Learning List has been nominated to compete for the “People’s Choice” position in the international 1776 Challenge Cup competition. Only four education startups internationally have been afforded this opportunity. The competition will take place in Washington DC early next month; we need your vote to get there. Please take a minute (literally) to vote for Learning List : Click HERE to vote . The publicity Learning List would receive as the People’s Choice contender would amplify our subscribers’ voice with publishers and garner publicity for the publishers whose products we’ve reviewed. Please forward this link to others in your district/company to vote as well. Every vote counts!

Bedford, Freeman, & Worth’s Mathematical Models with Applications  is a comprehensive high school mathematics course available in print format . Content emphasizes concepts presented in Algebra I and Geometry in order to prepare students for Algebra II; all prerequisite topics for Algebra II are addressed. Instruction emphasizes the development algebraic, graphic, numeric, and geometric reasoning, as well as the use of functions to model real-world applications. Learning List recently published a review of this course. The first part of the course focuses on algebra and the use of linear equations and functions. Concepts in geometry are presented at naturally occurring points throughout algebra instruction. The course’s latter chapters separately address personal finance, data analysis, and probability. Throughout instruction students learn to identify the relevant elements of a real-world problem, represent them symbolically in a mathematical model, and explain their reasoning in written and spoken formats. Each chapter includes four types of lessons: (1) Activities, (2) Investigations, (3) Regular Lessons, and (4) Review and Practice. Activities are hands-on experiments that introduce topics and allow students to work collaboratively to collect and analyze data and answer related questions. Investigations are guided discovery activities in which students work with peers to analyze and solve real-world problems (e.g., create a function to help a business price its T-shirts). Regular Lessons provide direct instruction in key concepts. Each chapter includes one Review and Practice (RAP) lesson that reviews previously learned skills.

What determines when an instructional material is characterized as a comprehensive or a supplemental material? Generally, a comprehensive or core material addresses all, or nearly all, of the standards for a particular grade and subject area, and a supplemental product focuses on a particular set of standards. However, sometimes we find that materials designed for supplemental instruction (e.g., test preparation resources) address nearly all of the standards for a given course. This prompted us to examine our thinking about what the labels “comprehensive” and “supplemental” mean in terms of instructional materials. States' Definitions of Comprehensive and Supplemental Materials To clarify our understanding, we examined how some states and districts define these terms. For example, California defines comprehensive, or “ basic ”, instructional materials to be “instructional materials that are designed for use by pupils as a principal learning resource and that meet in organization and content the basic requirements of the intended course (Educ. Code § 60010(a)). In California, supplementary materials are materials designed to serve one or more of the specific purposes listed in the statute, including providing more complete coverage of a subject in a course, addressing diverse learning needs, and supporting the use of technology in the classroom (Educ. Code § 60010(I)).  Similarly, the New Mexico Administrative Code (NMAC) defines core instructional material as “the comprehensive print or digital educational material, including basal material, which constitutes the necessary instructional components of a full academic course of study in those subjects for which the department has adopted content standards and benchmarks” (NMAC, Title 6, Part 2, 6.75.2.7(C)). A supplementary instructional material is a supporting material used to reinforce, enrich, or enhance instruction driven by core instructional material (Title 6, Part 2, 6.75.2.7(W)).  Comprehensive Materials Both definitions of comprehensive materials clarify that a comprehensive material is one that supports instruction for a course’s full curriculum and is provided for all students. Such materials would include broad, deep discussions of content; remediation and enrichment activities; formative and summative assessments; as well as teacher resources. Although neither definition specifies that a comprehensive resource must address 100% of the standards for a course, it seems reasonable that a “principal learning resource” or a “primary source of instruction” would need to be highly aligned to standards. Comprehensive materials typically address all or nearly all of the standards for a particular grade or subject area. Supplemental Materials Both definitions of supplemental materials indicate that supplemental resources are not designed to be the sole or the primary instructional resource for a course. Instead, supplementary materials complement, enrich, or extend the content of comprehensive resources. As such, supplemental materials typically do not address all standards and, based on our reviews, vary significantly in the percentage of standards to which they are aligned. Some supplemental products focus on a narrow set of standards, while others, such as test preparation resources, provide a brief review of all standards. The rigor of supplemental materials also varies, depending on the material’s purpose. For example, a supplemental material designed for skills practice may provide less challenging content than one designed to support project-based learning or interdisciplinary connections. Finally, supplemental materials generally have fewer components, such as assessments, monitoring tools, and teacher resources, than core materials and vary significantly in the components they offer.   Therefore, teachers should use their comprehensive material as their primary resource for instruction. Supplemental resources should be used in a complementary fashion, such as to fill in gaps when the core resource is not aligned to specific standards, to engage students, to help differentiate instruction, to provide skills practice, or to extend learning. Even if a supplemental material is aligned to all of the standards being taught, teachers should not use it as the primary resource for the course because it will likely not provide the depth or breadth of instruction (explanations, examples, practice) that a core material would provide.  For more information about selecting and using instructional materials most effectively to support student learning, see our L earning List's Insights white papers.

Jarrett Publishing’s Mastering the TEKS in World Geography is a supplemental test preparation resource for the STAAR end-of-course exam in world geography available in print format. Content provides complete coverage of the high school world geography TEKS . Instruction addresses physical, human, and political geography, as well as globalization. Learning List has recently published an alignment report and editorial review of this resource. The first unit of Mastering the TEKS in World Geography addresses test taking, geography, and problem solving skills. Test taking instruction provides guidance in answering different types of questions (e.g., multiple choice, data analysis) and introduces the three-step “E-R-A” strategy: (1) E xamine the Question, (2) R ecall What You Know, and (3) A pply What You Know. Instruction in geography skills teaches students how to use and interpret different types of maps (e.g., thematic, historical, political). Instruction in problem solving outlines a set of steps to help students make informed decisions. Subsequent units cover physical, human, and political geography; geographic change(s) over time; and issues in globalization. Each chapter begins by identifying the TEKS and geographical terms addressed in instruction. Chapter openers list the “Important Ideas” students will learn and pose several essential questions to guide students’ thinking. Chapters include application exercises in which students apply their learning to new situations and “Acting as an Amateur Geographer” activities in which students complete short research projects. Chapters end with Study Cards, “Checking Your Understanding” questions, and Concept Maps that help students prepare for the STAAR test. Study Cards summarize the key concepts and vocabulary covered in the chapter. Students are encouraged to illustrate the back of each card with a picture that visually represents the concept or term. Study Cards support student review individually and in groups. “Checking Your Understanding” presents a set of practice questions formatted to reflect the STAAR end-of-course exam.

Last week, Education Week hosted a webinar addressing the mathematics standards that were most challenging for students to master. The webinar identified broad groups of standards in measurement, modeling with mathematics, fractions, and statistics and explained how these concepts build on one another. The presentation illustrated a trajectory in which elementary students who did not master early concepts continued to struggle with more advanced concepts in later grades. For example, students who did not master concepts such as length in elementary school also struggled with line graphs and coordinate grids in middle school. This analysis prompted Learning List to think about the Common Core mathematics products we’ve reviewed. In particular, we wondered which mathematics standards were least aligned in the products we’ve reviewed. We analyzed our data to identify the CCSSM standards that were not addressed in at least half (50%) of the products for which we’ve verified CCSS alignment. Our analysis did not identify any standards at grades K-5 for which 50% or more of products were not aligned. Individual products were not aligned to some standards, but no one standard in any grade level was consistently not aligned in 50% or more of the products. At the middle school level, our analysis identified two standards that 50% or more of products did not address: At grade 6, we have reviewed 12 products; 58.3% of these products did not address CSCCM 6.SP.5 : Summarize numerical data sets in relation to their context. At grade 8, we have reviewed 12 products ; 50% of these products did not address CCSSM 8.G.5 : Use formal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. At the high school level, we identified four standards for Algebra I and three standards for Algebra II that were not addressed by 50% of products: For Algebra I, of the eight products we have reviewed: 50% did not address CCSSM A-REI.4: Solve quadratic equations in one variable. 50% did not address CCSSM F-IF.7 : Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. 50% did not address CCSSM F-IF.8: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. 50% did not address CCSSM F-LE.1: Distinguish between functions that can be modeled with linear functions and with exponential functions. For Algebra II, of the four products we have reviewed: 50% were not aligned to CCSSM A-SSE.1 : Interpret expressions that represent quantity in terms of its context. 50% were not aligned to CCSSM A-REI.11 : Explain why the x-coordinates of the points where the graphs of y=f(x) and y=g(x) intersect are the solutions of the equation f(x)=g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/ or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. 50% were not aligned to CCSSM F-IF.7 : Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. The results of our analysis indicate that publishers have greater difficulty meeting the CCSSM in high school algebra courses.  If a specific instructional material does not align to 100% of the CCSM standards,  Learning List has a key feature, Fill-in-the Gap™,  that identifies other products that align to the remaining standards. If needed, this enables educators to use at least two instructional materials that, in the aggregate, would align to 100% of the CCSM standards. In a subsequent post, we will examine our TEKS data to identify the least aligned mathematics standards in the products we’ve reviewed. We welcome your comments or questions about this topic; please send comment/question to info@learninglist.com.

Voces ® provides three supplemental, online courses to support English language arts instruction at grades 9 and 10. The courses are ELA Literature Digital Courseware , ELA Full-Spectrum Nonfiction Courseware , and Grammar & Writing . Resources for each course are compatible with interactive whiteboards and LCD projectors and include eBooks and printable materials. Learning List has recently completed reviews of these courses. ELA Literature Digital Courseware includes full-text selections in short-stories, drama, poetry, novels and novellas, epics, and non-fiction. Lessons begin with a pre-reading activity that provides background on the author and genre, new vocabulary, and a set of open-ended questions to focus students’ thinking. Content includes cross-curricular readings in social studies, math, and science and vivid visual elements, such as artwork, illustrations, photographs, and historical documents. The course provides interactive writing prompts that develop students’ skills in using literary devices (e.g., setting, dialogue). Interactive prompts present a panoramic 360 0 -photograph and ask students to write a response to the image using the specified literary device. ELA Full-Spectrum Nonfiction Courseware includes units addressing a range of informational texts, such as essays, biographies and autobiographies, speeches, film reviews, research articles, and letters. The course provides cross-curricular readings in social studies and has units addressing media literacy (e.g., documentary films and advertising). Each unit contains an introduction to the genre, several full-text readings and/or excerpts representative of the genre, related activities, and a feature summarizing students’ work and notes for the unit. Readings are accompanied by visual elements, such as artwork, illustrations, and photographs. Units addressing media include television ads and short documentaries. Grammar & Writing presents instruction in writing, grammar, and punctuation in an engaging format that includes vivid imagery (e.g., zombies), photographs, and videos designed to appeal to high-school students. Writing Instruction addresses the writing process (e.g., prewriting, drafting, revising) and writing for different purposes (e. g., personal, narrative, persuasive, research paper). Grammar units address the parts of speech, parts of the sentence, phrases, sentence structure, verb tenses and voice, subject-verb agreement, and correct usage of pronouns and modifiers. Punctuation instruction covers the range of punctuation marks used in Standard English. About Voces : Each Voces® title is a complete array of digital resources organized to parallel the organization of the traditional textbooks that schools already use. They are called digital courseware because students and teachers access them by any type of electronic device, such as computers, tablets, laptops, and smartphones - accessible anywhere there is Internet. Voces takes full advantage of the digital potential with video, audio, interactive reinforcement games, and an abundance of illustrations to enhance a complete text.  Voces  Digital Courseware is created as a tool for use by classroom teachers.

(1) Learning List is a service : Learning List is not just a review site. Subscriber requests drive our review process. Subscribers can access the over 800 reviews we’ve already completed; and, if we haven’t reviewed a product of interest to them, they can request a review: ·    Campus/district selection committees can request reviews of materials; ·    Principals can request reviews of materials their teachers want the campus to buy; and ·    Teachers can request reviews of materials they hear about from colleagues in other districts. Then, teachers/curriculum teams can use our alignment reports on an ongoing basis to help them assign only the portions of their districts’ materials that are truly aligned to the depth and rigor of each standard.  Thus, Learning List functions as an extension the school/district’s curriculum department. “In order to be good stewards of taxpayer money, we’ve partnered with Learning List to make better educated purchasing decisions.” Misty Swanger, Director of Curriculum & Instruction, Jonathan Alder School District “Learning List helps districts use their instructional materials instructionally.” Pat Hardy, Texas State Board of Education member. (2) Learning List reviews comprehensive (year-long) and supplemental materials (specialized): We review instructional materials of all types in all formats, English and Spanish versions. In order to expand subscribers’ choices and help them make cost- and instructionally-effective purchases, we purposefully review products offered at different prices from major and specialty publishers, as well as open-educational resources. The table below lists the Learning List-verified alignment percentages and prices of five of the products reviewed in 6th grade math: While alignment is critical to student success, Learning List also provides an editorial review addressing equally important attributes of each material’s instructional content and design, including focus, coherence, rigor, ease of use and adaptions for special populations.  “Most teachers don’t have the time, expertise or experience Learning List’s reviewers have to review instructional materials. This is a very valuable service for districts.”  John Lopez, Former Managing Director for Instructional Materials and Ed Tech, Texas Education Agency “Our teachers often ask us to buy products, and we don’t know if they’re any good. Learning List’s independent reviews will help us figure out what to buy.” Shelley Reavis, Director of Curriculum, Burnett CISD (3) Learning List is standards agnostic: Learning List has no allegiance to any particular set of standards. Developed in response to requests from educators who were tired of purchasing materials that failed to live up to publishers’ alignment (and other) claims, Learning List reviews materials aligned to a variety of standards, including state-specific,  Common Core  and Advanced Placement. Reviews for Next Generation Science Standards (NGSS)-aligned materials will be released in summer 2015. “Learning List is an invaluable tool for educators, especially those in small and mid-sized districts.  Their objective reviews, absent of political influences, benefit students, parents and school districts.  I cannot recommend them highly enough.” Thomas Ratliff, Texas State Board of Education member (4) Learning List empowers choice. Teachers and students have different needs and capabilities; therefore, each district/campus looks for different attributes in instructional materials. For that reason, Learning List does not rank or recommend materials.  Rather, we provide thee distinct types of reviews to help educators determine which materials will best meet their students’ (and teachers’) needs: a detailed alignment report verifying the material’s alignment to each standard for the applicable grade/subject. Learning List then calculates the percentage of the standards to which the material is aligned; an editorial review describing the material’s instructional content and design using a research-based protocol with over 100 criteria; and,  educator ratings and reviews based on specified criteria consistent with effective teaching practices. Thus, the only “ratings” provided are those of educators who have used the products with students. All products are completely reviewed and reviewed against the same criteria for each of the 3 types of reviews to make it easy for subscribers to compare materials on an equal playing field. Learning List’s reviews are accompanied by a completed publisher questionnaire, in which the publisher presents their product directly to our subscribers; Learning List does not edit the publisher’s responses.  “By using Learning List, our district identified a supplemental math resource that helped raise scores across all elementary grade levels in one year. We couldn’t have done this without your reviews.” Rick Howard, Superintendent, Comanche ISD (5) Learning List is subscription-based. We offer our service for a low, annual subscription rate. Campus- or district-wide annual subscriptions are based on student enrollment with rates starting at $1/student and decreasing as enrollment increases. After all, if a campus/district is going to spend $75+/per student on new instructional materials this year, doesn’t it make sense to spend $1 or less per student to choose and then use their instructional materials more effectively? A nimble company with a sustainable business model, Learning List responds quickly to educators’ evolving needs in a rapidly changing marketplace. “I can’t imagine why any district that heard your presentation would not want to subscribe to your service. Your reviews are awesome.” Doug Rawlins, Principal, Panhandle ISD “Your detailed alignment reports alone would have saved our urban district tens of thousands of dollars in overtime and staff stipends.” Dr. Yolanda Rey, Executive Director, Texas ASCD  More information about Learning List's Features and Methodology is available here .

According to a recent article published on  PBS Newshour , 90 percent of districts in Common Core states said that developing or identifying Common Core curricular materials has posed a challenge. Yet even when instructional materials can be identified, how do districts know what the alignment percentages may be across grade levels? Alignment percentages can vary greatly from grade level to grade level - independent of the standard  < CCSS =">CCSS" (Common="(Common" Core="Core" State="State" Standards),  TEKS=">TEKS" (Texas="(Texas" Essential="Essential" Knowledge="Knowledge" and="and" Skills),="Skills),"  etc.=" etc."> and instructional materials subjects being reviewed . Here are a few examples: Bottom line : Do not assume that the alignment percentage at one grade level is representative of the product’s alignment at all grade levels, or even at all grade levels within a single grade span. Learning List helps identify alignment percentage differences across grade levels and can assist you in selecting supplemental materials that can Fill-in-the-Gap™. Solution:  If your district is going to purchase multi-grade level material, look at the alignment of the material at each grade level . If the material is not consistently aligned, check why. Does the product not attempt to align to a particular domain/strand (i.e., it only addresses information text)? Did the product not align well to a particular domain/strand? If the answer is “yes” to either of these questions, it will be easy to supplement with another material that specializes in the non-aligned domain/strand. However, there simply may not be a logical pattern of non-alignment from grade-level to grade-level. To effectively prepare your students to master the standards, your teachers must know which standards the material is or is not aligned to in each grade level so that they can adjust their instructional strategies accordingly.

Learning List has reviewed Sirius Education Solutions’ Grade 8 Science: STAAR Review and Preparation WorkText. This supplemental, consumable print resource prepares eighth grade students for the STAAR science exam. Instruction reviews the tested science TEKS , including content from grades 6 and 7, and develops students’ test taking skills. The WorkText includes four units that address (1) matter and energy; (2) force, motion, and energy; (3) earth and space; and (4) organisms and environments. Each unit begins with a short diagnostic test, a review of previously learned vocabulary, a preview of new terms, and “Get Ready” question that frames content. Chapters begin by providing the full text of the relevant TEKS followed by student-friendly explanations of each standard. The instructional narrative is written simply and will be readable for most middle school students. New vocabulary is highlighted and defined in context and in a glossary. Content includes visual elements, such as illustrations, diagrams, and photographs, to support understanding. Items from the diagnostic test are revisited when the applicable content is addressed in the chapter. The discussion of test items identifies the correct answer and explains why other responses are incorrect. Each chapter ends with a set of STAAR practice questions. Units end with sets of review activities, a graphic organizer, and a post-test. Review materials include a checklist of the key concepts and vocabulary needed to master each of the TEKS. Each unit includes a diagnostic test and a post-test formatted to reflect the STAAR exam. The WorkText also includes a comprehensive “Mixed Readiness” review formatted to reflect the STAAR test.

First, why is alignment so important ? Teachers rely on their instructional materials for 80 percent of their curriculum. They expect that the materials the district purchases will be aligned to 100% of the standards. If the material is not aligned to the depth and rigor of each standard, and the teacher is not aware of the material’s deficits, he/she will not supplement with additional products or adjust his/her instructional strategies to ensure that the students fully learn all of the standards. If students are not taught the knowledge and skills required by the state’s standards, they will not do well academically. Here's a snapshot of a few instructional materials that show the contrast between the "Publisher Submitted Alignment Percentage" vs. the  "Learning List Alignment Percentage" for the TEKS standards (Texas Education Knowledge and Skills) for ELA/R (English Language Arts and Reading) and Math across various grade levels: Similarly, here's a snapshot of a few instructional materials that show the contrast between the "Publisher Submitted Alignment Percentage" vs. the  "Learning List Alignment Percentage" for the Common Core State Standards (CCSS) for ELA/R and Math across various grade levels: Bottom line : the alignment of your district’s instructional materials will inevitably impact your students’ scores, which in turn, will impact your teachers’ evaluations and campus and district accountability ratings. Solution : Have two or three teachers carefully check the citations in the publisher’s correlation to make sure that the citations listed are aligned to the content, context and cognitive demand of each standard. Why more than one teacher ? Determining alignment is an inherently subjective endeavor; having a few teachers work together to check the material’s alignment is necessary to reduce the subjectivity of alignment determinations. At Learning List , three and sometimes four subject matter experts (experienced teachers certified in the grade and subject of the products they review) check the alignment of each instructional material. On average, we spend about 14 hours reviewing the alignment of each instructional material featured on Learning List. Support your teachers and students’ success by ensuring that the materials you purchase (either individually or in the aggregate) are truly aligned to 100% of the standards in each grade and subject.

TASBO 2015 is here. Learn what every District should know about purchasing instructional materials: how to stretch your budget $ by optimizing your ROI and how to avoid the most common mistakes in the selection process so that educators can choose and use instructional materials more effectively. Join  Learning List at the  TASBO Conference in Houston (Feb. 17-19) at the: Session on Thurs., Feb. 19th at 12:00 – 12:30PM, Room 352C of the George Brown Convention Center and Exhibit Hall booth # 1616.

In today’s EdWeek , Catherine Gewertz discusses how some states have relaxed their control over instructional materials and are providing districts with more freedom in choosing their classroom resources. Increasingly, states are stepping away from textbook adoption processes in which state-appointed panels review instructional materials and provide lists of state “approved” resources from which districts were required to purchase. The increased freedom in selecting instructional materials has been a reason to celebrate in many districts. But administrators are quick to acknowledge that the new freedom comes with some challenges, particularly as so many new instructional materials designed to address the Common Core State Standards flood the market. With less state guidance on what to choose and more instructional materials to choose from, districts bear a greater burden to ensure the materials they select are aligned to standards and appropriate for students. This is a time-consuming task and requires resources that many districts do not have. Learning List’s mission is to help districts choose and then use high-quality, standards-aligned materials. For each product, Learning List features three types of independent reviews: (1) Learning List's alignment reports verify the citations listed in the publisher's correlation from the educator's perspective. The reports show whether and where the material addresses the content, context, and cognitive demand of each standard; (2) Our research-based editorial reviews assess the material's instructional content and design to help educators understand whether the product will meet their students and teachers' needs; and, (3) Educators can rate and review the products to explain how the materials affected teaching and learning in their classrooms. In the aggregate, Learning List’s reviews provide districts with the information they need to ensure that a product is aligned to standards and contains the features and functionality that their students’ need. The detailed alignment reports also help educators integrate the instructional materials into their curriculum more effectively.  Our service saves districts time and money and provides the documentation required to certify that instructional materials meet state standards.