This resource was developed through a collaboration between multiple OSEP funded centers in response to requests from state and local educational agencies and parents about how to hold and participate in virtual individualized education program (IEP) meetings. The resource includes technology tips, tips for hosting virtual meetings, and tips for participating in virtual IEP meetings. Additional infographics are available for participating in virtual meetings in English and Spanish.

In this webinar, Drs. Tessie Rose Bailey and Zach Weingarten from the National Center on Intensive Intervention and the PROGRESS Center, as well as Thom Jones from the Wyoming Department of Education and Justine Essex from Freedom Elementary School in Cheyenne, Wyoming shared how to set ambitious goals for students by selecting a valid, reliable progress monitoring measure, establishing baseline performance, choosing a strategy, and writing a measurable goal.

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This webinar challenges current thinking about how to set appropriately ambitious and measurable behavioral goals in light of the 2017 Endrew F. v. Douglas County School District decision by the United States Supreme Court. Dr. Teri A. Marx from the National Center on Intensive Intervention and the PROGRESS Center, as well as Dr. Faith G. Miller from the University of Minnesota—Twin Cities, share how to set ambitious behavioral goals for students by using a valid, reliable progress monitoring measure, and how to write measurable and realistic goals focused on the replacement behavior.

Did you know that Dr. Tessie Bailey, Director of the PROGRESS Center, spent several weeks in Palau and Guam working with educators, coaches and leaders to support the development and implementation of high-quality educational programming for students with disabilities? This visit followed an on-site training event with all special educators from Commonwealth of the Northern Mariana Islands (CNMI) in May 2022.

The disability community is full of acronyms that people constantly use in writing and in conversation. When promoting progress for students with disabilities it’s important to know what those acronyms stand for. Acronyms are used in order to abbreviate names or phrases. The Center for Parent Information & Resources has developed a list of special education and disability-related acronyms to help parents, educators, administrators and others working in the field of special education untangle the alphabet soup of special education.

Are you working with families that speak Spanish? This 2nd edition of the OSEP Glossary of Spanish Translations of Common IDEA Terms includes over 400 terms related to IDEA Parts B and C (the parts of IDEA that cover special education and early intervention services, respectively). The terms were selected by experienced translators from the OSEP funded Parent Centers who have worked with families with children with disabilities representing the majority of Spanish-speaking cultures in Latin America and Spain.