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QuaverHealth  is a fully digital K–5 health education program designed to strengthen students’ social, emotional, intellectual, and physical well-being. Learning List recently reviewed the program’s health content. While access to our full review is reserved for subscribers, we are sharing several key observations about this material.  Encourages Conversations with Trusted Adults One of the program’s strengths is that it consistently encourages students to talk to a parent or trusted adult about health matters. Lessons include activities and content that support students in identifying trusted adults and understanding when to seek help. Songs, prompts, and lesson activities consistently reinforce this message. Strategies for Healthy Relationships & Bullying Prevention The program also provides strategies to help students develop healthy relationships and prevent bullying. Content is designed to help students form positive health habits and advocate for their own well-being. Engaging Interactive Activities Interactive content is a defining feature of this digital program. Lessons include: Warm-ups Animated videos Songs and games Real-world application Click-through interactive slides Scenario-matching activities Checks for understanding These elements help keep students engaged while supporting comprehension and skill development. English and Spanish Resources The program is available in English, but instructional videos and some songs are available in Spanish, as well. The highly visual nature of the program will support English Learners in understanding the content.  Sensitive Topics in a Separate Section Topics requiring additional care, such as Abuse and Neglect, Puberty, and My Reproductive System, are provided under a clearly labeled Special Topics tab. Housing these lessons separately allows teachers and districts to manage access thoughtfully and introduce sensitive content according to local policies and community expectations. These highlights represent only a portion of Learning List’s full, independent review of this K–5 digital health program. Subscribers gain access to: Comprehensive alignment reports  Detailed evaluations of instructional design and rigor Assessment analysis Technology and usability findings Side-by-side comparison tools for alternative programs If you want the complete review, including alignment evidence and an in-depth evaluation of instructional quality, contact   Info@LearningList.com  to subscribe or request a demo.

Heinemann’s Math Expressions  is a comprehensive K–6 math curriculum designed to engage students and build deep conceptual understanding through collaboration, problem-solving, and real-world connections. The materials are available in English and Spanish, in print and digital formats. Learning List has reviewed the material’s alignment to the Common Core Standards for Mathematics, as well as the material’s instructional quality and technology compatibility. While full access to our detailed reviews is reserved for subscribers, here are a few high-level observations about this program.  Robust Math Discourse Is Built into Math Expressions’ Daily Instruction One of the program’s hallmark features is its intentional focus on mathematical discourse. Students regularly engage in structured routines such as Math Talk, Building Concepts, and Helping Community, which require them to explain their thinking, listen to peers, ask questions, and collaboratively refine ideas. These routines not only support reasoning and communication but also mirror the intentions of the Standards for Mathematical Practice, which are threaded throughout the lessons. Comprehensive Teacher Support Teachers will find extensive content and pedagogical guidance throughout the Teacher Guide and Unit Overviews. While this level of detail supports strong instructional planning, it also means the teacher materials are lengthy. Educators may need additional time to internalize the lesson structure and routines, an important consideration for implementation planning. Matific is Included Students and teachers also have access to Matific, an adaptive digital tool designed to reinforce conceptual understanding and personalized learning. Activities emphasize critical thinking, modeling, and skills practice. (Learning List has separately reviewed Matific’s alignment to the Common Core and multiple states’ standards.) These highlights reflect only part of Learning List’s complete review of Math Expressions. Learning List subscribers have access to: A grade-level specific alignment report that include alignment determinations and documented textual evidence for each  standard A grade-band specific editorial review analyzing the program’s instructional quality, including structure, ease of use, focus, coherence and rigor, assessments, and differentiation supports A program-specific Spec Sheet that summarizes Learning List’s independent testing of the material’s digital requirements and performance.  Interested in the full, independent reviews of Math Expressions ? Contact Info@LearningList.com  to subscribe or request a demo.

Campus administrators and instructional coaches consistently consider how to make Professional Learning Communities (PLCs) meaningful. The most effective PLCs focus on student learning and use instructional resources as a foundation for analysis and planning. The five keys below provide a framework for structuring PLCs that are impactful, data-driven, and grounded in professional learning. Each key is supported by research and includes an embedded quote to help you integrate evidence-based language into your leadership practice. Establish a clear, shared focus on student learning through instructional resources. Strong PLCs begin with a shared mission around what students need to learn and how instructional resources will support that learning. According to Hanover Research , “establishing a strong common mission is the first important component for creating a framework and instructional culture conducive to effective PLC work.” In practice, this means teams explicitly unpack standards, review curriculum materials, and align pacing, tasks, and assessments with those standards. Leaders play a critical role in ensuring that instructional materials (textbooks, digital platforms, unit guides) are standards aligned, accessible, and central to collaborative planning.  Learning List’s Alignment Reports can help educators identify precisely where their instructional material aligns to each of the standards they are planning to teach. Promote structured collaboration around the instructional cycle.  Teachers need more than time together. They need a recursive process that leads them from standards analysis to planning, data analysis and reflection. Instruction Partners  suggests structuring PLC meetings around these four professional learning strategies:  Unit internalization  – "Teachers study a unit to deeply understand what students are expected to learn, how students will be assessed, and the unit’s arc of learning unit frameworks. Lesson preparation  – "Teachers study the lesson to understand what students are expected to learn, then use that understanding to make decisions about how to deliver the lesson content.” Student work analysis – "Teachers analyze student work to norm on expectations for student mastery, identify trends in mastery within their classes, and determine how to address students’ needs.”  Observation & feedback – "Instructional leaders observe teachers to identify trends in execution, then follow up to support improvement.” Leaders should scaffold each step, model facilitation, and ensure agenda fidelity so that resources are not simply glanced at, but become the engine for planning. Use instructional materials as a lens for data-informed decision making. Instructional resources should anchor data discussions in PLCs. Rather than reviewing data in isolation, effective teams examine student work tied to specific lessons and units.  According to Cognia, the PLC model “ensures teams clarify the essential learnings for each course, grade level, and unit of instruction; establish consistent pacing; create frequent common assessments … and agree on the criteria they will use to judge the quality of student work.” ( Cognia ) Administrators and coaches can strengthen these efforts by creating shared protocols that link the resource to student work. Encourage teachers to ask: Did the resource provide meaningful tasks or questions?  How are students responding to those tasks? What adjustments to the resource or instruction are needed? When PLCs use instructional materials as a lens for analysis, planning becomes purposeful and directly tied to student outcomes.  Build teacher agency through guided leadership and support. Instructional leaders must strike a balance between guiding PLC work and empowering teacher-leaders within the teams. Research identifies “shared and supportive leadership; shared values and vision; collective learning and its application; shared personal practice; and supportive conditions” as essential dimensions of PLCs. ( ERIC ) For example, instructional coaches might first model how to use the teacher edition of a curriculum resource, then gradually release facilitation to a teacher-leader. Administrators might rotate leadership roles within PLCs to help teachers grow into leadership positions. Shared leadership builds buy-in, strengthens collaboration, and ensures sustained, resource-based planning fidelity. Monitor implementation and refine continuously. High-functioning PLCs continuously monitor how instructional resources are used in classrooms. They track fidelity, analyze student outcomes, and make ongoing adjustments. As a recent Frontiers in Education study  explains, “continuous collaborative reflection on teaching practices helps teachers refine the implementation of instructional approaches and build capacity for sustainable improvement.” Leaders can: Use walkthroughs or peer-visits to observe how resources are being implemented. Build PLC agenda items around “what we learned this week from the resource and what we will adjust next week.” Celebrate when teams adjust pacing, differentiate tasks, or refine lessons based on student work. Sustainability comes when PLCs become the mechanism for continuous improvement of both instruction and the instructional resources themselves. Conclusion For campus administrators and instructional coaches seeking to lead PLCs that genuinely analyze and plan from instructional resources, these five keys provide a strategic roadmap. Start with a shared mission aligned to resources. Build structured collaboration around the resource cycle and anchor data conversations in student work tied to resources. Foster teacher-led yet supported leadership and iterate implementation through continuous monitoring. When PLCs operate this way, instructional resources become living tools rather than static documents, and teacher teams drive deeper student learning.

In today’s classrooms, supplemental instructional materials, such as worksheets, videos, lesson plans, games, and online activities, are everywhere. A recent study by the RAND Corporation found that nearly all teachers (97%) reported using at least one supplemental resource weekly, with many drawing on several at once.  Teacher-created supplemental resources are especially common. In the RAND study, nearly half of teachers reported using self-developed supplemental materials (Doan et al., 2025, pg. 22). Many of these resources come from free online marketplaces like Teachers Pay Teachers, Pinterest, and Khan Academy, and  increasingly , educators are using AI tools to generate customized instructional content.   When carefully vetted for standards alignment, supplemental materials strengthen instruction by providing scaffolds, enrichment, and interventions that accelerate learning.  However, when materials are not aligned, they can undermine student progress and create confusion. Over the last 12 years, Learning List has reviewed nearly 4,000 core and supplemental materials across all four core subject areas. Whereas we find most core materials to be highly aligned, supplemental materials are far more varied in their alignment, even when judged only against the standards they were designed to address. Why Alignment of Supplemental Materials Matters Given their widespread use, supplemental materials play a significant role in classroom instruction. Verifying the alignment of those resources is critical for the following reasons: 1. To Prevent Learning Gaps and Misconceptions Using non-aligned supplemental resources creates gaps in student learning, which compound over time, leaving students unprepared for assessments and future coursework. A 2019 Fordham Institute study  of 300 of the most downloaded supplemental English Language Arts lessons (from thee popular websites: Teachers Pay Teachers, ReadWrite Think, and Share My Lesson) revealed that the downloaded lessons did “a poor job of building students’ content knowledge, and they are generally not cognitively demanding” (Polikoff & Dean, 2019, pg.15).  2. To Maximize Instructional Time Teachers already face immense time pressures. Aligned materials ensure every activity builds toward mastery of grade-level standards, reducing the need for reteaching. 3. To Promote Instructional Equity Across Classrooms Without aligned resources, instructional quality depends on individual teacher judgment and access to resources, which can lead to inequities across classrooms. High-quality, standards-aligned materials promote equity and consistency, ensuring all students have rigorous learning opportunities. Conclusion Supplemental materials can be powerful tools for enriching instruction, scaffolding learning, and closing gaps, but only when they are aligned to standards. Districts that prioritize standards-aligned supplemental resources: Empower teachers with confidence, Protect valuable instructional time, and Give students the best chance for long-term success. In an era when teachers rely heavily on supplemental content, alignment is essential for student success. Learning List’s  Alignment Tool  makes it easy to check the alignment of any instructional resource  in just minutes . Starting at $600 per year, this tool is accessible to districts of all sizes. Contact Info@LearningList.com to request a free trial account.

As we discussed in our prior blog, a critical step in building a culture of alignment  is selecting standards-aligned, high-quality instructional materials (HQIM) to support teaching and learning. When districts and campuses commit to HQIM, classrooms transform. As David Steiner explains, “the research is increasingly clear that quality curriculum matters to student achievement… [with] a larger cumulative impact on student achievement than many common school improvement interventions—and at a lower cost” (Steiner, 2018). Here are four practical strategies superintendents, principals, and instructional coaches can use to build a lasting, shared vision for adopting and implementing HQIM. 1. Start with a Clear “Why” Grounded in the Instructional Core Anchor your vision for using HQIM in what Richard Elmore called “the instructional core”—the essential interaction between teacher, student, and content that creates the basis of learning  (Blanding, 2009). When schools choose standards-aligned instructional materials and support teachers in using them effectively, student achievement rises. Articulate the commitment to using HQIM in everyday practices—walkthroughs, PLCs, and faculty meetings. Keep the focus on the student learning experience, emphasizing mastery of grade-level standards and measurable student growth. Key takeaway:  Learning is only as strong as the design of the learning experience. Shifts in teacher practice drive student achievement. 2. Relate Student Data to the Standards to Show the Need for HQIM A shared vision is easier to adopt when the need is visible and urgent. The New Teacher Project’s The Opportunity Myth  revealed that “students spent more than 500 hours per school year on assignments that weren’t appropriate for their grade… the equivalent of six months of wasted class time in each core subject” (The New Teacher Project, 2018). By studying student achievement data and comparing current assignments to grade-level standards, leaders can highlight the urgency for HQIM. This creates buy-in and helps educators see the value of high-quality, aligned materials. Try this this month: Collect 6–8 recent assignments from each grade level or course. Rate them for alignment and rigor. Share results with staff to spark conversation about what “good” looks like. 👉 Need support? Learning List’s new Alignment Tool  allows you to instantly check the alignment and rigor of any lesson in seconds. 3. Build Collective Efficacy Through Co-Creation, Not Compliance Implementation succeeds when educators believe, together, that their work matters. John Hattie calls this collective teacher efficacy —“the collective belief of teachers in their ability to positively affect students” (Hattie, 2018). It’s one of the strongest influences on student learning. Instead of mandating compliance, co-create the vision. Form educator advisory groups to review materials, pilot units, and set campus-wide “non-negotiables” for PLCs, instruction, and assessment. When teachers help shape the plan, they are more committed to carrying it out. Try this this month: In PLCs, have teachers examine one upcoming unit from a current or prospective resource. Discuss: Is it aligned to standards? Does it anticipate misconceptions? Does it provide differentiation guidance? 👉  Learning List’s Editorial Reviews of approximately 4,000 K-12 instructional materials provide independent evaluations of the material’s instructional quality, including rigor, coherence, supports for all learners, and teacher resources. 4. Communicate Your Rationale for Selecting Materials with Confidence Curriculum adoption is not just a purchase. It’s a long-term investment. Once a decision is made, communicate your rationale clearly. Explain how the program meets students’ needs and supports standards mastery. Engage your advisory group as ambassadors to help build support among teachers and even among the community.  Try this this month: Publish a one-page summary titled: “Why We Are Recommending These Materials,”  or “Why We Adopted These Materials.”  Share it with your school board, faculty, and parents. Outline your review process and the reasons behind your selection decision. 👉  Learning List’s Selection Toolkit  provides customizable templates—needs assessments, rubrics, and board-ready presentations—to help you lead a successful adoption and build support for the selected materials. In the End… Adopting a shared vision for HQIM is not about filling in lesson plan templates or posting objectives on the board. It’s about ensuring that every student has access to rigorous, standards-aligned learning experiences that prepare them to meet – and master- the expectations of their grade level.  That requires daily habits such as: Selecting grade-level-appropriate, standards-aligned tasks. Planning instruction collaboratively with HQIM as the foundation. Measuring progress consistently against the standards. When educators and leaders commit to this vision, they create classrooms where all students have the opportunity to master the standards and succeed.  👉 Ready to strengthen your curriculum adoption process? Visit www.learninglist.com  to learn how we can partner with you.

Why a Culture of Standards Alignment Matters As schools launch into a new academic year, leaders face a familiar challenge: ensuring that every student has consistent opportunities to learn and succeed. Because student achievement is measured by mastery of state standards in all 50 states, providing standards-aligned instruction is the most reliable strategy to ensure mastery of grade-level knowledge and skills. While promoting the use of standards-aligned materials has become a key policy lever for academic improvement, adopting standards-aligned materials is not enough. Long-term improvement requires a culture of alignment – a systemwide commitment to making the state standards the foundation of all instructional decisions. Fostering a culture of alignment demands a systemic focus on the standards in all aspects of the instructional program: Professional development builds teacher capacity around the standards. Curriculum clearly defines mastery expectations. Assessments align with the standards. Classroom instruction and observation consistently reference the standards. When district leaders, principals, teachers, and staff share this commitment, schools enjoy a unified approach to student success. Evidence from Research Two recent studies reinforce the need for campuses and district leaders to develop a culture of alignment to improve students’ academic achievement. Focusing solely on adopting standards-aligned materials is simply not sufficient. RAND Findings A recent RAND Corporation study, Teachers’ Use of Instructional Materials from 2019-2024 , found that the use of standards-aligned instructional materials has increased over the past five years. During the 2023-24 school year, approximately 44% of English Language Arts (ELA) teachers and 55% of math teachers reported using at least one standards-aligned instructional material. (RAND, pg. 2) However, many teachers still "mix and match" resources, often relying on self-created with commercially created materials. (RAND pg. 20). Significantly, teachers were less likely to cobble materials when district policies and principal support emphasized consistent use of standards-aligned curricula (RAND pgs. 36-37). McKinsey Insights Research from McKinsey’s Spark & Sustain global study (2024) found that only 1 in 5 systemwide improvement efforts worldwide succeed (McKinsey, Spark & Sustain, 2024, pg. 8). However, systems that use all seven “how” levers for improvement (coherence, prioritization, evidence, leadership, structures, teacher capacity, and persistence) are six times more likely to achieve learning gains (McKinsey, 2024, pgs. 14–16). While the RAND study reveals that more teachers are using standards-aligned materials, the McKinsey study suggests that significant academic improvement requires a consistent, systemic focus on the standards to improve student achievement. What Does a Culture of Standards Alignment Look Like? In our whitepaper, Navigating to Successful Student Outcomes with Standards-Aligned Instruction , we outlined the steps leaders can take to foster a culture of alignment. These include: Clarify the interconnected roles of standards, curriculum, and instructional materials. Standards set the expectations, curriculum maps the journey, and materials support teachers in delivering instruction. Adopt and communicate a written curriculum. Ensure that the curriculum defines clear expectations for mastery of each standard, identifies aligned resources, and includes formative and summative assessments. Invest in professional learning. Focus professional learning on helping teachers deeply understand the standards and how to use their district materials effectively to help students master the standards. Leverage Professional Learning Communities (PLCs). Structure teacher collaboration around analyzing student performance and aligning instruction to achieve standards mastery. Focus classroom observations on alignment. Ensure that administrators and coaches regularly reference standards and provide standards-aligned feedback during classroom walkthroughs. Use data to inform instruction. Analyze assessment results regularly to refine curriculum, guide instruction, interventions, and enrichment, and inform the selection of new instructional materials. When standards serve as the non-negotiable foundation of instruction, educators create consistent opportunities for all students to succeed. Four Practical Steps for Leaders District and campus leaders can start building a culture of alignment with these four steps: 1. Set a Clear, Shared Vision Clearly communicate that student mastery of state standards is the district’s central academic goal. Reinforce this vision in meetings, professional development (PD) sessions, and classroom walkthroughs. 2. Deepen Teacher Understanding of Standards Provide training that helps educators understand what mastery of a standard looks like in student work—not just in the wording of the standards themselves. Use their instructional materials to provide standards-aligned examples and real-world applications. 3. Make PLCs Standards-Centered Center collaboration efforts around the specific standards being taught, how mastery will be assessed, and what instructional adjustments are needed. Use data and student work to identify gaps and adapt instruction accordingly. 4. Align All System Levers Curriculum, materials, assessments, professional development, and coaching must all point toward the same goal – student mastery of standards. Leaders must create an interconnected system that holds all parts accountable to the same set of expectations. The Bottom Line When a district or campus builds a culture of standards alignment, every adult is focused on the same goal, and every student has consistent opportunities to succeed. Using standards-aligned materials is a necessary component, but reliance on materials alone is an insufficient strategy to prepare all students to master the standards. By embedding standards alignment across leadership, collaboration, instruction, and support, districts truly set the table for a successful school year. Subscribe to our mailing list for more research-backed strategies and insights from our reviews.

As administrators, instructional coaches, and teachers work to enhance teaching and learning, one of the most critical levers is ensuring that high‑quality instructional materials are implemented with fidelity in ways that meet the learning needs of students. Here are five evidence‑based strategies to guide your coaching practice and leadership. 1. Engage in Side‑by‑Side Coaching with In‑the‑Moment Feedback Effective, collaborative coaching cycles are more impactful than one-time professional development. Research from the Institute of Education Sciences highlights side‑by‑side coaching, where the coach and teacher collaborate directly as a powerful practice. “Side‑by‑side coaching…provides an opportunity for coaches and teachers to learn together by reflecting on the teacher’s instruction and co‑developing approaches to solve problems,” and includes in‑the‑moment feedback for real-time adjustment ( IES, 2021 ). Standing side-by-side with teachers, during planning and in the classroom, provides leaders with the opportunity to impact instruction before and as it happens. This approach ensures that instructional materials are used dynamically, adapting appropriately to align with student needs.  2. Make Instructional Coaching Student-Centered  Grounding coaching in student achievement means setting goals that are driven by student learning and focused on standards-based learning targets (Sweeney, 2017). Coaching based on student data and correlating student needs to lessons and resources in high-quality instructional materials is an important step toward supporting student achievement. Learning List’s Alignment Report can help by pointing the teachers and the instructional coach to the exact point in the material where each learning standard is fully aligned.  3. Foster Reflective Conversations, Goal‑Setting, and Teacher Voice This  recent blog about coaching strategies underscores the importance of reflective conversations, collaborative goal‑setting, peer observations, and action‑driven professional learning communities (PLCs) to build trust and sustain growth ( HMH, 2025/2023 ). When teachers feel like they are co-owners of the process and are being heard, they are more likely to adapt and consistently implement instructional materials. Effective instructional coaches can support teachers in owning their planning process by facilitating conversations that stay focused on student learning, selecting the most relevant, best-aligned instructional materials, and assessing learning based on high-quality instruction.  4. Leverage Observation Data to Inform Support Observation remains a foundational tool in identifying teaching dynamics and shaping coaching plans. As noted in the “10 Types of Coaching Strategies,” early observations help set goals; subsequent observations track progress and areas for improvement ( School Status, 2024 ). Additionally, RAND research underscores the importance of classroom observation and instructional feedback as critical levers for teacher improvement ( RAND Corporation, 2018 ). Use small‑scale classroom data to inform coaching targets and follow‑up by keeping the conversation focused on student learning. Observation helps instructional coaches determine the fidelity of implementation of the instructional materials, as well as the level of impact and overall fit for students.  5. Build Coaching Capacity Building capacity in instructional coaches will build capacity in teachers. If administrators expect instructional coaches to effectively guide instructional design, instructional coaches need the time and the training to understand their role, the teachers’ role, and the resources and materials that teachers use. Only then can they effectively support teachers in implementation. Edutopia emphasizes that administrators must intentionally plan for coaches' professional development, which may include aligning roles, defining clear expectations, and providing training in change management, difficult conversations, data use, and culturally responsive pedagogy ( Edutopia, 2024 ). Instructional coaches will grow professionally in an environment with a strong coaching culture where they are part of PLCs, have opportunities to connect with experienced peers, and are equipped to support teacher implementation of materials and instructional strategies. Closing Thoughts For administrators and instructional coaches, ensuring teachers not only receive high‑quality instructional materials but also use them effectively requires intentional design, relational trust, and structures that support iterative learning. Embedding strategies like real‑time coaching, reflective dialogue, data‑informed observation and intentional training for coaches fosters a professional learning culture where teachers feel empowered, materials are used with fidelity, and student learning accelerates.

Every classroom is full of diverse learners and even the best high-quality instructional materials (HQIM) require thoughtful adaptation to meet every student where they are. The goal is not to rewrite the curriculum. It is to use HQIM strategically so all students can access grade-level content through differentiated instruction and well-planned scaffolds. Below are six research-based strategies to help educators adapt materials effectively without losing rigor or alignment. 1. Know Your Students as Learners The foundation of differentiation is understanding who your students are. Effective adaptation begins with student readiness, interests, and learning profiles, not perceived deficits ( Tomlinson, 2017 ). When teachers focus on student strengths, they create entry points that build confidence and competence. 💡 Tip: Use student surveys, quick reflections, or formative tasks to identify interests and strengths that can be connected to lesson goals. 2. Internalize Lessons Before You Adapt Them Before adjusting a lesson, take time to internalize it,   to understand its purpose, sequence, scaffolds and routines. Deans for Impact (2023) describes internalization as “the intellectual preparation teachers do to ensure lessons are taught as designed and adjusted purposefully for student needs” and research shows it leads to more effective enactment of curriculum ( Deans for Impact, 2023 ) 💡Tip:  By studying model tasks, analyzing the learning progression, and anticipating student responses, teachers can make informed changes that preserve the lesson’s intent and ensure that all students master grade-level content. 3. Use a Universal Design for Learning (UDL) Lens Universal Design for Learning (UDL) encourages flexibility from the start by offering multiple means of engagement, representation, and expression. It is about anticipating learner variability and removing barriers before they appear. CAST (2022) defines UDL as “the proactive design of learning experiences to meet the variability of all learners.” For example, in a math lesson on linear equations, students might: Explore variable relationships through interactive graphing tools, Build visual models with manipulatives, or Watch a short video connecting equations to real-world data. 💡Tip:  Adapting lessons through a UDL framework helps educators anticipate barriers before they arise, reducing the need for reteaching or last-minute modifications. 4. Adjust and Scaffold Intentionally  Adapting materials does not mean watering them down. It means calibrating supports so every student can engage meaningfully. Effective scaffolding follows a gradual-release   model   that includes explicit modeling, guided practice, and independent application.   For example, in English Language Arts, vertically aligned standards progress from identifying textual evidence in middle school to analyzing how evidence supports an argument in high school. Teachers might model how to annotate a short passage for key details and think aloud about how evidence supports an argument.  Research shows that well-designed scaffolding helps students internalize strategies rather than mimic them ( Belland, Kim, & Walker, 2017 ). 5. Use Formative Assessment to Drive Adaptation Base every adaptation on evidence of student learning. Use exit tickets, short writing tasks, or quick verbal checks to monitor progress toward learning goals. Differentiated instruction frameworks emphasize ongoing assessment as the anchor for responsive teaching ( Tomlinson, 2017 ).  Formative data allows you to adjust scaffolds, groupings, or pacing with precision. 💡Small data points, collected consistently, lead to significant instructional insights. 6. Build Continuous Feedback Loops Implementing HQIM is not a one-and-done process. It is a process that grows stronger through reflection and collaboration. The University of North Carolina’s Effective Implementation Cohort found that structured reflection builds stronger ownership and greater consistency in the use of HQIM ( UNC FPG, 2024 ). Feedback loops support continuous improvement and sustained student success. 💡Tip: Regularly share insights about pacing, scaffolds, and student engagement with colleagues, and invite feedback from students as well. These conversations help identify what is working and where adjustments are needed. Bottom Line When adaptations are grounded in understanding both students   and curriculum design, they enhance instructional rigor rather than dilute it. By internalizing lessons, applying UDL principles, and responding to formative data, teachers ensure that every learner experiences the rigor,   relevance, and access that HQIM were designed to deliver.

Adopting high-quality instructional materials (HQIM) is a significant step toward ensuring equitable, grade-level learning for every student. But the real challenge comes next: implementing those materials with fidelity while still honoring teacher professionalism and autonomy.  Too much structure can feel restrictive; too much flexibility can lead to inconsistency. The goal is not to choose one or the other, it is to find balance. Effective leaders get tight on the “what” (grade-level expectations, required tasks, assessments) and remain loose on the “how” (instructional delivery, scaffolds, and examples). The following five leadership moves help leaders strike that balance and support sustainable HQIM implementation. 1. Distinguish the Non-Negotiables from Flexibility  Clarify what elements of the instructional program are non-negotiable versus where teachers can make instructional decisions. Non-negotiables : core texts, cumulative assessments, sequence of instruction, and key language routines. Teacher Autonomy : small-group structures, examples, differentiation methods, and discussion protocols. TNTP’s The Opportunity Myth  revealed that students spend more than 500 hours annually on below-grade-level assignments, limiting growth and opportunity ( TNTP, 2018 ). Anchoring must-dos in the belief that every student deserves access to grade-level work ensures both equity and excellence. 2. Support Internalization Rather Than Compliance Effective teachers do not just “follow” materials; they internalize them. Curriculum leaders can build understanding by investing time in professional learning that helps teachers understand the why  behind lesson sequences, scaffolds, and routines. According to the RAND Corporation, teachers who grasp the purpose and coherence of HQIM are significantly more likely to implement them effectively and consistently ( RAND, 2022 ). Create time for teachers to unpack lessons, study model responses, and connect instruction to standards. Internalization transforms fidelity from a checklist into understanding and professional expertise. 3. Foster Collaborative Planning and Practice Autonomy grows stronger and more effective in collaborative environments. Create structures like PLCs, lesson studies, and co-planning sessions where teachers analyze materials together, anticipate student responses, and refine their practice. Learning Forward reports that curriculum-based professional learning improves both instructional practice and student outcomes ( Learning Forward, 2024 ). RAND found that professional learning that helps teachers adapt their curriculum to meet student needs is associated with more effective implementation ( RAND, 2023 ). When teachers plan and learn together, fidelity becomes collective and meaningful rather than compliance-driven. 4. Observe and Coach with Purpose Shift classroom walkthroughs from monitoring to mentoring. Use clear “look-fors” aligned to the non-negotiables, and engage teachers in reflective dialogue. Questions such as “How did this adaptation support access to grade-level content?” encourage teachers to analyze their decisions within the framework of fidelity. The National Institute for Excellence in Teaching’s (NIET) research emphasizes that coaching and feedback should be anchored in the curriculum itself rather than in general teaching practices ( NIET, 2022 ).  When feedback is tied to the materials the teacher is using, it better supports teacher agency and growth rather than compliance.  5. Build a Continuous Feedback Loop Implementation is not a one-time event. It is a continuous improvement process. Establish transparent systems for gathering and acting on teacher feedback about pacing, scaffolds, and student engagement. When teachers see their input inform adjustments, they are more likely to trust the process. The University of North Carolina’s Effective Implementation Cohort  found that ongoing feedback and reflection cycles through learning walks, surveys, and collaborative planning reviews, strengthen both teacher ownership and instructional coherence, ensuring materials remain responsive to student needs without losing integrity ( UNC, 2024 ).  The Payoff: Structure and Freedom in Harmony Research across multiple studies shows that moderate standardization , including clear parameters with room for judgment, yields the highest fidelity and teacher satisfaction ( Harvard Graduate School of Education, 2020 ).  Leaders who define essential practices, build teacher understanding, coach with purpose, and elevate teacher voice cultivate both coherence and creativity in instruction. Ultimately, implementing HQIM with fidelity and autonomy is about trust and clarity: trust in teachers’ expertise and clarity about what all students must experience. When those two forces align, materials become more than resources. They become catalysts for equitable, high-impact learning.

Choosing the right English language arts program can shape how students experience literature and develop critical thinking. Learning List recently reviewed Carnegie’s Lenses on Literature  (Grades 6–12) , a program that blends rigor, diverse texts, and built-in supports to help every student access complex literature. Learning List’s reviewers highlighted the following as some of the program’s distinguishing features:   A Consistent Instructional Cycle with Anchor Strategies The program follows a consistent instructional cycle made up of six sections that build on each other, grouping skills so that learning becomes increasingly complex throughout each unit:  Unit Launch Comprehension Building Knowledge Genre Study Synthesis Writing Process Throughout these sections, students engage with a consistent set of anchor strategies that reinforce comprehension, vocabulary, analysis, and writing. This predictability helps students focus on higher-order thinking rather than navigating new routines. Rich Use of Anchor Texts and Multiple Genres Every unit features an anchor text , a central piece of literature, supported by a variety of complementary texts across genres and cultures. This approach ensures students encounter a balance of classic and contemporary works while building knowledge and studying genres in depth. The variety of texts included in the program fosters engagement by connecting literature to students’ diverse backgrounds and experiences. Substantial, Customizable Supports for All Students The materials are available in English with translations in 11 additional languages for some components .   Lenses on Literature also offers a wide range of scaffolds to help meet student needs. For example, teachers can choose supports for multilingual learners at four levels: core, light, moderate, and intensive, to ensure that all learners are appropriately challenged. Learn More with Learning List This blog highlights only a few of the program’s strengths. Subscribe today  to access Learning List’s complete alignment, instructional quality, and technology compatibility review of Carnegie’s Lenses on Literature, along with independent reviews of approximately 4,000 other K–12 instructional materials . Give your district the confidence to adopt materials that truly fit your students’ needs. Contact us at Info@LearningList.com  to learn more. About Carnegie Learning * Carnegie Learning is celebrating 25 years as a leader in AI-driven technology, curriculum, and professional learning solutions for K-12 education. Our award-winning math, literacy, world languages, professional learning, and high-dosage tutoring products deliver real and lasting results. Born from cognitive science research at Carnegie Mellon University, we are known for harnessing the power of data to improve student performance. Our range of products allows us to support more than 2 million students and educators in all 50 states and Canada. *Information in this section is provided by or adapted from Carnegie Learning.

Learning List has reviewed Carnegie Learning’s Integrated Math Series. This is a set of comprehensive integrated mathematics products for high school students in Integrated Math I-III courses. Content is available in print and blended learning (i.e., print and digital) formats.  The program focuses on developing conceptual understanding and procedural fluency through collaborative learning experiences. Adaptive online resources support differentiated instruction and self-paced learning. Carnegie Learning supports collaborative, student-centered classroom environments that encourage student confidence and risk taking. Instruction focuses on developing mastery of mathematical concepts and processes through real-world examples and applications, hands-on activities, and ongoing formative assessment. Mathematical reasoning is developed through problem solving, discussion, and collaborative analysis of solution strategies. Blended learning is supported through Carnegie Learning’s “MATHia” program. The software individualizes instruction and provides opportunities for self-paced learning.  MATHia presents lessons in “Workspaces” that focus on specific content and discrete skills. Each Workspace identifies learning objectives and new vocabulary, and provides instruction through a variety of interactive activities, including direct instruction videos and problem-solving animations. About Carnegie Learning* Carnegie Learning is a transformational math education company focused on delivering better math learning to all teachers and students. Through research-proven software, textbooks, and professional development and data analysis services, Carnegie Learning is helping students to succeed in math as a gateway to graduation, college, and the 21st century workforce. Carnegie Learning, headquartered in downtown Pittsburgh, is the sole source provider of MATHia® Software for students in grades 6–12 and Mika™ Software for college students in need of developmental math support. *Information in this section is provided by or adapted from Carnegie Learning . Subscribe to  Learning List  for access to the spec sheet, full editorial review and alignment reports for these materials and thousands of other widely used PreK-12 resources.

Are you looking for a math program that encourages collaboration and communication about math? Take a look at Learning List’s reviews of Carnegie Learning’s Math Solutions. Carnegie Learning’s Math Solutions is acomprehensive math program for students in grades 6-12. Learning List recently reviewed middle school courses 2 and 3 and high school Integrated Math I.  Math Solutions organizes instruction in Modules . Each Module includes multiple t opics (chapters)  in mathematics, such as algebraic expressions, line and angle relationships, and using exponential equations.. The core instruction is comprised of two primary components, a consumable student edition and MATHia, an adaptive, digital tutor. Students work through assignments in the consumable workbook and participate in online activities through MATHia ®.A digital platform for teachers  houses PDF versions of student material. The program focuses on students learning math deeply through thinking, working through ideas, and relating math to the real world. Students participate in activities that consistently require them to collaborate with each other as they explain, justify, and defend their solutions. Numerous opportunities to apply math skills to real-world situations, as well as assessments comprised primarily of open-ended, constructed response questions distinguish this material. Read Learning List’s full editorial review for a qualitative analysis of the blended learning experience provided by Math Solutions. Learning List has also completed a standard-by-standard review of the alignment to the Common Core State Standards and the Standards for Mathematical Practices. To learn more about this product and thousands more PreK-12 instructional materials, contact Learning List for subscription information. AboutCarnegie Learning* Carnegie Learning is a comprehensive, dynamic and progressive learning technology company. Advocating a belief in teaching and determination to help students develop as learners and thinkers, Carnegie Learning is seeking to re-define the role of technology across the K-12 landscape. It delivers research-proven mathematics curriculum and the MATHia® platform for grades 6-12, project-based digital solutions for computer science, and best-in-class K-12 professional learning services. EMC School, part of Carnegie Learning, delivers blended learning resources and services for 6-12 world languages and English language arts. Mondo Education, also part of Carnegie Learning, provides high-quality literacy resources and services for K-5 classrooms. *Information in this section is provided by or adapted from Carnegie Learning .