Guidance on remote assessment during the COVID-10 pandemic.
This database contains resources that are provided for the user's convenience. The inclusion of these materials is not intended to reflect its importance, nor is it intended to endorse any views expressed, or products or services offered. These materials may contain the views and recommendations of various subject matter experts as well as hypertext links, contact addresses and websites to information created and maintained by other public and private organizations. The opinions expressed in any of these materials do not necessarily reflect the positions or policies of the U.S. Department of Education. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of any outside information included in these materials.
Displaying 1 - 15 of 18 records matching your search.
To support educators, as well as state and district leaders, in answering critical data questions, these centers shared how the four essential elements of data literacy can guide teams in using data, both virtually and in-person, to make accurate and feasible decisions in times of unknown. Additionally, SEAs were given tools to help support their LEAs to work together to meet student’s diverse needs during this webinar.
To successfully launch the 2020-2021 school year for students with disabilities, state education agencies (SEAs) have an essential leadership role to play in supporting local school systems to plan for multiple scenarios, including services delivered in-person, through distance learning, and via blended approaches.
The purpose of Inclusion Tiles is to support understanding of the true meaning of diversity and meaningful inclusion. Meaningful inclusion is hard to put into words and action, and these tiles help to start the conversation and support people of all ages along their inclusion journey.
This Voices from the Field video shares the experiences of four teachers in the Exceptional Children department in Charlotte-Mecklenburg Schools as they adjusted to delivering instruction during COVID-19 restrictions. They discuss the importance of communicating with families, how they have adapted virtual instruction and used instructional materials, their thoughts for continuing efforts in fall 2020, and their advice for other teachers.
This presentation was delivered by Dr. Tessie Rose Bailey as part of the Colorado Multi-Tiered System of Support Virtual Summit 2020. In the presentation, Dr. Bailey focused on considerations for providing virtual intervention and progress monitoring and highlights resources developed by the National Center on Intensive Intervention
In this webinar, Dr. Anita Archer teaches high leverage instructional practices for in-person and remote learning. Consistent with an explicit instruction approach, Dr. Archer demonstrates each practice, actively engages her audience, and sets educators up to successfully pivot their effective instructional practices into the current content.
Progress monitoring allows educators and administrators to understand whether students are responding to intervention and if adaptations are needed. This FAQ collection includes considerations for data collection and analysis for schools to consider as they rethink their progress monitoring approach due to the COVID-19 pandemic. Guidance from vendors on the academic and behavior progress monitoring tools charts are included.
This resource developed by Sarah Thorud, Elementary Reading Specialist from Clatskanie School District in Oregon focuses on implementing screening and progress monitoring virtually. It includes guiding questions and considerations for implementation, video examples, and a sample sign-up sheet for screening and progress monitoring students virtually.
Brief guidance provided on how to administer and collect implementation capacity assessments and other implementation assessments virtually.
Brief guidance provided on key questions to consider when planning purposeful adaptations to evidence based practices for new contexts such as online learning or blended learning environments.
This resource focuses on how to use inclusive practices in online environments and highlights how the best practices for including special populations are also the best practices for all students. There are also considerations for teachers around planning inclusive online learning.
Communication is necessary whether students are schooling at home or in school. This resource describes what teachers can do to support students who are using Augmentative and Alternative Communication (AAC) even when they are not in the same location as the student.
Families may start to feel “stuck” during distance learning. This resource offers strategies and tools to help families and students get “unstuck” when frustrated with distance learning.
Olivia is a teenager experiencing school at home. This is a snapshot of what she is experiencing right now, and what her mother believes is important for school teams to take into consideration today, in hopes of better supporting families and children.