Database of Federally Funded Technical Assistance and Research Centers

Three-Part Webinar Series on Continuity of Learning during COVID-19

OSEP hosted a three-part webinar series on Continuity of Learning and Return to School during COVID-19. This series showcased ready-to-use resources, tools, and practices from OSEP partners to support the educational, developmental, behavioral, and social/emotional needs of infants, toddlers, children, and youth with disabilities through remote and distance learning. Please access the Continuity of Learning Webpage where you will find the archived webinars, featured resources, and additional tools and information to help educators, parents and families, and related service providers provide for the needs of students with disabilities during the pandemic.

This database compiles information about technical assistance and research centers, specifically those that are federally funded. The goal of the database is to foster awareness and collaboration, and to provide this online tool to help states, districts, and technical assistance providers find services and opportunities for cooperation and alignment. The database was developed in collaborations with the Great Lakes Comprehensive center and their work with the Michigan Department of Education. The sidebar provides several filtering options and a search box to help users find centers that match their specific criteria.

The National Center on Dispute Resolution (CADRE) serves as the National Center on Appropriate Dispute Resolution in Special Education on behalf of the Office of Special Education Programs at the U.S. Department of Education. CADRE works to increase the nation’s capacity to prevent and resolve special education and early intervention disputes by fostering productive home/school/provider partnerships and the use of collaborative processes to improve outcomes for children and youth with disabilities. CADRE assists states with implementation of the Individuals with Disabilities Education Act (IDEA) procedural safeguards provisions and the development of high-performing dispute resolution systems through the identification and dissemination of exemplary practices related to program design, implementation, evaluation and improvement.

Director(s):
Melanie Reese, Ph.D.

Specialty Area

Primary Audience

  • Administrators
  • Families
  • School Districts
  • State Education Agencies

Services

  • Assessment Tools
  • Consulting
  • Content Expertise

Regions/States

National

Alabama, Alaska, American Samoa, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, District of Columbia, Florida, Georgia, Guam, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Northern Mariana Islands, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, U.S. Virgin Islands, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming

Level of Support

  • Tiered

Additional Information

Other Services Provided: Communication, relationship building workshops, and trainings; Systems analysis and improvement
Other Specialty Areas: Dispute Resolution; Conflict Prevention

The Center for IDEA Early Childhood Data Systems (DaSy) is a national technical assistance center funded by the U.S. Department of Education, Office of Special Education Programs (OSEP). DaSy works with states to support IDEA early intervention and early childhood special education state programs in the development or enhancement of coordinated early childhood longitudinal data systems.

DaSy provides technical assistance (TA) and resources to state agencies to assist with the development or enhancement of data systems for Part C early intervention and Part B preschool special education programs supported through the Individuals with Disabilities Education Act (IDEA). The DaSy Center collaborates with other projects to leverage what is known and generate new ideas and products to help state agencies create and expand early childhood cross-agency and longitudinal data systems that include the Part C and Part B preschool data needed to collect, analyze, and report high-quality data required under IDEA.  We offer a range of supports based on our clients needs including intensive and targeted TA as well as opportunities to join DaSy led communities of practice or attend webinars. 

Director(s):
Kathleen Hebbler, Donna Spiker

Specialty Area

    • Early Childhood Educators
    • Early Childhood Leadership
    • Education Leadership
    • Educator Effectiveness
    • Educator Preparation
    • Educator Retention
    • Evidence Based Practices
    • Family Engagement
    • Measuring Student Growth
    • Multi-tiered Systems of Support
    • Organizational Leadership
    • Positive Behavioral Intervention and Supports (PBIS)
    • Response to Intervention
    • Social and Emotional Learning
    • System Alignment

Primary Audience

  • Administrators
  • Families
  • State Education Agencies

Services

  • Assessment Tools
  • Consulting
  • Content Expertise
  • Convening Stakeholders
  • Facilitation

Regions/States

National

Alabama, Alaska, American Samoa, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, District of Columbia, Florida, Georgia, Guam, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Northern Mariana Islands, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, U.S. Virgin Islands, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming

Level of Support

  • Tiered
  • Universal

Additional Information

Other Services Provided: National Technical Assistance (TA)
Other Specialty Areas: IDEA Part C Data Systems; IDEA Part B-619 Data Systems

The Center for IDEA Fiscal Reporting (CIFR) at WestEd provides technical assistance to state educational agencies (SEAs) to help them meet their federal obligation to collect and report special education fiscal data. The specific reporting requirements supported by CIFR are:

  • Maintenance of state financial support (MFS)
  • Allocation of IDEA Part B subgrants to local educational agencies (LEAs)
  • LEA maintenance of effort (MOE)
  • Coordinated early intervening services (CEIS)
Director(s):
Dave Phillips, Cecelia Dodge, Jenifer Harr-Robins

Specialty Area

Primary Audience

  • State Education Agencies

Services

  • Coaching
  • Consulting
  • Content Expertise
  • Convening Stakeholders
  • Facilitation

Regions/States

National

Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, District of Columbia, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, U.S. Virgin Islands, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming

Level of Support

  • Tiered

Additional Information

Other Services Provided: Development of tools to support SEA clients on IDEA fiscal data requirements
Other Specialty Areas: High quality special education fiscal data; IDEA fiscal data; IDEA fiscal requirements

The Center for the Integration of IDEA Data (CIID) provides technical assistance to state education agencies (SEAs) to increase the capacity to report high quality data required under the Individuals with Disabilities Education Act (IDEA) Part B Sections 616 and 618. CIID supports the integration of IDEA data systems and processes with the Statewide Longitudinal Data System (SLDS).

Director(s):
Bill Huennekens

Specialty Area

Primary Audience

  • State Education Agencies

Services

  • Consulting
  • Facilitation

Regions/States

National

American Samoa, California, Colorado, District of Columbia, Guam, Illinois, Kansas, Kentucky, Michigan, Minnesota, Mississippi, Montana, Nebraska, Nevada, New Jersey, New Mexico, North Dakota, Oklahoma, South Carolina, Virginia, Washington, West Virginia

Level of Support

  • General
  • Intensive
  • Targeted

Additional Information

Other Services Provided: Technical assistance to integrate data and implementation; Generate the automated EDFacts reporting solution
Other Specialty Areas: Data Systems; Data Integration; Data Quality; EDFacts Reporting

Funded by the U.S. Department of Education's Office of Special Education Programs (OSEP) and the Office of Elementary and Secondary Education (OESE),  the Center on Positive Behavioral Interventions and Supports (PBIS) supports schools, districts, and states to build systems capacity for implementing a multi-tiered approach to social, emotional and behavior support. The broad purpose of PBIS is to improve the effectiveness, efficiency and equity of schools and other agencies. PBIS improves social, emotional and academic outcomes for all students, including students with disabilities and students from underrepresented groups.

Director(s):
Heather George, Tim Lewis, Kent McIntosh, Brandi Simonsen

Specialty Area

    • Education Leadership
    • Evidence Based Practices
    • Family Engagement
    • Intensive Supports
    • Multi-tiered Systems of Support
    • Organizational Leadership
    • Positive Behavioral Intervention and Supports (PBIS)
    • Response to Intervention
    • School Climate
    • School Mental Health
    • Social and Emotional Learning
    • Special Education
    • System Alignment

Primary Audience

  • Administrators
  • Families
  • School Counselors
  • School Districts
  • Schools
  • State Education Agencies

Services

  • Assessment Tools
  • Coaching
  • Consulting
  • Content Expertise
  • Research

Regions/States

National

Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, District of Columbia, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, U.S. Virgin Islands, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming

Level of Support

  • General

Additional Information

Other Specialty Areas: Implementation Science; Prevention Science

The Collaboration for Effective Educator Development, Accountability, and Reform Center (CEEDAR) is designed to help State Education Agencies (SEAs), Institutions of Higher Education (IHEs), and Local Education Agencies (LEAs) create aligned professional learning systems that provide teachers and leaders effective opportunities to learn how to improve core and specialized instruction in inclusive settings that enable students with disabilities to achieve college and career ready standards. The technical assistance (TA) effort is organized around universal, targeted, and intensive TA supports. AIR, as subcontractor to University of Florida, is taking the lead in intensive TA.

The Center provides intensive TA supports to 20 states. Intensive TA services, tailored to the needs of each state, seek to reform and align the areas of licensure standards, teacher and leader preparation and induction, and personnel evaluation data systems to inform preparation program improvement. CEEDAR provides responsive technical assistance through knowledge building of evidence-based research and practice. CEEDAR also supports implementation of the research into school-based instruction and practices through online tools and resources, leadership development, collaborative teams of stakeholders, and ongoing learning opportunities.

Director(s):
Mary Brownell, University of Florida, Lynn Holdheide, AIR

Specialty Area

    • Alternative Routes to Certification
    • Education Leadership
    • Educator Preparation
    • Equity
    • Evidence Based Practices
    • Multi-tiered Systems of Support
    • System Alignment

Primary Audience

  • State Education Agencies

Services

  • Consulting
  • Content Expertise
  • Convening Stakeholders
  • Facilitation

Regions/States

National

Arizona, California, Colorado, Connecticut, Florida, Georgia, Illinois, Kentucky, Maine, Michigan, Minnesota, Mississippi, Missouri, Montana, Nevada, New Hampshire, Ohio, Oregon, Rhode Island, South Dakota, Tennessee, Utah

Level of Support

  • Tiered

Additional Information

Other Services Provided: CEEDAR operates in the policy lever areas of educator preparation reform, certification and licensure, and preparation program evaluation, approval, and/or review (including data systems). Additionally, we have areas of emphasis, within those policy areas that include data collection and use, state systems alignment, and equity and access.

The Comprehensive Center Network (CC Network) and is funded by the U.S. Department of Education. 

The Regional Centers provide high-quality intensive capacity-building services to State clients and recipients to identify, implement, and sustain effective evidence-based practices that support improved educator and student outcomes.

The National Center provides high-quality universal and targeted capacity-building services to address common high-leverage problems, services to address programmatic monitoring reports and audit findings, implementation challenges, and emerging national education trends. 

To learn about the new Centers you can visit the CC Network website at https://compcenternetwork.org/  Here you can search information for all 20 Centers’ resources, and request technical assistance.

Director(s):

Specialty Area

    • Educator Effectiveness
    • Educator Preparation
    • Evidence Based Practices

Primary Audience

  • State Education Agencies

Services

Regions/States

National

All States

Level of Support

  • Targeted

Additional Information

IDEA Data Center (IDC) is funded by the U.S. Department of Education’s (ED) Office of Special Education Programs (OSEP) to provide technical assistance to build capacity within states for collecting, reporting, analyzing, and using high-quality IDEA data. IDC focuses on data requirements under Sections 616 and 618 of the Individuals with Disabilities Education Act (IDEA), including data focused on programs for infants, toddlers, and their families (Part C) and on programs serving children ages 3 through 21 (Part B). Building capacity for high-quality IDEA data will affect states, school districts, and local early intervention programs across the nation. Those entities will, in turn, apply the higher quality data they generate to improve outcomes for all children and youth served under IDEA.

Director(s):
Julie Bollmer, Tom Fiore

Specialty Area

    • Early Childhood Leadership
    • Education Leadership
    • Equity

Primary Audience

  • School Districts
  • State Education Agencies

Services

  • Coaching
  • Consulting
  • Content Expertise
  • Convening Stakeholders
  • Facilitation

Regions/States

National

Alabama, Alaska, American Samoa, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, District of Columbia, Florida, Georgia, Guam, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Northern Mariana Islands, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, U.S. Virgin Islands, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming

Level of Support

  • Tiered

Additional Information

Other Primary Audiences: Part C Lead Agencies; Part C Local Programs
Other Specialty Areas: IDEA data collection, analysis, reporting and use; Building state capacity; Building a culture of high-quality data at the state and local level; Data systems

The IRIS Center is a national center dedicated to improving education outcomes for all children, especially those with disabilities, by developing free, online resources about effective evidence-based practices and interventions.

IRIS Modules, our center's signature resource, are developed using adult learning theory and translate the latest research findings into easily understandable, practitioner-friendly language in an interactive, engaging format. Other wraparound resources--case studies, information briefs, fundamental skill sheets, video vignettes--allow learners to delve into module topics in more depth.

Director(s):
Naomi Tyler

Specialty Area

    • Early Childhood Educators
    • Educator Effectiveness
    • Educator Preparation
    • Educator Retention
    • Evidence Based Practices
    • Intensive Supports
    • Measuring Student Growth
    • Multi-tiered Systems of Support
    • Positive Behavioral Intervention and Supports (PBIS)
    • Response to Intervention
    • Teacher Mentoring and Induction

Primary Audience

  • Administrators
  • School Counselors
  • Teachers

Services

  • Content Expertise
  • Research

Regions/States

National

Alabama, Alaska, American Samoa, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, District of Columbia, Florida, Georgia, Guam, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Northern Mariana Islands, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, U.S. Virgin Islands, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming

Level of Support

  • Universal

Additional Information

Other Audiences: College and university faculty, professional development providers
Other Services Provided: Free, online, interactive resources
Other Specialty Areas: Accommodations, assessment, assistive technology, collaboration, content instruction, differentiated instruction, disability, diversity, juvenile corrections, learning strategies, mathematics, reading/literacy/language arts, related services, school improvement/leadership, secondary transition

The Midwest and Plains Equity Assistance Center is one of four regional Equity Assistance Centers. This center is funded by the United States Department of Education under Title IV of the 1964 Civil Rights Act. The center provides technical assistance and training, upon request, in the areas of race, sex, national origin and religion to public school districts and other responsible governmental agencies to promote equitable education opportunities. Work focuses on the areas of civil rights, equity, and school reform.

Director(s):
Kathleen King Thorius, Ph.D., Seena Skelton, Ph.D.

Specialty Area

    • Alternative Routes to Certification
    • Educator Effectiveness
    • Equity
    • Family Engagement
    • School Climate
    • School Mental Health
    • System Alignment

Primary Audience

  • School Districts
  • State Education Agencies

Services

  • Coaching
  • Consulting
  • Content Expertise
  • Convening Stakeholders
  • Facilitation
  • Research

Regions/States

Midwest

Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, Oklahoma, South Dakota, Wisconsin

Level of Support

  • Tiered

Additional Information

Technical Assistance Centers

Funded by the U.S. Department of Education, the National Center for Homeless Education (NCHE) operates the Department's technical assistance center for the federal Education for Homeless Children and Youth (EHCY) Program.

In this role, NCHE works with schools, service providers, parents, and other interested stakeholders to ensure that children and youth experiencing homelessness can enroll and succeed in school.

Director(s):
George Hancock, Director, Jan Moore, Assistant Director

Specialty Area

Primary Audience

  • Administrators
  • Families
  • School Counselors
  • School Districts
  • Schools
  • State Education Agencies

Services

  • Assessment Tools
  • Coaching
  • Consulting
  • Content Expertise
  • Convening Stakeholders
  • Facilitation
  • Research

Regions/States

National

Alabama, Alaska, American Samoa, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, District of Columbia, Florida, Georgia, Guam, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Northern Mariana Islands, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, U.S. Virgin Islands, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming

Level of Support

  • Universal

Additional Information

Other Specialty Areas: Education of Homeless Children and Youth

The National Center on Accessible Educational Materials for Learning (AEM Center) at CAST is a knowledge-development, information dissemination, and technical assistance project whose activities and actions are designed to:

  1. Expand and disseminate knowledge about Accessible Educational Materials (AEM) and technologies among key stakeholder groups.
  2. Increase AEM Center stakeholders’ skills; and motivation.
  3. Improve and enhance the organizational, material and structural capacities of AEM stakeholders so that they effectively use AEM resources.

The overall goal established by CAST and OSEP pertains to improvements in the availability and use of accessible educational materials and technologies for learning.

Director(s):
Cynthia Curry

Specialty Area

    • Equity
    • Family Engagement
    • Multi-tiered Systems of Support
    • Response to Intervention
    • Transitions (from grade to grade)

Primary Audience

  • Administrators
  • Families
  • School Counselors
  • School Districts
  • Schools
  • State Education Agencies
  • Teachers

Services

  • Assessment Tools
  • Coaching
  • Consulting
  • Content Expertise
  • Convening Stakeholders

Regions/States

National

Alaska, Florida, Indiana, Iowa, Maryland, Ohio, Texas

Level of Support

  • Intensive

Additional Information

Other Primary Audiences: Higher Education; Workforce Development; Publishers; EdTech Developers
Technical Assistance and Training
Other Specialty Areas: Access to AEM and assistive technology; Policy

The National Center on Deaf-Blindness (NCDB) provides technical assistance to meet the needs of children (birth to 21) with deaf-blindness in five initiative areas: early identification and intervention; family engagement; interveners and qualified personnel; transition; and assessment, planning, and instruction. It's universal, targeted, and intensive TA is conducted in concert with state deaf-blind projects throughout the U. S., and with national family organizations. NCDB has an extensive website with information and products to support its TA as well as relevant information on deaf-blindness of use to families, service providers, and the general public.

Director(s):
Linda McDowell, Ph.D., Co-Director, Samuel Morgan, Ed.D., Co-Director

Specialty Area

    • Career and Technical Education
    • Early Childhood Educators
    • Educator Effectiveness
    • Educator Preparation
    • Evidence Based Practices
    • Family Engagement
    • Intensive Supports

Primary Audience

  • Administrators
  • Families
  • School Districts
  • Schools
  • State Education Agencies
  • Teachers

Services

  • Consulting
  • Content Expertise
  • Convening Stakeholders
  • Facilitation

Regions/States

National

Alabama, Alaska, American Samoa, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, District of Columbia, Florida, Georgia, Guam, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Northern Mariana Islands, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, U.S. Virgin Islands, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming

Level of Support

  • Tiered

Additional Information

Other Primary Audiences: State Deaf-Blind Projects
Other Services Provided: Assisting State Deaf-Blind Projects to Implement Systems Change in Their States; Assisting State Deaf-Blind Projects to Provide Effective Child-Specific TA to Educational Teams, Comprehensive Website on Deaf-Blindness and Technical Assistance
Other Specialty Areas: Early Identification and Intervention; Transition to Adulthood; Assessment, Planning and Instruction; Annual Child Count of Children Who Are Deaf-Blind, Supporting Intervener Services Infrastructure

The National Center on Educational Outcomes (NCEO) helps students with disabilities, English learners (ELs), and ELs with disabilities by:

  • Collecting, analyzing, synthesizing, disseminating, and providing leadership on evidence-based information on inclusive assessments and comprehensive assessment systems.
  • Promoting the use of assessments for instructional decision-making purposes.
  • Assisting states in their efforts to support districts to improve results.
  • Reviewing the participation and performance of students in national and state assessments, including the use of accessibility features and accommodations and alternate assessments.
  • Examining national and state practices in reporting assessment information.
  • Supporting implementation of U.S. Department of Education accountability systems, including ESEA accountability and IDEA State Systemic Improvement Plans (SSIPs) and State-Identified Measurable Results (SIMRs).
  • Bridging general education, special education, English as a Second Language or bilingual education, and other systems as they work to improve results of education for all students.
Director(s):
Martha Thurlow

Specialty Area

    • English Language Learners
    • Measuring Student Growth

Primary Audience

  • State Education Agencies

Services

  • Research

Regions/States

National

Alabama, Alaska, American Samoa, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, District of Columbia, Florida, Georgia, Guam, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Northern Mariana Islands, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, U.S. Virgin Islands, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming

Level of Support

  • Tiered

Additional Information

Other Services Provided: Technical assistance on assessment related topics
Other Specialty Areas: Assessment; Accountability; Accessibility and Accommodations; Alternative Assessments

The Mission of the National Center on Intensive Intervention (NCII) is to build the capacity of state and local education agencies, universities, practitioners, and other stakeholders to support implementation of intensive intervention in literacy, mathematics, and behavior for students with severe and persistent learning and/or behavioral needs, often in the context of their multi-tiered system of support (MTSS) or special education services. NCII’s approach to intensive intervention is data-based individualization (DBI), a research-based process that integrates the systematic use of assessment data, validated interventions, and intensification strategies.

Director(s):
Rebecca Zumeta Edmonds, Lou Danielson

Specialty Area

    • Educator Preparation
    • Evidence Based Practices
    • Family Engagement
    • Intensive Supports
    • Measuring Student Growth
    • Multi-tiered Systems of Support
    • Positive Behavioral Intervention and Supports (PBIS)
    • Response to Intervention
    • Special Education
    • System Alignment

Primary Audience

  • Administrators
  • Families
  • School Counselors
  • School Districts
  • Schools
  • State Education Agencies
  • Teachers

Services

  • Consulting
  • Content Expertise
  • Convening Stakeholders
  • Facilitation

Regions/States

National

Colorado, Michigan, North Carolina, Oregon, Rhode Island, South Carolina, Texas, Washington

Level of Support

  • Tiered

Additional Information

Other Primary Audiences: State Technical Assistance Partners (PD Providers, Coaches); Some secondary audiences such as teacher preparation programs, educators, families, related service providers.
Other Services Provided: As part of intensive technical assistance we may support states in developing/refining coaching models/delivery to support implementation. Products/resource development, public webinars, presentations at national, state, and local conferences
Other Specialty Areas: Intensive Intervention; Data-based Individualization

The National Center for Systemic Improvement (NCSI) helps states transform their systems to improve outcomes for infants, toddlers, children, and youth with disabilities. NCSI provides states with technical assistance to support development, implementation and evaluation of their 6-year state systemic improvement plan and build capacity among their school districts and local early intervention service programs to improve educational results and functional outcomes for children and youth with disabilities.

Director(s):
Rorie Fitzpatrick, Project Director

Specialty Area

    • Early Childhood Educators
    • Early Childhood Leadership
    • Education Leadership
    • Educator Effectiveness
    • Evidence Based Practices
    • Family Engagement
    • Measuring Student Growth
    • Multi-tiered Systems of Support
    • Response to Intervention
    • Social and Emotional Learning
    • System Alignment

Primary Audience

  • Administrators
  • School Districts
  • Schools
  • State Education Agencies

Services

  • Coaching
  • Consulting
  • Content Expertise
  • Convening Stakeholders
  • Facilitation
  • Research

Regions/States

National

Alabama, Alaska, American Samoa, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, District of Columbia, Florida, Georgia, Guam, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Northern Mariana Islands, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, U.S. Virgin Islands, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming

Level of Support

  • Tiered

Additional Information

Other Specialty Areas: Systems Change; Students with Disabilities

The National Deaf Center on Postsecondary Outcomes (NDC) provides evidence-based strategies to deaf individuals, family members, and professionals at the local, state, and national levels with the goal of closing education and employment gaps for deaf individuals.

Director(s):
Stephanie Cawthon, Director, Carrie Lou Garberoglio, Associate Director

Specialty Area

    • Educator Preparation
    • Equity
    • Evidence Based Practices
    • Transitions (from grade to grade)

Primary Audience

  • Administrators
  • State Education Agencies
  • Teachers

Services

  • Assessment Tools
  • Consulting
  • Content Expertise
  • Convening Stakeholders
  • Facilitation
  • Research

Regions/States

National

Alabama, Alaska, American Samoa, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, District of Columbia, Florida, Georgia, Guam, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Northern Mariana Islands, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, U.S. Virgin Islands, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming

Level of Support

  • Tiered

Additional Information

Other Primary Audiences: Service Providers; Vocational Rehabilitation Agencies, Individuals, and Community Organizations
Other Specialty Areas: Deaf; Technology; System change

The National Technical Assistance Center on Transition (NTACT) is a Technical Assistance and Dissemination project, funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP) and the Rehabilitation Services Administration (RSA), Cooperative Agreement Number H326E140004. NTACT is funded from January 1, 2015 until December 31, 2019.

NTACT’s purpose is to assist State Education Agencies, Local Education Agencies, State VR agencies, and VR service providers in implementing evidence-based and promising practices ensuring students with disabilities, including those with significant disabilities, graduate prepared for success in postsecondary education and employment.

Director(s):
David Test, UNC Charlotte, Paula Kohler, University of Central Florida, Deanne Unruh, University of Oregon

Specialty Area

    • 21st Century Skills
    • Career and Technical Education
    • Education Leadership
    • Evidence Based Practices
    • Family Engagement
    • Organizational Leadership
    • School Climate
    • School Mental Health
    • Special Education
    • Transitions (from grade to grade)

Primary Audience

  • Administrators
  • Families
  • School Counselors
  • State Education Agencies
  • Teachers

Services

  • Assessment Tools
  • Coaching
  • Consulting
  • Content Expertise
  • Convening Stakeholders
  • Facilitation

Regions/States

National

Alabama, Alaska, American Samoa, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, District of Columbia, Florida, Georgia, Guam, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Northern Mariana Islands, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, U.S. Virgin Islands, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming

Level of Support

  • Tiered

Additional Information

Other Primary Audiences: State Vocational Rehabilitation Agencies; Vocational Rehabilitation Counselors; Secondary Students with Disabilities
Other Specialty Areas: Transition to post-school environments; Data Analysis and Use

Regional Educational Laboratory Appalachia (REL AP) serves educators in Kentucky, Tennessee, Virginia, and West Virginia. To address the priorities and interests of these states, REL AP works in partnership with school districts, state departments of education, and others to use data and research to improve academic outcomes for students.

REL AP works to bridge the worlds of education research and education practice. REL AP offers various supports to the collaborative research partnerships and other stakeholder groups in the Appalachia region:

1. Applied research studies and studies in progress that address partnerships' research questions.
2. Training, coaching, and technical support such as survey, interview, or observation protocol development, literature reviews, or tool development.
3. Workshops and coaching that support the use of data and research.
4. Ask A REL annotated bibliographies produced in response to stakeholder research questions.

Director(s):
Deborah Jonas, Ph.D, Director

Specialty Area

    • 21st Century Skills
    • Career and Technical Education
    • Educator Effectiveness
    • Educator Retention
    • English Language Learners
    • Equity
    • Evidence Based Practices
    • Family Engagement
    • Measuring Student Growth
    • Multi-tiered Systems of Support
    • Response to Intervention
    • School Climate
    • School Mental Health
    • Social and Emotional Learning
    • Transitions (from grade to grade)

Primary Audience

  • Administrators
  • School Districts
  • State Education Agencies

Services

  • Assessment Tools
  • Coaching
  • Content Expertise
  • Convening Stakeholders
  • Facilitation
  • Research

Regions/States

Southeast

Kentucky, Tennessee, Virginia, West Virginia

Level of Support

  • Intensive

Additional Information

Other Specialty Areas: Dual Enrollment Courses

One of ten Regional Educational Laboratories, Regional Educational Laboratory Central (REL Central) works in partnership to conduct applied research and training with a mission of supporting a more evidence-based education system

Director(s):
Trudy Cherasaro

Specialty Area

    • Career and Technical Education
    • Early Childhood Educators
    • Education Leadership
    • Educator Effectiveness
    • Educator Preparation
    • Educator Retention
    • Equity
    • Evidence Based Practices
    • Family Engagement
    • Teacher Mentoring and Induction

Primary Audience

  • Administrators
  • School Districts
  • State Education Agencies

Services

  • Assessment Tools
  • Coaching
  • Content Expertise
  • Convening Stakeholders
  • Facilitation
  • Research

Regions/States

Midwest, Northeast

Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota

Level of Support

  • Intensive

Additional Information

Other Specialty Areas: Rural Education; American Indian Education; School Improvement; Innovative Schools

The Regional Educational Laboratory Mid-Atlantic (REL Mid-Atlantic) is one of 10 research centers funded by the U.S. Department of Education’s Institute of Education Sciences to partner with stakeholders in using evidence to improve teaching, learning, and school leadership. REL Mid-Atlantic translates research to practice in partnership with policymakers and practitioners in Delaware, the District of Columbia, Maryland, New Jersey, and Pennsylvania. Based on regional needs they provide training, coaching, and technical support to help apply high-quality evidence to education improvement initiatives. The lab also conducts, applies, and disseminates research and research-based technical assistance in collaboration with stakeholders in the region to promote continuous improvement of educational practice.

Based on the input from the region the work takes many forms:

  • Partnerships and alliances are formed and evolve
  • Conduct research studies to answer pressing questions for stakeholders in the region
  • Publications are released based on research studies conducted
  • Coaching and technical support workshops are collaborative activities conducted with stakeholders
  • Events are designed and supported to meet the needs of the region
  • Tools are developed through the work with stakeholders
  • Ask A REL responses are provided to inquiries from the region
Director(s):
Brian Gill, Ph.D., J.D.

Specialty Area

    • Alternative Routes to Certification
    • Career and Technical Education
    • Early Childhood Educators
    • Early Childhood Leadership
    • Education Leadership
    • Educator Effectiveness
    • Educator Preparation
    • Educator Retention
    • Equity
    • Evidence Based Practices
    • Family Engagement
    • Measuring Student Growth
    • Multi-tiered Systems of Support
    • Organizational Leadership
    • School Climate
    • Social and Emotional Learning
    • Teacher Mentoring and Induction

Primary Audience

  • Administrators
  • School Districts
  • State Education Agencies

Services

  • Assessment Tools
  • Coaching
  • Content Expertise
  • Convening Stakeholders
  • Facilitation
  • Research

Regions/States

Northeast

Delaware, District of Columbia, Maryland, New Jersey, Pennsylvania

Level of Support

  • Intensive

Additional Information

No additional information provided

Regional Educational Laboratory (REL) Midwest works to bridge the worlds of education research and practice and build a more evidence-based education system. Our work includes facilitating research-practice partnerships; conducting applied research; and offering training, coaching, and technical support.

Director(s):
Julie Kochanek

Specialty Area

    • 21st Century Skills
    • Alternative Routes to Certification
    • Career and Technical Education
    • Early Childhood Educators
    • Early Childhood Leadership
    • Education Leadership
    • Educator Effectiveness
    • Educator Preparation
    • Equity
    • Evidence Based Practices
    • Organizational Leadership
    • School Climate
    • Social and Emotional Learning
    • System Alignment
    • Teacher Mentoring and Induction

Primary Audience

  • Administrators
  • School Districts
  • State Education Agencies

Services

  • Assessment Tools
  • Coaching
  • Content Expertise
  • Convening Stakeholders
  • Facilitation
  • Research

Regions/States

Midwest

Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio, Wisconsin

Level of Support

  • Intensive

Additional Information

Other Specialty Areas: Educational Technology

The Regional Educational Laboratory (REL) Northeast and Islands translates research to practice in partnership with policymakers and practitioners in Connecticut, Maine, Massachusetts, New Hampshire, New York, Puerto Rico, Rhode Island, the U.S. Virgin Islands, and Vermont.  

The Regional Educational Laboratory (REL) Northeast and Islands translates research to practice in partnership with policymakers and practitioners in Connecticut, Maine, Massachusetts, New Hampshire, New York, Puerto Rico, Rhode Island, the U.S. Virgin Islands, and Vermont.
The ten Regional Educational Laboratories (RELs) work in partnership to conduct applied research and trainings with a mission of supporting a more evidence-based education system

Director(s):
Jill Weber, Director, Julie Riordan, Deputy Director

Specialty Area

    • 21st Century Skills
    • Early Childhood Educators
    • Early Childhood Leadership
    • Education Leadership
    • Educator Effectiveness
    • Educator Preparation
    • Educator Retention
    • English Language Learners
    • Response to Intervention
    • School Climate
    • Social and Emotional Learning
    • Teacher Mentoring and Induction

Primary Audience

  • Administrators
  • School Districts
  • State Education Agencies

Services

  • Assessment Tools
  • Coaching
  • Content Expertise
  • Convening Stakeholders
  • Facilitation
  • Research

Regions/States

Northeast

Connecticut, Maine, Massachusetts, New Hampshire, New York, Puerto Rico, Rhode Island, U.S. Virgin Islands, Vermont

Level of Support

  • Intensive

Additional Information

No additional information provided

The Regional Educational Laboratory Northwest (REL Northwest) is operated by Education Northwest in Portland, Oregon. REL Northwest focuses on building the capacity of stakeholders in Alaska, Idaho, Montana, Oregon, and Washington to use data and evidence to inform decisions related to their specific education-related needs.

REL Northwest's services include the provision of training, coaching, and technical support; conducting applied research studies; and disseminating information in various content areas, but particularly in five high-leverage areas of need in the region: equitable start in learning, appropriate supports for English learners, high school graduation and post-secondary education success, supply and development of effective educators, and accountability system design and implementation.

The majority of our work is currently conducted with stakeholders in 12 research partnerships throughout the region. However, REL Northwest also conducts work with stakeholders that are not affiliated with a particularl research partnership.

Director(s):
Christopher Mazzeo, Director, Fiona Helsel, Deputy Director

Specialty Area

    • Alternative Routes to Certification
    • Career and Technical Education
    • Early Childhood Educators
    • Early Childhood Leadership
    • Education Leadership
    • Educator Effectiveness
    • Educator Preparation
    • Educator Retention
    • English Language Learners
    • Equity
    • Evidence Based Practices
    • Organizational Leadership
    • P-3 Systems (Prenatal to Grade 3)
    • Positive Behavioral Intervention and Supports (PBIS)
    • School Climate
    • School Mental Health
    • Social and Emotional Learning
    • System Alignment

Primary Audience

  • Administrators
  • School Districts
  • State Education Agencies

Services

  • Assessment Tools
  • Coaching
  • Content Expertise
  • Convening Stakeholders
  • Facilitation
  • Research

Regions/States

Northwest

Alaska, Idaho, Montana, Oregon, Washington

Level of Support

  • Intensive

Additional Information

Other Services Provided: Dissemination of tools and research
Other Specialty Areas: STEM

The Regional Educational Laboratory (REL) Pacific translates research to practice in partnership with policymakers and practitioners in American Samoa, the Commonwealth of the Northern Mariana Islands, the Federated States of Micronesia, Guam, Hawaii, the Republic of the Marshall Islands, and the Republic of Palau.

Director(s):
Phillip Herman, Ph.D.

Specialty Area

    • Career and Technical Education
    • Cross-Disciplinary Competencies
    • Early Childhood Educators
    • Education Leadership
    • Educator Effectiveness
    • Educator Preparation
    • Educator Retention
    • Evidence Based Practices
    • Family Engagement
    • Organizational Leadership
    • Social and Emotional Learning
    • System Alignment
    • Teacher Mentoring and Induction
    • Transitions (from grade to grade)

Primary Audience

  • Administrators
  • School Districts
  • State Education Agencies

Services

  • Assessment Tools
  • Coaching
  • Content Expertise
  • Convening Stakeholders
  • Facilitation
  • Research

Regions/States

Pacific Islands

American Samoa, Guam, Hawaii, Northern Mariana Islands

Level of Support

  • Intensive

Additional Information

Other Specialty Areas: College readiness, Developmental education, Culturally responsive education