Welcome to IDEA Partnership

The IDEA Partnership reflects the collaborative work of more than 50 national organizations, technical assistance providers, and organizations and agencies at state and local level.

Partner Spotlight: National Behavioral Health Community of Practice.

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Youth Lens Project Gives Voice to the Impact of Stigma
Youth across the nation and their adult allies have developed an activity to engage others in sharing their insights about stigma and isolation.

Compliance and results drive new special education efforts.

rdaIn June, 2014 the Office of Special Education Programs released its new approach to improving outcomes for students with disabilities.

Read more

Partnership launches Leading by Convening: A Blueprint for Authentic Engagement

The IDEA Partners have identified one of the biggest barriers to deep collaboration...everybody thinks they are already doing it!

Interconnected Systems Framework (ISF) provides a comprehensive design for school behavioral health

The Center for Positive Behavioral Interventions and Supports (PBIS), The Center for School Mental Health (CSMH) and the IDEA Partnership have collaborated on the development of a framework for working across education and mental health for better student outcomes.

Stakeholders develop free resource on competitive intergrated employment

Dialogue Guides

DG Handbook

Community of Practice

Learn and act together >>

CoP Guidebook

Partnership Way

Build engagement >>

Leading by Conveing

Tools to assess knowledge and level of agreement

This tool provides a summary of the insights provided by the participants in the development of this Collection. You may consider using this document to begin discussions and assess the degree to which your stakeholders agree with these insights.

These documents provide the unifying beliefs that address the technical side of ASD implementation and are the foundation for our collaborative efforts on ASD. You might want to share these among the groups with whom you work to build a common sense of purpose.

Tools to build common knowledge and understanding

  • PowerPoint & Presenter Guides

The PowerPoint presentations and accompanying Presenter Guides provide coaching to deliver the PowerPoint as a presentation or workshop.

Policymakers, practitioners and families know that there is an abundance of information on approaches to ASD. This information is often confusing and sometimes conflicting. To bring clarity to the discussion several projects have undertaken the task of establishing criteria and reviewing approaches against their criteria. Not all projects set the same level of evidence in their criteria. In this section we present major initiatives to identify evidence-based practices in autism spectrum disorders (ASD).

Tools to engage deeply in the conversation and work

This document provides a set of unifying beliefs about the human side of CCSS implementation. They are the foundation for our work together and may help inform and guide your work.

Dialogue Guides for the ASD Collection

Dialogue Guides are models for conducting interactive discussions across stakeholders. Each Guide contains one topical document that all who come to the table access in order to start with the same knowledge base; and a set of reaction and application questions for a facilitator to support the assembled group to build areas of agreement and develop action-plan(s). Dialogue Facilitator's Handbook 

 Your Voice

Your experiences help the Partnership and our readers understand issues and perspectives. Please take a minute to share:

  • Your information needs on the ASD Collection
  • Your information needs on the key elementsof the ASD Collection
  • Materials you consider to be helpful in understanding ASD

To help us understand how the Partnership collection is useful, please take a minute to share:

  •  How you used the collection
  • Your reactions to the collection
  • Your ideas for improving the collection

Tools to assess knowledge and level of agreement

This tool provides a summary of the insights provided by the participants in the development of this Collection. You may consider using this document to begin discussions and assess the degree to which your stakeholders agree with these insights.

These documents provide the unifying beliefs that address the technical side of ASD implementation and are the foundation for our collaborative efforts on ASD. You might want to share these among the groups with whom you work to build a common sense of purpose.

Tools to build common knowledge and understanding

  • PowerPoint & Presenter Guides

The PowerPoint presentations and accompanying Presenter Guides provide coaching to deliver the PowerPoint as a presentation or workshop.

Policymakers, practitioners and families know that there is an abundance of information on approaches to ASD. This information is often confusing and sometimes conflicting. To bring clarity to the discussion several projects have undertaken the task of establishing criteria and reviewing approaches against their criteria. Not all projects set the same level of evidence in their criteria. In this section we present major initiatives to identify evidence-based practices in autism spectrum disorders (ASD).

Tools to engage deeply in the conversation and work

This document provides a set of unifying beliefs about the human side of CCSS implementation. They are the foundation for our work together and may help inform and guide your work.

Dialogue Guides for the ASD Collection

Dialogue Guides are models for conducting interactive discussions across stakeholders. Each Guide contains one topical document that all who come to the table access in order to start with the same knowledge base; and a set of reaction and application questions for a facilitator to support the assembled group to build areas of agreement and develop action-plan(s). Dialogue Facilitator's Handbook 

 Your Voice

Your experiences help the Partnership and our readers understand issues and perspectives. Please take a minute to share:

  • Your information needs on the ASD Collection
  • Your information needs on the key elementsof the ASD Collection
  • Materials you consider to be helpful in understanding ASD

To help us understand how the Partnership collection is useful, please take a minute to share:

  •  How you used the collection
  • Your reactions to the collection
  • Your ideas for improving the collection

 

 

Dialogue Guides are models for conducting interactive discussions across stakeholders.. Each Guide circulates a common set of source materials and suggested procedures for involving various audiences in States and districts. In this manner, stakeholders all over the country can begin interacting in new ways around implementation issues. Each dialogue guide title has questions written specifically for a target audience by representatives of that audience. Use the documents below to create your customized set of materials to ground your dialogue around the implementation of IDEA 2004.

Dialogue guides have 3 parts:

* Facilitator's Handbook to help you think about inviting others into a dialogue:
* Topical documents with content information to ground the dialogue, and
* Dialogue Starters, written by stakeholders, that identify questions to guide the dialogue


Dialogue guides are written for general audiences that includes many different stakeholders: local administrators, family, practitioners (teachers and related service providers), policymakers, and higher education.

To begin, review the Facilitator's Handbook, then choose the topic and the appropriate dialogue guide starters for your audience

* Dialogue Guide Facilitator Handbook



English Language Learners and Assessment

•    Source Document:
Best Practices in Non-Discriminatory Assessment, Samuel O. Ortiz PhD, NASP [PowerPoint with 10 steps for assessment from slides 13 - 14, 16 - 19, 21 – 23, 40 ]

•    Dialogue Question Starters:
English Language Learners and Assessment


English Language Learners and Culturally Responsive Teaching

•    Source Document:
Professional Learning For Culturally Responsive Teaching, Kathleen A. King, Alfredo J. Antiles, and Elizabeth B. Kozleski, NCCRESt Practitioner Brief [excerpted from pp 4, 6-7, April 2009.}

•    Dialogue Question Starters:
English Language Learners and Culturally Responsive Teaching


English Language Learners and Effective Classrooms

•    Source Document:
Fostering Academic Success for English Language Learners: What Do We Know? Section 5. English language Acquisition and Academic Success: What Do We Know? Robert Linquanti.  WestED  [bulleted list]  

•    Dialogue Question Starters:
English Language Learners and Effective Classrooms


English Language Learners and Disproportionate Representation in Special Education

•    Source Document:
Preventing Disproportionate Representation: Culturally and Linguistically Responsive Prereferral Interventions– questions were generated in response to reading Key Element 1 introduction located on page 5

•    Dialogue Question Starters:
English Language Learners and Disproportionate Representation in Special Education


English Language Learners and Language Development

•    Source Document:
Challenging Common Myths about English Language Learners.  Linda M. Espinoza, National Association of State Boards of Education. June 2008 [excerpted from p 47] 

•    Dialogue Question Starters:
English Language Learners and Language Development


English Language Learners and Mathematics Instruction

•    Source Document:
Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for Instruction and Academic Interventions [K-12]
Center on Instruction  Math  Recommendations (pp 40-1)

•    Dialogue Question Starters:
English Language Learners and Mathematics Instruction


English Language Learners and Parent Outreach

•    Source Document:
Preparing to Serve English Language Learner Students: School Districts with Emerging English Language Learner Communities.  Zehler, etal.  National Center for Education Evaluation and Regional Assistance. Institute of Education Sciences.  [pp 24-6] 2008 

•    Dialogue Question Starters:
English Language Learners and Parent Outreach


English Language Learners and Reading Instruction

•    Source Document:
Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for Instruction and Academic Interventions [K-12]
Center on Instruction Reading  Recommendations  (pp 30-1)

•    Dialogue Question Starters:
English Language Learners and Reading Instruction


English Language Learners and Response-to-Intervention

•    Source Document:
A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners. Julie Esparza Brown and Jennifer Doolittle,  NCCRESt. 2008 [excerpted paragraphs from pp4-5]

•    Dialogue Question Starters:
English Language Learners and Response-to-Intervention


English Language Learners and Multi-tiered Systems of Support: Recommendations for Serving Adolescent Newcomers


•    Source Document:

Research-Based Recommendations For Serving Adolescent Newcomers. (2006). Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston for the Center on Instruction,  pp. 5-6 and 31-32;
Available at http://www.centeroninstruction.org/files/ELL2-Newcomers.pdf


•    Topic Brief

Newcomers Brief: Practical Guidelines for the Education of English Language Learners. Excerpted from: Research-based Recommendations for Serving Adolescent Newcomers, David Francis, Mabel Rivera, Nonie Lesaux, Michael Kieffer, and Hector Rivera, Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston for the Center on Instruction, Excerpted from pp.5-6 and 31-32;


•    Dialogue Starter:

ELL Multi-tiered Systems of Support: Recommendations for Serving Adolescent Newcomers



Multi-tiered Systems of Support: Using School Leadership Teams to Meet the Needs of English Language Learners


•    Source Document:
Information Brief: Using School Leadership Teams to Meet the Needs of English Language Learners. (May, 2010). M. Movit, I. Petrykowska, and D. Woodruff. National Center on Response to Intervention.
Available at
http://www.rti4success.org/images/stories/pdfs/NCRTI%20Information%20Brief_Needs%20of%20ELLs_051910.pdf


•   Topic Brief or Abstract

Using School Leadership Teams to Meet the Needs of English Language Learners (Excerpted  from pp. 2-4 and 6)


•    Dialogue Starter:

ELL Multi-tiered Systems of Support: Using School Leadership Teams to Meet the Needs of English Language Learners


Over the last decade, the number of English language learners (ELLs) enrolled in public schools throughout the United States has risen by an astounding 60.76% (The National Clearinghouse for English Language Acquisition (NCELA), 2007  ). Along with this dramatic growth has come an increase in the diversity of cultures, backgrounds, and educational experiences of ELLs. Some ELLs arrive having had a rigorous formal education in their native country, while others arrive having had limited or interrupted access to formal schooling. In addition, while ELLs are mostly concentrated in urban areas, many ELLs and their families have been moving into more suburban or rural districts. At the same time, most teachers and schools have not been adequately prepared to successfully educate these students or work with their families. 
(From The Education Alliance: Brown University website on English Language Learners)

English Language Learner (ELL) Definition
The term English language learner (ELL), as used here, indicates a person who is in the process of acquiring English and has a first language other than English. Other terms commonly found in the literature include language minority students, limited English proficient (LEP), English as a second language (ESL), and culturally and linguistically diverse (CLD).
The Education Alliance: Teaching Diverse Learners -- ELL definition


Multi-tiered Systems of Support (MTSS) is a term creating and receiving much attention in the field of education today.  Those who work directly with students who are English language learners (ELLs) have voiced concern that these students are part of the “all” students attending K-12 schools and that and MTSS framework must also meet their unique and common needs. The following resource material and dialogue guides will help to bridge the conversation gap around English language learners.


  • Our Charge is to think about ELL from stakeholder perspectives at all knowledge levels, to look at things differently, and to speak to practical application by taking the ideas of researchers and making them tangible to those in the field.

  • Our Goal is to provide you with access to a comprehensive collection of materials and resources to assist you in furthering understanding of ELL. We hope this collection complements your current work, and we encourage you to share it with your colleagues and peers.





Multi-tiered Systems of Support for ALL: Including English Language Learners-PowerPoint

Multi-tiered Systems of Support for ALL: Including English Language Learners-Presenter Guide

This PowerPoint and Presenter guide provide information about ELL in Multi-tiered Systems of Support including:
  • Basic MTSS terminology
  • MTSS foundations in research and statute
  • Inclusion of ELLs in MTSS
  • A basic model for implementation of MTSS
  • Current practices that support MTSS
  • An overview of effective practices for ELLs


Meeting the Needs of ELLs through Multi-tiered Systems of Support: Research-based Strategies-PowerPoint
Meeting the Needs of ELLs through Multi-tiered Systems of Support: Research-based Strategies-Presenter Guide

This PowerPoint and Presenter guide provide information about research-based strategies for ELL including:
  • Research-based strategies for ELLs in the core curriculum
  • MTSS framework for instructing and intervening for all students
  • Instructional strategies that work with ELL students
  • Eight instructional methods for academic language development
  • MTSS and application to ELLs


Dialogue Guides for the ELL Collection

Dialogue Guides are models for conducting interactive discussions across stakeholders.. Each Guide circulates a common set of source materials and suggested procedures for involving various audiences in States and districts. In this manner, stakeholders all over the country can begin interacting in new ways around implementation issues. Each dialogue guide title has questions written specifically for a target audience by representatives of that audience.



Your Voice

Your experiences help the Partnership and our readers understand issues and perspectives.  Please take a minute to share:

Your ELL initiative and the strategies involved
What strategies are working and reasons for success
What problems (barriers) you have encountered and how they were solved
Innovative approaches to interventions
How you promote ELL initiatives across groups and organizations.


To help us understand how the Partnership collection is useful, please take a minute to share:

How you used the collection
Your reactions to the collection
Your ideas for improving the collection