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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.
This is the Grant Performance Report for Continuation Funding. For specific guidance on how to write and report data on your program and project measures, contact your Project Officer or view these webinars and materials.
These materials were identified to augment the Tool Kit on Teaching and Assessing Students with Disabilities. They offer a collection of resources on Universal Design for Learning (UDL) that expands two of the substantive areas addressed in the initial release of the Tool Kit, including assessment and instructional practices.
This webinar, scheduled June 27, 2017, provided information on the Personnel Development Program and its purpose and discussed the the eligibility, selection criteria and application requirements for Technical Assistance and Dissemination to Improve Services and Results for Children with Disabilities Program—National Technical Assistance Center for Inclusive Practices and Policies CFDA 84.326Y.
This PDF contains data on suspension and expulsions and the use of seclusion and restraint across the nation and state-by-state. Data include information on preschools, and are disaggregated by race/ethnicity and disability status.This PDF contains data on suspension and expulsions and the use of seclusion and restraint across the nation and state-by-state.
Institutional education plays a critical role in reducing recidivism and increasing post-release success for youth in correctional facilities.
Overview of individualized Instruction as it relates to juvenlile justice. As defined by the Federal Individuals with Disabilities Education Act (IDEA), youth within correctional facilities are entitled to a free appropriate education (FAPE).
Resource page for coordinated aftercare services.
List of technical assistance produces for teaching and assessing students with disabilities.
Parent Tool Kit resources pertaining to assessment.
Parent Tool Kit resources pertaining to instructional practices.
Parent Tool Kit resources pertaining to behavior.
Parent Tool Kit resources pertaining to accomodations.
In 2006, the U.S. Department of Education developed a Tool Kit on Teaching and Assessing Students with Disabilities (Tool Kit) to support the Department’s initiative to improve outcomes for students with disabilities.
Replacing a virtual conference, there will be three symposia held, each with three components. The first component will be pre-work materials posted online by OSEP prior to the event. The second component is a two-hour event that will be a combination of live and pre-taped presentations.
The final rule published in the Federal Register on December 19, 2016, amended the Individuals with Disabilities Education Act to help to ensure that States meaningfully identify LEAs with significant disproportionality and that States assist LEAs in ensuring that children with disabilities are properly identified for services, receive necessary services in the least restrictive environment, an
Webinar detailing the statute that requires States to annually collect and examine data to determine whether significant disproportionality based on race or ethnicity is occurring in the State and LEAs of the State with respect to: identification of children as children with disabilities, including identification as children with particular impairments, placement of children in particular educational settings, and incidence, duration, and type of disciplinary actions, including suspensions and expulsions.
Your central “Hub” of information and products created for the network of Parent Centers serving families of children with disabilities.
Trusting Family Partnerships contribute to positive student outcomes when family members and school staff have respectful, mutually beneficial relationships with shared responsibility for student learning; when family members have options for meaningful involvement in their children’s education and in the life of the school; and the school responds to family interests and involvement in a culturally responsive manner.