Welcome,
California Educators.

Strong reading outcomes start with strong foundational skills. Our structured literacy curriculum delivers explicit, systematic instruction in phonological and phonemic awareness, phonics, and word recognition, then gives students decodable practice aligned to exactly what they've been taught. We’ll help you deliver instruction designed to support the requirements of Assembly Bill 1454, including universal literacy screening. For students in grades 6–12 who still need foundational support, we provide both grade-level access and intensive intervention, so foundational reading skill gaps don't become a barrier to rigorous secondary coursework.

Writing instruction is too often an afterthought in literacy curricula. We treat it as a core strand. Built on Dr. Steve Graham's research-backed approach to the science of writing, our evidence-based writing instruction starts with foundational writing skills like sentence and paragraph construction in the earliest grades and builds toward sophisticated, genre-flexible composition in later grades. Clear routines, direct modeling, and consistent pedagogy from kindergarten to graduation mean California students develop as writers with the same intentionality we apply to reading. 

Comprehension doesn't happen in a vacuum, supported by skills alone – it also depends on what learners already know. Our comprehension and knowledge building curriculum leverages the connections between comprehension and knowledge, organizes units around connected, topical text sets in literature, science, and social studies, so students build real background knowledge while practicing comprehension strategies on authentic, grade-level texts. This dual focus on building knowledge and comprehension prepares California students to read primary sources, interpret data, and write within academic disciplines. Your students will not just decode words, but think like scientists, historians, and readers with something to say in their own voices.

California classrooms reflect a wide range of learners, including a significant population of multilingual learners, and our literacy programs are built to meet that range without sacrificing rigor. In fact, we believe your diverse classrooms are one of your most wonderful assets. We’ll help you elevate the strengths of your learners with data-informed differentiation tools (including small-group instructional models and personalized digital activity recommendations) to give every student access to grade-level instruction alongside the targeted support they need to get there. The result is personalized learning that's asset-based by design: meeting students where they are while keeping high expectations for where they're headed. 

Some of the most important math learning in a classroom doesn't happen on a screen or a book. It happens between students, out loud. California Reveal Math builds in structured opportunities for mathematical discourse: turn-and-talk routines, sentence starters, and discussion frames that ask students to construct viable arguments and critique each other's reasoning, directly supporting California's Standards for Mathematical Practice. Paired with concrete, multiple representations of the same concept, moving between models, numbers, and language, this hands-on, conversation-rich approach builds durable understanding instead of momentary screen engagement. Math Centers extend that same thinking into small-group work, where students use manipulatives to model, test strategies, and explain their reasoning to each other. Digital tools have a role to play, but they support this kind of thinking; they don't replace it. 

Mathematics isn't language-free. Making sense of a problem, explaining reasoning, and building vocabulary all depend on language, which can put multilingual learners at a real disadvantage if instruction doesn't account for it. California Reveal Math is built to close that gap with visuals and gestures woven into every lesson: each Be Curious launch opens with an image students can notice, wonder about, and discuss in their home language, in English, or both before formal vocabulary is even introduced. Manipulatives, quick sketches, and gesture-paired vocabulary give students a concrete anchor for new ideas, then bridge that concrete understanding to abstract symbols and equations. We believe that MLLs deserve math instruction that enables them to engage with grade-level mathematics from day one, building content knowledge and academic language side by side rather than waiting for one before the other. 

California Reveal Math pairs ongoing formative assessment, including insights drawn directly from classroom discourse and number routines, with personalized activity recommendations that meet students where they are without lowering expectations. Teachers get a clear, real-time picture of student thinking; students get scaffolds, practice, and next steps calibrated to their actual understanding, whether that means additional support building number sense or an extension into more complex reasoning. Our differentiation model is powerful enough to move into true personalization, empowering California teachers to personalize math learning at scale. 

Technology should do what only technology can do, not replace the parts of teaching that shouldn't be automated. California Reveal Math uses adaptive tools deliberately: to surface patterns in student thinking, flag where students are struggling, and recommend next steps, while decision-making stays with the teacher. That's a different model than diagnostic tools that reduce a student to a single score in a black box. California Reveal Math is designed to show teachers how a student is thinking, not just how they scored, so instruction can respond to the real gap instead of a number. Digital practice with ALEKS keeps students in their Zone of Proximal Development, where real productive struggle happens, instead of providing an "easy button" that skips past it. For districts weighing how much technology belongs in a math classroom, the answer isn't necessarily more or less, but purposeful: technology that amplifies teacher judgment instead of bypassing it.