Local education agencies in Texas can use the award-winning online program for Grades K–5 through TEA’s Learning Acceleration Support Opportunities grant program
The Texas Education Agency (TEA) has selected Curriculum Associates’ i-Ready as an approved digital supplement for Texas Core High-Quality Instructional Materials (HQIM) as part of its Learning Acceleration Support Opportunities (LASO) consolidated grant program. With this approval, local education agencies (LEAs) throughout Texas can implement i-Ready using LASO funding to support reading instruction as part of a blended learning approach.
According to the TEA, LASO is the next iteration of a universal consolidated application cycle that strategically batches grant-funding opportunities that are supporting continued learning acceleration and innovation opportunities. i-Ready was specifically approved for the Blended Learning Grant Program under LASO.
“This grant provides a great opportunity for Texas educators to drive student outcomes through the implementation of a high-quality blended learning model for reading,” said Rob Waldron, CEO of Curriculum Associates. “Now, with the approval from the TEA, even more educators across the state will be able to use our proven online technology as they work to close learning gaps and support grade-level reading success for every student.”
To obtain approval, i-Ready underwent a rigorous, multipart review by the TEA. The program was ultimately selected based on its alignment with research-based instructional strategies, alignment to the implementation of Texas’ Core HQIM, Spanish-language availability, and evidence to support student personalization and learning acceleration outcomes.
The American Consortium for Equity in Education, publisher of the "Equity & Access" journal, celebrates and connects the educators, associations, community partners and industry leaders who are working to solve problems and create a more equitable environment for historically underserved pre K-12 students throughout the United States.
