Jackie Lain Learning List JackieL@LearningList.com 512-852-2131

1. Jackie LainLearning List JackieL@LearningList.com512-852-2131

2. Increased Achievement. Reduced Costs. Legal Compliance. Subscribersand Publishers Submit Instructional Materials for Review Ratings and Reviews by Subscribers Alignment Road Map Helping Students Learn Professional Review Fill-in-the-Gap

3. What is Learning List? • An extension of your district’s curriculum department • Learning List is a subscription-based, instructional materials review service that empowers districts and schools to select instructional materials and online courses that best meet your students’ needs.

4. A Professional Resource Review Service If a district subscribes: • An unlimited number of employees(and board members) may access the reviews on LearningList.com • Subscribers can: • Access Learning List’s library of completed reviews; • Requestthat publishers submit additional products to Learning List for review (unlimited number); and • Upload open-source products for review

5. Learning List’s Reviews • Learning List reviews state-adopted and non-adopted products • For each product submitted, Learninglist.com features 3 types of reviews: • Independent alignment report and calculation of the alignment percentage; • Editorial review; • Subscriber ratings and reviews

6. Alignment Reports • Purpose: Help districts select TEKS-aligned instructional materials; Help teachers create TEKS-aligned lesson plans; Help superintendents and board presidents comply with the 100% rule • For state-adopted products – Learning List.com features TEA’s verification of the publisher’s correlation • For non-adopted products – Learning List produces an alignment report verifying the publisher’s correlation. Our alignment reports: • Verify the product’s alignment to the content, context and cognitive demand of each standard; • List multiple aligned citations for each standard to help teachers develop TEKS-aligned lesson plans for each instructional material; • Calculate the % of alignment (independent of the publisher’s calculation); • Identify the Readiness and Supporting standards

7. Fill-in-the-Gap Tool • Purpose: Make legal compliance easy; help districts document legal compliance. • Identifies complementary products in Learning List’s library that independently or in the aggregate address 100% of the TEKS • Helps superintendents and board presidents document that the district is providing instructional materials aligned to 100% of the TEKS for the grade and subject

8. Editorial Reviews • Purpose: Help educators select instructional materials best suited to their students’ needs • Provide information that will help educators distinguish and compare instructional materials to determine which products will be most effective for their students • Include a list of “references”: districts or schools using the product • Provide publisher’s answers to the 12 questions districts most commonly ask publishers about their instructional materials

9. Subscriber Ratings and Reviews • Purpose: Help subscribers learn from one another’s experiences with each product • Ratings/Review categories: • Teacher quality (online courses only) • Rigor • Ease of Use • Student Engagement • Improved Student Achievement

10. Learning List’s Reviewers Teachers or curriculum directors: • Certified in the grade and subject of the products they review; • With at least five years of teaching experience; • Experience aligning to standards • Cannot have been employed by publisher or K-12 online content provider for at least prior 2 years Training provided initially and individualized feedback provided after each alignment verification

11. Learning List Helps Districts … • Improve student progress and achievement; • Achieve district goals (e.g. graduation and dropout rates); • Stretch dollars; • Create a more collaborative, efficient and effective selection process; and • Document compliance with the 100% rule, special program and grant requirements.

12. Research-based Selection Criteria for Selecting Instructional Materials Learning List did extensive research into the criteria that distinguishes high-quality instructional materials. These are frequently cited factors your district may want to consider during your selection process: • Organization and Presentation • Content and Rigor • Extended Learning Opportunities • Assessments • Technology-based Activities and System Requirements

13. Organization and Presentation of Content Instructional material (IM) must be well-organized, with clear, measurable objectives and should link to what students have learned and/or will learn in subsequent grades. When evaluating the organization and presentation of the content, consider whether the IM: • Has a clear scope and sequence; • Is vertically aligned; • Is well written; • Has a logical progression of content; • Has clear and measurable objectives; and • Clarifies relationships between objectives and prior learning.

14. Evaluating the Content and Rigor When evaluating the content and rigor, consider whether the IM: • Clarifies what students should know and be able to do as a result of mastering objectives; • Provides opportunities for differentiated instruction; • Provides support for English language learners; • Provides opportunities for inquiry-based teaching and learning; • Provides opportunities for student collaboration. • Provides opportunities to develop higher order thinking skills; • Includes multiple checks for student understanding; • Includes content that is factually accurate and free of bias; and • Includes content that is linked to real world needs, problems, or activities.

15. Extended Learning Opportunities Effective instructional materials include opportunities for students to practice what they have learned. Consider whether the IM includes: • Ample practice exercises to facilitate student mastery of learning objectives; • Practice exercises that extend, reinforce, and scaffold instruction; and • Specific activities and interventions for struggling students.

16. Assessments If an IM includes assessments, consider whether the assessments: • Are ongoing (e.g., pre-test, progress checks, summative); • Are offered at strategic instructional points; • Are fully aligned with learning objectives; • Inform and support instructional decision making; and • Include opportunities for students to perform challenging tasks.

17. Technology-based Activities and System Requirements Technology-based activities are most effective when they are: • Easy to use; • Purposefully linked to learning objectives; • Interactive and individualized. Look carefully at the minimum system requirements: • Required software and hardware; • Bandwidth and browser requirements; • Device compatibility and interoperability with existing student information and learning management systems; and • “Time on task” requirements for online products.

18. Blog.LearningList.com Facebook.com/LearningList Subscribe to Learning List’s Blog for guidance about laws and regulations and practical advice for selecting instructional materials Help get the word out about Learning List. Please “like” ourFacebook page