Triumph Learning Prepares Educators to Meet the Needs of 21st-Century Learners

Performance Coach: Mathematics provides teachers with differentiated instruction strategies to help a diverse student population better understand math.

As classrooms become more diverse, educators must find innovative ways to tailor their teaching to meet students’ individual learning needs. A new evaluation of Performance Coach: Mathematics from Triumph Learning, producer of critically acclaimed K-12 texts and interactive digital tools, demonstrates the effectiveness of the series to help a variety of learners engage with the content and retain key mathematical concepts.

Dr. Paul Gray, curriculum developer and member of the Texas Council of Teachers of Mathematics, provides a thorough review of Performance Coach: Mathematics in a new white paper “Instructional Supports in Mathematics for a Variety of Learners.” His findings show that Performance Coach:

  • Is built upon the gradual release of responsibility (GRR) model
  • Advises teachers how to differentiate instruction for students who need additional support, and for those who need lesson extension
  • Utilizes linguistic supports in each lesson at every grade level
  • Makes extensive use of algebra readiness support structures at all grade levels
  • Employs strategies to help teachers integrate the Standards for Mathematical Practice into instruction
  • Integrates rich mathematical content with the effective use of the Standards of Mathematical Practice to support student success in mastering curriculum

“Because each student learns at a different pace and has unique needs, Performance Coach provides teachers with many effective ways to differentiate their instruction,” said Mike Morley, publisher at Triumph Learning. “Performance Coach also meets students where they are and helps them understand how to solve meaningful and rigorous mathematical problems.”

The evaluation concludes that to reach the increasing number of students with different learning needs, including English language learners, it is necessary for educators to adapt and find ways to provide high-quality curricula that benefits each individual student and meets them where they are.

Learn more by downloading the new white paper.

About Triumph Learning
Triumph Learning, LLC, is a leading educational content company and publisher of print and digital K-12 resources, standards-aligned instructional materials and effective literacy programs. Its state-customized products increased student achievement and raise scores on high-stakes exams for more than 6 million students in 36,000 schools in 2013 and 2014. Triumph Learning offers unique student solutions, robust teacher support, and professional development opportunities. Triumph Learning is committed to serving all students with a mix of interactive digital tools and innovative student texts with products such as Coach and Waggle. For more information, visit


New Survey from Lexia Learning Survey Shows

Educators Struggle with Translating Screener Assessment Data into Actionable Plans

BOSTON (July 15, 2015) – At the heart of great classroom instruction is the teacher’s ability to identify individual

student needs and adjust instruction and intervention accordingly. However, a recent survey by Lexia Learning®,

a Rosetta Stone® (NYSE:RST) company, suggests that significant gaps exist in teachers’ abilities to quickly access,

interpret and act upon student data to support instruction. The survey, which polled more than 200 educators at

the International Society for Technology in Education 2015 Conference and Expo (ISTE), indicated there is a

growing need to have assessments more quickly pinpoint skill deficiencies while rapidly providing teachers with

connections to actionable data for immediate instructional planning.

According to the survey, only 35 percent of the survey respondents felt that teachers at their schools had a high

or very high level of comfort connecting data to instruction. The low figure suggests that the majority of

teachers still have trouble using data to identify students’ problem areas and adjust instruction accordingly.

When teachers are unable to make that correlation, students are unlikely to receive the appropriate level or

intensity of instruction needed to drive academic success.

The survey also found that fewer than half (48 percent) of respondents felt that their current screener

assessments provide clear categorizations of which students were on track and which needed more attention.

This compounds the problem where a majority of learners are not receiving the support they need, and

indicates that some of their teachers may not even be aware that there is a problem to solve.

While 54 percent of respondents said that teachers in their schools have assessment data that tells them

whether intervention plans are working, significantly fewer (only 37 percent) believed that their assessment

data told them how to change an ineffective intervention plan currently in place.

Additionally, the survey revealed that current screener assessments take up too much instructional time. Eighty-

three percent of educators believe that screener assessments should take 30 minutes or less, however, less than

half (47 percent) of the respondents indicated that their screener assessments could be administered within

These findings, along with the previously cited low figure associated with teachers linking data to instruction,

signify that combining assessments with guidance for adjusting interventions in accordance with student needs

would be a major step toward making data-based instruction a reality for numerous classrooms.

“Our survey results echo the findings from the Gates Foundation’s recently released report, which revealed that

67 percent of teachers weren’t fully satisfied with the effectiveness of the data they receive from digital tools,”

said Lexia President, Nick Gaehde. “It is this same need that has driven Lexia’s mission for more than 30 years,

helping teachers assess student needs efficiently and then use the data to positively impact classroom

# # #

Rosetta Stone Inc. is dedicated to changing people’s lives through the power of language and literacy education.

The company’s innovative, personalized language and reading programs drive positive learning outcomes in

thousands of schools, businesses, government organizations and for millions of individual learners around the

Founded in 1992, Rosetta Stone pioneered the use of interactive software to accelerate language learning and is

widely recognized today as the industry leader in providing effective language programs. The company’s cloud-

based programs allow users to learn online or on the go via tablet or smartphone, whether in a classroom, in a

corporate setting, or in a personal learning environment. Rosetta Stone is also a leader in the literacy education

space, helping millions of students build fundamental reading skills through its Lexia Learning

division. Additionally, the company’s Fit Brains business offers personalized brain training programs developed

by neuroscientists and award-winning game designers to be fun and help keep your brain sharp.

Rosetta Stone is based in Arlington, VA, and has offices and operations around the world.  For more information,

visit  “Rosetta Stone” is a registered trademark or trademark of Rosetta Stone Ltd. in

the United States and other countries.


RoboKind Appoints Liz Ralston as Vice President of Sales and Marketing

Education technology marketing guru to join leadership team of world-class robotics company

RoboKind, the world leader in social robotics, announces Liz Ralston as Vice President of Sales and Marketing. In this role, Ralston is responsible for leading all sales and marketing efforts for the company. Ralston will focus on RoboKind’s Robots4Autism, a program that uses a humanoid robot named Milo to teach social skills to children on the autism spectrum.

“We are elated to have Liz join the RoboKind team and make an immediate impact on our mission of getting Milo into more classrooms and facilities programs, as well as the home front,” said Fred Margolin, CEO and co-founder of RoboKind. “Liz has considerable experience in the industry, including four years in K-12 special education and autism, which will serve to expand the reach of Robots4Autism and benefit more children and families impacted by autism.”

With more than 28 years of experience in the education technology marketplace, Ralston possesses the background required to propel the RoboKind vision of helping children. Her leadership skills are paired with a talent for developing strategic relationships that are mutually beneficial at a state and national level. As demonstrated in past positions, Ralston has an extensive history of creating successful strategies that benefit organizations long term.

“I am excited about the opportunity to return to the world of special education and autism and apply my professional expertise in service of RoboKind’s goal to improve the lives of children with autism,” Ralston said. “With the potential to help more children participate in traditional classroom settings and social environments, Robots4Autism is a major asset to providing scalable autism intervention.”

To learn more about the RoboKind mission, visit

About RoboKind
RoboKind, the world leader in social robotics, designs and builds a series of robots that enable people to engage with robots on a personal level. Through the Robots4Autism and RoboSteps programs, RoboKind leverages these advanced social robots to supplement autism therapy, special education and STEM instruction. The programs use humanoid robots that feature life-like facial expressions, natural social interaction and comprehensive curriculum to assist educators and therapists in helping students learn and grow. For more information, visit