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 resource provides information on the use of exclusionary discipline practices within early childhood programs and how program-wide implementation of the Pyramid Model for Promoting...
RSA published this final notification of interpretation to clarify current policy regarding the permissibility of using funds reserved for pre-employment transition services for auxiliary aids...
The Rehabilitation Act and its regulations require VR agencies to enter into formal interagency agreements with SEAs describing how the entities will collaboratively plan and...
The VRTAC-QM and NTACT-C developed this guide for the development of policies and procedures for VR agencies in the provision of pre-employment transition services.
RSA issued this frequently-asked questions document related to how VR agencies may use the reserve requirement for the provision of pre-employment transition services to students...
This infographic document outlines how districts can examine discipline data, including exclusionary practices, among subgroups of students, to create "risk ratios."
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)
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...
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...
This Toolkit was designed to provide evaluation resources for grantees of OSEP's Personnel Development Program, but it contains useful information for other grantees as well...
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...
This framework provides guidance to state and local policymakers to systemically address educator shortages by supporting them to analyze challenges with attraction, preparation, and retention...
These guidelines are intended to serve as a tool for building a comprehensive infant and early childhood mental health system by creating a shared framework...
This blueprint from PDK International provides step-by-step guidance to local education agencies (LEAs) to establish grow-your-own programs aimed at recruiting students from their current high...