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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 will be opening soon! To learn more about the conference CLICK HERE
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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...
These materials were identified to augment the Tool Kit on Teaching and Assessing Students with Disabilities. They offer a collection of resources on Universal Design for Learning (UDL) that expands two of the substantive areas addressed in the initial release of the Tool Kit, including assessment and instructional practices.
This toolkit includes information about the Department’s investments, papers on large-scale assessment, technical assistance (TA) products, and resources. The section on large-scale assessment includes a collection of seven papers and a glossary that address key issues related to the participation of students with disabilities in these standards-based assessments.
Questions and answer document regarding Significant Disproportionality.
The Office of Special Education Programs (OSEP) has developed this voluntary State Correctional Education Self-Assessment (SCES) to assist States in self-assessing their systems for providing special education and related services to students with disabilities in correctional facilities.
The U.S. Department of Education strives to expand educational opportunities and to improve instruction for all students.
Tool Kit on Universal Design for learning resource list pertaining to assessment.
List of technical assistance produces for teaching and assessing students with disabilities.
The purpose of this brief is to discuss issues and approaches to preparing for initial implementation of model demonstrations. The goal of this stage is to build the capacity of individual implementers, as well as the organizations or systems in which they work, to support implementation and optimize conditions for success.
This document is the second in a series of briefs for school leaders, educators, and policymakers charged with implementing or supporting multi-tiered instruction that meet the needs of English learners (ELs).
This interactive tool discusses the different types of evidence that can be used throughout the project cycle to, for example, support theories of action, choice of interventions, and provide formative feedback on how project activities are progressing. It also discusses how to use the evidence collected to monitor progress and fidelity in implementation with the goal of demonstrating ultimate
This page contains information on CEIS and related requirements.
The Center for Parent Information and Resources serves as a central resource of information and products to the community of Parent Training Information (PTI) Centers and the Community Parent Resource Centers (CPRCs), so that they can focus their efforts on serving families of children with disabilities.
Knowing how much to budget for an evaluation requires an understanding of the evaluation process and of the various factors that might influence costs.
This presentation was delivered by Dr. Tessie Rose Bailey as part of the Colorado Multi-Tiered System of Support Virtual Summit 2020. In the presentation, Dr. Bailey focused on considerations for providing virtual intervention and progress monitoring and highlights resources developed by the National Center on Intensive Intervention
Progress monitoring allows educators and administrators to understand whether students are responding to intervention and if adaptations are needed. This FAQ collection includes considerations for data collection and analysis for schools to consider as they rethink their progress monitoring approach due to the COVID-19 pandemic.