This guide is a set of strategies and key practices with the ultimate goal of supporting students with the most intensive behavioral needs, their families, and educators in their transitions back to school during and following the global pandemic in a manner that prioritizes their health and safety, social and emotional needs, and behavioral and academic growth.
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This resource developed by Sarah Thorud, Elementary Reading Specialist from Clatskanie School District in Oregon focuses on implementing screening and progress monitoring virtually. It includes guiding questions and considerations for implementation, video examples, and a sample sign-up sheet for screening and progress monitoring students virtually.
In this webinar panelists discuss strategies and frameworks to ensure educators are data literate and understand how data literacy can help districts and schools address learning opportunity gaps.
The purpose of this guide is to provide an overview of behavioral progress monitoring and goal setting to inform data-driven decision making within tiered support models and individualized education programs (IEPs).
This webinar highlights strategies schools should consider in relationship to their implementation of social-behavioral supports across the continuum of tiers in a multi-tiered system of support framework as they return to school during COVID-19 restrictions.
The purpose of this document is to provide an overview of the Center’s accomplishments and to highlight a set of lessons learned from the 26 schools that implemented intensive intervention while receiving technical support from the Center.
This brief offers recommendations to support educators to efficiently collect, analyze, and use diagnostic data to adapt or intensify intervention.
This series is intended for educators at the state and local level who work with secondary students with intensive behavioral needs during virtual learning and the return to in-person.