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.
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...
Full 2022 Annual Performance Report Package for the Technical Assistance and Dissemination to Improve Results for Children with Disabilities Program (CFDA 84.326)
Positive and consistent behavioral supports are needed by all students and, for some students, are absolutely vital to support meaningful engagement in academics. Distance learning...
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...
This document presents a five-step process for Individualized Educational Program (IEP) teams, 504 plan committees, general and special education teachers, administrators, and district level assessment...
This paper provides a framework for applying one model of student progress monitoring, Curriculum-Based Measurement (CBM), to fulfill the Adequate Yearly Progress (AYP) accountability requirement...
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...
This paper describes curriculum-based measurement in reading and mathematics and provides sample goal statements for each area. In addition, the process by which teachers can...
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...
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...
This toolkit includes information about the Department’s investments, papers on large-scale assessment, technical assistance (TA) products, and resources. The section on large-scale assessment includes a...
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 report analyzes data on special education and STEM teacher shortages in Washington State and outlines a number of potential solutions at the school, district...
This report summarizes responses to a series of focus groups of educators of color in various areas, including special educators, and case studies of the...
This report from the Georgia Department of Education analyzes the results of a survey of over 50,000 Georgia educators on the main factors leading to...