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 document is designed to guide the Program Leadership Team around considerations for supporting young children, families, and staff as they return to the program...
This resource list has been compiled expressly for Parent Centers (and others) and the Native families and communities they serve. You can use the list...
This CPIR brief expands upon OSEP’s Dear Colleague Letter on the Use of School Resource Officers (SROs) in Schools, released September 8, 2016. Includes a...
The Behavior Incident Report System (BIRS) is used to collect and analyze behavior incidents in early childhood settings. The system provides an efficient mechanism for...
IDC’s Success Gaps Toolkit outlines a process that district and school teams can use to identify and address discipline disparities revealed through the state’s accountability...
If states and districts are to address discipline disparities effectively, they must first have high-quality data. IDC’s SEA Edit Check and Data Display Tools allow...
States and LEAs must report five types of disciplinary removals for children and youth with disabilities. The EDFacts IDEA Discipline Data Infographic visualizes the information...
This fact sheet was developed to provide illustrations of the measures used to understand disproportionality related to various groups of children and a particular factor...
The following materials include information for students and parents, and resources for education officials about their obligations to addressing significant disproportionality and equity, and added...
This brief adapts the suggestions and strategies provided in Improving Attendance and Reducing Chronic Absenteeism to guide practice during remote instruction.
This Center was established by the U.S. Department of Education’s Office of Special Education Programs (OSEP) to define, develop, implement, and evaluate a multi-tiered approach...
During this presentation experts, including current OSEP grantees, discussed what we know about: determining the factors that drive high expectations, such as child, family and...
This page contains links to innovative resources to prevent, reduce, and ultimately eliminate expulsion and suspension practices in early learning settings.
The final rule published in the Federal Register on December 19, 2016, amended the Individuals with Disabilities Education Act to help to ensure that States...
There is a growing evidence base on the relationship between positive learning environments, child development, and academic achievement. OSEP’s second Symposium highlighted core principles relating...
This PDF contains data on suspension and expulsions and the use of seclusion and restraint across the nation and state-by-state. Data include information on preschools...
This report describes three innovative projects that have developed strategies for improving the reentry of youth with disabilities from juvenile justice facilities into school, community...
Progress monitoring allows educators and administrators to understand whether students are responding to intervention and if adaptations are needed. This FAQ collection includes considerations for...
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...
