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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.
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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 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.
On June 2, 2016 the Center for Civil Rights Remedies along with UCLA released the report: The High Cost of Harsh Discipline and Its Disparate Impact. This report builds on research that demonstrates that excessive school suspensions fail to improve school learning environments or enhance academic achievement.
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 alternate assessment in Massachusetts is one pathway to meet the state requirements for earning a "competency determination" needed to receive a regular high school diploma. Therefore, it was necessary to calibrate performance levels precisely between the alternate assessment and the general assessment, especially at the Needs Improvement level, which is the level required to earn the competency determination. Massachusetts decided to use an analytical rubric to convert raw scores to performance levels. Combinations of scores that could be obtained across the alternate assessment scoring rubrics for Level of Complexity, Demonstration of Knowledge and Skills, and Independence were discussed and reasoned perceptions were used to assign performance levels of Awareness, Emerging, Progressing, and Needs Improvement or above (Proficient, Advanced) in each portfolio strand. The reasoning behind the Massachusetts approach and the ways in which performance levels in each strand are combined to produce an overall performance level is described further in the report. This approach reflects not only the Massachusetts standards, but also its unique culture and values.
This PDF contains data on suspension and expulsions and the use of seclusion and restraint across the nation and state-by-state. Data include information on preschools, and are disaggregated by race/ethnicity and disability status.This PDF contains data on suspension and expulsions and the use of seclusion and restraint across the nation and state-by-state.
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 report describes three innovative projects that have developed strategies for improving the reentry of youth with disabilities from juvenile justice facilities into school, community, employment, and family. One of the goals of juvenile justice programming is to prevent recidivism and to support youth to successfully rejoin their communities upon release.
In this article, online instructors offer wisdom they've gathered -- what to do and what not to do -- from years of experience teaching in the modality.
In this article, to help schools and school systems navigate the sudden transition to distance learning, FutureEd Director Thomas Toch explored the new education landscape with Brad Rathgeber, the head of school and chief executive of One Schoolhouse, a highly regarded, nonprofit online school that partners with 160 public and private schools worldwide to supplement their school-based instructi
This article provides an overview of the experiences of a range of teachers who are using technology in their classrooms and recommendations on digital learning strategies.
Outlines strategies for supporting the social skills development of babies and toddlers. Includes links to information briefs in both English and Spanish.
This packet details 7 support strategies that are designed to meet the unique needs of individuals with autism during this period of uncertainty.
Official communication from the US Department of Education with policy and guidelines for serving students with disabilities during disruptions to education caused by COVID-19.
This article explains instructional scaffolding and how it can be implemented in a virtual learning environment.
One of the key principles of Positive Behavioral Interventions and Supports (PBIS) is to focus on building prosocial skills, not simply attempting to eliminate challenging or problem behavior. We encourage all schools to continue that focus, as well as other key principles of PBIS, as you address the COVID-19 pandemic.