eduCLIMBER is a whole-child MTSS data and intervention platform from Renaissance. It brings academic, attendance, behavior, social-emotional, assessment, and intervention information together so school teams can identify needs, create support plans, monitor progress, and review whether services are producing results.

Behavior is one important data domain within the platform, but eduCLIMBER is broader than a dedicated discipline or rewards system. It is most useful to districts seeking a shared MTSS workspace that connects behavior patterns with attendance and academic performance and supports recurring team decision-making.

enVision Mathematics is Savvas’s print-and-digital mathematics curriculum portfolio. It is intended primarily for K–12 mathematics learners in the adopted grade or course, with students, math teachers, interventionists, coaches, and curriculum leaders using it to support conceptual understanding, procedural fluency, problem solving, and mathematical discourse.

Teachers use problem-based lessons, visual models, practice, assessment, and Realize resources to support grade-level mathematics. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

Experience Chemistry is Savvas’s high-school chemistry curriculum. It is intended primarily for high-school chemistry students, with students, chemistry teachers, laboratory staff, and science leaders using it to support chemical phenomena, investigation, modeling, quantitative reasoning, and laboratory science.

Students investigate chemical phenomena through labs, readings, digital interactives, models, problem solving, and assessment. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

Finalsite provides a website and digital communications platform designed for K–12 schools. In the ADA/OCR compliance context, its Composer content management system combines accessible design templates, publishing checks, and staff guidance with an AudioEye integration for ongoing monitoring and remediation support.

The product helps districts reduce accessibility problems as staff create and update web content, identify issues such as missing alternative text, weak heading structure, and insufficient color contrast, and maintain documentation and testing practices for WCAG and ADA Title II work. It addresses both the day-to-day publishing workflow and the broader need to keep school information usable by families and community members with disabilities.

Grammarly for Education is an institutionally managed writing-assistance and generative-AI service. It is intended primarily for secondary and postsecondary writers using school-managed writing assistance, with students, teachers, staff, multilingual writers, and accessibility teams using it to support editing, conventions, clarity, tone, revision, citation, and generative writing support.

Users receive suggestions on grammar, clarity, style, tone, citations, and drafting across supported websites and applications. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

SchoolMint Hero is a schoolwide behavior and attendance platform. It helps staff recognize positive behavior, document incidents, create referrals, assign consequences, manage tardies and passes, communicate with families, and analyze student patterns within PBIS, SEL, MTSS, RTI, or locally defined frameworks.

Hero can contribute to a safer school climate by improving consistency and helping staff intervene earlier, but it is not a physical-security or emergency-management product. Its primary operational home is behavior management and attendance, where the database already contains a separate Hero listing.

SchoolMint Hero is a schoolwide behavior and attendance management system. Staff use shared expectations to recognize positive behavior, document infractions, manage tardies and referrals, and trigger consistent follow-up rather than relying on separate paper forms, spreadsheets, and classroom-specific practices.

The platform combines student points and incentives with intervention workflows, family communication, and reporting. District and school leaders can examine patterns by student, group, behavior, location, or time to monitor PBIS implementation, identify disproportionality, and focus support where it is needed.

iCivics is a nonprofit civic-education curriculum and game platform. It is intended primarily for upper-elementary through high-school learners studying civics and government, with students, social-studies teachers, multilingual-learner staff, and curriculum leaders using it to support civics, government, constitutional principles, media literacy, and civic participation.

Students use games, simulations, readings, lesson plans, primary sources, and discussions to learn how institutions and civic processes work. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

inquirED Inquiry Journeys is inquirED’s inquiry-based elementary social-studies curriculum. It is intended primarily for elementary social-studies learners, with students, elementary teachers, multilingual-learner staff, and curriculum leaders using it to support history, civics, geography, economics, inquiry, literacy, and source analysis.

Students investigate compelling questions using texts, media, primary and secondary sources, discussion, projects, writing, and assessment. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

inquirED Inquiry Journeys is inquirED’s inquiry-based elementary social-studies curriculum. It is intended primarily for elementary social-studies learners, with students, elementary teachers, multilingual-learner staff, and curriculum leaders using it to support history, civics, geography, economics, inquiry, literacy, and source analysis.

Students investigate compelling questions using texts, media, primary and secondary sources, discussion, projects, writing, and assessment. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

IXL Real-Time Diagnostic is an adaptive diagnostic embedded in IXL that estimates student levels and identifies skill gaps in mathematics and language arts. It updates as students answer questions and connects identified needs directly with recommended IXL skills.

Teachers use the diagnostic to establish baselines, group students, monitor changing skill profiles, and assign personalized practice within IXL. Districts should align administration, accommodations, score interpretation, data access, and retention with the intended use of the assessment.

Khanmigo is Khan Academy’s generative AI tutor for learners and teaching assistant for educators. For students, it is embedded in Khan Academy learning activities and uses a guided, Socratic approach intended to help learners reason through a problem rather than simply supply an answer; it can also support questions in subjects beyond a specific Khan Academy exercise.

For teachers and districts, Khanmigo combines AI-assisted planning and classroom-resource tools with student progress information, interaction visibility, and the broader Khan Academy content and mastery platform. Classroom access for students is provided through school or district implementations, allowing leaders to pair AI tutoring with rostering, reporting, implementation support, and established instructional content.