The Office of Special Education Programs (OSEP) in the U.S. Department of Education funded the National Center on Intensive Intervention (NCII, or the Center) in 2011. NCII's mission during the first five years of funding was to build the capacity of local education agencies (LEAs) to support schools, practitioners, and other stakeholders in the…

Under pressure to keep spending down but also keep pace with rapid technology changes, many districts are future-proofing their schools--trying to get the most out of tech spending by providing solutions they can use now and in the future without major, expensive infrastructure overhauls. In the Folsom Cordova (California) Unified School District,…

The report describes a technical assistance (TA) project in Minnesota designed to provide an information exchange system for educator and support personnel serving students with severe handicaps. Professionals (N=142) serving severely handicapped students responded to a survey form. Analyses of the surveys resulted in 132 individuals keynoted as…

Outlines four components of the use of high technology that have put Minnesota public schools at the forefront of educational technology. These include: computerized classrooms, microwave classes, cable television classes, and a technology busmobile. (MD)

The 2000-2001 annual report of Minnesota's PACER (Parent Advocacy Coalition for Educational Rights) Center, a statewide organization that provides information, training, and assistance to parents of children and youth with disabilities, reports on 24 programs in three categories: parent training (12 programs); programs for students and…

Comprehensive Arts Planning Program (CAPP) grants were awarded to 30 school districts in Minnesota to improve their arts education programs. Each district formed a community-based team of eight persons. Each team was then responsible for planning developing, and promoting comprehensive arts education within the district. Following a brief…

The report details the activities of the federally-funded Multifunctional Resource Center for Bilingual Education at the University of Wisconsin-Madison, which serves the area of Iowa, Michigan, Minnesota, North Dakota, South Dakota, and Wisconsin. Its mission includes provision of training and technical assistance to educators and parents…

This study examines factors that influence teacher acceptance and support of interactive television (ITV). The factors include: (1) good inservice on ITV; (2) appropriateness of subject matter; (3) student motivation; (4) class size; (5) ITV's allowing low-enrollment classes; (6) job losses or gains; (7) professional growth; (8) peer and…

The Multifunctional Resource Center for Bilingual Education at the University of Wisconsin, Madison is a federally funded program of training and technical assistance to schools, programs, and individuals involved in the education of limited-English-proficient (LEP) students. It provides services in six states: Iowa; Michigan; Minnesota; North…

Materials contained in this booklet (one in a series of seven) highlight the processes involved in consultation and provide description and examples of shared decision making in the implementation of career education. A section is devoted to the rationale and practice of using career education practioners as consultants. (Booklet 7--Planning and…

This final report describes activities and accomplishments of the 3-year federally supported Minnesota Deaf-Blind Technical Assistance Project. The project provided training and technical assistance, information sharing, and support services to families of children with deaf-blindness. Activities and accomplishments included: collaboration with…