CURRICULUM PROVIDERS

ARTiFact: Content for Learning 
A service of Lincoln Park Performing Arts Center, ARTiFact: Content for Learning creates, curates, and distributes digital educational resources to inspire, enhance, and extend learning in and through the creative and performing arts. ARTiFact’s high school arts curriculum, ArtsAnywhere, provides high school students comprehensive offerings of courses in music, theater, dance, visual and media arts, career readiness, and STEAM. These courses feature expert instruction supported by engaging media, all guided by seasoned teachers who are also working artists.

Carnegie Learning
Carnegie Learning, founded by cognitive and computer scientists from Carnegie Mellon University, have been deeply immersed in mathematics research from the start. Their work is guided by more than 20 years of scientific research into how students learn math. Everything they do is driven by research background and commitment to using learning science to make math learning better for students and teachers. The Carnegie Learning High School Math Solutions combine consumable textbooks with artificial intelligence powered software to help students achieve success in mathematics.

Houghton Mifflin Harcourt 
Houghton Mifflin Harcourt (HMH) has a long history of innovation and commitment to educators and learners. HMH science programs are designed to encourage student-directed learning and deeper understanding of concepts. Open students’ minds to a world of scientific thinking. Using HMH material students will enjoy multimodal learning through their dynamic, integrated print and digital components and gain a deeper understanding of science concepts to ensure mastery.

The Wilson Reading System® 

The Wilson Reading System (WRS) is a structured literacy program based on phonological-coding research and Orton-Gillingham principles, WRS directly and systematically teaches the structure of the English language. WRS is an intensive Tier 3 program for students in grades 2-12 and adults with word-level deficits who are not making sufficient progress through their current intervention; have been unable to learn with other teaching strategies and require multisensory language instruction; or who require more intensive structured literacy instruction due to a language-based learning disability, such as dyslexia.