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.

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.

Grade level standards-based curriculum can be taught through authentic learning activities at home. This resource shows teachers and parents how to collaborate to support a child’s progress on his or her individualized goals at home.

This resource discusses how schools can plan for transitioning students with significant cognitive disabilities back into their schools after distance learning. The resource focuses on relationships, communication, and data.

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.

This resource offers ideas to support teachers as they set norms and build routines in an online learning environment during the first days of school.

How do we provide instruction at school, at home during distance learning and, if needed, pivot between the two environments for students with significant cognitive disabilities? The TIES Center's 5C Process and Learning Matrices focuses on meaningful learning for students in inclusive environments and helps to make transitioning between instruction at school and at home during distance learning straightforward and easier for both schools and families.

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

This overview is intended to communicate a framework for supporting all students (including those with significant cognitive disabilities) to actively engage with classmates, learn grade-level general education curriculum, and learn other essential skills.