The Adaptive Behavior Assessment System, Third Edition (ABAS-3) is a standardized rating scale that measures practical, social, and conceptual skills used in everyday life from infancy through older adulthood. Parent, caregiver, teacher, and adult forms describe what an individual typically does without assistance across home, school, work, and community settings.

Ratings represent a respondent’s observations in a particular setting. Qualified evaluators retain the rater, date, and context when combining results with other evidence for assessment and planning. Administration and interpretation depend on the instrument and qualified professional judgment. Results retain the rater, setting, and date when incorporated into a broader evaluation.

95 Literacy Intervention System is 95 Percent Group’s coordinated literacy intervention system. Educators use diagnostic information, explicit small-group lessons, manipulatives, decodable practice, and progress monitoring to address identified skill needs.

Diagnostic findings and repeated practice need to stay connected to the instruction provided. Literacy teams coordinate grouping, lesson delivery, and progress review across the selected intervention components. Participation, implementation, and progress describe different aspects of support. Instructional teams use their combined context when reviewing the learner’s next steps.

AbleSpace is a special education service-delivery and IEP goal-progress platform for teachers, therapists, and related-service teams. It imports student and goal information, streamlines session data entry, and turns service and progress records into graphs, reports, reminders, and administrative views.

A session record connects the student, provider, goal, date, and observed progress. Service teams reconcile that evidence with the agreed plan and scheduled support so reviews reflect what was delivered.

BIMAS-2 is a standardized behavior and social-emotional assessment system. Educators complete rating forms to document observed concerns and adaptive strengths, identify possible support needs, and examine change over time.

Rater, setting, scale, and date give a behavior rating its meaning. Student-support teams preserve that context when comparing responses or discussing change alongside other evidence about the learner. A score needs its measure, date, grade or level, and administration context to remain meaningful when reused in a dashboard or support discussion.

BeyondSST is a web-based system for managing Student Study Team and pre-referral intervention workflows. Schools can document concerns, meetings, interventions, responsibilities, progress, outcomes, and student history in a consistent process instead of relying on paper forms or disconnected files.

Meeting notes, assigned actions, and evidence of progress form a continuing support history. School teams coordinate responsibility for follow-up while connecting the case with current student information. A case record supports continuity as staff or school assignments change. Teams coordinate access, responsibilities, and the date of the next planned review.

Boom Learning / Boom Cards is a marketplace and delivery platform for interactive Boom Cards. Teachers assign purchased or self-created decks and review response data while students complete short interactive tasks. Deck identity and task design give response data its meaning. Teachers connect performance with the intended skill, recognizing that purchased and locally created activities may measure different things.

Brainingcamp is a virtual mathematics-manipulatives and lesson platform. Learners use digital number lines, base-ten blocks, fraction tools, algebra tiles, graphs, and other models during instruction or independent work. The learner’s model makes mathematical relationships visible. Teachers connect constructed representations and explanations with the lesson, while any saved work becomes an artifact within the local instructional workflow.

Classworks is a K–8 intervention and personalized-learning platform. Assessment data can generate individualized skill sequences while educators monitor progress and provide direct instruction within MTSS or special-education plans.

Assessment-linked skill work needs current learner records and an instructional plan. Intervention teams coordinate practice, adult support, and progress review so digital activity remains connected to the student’s goals. Participation, implementation, and progress describe different aspects of support. Instructional teams use their combined context when reviewing the learner’s next steps.

Corgi is CAST’s free accessible digital graphic-organizer suite. Learners organize claims, evidence, sequences, comparisons, and systems thinking in accessible templates that teachers can embed in instruction. The organizer makes a learner’s reasoning visible in a shared artifact. Teachers connect claims, evidence, and revisions with the assignment and chosen feedback.

CueThink is a mathematics problem-solving application and instructional framework. Students use understand-plan-solve-review phases, record visual and verbal solution paths, and discuss peers’ strategies. The recorded solution makes a learner’s strategy and reasoning visible. Teachers connect peer discussion and revisions with mathematical understanding, while sharing permissions determine who can review the artifact.

Fast ForWord is Carnegie Learning’s adaptive language and literacy intervention program. Students complete intensive computer-based exercises and reading activities while educators monitor usage and skill performance.

Digital exercises provide a history of practice within the selected program. Literacy teams connect participation and performance with direct instruction and other evidence when reviewing whether support should change. Participation, implementation, and progress describe different aspects of support. Instructional teams use their combined context when reviewing the learner’s next steps.

Goalbook Toolkit helps educators plan instruction for students with varied learning needs. It provides examples of present levels, learning goals, instructional strategies, and scaffolds. Special education teachers and instructional teams use these resources to connect individualized goals with standards and classroom teaching. The toolkit helps educators translate a learning need into goals and instructional strategies. Teams connect that planning with the student’s formally maintained plan and classroom evidence of progress.

Kami is a document-based teaching and learning tool. Teachers distribute materials and add text, drawing, audio, video, questions, and feedback while students annotate and submit work individually or collaboratively. Annotations and feedback become a student-work artifact tied to a document version. Teachers coordinate assignment and sharing practices so contributions remain associated with the correct learner and task.

Learning Ally Audiobook Solution provides human-read audio e-books and textbooks for learners who need reading access support. Reading features include highlighted text and adjustable playback, with educator tools for reviewing engagement.

Access connects an eligible learner with an appropriate title and reading supports. School teams coordinate accounts and available materials, then interpret engagement alongside classroom participation and the learner’s support needs. The support addresses access to reading material within an instructional program. Educators coordinate appropriate titles and interpret engagement in the context of the learner’s needs.

Math 180 is HMH’s blended intensive mathematics-intervention program. Students rotate among teacher-led instruction, collaborative work, and adaptive software within a structured intervention period.

Intervention depends on the relationship between scheduled teaching and software practice. Mathematics teams coordinate placement, participation, and repeated evidence when deciding whether the support needs to change. Participation, implementation, and progress describe different aspects of support. Instructional teams use their combined context when reviewing the learner’s next steps.

PowerSchool Special Programs provides software for managing special education and other student service programs. PowerSchool Special Programs supports plans, service documentation, workflows, and reporting.

Plans, services, and review dates create a continuing student-support record. Case managers and district teams coordinate responsibilities, student matching, and authorized updates across the selected service programs. An agreed plan, a scheduled service, a delivered session, and a progress judgment describe different facts. Preserving those distinctions helps teams understand both commitments and implementation.

A new placement, transfer, or service change can affect several people’s responsibilities. Teams coordinate approved plan versions, service documentation, deadlines, and access to sensitive information. Data leadership requires understanding how the plan relates to the SIS and other operational records, and how corrections or changes reach the staff responsible for implementing services.

Read Naturally is a family of structured reading-intervention programs delivered in print or online. Students use modeled reading, repeated reading, vocabulary, comprehension questions, and timed or recorded passages with adult feedback.

Repeated reading records gain meaning from the passage, timing, and adult feedback. Literacy teams connect those measures with student goals and observed transfer to other reading tasks. Participation, implementation, and progress describe different aspects of support. Instructional teams use their combined context when reviewing the learner’s next steps.