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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...
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.
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 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.
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.
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.
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 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:
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).
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.