PermissionClick is a K–12 digital forms, consent, payment, and approval platform in the PowerSchool and SchoolMessenger portfolio. Districts use it to replace paper permission slips, policy acknowledgments, athletic packets, device agreements, registrations, and internal forms with trackable online processes.

The platform can route approvals, retain audit history, report completion, collect signatures or fees, and send forms to families on mobile devices. It is an active product, but its clearest catalog home is Forms, Consent and Approvals rather than a broad Workflow category.

PowerSchool SIS is a widely used K–12 student information system for enrollment, student and household records, attendance, scheduling, grades, transcripts, discipline, health, programs, portals, and regulatory reporting. It serves as a district’s central operational record and supplies student and roster information to many other applications.

Districts can add PowerSchool products for enrollment, special programs, analytics, communication, assessment, learning, and other functions, but those modules should not be assumed from the SIS listing alone. Agencies should document product editions, customizations, plugins, APIs, data exchanges, and ownership of state-reporting processes.

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.

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.

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 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.

ReadWorks is a nonprofit library of passages, article-a-day routines, question sets, and reading supports. It is intended primarily for K–12 readers, including multilingual learners and students needing accessible text support, with students, teachers, reading specialists, and content-area educators using it to support reading comprehension, vocabulary, background knowledge, fluency, and content-area literacy.

Teachers assign texts and paired resources, build knowledge sequences, use audio and vocabulary supports, and review written or selected responses. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

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 myON is a personalized digital reading library within Renaissance. It is designed primarily for developing and independent readers across elementary and secondary grades, with students, teachers, reading specialists, librarians, and families using it to support high-volume reading, book access, interest-based choice, literacy practice, and projects.

Students browse and read digital books, sometimes with audio and reading supports, while educators assign texts, organize projects, and review activity. 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 SchoolCity is a district assessment-management platform for creating, administering, scoring, and analyzing classroom, common, benchmark, and district assessments. It combines item banks, standards alignment, online and paper workflows, and organization-level reporting.

Teams use SchoolCity to manage shared assessment programs, monitor standards, compare results across groups, and provide teachers with timely data for reteaching and intervention. Districts should align administration, accommodations, score interpretation, data access, and retention with the intended use of the assessment.

RocketLit is an adaptive leveled-reading platform for science and history. It is designed primarily for upper-elementary and middle-school students reading science and history content at varied literacy levels, with science, social studies, and literacy teachers plus students using it to support disciplinary literacy, background knowledge, vocabulary, and standards-aligned nonfiction comprehension.

Students read the same concepts at differentiated reading levels, annotate text, listen to read-aloud support, and answer comprehension questions while teachers inspect reports and reteach concepts. 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.

SAFARI Montage is a district digital-media library and video-management platform. It is designed primarily for K–12 learners and educators needing curated instructional video and digital media, with teachers, students, librarians, media specialists, and technology staff using it to support curriculum-aligned video, media distribution, lesson resources, and locally managed content.

Educators search, clip, playlist, assign, and present licensed or locally uploaded media while districts manage delivery, rights, metadata, and access. 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.