California Independent School Seeks Reading Comprehension Tool

California Independent School Seeks Reading Comprehension Tool

This school is seeking supplementary reading comprehension tools for the high school level to support their core curriculum to help reinforce basic skills and to accelerate a deeper level of learning in their project-based, cross-curricular projects.

State: California Number of Students: N/A
School Type: Independent School Free and Reduced Lunch: N/A
Grade Level: 6-12 English Language Learners: N/A

School Context

This school will use blended learning and socratic seminars and discussions as its primary methods for instruction. Students at this school will not be constrained to traditional classrooms, but will participate in a variety of learning opportunities. Students will learn partially online, collaboratively, and will have face- time with teachers in some subjects. The school also focuses on non-cognitive skill development as they seek to teach the whole student.

State of Technology

The administrator is looking to enhance the student experience in reading by finding a supplementary reading tool that will reinforce and enrich the high school English Language Arts program. Their school model will incorporate project-based learning, and cross curricular activities, students will need to master basic skills in reading, but they want to encourage reading across the curriculum. The school wants to make sure to give students as much agency as possible to select and use content that is relevant and this will support a student-centered environment.

Currently, there is no solution.

Tech Needs & Requirements

The administrator is looking for a reading tool that can can simultaneously enrich and deepen learning while preparing students for college entrance exams without the tool feeling specifically targeted for test preparation. The administrator would like engaging content to be provided on the tool. They feel strongly that the tool should be intuitive enough for students to work through content on their own, but teachers could assign the content as they see fit. This tool should be engaging and support reading across the core curriculum.

Students should be able to see where they are in sequence and scope. Students will be working largely independently on this tool.

Teachers will be the primary administrators of content through their learning management system, but when students are using this tool, they can work largely on their own, asking the teacher for help when needed.

The tool must provide engaging content, help prepare students for future exams such as formative assessment features, curriculum content should be cross-curricular and allow teacher customization. The school allows bring your own devices and provides mostly Chromebooks. Progress data and formative data should be available to the teachers and students, but this should not be the primary function of this tool. The tool should integrate with a learning management system.

*Content From 2016

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