95 Literacy Intervention System is 95 Percent Group’s coordinated literacy intervention system. It is intended primarily for elementary and middle-grade learners needing explicit foundational-reading intervention, with reading interventionists, classroom teachers, special educators, coaches, and students using it to support phonemic awareness, phonics, word recognition, morphology, fluency, and diagnostic instruction.

Educators use diagnostic information, explicit small-group lessons, manipulatives, decodable practice, and progress monitoring to address identified skill needs. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

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.

The product reduces documentation work and gives districts visibility into whether services are being delivered and goals are being monitored. It complements an IEP-authoring system rather than replacing one, so districts should verify the connection to their SIS and IEP system, the handling of clinical notes, and which records remain authoritative.

BIMAS-2 is a standardized behavior and social-emotional assessment system for students ages 5 through 18. Educators complete rating forms that screen for behavioral concerns and adaptive strengths, identify students who may need support, and measure change over time rather than using the product to record daily discipline incidents or administer rewards.

Schools can use BIMAS-2 for universal screening, individual assessment, and progress monitoring within an MTSS framework. Reports help teams interpret risk and protective factors, compare results across administrations, and evaluate whether an intervention is associated with improvement.

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.

The product can help districts examine intervention follow-through and patterns in referrals to special education, including disproportionality concerns. It is not primarily an IEP authoring system, so it fits better under MTSS / Student Support while retaining a cross-reference to Special Education because it connects to referral and eligibility processes.

Brainingcamp is a virtual mathematics-manipulatives and lesson platform. It is intended primarily for K–12 mathematics learners using virtual manipulatives, with students, math teachers, interventionists, special educators, and families using it to support mathematical representation, number sense, fractions, algebra, geometry, and problem solving.

Learners use digital number lines, base-ten blocks, fraction tools, algebra tiles, graphs, and other models during instruction or independent work. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

PCG EasyIEP is a web-based special education case-management platform for creating IEPs and guiding teams through referral, evaluation, eligibility, services, reviews, and other required processes. District-specific workflows, forms, rules, and dashboards help staff complete work consistently and find the records relevant to their roles.

Administrators can monitor deadlines, compliance exceptions, caseloads, service information, and program data through alerts and reporting. Districts should distinguish the IEP system from PCG’s separate Medicaid, service-tracking, and broader education products and verify exactly which integrations and state configurations are included.

Fast ForWord is Carnegie Learning’s adaptive language and literacy intervention program. It is intended primarily for learners with language, attention, foundational-reading, or comprehension needs, with students, interventionists, special educators, reading specialists, and administrators using it to support language processing, phonological skills, fluency, vocabulary, and comprehension.

Students complete intensive computer-based exercises and reading activities while educators monitor usage and skill performance. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

Great Leaps is a structured reading-intervention program available in digital and print formats. It is intended primarily for students with reading fluency or foundational-skill gaps across elementary and secondary grades, with interventionists, special educators, tutors, classroom teachers, and students using it to support phonics, high-frequency words, oral-reading fluency, accuracy, and progress monitoring.

Students complete brief repeated-reading and skill routines with frequent performance measurement and adult feedback. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

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. Learning Ally offers a web reader and supported applications for mobile and desktop devices.

Math 180 is HMH’s blended intensive mathematics-intervention program. It is intended primarily for middle- and high-school students needing intensive mathematics intervention, with intervention teachers, students, special educators, coaches, and administrators using it to support foundational numeracy, proportional reasoning, algebra readiness, and mathematical confidence.

Students rotate among teacher-led instruction, collaborative work, and adaptive software within a structured intervention period. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.