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The 2020 OSEP Summit is an opportunity to bring together various stakeholders to explore potential strategies and innovative approaches to address this critical need. The virtual event will be held over three days and participants may register for each event individually or attend all three. Additional information and registration can be found on the 2020 OSEP Summit Webpage.
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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...
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 toddlers as well as school-aged children and youth with or at risk of disabilities. This brief covers intervention IDEAs for infants, toddlers, children, and youth impacted by opioids.
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.
This is the Grant Performance Report for Continuation Funding. For specific guidance on how to write and report data on your program and project measures, contact your Project Officer or view these webinars and materials.
Please note that these timelines are suggestions that will prepare States for full compliance in SY 2018–2019. While States can make annual determinations of significant disproportionality anytime during SY 2018–2019, for purposes of this Model Timeline, we are assuming States make annual determinations between March 2019 and May 2019. States are not required to follow these timelines.
Consistent with the model demonstration priorities, grantees will work with their OSEP Project Officers to adapt these measures to meet the unique aspects of their projects and to develop additional measures, as appropriate.
The primary purpose of this paper is to provide suggestions to researchers about ways to present statistical findings about the effects of educational interventions that might make the nature and magnitude of those effects easier to understand.
Institutional education plays a critical role in reducing recidivism and increasing post-release success for youth in correctional facilities.
Various agencies at several levels of government are involved with providing services to youth with disabilities in correctional facilities and planning for their reentry into the community.
Resource page for coordinated aftercare services.
List of resources pertaining to expeditious records transfers as it relates to juvenile corrections.
Overview and key principles of practice as they relate to facility-wide practices for juveline justice. Historically, juvenile correctional facilities have operated under a deficit- or punitive-driven model when addressing the behavioral and academic needs of youth with disabilities.
As a condition of receiving Federal funds under the Individuals with Disabilities Education Act (IDEA), States must demonstrate to the U.S. Department of Education that they have policies and procedures in place to fully comply with the law’s requirements. IDEA guarantees that youth with disabilities within correctional facilities have access to a free appropriate public education (FAPE).To ensure the availability of FAPE, IDEA specifies procedures to identify youth with disabilities, address their needs, and design individualized supports and services to help them meet academic and behavioral expectations. In addition, IDEA requires youth to be educated in the least restrictive environment (LRE). For youth with disabilities in correctional facilities, this means that, to the extent possible, they are to be educated with those who are not disabled. Removing youth with disabilities from the regular educational environment should occur only if the severity of the disability is such that satisfactory performance in regular classes cannot be achieved. Also, under IDEA, eligible youth are entitled to an individualized education program (IEP) that details the specially designed instruction and related services that they require. IDEA compliance requires (1) the identification of youth with disabilities who have not previously been identified by the school before they entered the correctional facility, and (2) for identified youth, the continued adherence to their IEPs while they are enrolled in a facility.
List of resources for Tiered academic and behavioral supports.