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 tools based on the Division for Early Childhood (DEC) Recommended Practices to help practitioners and families implement evidence-based transition practices. These tools...
This webpage provides information to support successful transitions between preschool services to Kindergarten. The page provides state information, as well as resources from other National...
This webpage provides information on requirements, guidance and tools to ensure seamless transitions for children and their families as they leave Part C and other...
The employment of individuals with disabilities benefits our communities and our nation as they maximize their skills and talents and contribute fully to our economy...
This frequently-asked questions document, with an accompanying appendix, addresses the dual enrollment of students with disabilities in secondary school and postsecondary education institutions, including comprehensive...
Family participation is an essential feature of the development and implementation of high-quality educational programming for students with disabilities. Families bring important information related to...
Transition services are mandated and expected to be provided by multiple agencies. This resource is a conversation starter for understanding roles and responsibilities in serving...
Transition education and services should be grounded in quality research. NTACT:C has identified evidence-based and research-based practices that lead to the most successful outcomes. Practitioners...
This blueprint was designed with input from in-person and remote educators, leaders, researchers, professional learning providers, and technical assistance providers — it details the indicators...
This self-paced module defines and discusses the purpose of interagency collaboration and addresses the importance of partnering with agencies to improve outcomes for students with...
This self-paced module helps users better understand the benefits of student-centered transition planning, identify ways to involve students in collecting assessment information and developing goals...
This self-paced module focuses on the transition process from high school to post-secondary settings. Among other topics, it discusses IEP planning, engaging students in the...
This interactive tool provides an overview of data visualizations project staff and evaluators might use to present their data. Explore the modules below to learn...
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 Brief outlines strategies for district leadership teams to reviw multiple data courses related to discipilne and PBIS impementation to guide professional learning and technical...
This document provides program leadership teams with guidance to support their efforts to eliminate suspension and expulsion and promote equitable, inclusive and culturally responsive practice...
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...
