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 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...
Universal behavior screening data can be used with other school data to provide educators with valuable information about the overall level of students’ performance at...
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...
These high-leverage practices help special educators and teacher candidates use effective practices for collaboration, assessment, social/emotional/behavioral supports, and instruction.
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...
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...
The purpose of this study was to examine discipline disproportionality among schools implementing SWPBIS compared to the entire population of schools in the U.S. Examining...
AACTE conducted surveys in April 2020, October 2020, and September 2021, asking members about the impact of the COVID-19 pandemic on their educator preparation programs...
President Bush signed the Individuals with Disabilities Education Improvement Act (Public Law 108- 446: IDEA 2004) on December 3, 2004. This law promotes accountability for...
In collaboration with OSEP Funded TA Centers, OSEP annually publishes an analysis consisting of an explanation of the reported federal fiscal year indicator measures, data...
In collaboration with OSEP Funded TA Centers, OSEP annually publishes an analysis consisting of an explanation of the reported federal fiscal year indicator measures, data...
These materials were identified to augment the Tool Kit on Teaching and Assessing Students with Disabilities. They offer a collection of resources on Universal Design...
This research summary explores the school psychologist shortage, emphasizing the regional and differences in which these shortages take place and preparation program availability.
This report explores how micro-credentials were uniquely implemented in six districts throughout the United States and examines the impact the micro-credentialing programs had on educator...