The National Center on Pyramid Model Innovations (NCPMI) has released a guide for teachers to help families learn how to identify emotions with their young children. This resource includes some helpful tips about family engagement around the topic of emotions and steps to identify/label/model emotions with their young children.
The Center on PBIS has released a guide about how K-12 teachers can talk to their students about race, with a variety of lessons plans and resources. The intent of this guide is to facilitate conversations about race in K-12 classrooms to support student voice and enable self-reflection. It can be used by school-
The U.S. Department of Education has released a report that describes how to support children with disabilities utilizing a positive, proactive approach to discipline. This approach is intended to address disproportionality in exclusionary discipline for children from racially or ethnically minoritized backgrounds and teach staff to more effectively use positive behavioral supports.
This research article, accessible through the National Library of Medicine, is a randomized study that examines the effectiveness of wrap-around supports vs. intensive case management for youth with emotional or behavioral disorders. Results indicate that intensive case management may be equally effective as wrap-around supports when wrap-around supports are implemented poorly, especially for youth
What Works Clearinghouse from the National Center for Education Evaluation and Regional Assistance (NCEE) has published a guide about the evidence base for reading interventions in grade 4-9. This guide will help teachers pick reading interventions that will be most effective in meeting the reading needs of their students.
The American Psychological Association (APA) has published a set of resources regarding the role of institutions like psychology, behavioral health, and education in dismantling racism and promoting racial equity. Their racial equity audit focuses on knowledge production, health, the workforce, training of professionals, and education as areas where systems change must happen for psychology
The Institute on Community Integration (ICI) at the University of Minnesota published a research brief about mitigating institutional bias related to Medicaid funding for intellectual or developmental disabilities. Current policy requires states to provide institutional services but allows a waiting list for home- and community-based services. Recommendations include emphasizing person-centered services, home- and community-based
As we prepare to start a new year, an excellent resource to look through is the TIES Center's tips on supporting inclusive education. The TIES Center is associated with the Institute on Community Integration at the University of Minnesota. Linked tips include suggestions such as using the least dangerous assumptions in educational decisions, planning
The Center for Early Education and Development at the University of Minnesota has release a tip sheet about the effects of trauma on young children and ways to support children who have experienced trauma. Tips include ways to increase predictability, build relationships, promote co-regulation, and know when to seek additional support.
Multi-tiered systems of support (MTSS) are used in many schools as a way to provide different levels of support to students based on need. The National Center on Educational Outcomes (NCEO) partnered with the TASH Inclusive Education Community of Practice (CoP) and Bureau of Indian Education (BIE) to write this FAQ and fact sheet