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.
To support these efforts, ED is releasing this document and accompanying implementation technical assistance guides. These resources provide guiding principles, identify specific strategies, and highlight...
The Individuals with Disabilities Education Act (IDEA) requires State Part C programs to locate, identify, and evaluate infants and toddlers who can benefit from early...
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...
The purpose of this document is to provide an overview of factors to consider when developing, implementing, and sustaining memoranda of understanding (MOUs)[2] at the...
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...
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: includes...
Although research indicates that PBIS effectively promotes positive student outcomes and improves school climate and culture, little is known about the involvement in and effectiveness...
On the Parent Center eLearning Hub, there are 3 capacity-building self-paced modules created by CITES for CPIR and for Parent Center staff. Reserved for Parent...
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...
The Data Decision-Making and Program-Wide Implementation of the Pyramid Model guide provides schools and programs with guidance on how to collect and use data to...
This self-paced module overviews important key concepts and foundational practices related to effective classroom behavior management, including cultural influences on behavior, the creation of positive...
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...
This self-paced module helps teachers understand second language acquisition, the importance of academic English, and instructional practices that will enhance learning for English Learners.
This evaluation brief (a) describes methods of a systematic review of state policy and legislation on R/S, (b) summarizes how R/S is addressed in state...
This self-paced module explores the basic principles of behavior and the importance of discovering the reasons that students engage in problem behavior. The steps to...
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...
