In development · Scheduled release: Spring 2027 · Working preview uses fictional data
Sources, uses, and limits
Informed Research
The foundations behind Boomerang Progress, and the boundaries of what those foundations support.
National source register · October 17, 2026
Research-informed design. Not a claim of demonstrated product effectiveness.
These sources include research articles, professional frameworks, technical guidance, law/policy, and accessibility/security standards. They are not interchangeable kinds of evidence. No endorsement by an author, agency, district, or publisher is implied.
Built for schools across the United States. Federal guidance, national and multi-state frameworks, and broadly applicable research inform the design. Each school retains its own adopted standards, agreements, and approval process.
Curriculum & standardsR39 · Standards frameworks
ELA/Literacy and Mathematics Standards
Common Core State Standards Initiative
DESIGN USE
Real 7/8 grade labels, 9–10 and 11–12 ELA bands, and HS math categories
LIMITATION
National framework selection does not assert adoption by every state or prescribe one course sequence.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
Curriculum & standardsR40 · Science standards
Next Generation Science Standards
NGSS Lead States
DESIGN USE
Preserve middle/high-school performance expectations and disciplinary context
LIMITATION
A short code label is not the full multidimensional performance expectation.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
Curriculum & standardsR58 · National professional framework
College, Career, and Civic Life (C3) Framework for Social Studies State Standards
National Council for the Social Studies
DESIGN USE
Connect inquiry, evidence, disciplinary reasoning, and informed action in social studies planning
LIMITATION
An inquiry framework supports, but does not replace, each school’s adopted content standards or course sequence.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
Curriculum & standardsR42 · Professional standards framework
World-Readiness Standards for Learning Languages
ACTFL
DESIGN USE
Proficiency-sensitive planning, communication, and culture anchors
LIMITATION
Language proficiency must not be inferred from age, grade, or an app rubric level.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
Curriculum & standardsR43 · Arts standards framework
National Core Arts Standards
National Coalition for Core Arts Standards
DESIGN USE
Separate artistic disciplines and distinguish anchors from performance expectations
LIMITATION
Select the appropriate grade/course performance standard locally; anchors alone do not complete a course map.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
Curriculum & standardsR44 · Professional standards framework
CSTA PK–12 Computer Science Standards
Computer Science Teachers Association (2026)
DESIGN USE
Preserve framework versions and check school adoption rather than assuming equivalence between editions
LIMITATION
Brief navigational code references only; not a full reproduction or automatic adoption crosswalk. Licensing must be reviewed before distributing full text.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
MTSS & instructionR45 · Federal technical-assistance guidance
Progress Monitoring within Data-Based Individualization
National Center on Intensive Intervention
DESIGN USE
Plan evidence and collection/review timing; interpret data and document instructional response
LIMITATION
Classroom rubric judgments are not standardized CBM. No universal weekly testing schedule or cross-scale slope is imposed.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
Curriculum & standardsR46 · Professional standards
National Physical Education Standards
SHAPE America (2024)
DESIGN USE
Four PE anchor references, with appropriate indicators selected locally
LIMITATION
Goal/anchor references are not complete grade-band indicators.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
Curriculum & standardsR47 · Professional standards
National Health Education Standards
SHAPE America (2024)
DESIGN USE
Health-specific anchor selection rather than a PE substitution
LIMITATION
Use the full current grade-band indicators with local scope and sequence.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
Curriculum & standardsR49 · Professional standards framework
National School Library Standards — Second Edition
American Association of School Librarians (2025)
DESIGN USE
Six shared foundations as library/information-literacy planning references
LIMITATION
Foundations are not complete competencies; publisher permissions and local adoption remain necessary.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
Privacy & policyR36 · Federal privacy guidance
School officials and legitimate educational interests
US Department of Education / SPPO
DESIGN USE
Require an authorized staff relationship; no all-staff access by default
LIMITATION
Removing family/student logins does not remove student-record protections.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
MeasurementR01 · Foundational article
Curriculum-Based Measurement: The Emerging Alternative
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
MeasurementR02 · Research synthesis
Effects of Systematic Formative Evaluation: A Meta-Analysis
Fuchs & Fuchs (1986)
DESIGN USE
Connect repeated evidence to instructional evaluation
LIMITATION
Historical findings do not establish this product’s effectiveness.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
MeasurementR03 · Research review
Using Curriculum-Based Measurement to Improve Student Achievement: Review of Research
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
MeasurementR04 · Systematic review
A Systematic Review of Recommendations and Research Surrounding CBM Oral Reading Fluency Decision Rules
Ardoin et al. (2013)
DESIGN USE
Explain rule eligibility and limitations
LIMITATION
Rules depend on the instrument, purpose, and evidence.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
MeasurementR05 · Measurement research
CBM of Oral Reading: Schedule, Duration, and Dataset Quality
Christ et al. (2013)
DESIGN USE
Separate sampling duration from observation count
LIMITATION
Six observations are not a universal reliability guarantee.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
MeasurementR06 · Literature review
Technical Features of Curriculum-Based Measurement in Writing: A Literature Review
McMaster & Espin (2007)
DESIGN USE
Identify writing task, measure, and scoring method
LIMITATION
Brief writing indicators are not equivalent to complex disciplinary writing.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
AssessmentR07 · Research review
Assessment and Classroom Learning
Black & Wiliam (1998)
DESIGN USE
Evidence, feedback, and adjustment in classroom learning
LIMITATION
A score collection system is not inherently formative.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
AssessmentR08 · Conceptual framework
Formative Assessment and the Design of Instructional Systems
Sadler (1989)
DESIGN USE
Make criteria and opportunities for improvement visible
LIMITATION
A conceptual foundation does not prove an interface effect.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
AssessmentR09 · Research synthesis
The Power of Feedback
Hattie & Timperley (2007)
DESIGN USE
Connect feedback to goals and useful next steps
LIMITATION
A messaging feature is not independently proven feedback practice.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
AssessmentR10 · Practitioner article
When Students Track Their Progress
Marzano (2009)
DESIGN USE
Review the same learning goal over time using staff-prepared charts and student conferences
LIMITATION
Reported effects must not become product promises.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
AssessmentR11 · Professional framework
Classroom Assessment & Grading That Work
Marzano (2006)
DESIGN USE
Criteria, proficiency descriptors, and shared interpretation
LIMITATION
Local scales need educator review and calibration.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
Student voiceR12 · Conceptual overview
Becoming a Self-Regulated Learner: An Overview
Zimmerman (2002)
DESIGN USE
Staff-recorded student goal setting, strategies, monitoring, and reflection
LIMITATION
Clicks and compliance are not measures of self-regulation.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
Student voiceR13 · Critical review
A Critical Review of Research on Student Self-Assessment
Andrade (2019)
DESIGN USE
Record student self-assessment through staff and connect it to revision
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
Student voiceR14 · Participation framework
“Voice” Is Not Enough
Lundy (2007)
DESIGN USE
Student expression through conferences/paper, staff acknowledgement, and documented influence
LIMITATION
Applied as a design model, not a claim about US treaty obligations.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
CurriculumR15 · Disciplinary literacy framework
Teaching Disciplinary Literacy to Adolescents
Shanahan & Shanahan (2008)
DESIGN USE
Connect subjects while retaining disciplinary reasoning
LIMITATION
A shared label does not establish interchangeable scores.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
CurriculumR16 · Professional framework
Understanding by Design, Expanded 2nd Edition
Wiggins & McTighe (2005)
DESIGN USE
Align learning, evidence, and instruction
LIMITATION
Planning guidance is not causal validation of software.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
CurriculumR17 · Professional framework
Getting Results with Curriculum Mapping
Jacobs, editor (2004)
DESIGN USE
Make content, skills, timing, and assessments inspectable
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
CurriculumR18 · Federal practice guide
Using Student Achievement Data to Support Instructional Decision Making
Hamilton et al. / IES (2009)
DESIGN USE
Collaborative data use and student examination of evidence
LIMITATION
The official page rates all five recommendations Minimal Evidence.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
MeasurementR19 · Professional standards
Standards for Educational and Psychological Testing
AERA, APA & NCME (2014)
DESIGN USE
Specify intended interpretations, fairness, and score uses
LIMITATION
The standards do not certify Progress or a local scale.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
MTSS & IEPR20 · Technical guidance
Data-Based Individualization
National Center on Intensive Intervention
DESIGN USE
Monitoring, diagnosis of instructional needs, adaptation, and review
LIMITATION
The application does not replace an intervention or professional judgment.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
MeasurementR21 · Technical guidance
Decision Rules for Analyzing Academic Progress Monitoring Data
National Center on Intensive Intervention (2024)
DESIGN USE
Expose the rule, duration, data requirements, and human review
LIMITATION
Handout-specific prerequisites are not universal rules. Its median wording needs review before use.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
Privacy & recordsR24 · Federal regulation
FERPA Regulations, 34 CFR Part 99
U.S. Department of Education
DESIGN USE
Authorized relationships, record rights, and purposeful sharing
LIMITATION
Applicable rights and disclosure bases require district review.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
MTSS & IEPR25 · Federal regulation
Definition of Individualized Education Program
34 CFR §300.320
DESIGN USE
Measurable goals, measurement methods, and periodic reports
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
MTSS & IEPR26 · Federal guidance
Memo 11-07: RTI Cannot Be Used to Delay or Deny an Evaluation
OSEP (2011)
DESIGN USE
Evaluation requests do not depend on completing MTSS cycles
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
AccessibilityR31 · Professional framework
Universal Design for Learning Guidelines 3.0
CAST (2024)
DESIGN USE
Meaningful options for participation and expression
LIMITATION
UDL does not substitute for required accommodations.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
AccessibilityR32 · Technical standard
Web Content Accessibility Guidelines 2.2
W3C
DESIGN USE
Keyboard access, readable states, and chart alternatives
LIMITATION
Targeting AA is not a claim of audited conformance.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
Data use & visualizationR51 · Technical training guidance
Graphing and Analyzing Academic Progress Monitoring Data
National Center on Intensive Intervention
DESIGN USE
Dedicated outcome charts, planned collection and review, comparable evidence, and documented next steps
LIMITATION
The charts are descriptive. Guidance does not validate this app, a local rubric, or causal claims.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
Privacy & recordsR52 · Security guidance
Session Management and Multifactor Authentication Cheat Sheets
OWASP
DESIGN USE
Protected cookies, inactivity and absolute expiry, token renewal after MFA, server-side revocation, and recovery controls
LIMITATION
Implemented controls require independent security review; TOTP is not phishing-resistant authentication.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
MeasurementR54 · Peer-reviewed meta-analysis
Using Learning Progress Monitoring to Promote Academic Performance? A Meta-Analysis of the Effectiveness
Amelie Fuchs, Anika Radkowitsch & Daniel Sommerhoff (2025)
DESIGN USE
Frequent comparable checks, teacher consultation, and evidence-specific support for instructional adjustments; 25 studies, 7,379 students, 87 effect sizes, pooled g = 0.30
LIMITATION
Moderator findings suggest at least weekly testing. The synthesis does not evaluate Boomerang, prove a two-minute workflow, or establish a universal threshold for every subject.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
MTSS & instructionR55 · Federal evidence summaries
What Works Clearinghouse Practice Guides
Institute of Education Sciences / What Works Clearinghouse
DESIGN USE
A transparent route to instructional recommendations with evidence ratings and implementation considerations
LIMITATION
Recommendations have specific populations, topics, and evidence strengths. Linking a guide does not validate an app-selected intervention.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
MTSS & instructionR57 · Professional learning and practice resources
IRIS Resource Locator
IRIS Center, Vanderbilt University
DESIGN USE
Accessible modules and materials for understanding evidence-based instruction, progress monitoring, and instructional adaptations
LIMITATION
Professional learning resources support educator judgment. They do not establish product effectiveness or supply an automated recommendation.
Principle-level source mapping. Source availability and detailed applicability must be rechecked before approved school deployment. Some foundational sources were available through publisher descriptions or abstracts. A source link does not certify the implemented product or validate a local scale.
How a source becomes a feature
Source-supported principle → design interpretation → implementation → tests → stated limitation. Layout, colors, and workflow labels are design choices, not proven achievement interventions. Detailed instrument approval, independent assessment review, and school policy decisions remain release requirements.
