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PACER Center's Technical Assistance on Transition and the Rehabilitation Act (TATRA) Project
The Technical Assistance on Transition and the Rehabilitation Act (TATRA) Project offers Parent Information and Training Programs funded by the Rehabilitation Services Administration (RSA) a variety of services to help them achieve their goals. Individualized services for each center are identified in technical assistance plans on an annual basis.
Practical Information on Crisis Planning: A Guide for Schools and Communities
Taking action now can save lives, prevent injury, and minimize property damage in the moments of a crisis. Practical Information on Crisis Planning: A Guide for Schools and Communities is designed to help navigate the process of reviewing and revising school and district plans. The guide is intended to give schools, districts, and communities the critical concepts and components of good crisis planning, stimulate thinking about the crisis preparedness process, and provide examples of promising practices.
Office of Special Education Programs
The Office of Special Education Programs (OSEP) supports a comprehensive array of programs and projects authorized by the Individuals with Disabilities Education Act (IDEA) that improve results for infants, toddlers, children and youth with disabilities.
Office of Special Education and Rehabilitative Services
The Office of Special Education and Rehabilitative Services (OSERS) understands the many challenges still facing individuals with disabilities and their families. Therefore, OSERS is committed to improving results and outcomes for people with disabilities of all ages. OSERS supports programs that serve millions of children, youth and adults with disabilities.
Promise Neighborhoods
To address the challenges faced by students living in communities of concentrated poverty, Promise Neighborhoods grantees and their partner organizations will plan to provide services from early learning to college and career, including programs to improve the health, safety, and stability of neighborhoods, and boost family engagement in student learning.
Social Media Tip Sheet #1: Innovative Engagement
This series of tip sheets is designed to help state and local education agencies expand online engagement. The first tip sheet focuses on innovative engagement, highlighting new and creative ways in which states are engaging with audiences.
The First Lady Has a Challenge for You: #GimmeFive
In celebration of the fifth anniversary of Let’s Move!, First Lady Michelle Obama is encouraging people to give out high-fives when they see someone making healthy choices. The First Lady is also asking Americans to #GimmeFive for things they are doing lead a healthier life by posting their accomplishments on social media and challenging friends and family to do the same.
The National High School Center
The National High School Center serves as the central source of information and expertise on high school improvement for the Regional Comprehensive Centers (RCCs).
Technical Assistance ALLIANCE for Parent Centers National Office, PACER Center
The Technical Assistance ALLIANCE for Parent Centers National Center works with the six regional Parent Technical Assistance Centers (PTACs) to provide innovative technical assistance, up-to-date information and high-quality resources and materials to the parent centers.
The National Center on Education, Disability, and Juvenile Justice (EDJJ)
EDJJ focuses on assisting practitioners, policymakers, researchers and advocates to identify and implement effective school-based delinquency prevention programs, education, and special education services in juvenile correctional facilities, and transition supports for youth re-entering their schools and communities from secure care settings.
The Readiness and Emergency Management for Schools (REMS) Technical Assistance Center
The REMS Technical Assistance Center supports public and non-public schools, school districts, and institutions of higher education in school emergency management, including the development and implementation of comprehensive all-hazards emergency management plans. The TA Center disseminates information about school emergency management to help individual schools, school districts, and institutions of higher education learn more about developing, implementing, and evaluating comprehensive, all-hazards school emergency management plans.
America's Children: Key National Indicators of Well-Being
Youth Indicators is a statistical compilation of data on the distribution of youth, their family structure, economic factors, school and extracurricular activities, health factors, and other elements that constitute the world of young people between the ages of 0-17 years. This report is created and published by Child Stats, a division of the Federal Interagency Forum on Child and Family Statistics.
Fatherhood Is a Community Value
This blog post describes President Obama’s My Brother’s Keeper initiative and the administration’s efforts to provide guidance, mentoring, and support to all children, including young boys and young men.
CDC Grand Rounds: Addressing Preparedness Challenges for Children in Public Health Emergencies
This article highlights the unique needs of children that must be addressed during public health emergencies and the roles that community-level pediatricians, state and local public health departments, regional coalitions, and the federal government play in addressing these needs.
Report: 2012-13 Publicly Reported Assessment Results for Students with Disabilities and ELLs with Disabilities
This report (PDF, 122 pages) analyzes how states publicly report online assessment data for students with disabilities in K-12 schools in the United States, including English Language Learners (ELLs) with disabilities.
Final Regulations: Improving the Academic Achievement of the Disadvantaged; Assistance to States for the Education of Children With Disabilities
ED released final regulations that require all states to stop using modified academic achievement standards and aligned alternate assessments, and instead administer their general assessments aligned to college- and career-ready standards to the vast majority of students with disabilities.
Guidance: Raising Awareness on Specific Learning Disabilities
This guidance for state and local educational agencies clarifies that students with specific learning disabilities — such as dyslexia, dyscalculia, and dysgraphia — have unique educational needs. The guidance also clarifies that there is nothing in the federal Individuals with Disabilities Education Act prohibiting the use of the terms dyslexia, dyscalculia, and dysgraphia in a student’s evaluation, determination of eligibility for special education and related services, or in developing the student’s individualized education program.
Brief: School-Based Physical Fitness and the Link to Student Academic Outcomes and Improved School Climate
This brief (PDF, 10 pages) outlines the growing body of evidence that suggests physical activity and physical education offered during the school day are linked to children’s healthy development and academic achievement, and have the potential to positively impact school climate and conditions for learning in schools.
Resource: Emergency Management Virtual Toolkit
This virtual toolkit helps state and local education agencies, emergency management agencies, school safety centers, and others who play a key role in school safety build capacity in emergency management and preparedness. It is divided into three sections:
- Develop high-quality emergency operations plans
- Engage youth and the school community
- Connect with other emergency management practitioners
Resource: Ensuring Equity and Providing Behavioral Supports to Students with Disabilities
This Dear Colleague Letter (PDF, 16 pages) describes the requirement that schools provide positive behavioral supports to students with disabilities who need them, and clarifies that repeated use of disciplinary actions could suggest that these students may not be receiving appropriate behavioral interventions and supports.
Resource: Education of Children with Disabilities Attending Public Virtual Schools
This Dear Colleague Letter (PDF, 6 pages) clarifies the critical requirements outlined in the Individuals with Disabilities Education Act that apply to virtual schools.
Resource: Civil Rights of Students with ADHD
This guidance (PDF, 42 pages) clarifies the obligation of schools to provide students with attention-deficit/hyperactivity disorder (ADHD) with equal educational opportunity under Section 504 of the Rehabilitation Act of 1973.
Resource: Improving Outcomes for Youth with Disabilities in Juvenile Corrections
This toolkit includes evidence- and research-based practices, tools, and resources that educators, families, facilities, and community agencies can use to better support and improve the long-term outcomes for youth with disabilities in juvenile correctional facilities. The toolkit focuses on four key areas identified as part of an OSEP-sponsored focus group series on juvenile corrections: facility-wide practices, educational practices, transition and re-entry practices, and community and interagency practices.
Report: Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education
This multi-volume descriptive report presents information from the National Longitudinal Transition Study 2012, a longitudinal study conducted over several decades to examine the characteristics, experiences, and post-high school outcomes of youth with an individualized education program (IEP). The report shows that, overall, youth with an IEP feel positive about school but are more likely than their peers to struggle academically and to lag behind in taking key steps toward postsecondary education and jobs.
Report: A Quarter Century of Changes in the Elementary and Secondary Teaching Force: From 1987 to 2012
This report illustrates changes in several key characteristics of the teaching force between the 1987-1988 and 2011-2012 school years, including the number of teachers, the level of teaching experience, and the racial/ethnic diversity of the teaching force. The report focuses on how these demographic changes varied across different types of teachers and schools.