An October 10 Special Ed Connection® article reports that the child count of special education students declined in 2011 for the seventh consecutive year. According to the Data Accountability Center, in 2004 over six million students received special education services under the Individuals with Disabilities Education Act (IDEA); fewer than 5.7 million received IDEA services in 2011. Special Ed Connection® calculates this to be a cumulative 6 percent decline. [More]
Charlotte, NC, June 2012 – Wake County Public School System (WCPSS) in North Carolina recently awarded a two-year renewal contract to PCG Education to continue to provide and support a comprehensive student success planning system to support the district’s 150,000 students, teachers, and administrators. The integrated solution includes special education management (EasyIEP™), PCG 504Plan™, Response to Intervention (RtI-Academic), Limited English Proficient, PEP, EasyFax™, and advanced reporting. [More]
Boston, MA, May, 2012 – Cambridge Public Schools has awarded PCG Education a contract to implement a Response to Intervention-Academic (RtI-A) module, to be integrated with the school district’s existing EasyIEP™ system. The project aims to provide systematic assistance to children who are having difficulty learning. The district will begin tracking student progress through the system at the start of the 2012-2013 school year. For more information, contact email@example.com.
At its core, RtI is about using data to make appropriate instructional decisions for the benefit of students. As a coordinated initiative, however, designing and implementing a quality district-wide RtI approach brings a host of challenges. Many of these challenges relate to setting up effective systems and processes for collecting and using data. How can districts collect and use data to improve the odds that RtI will result in greater student success? [More]
School districts across the country are racing to implement Response to Intervention (RtI) to promote general education interventions and support eligibility decisions for students suspected of having a learning disability (LD); however, conditions are ripe for a “Perfect Storm” that could lead to higher incidence rates, more racial/ethnic disproportionality and failure to identify claims based on IDEA and Section 504/ADA. What are these conditions and how can school districts avoid this Perfect Storm? [More]