Resource Library

In the coming months, stay tuned for exciting changes to the Resource Library. The Resource Library will transition into a destination for news and updates direct from the Department of Education, including OSEP RTP. These updates will be aligned to ongoing OSEP priorities. Check back for the latest news!

While the changes are being built into the Resource Library, we will continue to feature relevant resources in the Resource Library. Check out the links below to learn about the latest priorities and relevant resources.

Want another way to engage with OSEP RTP and hear the latest updates? Make sure to follow us on Twitter. Our handle is @IDEAS_That_Work.

Institute on Community Integration (UCEDD), College of Education and Human Development, University of Minnesota | November 1, 2017

This report describes three innovative projects that have developed strategies for improving the reentry of youth with disabilities from juvenile justice facilities into school, community, employment, and family. One of the goals of juvenile justice programming is to prevent recidivism and to support youth to successfully rejoin their communities upon release. Incarcerated youth with disabilities - including youth with learning disabilities and emotional/behavioral disturbances - are at a higher risk for recidivism than youth without disabilities, and too often experience negative post-release outcomes. 

Local or Regional Educational Agencies | Related Service Providers |
U.S. Department of Education; OSEP |

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. Emphasis is given to the impact of implementing PBIS on the social, emotional and academic outcomes for students with disabilities.

All | Behavior | Equity | Evidence-Based Practices | Instruction | Low-Incidence Disabilities | Mathematics
Center for Civil Rights Remedies; Russell W. Rumberger UCLA, Santa Barbara; Daniel J. Losen, ULCA | June 2, 2016

On June 2, 2016 the Center for Civil Rights Remedies along with UCLA released the report: The High Cost of Harsh Discipline and Its Disparate Impact. This report builds on research that demonstrates that excessive school suspensions fail to improve school learning environments or enhance academic achievement. 

All | Behavior | Equity | Evidence-Based Practices | Instruction
U.S. Department of Education, the Office for Civil Rights | June 7, 2016

During the 2013-2014 school year, the U.S. Department of Education and the Office for Civil Rights (OCR) collected data taking a look at key education and civil rights.  There will be several documents released during the Summer of 2016 using the data that was collected to provide insights into equality in schools.  This link will take you to the OCR home page, where you can find the Press Release, as well as the First Look Report PFF, both released on June 7, 2016.

All | Equity
U.S. Department of Education | March 16, 2016

This is an archived Google Hangout of Office of Special Education and Rehabilitative Services (OSERS) Assistant Secretary Michael Yudin having a discussion with experts and practitioners regarding disparities in school discipline. Dr. Kent McIntosh (University of Oregon), Robert Spicer (Restorative Strategies) and Pamela Odom (Principal, Grant Middle School) discussed disparities in school discipline and ways to eliminate those disparities by addressing implicit bias, and implementing restorative justice strategies.

Educators | Local or Regional Educational Agencies | Behavior | Equity
U.S. Department of Education | March 16, 2016

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.

Researchers | Equity