The National Center for Pyramid Model Innovations (NCPMI) is funded by the Office of Special Education Programs to improve state and local capacity to implement, scale-up, and sustain effective practices and policies to equitably support the social, emotional, and behavioral outcomes of young children with, and at risk for, developmental delays or disabilities. The goal of the Center is assisting states and programs in developing sustainable systems for the equitable implementation of the Pyramid Model for Promoting Social-Emotional Competence in Infants and Young Children (Pyramid Model) within early intervention and early education programs. We do this with a focus on: improving the social, emotional, and behavioral outcomes of young children birth to five; eliminating the use of inappropriate and disproportionate exclusionary discipline practices; promoting family engagement; using data for decision-making; increasing the use of trauma-informed and culturally and linguistically responsive practices; and fostering inclusion.
National Center for Pyramid Model Innovations (NCPMI)
Specialty Area
- Early Childhood Educators
- Early Childhood Leadership
- Intensive Supports
- Social and Emotional Learning
Primary Audience
- Administrators
- School Districts
- Schools
- Teachers
Services
- Content Expertise
Regions/States
NationalAll States
Level of Support
TargetedAdditional Information
National Center on Improving Literacy (NCIL)
The National Center on Improving Literacy (NCIL), operated by Boston University’s Wheelock College of Education and Human Development with funding from the United States Department of Education, is a partnership among literacy experts, university researchers, and technical assistance providers from the University of Oregon, Florida State University, and RMC Research Corporation.
NCILs mission is to increase access to, and use of, evidence-based approaches to screen, identify, and teach students with literacy-related disabilities, including dyslexia. They also work to build individual and organizational capacity to assess students’ literacy-related skill, identify students with disabilities or those at risk of disabilities, and fully implement evidence-based literacy programs and professional development.
Specialty Area
- Dyslexia
- Effective Literacy Instruction
- Supporting Parents and Families
Primary Audience
- Administrators
- Families
- School Counselors
- School Districts
- Schools
- State Education Agencies
- Teachers
Services
- Assessment Tools
- Coaching
- Content Expertise
Regions/States
NationalAll States
Level of Support
Additional Information
National Technical Assistance Center on Transition: The Collaborative (NTACT:C)
The National Technical Assistance Center on Transition: The Collaborative (NTACT:C) is a Technical Assistance Center co-funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP) and the Rehabilitation Services Administration (RSA). They provide information, tools, and supports to assist multiple stakeholders in delivering effective services and instruction for secondary students and out of school youth with disabilities.
Specialty Area
- 21st Century Skills
- Career and Technical Education
- Education Leadership
- Evidence Based Practices & Scaling Up
- Family Engagement
- Organizational Leadership
- School Climate & Behavior
- School Mental Health
- Secondary Transition
- Special Education
- Transitions (from grade to grade)
Primary Audience
- Administrators
- Families
- School Counselors
- State Education Agencies
- Teachers
Services
- Assessment Tools
- Coaching
- Consulting
- Content Expertise
- Convening Stakeholders
- Facilitation
Regions/States
NationalAll States
Level of Support
TieredAdditional Information
Other Primary Audiences: State Vocational Rehabilitation Agencies; Vocational Rehabilitation Counselors; Secondary Students with Disabilities
Other Specialty Areas: Transition to post-school environments; Data Analysis and Use