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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.
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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...
This document is the second in a series of briefs for school leaders, educators, and policymakers charged with implementing or supporting multi-tiered instruction that meet the needs of English learners (ELs).
These training materials are designed to be used with a variety of stakeholder groups at the state and local level to engage in the construction of a coherent and effective system of instruction and assessment for students with the most significant cognitive disabilities. While this trainer package has been prepared for state-level technical assistance providers, the workshop is targeted for general and special education teachers, measurement and curriculum experts, and parents who are involved in the design and development of alternate assessments on alternate achievement standards for students with the most significant cognitive disabilities.
This interactive tool discusses the different types of evidence that can be used throughout the project cycle to, for example, support theories of action, choice of interventions, and provide formative feedback on how project activities are progressing. It also discusses how to use the evidence collected to monitor progress and fidelity in implementation with the goal of demonstrating ultimate
This page contains information on CEIS and related requirements.
Your central “Hub” of information and products created for the network of Parent Centers serving families of children with disabilities.
The Center for Parent Information and Resources serves as a central resource of information and products to the community of Parent Training Information (PTI) Centers and the Community Parent Resource Centers (CPRCs), so that they can focus their efforts on serving families of children with disabilities.
Knowing how much to budget for an evaluation requires an understanding of the evaluation process and of the various factors that might influence costs.
Guidance on remote assessment during the COVID-10 pandemic.
his Excel-based calculator allows states to analyze child find data and make several comparisons related to the percentage of infants and toddlers served.
This Excel-based template displays data about infants and toddlers at each step of the Part C process, from referral through exit, for a set of infants and toddlers referred within a specified time frame.
Voluntary self-assessment tool to assist states in meeting regulations and implementing best practices related to child find.
Olivia is a teenager experiencing school at home. This is a snapshot of what she is experiencing right now, and what her mother believes is important for school teams to take into consideration today, in hopes of better supporting families and children.
Specially Designed Instruction (SDI) can be done as part of distance learning using both high-tech and low-tech options. SDI, data collection, and collaboration can and should be continued throughout the distance learning process.
This presentation was delivered by Dr. Tessie Rose Bailey as part of the Colorado Multi-Tiered System of Support Virtual Summit 2020. In the presentation, Dr. Bailey focused on considerations for providing virtual intervention and progress monitoring and highlights resources developed by the National Center on Intensive Intervention
Progress monitoring allows educators and administrators to understand whether students are responding to intervention and if adaptations are needed. This FAQ collection includes considerations for data collection and analysis for schools to consider as they rethink their progress monitoring approach due to the COVID-19 pandemic.
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.
Brief guidance provided on how to administer and collect implementation capacity assessments and other implementation assessments virtually.
Questions and answer document regarding Significant Disproportionality.
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.
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.