Products and Tools
Early Intervention and Preschool Special Education Services for Children who Live on Reservations with BIE Funded Programs - Q&A Guidance Document with Sample Memorandum of Understanding (MOU) Agreement
This document is the result of a combined effort of the Regional Resource Center Program (RRCP), the Early Childhood Technical Assistance Center (ECTA), and the Bureau of Indian Education (BIE). The document seeks to provide clarity and guidance related to provision of early intervention and special education services for infants, toddlers, and preschoolers aged birth through 5 who reside in reservations in accordance with the Individuals with Disabilities Education Act (IDEA). It is intended for Part C Lead Agencies (LAs), Early Intervention Service Providers (EISPs), Local Education Agencies (LEAs), State Education Agencies (SEAs), Tribes, schools operated or funded by the Bureau of Indian Education (BIE), Family and Child Education (FACE) programs, Head Start Programs, and other agencies that work with this population of children as a resource that provides states, TA providers, parents, etc. with a common language of terms and definitions used in the SPP/APR development process.
- Q & A Guidance Document (April 2013)
- Webinar Presentation for States (June 2013)
- Recorded Webinar for States (June 2013)
General Supervision Training Scripts
[Revised, August 2012]
The General Supervision Priority Team has developed a set of General Supervision Training Scripts that have been approved by OSEP for RRCP staff to use when providing technical assistance to states in the area of general supervision. There are four units as follow 22:
Introduction to General Supervision
Power Point Presentation
Identification and Investigation of Noncompliance
Power Point Presentation
Resolution of Noncompliance/Correction and Verification of Correction of Noncompliance
Power Point Presentation
Reporting to OSEP on Correction of Noncompliance
Power Point Presentation
This document, when used as a framework, and following the steps, along with suggested tools and resources, can provides a recommended route for identifying and selecting educational evidence-based practices that closely can closely align with the needs of a state, district, or school.
This form was developed by the North Central Regional Resource Center (NCRRC). The intent of the SPP/APR Improvement Activity Review Form is to provide a means by which SPP/APR improvement activities can be assessed using a “quality” scale. This form should not be considered as any type of “formal” assessment—rather, it is simply a tool developed to stimulate thinking and discussion among state personnel responsible for developing or implementing improvement activities. Quality descriptions used for this form generally represent a formalization of basic “Who,” “What,” “Where,” “How,” and “When” concepts, along with other considerations related to development of improvement activities that clearly and effectively convey intent. This form is intended to broadly assess quality of improvement activities, since for any given SPP/APR results or compliance indicator, there can be multiple improvement activities listed.
IT BOOK -- An overview of the IT Kit contents and a preview of improvement activities and processes, including a description of the IT tools.
IT GUIDE -- An activities guide for participants.
IT TOOLS -- Materials to Assist with improvement planning.
The Information Research Cadre (IRC) designed this tool for RRCP state liaisons to share recent research resources with their state clients, and to create opportunitie for states to connect with each other regarding common research needs. Inquiries come from states on specific issues that arise in the provision of services to students with disabilities and their families. The Digest includes the research question and a summary of the IRC response. Copies of responses are available for RRCP staff. States are encouraged to contact their RRCP state liaison if they would like copies of research identified in the Digest.
This document was developed by Wendy Whipple (MPRRC) in collaboration with the RRCP Early Childhood Service Delivery Priority Team. The document contains a matrix which was designed to assist state Part C programs, providers in professional organizations, and TA providers in understanding the alignment between the 7 key principles for providing early intervention services in natural environments and statements from various professional organizations (i.e., ASHA, AOTA, APTA, AAP, AAID, DEC, NAEYC, and NASP) that support the provision of Part C early intervention services. The document includes a matrix of the 7 key principles with corresponding statement from all of the professional organizations as well as individual matrices for each professional organization's statements aligned with the key principles.
This white paper describes Regional Resource Center Program capacity and roles in providing technical assistance work to states as it relates to ESEA Waivers. More and more states are bridging the silos between general and special education and the RRCP staff have the capacity to assist states in working across agencies to ensure that each and every student is afforded the opportunity of a quality education.
Residential Placement: Blind/VI and Deaf/HI
GraduateFIRST is a Georgia statewide initiative that uses a data-driven intervention framework developed by the National Dropout Prevention Center for Students with Disabilities (NDPC-SD) to address issues that have negatively impacted school completion rates. The program establishes and, with NDPC-SD, trains local school-based teams and team leaders who diagnose the causes of dropout and develop site-specific improvement plans and strategies. Program-funded collaboration coaches provide support, training, coaching, and resources to help school teams continuously monitor and support at-risk students.
MiBLSi is helping districts and schools improve both student behavior and academic performance. Additionally, participating schools are showing, on average, 21% reductions in special education referrals and 26% reductions in identification rates, particularly between the first and second years of implementation. Learn more about MiBLSi in this Spotlight Brief as well as an upcoming webinar scheduled in September for state representatives and local implementers. The MiBLSi brief was jointly developed by the Systems Improvement and Planning (SIP) and the SPA Priority Teams.
This is an occasional series of articles about states who are making a difference with disproportionality produced by the RRCP Disproportionality Priority Team.
State Stories: Michigan
This is the first in an occasional series of articles about states who are making a difference with dispropportionality. The Michigan story includes: Creating a Culture of Change -- Dialogue with Data and Facts -- District Example that includes Accomplishments -- and a description of Continuing Work.
Systems Framework to Guide Improvement Planning and Technical
TECHNICAL ASSISTANCE IN ACTION
The mission of the RRC Program is to partner with state agencies to increase their capacity to implement IDEA, in order to improve outcomes for children with disabilities and their families. The Technical Assistance in Action newsletter provides a snapshot of selected technical assistance being provided by the RRC Program.
Trees of Influence
Developed by the Western Regional Resource Center (WRRC), these flow charts (one for PART B indicators, and one for PART C) illustrating relationships of influence among indicators. Originally developed for use in analyzing our states' SPPs, we have used the "Trees of Influences" with our states to illustrate the potential connections and impact of one indicator on others. Our states have found them helpful in their own analysis of state plans and data, and in planning future improvement strategies. Performance on a single indicator often becomes the focus of improvement efforts, when in fact, to elicit the desired change the effort should be targeted further back in the chain of influences.