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OSEP is seeking stakeholder feedback on Innovative Strategies and Best Practices to Attract, Prepare, and Retain Effective Personnel. If you would like to provide feedback on this very important topic, please follow this link to share your input.
Featured Resource
The Intervention IDEAs brief series describes interventions based on evidence, for practitioners and parents that address the academic, developmental and behavioral domains of infants and...
This is a presentation by Melanie Lemoine and Monica Ballay, from the 2010 OSEP Project Directors’ Conference. The presentation provides an overview of research conducted in Louisiana to identify indicators of family engagement for children and youth with disabilities.
As a blueprint for authentic engagement, Leading by Convening, developed by the IDEA Partnership, provides leaders with hands on tools to engage stakeholders and maximize collaboration.
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.
This collection of research articles and briefs contains valuable information on intensive interventions from a variety of sources.
This comprehensive website includes research on parent involvement with diverse families, practice guides and tools, and resources for parents and educators from diverse cultures. You can also access information on national parent involvement and family engagement organizations.
NTACT is charged with assisting stakeholders in implementing evidence-based and promising practices and predictors that promote positive post-school outcomes for all students with disabilities.
This Center was established by the U.S. Department of Education’s Office of Special Education Programs (OSEP) to define, develop, implement, and evaluate a multi-tiered approach to Technical Assistance that improves the capacity of states, districts and schools to establish, scale-up and sustain the PBIS framework.
This page of the PBIS Center gives up-to-date resources on disproportionality and behavior. Included on the page are PBIS Practice Guides, Evaluation Briefs, and Presentations.
This is a presentation given by Melissa Raspa and Cornelia Taylor of the Early Childhood Outcomes (ECO) Center during the Conference on Research Innovations in Early Intervention in San Diego, California on February 22, 2014.
This collection of resources provides information for parents and families about Response to Intervention (RTI) as well as information for schools about working with parents and families throughout RTI implementation.
Trusting Family Partnerships contribute to positive student outcomes when family members and school staff have respectful, mutually beneficial relationships with shared responsibility for student learning; when family members have options for meaningful involvement in their children’s education and in the life of the school; and the school responds to family interests and involvement in a culturally responsive manner.
Questions and answer document regarding Significant Disproportionality.
Replacing a virtual conference, there will be three symposia held, each with three components. The first component will be pre-work materials posted online by OSEP prior to the event. The second component is a two-hour event that will be a combination of live and pre-taped presentations.
Online resources for Charity Rowland and Philip Schweigert's book Tangible Symbol Systems: Making the Right to Communicate a Reality for Individuals with Severe Disabilities.
In 2006, the U.S. Department of Education developed a Tool Kit on Teaching and Assessing Students with Disabilities (Tool Kit) to support the Department’s initiative to improve outcomes for students with disabilities.
This report was authored by the National Center for Education Evaluation and Regional Assistance, funded by the Institute of Education Sciences. This review of research and policy literature distills several key elements of processes that can help identify and support English learner students with learning disabilities.
This links to a page on the Early Childhood Technical Assistance (ECTA) Center website that defines family-centered principles and practices, and provides resources to illustrate them. The ECTA Center also has extensive resources about measuring child and family outcomes.
This webpage has multiple resources that were created to help with work related to providing Technical Assistance. Resources include documents, webinars, and links to websites that will provide additional resources and information. Resources on this page include:
Featuring bilingual speech-language pathologist Dr. Elsa Cárdenas-Hagan. This webcast discusses effective assessment and instruction strategies for English language learners with learning disabilities, as well as ways to help encourage the active involvement of parents of ELLs with LD in their children's schools.
This page contains links to innovative resources to prevent, reduce, and ultimately eliminate expulsion and suspension practices in early learning settings.