Links

These are external links, if you click on any of them you will leave this site.

• The Access Center — The Access Center is a national technical assistance (TA) center funded by the U.S. Department of Education’s Office of Special Education Programs. Its mission is to improve educational outcomes for elementary and middle school students with disabilities. It does this through building the capacity of TA systems, states, districts, and schools, to help students with disabilities learn from the general education curriculum.
• Building Capacity for RTI in Texas Schools — The Building Capacity for Response to Intervention (RTI) project is designed to promote the implementation of RTI in Texas schools. The RTI approach focuses on identifying students who are struggling with learning, assessing their needs, immediately providing additional intervention that targets their areas of difficulty, and monitoring their progress and response to the intervention. The goal of RTI is to intervene early to prevent students from falling behind and developing learning difficulties.
• Center for Applied Special Technology (CAST) — CAST is a nonprofit organization that works to expand learning opportunities for all individuals, especially those with disabilities, through the research and development of innovative, technology-based educational resources and strategies.
• Center for Promoting Research to Practice — The Center for Promoting Research to Practice at Lehigh University establishes partnerships with schools, parents and families, and community service providers to enhance the use of best practices for individuals with or at risk for disabilities. It was designed to put empirically supported research into practice by generating new knowledge, demonstrating successful application of this knowledge to real life settings, and disseminating practical information. This website includes a recently released video on Response to Intervention (RTI).
• Center on Instruction (COI) — The Center on Instruction is a gateway to a collection of scientifically based research and information on K–12 instruction in reading, math, science, special education, and English language learning. The Center on Instruction is one of five content centers serving as resources for the 16 regional U.S. Department of Education Comprehensive Centers. Its Web site includes links to topic-based materials, syntheses of recent research, and exemplars of best practices.
• Children’s Learning Institute (CLI) — The University of Texas Health Science Center’s Children’s Learning Institute, combines data and studies from the fields of psychology, neuro-development, education and child development to provide proven learning solutions derived from, and supported by, documented research. While several programs came together to form the Children’s Learning Institute in 2003, their documented research represents work that started as far back as 1990.
• Council for Exceptional Children (CEC) — CEC is the largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted. CEC advocates for appropriate governmental policies, sets professional standards, provides continual professional development, advocates for newly and historically underserved individuals with exceptionalities, and helps professionals obtain conditions and resources necessary for effective professional practice.
• Dyslexia Research Registry — The primary purpose of the Dyslexia Research Registry is to facilitate research in the understanding of dyslexia. It collects information from people with dyslexia and matches them up with National Institutes of Health Learning Disabilities Center researchers who are looking for individuals to participate in their studies. The secondary purpose of this project is to provide families with resources and referrals to meet the needs of students who have dyslexia.
• Florida Center for Reading Research (FCRR) — The Florida Center for Reading Research conducts basic research on reading growth, reading assessment, and reading instruction; disseminates information about research-based practices related to literacy instruction and assessment for children in preschool through 12th grade; conducts applied research that will have an immediate impact on policy and practices related to literacy instruction in Florida; and provides technical assistance to Florida’s schools and to the state Department of Education for the improvement of literacy outcomes in students from pre-K through 12th grade.
• Florida State University Learning Disabilities Center (FSULD) — Florida State University Multidisciplinary Learning Disabilities Center (a sister Center to the TCLD, also funded by the National Institute of Child Health and Human Development) conducts research to more effectively understand, predict and prevent the development of learning disabilities such as dyslexia in children. Faculty members and post-doctoral researchers from FSU’s departments of Psychology and Communication Disorders, College of Education, and Florida Center for Reading Research, and molecular geneticists from the Yale University School of Medicine, participate in five major research projects under the NIH Center grant.
• Interagency Educational Research Initiative (IERI) — The purpose of this project is to develop an interdisciplinary approach to large-scale educational interventions that provides for the integration of research and education around issues involving the development of beginning reading skills. This includes three studies centered around a large-scale comprehensive educational intervention in a large suburban school district. The participants include first grade children who vary in their risk for reading problems and type of instruction, and their teachers.
• The IRIS Center for Faculty Enhancement — This national effort, serving college faculty members working in preservice preparation programs, aims to ensure that general education teachers, school administrators, school nurses, and school counselors are well prepared to work with students who have disabilities and with their families. The IRIS Center is placing special education content into interactive Web-based learning modules that incorporate the STAR Legacy model (a problem-solving approach that commences with a challenge for students to resolve).
• The Meadows Center for Preventing Educational Risk — The Meadows Center for Preventing Educational Risk is dedicated to generating and disseminating empirically validated knowledge and practices to influence educators, researchers, policy-makers, families, and other stakeholders who are striving to reduce academic, behavioral, and social risk in all learners, particularly those with disabilities.
• National Association of State Directors of Special Education (NASDSE) — NASDSE provides services to state agencies to facilitate their efforts to maximize educational outcomes for individuals with disabilities. NASDSE is a not-for-profit organization established to promote and support education programs and related services for children and youth with disabilities in the United States and outlying areas. NASDSE establishes and maintains relations between those responsible for the development of statewide and federal special education programs and those responsible for general curriculum planning at the local, state, and national levels. NASDSE activities are designed to provide professional support to its members and others interested in special education.
• National Center for Learning Disabilities (NCLD) — NCLD provides essential information to parents, professionals, and individuals with learning disabilities; promotes research and programs to foster effective learning; and advocates for policies to protect and strengthen educational rights and opportunities.
• National Center on Student Progress Monitoring (NCSPM) — Housed at the American Institutes for Research, and working in conjunction with researchers from Vanderbilt University, NCSPM is a national technical assistance and dissemination center dedicated to the implementation of scientifically based student progress monitoring.
• National Institute of Child Health & Human Development (NICHD) — The NICHD, established by U.S. Congress in 1962, conducts and supports research on topics related to the health of children, adults, families, and populations. Some of these topics include learning about growth and development; examining, preventing, and treating problems of birth defects, mental retardation, and developmental disabilities; and enhancing well-being of persons with optimal rehabilitation research.
• National Research Center on Learning Disabilities (NRCLD) — NRCLD conducts research on the identification of learning disabilities; formulates implementation recommendations; disseminates findings; and provides technical assistance to national, state, and local constituencies.
• National Technical Assistance Center on Positive Behavior and Intervention Supports — The OSEP-funded National Technical Assistance Center on Positive Behavior and Intervention Supports (PBIS) was established to address the behavioral and discipline systems needed for successful learning and social development of students. The Center provides capacity-building information and technical support about behavioral systems to assist states and districts in the design of effective schools.
• Oregon Department of Education (ODE) - This page is the Oregon Department of Education’s collection of all IDEA practices being implemented in that state.
• The RTI Action Network — The RTI Action Network is dedicated to the effective implementation of Response to Intervention (RTI) in school districts nationwide. It is a program of the National Center for Learning Disabilities, funded by the Cisco Foundation and in partnership with the nation’s leading education associations and top RTI experts. This site features informational resources as well as opportunities to interact with top researchers, experienced implementers, and colleagues. Content addresses implementation of RTI from preschool to secondary, with information for administrators, teachers, specialists, and families.
• Spotlight 3-Tier Project — The purpose of this Web site is to assist Texas schools and districts as they implement a 3-Tier Reading Model as an example of a response to intervention (RTI) model. During the 2004–2005 school year, the Spotlight 3-Tier Project identified and began supporting four Texas schools in their efforts to implement a 3-Tier Reading Model in K–3. Through this Web site, you can learn from the experiences of these schools as you are guided through their implementation process.
• Texas Adolescent Literacy Project — The Texas Adolescent Literacy Project will develop and evaluate assessment and intervention approaches for middle school students who struggle with reading. The project team will develop an assessment for identifying and planning instruction for struggling middle school readers, along with a multitiered, schoolwide intervention approach for students with reading difficulties of differing severity. The project will result in a set of quality professional development materials that will be accessible to middle schools in Texas.
• Texas Education Agency (TEA) — The mission of the Texas Education Agency is to provide leadership, guidance, and resources to help schools meet the educational needs of all students. This Web site includes a Teacher’s Tool Bag, which is a compendium of information for teachers for all grade levels from across the state. In addition, TEA provides an online library and reference catalog, as well as an online union catalog of Texas school library holdings, to districts and campuses within the state. Students and teachers may download citations and full text articles from numerous national and state sources with this initiative.
• Texas Institute for Measurement, Evaluation, and Statistics (TIMES) at the University of Houston — TIMES is a multidisciplinary center focused on the application of measurement, evaluation, and statistics to the improvement of behavioral, psychological, and educational outcomes through research, training, and dissemination.
• Texas Reading First Initiative (TRFI) — TRFI is the implementation of the Texas Education Agency’s Reading First funding, allocated under the federal No Child Left Behind Act. Here you can find information about TRFI’s statewide professional development and technical assistance efforts.
• Vaughn Gross Center for Reading and Language Arts — The Vaughn Gross Center is focused on improving reading instruction for all students, especially struggling readers, English language learners, and special education students. The Center provides leadership to educators in effective reading instruction through its diversified research, technical assistance, and professional development projects. From translating research into practice to providing online professional development, the Center emphasizes scientifically based reading research and instruction.