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OSEP is seeking stakeholder feedback on Innovative Strategies and Best Practices to Attract, Prepare, and Retain Effective Personnel. If you would like to provide feedback on this very important topic, please follow this link to share your input.
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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...
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 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.
Individuals join an online space because they feel an affinity for the issue or topic and want to connect with others who are similarly engaged. The potential value of an online collaborative space, sometimes known as an online community of practice, is the promise that users envision when they join. The realized value lies in how well the space addresses their unmet needs.
Webinars are an important venue for sharing information, but they are so frequently used to communicate content, that we sometimes overlook the need for the interaction that webinars were designed to provide. Originally envisioned as a web-based seminar, too many webinars are presented as web casts, lacking the interaction and refection that a seminar provides.
OSEP has a new infographic that provides information about the OSEP technical assistance (TA) centers, which are funded under the following IDEA programs: Personnel Development Program; Technical Assistance and Dissemination (TA&D) Program; Educational Technology, Media, and Materials Prog
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.
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.
Document on 325K. Sample PROJECT Measures aligned with PROGRAM Performance Measures for the PDP CIPP.
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 lead exposure.
This brief was created by the Schoolwide Integrated Framework for Transformation (SWIFT) Center, which works to build school capacity and improve outcomes for all students through equity-based inclusion. The brief: (a) highlights Federal policies for family engagement; (b) describes examples of policy actions by the State of Massachusetts; and (c) illustrates local policies and practices at the Dr. William W. Henderson Inclusion Elementary School in Dorchester, Massachusetts.
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.
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.
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.
Project ELITE worked with K–3 to implement a new way of reading books aloud to enhance students' vocabulary and comprehension. This flip book presents a routine for teachers to use in their classrooms.
This flip book presents a routine for teachers to use in their classrooms.
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.
The purpose of this brief is to share findings from follow-up studies of OSEP-funded model demonstration projects that were conducted, in part, to examine model sustainment.
The purpose of this brief is to share findings from follow-up studies of OSEP-funded model demonstration projects that were conducted, in part, to examine model sustainment.
Project ELITE worked with K–3 teachers to implement a new way of reading books aloud to enhance students' vocabulary and comprehension. This bookmark presents a routine for parents to use with their children.