Qualtrics is an experience-management, survey, workflow, and feedback analytics platform. K–12 districts use it to collect and analyze student, family, employee, and community perspectives; manage forms and program evaluations; monitor school climate and engagement; and route concerns or follow-up tasks to responsible teams.

Unlike a student data warehouse, Qualtrics begins with feedback and experience data. Its dashboards, text and statistical analysis, profiles, automation, and integrations can connect those responses with operational or academic context, but districts must design instruments, sampling, identity matching, access rules, and response workflows carefully.

QuaverEd is a portfolio of digital curricula rather than one uniform program. It is intended primarily for primarily elementary and middle-grade learners, depending on the licensed music, health, SEL, or other program, with specialist teachers, classroom teachers, students, and curriculum leaders using it to support music, health, social-emotional learning, physical education, and related whole-child subjects.

Teachers use sequenced lessons, songs, videos, interactives, creative activities, assessment, and classroom resources tied to the licensed subject. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

Quest Rapid Recovery is backup, replication, and disaster-recovery software for physical servers, virtual machines, applications, and data. It captures block-based recovery points, stores them in managed repositories, and supports file, volume, application, bare-metal, and virtual-machine recovery from a web-based console.

The product’s image-based snapshots and universal restore capabilities can rebuild failed systems, but its primary role is operational recovery rather than standardized endpoint deployment. It belongs under Backup / Disaster Recovery or Data Protection, where districts should manage repository capacity, retention, replication, immutability, recovery verification, supported applications, and recovery-time objectives.

Raptor is an integrated K–12 school-safety platform spanning visitor and volunteer screening, emergency preparation and response, panic alerting, student and campus movement, accountability, reunification, student wellbeing, threat assessment, and training compliance. Its shared person records and workflows are intended to reduce fragmentation between front-office, safety-team, and emergency operations.

Districts can begin with one Raptor product and add others on the same platform. Because capabilities vary widely—from visitor badges to wearable alerts and behavioral threat assessment—evaluators should identify the exact modules, hardware, 911 and first-responder connections, roster integrations, screening sources, and professional services included in a proposal.

Raptor Visitor Management is a K–12 visitor-screening and campus-entry platform. Front-office staff scan identification, check visitors against configured offender and district databases, review alerts, record the purpose and destination of a visit, print a badge, and maintain a current list of people on campus.

Raptor can connect visitor records with broader emergency, reunification, volunteer, attendance, and safety workflows depending on licensed products. Districts should establish documented false-match review, custody and restricted-person procedures, data-retention limits, emergency use, staff training, and a manual fallback for outages.

Read Naturally is a family of structured reading-intervention programs delivered in print or online. It is intended primarily for developing readers across elementary, secondary, special-education, and adult settings, with students, reading specialists, interventionists, special educators, and teachers using it to support oral-reading fluency, accuracy, vocabulary, comprehension, and progress monitoring.

Students use modeled reading, repeated reading, vocabulary, comprehension questions, and timed or recorded passages with adult feedback. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

Readable English is a reading intervention that adds visual pronunciation cues to English text. It is intended primarily for older learners who need explicit support decoding English, with students, interventionists, special educators, multilingual-learner staff, and reading specialists using it to support decoding, pronunciation, fluency, spelling, and independent access to text.

Students learn a visual marking system and practice decoding, vocabulary, fluency, and comprehension through structured lessons and converted text. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

Reading Kingdom is an adaptive early-reading program for school or home use. It is designed primarily for preschool and early-elementary learners building beginning reading skills, with young students, families, classroom teachers, and interventionists using it to support letter and word recognition, phonics, sequencing, spelling, vocabulary, and comprehension.

Students complete sequenced activities that adjust to performance and combine visual, auditory, and motor responses. The product should be evaluated for the specific learners, instructional setting, and intensity of support a district intends—not simply as another source of digital activities.

Reading Plus is an adaptive digital reading intervention and supplemental-practice program from DreamBox/Discovery Education. It is designed primarily for upper-elementary through high-school readers who need additional fluency, vocabulary, stamina, or comprehension practice, with students, reading teachers, interventionists, special educators, and administrators using it to support silent-reading fluency, comprehension, vocabulary, and reading efficiency.

Students complete diagnostic and adaptive reading activities while educators review skill, rate, comprehension, and usage data to plan support. The product should be evaluated for the specific learners, instructional setting, and intensity of support a district intends—not simply as another source of digital activities.

ReadWrite Digital Analytics is a K–12 student data warehouse, reporting, and early-warning application. It combines multi-year information from SIS, assessment, attendance, grade, behavior, perception, and other systems so educators can see a whole-student view, find students crossing local risk thresholds, and monitor whether supports are working.

Analytics is paired with ReadWrite Digital Integrator, which automates collection and transformation from district source systems. Users can filter, group, pivot, chart, save, and securely share views while permissions limit each person to the students and data they are authorized to see.

Renaissance FastBridge is a screening and progress-monitoring system for reading, mathematics, and social-emotional behavior measures. It combines computer-adaptive and curriculum-based measures with benchmarks, risk indicators, skills information, and intervention-oriented reporting.

Districts use FastBridge for universal screening, MTSS decisions, frequent progress monitoring, and evaluating whether students are responding to support. Districts should align administration, accommodations, score interpretation, data access, and retention with the intended use of the assessment.

Renaissance Star Assessments is a family of computer-adaptive interim and screening assessments covering reading, mathematics, early literacy, and other available domains. Short administrations provide scaled scores, benchmarks, growth measures, skill information, and instructional planning reports.

Districts use Star for universal screening, benchmark periods, progress monitoring, intervention decisions, and evaluation of growth across classrooms and schools. Districts should align administration, accommodations, score interpretation, data access, and retention with the intended use of the assessment.