This document is designed to guide the Program Leadership Team around considerations for supporting children, families, and staff as they return to the program. The guidance includes Pyramid Model practices you know and encourages you to think about those strategies from a trauma-informed perspective.
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.
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The current pandemic has resulted in the need for educators and service providers to find ways to deliver services remotely; yet students and communities have unequal access to internet and technology resources. This resource helps practitioners make decisions about the most appropriate method for distant delivery and has organized resources and indicated the level of technology necessary to use them when providing instruction and services for transition-age students with disabilities.
NCSI presented a multi-part webinar series sharing best practices for state special education leaders to make the best use of available resources during the coronavirus (COVID-19) pandemic. NCSI and invited experts shared information to help state leadership teams make informed decisions amid current circumstances, ensuring leaders are poised to continue high-quality educational programming for students and families.
In this webinar, Susan Barrett highlights the challenges presented by the current context and emphasizes the importance of supporting the social and emotional needs of all. She shares specific suggestions for supporting students, promoting staff wellness, and compassionately navigating the current context.
Social media can provide opportunities to clearly communicate policies and procedures to families during remote learning, and this resource provides tips on how to ensure all communication shared through social media follows accessibility best practices.
The use of video to support instruction is growing with remote and hybrid learning, and this resource focuses on the top tips and techniques for creating accessible video content that also engages learners and promotes understanding for everyone.
Educators can download this template and create their own plan to implement PBIS in their classroom. The template includes opportunity to develop a classroom matrix, create lesson plans to teach expected behavior, script prompts or reminders for desired behavior, and plan praise and corrections.
Many educational materials are not purchased, but created by educators and staff as they are needed. This resource focuses on five practices for getting started with the creation of accessible documents and slide decks that can be shared with families to support continuity of learning for all students, including those who use assistive technologies to interact with educational materials.
The shift to remote and hybrid learning have highlighted the importance of accessibility as a way to ensure educational equity for all learners. This resource focuses on concrete steps educators and administrators can take to ensure the technology they are purchasing meets accessibility requirements.
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.
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 brief adapts the suggestions and strategies provided in Improving Attendance and Reducing Chronic Absenteeism to guide practice during remote instruction.
While most change happens slowly, COVID has forced schools and families to change quickly. This resource offers questions and suggestions for administrators, teachers, and families as e