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Provided by David

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Resources: Training Modules

Promoting Social and Emotional Competence: These modules were designed based on input gathered during focus groups with program administrators, T/TA providers, early educators, and family members about the types and content of training that would be most useful in addressing the social-emotional needs of young children. The content of the modules is consistent with evidence-based practices identified through a thorough review of the literature.

Preschool Modules (English and Spanish Versions)

Infant Toddler Modules (click here for Spanish versions)

Modules last updated: May 2006
View Module Archive for Modules from 2003. The Archive has has Spanish and HTML versions available. Módulos actualizados en español se presentarán dentro de poco!

Click here to see the Teaching Pyramid Article

View Ordering Information (PDF)

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CSEFEL: Center on the Social and Emotional Foundations for Early Learning

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Promoting Social and Emotional Competence: These modules were designed based on input gathered during focus groups with program administrators, T/TA providers, early educators, and family members about the types and content of training that would be most useful in addressing the social-emotional needs of young children.

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Provided by David

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Below are visual supports used to support students with self-regulation, emotional regulation and expression emotion.

Free Emoji Emotion cards with activities, charts and games

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Below are visual supports used to support students with self-regulation, emotional regulation and expression emotion. Free Emoji Emotion cards with activities, charts and games

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provided by David

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Let's get started

The visuals engine will help you build visual supports and sequences for your child.
Steps:

1. Select the template with the size of picture you want.

2. Select a picture to put in the template.

3. Type in the title you will use for that picture.

4. Repeat for more pictures.

Now you are ready to print and use!
Different uses

The list below will give you tips on the different ways visuals can be used and examples of the recommended sizes for each type of visual.

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Resources for people with a developmental disability and their support networks

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Behavior Motivation | Behavioral Intervention | Intervention Central

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Behavioral Intervention is a leading strategy to help educators increase classroom productivity by helping with behavior modification

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Wright's Law

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The Special Ed Advocate

Did a School District Restrain and/or Isolate Young Children with Disabilities?
What Did Investigators Find?
What Happened Next?

Print this page

In October 2020, the Department of Justice's Civil Rights Division opened an investigation into the discriminatory use of seclusion and restraint against children with disabilities in Frederick County Public Schools (MD).

What Did the Investigators Find?

On December 1, 2021, the Justice Department sent a letter to Frederick County Public Schools that described their findings.

The investigation revealed thousands of incidents of seclusion and restraint against children with disabilities, some as young as five, in two and a half school years.

"The District performed 7,253 seclusions and restraints on 125 students. Although students with disabilities make up approximately 11% of students enrolled in the District, every single student the District secluded was a student with disabilities, as were 99% -- all but one -- of the students the District restrained."

"The District restrained 34 students with disabilities more than 50 times."

The investigators determined that the District routinely used seclusion and restraints in ordinary, non-emergency situations.

"Despite state law and the District's own policy, the District did not limit its use of seclusion and restraint to 'emergency situations' in which seclusion or restraint were 'necessary to protect a student or other person from imminent, serious, physical harm.'"

The investigators found that "the District's use of seclusion and restraints escalated the children's behaviors and heightened their distress." Some children tried to harm themselves and showed other signs of trauma.

"The District did not stop individual seclusion incidents despite students demonstrating that they were in crisis and in need of support."

What Happened Next?

In October 2021, the District approached the Justice Department and expressed interest in voluntarily entering into a settlement agreement to address concerns about the District's use of seclusion and restraint on students with disabilities.

On November 30, 2021, the District and the Justice Department entered into a settlement agreement.

Under the settlement with the Department of Justice, Frederick County school officials agreed to take corrective actions, including but not limited to:

prohibiting the use of seclusion;

reporting all instances of restraints and evaluating whether they were justified;

designating trained staff to collect and analyze restraint data and create appropriate behavior intervention plans;

offering counseling and compensatory education services to children with disabilities who were subjected to the district's discriminatory practices.

Read the full text of the Settlement Agreement in U.S. v. Frederick County Public School District.

News Release: In Restraint and Seclusion Case, Justice Department Reaches Settlement with Maryland School District to Protect Students with Disabilities from Abuse.

Do You Know a Child Who Has Been Forcibly Restrained at School? What Can You Do?

File a Complaint with the Justice Department

The Civil Rights Division enforces federal laws that protect you from discrimination based on your race, color, national origin, disability status, sex, religion, familial status, or loss of other constitutional rights. If you believe a child's civil rights or your civil rights have been violated, you can submit a report to the Civil Rights Division by using this online form.

Understanding Your Rights

ProPublica is investigating the use of restraint in schools

ProPublica is an independent, nonprofit newsroom that produces investigative journalism to shine a light on abuses of power and betrayals of public trust.

ProPublica is interested in hearing from parents, educators and others who know children who have been restrained or inappropriately disciplined in a school setting. To learn more, read Do You Know a Child Who's Been Forcibly Restrained in School?

A School That Followed a New Path

We wanted to end this article on a positive note by sharing the story of a school that stopped using restraint and seclusion and how that worked out for the school and their students.
How One Virginia School Stopped Relying on Restraining and Isolating Students -- and What Others Can Learn From It.
Wrightslaw Special Education Law and Advocacy Training Programs Return

We are happy to report that Wrightslaw Training Programs are baaack!

March 11-12, 2022: Charleston, WV - Special Education Law and Advocacy Training - Two-Day Bootcamp sponsored by Community Autism Resources & Education Systems (CARES). Speakers: Pete and Pam Wright.

March 17, 2022: Savannah, GA - Special Education Law and Advocacy Training sponsored by A. Kelly Neal, Esq. and Georgia Legal Services Program. Speaker: Pete Wright.

March 25-26, 2022: Red Bluff, CA - From Emotions to Advocacy Training sponsored by Tehama County SELPA. Speaker: Pat Howey.

March 31, 2022: Nashua, NH - Special Education Law and Advocacy Training sponsored by the Parent Information Center of NH. Speaker: Pete Wright.

April 14, 2022: Burlington, VT - Special Education Law and Advocacy Training, sponsored by Vermont Family Network. Speaker: Pete Wright.

June 9, 2022: Tifton, GA - Special Education Law and Advocacy Training sponsored by The Conner Group. Speaker: Pete Wright.

When is Wrightslaw Coming to Your City? Get the answer here.

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The Special Ed Advocate Did a School District Restrain and/or Isolate Young Children with Disabilities? What Did Investigators Find? What Happened Next? Print this page In October 2020, the Department of Justice's Civil Rights Division opened an investigation into the discriminatory use of seclusion and restraint against children with disabilities in Frederick County Public Schools (MD).

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Alternatives to Exclusionary Discipline

Exclusionary discipline policies, such as suspensions or expulsions, can have long-term negative consequences on youth (e.g. school dropout and involvement in the juvenile justice system) and school climate ( White House Report: The Continuing Need To Rethink Discipline; HHS and U.S. DoE Policy Statement on Exclusionary Discipline). Although federal data demonstrate steady declines in suspensions and expulsions, data indicate that students of color and students with disabilities continue to be disproportionately suspended or expelled.

Several states have addressed the negative consequences and disparities related to exclusionary discipline by enacting policies that direct schools and districts to eliminate or reduce punitive discipline practices and/or implement restorative practices.

Sources: Data retrieved via an extensive independent review by the NCSMH and supplemented by additional sources, including:

National Association of State Boards of Education (NASBE). (2020). State Policy Database: Alternatives to Exclusionary Discipline. Retrieved from: https://statepolicies.nasbe.org/health/categories/social-and-emotional-climate/alternatives-exclusionary-discipline

Education Commission of the States. (2018). School Discipline: Are there non-punitive approaches outlined as alternatives to suspension or expulsion? Retrieved from: http://ecs.force.com/mbdata/MBQuest2RTanw?rep=SD1804

All 50 states and the District of Columbia have either anti-bullying laws, regulations, model policies, or a combination of all three. These require districts to engage in bullying prevention and to respond when bullying occurs. Although it is necessary to address bullying, there is concern regarding the reliance on punitive responses to bullying. Punitive discipline practices do not reduce incidents of bullying and do not address harm.

The links in the map lead to state pages on stopbullying.gov, a site hosted by the US Department of Health and Human Services. In addition to describing the laws, policies, and common components, each state page provides link to the policy itself.

The information in the map was originally collected and compiled by several federal government agencies, including U.S. Department of Education (DoE), Department of Health and Human Services (HHS), and Department of Justice (DOJ).

U.S. Department of Health and Human Services. (2018). Laws, Policies, & Regulations | StopBullying.gov. https://www.stopbullying.gov/resources/laws

Culturally Responsive Teaching

Students, their families, and their communities thrive when school staff celebrate and integrate the societal contributions of people from different cultures in the classroom. According to the National Childhood Traumatic Stress Network (NCTSN), multicultural recognition in education increases personal meaning of classroom content, elevates student-teacher relationships, improves academic success, and enhances students' sense of belonging at school. Recognizing and honoring the experiences of diverse people reduces disenfranchisement among communities that are marginalized. The New America's report on culturally responsive teaching (CRT) notes that "the majority of states do not yet provide a description of CRT that is clear or comprehensive enough to support teachers in developing and strengthening their CRT practice throughout their careers." The map below provides access to state professional teaching standards that incorporate aspects of CRT.

The information in this map was originally compiled New America.

Muñiz, J. Culturally responsive teaching: A 50-state survey of teaching standards. New America. https://www.newamerica.org/education-policy/reports/culturally-responsive-teaching/

Every Student Succeeds Act (Chronic Absenteeism and School Climate)

One of the most significant components of the Every Student Succeeds Act (ESSA) is the requirement that states include multiple measures in their accountability systems. In addition to academic indicators (academic achievement, academic growth, graduation rate, and progress in achieving English language proficiency (ELP)), states must select at least one indicator of "school quality or student success" such as:

Rates of chronic absenteeism

College and career readiness

Student or educator engagement

Student access to and completion of advanced coursework

School climate

States have the flexibility to select multiple "school quality or student success" indicators and to use multiple measures within each indicator.

Expanded Medicaid Coverage in Schools

In 2014, the Center for Medicare and Medicaid Services (CMS) reversed the Free Care Rule, which restricted schools from getting reimbursement for services provided to Medicaid-enrolled students without an Individualized Education Plan (IEP). The reversal permits states to allow school districts to bill Medicaid for school-based health services, including mental health services, provided to all Medicaid-enrolled children, not just those with an IEP. To expand this eligibility, states need to take action, typically through modification of state Medicaid plans. For more information on school Medicaid, please visit the Healthy Students, Promising Futures webpage, a Healthy Schools Campaign program.

The map below displays states that have leveraged the policy reversal by expanding Medicaid coverage in schools, states that are in the process, and states that have not yet taken action.

This information was originally compiled by the Healthy Schools Campaign through their Healthy Students, Promising Futures program.

Partnering with and effectively engaging families is critical to the success of comprehensive school mental health systems. The map below displays states that have a policy directing districts to develop or implement plans, policies, or programs related to family engagement in schools.

The information in this map was compiled by the National Association of State Boards of Education.

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SHAPE - School Health Assessment and Performance Evaluation

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Alternatives to Exclusionary Discipline Exclusionary discipline policies, such as suspensions or expulsions, can have long-term negative consequences on youth (e.g. school dropout and involvement in the juvenile justice system) and school climate ( White House Report: The Continuing Need To Rethink Discipline; HHS and U.S. DoE Policy Statement on Exclusionary Discipline).

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What Is the PAX Good Behavior Game? | paxgoodbehaviorgame.promoteprevent.org

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PAX is a set of strategies to help students learn important self-management skills while collaborating to make their classroom a peaceful and productive learning environment. Centered on the Good Behavior Game, PAX is not a classroom management program, but it makes managing classrooms much easier.…

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(PreK) ABC With Duration & Intensity Tracking 10/25

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(PreK) ABC With Duration & Intensity Tracking 10/25