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 SISEP website helps state and local leaders to support implementation of evidence-based practices and spread of those practices to schools and districts that can...
Early childhood education programs play a vital role in supporting the social and emotional and mental health of children and families. This support is particularly...
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...
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."
The IRIS Center develops and disseminates free, engaging online resources that help educators, leaders, and families use evidence-based instructional and behavioral practices to support the...
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...
This brief summarizes research on the effects of Tier 1 PBIS for students with disabilities. In general, when schools implement PBIS with fidelity, students with...
PBIS is a framework for creating safe, positive, equitable schools, where every student can feel valued, connected to the school community and supported by caring...
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...
Removing students from the classroom and placing them in remote instruction for their behavior is an emerging form of discipline (Jones, 2020). The purpose of...
This CPIR-produced training module explains what disproportionality is, which students are most often affected, and the consequences disproportionality can and does have, especially on students...
This training module introduces the Taxonomy of Intervention Intensity and describes how it supports the DBI process by helping provide explicit guidance on how to...
The purpose of this training is to gain foundational knowledge of how all behavior serves a purpose or function. This foundational knowledge is core to...
The purpose of this module is to gain foundational knowledge of what behavior is, how behavior is defined, and what environmental factors influence behavior. This...
The purpose of this guide is to provide leadership teams with guidance for implementing coaching within their programs. Leadership teams must develop a plan for...