Frontline Blog

The 2016-17 school year was a busy and important year for special education in the U.S.. To get a better sense of common challenges and goals for the 2016-17 school year — with an eye to what can be learned to prepare for next year — we conducted a survey of K-12 education leadership, special education teachers, compliance officers and more from around the country. Once we had a list of pain points and aspirations, patterns started to form.  

What if you could use current special programs data to solve student coverage and caseload management issues, before they become problems — without working 80 hours a week?

If asked, special educators can describe their students’ strengths, as well as their needs. But when asked to self-assess IEPs they’ve written, they often find far more information about students’ weaknesses than strengths.  

It's not breaking news that the administrative side of working in special education can be overwhelming. Thanks to recent research, we can now quantify the approximate value of “overwhelming” – it amounts to several hours of each teacher’s time lost to paperwork — every week. That adds up fast.

Questions about eSped/eSTAR becoming a part of Frontline Education? You've come to the right place!    

Every teacher has dealt with students who are more challenging than others: acting out in class, refusing to raise their hand or being disruptive. For a student who doesn’t respond to typical classroom management strategies, a behavior contract might be an appropriate step to take.

Questions about the Centris Group becoming a part of Frontline Education? You've come to the right place!   Here are a few of the most frequent questions we hear from school districts who are wondering what the move means for them. Don't see your question here? Don't hesitate to contact us!