In the recent white paper “Pathways to Progress: Supporting Multilingual Learners with Disabilities”, PCG’s Jacob Klett highlights strategies for equitable education for multilingual learners. Multilingual learners, students whose home language is not English, are the fastest-growing segment of the U.S. public school population, totaling 5.6 million as of 2021. These students face unique challenges, requiring schools to meet their diverse needs.

In the new white paper, “Closing the Opportunity Gap for Students with Disabilities Through Progress Monitoring,” PCG’s Dr. Jennifer Baribeau and Dr. Jennifer Meller provide educators information on why ongoing progress monitoring of Individualized Education Program (IEP) goals is an important process to improve outcomes for students with disabilities.

This fall, PCG’s Education team in New Jersey was honored to partner with NJ Spotlight to publish a series of articles about rising to challenges in education as schools pivot between remote and hybrid instruction.

The fourth blog post in our ‘back-to-school’ series highlights several best practices of evidence-based progress monitoring that educators can apply to virtual instruction to ensure ongoing progress monitoring continues regardless of the learning environment, be it remote, blended, or in-person. According to author Jennifer Meller, “Such monitoring can, and should, be used broadly to provide feedback to all students but is critically important for students with IEPs to meaningfully update goals, accommodations, and services.”