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The 2020 OSEP Summit provided an opportunity by bringing together various stakeholders to explore potential strategies and innovative approaches to address this critical need. The virtual event was held over three days and participants had the opportunity to register for each event individually or attend all three. An archive of the event can be found on the 2020 OSEP National Summit webpage. OSEP also launched a new Attract, Prepare, Retain Resources Page that provides research and resources for stakeholders to explore potential strategies, innovative approaches, and additional resources regarding this topic!
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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.
Questions and answer document regarding Significant Disproportionality.
Recognizing the growth of technology use in early learning settings, the U.S. Department of Education and U.S. Department of Health and Human Services collaborated in the development of the Early Learning and Educational Technology Policy Brief to promote developmentally appropriate use of technology in homes and early learning settings.
The following materials include information for students and parents, OCR guidance and resources for education officials about their obligations to students who are English Learners (EL) and parents who are Limited English Proficiency (LEP), and added resources with related information.
This resource guide was compiled to help parents and special educators establish a comfortable and effective partnership in service of promoting successful outcomes for children with disabilities. Authors highlight research reports, journal articles, examples of best practices, and tools that suggest methods for developing productive collaborations. The resources in this guide are grouped into the following categories: families as advocates, family roles in assessment and intervention, and families as partners in student learning. Each section includes resources for educators and families.
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.
This federal guidance contains a Dear Colleague Letter regarding submission information for ED 524B grantees, instructions for submitting in G5, instructions regarding ED 524B, and a copy of the ED 524B form.
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.
This brief adapts the suggestions and strategies provided in Improving Attendance and Reducing Chronic Absenteeism to guide practice during remote instruction.
This practice brief shares tips for maintaining continuity of learning through defining classroom expectations for remote (i.e., distance) instruction and online learning environments. With a few adaptations, teachers can use a PBIS framework to make remote learning safe, predictable, and positive.
The purpose of this brief is to present lessons learned from the directors of OSEP-funded model demonstration projects on identifying the conditions, at potential demonstration sites, likely to promote or hinder the implementation of model demonstration projects. The most important indicators of site capacity necessary for successful model demonstration implementation are discussed.
This CIPP infographic discusses some of the reasons to conduct an evaluation and outlines concerns that are commonly associated with evaluations.
Few practices span the boundaries separating people who do shared work as successfully as virtual collaboration. New technologies offer opportunities to join together in ways that were unimaginable just a few years ago. Today, we have the potential to learn from and with individuals working across the state, across the nation, and across the world. Virtual collaboration has important implications for advancing practice because it holds the potential to open communication among individuals with varying perspectives, diverse experiences, and differing roles who might not interact in its absence. The reach of virtual networks greatly expands the ability to engage leaders and implementers across boundaries that often separate people who have a common interest in an issue.
List of technical assistance produces for teaching and assessing students with disabilities.