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 infographic document outlines how districts can examine discipline data, including exclusionary practices, among subgroups of students, to create "risk ratios."
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...
The purpose of the District Systems Fidelity Inventory (DSFI) is to guide District Leadership Teams in the assessment, development, and execution of action plans that...
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...
This guide includes the following sections: The Possibilities of Assistive Technology (AT); Assistive Technology in Schools; Funding AT; Quick Questions and Tips; Glossary of AT...
This is the Spanish version of the guide above, La Guía Familiar sobre Tecnología Asistencial, which includes the following sections: Las Posibilidades de la Tecnología...
This 3-page fact sheet provides an overview and many examples of academic accommodations and modifications for children with disabilities. This resource is a part of...
Accommodations are changes in testing materials or procedures that enable students to participate in assessments in a way that allows abilities to be assessed rather...
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...
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...
This report investigates the effects of Statewide teacher incentive programs in hard-to-staff subjects, such as special education. This report finds a relationship between financial incentives...
This report, from the National Center for the Analysis of Longitudinal Data in Education Research (CALDER) examines data surrounding teacher preparation experiences and workforce entry...
This study examines trends in the educator pipeline, certification, and mobility by subject area in order to calculate projections for future educator workforce demands in...
This report presents overviews and policy implications and examines the effectiveness of five “Grow-Your-Own” (GYO) programs in the State of Maine. This report highlights the...
This policy analysis, produced in collaboration with the New Teacher Center, summarizes State policy context in all 50 states related to how educators are prepared...
The primary purpose of this paper is to provide suggestions to researchers about ways to present statistical findings about the effects of educational interventions that...
Overview of individualized Instruction as it relates to juvenlile justice. As defined by the Federal Individuals with Disabilities Education Act (IDEA), youth within correctional facilities...