as well as the program's alignment to the TEKS. Contact info@Learninglist.com  for information about a low-cost subscription to access Learning List's reviews of this program and thousands of other widely used K-12 instructional materials. About DeltaMath* DeltaMath is an online mathematics practice platform created by math teacher Zach Korzyk in 2009. The program provides teachers with a large set of automatically graded math problem sets that students complete online. Teachers can assign practice, monitor student progress, and review performance data through the platform. DeltaMath is used in classrooms and for independent practice to support instruction across a range of mathematics topics. * Information in this section is provided by or adapted from DeltaMath

Learning List has reviewed Curriculum Associates’ Ready Florida Mathematics, a supplemental resource for grades K-8 that supports math instruction and mastery of the Mathematics Florida Standards (MAFS). Materials are available in print format with additional online components. Learning List’s review is of print materials only. About Ready Florida Mathematics Across grades, instruction addresses grade-specific MAFS while developing students’ understanding of key concepts and their ability to apply concepts to solve real-world problems. Ready Florida Mathematics Student Instruction Books structure instruction at each grade in units organized by the MAFS Domains (e.g., Measurement and Data). Units open with a short feature that describes what students will learn and the real-world applications of the content. Instruction is presented in short, scaffolded lessons that focus on one or more MAFS, and the Mathematical Practice Standards (MPS) are integrated throughout instruction Lessons include an Introduction that frames new content in terms of a “big idea” question, modeled and guided instruction, guided practice, and MAFS practice problems. Across lesson sections, illustrated characters, or “Study Buddies,” appear in the margins to pose questions and provide tips to guide students’ thinking. Instruction emphasizes how the skills students are learning build across grade levels. Across grades, the table of contents in both teacher and student editions references the MAFS, including the Major Emphasis and Supporting and Additional Areas of Emphasis, addressed by each lesson. The table of contents in Teacher Resource Books also references the MPS embedded in instruction. Learn More With Learning List's Reviews Learning List  has reviewed the instructional quality and technology compatibility of Curriculum Associates'  Ready Florida Mathematics program, as well as the program's alignment to the MA FS. Contact info@Learninglist.com  for information about a low-cost subscription to access Learning List's reviews of this program and thousands of other widely used K-12 instructional materials. About Curriculum Associates* Curriculum Associates' connected portfolio of assessments, evidence-based curricula, and professional learning provides teachers with insights and tools to better understand and support every learner. The company's products, which include i-Ready®, Ready®, and BRIGANCE®, provide teachers and administrators with flexible resources that deliver meaningful assessments and data-driven, differentiated instruction for children. Information in this section is provided by or adapted from Curriculum Associates .