Continuity of Learning During COVID-19 Resource Database

State, district, or other MTSS/PBIS leadership teams can download and use this action planning template to (1) confirm and re-establish commitment, (2) consider capacity and resource allocation, (3) invest in supporting structures, and (4) promote competency development.

Brief guidance provided on how to administer and collect implementation capacity assessments and other implementation assessments virtually.

This guide is designed primarily for use by district teams seeking to reduce racial and ethnic disproportionality in school discipline, regardless of whether they are implementing SWPBIS. It provides examples of content that could be included in board policies or district administrative rules and regulations. School teams may also use this guide in developing school- specific policies and procedures. This guide is not intended to replace legal counsel for policies required by local, state, and federal legislation.

This guide highlights 5 key practices for teachers and families to support all students, including students with disabilities, at school and home. For each practice, the guide provides (a) tips for teachers to support students with disabilities during instruction; (b) tips for families that educators can share to support or enhance learning at home, especially during periods of remote instruction; and (c) free-access resources that include strategies shown to be effective by research (e.g., informational guides, downloadable materials, research-based programs).

Families and caregivers should consider using positive behavioral interventions and supports (PBIS) in their homes on a daily basis. It is especially helpful when events disrupt normal routines – events like worldwide health pandemics. This practice brief provides recommendations for families and caregivers on how to use PBIS to continue to support their students’ social and emotional growth and minimize behavioral disruptions in the home.

This brief provides considerations and suggestions for adapting Check-in Check-out (CICO), an evidence-based Tier 2 school intervention, for situations where students are learning from home.

This brief adapts the suggestions and strategies provided in Improving Attendance and Reducing Chronic Absenteeism to guide practice during remote instruction.

Even during distance learning, children’s independence can be improved. This resource discusses how parents can support their child’s time-management skills to improve their child’s independence and help parents find time to meet their own needs.

Even during distance learning, children’s independence can be improved. This resource discusses how self-determined schedule making can be used to increase a child’s independence.

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.

Created by the National Center for Families Learning (NCFL), this website poses an intriguing question—the Wonder of the Day®—and invites students to explore it in a variety of ways.

Provides guidance on applying the principles of development and learning when considering if, how, and when to use technology and new media with young children.

This website provides strategies and resources to help students with autism, who can struggle both because of organizational deficits and motor or coordination difficulties, with written expression.

This packet details 7 support strategies that are designed to meet the unique needs of individuals with autism during this period of uncertainty.