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2021 OSEP Leadership & Project Directors Conference Information

OSEP will hold its Leadership and Project Directors’ Conference virtually July 19 – 22, 2021. This year’s conference will combine OSEP’s bi-annual Leadership and Project Directors’ conferences. Sessions that are applicable to Leadership Conference and Project Directors’ Conference audiences will be offered. Registration is now OPEN!  To learn more about the conference and to register  CLICK HERE

  • Assessment Issues
  • Assessment

National Center on Educational Outcomes (NCEO)
Participation in large-scale assessments is now recognized by many educators and parents as a critical element of equal opportunity and access to education. This short resource from NCEO introduces how this topic applies to students with disabilities.

National Center on Educational Outcomes (NCEO)
NCEO answers seven frequently asked questions on the participation of children with disabilities in large-scale assessments.

  • Alternate Assessment

National Center on Educational Outcomes (NCEO)
Alternate assessments are tools used to evaluate the performance of students who are unable to participate in general state assessments even with accommodations. Alternate assessments provide a mechanism for students with the most significant cognitive disabilities and for other students who may need alternate assessment formats to be included in the accountability system. This short resource from NCEO introduces the topic.

National Center on Educational Outcomes (NCEO)
NCEO answers frequently asked questions on alternate assessments for students with disabilities.

  • Progress Monitoring

National Center on Student Progress Monitoring
Student progress monitoring helps teachers evaluate how effective their instruction is, either for individual students or for the entire class. This information brief on the subject talks directly to parents, describing what student progress monitoring is, how the process works in combination with children who have an IEP, and what kind of information parents might expect to receive from the school if the school or their child's teacher decides to implement student progress monitoring.

Student progress monitoring helps teachers evaluate how effective their instruction is, either for individual students or for the entire class. This information brief on the subject talks directly to parents, describing what student progress monitoring is, how the process works in combination with children who have an IEP, and what kind of information parents might expect to receive from the school if the school or their child's teacher decides to implement student progress monitoring.

National Center on Student Progress Monitoring
This Web site on progress monitoring answers the following common questions: What is progress monitoring? How does progress monitoring work? What are its benefits and challenges? Who should be practicing progress monitoring? Does it have other names?

National Center on Student Progress Monitoring
This is the Spanish version of Web site on progress monitoring described above. It answers the following common questions: ¿Qué es el monitoreo de progreso? ¿Cómo funciona el monitoreo de progreso? ¿Cuáles son los beneficios del monitoreo de progreso? ¿Quiénes deberían implementar el monitoreo de progreso? ¿A qué desafíos se enfrenta el monitoreo de progreso? ¿Existen otros nombres para el monitoreo de progreso?

National Center on Student Progress Monitoring
This online brief gives an overview of curriculum-based measurement (CBM), a method teachers use to find out how students are progressing in basic academic areas such as math, reading, writing, and spelling. It explains how CBM works, what benefits it provides to students, and how their parents can use the results to work more effectively with the school system on their child’s behalf.

This online brief gives an overview of curriculum-based measurement (CBM), a method teachers use to find out how students are progressing in basic academic areas such as math, reading, writing, and spelling. It explains how CBM works, what benefits it provides to students, and how their parents can use the results to work more effectively with the school system on their child’s behalf.

  • Accommodations
  • Instructional and Assessment Accommodations

National Center on Student Progress Monitoring
This paper describes curriculum-based measurement in reading and mathematics and provides sample goal statements for each area. In addition, the process by which teachers can examine data and make meaningful decisions about the overall effectiveness of their instruction is described.

National Center on Student Progress Monitoring
This paper provides a framework for applying one model of student progress monitoring, Curriculum-Based Measurement (CBM), to fulfill the Adequate Yearly Progress (AYP) accountability requirement of No Child Left Behind (NCLB) legislation and how such an approach may be linked to special education accountability.

  • Response to Intervention

National Center on Student Progress Monitoring
Progress monitoring requires frequent data collection (i.e., weekly) with technically adequate measures, interpretation of the data at regular intervals,and changes to instruction based on the interpretation of child progress. The two cases presented in this report illustrate how progress monitoring data could be used to make reasonable decisions about children’s responsiveness to instruction.

  • Instructional Practices
  • K-3 Literacy

Reading Rockets
This Web resource from Reading Rockets is designed to help parents and classroom teachers understand the specific problems a child may be having with reading. You'll find practical suggestions on what you (and kids themselves) can do to help students overcome or deal with their reading difficulties.

  • Adolescent Literacy

National Center on Secondary Education and Transition (NCSET) 
This resource explores approaches to improving the literacy skills of adolescents so that they can succeed in content-area classes and enjoy reading.

  • Behavior

Families and Advocates Partnership for Education (FAPE)
This document explains what are functional behavioral assessment and positive interventions for children with behavioral problems. Information about the requirements of IDEA 97 is provided, as well as an overview of current thinking on behavior. The basic steps in conducting a functional behavioral analysis are outlined, and common elements of a behavior plan are listed. The publication concludes with examples of behavior intervention strategies.

Families and Advocates Partnership for Education (FAPE)
This is the Spanish version of the article above, Evaluación de Conducta Funcional e Intervenciones Positivas: Lo que los Padres Necesitan Saber.

National Center on Educational Outcomes (NCEO)
Accommodations are changes in testing materials or procedures that enable students to participate in assessments in a way that allows abilities to be assessed rather than disabilities. They are provided to "level the playing field." Without accommodations, the assessment may not accurately measure the student’s knowledge and skills. This short resource from NCEO introduces the topic.

PEAK Parent Center
This 3-page fact sheet provides an overview and many examples of academic accommodations and modifications for children with disabilities.

Family Center on Technology and Disability (FCTD)
This guide includes the following sections: The Possibilities of Assistive Technology (AT); Assistive Technology in Schools; Funding AT; Quick Questions and Tips; Glossary of AT Terms and Definitions; and Additional AT Information.

Family Center on Technology and Disability (FCTD)
This is the Spanish version of the guide above, La Guía Familiar sobre Tecnología Asistencial, which includes the following sections: Las Posibilidades de la Tecnología Asistencial (TA); Tecnología Asistencial en las Escuelas; Financiando la TA; Preguntas y Recomendaciones; Glosario de Términos de TA y Definiciones; and Recursos Informativos Adicionales sobre TA.