With the extended school closures due to COVID-19 throughout the United States, students are having to learn in entirely new ways and facing challenges when it comes to learning during these unprecedented times. The Continuity of Learning resource database offers information, tools, and resources to help educators, parents and families, and related service providers meet the educational, behavioral, and emotional needs of children and youth with disabilities through remote and virtual learning.
The Indicators of High-Quality Inclusion are made up of four sets of indicators: 1) State Indicators; 2) Community Indicators; 3) Local Program Indicators; and 4)...
This resource provides information on the use of exclusionary discipline practices within early childhood programs and how program-wide implementation of the Pyramid Model for Promoting...
La Ley de Educación para Personas con Discapacidades (IDEA) exige que los estados evalúen a los bebés y niños pequeños remitidos al programa IDEA para...
La Ley de Educación para Personas con Discapacidades (IDEA) exige que todos los estados definan qué bebés y niños pequeños son elegibles para recibir servicios...
The Individuals with Disabilities Education Act (IDEA) requires that all States define which infants and toddlers are eligible to receive services under the IDEA program...
The Individuals with Disabilities Education Act (IDEA) requires States to evaluate infants and toddlers referred to the IDEA program for infants and toddlers with disabilities...
This guide is intended to be used in conjunction with the practices guide: Supporting and Responding to Students’ Social, Emotional, and Behavioral Needs: Evidence-Based Practices...
This infographic document outlines how districts can examine discipline data, including exclusionary practices, among subgroups of students, to create "risk ratios."
This toolkit contains customizable protocols that states can use when working with their local education agencies (LEAs) to help them clearly define and document IDEA...
These Edit Check and Data Display Tools help states as they prepare their IDEA Section 618 data submissions. The tools identify potential business rule errors...
A CPIR resource collection in 5 parts, this one addressing the question, "What does it mean to be a trauma-informed school?" . This stand-alone webpage...
This document presents a five-step process for Individualized Educational Program (IEP) teams, 504 plan committees, general and special education teachers, administrators, and district level assessment...
This paper provides a framework for applying one model of student progress monitoring, Curriculum-Based Measurement (CBM), to fulfill the Adequate Yearly Progress (AYP) accountability requirement...
Progress monitoring requires frequent data collection (i.e., weekly) with technically adequate measures, interpretation of the data at regular intervals,and changes to instruction based on the...
This paper describes curriculum-based measurement in reading and mathematics and provides sample goal statements for each area. In addition, the process by which teachers can...
This document describes 15 principles for States, school districts, schools, parents, and other stakeholders to consider when developing or revising policies and procedures on the...
The Office of Special Education Programs (OSEP) has developed this voluntary Child Find Self-Assessment (CFSA) as a tool for State IDEA Part C programs to...
This toolkit includes information about the Department’s investments, papers on large-scale assessment, technical assistance (TA) products, and resources. The section on large-scale assessment includes a...