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As the school year begins, so does the debate over homework. Educators, parents, and researchers have differing opinions about how much (if any) homework is appropriate. Some people believe homework is useless, if not harmful.  Others favor homework in some cases but not all, depending on the age of the child, the type of homework assigned, and the time it takes to complete.  Whether or not you agree with the concept of assigning of homework, students’ time spent interacting with instructional materials (during the school day or as homework) will lead to improved academic performance only if the materials used are aligned to the standards. As you plan homework, review the instructional material you plan to use to make sure that it addresses, and is aligned, to the standards you want students to learn. Here’s why: after hearing many teachers complain that they were not getting the promised results from a widely used supplemental material, Learning List reviewed it. Our alignment report revealed the problem: The material was not aligned to 100% of the state standards, which was not surprising because few supplemental materials intend to cover 100% of the standards. Teachers were (unintentionally) using the material to help students practice standards the material did not cover. In fact, the publisher’s correlation did not list those standards as being addressed in the material at all. In order for homework to be effective it must be aligned to the standards you want students to learn. Otherwise, you are giving students false confidence that they have learned what they need to be successful. For more information about using instructional materials efficiently and effectively, read these previous posts: Are You Discussing Instructional Material Alignment in Your PLC? Are Your Resources Supporting Your Efforts to Close the Achievement Gap?

According to Solution Tree , the first of four critical questions around which effective PLCs focus their work is, “What do we expect our students to learn?” This fundamental question lays the foundation for the remaining work of the PLC. In response to this question, your PLC is likely discussing the relevant state standards, the district curriculum, and pacing. You may be missing a large piece of the puzzle if you are not also discussing the alignment of the instructional materials you will be using to support student learning.     Consider the following: Simply using a resource on a state-adopted list (if your state has one) or on the AP Example Textbook Lists does not necessarily mean that the resource addresses all of the standards for the grade and subject area. For example, materials are eligible for adoption in Texas and for inclusion on the 2016 Example Textbook Lists if they align to at least 50% of the relevant standards. Just because the publisher claims that a material is aligned to 100% of the standards, does not mean it is. Learning List finds that on average, comprehensive (full-course/year) materials are aligned to 80% and supplemental materials are aligned to 60% of the relevant standards. Even if a material is aligned to 100% of the state standards (i.e., it’s aligned to each standard in at least one location) it does NOT mean that it’s aligned in all the places the publisher claims it to be . From an instructional perspective, it’s critically important to student success for teachers to be sure that the particular citations (e.g., page numbers, lessons) that they assign in their instructional materials are truly aligned to the standards they are teaching. How do you evaluate “alignment” during your PLC? Step 1: Check whether the material addresses the standard(s) you are using it to teach. Publisher’s should be able to provide a correlation document or an online “correlation” that shows exactly where in their material each standard is addressed. Use the publisher’s correlation to identify whether your material(s) address the standard(s) you will be teaching in the unit or lesson. If the material does address those standards proceed to Step 2. If the material does not address the standards, find another resource that does. *If you do not have a correlation document you can request one from the publisher. If the publisher does not have one, you may want to reconsider using that resource. Step 2: Check that the citations you plan to assign are aligned to those standards. Just because a material addresses a standard, does not mean it’s aligned to the standard. As part of your PLC work, check that each citation (e.g., each  page, lesson or unit in your material) you intend to assign is aligned to the standard you are using it to teach, A citation is aligned to a standard only if it addresses the  content, context, and cognitive demand of the standard. The content of the standard describes what the students are expected to learn. The context of the standard describes where or when the learning should take place (e.g., type of science, genre of ELA, place/time in history). The Cognitive demand of the standard describes what the student is expected to do (i.e., the level of rigor) A citation must be aligned to all three C’s of the standard in order to teach students all the knowledge and skills the standards require them to learn. If the citations in your material address only part of the standard(s) you will be teaching, then either (1) adjust your instruction to cover the parts of the standard the material does not, or (2) find citations in another resource that are aligned to those standards Answering the question, “What do we expect our students to learn?” leads the important instructional work of the PLC. Ensuring that the materials you use are aligned to the standards they are being used to teach is a critical step in preparing your students for success. Doing that work during the planning stage that should save you from having to do as much remediation later. Learning List ’s detailed alignment reports and alignment comparison tool can save PLC’s hours of work. C ontact us to find out how.

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Learning List recently reviewed the CPM Educational Program’s Core Connections comprehensive courses for Algebra, Geometry, and Algebra 2. Resources are available in print and eBook formats and address the Common Core State Standards (CCSS). Instruction is problem based; students work in “Study Teams” to deepen their understanding of problem-solving strategies and solutions. Study Teams develop students’ responsibility for their own learning. Teams work together to answer questions, justify their reasoning, and identify multiple solution strategies. Through ongoing discussion, teams support one another and ensure all members understand problems and solutions. Teachers encourage students’ teamwork, facilitate discussions, and provide support when teams encounter questions they are unable to answer. Teacher resources include background and strategies to support the implementation of Study Teams. The “Teacher” tab in course eBooks provides pacing information and suggested lesson, closure, and homework activities. Lessons include “Mathcasts”—recorded podcasts in which an expert teacher walks users through the lesson providing background information and suggesting teaching strategies. Students have access to interactive math tools, including algebra tiles and Desmos graphing calculators, and course resources are available in Spanish. About CPM Educational Program* CPM Educational Program is a California nonprofit 501(c)(3) corporation dedicated to improving grades 6-12 mathematics instruction.  CPM’s mission is to empower mathematics students and teachers through exemplary curriculum, professional development, and leadership. We recognize and foster teacher expertise and leadership in mathematics education. We engage all students in learning mathematics through problem solving, reasoning, and communication. * The content in this section is provided by or adapted from  CPM Educational Program . Subscribe to Learning List  for access to the spec sheet, full editorial review and detailed alignment report for this material.

Are you considering whether to renew a subscription of an online material? If so, the two-step process featured in this blog will help you analyze potential connections between student assessment results and the online resources you are using. Jackie Lain, President of Learning List, has recently been featured on the “Getting Smart Blog” as a Guest Author. http://gettingsmart.com/2016/08/how-to-determine-the-need-to-renew-online-material-subscription/

Learning List has reviewed Exemplars’ Problem Solving for the 21st Century: Built for the Common Core , which is a supplemental, online resource that supports instruction in the Common Core State Standards in Mathematics (CCSSM) for grades K-5. Resources are available online and include printable components.  Content is made up of a set of “learning tasks” and a summative, performance-based assessment for each standard addressed by instruction. For each CCSSM that may be evaluated through problem solving, Exemplars presents four or more learning tasks that present a problem for students to solve. Tasks provide opportunities for direct instruction in problem-solving strategies, vocabulary development, creating models, and representing mathematical reasoning. Learning tasks are appropriate for whole group and small group instruction, students working in pairs, and/or individual student work. Formative and summative evaluation of students’ work is supported by rubrics and anchor papers. Rubrics establish a set of five criteria and four performance levels.  Criteria include Problem Solving, Reasoning and Proof, Communication, Connections, and Representations.  Performance levels are linked to Webb’s DOK levels and include Novice, Apprentice, Practitioner (meets standard; strategic thinking), and Expert (extended thinking). Anchor papers provide samples of student work at each performance level, discuss the different problem solving strategies a student may use for a given problem, and identify possible misconceptions. About Exemplars* Founded in 1993, Exemplars began by assisting educators using K-8 mathematics problems and assessments that met NCTM Standards. They added 9-12 mathematics two years later. Due its popularity, They started publishing K-8 science in 1997. Exemplars tasks are designed to meet state, national and Common Core standards. Their materials are used by educators in 50 states and 30 countries. * The content in this section is provided by or adapted from  Exemplars . Subscribe to Learning List  for access to the spec sheet, full editorial review and detailed alignment report for this material.

Flocabulary is a supplemental K-12 product that provides video-based learning activities to support academic vocabulary development in the content areas of Language Arts, Science, Social Studies, Math, Current Events, Vocabulary, and Life Skills. Content is available online and includes printable resources. Learning List recently reviewed resources for Language Arts, Science, Social Studies, and Math. Across subject areas, Flocabulary provides video-based learning activities to support students’ understanding and retention of academic vocabulary in a content area. Videos present vocabulary and information using a memorable hip-hop song followed by activities designed to reinforce and extend students’ understanding of terms. Videos contain links to the relevant Common Core State Standards (CCSS) and state standards, including the Texas Essential Knowledge and Skills (TEKS). Each video is accompanied by a set of instructional resources that include a “Quick Review” check for understanding, fill-in-the-blank copies of lyrics, printable worksheets, graphic organizers, and a quiz. Quizzes may be taken online or printed for paper and pencil administration. Online quizzes are graded automatically. Videos also have a set of “lyric notes” that include hyperlinks to textboxes that provide definitions and more information about the topic (e.g., “Sub-Saharan Africa is a region of Africa located south of the Saharan Desert.”). About Flocabulary* Flocabulary is a web-based learning program for all grades and subjects that uses educational hip-hop music to engage students and increase achievement. Teachers in more than 50,000 schools have used Flocabulary’s standards-based videos, instructional activities and formative assessments to develop core literacy skills and supplement instruction across the curriculum. * The content in this section is provided by or adapted from Flocabulary . Subscribe to Learning List  for access to the spec sheet, full editorial review and detailed alignment report for this material.

Illustrative Mathematics (IM) is a supplemental, open educational resource (OER) that supports the implementation of the Common Core State Standards in Mathematics (CCSSM) in grades K-12. The program is available online and includes sample problems, curriculum modules, and professional development resources. Materials are available at no cost at www.illustrativemathematics.org . Learning List recently reviewed IM content for middle school (i.e., grades 6-8). IM content is organized by CCSSM domain (e.g., Geometry), cluster (e.g., “Solve real-world and mathematical problems involving area, surface area, and volume.”), and standard (e.g., “Find the area of right triangles, other triangles, special quadrilaterals, and polygons by…”). For each standard, the program provides a set of printable “learning tasks,” or multi-step problems. Each learning task is accompanied by a “Commentary,” a detailed narrative description of the solution, and a comments section. The Commentary explains the problem, its purpose, and different strategies students may use to solve it.  The solutions narrative provides step-by-step guidance in reaching the problem’s solution. The comments section allows users to add their feedback and suggestions. “Course Blueprints” for grades 6-8 were “Under construction!” at the time of our review (July 2016); Course Blueprints available at the high school level are curriculum modules organized in units with diagnostic pre-tests and summative assessments. Additional instructional materials and professional development modules are available for purchase on the IM website. About Illustrative Mathematics* IM is a discerning community of educators dedicated to the coherent learning of mathematics. Founded in 2011 at the University of Arizona, IM has operated since 2013 as an independent 501(c)3 non-profit corporation. IM shares carefully vetted resources for teachers and teacher leaders to give our children an understanding of mathematics and skill in using it. IM provides expert guidance to states, districts, curriculum writers, and assessment writers working to improve mathematics education. * The content in this section is provided by or adapted from  Illustrative Mathematics Subscribe to Learning List  for access to the spec sheet, full editorial review and detailed alignment report for this material.

Did you know… 13 states + Washington DC supplement federal aid to cover the cost of AP exams for economically disadvantaged students AP participation rates have grown dramatically over the last decade: Class of 2015: 37.3% of students took > 1 AP test Class of 2005: 21.2% of students took > 1 AP test Students scoring a 3 or higher on an AP exam increased, too: Class of 2015: 22.4% of students scored > 3 on at least 1 AP exam Class of 2005: 13% of students scored > 3 on at least 1 AP exam The College Board is engaged in several related initiatives to help AP teachers prepare a larger and more diverse student population to achieve success in AP courses.  First, AP course frameworks in several disciplines have been redesigned to focus on striking a balance between depth of understanding and breadth of content coverage.  A subsequent blog post will elaborate on the methodology and principles underlying the redesign process. A critical next step in supporting AP teachers is ensuring that the instructional materials for AP courses address the knowledge and skills articulated in the new course frameworks. To that end, the College Board has partnered with Learning List to ensure that the materials included on the College Board’s Example Textbook Lists for the redesigned courses are well aligned to the new course frameworks and to provide teachers with ongoing support in using those materials effectively. As explained in this press release , the new partnership was announced today during the annual APAC conference in Anaheim California.  As a result of the partnership: The College Board is requiring publishers of AP materials for revised courses to submit their materials to Learning List for review in order to be eligible for inclusion on the College Board’s Example Textbook Lists for those courses; For each AP instructional material, Learning List provides three professional reviews: Spec Sheet : two-page overview of product’s key academic attributes and technology requirements Alignment Reports: detailed verification of the material’s alignment to the content standards and to the skills/practices contained in the relevant AP course framework; and Editorial Review : a deep dive into the product’s instructional content and design to help teachers identify which products contain the supports they and their students need. The College Board uses Learning List’s reviews to determine which materials to include on the Example Textbook List for each revised course. Learning List’s in-depth alignment reports serve as an instructional road map (or GPS) through each AP instructional material.  The alignment reports: Help teachers see and understand the inter-relationships of the key components of the revised course frameworks; and Identify the specific citations (i.e., page numbers, lessons, videos, etc.) in each material that are aligned to each Learning Objective, Essential Knowledge Statement and Skill/Practice for the course so that teachers know exactly which parts of the materials to assign to ensure that students learn all the knowledge and skills the course framework requires. Furthermore, tools on LearningList.com help teachers identify additional resources if their primary materials are not aligned to 100% of EKs, LOs and Skills/Practices or if students need additional practice. As explained by John Williamson, College Board’s vice president of Advanced Placement instruction, “The independent reviews authored by experienced AP teachers provide the information AP teachers need to select materials but also use those materials most effectively in making sure their students are exposed to all of the knowledge and skills articulated in the frameworks.” Educators may access Learning List’s reviews of AP materials and comparison tools through an annual district-wide, campus-wide or campus AP-only subscription. Contact Info@LearningList.com to schedule a brief webinar to see the reviews of AP materials and tools that help you choose and use AP materials most effectively.

Math Teachers Press’s Moving with Math: Connections is a comprehensive resource to support mathematics instruction for students in grades PK-2. Resources are available in print with additional manipulative components. Instruction is manipulative-based and ensures students are able to understand and apply fundamental math concepts. Learning List recently reviewed materials for grades PK and K. Based on the work of Jean Piaget, Moving with Math organizes instruction in three progressive stages: Concrete, Pictorial, and Abstract/Symbolic. In the Concrete stage, students work with manipulatives (e.g., base ten blocks) and other objects to model concepts (e.g., three blocks). In the Pictorial stage, students draw representational pictures (e.g., three circles), which creates a foundation for the transition to the Abstract, or Symbolic, stage where they learn to associate concepts with symbolic, or algebraic, representations (e.g., 3). Instruction addresses visual, auditory, and kinesthetic learning styles and emphasizes in the precise use of mathematics vocabulary. Students discover new concepts through hands-on activities that incorporate manipulatives (e.g., base ten blocks), models, and role play. Each lesson includes “Story Time,” a list of recommended children’s literature that supports the concepts taught (e.g., “The Three Little Pigs”). “Skill Builder” activities extend learning and may be used to support instruction at home. About Math Teachers Press* Since 1980, Math Teachers Press has continually refined its learning objectives to address the instructional needs of school districts nationwide. Moving to the Common Core State Standards and CCSS-aligned assessment represented a continuation of this process of refinement. Despite all of the changes across the landscape of math education, the mission of Math Teachers Press has remained unchanged: to help all students succeed in math––especially those who struggle most––while making the job of the teacher easier with handy organizational tools, user-friendly lesson plans, and web-based assessment and reporting to monitor student progress and provide accountability. * The content in this section is provided by or adapted from  Math Teachers Press . Subscribe to Learning List  for access to the spec sheet, full editorial review and detailed alignment report for this material.

Really Great Reading’s Blast Foundations G1A (Grade 1 Aligned) is a supplemental resource to support early reading development in grades K and 1 and intervention in grades 2 and 3.  Resources are available in print format with additional online components. Instruction develops the foundational skills students need in order to become proficient readers, including letter-sound relationships, phonemic and phonological awareness, high frequency word recognition, and phonics and spelling skills. Blast Foundations supplements core reading instruction by providing structured lessons that support emerging readers in grades K and 1, early intervention in grade 1, and ongoing intervention in grades 2 and 3. Instruction develops students’ decoding skills, reading fluency, and ability to understand what they read. Instruction is presented in 25 weekly units made up of five daily lessons designed to last 15-20 minutes. Lessons are structured by the Gradual Release of Responsibility (GRR) instructional model and incorporate recognizable routines, such as “Look, Think, Say.” Hands-on activities and the use of manipulatives, such as magnetic letter tiles and SyllaBoards (i.e., single-sided dry erase boards), are integrated throughout instruction. About Really Great Reading* Really Great Reading believes that every student has the right to appropriate, high-quality, foundational-skills reading instruction. Unfortunately, millions of students struggle to read because they have deficits in their basic reading skills. These gaps often lead to poor decoding skills. The research is clear; automaticity in decoding is a critical skill for fluent reading and proficient comprehension. Really Great Reading is focused on preventing and remediating decoding weaknesses in students in all grades (and even adults). We provide educators the tools and knowledge to teach all students (not just those who learn easily) to read. We make assessment and grouping practical, efficient and accurate. Our approach to reading instruction is research-based, interactive, explicit, structured, and multisensory. In our lessons, students not only learn to read, but enjoy the intelligent learning process. *The content in this section is provided by or adapted from Really Great Reading . Subscribe to Learning List  for access to the spec sheet, full editorial review and detailed alignment report for this material.