TalkingPoints is a multilingual family-engagement platform that helps schools communicate with families through translated text messages, mobile apps, announcements, forms, surveys, and two-way conversations. It is designed to reduce language, technology, and access barriers without requiring families to use English or install an application.

Translated conversations depend on current family relationships and reachable contacts. School staff coordinate roster changes and follow-up, using language context when clarifying important or sensitive information. Sending a message and successfully reaching the intended person are different events. Staff review contact quality and delivery information as part of ongoing outreach.

TCI History Alive! is a family of middle- and high-school history curricula with print and digital resources. Teachers use experiential lessons, readings, primary sources, maps, discussion, writing, and assessment to help students investigate historical questions and develop evidence-based arguments. Content depends on the course and edition.

Source analysis, discussion, and writing provide the main learning evidence. Teachers connect those artifacts with the course’s historical questions and local expectations for argument and assessment. The adopted edition and implementation determine the available digital records. Curriculum teams and teachers coordinate materials, access, and the interpretation of locally assessed work.

TeachingBooks is a curated database of resources connected to children’s and young-adult books. Users find author interviews, book guides, pronunciation recordings, text complexity information, and instructional connections for specific titles. The book title is the connection between the database and a classroom or library activity. Librarians and teachers select supporting resources, while student responses and lending records remain in their respective workflows.

ThinkCERCA is a literacy curriculum and platform organized around claims, evidence, reasoning, counterarguments, and audience. Students read differentiated texts, discuss ideas, plan arguments, draft writing, and receive teacher feedback across ELA and content areas. Source annotations, arguments, drafts, and feedback describe the learning process. Teachers connect those artifacts with rubric expectations and course goals when reviewing student reasoning and writing.

ThinkLink is School Specialty’s digital curriculum-delivery platform. Users access licensed ebooks, multimedia, assignments, and teacher materials associated with participating School Specialty curricula.

The adopted curriculum determines which resources and assignments are available. Teachers and curriculum staff connect the digital work with their local lesson sequence and assessment expectations. Roster and license administration determine access, while the adopted program gives activity its instructional meaning. Teachers and technical staff coordinate changes across courses and school years.

TouchMath is a multisensory mathematics curriculum and intervention program. Students use visual and tactile touchpoints, explicit routines, manipulatives, and supported print or digital activities to practice mathematics. The materials and software used depend on the district’s selected components.

The selected print, tactile, and digital components shape the instructional evidence. Teachers connect student practice with individualized mathematics goals and direct observation of skills beyond the materials. The useful history includes the support provided between measures. Student-support staff and teachers coordinate who reviews progress and who changes the instructional plan.

Tyler Versatrans is a K–12 student transportation suite for routing, boundary planning, student scheduling, stop assignment, fleet oversight, and family information. District transportation teams use it to build efficient routes while accounting for bell times, safety rules, student needs, equipment requirements, and operational constraints.

School assignment, address, and student needs shape transportation decisions. Route planners and school offices reconcile those source facts with available stops, vehicle capacity, and published schedules. An assigned route, an observed vehicle position, and a recorded rider event describe different facts. Their dates and identifiers connect planning with the service actually delivered.

A boundary, bell time, address, or student-service change can affect routes, staffing, communication, and costs. Transportation leaders coordinate approval and publication of revised plans with schools and technical staff. The data relationship extends from who needs service to what was planned and what was actually delivered, with each record serving a different operational purpose.

TypingClub is a web-based keyboarding and digital-literacy curriculum platform. Students complete sequenced lessons, games, timed practice, and assessments while educators assign courses and monitor accuracy and growth. Speed, accuracy, and lesson progress measure different aspects of keyboarding practice. Teachers connect the activity history with learning goals and the learner’s ability to apply skills in other tasks.

Visitu is a K–12 campus-safety and front-office platform with visitor management, attendance-related workflows, emergency communication, and related school operations. Its visitor module can scan identification, capture photos, check configured offender databases, print badges, notify employees, maintain watch lists, and show who is on campus.

Screening and arrival records describe a visit at a specific campus. Front-office staff manage current status, while district safety teams set procedures for review and response to a concern. Screening tools support a staff decision within district procedures. Arrival logs and current status remain dependent on complete, accurate front-office handling.

Vista Higher Learning provides world-language and English-language-development curricula with print and digital resources. Students use course-specific texts, audio, video, interactive practice, speaking, writing, and assessments. Teachers organize lessons and review progress within the resources licensed for the adopted program.

Listening, speaking, reading, and writing tasks create different evidence of language development. Teachers connect digital course activity with direct observation and the adopted program’s instructional sequence. The adopted edition and implementation determine the available digital records. Curriculum teams and teachers coordinate materials, access, and the interpretation of locally assessed work.

RethinkEd Vizzle is RethinkEd’s visual learning and special-education curriculum platform. Educators assign standards-aligned visual lessons and activities, adapt materials, collect performance information, and connect instruction to individualized goals.

Visual lesson responses provide evidence against selected instructional or individualized goals. Teachers connect those records with the student’s maintained support plan and observations of skills used in other settings. The useful history includes the support provided between measures. Student-support staff and teachers coordinate who reviews progress and who changes the instructional plan.

Waggle is HMH’s adaptive supplemental practice platform for mathematics and ELA. Students complete personalized practice and receive feedback while teachers assign content and review skill-level performance. Assigned skills and adaptive activity produce evidence within the program. Teachers connect those results with lesson goals and classroom work when choosing practice, reteaching, or additional support.

Waterford Early Learning provides personalized early reading, math and science instruction for PreK–2 learners. School implementation includes digital learning activities and educator tools.

Personalized activity provides evidence within an early-learning program. Educators connect digital progress with direct observation and classroom instruction, using the combined picture when planning additional support. The useful history includes the support provided between measures. Student-support staff and teachers coordinate who reviews progress and who changes the instructional plan.

Wayfinder provides social-emotional and durable-skills learning for K–12 schools. Teachers use lessons and activities to help students develop self-awareness, relationships, collaboration, and a sense of purpose. Schools can incorporate the materials into advisory, classroom instruction, counseling, and broader student-support work. Advisory and classroom use generate observations about participation and skills. School teams connect that evidence with the local support approach while preserving the distinction between instruction and individualized care.

Wayground is the instructional platform formerly named Quizizz. Educators create or adapt quizzes, lessons, passages, videos, and assignments for live or self-paced delivery and inspect response data. A response needs its prompt, session, and learner context to support interpretation. Teachers connect live or assigned practice with feedback and the next instructional step.

WeVideo is a cloud creative production platform. Students plan, record, edit, combine, and publish multimedia artifacts that can demonstrate subject understanding or develop media-literacy skills. The main records are student-created media, project versions, and sharing permissions. Teachers connect the finished artifact with local assignments and feedback, while accounts govern continued access to the work.

Words Their Way is Savvas’s developmental spelling, phonics, and vocabulary program. Educators use spelling inventories to group learners and assign word sorts, pattern study, vocabulary, and transfer activities.

A spelling inventory connects observed patterns with instructional groups and selected word work. Teachers preserve the assessment context when reviewing changes and students’ application of the patterns in writing. Participation, implementation, and progress describe different aspects of support. Instructional teams use their combined context when reviewing the learner’s next steps.

Writable is HMH’s digital writing instruction, practice, and assessment platform. Teachers assign prompts and readings, scaffold drafting, organize peer and teacher feedback, and assess writing with rubrics. Drafts, rubrics, and peer or teacher comments document a writing process. Teachers connect revisions with assessment expectations, preserving the prompt and feedback context when reviewing growth.

Xello is a K–12 college and career readiness platform that guides students from early self-discovery through career and postsecondary exploration, academic planning, work-based learning, and college applications. Students build a persistent profile of interests, skills, goals, experiences, portfolios, and plans while completing age-appropriate lessons and district-assigned readiness tasks.

A student’s evolving plan intersects with course history, goals, and application activity. Counselors coordinate that relationship while distinguishing an intended pathway from requirements or credentials already completed. Counseling and data staff distinguish a planned milestone from verified completion. Reporting remains dependent on current academic information and the requirements applicable to that student.

XtraMath is a nonprofit web-based basic-math-fact practice program. Students complete short timed or untimed practice sessions while teachers and families monitor progress across fact sets. Fact-set progress describes a focused part of mathematics practice. Teachers connect accuracy and response patterns with classroom observation.