Find a Resource
WE NEED YOUR INPUT
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 webinar was intended to enhance awareness of the Program GPRA Performance Measures requirements and provide an overview of processes used to support ETechM2 Program GPRA performance data-- collection and information gathering, analysis, and reporting.
This webinar introduces the Research and Development Center and discusses methods for adopting software and adapting and customizing instruction in digital learning environments to improve results for children with disabilities.
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.
This collection of research articles and briefs contains valuable information on intensive interventions from a variety of sources.
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 webpage contains guidance for the instruction of students who are culturally or linguistically diverse and for making valid decisions for determining special education eligibility in the following areas: Tier 1 Core Instruction, Tiers 2 and 3 Interventions, and Culturally Responsive Assessments and Interpretation.
Questions and answer document regarding Significant Disproportionality.
Webinar detailing the statute that requires States to annually collect and examine data to determine whether significant disproportionality based on race or ethnicity is occurring in the State and LEAs of the State with respect to: identification of children as children with disabilities, including identification as children with particular impairments, placement of children in particular educational settings, and incidence, duration, and type of disciplinary actions, including suspensions and expulsions.
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.
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 document presents the results from a focus group with SPDG grantees about how they access technical assistance (TA) from centers funded by the US Department of Education. Find out how they learn about TA opportunities and what would make it easier for them to connect with TA centers.
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:
This is the sixth chapter of the English Learner Tool Kit, which is intended to help State and local education agencies (SEAs and LEAs) meet their obligations to English Learners (ELs). This tool kit should be read in conjunction with the U.S. Department of Education Office for Civil Rights’ (OCR) and the U.S. Department of Justice’s (DOJ) Dear Colleague Letter on “English Learner Students and Limited English Proficient Parents,” published in January 2015, which outlines SEAs’ and LEAs’ legal obligations to ELs under civil rights laws and other Federal requirements. You also can access the entire English Learner Toolkit for State and Local Education Agencies (SEAs and LEAs).
This page contains links to innovative resources to prevent, reduce, and ultimately eliminate expulsion and suspension practices in early learning settings.
The final rule published in the Federal Register on December 19, 2016, amended the Individuals with Disabilities Education Act to help to ensure that States meaningfully identify LEAs with significant disproportionality and that States assist LEAs in ensuring that children with disabilities are properly identified for services, receive necessary services in the least restrictive environment, an
Individuals join an online space because they feel an affinity for the issue or topic and want to connect with others who are similarly engaged. The potential value of an online collaborative space, sometimes known as an online community of practice, is the promise that users envision when they join. The realized value lies in how well the space addresses their unmet needs.