Desmos Classroom is the classroom-activity environment now developed within Amplify alongside free Desmos math tools. It is intended primarily for primarily middle- and high-school mathematics students, with activities extending across grade bands, with students, mathematics teachers, coaches, and curriculum leaders using it to support mathematical modeling, representation, discourse, formative assessment, and conceptual reasoning.

Teachers facilitate sequenced interactive activities and monitor student thinking in real time while students manipulate representations, explain reasoning, and compare approaches. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

DIBELS is a family of brief indicators used to screen and monitor foundational literacy development. The University of Oregon maintains DIBELS 8th Edition materials, while commercial products such as Amplify mCLASS and Acadience provide related administration, data, or successor assessment environments.

Districts may use downloadable measures, a commercial platform, or locally managed scoring, so a product record named only DIBELS can blur the assessment framework with the software actually used. Districts should align administration, accommodations, score interpretation, data access, and retention with the intended use of the assessment.

DOMA is a family of Diagnostic Online Mathematics Assessments from Let’s Go Learn focused on specific mathematics domains and grade ranges. The assessments identify skill strengths and gaps in areas such as number concepts, operations, and pre-algebra.

Educators use DOMA results for targeted placement, intervention planning, instructional grouping, and progress review when a domain-specific diagnostic is more useful than a broad survey. Districts should align administration, accommodations, score interpretation, data access, and retention with the intended use of the assessment.

DORA is the Diagnostic Online Reading Assessment from Let’s Go Learn. It adaptively examines multiple reading components, such as phonemic awareness, phonics, word recognition, vocabulary, spelling, fluency, and comprehension, rather than producing only one overall reading level.

Educators use the resulting skill profile to identify instructional gaps, group students, plan intervention, and monitor change over time. Districts should align administration, accommodations, score interpretation, data access, and retention with the intended use of the assessment.

DRA3 is Pearson’s Developmental Reading Assessment, Third Edition, an individually administered reading assessment for measuring reading engagement, oral reading fluency, comprehension, and instructional reading level through leveled texts and teacher observation.

Teachers use DRA3 to document reading behaviors, select instructional levels, communicate progress, and plan reading instruction; it requires more direct teacher administration than automated screeners. Districts should align administration, accommodations, score interpretation, data access, and retention with the intended use of the assessment.

Duolingo for Schools is the classroom-management layer for Duolingo language practice. It is intended primarily for secondary and adult language learners using independent practice, with students, world-language teachers, families, and independent learners using it to support vocabulary, listening, reading, pronunciation, grammar, and practice habits.

Teachers organize classes and assignments while students complete gamified lessons in a selected language pathway. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

E.L. Achieve Systematic ELD is a systematic designated-English-language-development curriculum and professional-learning approach. It is intended primarily for English learners receiving designated language-development instruction, with courses and materials varying by proficiency and grade, with ELD teachers, classroom teachers, multilingual-learner specialists, coaches, and leaders using it to support english language development, academic discourse, grammar, vocabulary, reading, and writing.

Educators provide explicit, sequenced language instruction connected to academic tasks while monitoring language growth and adjusting grouping and scaffolds. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

Edmentum is a broad education-technology portfolio that includes Exact Path, Courseware, Study Island, Apex, and other products. It is designed primarily for K–12 learners across core courses, intervention, practice, assessment, and virtual-school settings, depending on product, with teachers, students, counselors, interventionists, and program administrators using it to support courseware, targeted instruction, practice, assessment, and flexible learning.

Districts use different Edmentum products for different learners—from elementary skill practice to high-school credit recovery—so the instructional experience cannot be inferred from the company name alone. 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.

Digital course delivery software from Edmentum for instruction, flexible learning, and credit recovery. Courseware combines online lessons, assignments, assessments, and educator progress tools. Course availability and approved uses depend on the school’s licensed catalog and implementation.

Not to be confused with: Edmentum Courseware, Apex Courses, Study Island, and Exact Path are distinct offerings.

Edmentum Exact Path is a diagnostic-driven learning program for K–12 mathematics, reading, and language arts. It combines adaptive assessment with individualized learning paths, lessons, practice, and progress information intended to address identified skill gaps.

Schools use Exact Path for intervention, acceleration, tutoring, and personalized practice; its primary value is the combination of assessment and instruction rather than standalone district testing. Districts should align administration, accommodations, score interpretation, data access, and retention with the intended use of the assessment.

Edthena is a video-coaching and professional-learning platform for educators. Teachers record or upload classroom video, select evidence, reflect on their practice, and collaborate with coaches, mentors, supervisors, or peers through time-linked comments and structured coaching activities.

Districts and preparation programs can use Edthena for coaching cycles, induction, professional learning communities, observations, and evidence-based reflection without requiring every participant to be in the classroom at the same time. Optional AI-supported reflection tools provide guided feedback, but districts should define appropriate use and privacy expectations.

Education.com is a broad library of teacher and family instructional resources. It is intended primarily for preschool through middle-grade learners, with strongest use in elementary literacy and mathematics, with students, classroom teachers, interventionists, and families using it to support worksheets, games, lessons, guided practice, and home learning across subjects.

Educators assign digital activities or print resources for centers, practice, enrichment, homework, or targeted reinforcement. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

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.