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.
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...
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...
The use of school and class-wide PBIS shows promise in helping educators integrate evidence-based practices for the benefit of all students, including those diagnosed with...
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 evaluation brief (a) describes methods of a systematic review of state policy and legislation on R/S, (b) summarizes how R/S is addressed in state...
This brief describes a school’s transformation from using ineffective and punitive disciplinary practices to implementing effective and proactive responses to behavior by installing the PBIS...
This practice brief describes how we (a) develop habits of effective classroom practice and (b) expand effective habits in our schools, districts, and states.
Clip charts have been a common classroom strategy for many years. Once considered an effective tool for displaying behavioral progress and adherence to classroom rules...
This guide is intended to increase the frequency and quality of conversations about race, racism, and current events regarding race in K-12 classrooms to support...
This presentation answers the questions: How can trauma-informed interventions enhance the PBIS/behavioral health system in schools? / When should trauma-informed approaches be used and at...
The purpose of this guide is to describe how school-based personnel can build and implement a continuum of function-based supports at Tier 3 that are...
This self-paced module explores the basic principles of behavior and the importance of discovering the reasons that students engage in problem behavior. The steps to...