1How Imagine MyPath K–12 Aligns With Research on Effective Reading and Mathematics Instruction
FOUNDATIONS PAPER
Effective Reading
and Mathematics
Instruction
How Imagine MyPath® K–12 Aligns With Research on
FOUNDATIONS PAPER
Effective Reading
and Mathematics
Instruction
How Imagine MyPath® K–12 Aligns With Research on
2How Imagine MyPath K–12 Aligns With Research on Effective Reading and Mathematics Instruction
The Challenge
Educators across the country have amplified their efforts to improve student achievement after the National
Assessment of Educational Progress (NAEP) revealed that 35% of fourth-grade students scored Proficient
in reading and 41% scored Proficient in mathematics (2019a, 2019b). Similarly, 34% of eighth-grade students
scored Proficient in reading and 34% scored Proficient in mathematics (NAEP, 2019a, 2019b). The difficulty
lies in the fact that classrooms are becoming increasingly academically diverse, with children exhibiting
different abilities, interests, and learning needs (Subban, 2006). Consider the following third-grade classroom
(Figure 1): In reading, Nia struggles with early literacy skills and Diego comprehends text above grade level.
In mathematics, Tali has difficulty with whole-number concepts, while Jordan struggles with measurement
and data concepts. As can be seen in this example, teaching is a constant balancing act, and differentiating
instruction for a classroom of academically diverse students is challenging.
A growing number of educators have turned to technology to provide personalized interventions that meet
the unique learning needs of students in their classrooms (Shemshack et al., 2021). Personalized learning
is an approach to teaching that adapts instruction based on students’ strengths and areas of growth,
rather than focusing solely on grade-level content. The objective is to optimize student learning by meeting
students where they are academically. Research shows that blending technology with teacher-led instruction
is especially effective in helping struggling students succeed (Cavanaugh et al., 2013; Darling-Hammond et
al., 2014; Fazal & Bryant, 2019; Means et al., 2013; Pane et al., 2015).
Mathematics
Struggles with
phonics
Struggles with
decoding
Struggles with
fluency
Struggles with
comprehension
Comprehends
Grade 5 text
Nia Diego
Reading
Tali Jordan
Struggles with
basic facts
Struggles with
place value concepts
Struggles with
math problem solving
Struggles with two-digit
addition and subtraction
Struggles to represent
and interpret data
Struggles to partition
shapes into equal parts
Struggles with
iterating length units
Figure 1. Example of an academically diverse classroom.
The Challenge
Educators across the country have amplified their efforts to improve student achievement after the National
Assessment of Educational Progress (NAEP) revealed that 35% of fourth-grade students scored Proficient
in reading and 41% scored Proficient in mathematics (2019a, 2019b). Similarly, 34% of eighth-grade students
scored Proficient in reading and 34% scored Proficient in mathematics (NAEP, 2019a, 2019b). The difficulty
lies in the fact that classrooms are becoming increasingly academically diverse, with children exhibiting
different abilities, interests, and learning needs (Subban, 2006). Consider the following third-grade classroom
(Figure 1): In reading, Nia struggles with early literacy skills and Diego comprehends text above grade level.
In mathematics, Tali has difficulty with whole-number concepts, while Jordan struggles with measurement
and data concepts. As can be seen in this example, teaching is a constant balancing act, and differentiating
instruction for a classroom of academically diverse students is challenging.
A growing number of educators have turned to technology to provide personalized interventions that meet
the unique learning needs of students in their classrooms (Shemshack et al., 2021). Personalized learning
is an approach to teaching that adapts instruction based on students’ strengths and areas of growth,
rather than focusing solely on grade-level content. The objective is to optimize student learning by meeting
students where they are academically. Research shows that blending technology with teacher-led instruction
is especially effective in helping struggling students succeed (Cavanaugh et al., 2013; Darling-Hammond et
al., 2014; Fazal & Bryant, 2019; Means et al., 2013; Pane et al., 2015).
Mathematics
Struggles with
phonics
Struggles with
decoding
Struggles with
fluency
Struggles with
comprehension
Comprehends
Grade 5 text
Nia Diego
Reading
Tali Jordan
Struggles with
basic facts
Struggles with
place value concepts
Struggles with
math problem solving
Struggles with two-digit
addition and subtraction
Struggles to represent
and interpret data
Struggles to partition
shapes into equal parts
Struggles with
iterating length units
Figure 1. Example of an academically diverse classroom.
3How Imagine MyPath K–12 Aligns With Research on Effective Reading and Mathematics Instruction
The Solution
Imagine MyPath is a student-centered reading and mathematics program designed to close achievement
gaps and maximize academic growth for students in Grades K–12. Imagine MyPath is a new supplemental
curriculum that utilizes Smart Sequencer™ technology to prioritize essential skills and create individual
learning paths (ILPs) in reading and mathematics. ILPs are grounded in research, and continuously adapt
to ensure success among academically diverse learners. All Imagine MyPath lessons are age appropriate
and intentionally designed to align with each student’s grade and skill level. A student’s chronological
grade determines their experience in the program and the presentation of information, but their skill level
determines the types of questions presented.
Imagine MyPath:
● assesses students’ abilities and accurately identifies their instructional grade level;
● prioritizes essential reading and mathematics skills to optimize grade-level learning;
● provides a sequence of age-appropriate, high-impact lessons that continuously adapt to students’
strengths and areas of growth;
● provides ongoing data and analytics for educators;
● incorporates offline downloadable teaching resources for students in need of additional support; and
● offers engaging interactive rewards to maintain student engagement and motivate them to
persevere and work hard.
Imagine MyPath prioritizes the following instructional domains and the essential skills within them to help
students accelerate toward grade-level achievement.
The curriculum uniquely leverages a cycle of assessment, assignment, adaptivity, analysis, and action to
create an ILP that delivers an adaptive sequence of lessons so students efficiently catch up, keep up, and get
ahead (Figure 2).
In reading, instruction focuses on:
● phonics
● vocabulary
● fluency
● reading comprehension
In mathematics, instruction focuses on:
● number and operations
● algebra
● measurement and data
● geometry
Imagine MyPath Learning Experience
Student assessment data (e.g., Imagine MyPath Assessment or third-party data from NWEA Measures
of Academic Progress [MAP]® Growth™ or Renaissance Star®) provides a measure of each student’s
performance and instructional grade level in reading and mathematics. Then, Imagine MyPath’s Smart
Sequencer™ automatically assigns ILPs based on the student’s overall scaled score or instructional grade
level for the assessment, as well as their chronological grade. The instructional sequence seamlessly
adapts in response to student performance. Integrated Mastery Checks drive the curriculum’s adaptivity
within lessons and across students’ ILPs, targeting skill gaps as they emerge and allowing students to skip
lessons on concepts they have already mastered. For each concept, students begin by taking a five-item
assessment. If they demonstrate mastery, they skip the lesson and move to the next skill in their ILP. If
they struggle, the curriculum provides age-appropriate lessons designed to get them back on track. As
students work through their ILP, the program collects performance data within an intuitive dashboard.
Teacher dashboards allow teachers to analyze student data by domain in real time, equipping them with
actionable insights into students’ strengths and areas of growth. Teachers have access to downloadable
offline resources to quickly act if students demonstrate consistent difficulty with a particular concept.
Students’ performance on these tasks helps teachers plan more intensive interventions, if necessary. This
circular pattern continues, propelling students toward mastery of grade-level content.
4How Imagine MyPath K–12 Aligns With Research on Effective Reading and Mathematics Instruction
Figure 2. Imagine MyPath instructional cycle.
ASSESS
The program features easy to administer, built-in
adaptive assessments that provide a reliable,
valid measure of each student’s ability and
instructional grade level in reading and math.
Data from MAP Growth or Renaissance Star can
also be integrated to place students so they can
test less and learn more.
ASSIGN
Imagine MyPath’s Smart Sequencer uses student
proficiency data to target priority skills and assign
an appropriate ILP tailored to each student.
ANALYZE
As students work through their ILPs, the program
tracks their data giving teachers feedback about
their engagement, progress, and achievement.
ACT
Imagine MyPath informs the teachers when students
are struggling with a lesson. Downloadable student
mini-lessons and printable Guided Notes are available
for use in small groups or whole classes.
ADAPT
Imagine MyPath sequences instruction based on
student skill levels in each content domain and adapts
based on how the student demonstrates mastery
of new material using built-in Mastery Checks.
Student assessment data (e.g., Imagine MyPath Assessment or third-party data from NWEA Measures
of Academic Progress [MAP]® Growth™ or Renaissance Star®) provides a measure of each student’s
performance and instructional grade level in reading and mathematics. Then, Imagine MyPath’s Smart
Sequencer™ automatically assigns ILPs based on the student’s overall scaled score or instructional grade
level for the assessment, as well as their chronological grade. The instructional sequence seamlessly
adapts in response to student performance. Integrated Mastery Checks drive the curriculum’s adaptivity
within lessons and across students’ ILPs, targeting skill gaps as they emerge and allowing students to skip
lessons on concepts they have already mastered. For each concept, students begin by taking a five-item
assessment. If they demonstrate mastery, they skip the lesson and move to the next skill in their ILP. If
they struggle, the curriculum provides age-appropriate lessons designed to get them back on track. As
students work through their ILP, the program collects performance data within an intuitive dashboard.
Teacher dashboards allow teachers to analyze student data by domain in real time, equipping them with
actionable insights into students’ strengths and areas of growth. Teachers have access to downloadable
offline resources to quickly act if students demonstrate consistent difficulty with a particular concept.
Students’ performance on these tasks helps teachers plan more intensive interventions, if necessary. This
circular pattern continues, propelling students toward mastery of grade-level content.
4How Imagine MyPath K–12 Aligns With Research on Effective Reading and Mathematics Instruction
Figure 2. Imagine MyPath instructional cycle.
ASSESS
The program features easy to administer, built-in
adaptive assessments that provide a reliable,
valid measure of each student’s ability and
instructional grade level in reading and math.
Data from MAP Growth or Renaissance Star can
also be integrated to place students so they can
test less and learn more.
ASSIGN
Imagine MyPath’s Smart Sequencer uses student
proficiency data to target priority skills and assign
an appropriate ILP tailored to each student.
ANALYZE
As students work through their ILPs, the program
tracks their data giving teachers feedback about
their engagement, progress, and achievement.
ACT
Imagine MyPath informs the teachers when students
are struggling with a lesson. Downloadable student
mini-lessons and printable Guided Notes are available
for use in small groups or whole classes.
ADAPT
Imagine MyPath sequences instruction based on
student skill levels in each content domain and adapts
based on how the student demonstrates mastery
of new material using built-in Mastery Checks.
5
Imagine MyPath Logic Model
The logic model below provides a conceptual model of how Imagine MyPath is intended to work, the
resources required to make it effective, and the outcomes that teachers can expect students to demonstrate
(Figure 3). The program inputs and classroom activities list the planned work that is needed to successfully
launch Imagine MyPath and generate the outputs that lead to the short- and long-term outcomes.
How Imagine MyPath K–12 Aligns With Research on Effective Reading and Mathematics Instruction
Program Inputs
IMAGINE MYPATH
● Explicit, adaptive, and personalized reading and math
instruction
● Smart Sequencer targets learning gaps and pinpoints
prerequisite skills needed to master grade-level standards
● Embedded MyPath Assessment establishes students’
individualized learning paths and measures growth
● NWEA MAP Growth and Renaissance Star integrations
available to establish students’ individualized learning paths
without additional testing
● Instruction focused on essential grade-level concepts and
skills to accelerate learning
● Multi-sensory and game-based motivation system
● Age-appropriate content, regardless of skill level
● Interactive and graphic scaffolds to support diverse learners,
including hyperlinked vocabulary words, metacognitive
bubbles, calculator and graphing tools, and graphic
organizers
● Sensory scaffolds provided with multimedia support
that combine video, audio, text, and narration, as well as
interactive manipulatives
● On-screen translation available for over 60 languages, text-
to-speech read-aloud for over 45 languages, and
● K–5 math lessons available in Spanish
● Data dashboard delivers actionable data to teachers to
inform instructional decision-making
● Assignment Builder allows teachers to explore, preview and
assign lessons and formative assessments
IMAGINE LEARNING
● Onboarding and implementation support
● Professional development and coaching for teachers
and administrators
● Flexible implementation models for content delivery
● Customer support to troubleshoot issues
DISTRICT
● Technology: networked computers or mobile devices, headphones,
and supporting hardware and software
● Enable appropriate language support for students who may
require it
● School and district infrastructure to support technology use
● Teacher buy-in and readiness to adopt technology
● School implementation plan
Classroom Activities
STUDENT ACTIVITIES
● Students at grade level use Imagine MyPath for 30–60
minutes per subject per week
● Students below grade level use Imagine MyPath for 60–90
minutes per subject per week
● Students spend 15-20 minutes per session working in
the program
● Students complete offline activities if and when assigned
by teacher
TEACHER ACTIVITIES
● Teachers spend approximately 30 minutes per week reviewing
program data through the Imagine MyPath data dashboard and
planning instruction to meet student needs
● Teachers ensure all students are meeting minimum usage and
progress goals
● Teachers identify and act upon opportunities for small- or whole-
group follow-up based on lesson performance
● Teachers use offline resources to provide additional practice or
support when necessary
● Teachers manually assign learning paths or activities to students
when appropriate
Imagine MyPath Logic Model
The logic model below provides a conceptual model of how Imagine MyPath is intended to work, the
resources required to make it effective, and the outcomes that teachers can expect students to demonstrate
(Figure 3). The program inputs and classroom activities list the planned work that is needed to successfully
launch Imagine MyPath and generate the outputs that lead to the short- and long-term outcomes.
How Imagine MyPath K–12 Aligns With Research on Effective Reading and Mathematics Instruction
Program Inputs
IMAGINE MYPATH
● Explicit, adaptive, and personalized reading and math
instruction
● Smart Sequencer targets learning gaps and pinpoints
prerequisite skills needed to master grade-level standards
● Embedded MyPath Assessment establishes students’
individualized learning paths and measures growth
● NWEA MAP Growth and Renaissance Star integrations
available to establish students’ individualized learning paths
without additional testing
● Instruction focused on essential grade-level concepts and
skills to accelerate learning
● Multi-sensory and game-based motivation system
● Age-appropriate content, regardless of skill level
● Interactive and graphic scaffolds to support diverse learners,
including hyperlinked vocabulary words, metacognitive
bubbles, calculator and graphing tools, and graphic
organizers
● Sensory scaffolds provided with multimedia support
that combine video, audio, text, and narration, as well as
interactive manipulatives
● On-screen translation available for over 60 languages, text-
to-speech read-aloud for over 45 languages, and
● K–5 math lessons available in Spanish
● Data dashboard delivers actionable data to teachers to
inform instructional decision-making
● Assignment Builder allows teachers to explore, preview and
assign lessons and formative assessments
IMAGINE LEARNING
● Onboarding and implementation support
● Professional development and coaching for teachers
and administrators
● Flexible implementation models for content delivery
● Customer support to troubleshoot issues
DISTRICT
● Technology: networked computers or mobile devices, headphones,
and supporting hardware and software
● Enable appropriate language support for students who may
require it
● School and district infrastructure to support technology use
● Teacher buy-in and readiness to adopt technology
● School implementation plan
Classroom Activities
STUDENT ACTIVITIES
● Students at grade level use Imagine MyPath for 30–60
minutes per subject per week
● Students below grade level use Imagine MyPath for 60–90
minutes per subject per week
● Students spend 15-20 minutes per session working in
the program
● Students complete offline activities if and when assigned
by teacher
TEACHER ACTIVITIES
● Teachers spend approximately 30 minutes per week reviewing
program data through the Imagine MyPath data dashboard and
planning instruction to meet student needs
● Teachers ensure all students are meeting minimum usage and
progress goals
● Teachers identify and act upon opportunities for small- or whole-
group follow-up based on lesson performance
● Teachers use offline resources to provide additional practice or
support when necessary
● Teachers manually assign learning paths or activities to students
when appropriate
6How Imagine MyPath K–12 Aligns With Research on Effective Reading and Mathematics Instruction
Research-Based Solution
Imagine MyPath incorporates six research-based principles of effective teaching that accelerate reading and
mathematics achievement.
1. Prioritize content and adapt learning based on student performance.
2. Provide accessible, explicit, and scaffolded instruction to ensure success
among academically diverse learners.
3. Incorporate evidence-based practices for teaching reading.
4. Incorporate evidence-based practices for teaching mathematics.
5. Deliver actionable data to inform instructional decision making.
6. Optimize student motivation and engagement.
Figure 3. Imagine MyPath logic model.
Outputs
STUDENT OUTPUTS
● Students placed at or above grade level completed at least
one lesson per subject per week
● Students placed below grade level completed at least two
lessons per subject per week
● Students demonstrated content engagement based on
progress in the program
● Students demonstrated content mastery based on lessons
passed in the program
TEACHER OUTPUTS
● Teachers completed professional development and felt prepared
to implement Imagine MyPath
● Teachers built their understanding of students’ strengths and
areas of growth
● Teachers made informed calibrations of student educational
pathways based on student performance in Imagine MyPath
● Teachers provided small- or whole-group support to students
based on performance in Imagine MyPath
Outcomes
SHORT-TERM
● Increased student engagement in math and reading
● Increased math and reading content mastery
● Increased performance on standardized reading and math
formative and summative assessments
● Students experience success in math and reading content at
their grade level
LONG-TERM
● Students are prepared to receive grade-level instruction in
later grades
● Students increase reading and math achievement on state or
nationally normed assessments
7How Imagine MyPath K–12 Aligns With Research on Effective Reading and Mathematics Instruction
Principle 1. Prioritize Content and Adapt
Learning Based On Student Performance
When educators prioritize reading and mathematics skills, they help students develop a deep under-
standing of essential grade-level skills. Researchers agree that emphasizing the depth of learning, rather
than the breadth, is more effective than covering each concept or skill within the standards (Ainsworth,
2013). According to the Council of Great City Schools (2020), “Prioritizing content and learning does
not mean that students will be deprived of critical knowledge, or that their education will be any less
diverse or rich” (p. 5). Rather, instruction should systematically address areas of unfinished or interrupted
learning in the context of grade-level standards, foster connections between prior knowledge and new
content, and help students develop the skills needed to understand the topic conceptually (Gersten,
Beckmann, et al., 2009). For example, Kim et al. (2021) and Fuchs et al. (2021) tested the efficacy of these
principles in a reading and mathematics intervention that prioritized domain-specific grade-level stan-
dards, and developed a logical sequence of high-impact skills designed to scale students to success. In
both studies, intervention students outperformed equivalent controls on a range of measures. These
findings show how addressing essential grade-level skills enables educators to accelerate learning and
help address unfinished learning.
Prioritization is critical, but insufficient for efficiently driving student success. Because students have
diverse experiences and knowledge, research supports continuously adapting instruction to address
students’ unique learning needs (Ankrum et al., 2020; Athanases et al., 2015; Clark & Mayer, 2016; Tomlinson,
2014). Modifying the content and presentation of material—known as adaptive teaching—is critical
for promoting a deeper transfer of learning (Fuchs et al., 2017; Parsons & Vaughn, 2016; Vagle, 2016) and
meeting the ongoing challenge of inclusive teaching (Westwood, 2018). Nearly 15 years of research suggest
that students who receive adaptive instruction demonstrate significantly greater gains in reading and
mathematics than those who receive nonadaptive methods of instruction (Aleven et al., 2017; Alshammari
et al., 2016; Ma et al., 2014; VanLehn, 2011; Ysseldyke & Tardrew, 2007). Adaptive learning models provide
age-appropriate, dynamic, efficient, and engaging instruction and are considered more effective than
instructional models known to emphasize rote repetition of skills (Linn et al., 2000; Salinger, 2003). This is
especially true for older students struggling with skills covered in lower grade levels. Adaptive teaching can
streamline student success by focusing on grade-level content, essential skills, and students’ strengths.
How Imagine MyPath Prioritizes Content and Adapts Learning
Imagine MyPath prioritizes grade-level content and essential skills to accelerate students’ ability to
comprehend text and develop a conceptual understanding of mathematics. Program designers use
coherence mapping (Student Achievement Partners, 2020) and draw on research to determine the most
essential skills. Coherence mapping refers to the underlying idea that concepts across reading and
mathematics domains connect within and across grades. This coherence map integrates with Smart
Sequencer™ technology so that each student’s ILP addresses learning gaps and targets prerequisite
skills needed to master grade-level standards.
7
Principle 1. Prioritize Content and Adapt
Learning Based On Student Performance
When educators prioritize reading and mathematics skills, they help students develop a deep under-
standing of essential grade-level skills. Researchers agree that emphasizing the depth of learning, rather
than the breadth, is more effective than covering each concept or skill within the standards (Ainsworth,
2013). According to the Council of Great City Schools (2020), “Prioritizing content and learning does
not mean that students will be deprived of critical knowledge, or that their education will be any less
diverse or rich” (p. 5). Rather, instruction should systematically address areas of unfinished or interrupted
learning in the context of grade-level standards, foster connections between prior knowledge and new
content, and help students develop the skills needed to understand the topic conceptually (Gersten,
Beckmann, et al., 2009). For example, Kim et al. (2021) and Fuchs et al. (2021) tested the efficacy of these
principles in a reading and mathematics intervention that prioritized domain-specific grade-level stan-
dards, and developed a logical sequence of high-impact skills designed to scale students to success. In
both studies, intervention students outperformed equivalent controls on a range of measures. These
findings show how addressing essential grade-level skills enables educators to accelerate learning and
help address unfinished learning.
Prioritization is critical, but insufficient for efficiently driving student success. Because students have
diverse experiences and knowledge, research supports continuously adapting instruction to address
students’ unique learning needs (Ankrum et al., 2020; Athanases et al., 2015; Clark & Mayer, 2016; Tomlinson,
2014). Modifying the content and presentation of material—known as adaptive teaching—is critical
for promoting a deeper transfer of learning (Fuchs et al., 2017; Parsons & Vaughn, 2016; Vagle, 2016) and
meeting the ongoing challenge of inclusive teaching (Westwood, 2018). Nearly 15 years of research suggest
that students who receive adaptive instruction demonstrate significantly greater gains in reading and
mathematics than those who receive nonadaptive methods of instruction (Aleven et al., 2017; Alshammari
et al., 2016; Ma et al., 2014; VanLehn, 2011; Ysseldyke & Tardrew, 2007). Adaptive learning models provide
age-appropriate, dynamic, efficient, and engaging instruction and are considered more effective than
instructional models known to emphasize rote repetition of skills (Linn et al., 2000; Salinger, 2003). This is
especially true for older students struggling with skills covered in lower grade levels. Adaptive teaching can
streamline student success by focusing on grade-level content, essential skills, and students’ strengths.
How Imagine MyPath Prioritizes Content and Adapts Learning
Imagine MyPath prioritizes grade-level content and essential skills to accelerate students’ ability to
comprehend text and develop a conceptual understanding of mathematics. Program designers use
coherence mapping (Student Achievement Partners, 2020) and draw on research to determine the most
essential skills. Coherence mapping refers to the underlying idea that concepts across reading and
mathematics domains connect within and across grades. This coherence map integrates with Smart
Sequencer™ technology so that each student’s ILP addresses learning gaps and targets prerequisite
skills needed to master grade-level standards.
7
8How Imagine MyPath K–12 Aligns With Research on Effective Reading and Mathematics Instruction
For instance, if a student performs
significantly below grade level, they likely
demonstrate difficulty with a broader range
of concepts. In that case, the ILP increases
learning efficiency by organizing essential
skills into progressions (predetermined,
research-based, and purposeful sets of skills,
agnostic of grade level) to accelerate growth
(Figure 4). These progressions allow students
to comprehensively focus on fewer skills to
guide their ILP toward grade-level content.
In reading, Imagine MyPath prioritizes comprehension of literary and informational texts. All Grades K–2
students working on or slightly below grade level receive explicit instruction on reading foundations. Ear-
ly literacy lessons take a strategy-based approach by emphasizing the process behind each skill through
a select number of examples and practice items. This structure prepares students for their assigned ILP,
while also serving the program goal of accelerating achievement. Students performing on or slightly
below grade level in Grades 3–5 immediately begin with comprehension lessons commensurate with
their placement level. Students in Grades 3–5 who place at least two grade levels behind begin their ILP
with an Early Literacy Bundle to review essential skills that support progress toward grade-level compre-
hension. Students in Grades 6–8 who place at least two grade levels behind and students in Grades 9–12
who place into Grades K–6 will also begin their ILP with an Early Literacy Bundle. This allows students to
rebuild foundational skills needed to read grade-level texts.
There are six versions of the Early Literacy Bundle (Figure 5). Each accelerator bundle includes four
lessons focused on phonics, vocabulary, and fluency, with varying complexity based on students’ actual
grade (which affects presentation style) and placement grade (which affects difficulty level). However,
Bundle 6 only includes two lessons focused on vocabulary.
Figure 4. Imagine MyPath prioritizes essential skills.
MyPath K–5 Efficiently Prioritizes and Adapts Content
Grades
Placement Grade Level Actual Grade Level
3 4 5 6 7 8
Grade 2
Places into K
Phonics
Vocabulary
Fluency
Age-appropriate
comprehension
lessons, Grade K
Grades 3−5
Places into K−2
Phonics
Vocabulary
Fluency
Age-appropriate
comprehension
lessons, Grades K−2
Grade 5
Places into 3
Phonics
Vocabulary
Fluency
Age-appropriate
comprehension
lessons, Grade 3
Early Literacy Bundle 1 Early Literacy Bundle 2 Early Literacy Bundle 3
Grades 6–12
Places into K–2
Phonics
Vocabulary
Fluency
Age-appropriate
comprehension
lessons, Grades K–2
Grades 6–12
Places into 3−5
Phonics
Vocabulary
Fluency
Age-appropriate
comprehension
lessons, Grades 3–5
Grade 8
Places into 6
Phonics
Vocabulary
Fluency
Age-appropriate
comprehension
lessons, Grade 6
Early Literacy Bundle 4 Early Literacy Bundle 5 Early Literacy Bundle 6
Figure 5. Imagine MyPath Early Literacy Bundles.
9How Imagine MyPath K–12 Aligns With Research on Effective Reading and Mathematics Instruction
In mathematics, prioritization is domain focused. Imagine MyPath includes lessons across all domains—
number and operations, algebra, measurement and data, and geometry. The program incorporates
rigorous mathematics standards and practices to maximize students’ conceptual understanding of
grade-level concepts. Because it prioritizes key lessons, students do not need to receive all lessons within
each domain. Instead, the curriculum emphasizes the most essential skills to efficiently scale students
up to grade level. This helps students build a foundational understanding before moving on to more
sophisticated concepts.
To provide a more granular view of how a student’s ILP prioritizes mathematics content within a specific
grade-level skill, consider a Grade 9 student who is performing three grade levels below in algebra (Figure
6). This student struggles to solve problems involving linear equations. Therefore, the student’s ILP reviews
essential skills required to master the linear equations (e.g., solving one-step equations, solving problems
involving rational numbers, solving with variables on both sides). The progressions become more refined
and efficient, which accelerates growth to grade-level proficiency.
Figure 6. Student’s individual learning path.
Grade 6 − EE and NS
Solving One-Step Equations:
Addition and Subtraction
Grade 9 − Algebra(Solving Linear Equations)
Solving Mixture Problems
Solving Rate Problems
Multiplying Fractions
Fraction Multiplication
and Division
Grade 7 − EE and NS
Solving Two-Step
Equations
Solving Multi-Step
EquationsAdding and Subtracting
IntergersMultiplying and Dividing
Intergers
Operations with IntergersAdding and Subtracting
Rational Numbers
Grade 8 − EE
Solving with the
Distributive Property
Solving Equations with
Rational NumbersModeling with Variables
on Both Sides
Solving with Variables on
Both Sides
Solving One-Step Equations:
Multiplication and DivisionModeling Real-World Problems
with One Step EquationsMultiplying and Dividing
Rational Numbers
Solving Problems Involving
Rational NumbersVisual Models in Fraction
Multiplication and Division
In mathematics, prioritization is domain focused. Imagine MyPath includes lessons across all domains—
number and operations, algebra, measurement and data, and geometry. The program incorporates
rigorous mathematics standards and practices to maximize students’ conceptual understanding of
grade-level concepts. Because it prioritizes key lessons, students do not need to receive all lessons within
each domain. Instead, the curriculum emphasizes the most essential skills to efficiently scale students
up to grade level. This helps students build a foundational understanding before moving on to more
sophisticated concepts.
To provide a more granular view of how a student’s ILP prioritizes mathematics content within a specific
grade-level skill, consider a Grade 9 student who is performing three grade levels below in algebra (Figure
6). This student struggles to solve problems involving linear equations. Therefore, the student’s ILP reviews
essential skills required to master the linear equations (e.g., solving one-step equations, solving problems
involving rational numbers, solving with variables on both sides). The progressions become more refined
and efficient, which accelerates growth to grade-level proficiency.
Figure 6. Student’s individual learning path.
Grade 6 − EE and NS
Solving One-Step Equations:
Addition and Subtraction
Grade 9 − Algebra(Solving Linear Equations)
Solving Mixture Problems
Solving Rate Problems
Multiplying Fractions
Fraction Multiplication
and Division
Grade 7 − EE and NS
Solving Two-Step
Equations
Solving Multi-Step
EquationsAdding and Subtracting
IntergersMultiplying and Dividing
Intergers
Operations with IntergersAdding and Subtracting
Rational Numbers
Grade 8 − EE
Solving with the
Distributive Property
Solving Equations with
Rational NumbersModeling with Variables
on Both Sides
Solving with Variables on
Both Sides
Solving One-Step Equations:
Multiplication and DivisionModeling Real-World Problems
with One Step EquationsMultiplying and Dividing
Rational Numbers
Solving Problems Involving
Rational NumbersVisual Models in Fraction
Multiplication and Division
10How Imagine MyPath K–12 Aligns With Research on Effective Reading and Mathematics Instruction
Each student’s current level of understanding (based on assessment data) determines the starting point
for their ILP. The graphic below shows how Imagine MyPath K–5 adapts to students’ knowledge within
a lesson and the general instructional framework (note that the reading foundations lessons do not
follow this exact activity guide) (Figure 7). In the K–5 environment, each lesson begins with a five-item
Mastery Check. If a student answers four or more items correctly (or 80%), they test out of that lesson
and progress to the next. If not, they receive Instruction that integrates relevant examples, real-world
connections, and modeling to build their understanding of the concept. Students have a second chance
to demonstrate proficiency by taking another Mastery Check, which contains different items and response
options. If they pass, they move on to the next lesson. If not, they receive Supported and Independent
Practice. If a student passes the third Mastery Check, they move on. If not, the teacher receives a
notification that the student requires additional support. Imagine MyPath offers downloadable offline
resources that enable teachers to reteach the concept or skill (Figure 8). Students move on to the next
lesson in their ILP once the teacher determines they have mastered the skill.
Imagine MyPath 6–12 also adapts to students’ knowledge within
a lesson. Figure 9 displays the general instructional framework
for this learning environment. Each lesson begins with a five-item
Mastery Check. If the student answers four or more items correctly
(or 80%), they test out of that lesson and move on to the next. If they
do not meet the passing threshold, students receive Instruction.
Students have access to Guided Notes, which can be used through-
out the lesson (Figure 10). These can be printed by the teacher or
from the students’ dashboard. After Instruction, students take a
second Mastery Check. If students demonstrate proficiency, they
move on to the next lesson. If not, they receive additional Instruction
and Practice. This reinforces the concept and allows students to
apply what they have learned. If the student fails the third and
final Mastery Check, the teacher is notified. Again, the teacher can
download offline resources that accompany each lesson to provide
individualized support before the student moves on to the next
lesson (Figure 11).
Figure 8. Imagine MyPath Grades K–5
downloadable resource.
Figure 7. Imagine MyPath Grades K–5 lesson structure.
MasteryCheck
OnlineInstruction
MasteryCheck
NextLesson
MasteryCheck
Worksheet
SupportedPractice IndependentPractice
Each student’s current level of understanding (based on assessment data) determines the starting point
for their ILP. The graphic below shows how Imagine MyPath K–5 adapts to students’ knowledge within
a lesson and the general instructional framework (note that the reading foundations lessons do not
follow this exact activity guide) (Figure 7). In the K–5 environment, each lesson begins with a five-item
Mastery Check. If a student answers four or more items correctly (or 80%), they test out of that lesson
and progress to the next. If not, they receive Instruction that integrates relevant examples, real-world
connections, and modeling to build their understanding of the concept. Students have a second chance
to demonstrate proficiency by taking another Mastery Check, which contains different items and response
options. If they pass, they move on to the next lesson. If not, they receive Supported and Independent
Practice. If a student passes the third Mastery Check, they move on. If not, the teacher receives a
notification that the student requires additional support. Imagine MyPath offers downloadable offline
resources that enable teachers to reteach the concept or skill (Figure 8). Students move on to the next
lesson in their ILP once the teacher determines they have mastered the skill.
Imagine MyPath 6–12 also adapts to students’ knowledge within
a lesson. Figure 9 displays the general instructional framework
for this learning environment. Each lesson begins with a five-item
Mastery Check. If the student answers four or more items correctly
(or 80%), they test out of that lesson and move on to the next. If they
do not meet the passing threshold, students receive Instruction.
Students have access to Guided Notes, which can be used through-
out the lesson (Figure 10). These can be printed by the teacher or
from the students’ dashboard. After Instruction, students take a
second Mastery Check. If students demonstrate proficiency, they
move on to the next lesson. If not, they receive additional Instruction
and Practice. This reinforces the concept and allows students to
apply what they have learned. If the student fails the third and
final Mastery Check, the teacher is notified. Again, the teacher can
download offline resources that accompany each lesson to provide
individualized support before the student moves on to the next
lesson (Figure 11).
Figure 8. Imagine MyPath Grades K–5
downloadable resource.
Figure 7. Imagine MyPath Grades K–5 lesson structure.
MasteryCheck
OnlineInstruction
MasteryCheck
NextLesson
MasteryCheck
Worksheet
SupportedPractice IndependentPractice
11
Imagine MyPath’s Smart Sequencer™ also adapts the curriculum across lessons. If students display sustained
and unproductive struggle, their ILP recalibrates to the previous grade level to provide instruction that allows
them to get back on track. Teachers can adjust ILPs to include foundational lessons within and across grade
levels to reinforce skills, if necessary. Teachers can also customize the lessons (i.e., add lessons below or above
grade level) to augment the instruction students receive. These changes are automatically reflected in the
student’s ILP the next time they log in to the program.
A notable feature of Imagine MyPath is its unique ability to provide instruction on the same skill to students
across Grades K–12. However, the presentation of the skill reflects the students’ chronological age. Students
in the upper grade levels who require skills from lower grade levels receive modified age-appropriate
material (e.g., changes in the graphical presentation, organization, storytelling, context orientation) to
be more relevant to their developmental age. For example, students in Grades 6–12 who require lessons
focused on Grades 3–5 skills receive a presentation style commensurate with their maturity level.
How Imagine MyPath K–12 Aligns With Research on Effective Reading and Mathematics Instruction 11
Figure 9. Imagine MyPath Grades 6–12 lesson structure.
Figure 10. Guided Notes for Grades
6–12 students.
Figure 11. Imagine MyPath Grades
6–12 downloadable resource.
MasteryCheck
OnlineInstruction MasteryCheck
Summary MasteryCheck
Worksheet
AssignmentGuided Notes
NextLesson
Imagine MyPath’s Smart Sequencer™ also adapts the curriculum across lessons. If students display sustained
and unproductive struggle, their ILP recalibrates to the previous grade level to provide instruction that allows
them to get back on track. Teachers can adjust ILPs to include foundational lessons within and across grade
levels to reinforce skills, if necessary. Teachers can also customize the lessons (i.e., add lessons below or above
grade level) to augment the instruction students receive. These changes are automatically reflected in the
student’s ILP the next time they log in to the program.
A notable feature of Imagine MyPath is its unique ability to provide instruction on the same skill to students
across Grades K–12. However, the presentation of the skill reflects the students’ chronological age. Students
in the upper grade levels who require skills from lower grade levels receive modified age-appropriate
material (e.g., changes in the graphical presentation, organization, storytelling, context orientation) to
be more relevant to their developmental age. For example, students in Grades 6–12 who require lessons
focused on Grades 3–5 skills receive a presentation style commensurate with their maturity level.
How Imagine MyPath K–12 Aligns With Research on Effective Reading and Mathematics Instruction 11
Figure 9. Imagine MyPath Grades 6–12 lesson structure.
Figure 10. Guided Notes for Grades
6–12 students.
Figure 11. Imagine MyPath Grades
6–12 downloadable resource.
MasteryCheck
OnlineInstruction MasteryCheck
Summary MasteryCheck
Worksheet
AssignmentGuided Notes
NextLesson
12How Imagine MyPath K–12 Aligns With Research on Effective Reading and Mathematics Instruction
Figures 12 and 13 both emphasize the same mathematics skill, dividing by a unit fraction. However, the
presentation style of Figure 12 is designed for students in Grades K–5, whereas Figure 13 is modified for
students in Grades 6–12. In this example, the visual models, representations, vocabulary, strategies, colors,
and overall layout reflect the students’ respective grade levels. Similarly, Figures 14 and 15 display a lesson
focused on cause and effect. The presentation style of Figure 14 is designed for students in Grades K–5,
while Figure 15 is modified for students in Grades 6–12.
In reading, there are four basic style presentations of onscreen text (Grades K–1, Grade 2, Grades 3–5, and
Grades 6–12). Each style (e.g., image use, font size, organization) mimics books and curricula students
would typically see at grade level (e.g., flipbooks in kindergarten versus screens with more text per page in
the middle and secondary grades). Figures 16, 17, 18, and 19 provide an example of each presentation style.
Figure 12. Mathematics lesson designed for Grades
K–5 students.
Figure 13. Mathematics lesson designed for Grades
6–12 students.
Figure 14. Reading lesson designed for Grades
K–5 students.
Figure 15. Reading lesson designed for Grades 6–12 students.
Figure 16. Reading lesson presentation style (Grades K–1). Figure 17. Reading lesson presentation style (Grade 2).
Figures 12 and 13 both emphasize the same mathematics skill, dividing by a unit fraction. However, the
presentation style of Figure 12 is designed for students in Grades K–5, whereas Figure 13 is modified for
students in Grades 6–12. In this example, the visual models, representations, vocabulary, strategies, colors,
and overall layout reflect the students’ respective grade levels. Similarly, Figures 14 and 15 display a lesson
focused on cause and effect. The presentation style of Figure 14 is designed for students in Grades K–5,
while Figure 15 is modified for students in Grades 6–12.
In reading, there are four basic style presentations of onscreen text (Grades K–1, Grade 2, Grades 3–5, and
Grades 6–12). Each style (e.g., image use, font size, organization) mimics books and curricula students
would typically see at grade level (e.g., flipbooks in kindergarten versus screens with more text per page in
the middle and secondary grades). Figures 16, 17, 18, and 19 provide an example of each presentation style.
Figure 12. Mathematics lesson designed for Grades
K–5 students.
Figure 13. Mathematics lesson designed for Grades
6–12 students.
Figure 14. Reading lesson designed for Grades
K–5 students.
Figure 15. Reading lesson designed for Grades 6–12 students.
Figure 16. Reading lesson presentation style (Grades K–1). Figure 17. Reading lesson presentation style (Grade 2).
13How Imagine MyPath K–12 Aligns With Research on Effective Reading and Mathematics Instruction
In mathematics, there are three basic style presentations (Grades K–2, Grades 3–5, and Grades 6–12).
Figures 20, 21, and 22 each display a lesson focused on single-digit addition. The layout, models, visual
representations, and colors reflect the student’s age. Figure 20 displays a lesson designed for a student
in Grades K–2, which includes concrete objects that model the problem. Students in Grades 3–5 practic-
ing that same skill receive a lesson that incorporates representations and symbolic equations (Figure 21),
whereas students in Grades 6–12 receive a lesson that is primarily symbolic (Figure 22).
Figure 18. Reading lesson presentation style (Grades 3–5). Figure 19. Reading lesson presentation style (Grades 6–12).
Figure 20. Mathematics lesson presentation style
(Grades K–2).
Figure 21. Mathematics lesson presentation style
(Grades 3–5).
Figure 22. Mathematics lesson presentation style
(Grades 6–12).
14How Imagine MyPath K–12 Aligns With Research on Effective Reading and Mathematics Instruction
Principle 2. Provide Accessible, Explicit,
and Scaffolded Instruction to Ensure Success
Among Academically Diverse Learners
Decades of research confirm that providing students with accessible, explicit, and scaffolded instruction
leads to greater academic success (Archer & Hughes, 2011; Belland et al., 2017; Berkeley et al., 2010;
Doabler et al., 2015; Gersten, Chard et al., 2009; Graham & Santangelo, 2014; Hebert et al., 2016;
Kroesburgen & van Luit, 2003; Lesaux et al., 2014). Universal Design for Leaning (UDL) is an evidence-
based framework that is used to create flexible instructional materials and assessments to make
learning accessible for all students (Center for Applied Special Technology, CAST, 2018). This framework
guides the design of learning experiences that present information in multiple formats (representations),
encourage students to communicate their understanding in a variety of ways (action and expression),
and embed multiple strategies to engage students (engagement).
Experts recommend integrating features of UDL into explicit instruction to proactively meet the needs
of all students (CAST, 2018; Foxworth et al., 2021). Explicit instruction refers to “a systematic method
of teaching with an emphasis on proceeding in small steps, checking for student understanding, and
achieving active and successful participation by all students” (Rosenshine, 1987, p. 34). This approach
leverages strategy instruction and scaffolded support to promote achievement and make learning
more transparent, especially for students at risk for learning difficulties (Archer & Hughes, 2011; Cohen,
2018; Foxworth et al., 2021; Manset-Williamson & Nelson, 2005; McDonald et al., 2013; Rosenshine, 2012).
Explicit instruction includes the following elements (Archer & Hughes, 2011; Fuchs et al., 2008; Konrad et
al., 2019; Rosenshine, 2012):
● use of clear and concise language;
● clearly defined lesson goals and expectations;
● introduction of main ideas before details;
● activation of background knowledge before the introduction of new content;
● hierarchical progression of essential skills;
● strategies and content taught in isolation before differentiating learning for students;
● complex skills broken down into manageable chunks to minimize cognitive load;
● high-quality thought processes that model clear and concise language;
● guided learning with opportunities for feedback;
● faded support as students become proficient;
● independent practice with immediate corrective feedback; and
● motivational elements that sustain attention and encourage students to work hard.
Principle 2. Provide Accessible, Explicit,
and Scaffolded Instruction to Ensure Success
Among Academically Diverse Learners
Decades of research confirm that providing students with accessible, explicit, and scaffolded instruction
leads to greater academic success (Archer & Hughes, 2011; Belland et al., 2017; Berkeley et al., 2010;
Doabler et al., 2015; Gersten, Chard et al., 2009; Graham & Santangelo, 2014; Hebert et al., 2016;
Kroesburgen & van Luit, 2003; Lesaux et al., 2014). Universal Design for Leaning (UDL) is an evidence-
based framework that is used to create flexible instructional materials and assessments to make
learning accessible for all students (Center for Applied Special Technology, CAST, 2018). This framework
guides the design of learning experiences that present information in multiple formats (representations),
encourage students to communicate their understanding in a variety of ways (action and expression),
and embed multiple strategies to engage students (engagement).
Experts recommend integrating features of UDL into explicit instruction to proactively meet the needs
of all students (CAST, 2018; Foxworth et al., 2021). Explicit instruction refers to “a systematic method
of teaching with an emphasis on proceeding in small steps, checking for student understanding, and
achieving active and successful participation by all students” (Rosenshine, 1987, p. 34). This approach
leverages strategy instruction and scaffolded support to promote achievement and make learning
more transparent, especially for students at risk for learning difficulties (Archer & Hughes, 2011; Cohen,
2018; Foxworth et al., 2021; Manset-Williamson & Nelson, 2005; McDonald et al., 2013; Rosenshine, 2012).
Explicit instruction includes the following elements (Archer & Hughes, 2011; Fuchs et al., 2008; Konrad et
al., 2019; Rosenshine, 2012):
● use of clear and concise language;
● clearly defined lesson goals and expectations;
● introduction of main ideas before details;
● activation of background knowledge before the introduction of new content;
● hierarchical progression of essential skills;
● strategies and content taught in isolation before differentiating learning for students;
● complex skills broken down into manageable chunks to minimize cognitive load;
● high-quality thought processes that model clear and concise language;
● guided learning with opportunities for feedback;
● faded support as students become proficient;
● independent practice with immediate corrective feedback; and
● motivational elements that sustain attention and encourage students to work hard.