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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 is a presentation given by Melissa Raspa and Cornelia Taylor of the Early Childhood Outcomes (ECO) Center during the Conference on Research Innovations in Early Intervention in San Diego, California on February 22, 2014.
This links to a page on the Early Childhood Technical Assistance (ECTA) Center website that defines family-centered principles and practices, and provides resources to illustrate them. The ECTA Center also has extensive resources about measuring child and family outcomes.
The OSEP Symposium on Significant Disproportionality explored why this is an important topic for all of us as we work to ensure that children with disabilities, regardless of race or ethnicity, are provided educational services and accommodations that enable and prepare them for post-school education and career opportunities.
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
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.
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.
OSEP’s third symposium in the 2017 Symposia Series, “Conveying Our Stories--Displaying Our Data,” focused on how States, districts, and Part D-funded investments can develop engaging stories and effectively use data to improve communication strategies used with stakeholders, leadership, and decision makers. The symposium explored best practices and tips for more impactful and effective communication efforts. Examples included: Information on building an effective dissemination plan and Using infographics and data visualization practices to communicate the meaning of data in a way that is accessible, accurate, and actionable for a variety of stakeholders. Tips covered: Using social media to improve outreach and Measuring success using analytic tools.
The U.S. Department of Education’s Individuals with Disabilities Education Act (IDEA) website brings together IDEA information and resources from the Department and our grantees. Whether you are a student, parent, educator, service provider, or grantee, you are here because you care about children with disabilities and their families and want to find information and explore resources on infants, toddlers, children, and youth with disabilities.
During this presentation experts, including current OSEP grantees, discussed what we know about: determining the factors that drive high expectations, such as child, family and other stakeholder engagement, how to support each child and family in establishing and meeting those expectations, working towards each child having access to an education that meets her or his unique and individual needs, how high expectations relate to State academic content standards, and incorporating evidence-based practices in the IEP. All of this will be presented in light of how these practices and principles relate to the United States Supreme Court in Endrew F. v. Douglas County School District RE-1, commonly referred to as “Endrew F.”
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.
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.
This website looks at the Every Student Succeeds Act (ESSA) which was signed into law on December 10, 2015. This bipartisan measure reauthorizes the 50-year-old Elementary and Secondary Education Act (ESEA), the nation’s national education law and longstanding commitment to equal opportunity for all students.
This page contains information on CEIS and related requirements.
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.