Pear Practice is the Pear Deck Learning practice product formerly called Giant Steps. It is intended primarily for K–12 learners completing teacher-created or standards-aligned practice, with students, teachers, interventionists, and instructional coaches using it to support retrieval practice, feedback, differentiation, and collaborative class routines.

Teachers turn existing materials into practice sets, assign independent work, or facilitate collaborative whole-class practice and review results. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

Prodigy Math is a game-based mathematics practice platform. It is intended primarily for elementary and middle-grade mathematics learners, with students, teachers, interventionists, and families using it to support standards-based math practice, motivation, assignment, and adaptive review.

Students answer mathematics questions to progress through a fantasy game while teachers assign skills and review performance reports. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

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.

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.

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.