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CADRE (National Center for Appropriate Dispute Resolution in Special Education)

The National Center for Appropriate Dispute Resolution in Special Education (CADRE), a national technical assistance and dissemination project, works toward elevating the capacity of educators, family members, service providers, and other stakeholders to engage in collaborative problem-solving and other positive, non-adversarial processes. Ultimately, this approach results in better educational programs and outcomes for students with disabilities. CADRE delivers high quality technical assistance and informational support to State education agencies (Part B), early intervention lead agencies (Part C), parent centers, local education agencies, local early intervention providers, and dispute resolution practitioners.

Center for IDEA Early Childhood Data Systems (DaSy)

The Center for the Individuals with Disabilities Education Act (IDEA) Early Childhood Data Systems (DaSy Center) provides national leadership and technical assistance (TA) to 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.

Early Childhood Technical Assistance Center (ECTA)

The ECTA Center builds upon the foundation of several recent OSEP-funded TA centers to improve service systems and assist States in scaling up and sustaining effective services and research-based interventions for infants, toddlers, and preschoolers with disabilities and their families.

Early Childhood Personnel Center (ECPC)

The purposes of this program are to: (1) help address State-identified needs for highly qualified personnel in special education, related services, early intervention, and regular education to work with infants, toddlers, and children with disabilities and (2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research and experience, to be successful in serving those children.

Equity Assistance Centers (2016-2021)

The 4 Equity Assistance Centers are funded by the U.S. Department of Education under Title IV of the 1964 Civil Rights Act. They provide assistance in the areas of race, gender, national origin, and religion to public school districts to promote equal educational opportunities.

Region 1

(serves Connecticut, Delaware, Kentucky, Maine, Maryland, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Puerto Rico, Rhode Island, Vermont, Virgin Islands, West Virginia)

Mid-Atlantic Equity Consortium
5272 River Road, Suite 340
Bethesda, MD 20816

Region 2

(serves Alabama, Arkansas, District of Columbia, Florida, Georgia, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, Virginia)

South Central Collaborative for Equity
Intercultural Development Research Association (IDRA/SCCE)
5815 Callaghan Road, Suite 101
San Antonio, TX 78228-1102

Region 3

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

Great Lakes Equity Center
Indiana University
902 West New York Street
Indianapolis, IN 46202-5167

Region 4

(serves Alaska, American Samoa, Arizona, California, Colorado, Commonwealth of the Northern Mariana Islands, Guam, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, Wyoming)

Metropolitan State University of Denver
P.O. Box 173362, Campus Box 63
Denver, CO 80217-3362

Center for IDEA Early Childhood Data Systems (DaSy)

The Center for the Individuals with Disabilities Education Act (IDEA) Early Childhood Data Systems (DaSy Center) provides national leadership and technical assistance (TA) to 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.

The IDEA Data Center (IDC)

The IDEA Data Center 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 affects States, school districts, and local early intervention programs across the nation. Those entities, in turn, apply the higher quality data they generate to improve outcomes for all children and youth with disabilities served under IDEA.

Center for IDEA Fiscal Reporting (CIFR)

The Center for IDEA Fiscal Reporting (CIFR) at WestEd provides technical assistance to State education agencies (SEAs) on their federal special education fiscal data collection and reporting obligations.

Center for the Integration of IDEA Data (CIID)

The Center for the Integration of IDEA Data (CIID) provides technical assistance to States to increase the capacity to report high quality data required under the IDEA Part B Sections 616 and 618. CIID supports the integration of IDEA data systems and processes with the State Longitudinal Data System (SLDS).

Early Childhood Technical Assistance Center (ECTA)

The ECTA Center builds upon the foundation of several recent OSEP-funded TA centers to improve service systems and assist States in scaling up and sustaining effective services and research-based interventions for infants, toddlers, and preschoolers with disabilities and their families.

The National Center on Intensive Intervention (NCII)

The National Center on Intensive Intervention (NCII) is housed at the American Institutes for Research, and works in conjunction with many of the nation’s most distinguished data-based individualization (DBI) experts. It is funded by OSEP and is part of OSEP’s Technical Assistance and Dissemination Network building State and district capacity to support educators in using DBI to effectively implement intensive interventions in reading, mathematics, and behavior in grades K–12.

The Schoolwide Integrated Framework for Transformation (SWIFT) Center

The SWIFT Center offers school, States, and districts the ability to build capacity to scale up and sustain new practices for schoolwide inclusive reform in urban, rural, and high-need schools in grades K-8 for students with disabilities. The SWIFT Center focuses on improving the knowledge and skills of classroom educators to implement inclusive schoolwide reform; increasing the capacity of schools to implement fully inclusive reform in academic, extracurricular, and school-based settings; and increasing family and community engagement in schoolwide reform.

Center on Innovations in Learning (CIL)

The Center on Innovations in Learning (CIL) focuses on the culture of innovation and personalized learning. Within the topic of culture of innovation, CIL examines change leadership and change processes (improvement, innovation, and transformation). CIL addresses several components of personalized learning, especially (a) learning technologies, (b) competency-based education, and (c) personal competencies.

National Center on Educational Outcomes (NCEO)

The National Center on Educational Outcomes provides technical assistance on improving results for students with disabilities by increasing their participation rates in high quality assessment and accountability systems, improving the quality of assessments in which they participate, improving the capacity of States to meet data collection requirements, and strengthening accountability for results.

National Post-School Outcomes Center (NPSO)

The National Post-School Outcomes Center (NPSO) helps State education agencies establish practical and rigorous data collection systems that will measure and profile the post-school experiences of youth with disabilities (i.e., Indicator 14). The results of collecting Indicator 14 data will be used for national, state, and local reporting and to guide and improve transition services to this population.

Center on Enhancing Early Learning Outcomes 
The Center on Enhancing Early Learning Outcomes (CEELO) aims to strengthen the capacity of State education agencies (SEAs) to lead sustained improvements in early learning opportunities and outcomes. CEELO works in partnership with SEAs, state and local early childhood leaders, and other federal and national technical assistance (TA) providers to promote innovation and accountability.

Early Childhood Personnel Center (ECPC)

The purposes of this program are to: (1) help address State-identified needs for highly qualified personnel in special education, related services, early intervention, and regular education to work with infants, toddlers, and children with disabilities and (2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research and experience, to be successful in serving those children.

The IRIS Center

The IRIS Center develops and disseminates free, engaging online resources about evidence-based instructional and behavioral practices to support the education of all students, particularly struggling learners and those with disabilities. These resources, designed to bridge the research-to-practice gap, are intended for use in college teacher preparation programs, in professional development (PD) activities for practicing professionals, and by independent learners. The array of IRIS resources includes modules, case studies, information briefs, course/PD activities, a high-leverage practices alignment tool, and an online glossary of disability-related terms as well as supporting products to enhance their use in coursework and PD activities.

Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR)

The CEEDAR Center is a national technical assistance center dedicated to supporting States in their efforts to develop teachers and leaders who can successfully prepare students with disabilities to achieve college and career ready standards.

Center on Great Teachers and Leaders
The Center on Great Teachers and Leaders (GTL Center) is dedicated to supporting State education leaders in their efforts to grow, respect, and retain great teachers and leaders for all students. The GTL Center continues the work of the National Comprehensive Center for Teacher Quality (TQ Center) and expands its focus to provide technical assistance and online resources designed to build systems that: support the implementation of college and career standards; ensure the equitable access of effective teachers and leaders; recruit, retain, reward, and support effective educators; develop coherent human capital management systems; create safe academic environments that increase student learning through positive behavior management and appropriate discipline; use data to guide professional development and improve instruction.

Center for Parent Information and Resources

The Center for Parent Information and Resources (CPIR) serves as a central resource of information and products to the community of Parent Training Information (PTI) Centers and the Community Parent Resource Centers (CPRCs), so that they can focus their efforts on serving families of children with disabilities.  To find the PTI or CPRC organizations providing training, information and support for families and youth in your state go to:  www.parentcenterhub.org/find-your-center

Region I - Northeast Parent Center Assistance & Collaboration Team (NEPACT) or www.neparentcenters.org

NEPACT offers technical assistance for OSEP-funded parent centers, Parent Training and Information Centers (PTIs), and Community Parent Resource Centers (CPRCs) in the northeastern states. The support, resources, and assistance provided enhances the capacity of OSEP-funded parent centers to provide effective services for families of children with special needs and to work effectively with State agencies in improving services for infants, toddlers, children, and youth with disabilities. Region I includes the States of Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, and Vermont.

Region II - Exceptional Children's Assistance Center  or http://www.ecac-parentcenter.org

The Exceptional Children's Assistance Center is designed to meet the technical assistance needs of the 13 Parent Training and Information Centers (PTIs) and Community Parent Resource Centers (CPRCs) located in Region 2, which includes Delaware, Kentucky, Maryland, North Carolina, South Carolina, Tennessee, Virginia, West Virginia, and the District of Columbia.

Region III - Parent to Parent of Georgia (P2PGA) or p2pga.org/index.php/r3ptac

Parent to Parent of Georgia provides support and information services and training and leadership opportunities for families who have children and youth with disabilities. They serve Alabama, Arkansas, Florida, Georgia, Louisiana, Mississippi, Oklahoma, Puerto Rico, Texas, and U.S. Virgin Islands.

Region IV PTAC - WI Family Assistance Center for Education Training & Support or www.region4ta.us/

WI FACETS, the€™ Region 4 Parent Technical Assistance Center provides technical assistance to Parent Training and Information Centers (PTIs) and Community Parent Resource Centers (CPRCs) located in the nine states of Region 4 (Illinois, Indiana, Iowa, Michigan, Minnesota, Missouri, Ohio, Pennsylvania, and Wisconsin). In collaboration with other technical assistance partners and Region 4 parent centers, the center will strengthen the infrastructure, enhance the effectiveness, and increase the capacity of parent centers to educate and support families of children with disabilities to be informed shared decision-makers in their children'™s education and to work with national, State and local education systems to implement effective evidence-based practices that improve the results for infants, toddlers, children, and youth with disabilities.

Region V - PEAK Parent Center or www.peakparent.org/about_us/projects/region-5-parent-technical-assistance-center-project

PEAK Parent Center operates the regional Parent Technical Assistance Center in Region 5, serving the federally designated Parent Training and Information Centers (PTIs) and Community Parent Resource Centers (CPRCs) in Arizona, Colorado, Kansas, Montana, Nebraska, North Dakota, New Mexico, South Dakota, Utah, and Wyoming. The project provides technical assistance on scientifically based best practices, management techniques, and effective strategies for supporting families in Region 5 in a timely way, based on their individual needs and utilizing innovative technical assistance methods.

Region VI - Matrix Parent Network 

The West Region Technical Assistance Center for the Parent Centers will assist each Parent Training and Information Center (PTI) and Community Parent Resource Center (CPRC) in Region 6 to improve services and solve issues, by providing information or linking them with other resources. Region 6 includes Alaska, California, Hawaii, Idaho, Nevada, Oregon, Washington, the outlying areas of the Pacific Basin, and the Freely Associated States.

Native American PTAC - EPICS

The Native American Parent Technical Assistance Center is a project within EPICS to provide training and technical assistance to Parent Training and Information Centers (PTIs) and Community Parent Resource Centers (CPRCs) nationwide on providing effective, culturally responsive services to Native American families of children with disabilities, as well as youth with disabilities.

Partnerships for Action, Voices for Empowerment (PAVE)

PAVE is a parent directed organization that works with families, individuals with disabilities, professionals and community members in all walks of life and with all types of disabilities. Since 1979, PAVE has provided information, training and support for over 1,000,000 individuals with disabilities, parents and professionals.

Appalachia Regional Comprehensive Center
ICF International
Kentucky, Tennessee, Virginia, and West Virginia

California Comprehensive Center
WestEd
California

Central Comprehensive Center
University of Oklahoma
Colorado, Kansas, Missouri

Florida and the Islands Comprehensive Center
Educational Testing Service
Florida, Puerto Rico, Virgin Islands

Great Lakes Comprehensive Center
American Institutes for Research
Indiana, Michigan, Ohio

Mid-Atlantic Comprehensive Center
WestEd
Delaware, Maryland, New Jersey, Pennsylvania, District of Columbia

Midwest Comprehensive Center
American Institutes for Research
Illinois, Iowa, Minnesota, Wisconsin

North Central Comprehensive Center
Mid-continent Research for Education and Learning (McREL)
Nebraska, North Dakota, South Dakota, and Wyoming

Northeast Comprehensive Center
RMC Research
Connecticut, Maine, Massachusetts, New Hampshire, New York, Rhode Island, Vermont

Northwest Comprehensive Center
Education Northwest
Alaska, Idaho, Montana, Oregon, Washington

Pacific Regional Comprehensive Center
Pacific Resources for Education and Learning
American Samoa, the Commonwealth of the Northern Mariana Islands, Guam, Hawaii, Palau

South Central Comprehensive Center (SC3)
University of Oklahoma
Arkansas, Louisiana, New Mexico, Oklahoma

Southeast Comprehensive Center
Southwest Educational Development Laboratory
Alabama, Georgia, Mississippi, North Carolina, South Carolina

Texas Comprehensive Center
Southwest Educational Development Laboratory
Texas

West Comprehensive Center
WestEd
Arizona, Nevada, Utah

REL Appalachia
Kentucky, Tennessee, Virginia, West Virginia

REL Central
Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, Wyoming

REL Mid-Atlantic
Delaware, Maryland, New Jersey, Pennsylvania, Washington, DC

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

REL Northeast and the Islands
Connecticut, Maine, Massachusetts, New Hampshire, New York, Puerto Rico,
Rhode Island, Vermont, the Virgin Islands

REL Northwest
Alaska, Idaho, Montana, Oregon, Washington

REL Pacific
American Samoa, Commonwealth of the Northern Mariana Islands,
Federated States of Micronesia (Chuuk, Kosrae, Pohnpei, and Yap), Guam,
Hawai'i, Republic of the Marshall Islands, Republic of Palau

REL Southeast
Alabama, Florida, Georgia, Mississippi, North Carolina, South Carolina

REL Southwest
Arkansas, Louisiana, New Mexico, Oklahoma, Texas

REL West
Arizona, California, Nevada, Utah

Center on Positive Behavioral Interventions and Supports (PBIS)

The technical assistance Center on Positive Behavioral Interventions and Supports was established by the Office of Special Education Programs, U.S. Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide behavior practices.

The National Center on Intensive Intervention (NCII)

The National Center on Intensive Intervention (NCII) is housed at the American Institutes for Research, and works in conjunction with many of the nation’s most distinguished data-based individualization (DBI) experts. It is funded by OSEP and is part of OSEP’s Technical Assistance and Dissemination Network building State and district capacity to support educators in using DBI to effectively implement intensive interventions in reading, mathematics, and behavior in grades K–12.

School-Wide Integrated Framework for Transformation (SWIFT)

The SWIFT Center offers school, States, and districts the ability to build capacity to scale up and sustain new practices for schoolwide inclusive reform in urban, rural, and high-need schools in grades K-8 for students with disabilities. The SWIFT Center focuses on improving the knowledge and skills of classroom educators to implement inclusive schoolwide reform; increasing the capacity of schools to implement fully inclusive reform in academic, extracurricular, and school-based settings; and increasing family and community engagement in schoolwide reform.

National Center for Systemic Improvement (NCSI)

WestEd’s 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 their school districts and local early intervention service programs in improving educational results and functional outcomes for children and youth with disabilities.

State Implementation and Scaling-up of Evidence-based Practices (SISEP)

The purpose of the State Implementation of Scaling-up Evidence-based Practices (SISEP) Center is to promote students' academic achievement and behavioral health by supporting implementation and scaling-up of evidence-based practices in education settings. SISEP provides the critical content and foundation for establishing a technology of large-scale, sustainable, high-fidelity implementation of effective educational practices. SISEP is working with selected States to improve their capacity to carry out implementation, organizational change, and systems transformation strategies to maximize achievement outcomes of all students in each State.

Center on School Turnaround
The Center on School Turnaround is charged with building the capacity of State educational agencies (SEAs) to assist districts and schools in meeting student achievement goals. The partners and collaborators in this Center—WestEd, the Academic Development Institute, the University of Virginia’s Darden/Curry Partnership for Leaders in Education, the National Implementation Research Network, Public Impact, the National Center on Time and Learning, Education Northwest, and a panel of nationally known education experts—strongly believe that efforts to turn around the nation’s persistently low-achieving schools can move from a system that focuses on islands of excellence to the “way we do business” in the United States.

National Postsecondary Education Programs Network (pn2)

Pepnet 2 (pn2)'s mission is to improve postsecondary outcomes for individuals who are deaf or hard of hearing, including those with co-occurring disabilities. Pepnet 2 provides resources to individuals who are deaf or hard-of-hearing (D/HH), and the educators, schools, agencies andl professionals who work with them. Pepnet 2's goal, and the focus of our resources, is to increase the educational, career, and lifetime choices available to individuals who are D/HH.

National Technical Assistance Center on Transition (NTACT)

The National Technical Assistance Center on Transition (NTACT) assists State educational agencies (SEAs), local educational agencies (LEAs), State vocational rehabilitation (VR) agencies, and VR service providers to implement evidence-based and promising practices ensuring students with disabilities, including those with significant disabilities, graduate prepared for success in postsecondary education and employment.

College and Career Readiness and Success Center
The mission of the College and Career Readiness and Success (CCRS) Center is to help States and other CCRS stakeholders better inform, align, and support efforts to ensure that all students are ready for success in college and careers. Housed at AIR, the CCRS Center primarily serves Regional Comprehensive Centers (RCCs), State educational agencies, and other CCRS stakeholders. As an independent and objective technical assistance hub, we deliver a range of differentiated services that simultaneously build capacity and generate new CCRS knowledge and resources.

Building State Capacity and Productivity Center
The Building State Capacity and Productivity (BSCP) Center focuses on providing assistance to the 15 Regional Comprehensive Centers (RCCs) and State education agencies (SEAs) throughout the country to meet the daunting challenge of improving student performance with diminishing financial resources. The BSCP Center provides technical assistance to SEAs that builds their capacity to support local educational agencies (LEAs or districts) and schools, by providing high quality information, tools, and implementation support to help them shift from a “compliance-based” to a “performance-oriented” approach.

National Center for Systemic Improvement (NCSI)

WestEd’s 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 their school districts and local early intervention service programs in improving educational results and functional outcomes for children and youth with disabilities.

State Implementation and Scaling-up of Evidence-based Practices (SISEP)

The purpose of the State Implementation of Scaling-up Evidence-based Practices (SISEP) Center is to promote students' academic achievement and behavioral health by supporting implementation and scaling-up of evidence-based practices in education settings. SISEP provides the critical content and foundation for establishing a technology of large-scale, sustainable, high-fidelity implementation of effective educational practices. SISEP is working with selected States to improve their capacity to carry out implementation, organizational change, and systems transformation strategies to maximize achievement outcomes of all students in each State.

Center on Technology and Disability

CTD provides current, accurate, and relevant information resources on assistive and instructional technologies. It conducts outreach to a national infrastructure of organizations that work directly with families and children, strengthening their ability to provide technology-related support. The project also provides online forums, annual technology institutes, and in-depth monthly newsletters to educators, disability professionals, technical assistance and dissemination project personnel, and families.