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The new leverage briefs are the culmination of OSEP’s Attract, Prepare, Retain: Effective Personnel for All Initiative and highlight 13 leverage points covering strategies recognized by various stakeholders as essential to addressing critical shortages in the special education workforce.
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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.
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.
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.
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.
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.
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.
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.
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.
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.
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 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.
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.
This paper features an innovation configuration (IC) matrix that can guide teacher preparation professionals in the development of appropriate culturally responsive teaching (CRT) content.
This page contains information on CEIS and related requirements.
Guidance on remote assessment during the COVID-10 pandemic.