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.
This webpage provides detailed information about the transition from high school to adulthood and includes specifics about what is required under the Individuals with Disabilities...
This fact sheet illustrates ways to improve communication and collaboration between schools and families to support students’ needs. Strategies include engaging families in decision-making processes...
Racial and ethnic inequities in school discipline are widespread and persistent, even in schools implementing PBIS with fidelity. Yet integrating components of a multicomponent equity-centered...
Research shows that disproportionality in school discipline is related to implicit (unconscious) bias. This presentation provides an overview of this concept and describes a training...
This fact sheet describes approaches to create effective, evidence-based school discipline policies that focus on responsive rather than punishment-based discipline practices. It includes steps and...
This issue of CPIR's newsletter begins by connecting subscribers with a Glossary of Cultural Terms. It also announces the launching of the first two tiers...
This CPIR resource page spotlights high-quality resources useful to Parent Centers and other groups working within diverse communities (e.g., Hispanic, African-American, Native American, the foreign-born...
This practice brief describes how we (a) develop habits of effective classroom practice and (b) expand effective habits in our schools, districts, and states.
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...
Schools implementing evidence-based practices need support systems to enable effectiveness and efficiency to enhance outcomes. PBIS schools establish working structures or operational procedures to organize...
The National Center on Intensive Intervention publishes this chart to assist educators and families in becoming informed consumers who can select behavioral interventions that best...
This document is designed to guide the Program Leadership Team around considerations for supporting young children, families, and staff as they return to the program...
A resource collection compiled by and for Parent Centers and others. Resources are divided by type: good reads on behavior basics and PBS; webinars, presentations...
A resource collection compiled by and for Parent Centers and others. Resources are divided by type: good reads on FBAs and BIPs; webinars, presentations, videos...
The Individuals with Disabilities Education Act (IDEA) requires State Part C lead agencies to have a comprehensive child find system. The child find system must...
