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.
NCSI presented a multi-part webinar series sharing best practices for state special education leaders to make the best use of available resources during the coronavirus...
Families can use this resource to make a family schedule, choose family expectations, and make a plan to teach, remind, reward, and respond to behavior...
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...
As part of its charge to provide training and technical assistance that will enable State VR agency personnel to manage available resources, improve effective service...
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...
VRTAC-QE hosted a webinar to explore how youth apprenticeships can be used by vocational rehabilitation practitioners in the VR process and how they interact with...
This resource guide provides technical assistance to state educational agencies to better understand data and fiscal requirements related to CEIS, including identifying the need for...
This infographic document outlines how districts can examine discipline data, including exclusionary practices, among subgroups of students, to create "risk ratios."
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...
To support educators who are returning to in-person instruction this school year, The TIES Center is refreshing selected articles from the Distance Learning (DL) series...
This brief provides considerations for conducting and implementing functional behavior assessments (FBAs) and behavior intervention plans (BIPs) using virtual technology.
Full 2022 Annual Performance Report Package for the Technical Assistance and Dissemination to Improve Results for Children with Disabilities Program (CFDA 84.326)
This guide highlights 5 key practices for teachers and families to support all students, including students with disabilities, at school and home. For each practice...
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 third edition of NDTAC's Transition Toolkit brings together strategies, existing practices, and updated resources and documents on transition to enable administrators and service providers...
This webinar series from Nebraska MTSS provides guidance to stakeholders aiming to establish supportive workplace environments that improve educator satisfaction, mental well-being and retention by...
This bill supports efforts to address teacher shortages in Maryland by allocating funds towards digital outreach efforts for educator recruitment in critical shortage areas. This...
