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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.
Research tells us that juveniles experience extremely high recidivism rates (up to 55%), and it is even worse for those with disabilities. Moreover, many youth do not reengage with educational systems after exiting from correctional systems.
Reentry planning for youth with or without disabilities should begin as soon as a youth arrives at a facility and should outline transition issues, plus academic, career, and educational goals, and provide students with educational and career programming that prepares them for the challenges they might encounter after release from custody. The 2004 Individuals with Disabilities Education Act (IDEA) mandates that students with disabilities who are older than 16 years must have specific documentation of age- and disability-appropriate transition services and plans in their individualized education program (IEP). Transitioning to community-based schools should be coordinated, be outcome oriented, and promote successful movement between the facility and the community, using established evidence- and research-based practices. This is a complex issue that needs to be organized by a transition team, including correctional staff, the youth themselves, their families, community partners, and local educational representatives. A consistent transition counseling and youth reassessment process while at the facility and a planned sequence of services after release are integral to the plan’s success.
List of resources that relate to Trauma-informed care.
These webinars discuss the ins and outs of how to plan and conduct high-quality customer interviews as part of a rigorous evaluation. The first webinar discusses the benefits and limitations of using qualitative interviews in an evaluation and walks participants through the “who, what, when, where, and how” of integrating interviews into an evaluation.
This practice brief shares tips for maintaining continuity of learning through defining classroom expectations for remote (i.e., distance) instruction and online learning environments. With a few adaptations, teachers can use a PBIS framework to make remote learning safe, predictable, and positive.
The purpose of this brief is to present lessons learned from the directors of OSEP-funded model demonstration projects on identifying the conditions, at potential demonstration sites, likely to promote or hinder the implementation of model demonstration projects. The most important indicators of site capacity necessary for successful model demonstration implementation are discussed.
Project ELITE designed professional development and tools for implementing structured data meetings at key assessment points throughout the year (Beginning-, Middle-, and End-of-Year) for all educators serving ELs, as well as monthly for core (Tier I) classroom teachers.
This Center was established by the U.S. Department of Education’s Office of Special Education Programs (OSEP) to define, develop, implement, and evaluate a multi-tiered approach to Technical Assistance that improves the capacity of states, districts and schools to establish, scale-up and sustain the PBIS framework.
The U.S. Department of Education strives to expand educational opportunities and to improve instruction for all students.
This webinar focused on Personnel Development to Improve Services and Results for Children with Disabilities: Interdisciplinary Preparation in Special Education, Early Intervention, and Related Services for Personnel Serving Children with Disabilities who have High-Intensity Needs (84.325K). The webinar touched on the purpose of the program and the application process and guidelines.
This CIPP infographic discusses some of the reasons to conduct an evaluation and outlines concerns that are commonly associated with evaluations.
Webinar on Project Objective and Performance Measures for the Annual Performance Report for Continuation Funding.
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.
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.