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The new leverage briefs are the culmination of OSEP’s Attract, Prepare, Retain: Effective Personnel for All Initiative and highlight 13 leverage points covering strategies recognized by various stakeholders as essential to addressing critical shortages in the special education workforce.
This resource developed by Sarah Thorud, Elementary Reading Specialist from Clatskanie School District in Oregon focuses on implementing screening and progress monitoring virtually. It includes guiding questions and considerations for implementation, video examples, and a sample sign-up sheet for screening and progress monitoring students virtually.
Educators can download this template and create their own plan to implement PBIS in their classroom. The template includes opportunity to develop a classroom matrix, create lesson plans to teach expected behavior, script prompts or reminders for desired behavior, and plan praise and corrections.
School and District leadership teams can download and use this resource to develop their own plan for welcoming staff back to school in Fall 2020 and providing 2 days of professional development.
State, district, or other MTSS/PBIS leadership teams can download and use this action planning template to (1) confirm and re-establish commitment, (2) consider capacity and resource allocation, (3) invest in supporting structures, and (4) promote competency development.
Brief guidance provided on how to administer and collect implementation capacity assessments and other implementation assessments virtually.
Brief guidance provided on key questions to consider when planning purposeful adaptations to evidence based practices for new contexts such as online learning or blended learning environments.
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.
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.
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.
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.
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 collection of research articles and briefs contains valuable information on intensive interventions from a variety of sources.
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 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.
This document is the Grant Performance Report Cover Sheet with examples to help with completion.