NCTI -

National Center for Technology Innovation
Advancing Technology Innovations for All Students

Implementation

  • Technology Counts 2007: A Digital Decade

    Posted on March 29th, 2007

    Education Week’s 10th annual report is now online! Check out materials like your state’s Technology Leadership Report Card, how schools are using their digital tools, a timeline of key educational technology trends over the past decade, and discover where educational technology has been and where it’s going.

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Websites

The following links are to outside resources and are not contained on this site.

  • Alaska Comprehensive Center

    It is the mission of the Alaska Comprehensive Center (ACC), in partnership with the Northwest Regional Educational Lab (NWREL), to assist the Alaska Department of Education and Early Development fill technical assistance needs through research-based strategies, technical assistance expertise, and resources to enable students to meet both Alaska’s high standards, and those of NCLB.

  • Appalachia Regional Comprehensive Center (ARCC)

    The ARCC provides differentiated, high-quality, evidence-based, relevant, and useful technical assistance that results in increased state education agency capacity to implement NCLB, enhanced student achievement, and improved school and district AYP (adequate yearly progress) status in Kentucky, North Carolina, Tennessee, Virginia, and West Virginia.

  • Center for Early Literacy Learning (CELL)

    CELL is a research-to-practice technical assistance center. The main goal is to promote the adoption and sustained use of evidence-based early literacy learning practices by early childhood intervention practitioners, parents, and other caregivers of young children, birth to five years of age, with identified disabilities, developmental delays, and those at-risk for poor outcomes.

  • Center for Implementing Technology in Education (CITEd)

    Effective technical assistance is necessary to bridge research and practice, and to provide educators with the tools they need to successfully integrate technology. CITEd supports leadership at state and local education agencies to integrate instructional technology for all students to achieve high educational standards. CITEd provides this support through identification of best practices, innovative online technical assistance tools, professional development, and communities of practice.

  • Center for Improving Teacher Quality

    CTQ is a national center that works with states on developing models for improving the preparation, licensing, and professional development of both GENERAL and SPECIAL education teachers of students with disabilities. The center is building on INTASC’s work of developing model policies that can help states drive systemic reform of their teacher licensing systems.

  • Center on Instruction

    Part of the Comprehensive Center network, the Center on Instruction is one of five content centers serving as resources for the 16 regional U.S. Department of Education Comprehensive Centers. The Center is a gateway to a cutting-edge collection of scientifically based research and information on K-12 instruction in reading, math, science, special education, and English language learning.

  • Center on Positive Behavorial Interventions and Supports (PBIS)

    The Center has been established to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices. The overall goals of the TA Center on PBIS are to: 1) Identify and enhance knowledge about, and practical demonstration of, school-wide PBS practices, systems and outcomes along the three-tiered continuum (primary, secondary, tertiary);  and 2) Develop, conduct and evaluate technical assistance and dissemination efforts that allow evidence-based practices to be implemented on a large scale with high durability and effectiveness.

  • Consortium for Appropriate Dispute Resolution in Secial Education (CADRE)

    CADRE works to increase the nation’s capacity to effectively resolve special education disputes, reducing the use of expensive adversarial processes. CADRE works with state and local education and early intervention systems, parent centers, families and educators to improve programs and results for children with disabilities.

  • Exceptional Children’s Assistance Center (ECAC)

    ECAC affirms the right of all individuals, from all backgrounds and cultures, with or without disabilities, to an appropriate education and other needed services. We seek to make that right a reality by providing information, education, outreach, and support to and for families with children across the state of North Carolina.

  • Family Center on Technology and Disability (FCTD)

    The Family Center is a resource designed to support organizations and programs that work with families of children and youth with disabilities. We offer a range of information and services on the subject of assistive technologies.

  • Great Lakes East Comprehensive Center

    The vision of Great Lakes East is strategic, collaborative partnerships with the Great Lakes East states (Indiana, Michigan, Ohio) that enable these states to build better systems of support for better results for all learners through NCLB implementation.

  • Great Lakes West Comprehensive Center

    Great Lakes West’s primary goal is to help increase the capacity of Illinois and Wisconsin to assist districts and schools in meeting their student achievement goals by providing frontline assistance to the SEAs.

  • IDEA Partnership

    The IDEA Partnerhsip facilitates interaction and shared work across professional and family organizations around common interests.  Our work allows groups to come together around the issues they care about and create initiatives that will actively engage their members.

  • IRIS Center For Faculty Development

    The IRIS Center is a national center that aims to provide high-quality resources for college and university faculty and professional development providers about students with disabilities. IRIS seeks to obtain this goal by providing free, online, interactive training enhancements that translate research about the education of students with disabilities into practice.

  • Linking Academic Scholars to Educational Resources (Project Laser)

    The project is committed to developing a national urban research agenda that impacts children from culturally diverse and/or impoverished backgrounds. LASER is predicated on culturally affirming relationship building and service delivery models. Simply put, we fortify old relationships and forge many new and exciting partnerships.

  • Matrix Parent Network and Resource Center

    Matrix Parent Network and Resource Center was founded with the goal of providing families who have children with disabilities and other special needs with the tools they need in order to effectively advocate for themselves. Matrix helps people to become empowered through information, education, and support. We provide comprehensive multi-lingual and multi-cultural services, at no cost to families in need.

  • Mid-Atlantic Comprehensive Center

    MACC’s goals address the challenges Mid-Atlantic (District of Columbia, Delaware, Maryland, New Jersey, and Pennsylvania) state education agencies face in developing and implementing statewide systems of technical assistance for schools and districts identified for improvement.

  • Mid-Continent Comprehensive Center (MC3)

    MC3’s primary mission is helping the state education agencies in Arkansas, Kansas, Missouri, and Oklahoma increase their capacity to provide sustained support to their districts and schools as they implement NCLB. The online community serves as a conduit for information sharing and collaboration between and among the region; the MC3 staff, its partners and collaborators; and educators in the region and beyond. In addition to our on-line activities, MC3 is involved in technical assistance activities throughout the region.

  • Mid-South Regional Resource Center (MSRRC)

    The Alliance for Systems Change/Mid-South Regional Resource Center (ASC/MSRRC) is one of six Regional Resource Centers (RCCs) established to assist states in improving early intervention, education and related programs serving children and youth with disabilities and their families. 

  • Mountain Plains Regional Resource Center (MPRRC)

    MPRRC helps build the capacity of State Education Agencies and Lead Agencies in improving programs and services for infants, toddlers, children and youth with disabilities. The MPRRC is the technical assistance division of the Center for Persons with Disabilities at Utah State University.

  • National Center for Personnel Preparation in Special Education at Minority Institutions of Higher Education (Monarch Center)

    The Monarch Center provides grantsmanship and program development services to faculty at Minority Institutions of Higher Education (MIHEs). Improved grantsmanship skills and program development services are intended to enable MIHEs to compete successfully for federal personnel preparation funds and to develop/enhance their special education and related services personnel preparation degree programs. Two strands of technical assistance are offered: a) Program Development and Enhancement and b) Grant Proposal Development

  • National Center for Special Education Accountability Monitoring (NCSEAM)

    Also known as the National Monitoring Center, NCSEAM is federally funded by the OSEP of the U.S. Department of Education to assist states, local agencies, and OSEP in the implementation of focused monitoring and evidenced-based decision-making about compliance with federal law so that improved results are achieved for children with disabilities and their families. NCSEAM is housed at the Human Development Center at Louisiana State University Health Sciences Center, New Orleans.

  • National Center on Educational Outcomes (NCEO)

    NCEO provides national leadership in the participation of students with disabilities in national and state assessments, standards-setting efforts, and graduation requirements. NCEO was established to provide national leadership in designing and building educational assessments and accountability systems that appropriately monitor educational results for all students, including students with disabilities and students with limited English proficiency.

  • National Center on Student Progress Monitoring

    We are a national technical assistance and dissemination center dedicated to the implementation of scientifically based student progress monitoring. The Center’s mission is to provide technical assistance to states and districts and disseminate information about progress monitoring practices proven to work in different academic content areas (Gr. K-5).

  • National Comprehensive Center for Teacher Quality

    The National Comprehensive Center for Teacher Quality (NCCTQ) is the premier national resource to which the regional comprehensive assistance 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 Consortium on Deaf-Blindness (NCDB)

    NCDB builds on the technical assistance activities of NTAC, the information services and dissemination activities of DB-LINK and adds a third focus related to personnel training. One of the first tasks of this new consortium is the development of a new Center website. The online information and resources provided by NTAC and DB-LINK will continue to be available.

  • National Dissemination Center for Children with Disabilities (NICHCY)

    NICHCY is the center that provides information to the nation on disabilities in children and youth; programs and services for infants, children, and youth with disabilities; IDEA, the nation’s special education law; No Child Left Behind, the nation’s general education law; and research-based information on effective practices for children with disabilities.

  • National Dropout Prevention Center for Students with Disabilities

    The National Dropout Prevention Center for Students with Disabilities (NDPC-SD) supports the national implementation of provisions of the Individuals with Disabilities Education Act (IDEA) to provide successful school outcomes for students with disabilities. NDPC-SD supports states in assisting local education agencies to increase school completion rates and decrease dropout rates among students with disabilities.

  • National Early Childhood Technical Assistance Center (NECTAC)

    NECTAC supports the implementation of the early childhood provisions of the Individuals with Disabilities Education Act (IDEA). Our mission is to strengthen service systems to ensure that children with disabilities (birth through five) and their families receive and benefit from high quality, culturally appropriate, and family-centered supports and services.

  • National High School Center

    The National High School Center is a central source of information and expertise on high school improvement issues for the Regional Comprehensive Centers. The National High School Center identifies effective programs and tools, offers user-friendly products and provides high-quality technical assistance to support the use of research-based approaches within high school learning communities.

  • National Institute for Urban School Improvement (NIUSI)

    The mission of the National Institute for Urban School Improvement (NIUSI) is to develop powerful networks of urban districts and schools that embrace and implement a data-based, continuous improvement approach for inclusive practices.

  • National Post-School Outcomes Center

    Our Mission is to help state education agencies establish practical and rigorous data collection systems that will measure and profile the post-school experiences of youth with disabilities. The results will be used for national, state, and local reporting and—most importantly—to guide and improve transition services to this population.

  • National Professional Development Center on Inclusion (NPDCI)

    The National Professional Development Center on Inclusion (NPDCI) will work with states to create a system of high quality, cross-agency, accessible professional development for early childhood personnel. While NPDCI will serve as a resource to all states, the center will select eight states for more intense collaboration.

  • National Research Center on Learning Disabilities (NRCLD)

    The National Research Center on Learning Disabilities (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 Secondary Transition Technical Assistance Center (NSTTAC)

    The purpose of NSTTAC is to assist states to build capacity to support and improve transition planning, services, and outcomes for youth with disabilities. NSTTAC works with four main objectives: 1) to assist SEAs, 2) to generate knowledge, 3) to build capacity of SEAs and LEAs, and 4) to disseminate information.

  • National Technical Assistance Center

    The Technical Assistance Alliance for Parent Centers is an innovative project that supports a unified technical assistance system for the purpose of developing, assisting and coordinating Parent Training and Information Projects and Community Parent Resource Centers under IDEA. The project is funded to strengthen the connections to the larger technical assistance network and fortify partnerships between parent centers and state education systems at regional and national levels.

  • New York Comprehensive Center

    The mission of the NYCC is to develop the capacity of the New York State Education Department and its networks and agencies to assist districts and schools in improving achievement outcomes for all students.

  • NIMAS Development and Technical Assistance Centers

    The NIMAS Development Center will improve the original standard by identifying new research and technological advances relevant to the standard. The Center will also explore new distribution models for the provision of accessible materials to students with disabilities. The NIMAS Technical Assistance Center will work with key stakeholders to raise awareness of the benefits of accessible materials. It will also advise stakeholders on the efficient production and distribution of NIMAS-compliant materials.

  • North Central Comprehensive Center

    The North Central Comprehensive Center is a U.S. Department of Education-funded program that provides research-based services to state education agencies in Iowa, Minnesota, Nebraska, North Dakota, and South Dakota to implement No Child Left Behind (NCLB).

  • North Central Regional Resource Center (NCRRC)

    The North Central RRC’s mission is to engage Region 4 states in the proactive identification and implementation of technical assistance and dissemination (TA&D) supports that lead to sustainable systems change.

  • Northeast Regional Resource Center (NERRC)

    NERRC helps State Education Agencies and state Lead Agencies for Part C improve their systems of early intervention, special education, and transition services through the development and implementation of policies, programs, and practices to enhance educational results for children and youth with disabilities.

  • Northwest Comprehensive Center

    At the Northwest Regional Comprehensive Center, we work closely with the state education departments of Idaho, Montana, Oregon, Washington, and Wyoming, Our mission is to help each state build its capacity to assist districts and schools in closing achievement gaps and meeting the goals of NCLB.

  • Ohio Coalition for the Education of Children with Disabilities (OCECD)

    OCECD is a statewide, non-profit organization dedicated to advancing the educational interests of children with disabilities. OCECD’s experienced staff-many of whom have children or other family members with disabilities-are available to assist individuals or groups with such areas as public policy and school reform; identification of disabilities; early intervention for infants and preschoolers; family support systems; special education; community based services; information, referral and networking services; transition from high school to employment/college in the community; resources for professionals; and, team work between persons with disabilities, their families and service providers.

  • Pacific Comprehensive Center (PCC)

    The Pacific Center serves state education agencies, schools, and community organizations that work with parents and teachers to promote the educational advancement of children from disadvantaged backgrounds. Primary clients are schools that receive Title I funds for economically disadvantaged children, and teachers and schools that serve limited English proficient children, migrant children, and Native Hawaiian children.

  • PEAK Parent Center

    The mission of PEAK Parent Center is to provide training, information and technical assistance to equip families of children birth through twenty-six including all disability conditions with strategies to advocate successfully for their children. As a result of PEAK’s services to families and professionals, children and adults with disabilities will live rich, active lives participating as full members of their schools and communities.

  • PEPNet Midwest

    The Center provides technical assistance and dissemination activities, personnel development activities, and technology use activities. PEPNet Midwest promotes increased access and availability of postsecondary education for Deaf and Hard of Hearing persons in the Midwest.

  • PEPNet-South

    PEPNet-South is one of four regional postsecondary education programs for individuals who are deaf funded by the U. S. Department of Education. The guiding philosophy of PEPNet-South is that the success of students who are deaf or hard of hearing is greatly enhanced when readily accessible systems are in place and professionals possess the skills necessary for effective service delivery.

  • PEPNet-West

    Postsecondary Education Programs Network-West provides training and technical assistance to postsecondary institutions and deaf agencies across the western region. Project goals are to (1) promote academic achievement and improve results for deaf students, (2) address needs of personnel , and (3) promote the use of technology.

  • Professional Development in Autism (PDA) Center

    The Professional Development in Autism Center (PDA) provides training and support for school districts, families and communities to ensure that students with ASD have access to high quality, evidence-based educational services in his or her local school district.

  • Project Forum

    The aim of Project Forum is to facilitate improved services to children and youth with disabilities by gathering and sharing information that supports changes to policy and practice at the national, state and local levels. Each year, Project Forum identifies 15 critical topics within the field of special education; conducts policy analyses on these topics; convenes policy forums on two of these topics; maintains, in collaboration with the Regional Resource Centers, a national database of state laws, policies and regulations that govern special education (NSPD); and distributes information that will contribute to better results for children with disabilities.

  • Reading Rockets

    Reading Rockets is a national multimedia project offering information and resources on how young kids learn to read, why so many struggle, and how caring adults can help. The Reading Rockets project is comprised of PBS television programs, available on videotape and DVD; online services, including the web sites ReadingRockets.org and ColorinColorado.org; and professional development opportunities.

  • Southeast Comprehensive Center

    The Southeast Comprehensive Center (SECC), funded by the U.S. Department of Education, provides high-quality technical assistance in the states of Alabama, Georgia, Louisiana, Mississippi and South Carolina. Our partner is the Center for the Education and Study of Diverse Populations.

  • Southeast Regional Resource Center (SERRC)

    SERRC assumes a proactive role in service delivery to support unified education programs for students with disabilities and their families by incorporating results from needs assessments, state profiles, and information requests for technical assistance from collaborative networks, including parent organizations.

  • Southwest Comprehensive Center

    The SWCC works collaboratively with the states of Arizona, Colorado, Nevada, New Mexico, and Utah to help all children achieve to high standards. The SWCC is designed to provide assistance to the five State Departments/Offices of Education, as well as to statewide groups and organizations that assist districts and schools.

  • Statewide Parent Advocacy Network (SPAN)

    The Region I Technical Assistance Center at SPAN, in collaboration with the Alliance for Parent Centers, provides technical assistance to federally-funded parent centers – Parent Training and Information Centers (PTIs) and Community Parent Resource Centers (CPRCs) – located in the states of Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, Rhode Island, and Vermont.

  • Technical Assistance in Data Collection, Analysis, and Report Preparation

    This web site provides public access to the most recent data about children with disabilities served under the Individuals with Disabilities Education Act (IDEA). These data are collected annually by the U.S. Department of Education, Office of Special Education Programs in accordance with Section 618 of IDEA. They are provided in the form of tables produced for the Annual Reports to Congress.

  • Texas Comprehensive Center

    The purpose of the Texas Comprehensive Center is to provide technical assistance and support to the Texas Education Agency to assure Texas has an education system with the capacity and commitment to eliminate achievement gaps and enable all students to achieve at high levels.

  • The Access Center

    The Access Center is a national TA center funded by the U.S. Department of Education’s Office of Special Education Programs. Our mission is to improve educational outcomes for elementary and middle school students with disabilities. To achieve our mission, we have the following goals: 1) Increase awareness of research-based programs, practices, and tools; 2) Strengthen the ability of educators to be informed consumers of programs, practices, and tools; and, 3) Assist educators to implement and evaluate programs, practices, and tools.

  • The California Comprehensive Center

    The CA CC provides assistance to the California Department of Education and statewide groups and organizations to help implement fully the federal No Child Left Behind (NCLB) Act, improve student achievement, and close the achievement gap in California.

  • The Early Childhood Outcomes Center

    The ECO Center seeks to promote the development and implementation of child and family outcome measures for infants, toddlers, and preschoolers with disabilities. These measures can be used in local, state, and national accountability systems. The ECO Center actively pursues our goals by collaborating with stakeholders and other groups concerned with outcomes measurement; researching issues related to the development and implementation of outcome measures; and providing technical assistance to support states in developing and implementing outcome measurement systems.

  • The Florida & Islands Comprehensive Center

    The Florida and Islands Regional Comprehensive Center serves the state of Florida, Puerto Rico, and the U.S. Virgin Islands. The Center offers technical assistance in the following areas: Implementing school improvement efforts;  identifying and adopting instructional and assessment methods; designing programs and strategies and allocating resources to recruit, train, and retain talented teachers and school leaders; and enhancing assessment and accountability systems.

  • The National Center for Special Education Personnel and Related Service Providers (Personnel Center)

    The Personnel Center works to increase the nation’s capacity to successfully recruit and retain special educators, early intervention and related service providers to serve the needs of infants, young children and youth with disabilities and their families. To this end, the Personnel Center is conducting a national recruitment campaign to attract a diverse pool of interested candidates to these professions. Information on careers, personnel preparation programs, state certification requirements, financial aid and employment opportunities is maintained and continually updated on this website.

  • The New England Comprehensive Center

    The New England CC strives to engage with state education leaders in: Thinking systemically; using research-based findings and evidence; acting strategically; and working collaboratively.

  • Western Regional Resource Center (WRRC)

    Our mission is to provide technical assistance to State Education Agencies and Part C Lead Agencies to assist and support them in systemic improvement policies, procedures, and practices that will result in quality programs and services for children with disabilities and their families.

Western Regional Resource Center (WRRC)

Our mission is to provide technical assistance to State Education Agencies and Part C Lead Agencies to assist and support them in systemic improvement policies, procedures, and practices that will result in quality programs and services for children with disabilities and their families.

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