SRA curriculum content currently covers language and math from pre-kindergarten through grade three. The content is divided into four levels: 0 through 3.

General correspondence between grade designations and SRA curriculum levels is shown in the chart to the right. Students within any grade can be assigned to any level, based on their cognitive development. Level assignments are modified using the Curriculum Manager feature.

SRA employs systematic, direct instruction within an environment of ideas and exploration. Skills development is actively pursued, then applied in meaningful contexts. Subject matter is organized within widely recognized learning domains. A glance at the domains listed in the accompanying chart gives a quick idea of our curriculum content range.

SRA curriculum content is presented as a series of Curriculum Objects: modular combinations of learning activities and student assessments. Each Curriculum Object deals with a specific learning objective or a group of related objectives.

The SRA System automatically assigns content to students, based on the grade and learning level designated by educators. Through the use of Curriculum Manager, these assignments can be modified to coincide with classroom assignments, or to suit individual student needs. Control of assignments is provided by the Curriculum Manager.

Students are involved in authentic learning activities and assessments, where engaging multimedia content and responsive voiceover stimuli provide a framework for success. The emphasis is on real-world imagery and experiences, to promote a practical learning perspective. There is extensive use of photographic content. Instructions, explanations, and positive and corrective feedback are delivered by children's voices - providing the well-documented benefits of peer tutoring. This combination of strong visual and auditory stimuli serves the needs of students who rely on either of the corresponding learning styles. Students may progress at their own pace. Their relationship with SRA content is strictly one-on-one. This individualized approach enables students to study in greater detail those aspects of a subject that may be more challenging, and to move with greater speed through those areas they find less difficult. Students see a preview of the steps ahead in each activity, and know exactly where they stand as each milestone is checked off. This on-screen progress tracking promotes goal-setting and self-monitoring. (For a description of educator views to progress tracking, see Progress Manager in "System Management".)

SRA activities and assessments are based on nationally-recognized learning objectives, and are correlated to individual sets of state standards and provincial outcomes. Helping to meet these standards and outcomes is the foremost consideration in the SRA design process. To view a list of your state or province standards/outcomes and the associated SRA activities and assessments, see the Standards section of Progress Manager.

Initial research for product development was undertaken with the assistance of Dr Tom Lovitt of the University of Washington. SRA reviews research and commentary on an ongoing basis, and uses the information gleaned through this process and its work with educators in the field to influence continuing development of its products and services. SRA also closely monitors and incorporates into its products the directions proposed by organizations such as the National Association of the Education of Young Children (NAEYC), the National Reading Panel (NRP), the International Reading Association (IRA), and national and state assessment programs. By taking this broad and inclusive approach, SRA is able to create a product that helps educators bridge research and practice.

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