Database of Federally Funded Technical Assistance and Research Centers

Funded by the U.S. Department of Education's Office of Special Education Programs (OSEP) and the Office of Elementary and Secondary Education (OESE),  the Center on Positive Behavioral Interventions and Supports (PBIS) supports schools, districts, and states to build systems capacity for implementing a multi-tiered approach to social, emotional and behavior support. The broad purpose of PBIS is to improve the effectiveness, efficiency and equity of schools and other agencies. PBIS improves social, emotional and academic outcomes for all students, including students with disabilities and students from underrepresented groups.

Funded by the U.S. Department of Education, the National Center for Homeless Education (NCHE) operates the Department's technical assistance center for the federal Education for Homeless Children and Youth (EHCY) Program.

In this role, NCHE works with schools, service providers, parents, and other interested stakeholders to ensure that children and youth experiencing homelessness can enroll and succeed in school.

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.

The Mission of the National Center on Intensive Intervention (NCII) is to build the capacity of state and local education agencies, universities, practitioners, and other stakeholders to support implementation of intensive intervention in literacy, mathematics, and behavior for students with severe and persistent learning and/or behavioral needs, often in the context of their multi-tiered system of support (MTSS) or special education services. NCII’s approach to intensive intervention is data-based individualization (DBI), a research-based process that integrates the systematic use of assessment data, validated interventions, and intensification strategies.

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.

PROGRESS Center (which stands for Promoting Rigorous Outcomes and Growth by Redesigning Educational Services for Students With Disabilities Center) provides information, resources, tools, and technical assistance services to support local educators and leaders (kindergarten through transition age) in developing and implementing high-quality educational programs that ensure students with disabilities have access to free appropriate public education (FAPE) which allows them to make progress and meet challenging goals, consistent with the U.S. Supreme Court’s decision in Endrew F. v. Douglas County School District (2017).

The Early Childhood Personnel Center (ECPC) assists states to build Comprehensive Systems of Personnel Development (CSPD)to improve outcomes for infants and young children with disabilities and their families.

The center is focused on building awareness that an integrated, comprehensive system of personnel development (CSPD) for the early childhood (EC) workforce in every state – one that is cohesive with state and national personnel standards, competencies, and recommended practices, will produce the most successful outcomes for children and families with disabilities.