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Attract, Prepare, Retain: OSEP National Summit on Improving Effective Personnel for Children with Disabilities
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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 collection of research articles and briefs contains valuable information on intensive interventions from a variety of sources.
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.
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.
Questions and answer document regarding Significant Disproportionality.
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.
Your central “Hub” of information and products created for the network of Parent Centers serving families of children with disabilities.
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 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
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.
List of technical assistance produces for teaching and assessing students with disabilities.
Parent Tool Kit resources pertaining to assessment.
This toolkit includes information about the Department’s investments, papers on large-scale assessment, technical assistance (TA) products, and resources. The section on large-scale assessment includes a collection of seven papers and a glossary that address key issues related to the participation of students with disabilities in these standards-based assessments.
The U.S. Department of Education strives to expand educational opportunities and to improve instruction for all students.
Tool Kit on Universal Design for learning resource list pertaining to assessment.
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.
This page contains information on CEIS and related requirements.
The Office of Special Education Programs (OSEP) has developed this voluntary State Correctional Education Self-Assessment (SCES) to assist States in self-assessing their systems for providing special education and related services to students with disabilities in correctional facilities.
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).