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 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 self-paced module examines the ways in which culture influences the daily interactions that occur across all classrooms and provides practice for enhancing culturally responsive...
This self-paced module addresses the importance of engaging the families of students with disabilities in their child’s education. It highlights some of the key factors...
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 self-paced module offers an overview of young children who are dual language learners. Further, it highlights the importance of maintaining children and families’ home...
This self-paced module offers a broad overview of how diversity (i.e., culture, language, exceptionality, and socioeconomic status) affects learning and how teachers can better meet...
A resource collection compiled by and for Parent Centers and others. Resources are divided by type: good reads on FBAs and BIPs; webinars, presentations, videos...
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 document describes 15 principles for States, school districts, schools, parents, and other stakeholders to consider when developing or revising policies and procedures on the...
This document outlines the Child Find Self-Assessment best practices (BPs). This section includes content that is not required by the IDEA but can help Part...
The Child Find Self-Assessment (CFSA) is a voluntary toolkit to help state IDEA Part C programs strengthen their child find systems, with the goal of...
The Office of Special Education Programs (OSEP) has developed this voluntary Child Find Self-Assessment (CFSA) as a tool for State IDEA Part C programs to...
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...
States submit their State Performance Plan (SPP)/Annual Performance Report (APR) electronically through the EDFacts Metadata and Process System (EMAPS) following guidance in this memo.
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 program works to recruit, retain, and develop certified African American male teachers in schools and content areas where they are highly underrepresented, particularly in...
This guidebook supports Connecticut districts to create, implement and sustain initiatives for the selection and hiring of high-quality and diverse educator candidates. It includes a...
States submit their State Performance Plan (SPP)/Annual Performance Report (APR) electronically through the EDFacts Metadata and Process System (EMAPS) following guidance in this memo.
