Comprehensive Centers Program
The Comprehensive Centers Program is authorized by Title II of the Educational Technical Assistance Act of 2002. The Centers provide technical assistance to State educational agencies (SEAs) that builds their capacity to:
1. Support local educational agencies (LEAs or districts) and schools, especially low-performing districts and schools;
2. Improve educational outcomes for all students;
3. Close achievement gaps; and
4. Improve the quality of instruction.
The Comprehensive Centers are five-year discretionary grants that operate under cooperative agreements. Fifteen Centers are regionally-based and seven provide expertise and services in specific, high-priority areas. For additional information on the Comprehensive Centers Program, please click on the link below.
National Association of State Directors of Special Education
NASDSE’s Response to Intervention (RtI) initiative began in response to a need from the entire special education community to have more information about RtI. Beginning in 2004, the Needs of Students with Learning Difficulties Through Response to Intervention (RTI) Strategies were addressed. Response to Intervention: Policy Considerations and Implementation, an easily understandable guide to RtI was published. This best-selling book provides clear and concise background information about RtI for educators, administrators, higher education faculty and policy makers. As interest in Response to Intervention (RtI) has continued to grow, researchers and practitioners have asked for research that validates this approach to teaching all students. NASDSE has gathered in one book, RtI Research for Practice, an annotated bibliography of research about RtI. As this 224-page book clearly shows, RtI is a research-based strategy that has proven positive outcomes for many students, including those with disabilities. The newest materials available from NASDSE's RtI initiative are the Blueprint series. Two Blueprints, Response to Intervention Blueprints for Implementation: District Level and Response to Intervention Blueprints for Implementation: School Building Level, provide step-by-step implementation guidelines, resources and tips from RtI implementers with many years or experience. The Blueprints are intentionally designed to provide a framework around which RtI implementation can be built.
Northeast Regional Resource Center (NERRC)
They blend leadership and service to help northeastern states identify and solve persistent problems in providing quality special education services to children and youth with disabilities and their families. NERRC’s work is based on state-identified priorities and varies state to state. NERRC provides technical assistance to the following states in the areas of special education policy and practice under the Individuals with Disabilities Education Act (IDEA) and No Child Left Behind: Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, Rhode Island, and Vermont. Most recently, NERRC has been helping states address needs identified in their State Performance Plans (SPPs), which focus on improving both special education performance and compliance.
National Center for Teacher Quality (NCTQ)
The National Council on Teacher Quality advocates for reforms in a broad range of teacher policies at the federal, state, and local levels in order to increase the number of effective teachers. In particular we recognize the absence of much of the evidence necessary to make a compelling case for change and seek to fill that void with a research agenda that has direct and practical implications for policy. We are committed to lending transparency and increasing public awareness about the four sets of institutions that have the greatest impact on teacher quality: states, teacher preparation programs, school districts and teachers' unions.
The National Comprehensive Center for Teacher Quality (TQ Center) is a national resource to which the regional comprehensive centers, states, and other education stakeholders turn for strengthening the quality of teaching especially in high-poverty, low-performing, and hard-to-staff schools, and for finding guidance in addressing specific needs, thereby ensuring highly qualified teachers are serving students with special needs.
National Council on Teacher Quality (NCTQ)
The National Council on Teacher Quality is a nonpartisan research and advocacy group committed to restructuring the teaching profession, led by our vision that every child deserves effective teachers.
Center for Teaching Quality
CTQ seeks to improve student learning and advance the teaching profession by:
- Cultivating teacher leadership
- Conducting timely research
- Crafting smart policy
National Dropout Prevention Centers/Network
NDPC/N and NDPC-SD provide knowledge and promote networking for researchers, practitioners, policymakers, and families to increase opportunities for youth in at-risk situations to receive the quality education and services necessary to successfully graduate from high school.
National Dropout Prevention Center for Students with Disabilities
NDPC-SD is committed to providing technical assistance to assist states in building capacity to design/select and implement effective, evidence-based interventions and programs to address dropout among students with disabilities. NDPC-SD employs various strategies to transfer knowledge and to support systems change and capacity building. These include direct consultation in designing state-level initiatives based on state-identified needs, product and document reviews, technical assistance, professional development institutes, and Web-based resources.
National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs
A project of the Office of English Language Acquisition, NCLEA collects, analyzes and disseminates information about language instruction educational programs for English Language Learners (ELLs).