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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.
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:
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.
Individuals who have trained in the same profession and do related work have a lot in common. Crossorganizational partnerships provide structures for individuals to find each other and pursue topics that are of shared importance to them. Partnerships help individuals to define their roles and develop shared beliefs and practice standards. Increasingly, partnerships are going beyond the boundaries of defined organizational missions and collaborating with external groups that are influential in creating changes that they support.
The purpose of this brief is to help model developers turn what may be implicit knowledge about model implementation into explicit information about what the model is, how it works, and what is needed to implement it to achieve the intended results.
During the 2013-2014 school year, the U.S. Department of Education and the Office for Civil Rights (OCR) collected data taking a look at key education and civil rights. Several documents were released during the Summer of 2016 using the data that was collected to provide insights into equality in schools.
The OSEP Symposium on Significant Disproportionality explored why this is an important topic for all of us as we work to ensure that children with disabilities, regardless of race or ethnicity, are provided educational services and accommodations that enable and prepare them for post-school education and career opportunities.
There is a growing evidence base on the relationship between positive learning environments, child development, and academic achievement. OSEP’s second Symposium highlighted core principles relating to creating and maintaining safe and supportive learning environments and why and how States, districts, programs, and schools should consider integrating this work into their improvement plans.
This website is maintained by the Monitoring and State Improvement Planning Division (MSIP) division of OSEP. It provides resources pertaining to States’ compliance with IDEA, including archives of each State’s annual State Performance Plan/Annual Performance Report (SPP/APR) and technical assistance resources to support States in meeting their SPP.
Presents two presentations on introducing logic models and performance measures, their importance, and how to construct each for project related work.
According to research published in Exceptional Children, IRIS was among only a handful of sites to receive top ratings for both levels of trust and quality of evidence. Click the link to find a wealth of topical resources.
These archived webinars that reviewed the Personnel Development Program Purpose, looked at the 325K Notice Inviting Applications focusing on the purpose, eligible applicants, selection criteria, and the application requirements. The webinars also looked at the technical review process and scoring, review logistics, as well as providing tips and reminders.
The topic of this symposium was supporting high-quality special education services to children with disabilities by addressing the capacity needs of educators, IEP (individualized education program) teams, and administrators to develop and implement quality IEPs.
The purpose of this report is to describe lessons learned through 10 years of coordination and collaboration between the Model Demonstration Coordination Center and OSEP-funded model demonstration projects.
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.