Database of Federally Funded Technical Assistance and Research Centers

This database compiles information about technical assistance and research centers–specifically those that are federally funded–to foster awareness and collaboration. The sidebar provides several filtering options and a search box to help users find centers that match their specific criteria. The intent of the Great Lakes Comprehensive Center is to provide this online tool to help states, districts, and technical assistance providers find services and opportunities for cooperation and alignment. For additional information about the projects happening in the Comprehensive and Content Center network, you can also visit Comprehensive Center Network page at: https://compcenternetwork.org/meet-centers

ICF operates the Appalachia Regional Comprehensive Center (ARCC), providing technical assistance (TA) to state education agencies (SEAs) in Kentucky, Tennessee, Virginia, and West Virginia. As one of 15 regional Comprehensive Centers funded by the U.S. Department of Education (ED), the ARCC at ICF facilitates collaborative projects with SEAs in the region to build their capacity to implement the federal Elementary and Secondary Education Act (ESEA) (reauthorized in 2015 as the Every Student Succeeds Act, or ESSA), undertake large-scale change, and support district and school efforts to improve outcomes for students, narrow achievement gaps between student subgroups, and improve instructional quality.

The core objective of the ARCC is to provide high-quality, relevant, and useful TA that enhances specific SEA capacities in the Appalachia region to:

  1. Undertake state education reforms successfully
  2. Support district implementation of reforms
  3. Maintain effectiveness once our services are complete
Director(s):
Caitlin Howley

Specialty Area

    • 21st Century Skills
    • Career and Technical Education
    • Compensation Evaluation
    • Early Childhood Leadership
    • Education Leadership
    • Educator Effectiveness
    • Educator Preparation
    • Educator Retention
    • Equity
    • Evidence Based Practices
    • Family Engagement
    • Intensive Supports
    • Measuring Student Growth
    • Multi-tiered Systems of Support
    • Organizational Leadership
    • P-3 Systems (Prenatal to Grade 3)
    • Positive Behavioral Intervention and Supports (PBIS)
    • Response to Intervention
    • School Climate
    • School Mental Health
    • Social and Emotional Learning
    • System Alignment
    • Teacher Mentoring and Induction

Primary Audience

  • Administrators
  • School Districts
  • State Education Agencies

Services

  • Coaching
  • Consulting
  • Content Expertise
  • Convening Stakeholders
  • Facilitation
  • Research

Regions/States

Southeast

Kentucky, Tennessee, Virginia, West Virginia

Level of Support

  • Intensive

Additional Information

Other Audiences: State Boards of Education
Other Services Provided: Assistance with pilot testing of new programs or practices; Policy development and analysis; Instructional design for professional development
Other Specialty Areas: STEM education, micro-credentialing, competency-based education, special education; Data interpretation and use; Formative assessment; Rural education

The Building State Capacity and Productivity Center (BSCP Center) is one of seven national content centers supported under the U.S. Department of Education’s Comprehensive Centers program. The BSCP Center focuses on providing assistance to the 15 Regional Comprehensive Centers (RCCs) and state education agencies (SEAs) throughout the country to meet the daunting challenge of improving student performance with diminishing financial resources.  The BSCP Center provides technical assistance to SEAs that builds their capacity to support local educational agencies (LEAs or districts) and schools, by providing high quality information, tools, and implementation support to help them shift from a “compliance-based” to a “performance-oriented” approach.  The partners in the BSCP Center are Edvance Research, Inc., the Academic Development Institute, and the Edunomics Lab (Georgetown University).

Director(s):
Dean Nafziger, Director

Specialty Area

    • Educator Effectiveness
    • Evidence Based Practices

Primary Audience

  • State Education Agencies

Services

  • Assessment Tools
  • Content Expertise
  • Research

Regions/States

National

Alabama, Alaska, American Samoa, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, District of Columbia, Florida, Georgia, Guam, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Northern Mariana Islands, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, U.S. Virgin Islands, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming

Level of Support

  • Tiered

Additional Information

No additional information provided

California Comprehensive Center is to provide the California Department of Education (CDE) with high-quality, relevant, and useful information, resources, tools, and consultative expertise so that it can lead and sustain state-level initiatives that result in improved outcomes for students.

The primary outcomes include increased capacity for the CDE to:

  • Set and support rigorous expectations for each student’s high-quality schooling
  • Identify and share evidence-based and promising practices
  • Support high-quality local implementation of strategies for continuous improvement
Director(s):
Jannelle Kubinec, Co-Director, Deb Sigman, Co-Director

Specialty Area

    • Family Engagement

Primary Audience

  • State Education Agencies

Services

  • Consulting
  • Content Expertise

Regions/States

Northwest

California

Level of Support

  • Tiered

Additional Information

No additional information provided

The Center for IDEA Early Childhood Data Systems (DaSy) is a national technical assistance center funded by the U.S. Department of Education, Office of Special Education Programs (OSEP). DaSy works with states to support IDEA early intervention and early childhood special education state programs in the development or enhancement of coordinated early childhood longitudinal data systems.

DaSy provides technical assistance (TA) and resources to state agencies to assist with the development or enhancement of data systems for Part C early intervention and Part B preschool special education programs supported through the Individuals with Disabilities Education Act (IDEA). The DaSy Center collaborates with other projects to leverage what is known and generate new ideas and products to help state agencies create and expand early childhood cross-agency and longitudinal data systems that include the Part C and Part B preschool data needed to collect, analyze, and report high-quality data required under IDEA.  We offer a range of supports based on our clients needs including intensive and targeted TA as well as opportunities to join DaSy led communities of practice or attend webinars. 

Director(s):
Kathleen Hebbler, Donna Spiker

Specialty Area

    • Early Childhood Educators
    • Early Childhood Leadership
    • Education Leadership
    • Educator Effectiveness
    • Educator Preparation
    • Educator Retention
    • Evidence Based Practices
    • Family Engagement
    • Measuring Student Growth
    • Multi-tiered Systems of Support
    • Organizational Leadership
    • Positive Behavioral Intervention and Supports (PBIS)
    • Response to Intervention
    • Social and Emotional Learning
    • System Alignment

Primary Audience

  • Administrators
  • Families
  • State Education Agencies

Services

  • Assessment Tools
  • Consulting
  • Content Expertise
  • Convening Stakeholders
  • Facilitation

Regions/States

National

Alabama, Alaska, American Samoa, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, District of Columbia, Florida, Georgia, Guam, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Northern Mariana Islands, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, U.S. Virgin Islands, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming

Level of Support

  • Tiered
  • Universal

Additional Information

Other Services Provided: National Technical Assistance (TA)
Other Specialty Areas: IDEA Part C Data Systems; IDEA Part B-619 Data Systems

The Center for IDEA Fiscal Reporting (CIFR) at WestEd provides technical assistance to state educational agencies (SEAs) to help them meet their federal obligation to collect and report special education fiscal data. The specific reporting requirements supported by CIFR are:

  • Maintenance of state financial support (MFS)
  • Allocation of IDEA Part B subgrants to local educational agencies (LEAs)
  • LEA maintenance of effort (MOE)
  • Coordinated early intervening services (CEIS)
Director(s):
Dave Phillips, Cecelia Dodge, Jenifer Harr-Robins

Specialty Area

Primary Audience

  • State Education Agencies

Services

  • Coaching
  • Consulting
  • Content Expertise
  • Convening Stakeholders
  • Facilitation

Regions/States

National

Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, District of Columbia, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, U.S. Virgin Islands, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming

Level of Support

  • Tiered

Additional Information

Other Services Provided: Development of tools to support SEA clients on IDEA fiscal data requirements
Other Specialty Areas: High quality special education fiscal data; IDEA fiscal data; IDEA fiscal requirements

The Center for the Integration of IDEA Data (CIID) provides technical assistance to state education agencies (SEAs) to increase the capacity to report high quality data required under the Individuals with Disabilities Education Act (IDEA) Part B Sections 616 and 618. CIID supports the integration of IDEA data systems and processes with the Statewide Longitudinal Data System (SLDS).

Director(s):
Bill Huennekens

Specialty Area

Primary Audience

  • State Education Agencies

Services

  • Consulting
  • Facilitation

Regions/States

National

American Samoa, California, Colorado, District of Columbia, Guam, Illinois, Kansas, Kentucky, Michigan, Minnesota, Mississippi, Montana, Nebraska, Nevada, New Jersey, New Mexico, North Dakota, Oklahoma, South Carolina, Virginia, Washington, West Virginia

Level of Support

  • General
  • Intensive
  • Targeted

Additional Information

Other Services Provided: Technical assistance to integrate data and implementation; Generate the automated EDFacts reporting solution
Other Specialty Areas: Data Systems; Data Integration; Data Quality; EDFacts Reporting

The Center on Enhancing Early Learning Outcomes (CEELO) will strengthen the capacity of State Education Agencies (SEAs) to lead sustained improvements in early learning opportunities and outcomes. CEELO will work in partnership with SEAs, state and local early childhood leaders, and other federal and national technical assistance (TA) providers to promote innovation and accountability.

Based on the priorities established by the U.S. Department of Education, CEELO staff, partners, and experts will work with SEAs and other decision-makers to achieve the following goals:

  1. Improve states’ knowledge about and use of early childhood comprehensive assessment systems
  2. Enhance the use of assessment data and other information to improve program quality
  3. Increase the knowledge and skills of the early learning workforce
  4. Strengthen the alignment of birth through 3rd grade educational policies and systems
  5. Increase the coordination of resources and policies across statewide systems
Director(s):
Lori Connors-Tadros, Director, Jana Martella, Co-Director

Specialty Area

    • Early Childhood Educators
    • Early Childhood Leadership
    • Education Leadership
    • Educator Effectiveness
    • Equity
    • Evidence Based Practices
    • Family Engagement
    • Multi-tiered Systems of Support
    • Organizational Leadership
    • P-3 Systems (Prenatal to Grade 3)
    • Positive Behavioral Intervention and Supports (PBIS)
    • Response to Intervention
    • School Climate
    • Social and Emotional Learning
    • System Alignment
    • Teacher Mentoring and Induction
    • Transitions (from grade to grade)

Primary Audience

  • Administrators
  • School Districts
  • State Education Agencies

Services

  • Assessment Tools
  • Coaching
  • Consulting
  • Content Expertise
  • Convening Stakeholders
  • Facilitation
  • Research

Regions/States

National

Alabama, Alaska, American Samoa, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, District of Columbia, Florida, Georgia, Guam, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Northern Mariana Islands, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, U.S. Virgin Islands, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming

Level of Support

  • Intensive

Additional Information

Other Services Provided: Intensive Leadership Academy, peer learning communities, and development and dissemination of tools and publications to support the work of State Education Agencies

The Center on Great Teachers and Leaders (GTL Center) is part of the comprehensive center network and is designed  to consult national, regional, and state partners to build carefully designed, intensive state and local projects that can move the needle on improving equitable access to effective educators. Our TA approach is designed to help states and districts identify, tailor, and implement evidence-based strategies to establish an aligned talent management system that attracts, supports, and retains a diverse, effective, and talented workforce of educators for the students who need them the most.

Each project addresses a strategy and describes:

  • The best practices that support the implementation of the strategy
  • The empirical studies and evidence that demonstrate the effects of the strategy on the outcomes of teachers and students

The GTL Center projects include multi-year, multi-state initiatives that include district teams as well as shorter, more targeted work with a single state and districts.

Director(s):
Lynn Holdheide, Director, Dana Chambers, Deputy Director, Cortney Rowland, Deputy Director

Specialty Area

    • Career and Technical Education
    • Education Leadership
    • Educator Effectiveness
    • Educator Preparation
    • Educator Retention
    • Equity
    • Evidence Based Practices
    • Organizational Leadership
    • Social and Emotional Learning
    • System Alignment
    • Teacher Mentoring and Induction

Primary Audience

  • Administrators
  • School Districts
  • State Education Agencies
  • Teachers

Services

  • Assessment Tools
  • Coaching
  • Consulting
  • Content Expertise
  • Convening Stakeholders
  • Facilitation
  • Research

Regions/States

National

Alabama, Alaska, American Samoa, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, District of Columbia, Florida, Georgia, Guam, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Northern Mariana Islands, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, U.S. Virgin Islands, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming

Level of Support

  • General
  • Individual
  • Intensive
  • Targeted
  • Tiered
  • Universal

Additional Information

No additional information provided

The Center on Innovations in Learning is one of seven national content centers funded by the United States Department of Education. The Center on Innovations in Learning’s mission is to (a) increase the capacity of state education agencies (SEAs) to stimulate, select, implement, and scale up learning innovations in local education agencies (LEAs) and schools to improve learning outcomes for all students; and (b) increase the capacity of regional comprehensive centers (RCCs) to provide technical assistance to SEAs relative to the Center’s scope of responsibility.

CIL focuses on Personalized Learning, and Innovative Practices, creating tools, research-based products, and provides hands-on technical assistance.

Director(s):
Marilyn Murphy, Director, Janet Twyman, Director of Innovation and Technology, Sam Redding, Senior Learning Specialist

Specialty Area

    • 21st Century Skills
    • Adaptive Competence
    • Career and Technical Education
    • Cross-Disciplinary Competencies
    • Educator Effectiveness
    • Educator Preparation
    • Evidence Based Practices
    • Social and Emotional Learning

Primary Audience

  • Administrators
  • School Counselors
  • School Districts
  • Schools
  • State Education Agencies
  • Teachers

Services

  • Coaching
  • Consulting
  • Content Expertise
  • Convening Stakeholders
  • Facilitation
  • Research

Regions/States

National

Alabama, Arkansas, Florida, Georgia, Hawaii, Illinois, Kansas, Kentucky, Michigan, Mississippi, North Carolina, Oklahoma, Puerto Rico, U.S. Virgin Islands

Level of Support

  • Targeted

Additional Information

Other Primary Audiences: Regional Comprehensive Centers
Other Services Provided: Dissemination of tools and research
Other Specialty Areas: Competency-based Education (CBE); Personalized Learning

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.

Director(s):
Heather George, Tim Lewis, Kent McIntosh, Brandi Simonsen

Specialty Area

    • Education Leadership
    • Evidence Based Practices
    • Family Engagement
    • Intensive Supports
    • Multi-tiered Systems of Support
    • Organizational Leadership
    • Positive Behavioral Intervention and Supports (PBIS)
    • Response to Intervention
    • School Climate
    • School Mental Health
    • Social and Emotional Learning
    • Special Education
    • System Alignment

Primary Audience

  • Administrators
  • Families
  • School Counselors
  • School Districts
  • Schools
  • State Education Agencies

Services

  • Assessment Tools
  • Coaching
  • Consulting
  • Content Expertise
  • Research

Regions/States

National

Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, District of Columbia, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, U.S. Virgin Islands, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming

Level of Support

  • General

Additional Information

Other Specialty Areas: Implementation Science; Prevention Science

The Center on School Turnaround (CST) at WestEd provides technical assistance to increase the capacity of state education agencies (SEAs) to support districts in turning around their lowest-performing schools. We work with SEAs, local education agencies (LEAs), and Regional Comprehensive Centers to identify, adopt, and sustain research-based practices and emerging promising practices that ensure equity and drive system change to rapidly improve the lowest-performing schools.

Director(s):
Carlas McCauley

Specialty Area

    • Cross-Disciplinary Competencies
    • Education Leadership
    • Educator Effectiveness
    • Educator Retention
    • Equity
    • Intensive Supports
    • Organizational Leadership
    • School Climate
    • System Alignment

Primary Audience

  • Administrators
  • School Districts
  • Schools
  • State Education Agencies

Services

  • Assessment Tools
  • Coaching
  • Consulting
  • Content Expertise
  • Convening Stakeholders
  • Facilitation
  • Research

Regions/States

National

Alabama, Arizona, Arkansas, California, Colorado, Georgia, Hawaii, Kentucky, Maryland, Mississippi, Missouri, Nevada, New Hampshire, New York, North Carolina, Puerto Rico, Tennessee, Texas, U.S. Virgin Islands, Virginia

Level of Support

  • Targeted

Additional Information

No additional information provided

The Center on Standards and Assessment Implementation (CSAI) provides state education agencies (SEAs) and Regional Comprehensive Centers (RCCs) with research support, technical assistance, tools, and other resources to help inform decisions about standards, assessment, and accountability.

CSAI is committed to:

  1. Improving state policies, practices, and supports to districts for the implementation of rigorous college and career readiness standards and assessments.
  2. Increasing the capacity of the RCCs to meet the technical assistance and implementation needs of states around standards, assessment, and accountability.
  3. Capitalizing on available technology and media to promote engagement, effectiveness, and efficiency in the application of research and resources to expand the reach of CSAI.
  4. Continuously improving the operational efficiency and effectiveness of CSAI to support the long-term sustainability of educational reform efforts across states and districts.
Director(s):
Andrew Latham, Director - WestEd, Joan Herman, Associate Director - CRESST, Bryan Hemberg, Assistant Director - WestEd

Specialty Area

    • 21st Century Skills
    • Career and Technical Education
    • Measuring Student Growth
    • System Alignment

Primary Audience

  • Administrators
  • State Education Agencies

Services

  • Assessment Tools
  • Consulting
  • Content Expertise
  • Convening Stakeholders
  • Facilitation
  • Research

Regions/States

National

Alabama, Alaska, American Samoa, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, District of Columbia, Florida, Georgia, Guam, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Northern Mariana Islands, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, U.S. Virgin Islands, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming

Level of Support

  • Targeted

Additional Information

Other Primary Audiences: State assessment directors
Other Specialty Areas: Assessment; Accountability; Standards

The Central Comprehensive Center (C3) at the University of Oklahoma Outreach uses its High Impact Technical Assistance (HI-TA) Model to provide high quality technical assistance to Colorado, Kansas, and Missouri.  C3’s support focuses on key initiatives, aligns with the Content Centers, and builds the capacity of state education agencies to implement, scale-up, sustain key initiatives to lead and support their local education agencies in comprehensive educational reform to improve student outcomes.  

The HI-TA Model focuses on four critical roles:

  1. Building relationships and systems across organizations
  2. Facilitating critical thinking and problem solving
  3. Providing technical assistance based on best practices and evidence-based decision making
  4. Delivering information in response to priority needs  

The HI-TA Model incorporates capacity building elements to increase human, organization, structural, material, and political capacity resulting in positive high impact outcomes.

Director(s):
Donna Castle Richardson, Ed.D.

Specialty Area

    • 21st Century Skills
    • Career and Technical Education
    • Early Childhood Educators
    • Early Childhood Leadership
    • Education Leadership
    • Educator Effectiveness
    • Educator Preparation
    • Educator Retention
    • Equity
    • Evidence Based Practices
    • Family Engagement
    • Intensive Supports
    • Multi-tiered Systems of Support
    • Organizational Leadership
    • Positive Behavioral Intervention and Supports (PBIS)
    • Response to Intervention
    • School Climate
    • Social and Emotional Learning
    • System Alignment
    • Teacher Mentoring and Induction
    • Transitions (from grade to grade)

Primary Audience

  • Administrators
  • State Education Agencies
  • Teachers

Services

  • Coaching
  • Consulting
  • Content Expertise
  • Convening Stakeholders
  • Facilitation
  • Research

Regions/States

Southwest

Colorado, Kansas, Missouri

Level of Support

  • Intensive

Additional Information

Other Specialty Areas: Strategic Communication; English Language Learners; Curriculum and Instruction; Arts Integration

The Collaboration for Effective Educator Development, Accountability, and Reform Center (CEEDAR) is designed to help State Education Agencies (SEAs), Institutions of Higher Education (IHEs), and Local Education Agencies (LEAs) create aligned professional learning systems that provide teachers and leaders effective opportunities to learn how to improve core and specialized instruction in inclusive settings that enable students with disabilities to achieve college and career ready standards. The technical assistance (TA) effort is organized around universal, targeted, and intensive TA supports. AIR, as subcontractor to University of Florida, is taking the lead in intensive TA.

The Center provides intensive TA supports to 20 states. Intensive TA services, tailored to the needs of each state, seek to reform and align the areas of licensure standards, teacher and leader preparation and induction, and personnel evaluation data systems to inform preparation program improvement. CEEDAR provides responsive technical assistance through knowledge building of evidence-based research and practice. CEEDAR also supports implementation of the research into school-based instruction and practices through online tools and resources, leadership development, collaborative teams of stakeholders, and ongoing learning opportunities.

Director(s):
Mary Brownell, University of Florida, Lynn Holdheide, AIR

Specialty Area

    • Alternative Routes to Certification
    • Education Leadership
    • Educator Preparation
    • Equity
    • Evidence Based Practices
    • Multi-tiered Systems of Support
    • System Alignment

Primary Audience

  • State Education Agencies

Services

  • Consulting
  • Content Expertise
  • Convening Stakeholders
  • Facilitation

Regions/States

National

Arizona, California, Colorado, Connecticut, Florida, Georgia, Illinois, Kentucky, Maine, Michigan, Minnesota, Mississippi, Missouri, Montana, Nevada, New Hampshire, Ohio, Oregon, Rhode Island, South Dakota, Tennessee, Utah

Level of Support

  • Tiered

Additional Information

Other Services Provided: CEEDAR operates in the policy lever areas of educator preparation reform, certification and licensure, and preparation program evaluation, approval, and/or review (including data systems). Additionally, we have areas of emphasis, within those policy areas that include data collection and use, state systems alignment, and equity and access.

The College and Career Readiness and Success Center (CCRS Center) is dedicated to ensuring all students graduate high school ready for college and career success. The mission of the CCRS Center is to serve Regional Comprehensive Centers in building the capacity of states to effectively implement initiatives for college and career readiness and success. Through technical assistance delivery and supporting resources, the CCRS Center provides customized support that facilitates the continuous design, implementation, and improvement of college and career readiness priorities.

Director(s):
Susan Therriault, Director, Ellen Cushing, Deputy Director, Jenny Scala, Co-Deputy Director

Specialty Area

    • Educator Preparation
    • Evidence Based Practices

Primary Audience

  • Administrators
  • School Districts
  • State Education Agencies

Services

  • Assessment Tools
  • Content Expertise
  • Research

Regions/States

National

Alabama, Alaska, American Samoa, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, District of Columbia, Florida, Georgia, Guam, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Northern Mariana Islands, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, U.S. Virgin Islands, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming

Level of Support

  • Intensive

Additional Information

No additional information provided

The Florida and the Islands Comprehensive Center @ ETS (FLICC - also also referred to as the Center) serves the state of Florida and the territories of Puerto Rico and the U.S. Virgin Islands. It is located in Tampa, Florida.

The Center provides technical assistance to state educational agencies (SEAs) that builds their capacity to:

  1. Support local educational agencies (LEAs or districts) and schools, especially low-performing districts and schools 
  2. Improve educational outcomes for all students  
  3. Close achievement gaps 
  4. Improve the quality of instruction

The Center provides high-quality technical assistance that focuses on key initiatives, aligns with the work of the Content Centers, and builds the capacity of SEAs to implement, support, scale up and sustain initiatives statewide. Additionally, it builds the capacity of SEAs to lead and support their LEAs and schools in improving student outcomes. The Center provides training and technical assistance in the implementation and administration of programs authorized under the Elementary and Secondary Education Act and in the use of research-based information and strategies.

Director(s):
Dr. Alice Lindsay

Specialty Area

    • Career and Technical Education
    • Education Leadership
    • Educator Effectiveness
    • Educator Preparation
    • English Language Learners
    • Intensive Supports
    • Multi-tiered Systems of Support
    • Organizational Leadership
    • Teacher Mentoring and Induction

Primary Audience

  • Administrators
  • School Districts
  • State Education Agencies

Services

  • Coaching
  • Consulting
  • Content Expertise
  • Convening Stakeholders
  • Facilitation

Regions/States

Southeast

Florida, Puerto Rico, U.S. Virgin Islands

Level of Support

  • Intensive

Additional Information

Other Specialty Areas: School Improvement; Coach to Lead; Restorative Justice; Strategic Performance Management; Personalized Learning

The Great Lakes Comprehensive Center provides high-quality technical assistance to the state education agencies in Indiana, Michigan, and Ohio. This assistance is tailored to each state’s individual needs and addresses the priorities of the U.S. Department of Education. The Great Lakes Comprehensive Center is one of the 15 regional comprehensive centers funded by the U.S. Department of Education, and its work is administered by AIR, helping State Education Agencies to lead and support their districts and school in improving student outcomes while working closely with other technical assistance providers, regional comprehensive centers, national content centers, and the regional educational laboratories.

Director(s):
Gary Appel

Specialty Area

    • 21st Century Skills
    • Career and Technical Education
    • Early Childhood Leadership
    • Education Leadership
    • Educator Effectiveness
    • Educator Preparation
    • Educator Retention
    • Equity
    • Evidence Based Practices
    • Multi-tiered Systems of Support
    • Organizational Leadership
    • School Climate
    • Social and Emotional Learning
    • Teacher Mentoring and Induction

Primary Audience

  • State Education Agencies

Services

  • Assessment Tools
  • Coaching
  • Consulting
  • Content Expertise
  • Convening Stakeholders
  • Facilitation

Regions/States

Midwest

Indiana, Michigan, Ohio

Level of Support

  • Tiered

Additional Information

Other Specialty Areas: Early Warning Systems

IDEA Data Center (IDC) is funded by the U.S. Department of Education’s (ED) Office of Special Education Programs (OSEP) to provide technical assistance to build capacity within states for collecting, reporting, analyzing, and using high-quality IDEA data. IDC focuses on data requirements under Sections 616 and 618 of the Individuals with Disabilities Education Act (IDEA), including data focused on programs for infants, toddlers, and their families (Part C) and on programs serving children ages 3 through 21 (Part B). Building capacity for high-quality IDEA data will affect states, school districts, and local early intervention programs across the nation. Those entities will, in turn, apply the higher quality data they generate to improve outcomes for all children and youth served under IDEA.

Director(s):
Julie Bollmer, Tom Fiore

Specialty Area

    • Early Childhood Leadership
    • Education Leadership
    • Equity

Primary Audience

  • School Districts
  • State Education Agencies

Services

  • Coaching
  • Consulting
  • Content Expertise
  • Convening Stakeholders
  • Facilitation

Regions/States

National

Alabama, Alaska, American Samoa, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, District of Columbia, Florida, Georgia, Guam, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Northern Mariana Islands, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, U.S. Virgin Islands, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming

Level of Support

  • Tiered

Additional Information

Other Primary Audiences: Part C Lead Agencies; Part C Local Programs
Other Specialty Areas: IDEA data collection, analysis, reporting and use; Building state capacity; Building a culture of high-quality data at the state and local level; Data systems

The IRIS Center is a national center dedicated to improving education outcomes for all children, especially those with disabilities, by developing free, online resources about effective evidence-based practices and interventions.

IRIS Modules, our center's signature resource, are developed using adult learning theory and translate the latest research findings into easily understandable, practitioner-friendly language in an interactive, engaging format. Other wraparound resources--case studies, information briefs, fundamental skill sheets, video vignettes--allow learners to delve into module topics in more depth.

Director(s):
Naomi Tyler

Specialty Area

    • Early Childhood Educators
    • Educator Effectiveness
    • Educator Preparation
    • Educator Retention
    • Evidence Based Practices
    • Intensive Supports
    • Measuring Student Growth
    • Multi-tiered Systems of Support
    • Positive Behavioral Intervention and Supports (PBIS)
    • Response to Intervention
    • Teacher Mentoring and Induction

Primary Audience

  • Administrators
  • School Counselors
  • Teachers

Services

  • Content Expertise
  • Research

Regions/States

National

Alabama, Alaska, American Samoa, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, District of Columbia, Florida, Georgia, Guam, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Northern Mariana Islands, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, U.S. Virgin Islands, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming

Level of Support

  • Universal

Additional Information

Other Audiences: College and university faculty, professional development providers
Other Services Provided: Free, online, interactive resources
Other Specialty Areas: Accommodations, assessment, assistive technology, collaboration, content instruction, differentiated instruction, disability, diversity, juvenile corrections, learning strategies, mathematics, reading/literacy/language arts, related services, school improvement/leadership, secondary transition

The Mid-Atlantic Comprehensive Center at WestEd (MACC) provides support for and assistance with key education initiatives to state education agencies (SEAs) in the District of Columbia, Delaware, Maryland, New Jersey, and Pennsylvania. 

As a regional comprehensive center, the MACC works closely with SEAs in the Mid-Atlantic region to:  

  • Establish and support the administration of programs related to federal requirements of the Every Students Succeeds Act (ESSA). 
  • Strengthen SEA organizational capacity to implement, support, scale up, and sustain statewide initiatives.
  • Build SEA leadership capacity to lead and support their LEAs and schools in improving student outcomes. 
  • Assist SEA leadership in utilizing research-based information and strategies in education reform work.
Director(s):
Angela Minnici

Specialty Area

    • Early Childhood Educators
    • Early Childhood Leadership
    • Education Leadership
    • Educator Effectiveness
    • Educator Retention
    • Equity
    • Evidence Based Practices
    • P-3 Systems (Prenatal to Grade 3)
    • Social and Emotional Learning
    • Teacher Mentoring and Induction
    • Transitions (from grade to grade)

Primary Audience

  • Administrators
  • School Districts
  • Schools
  • State Education Agencies
  • Teachers

Services

  • Coaching
  • Consulting
  • Content Expertise
  • Convening Stakeholders
  • Facilitation
  • Research

Regions/States

Northeast

Delaware, District of Columbia, Maryland, New Jersey, Pennsylvania

Level of Support

  • Intensive

Additional Information

Other Specialty Areas: Trauma-informed practices

The Midwest and Plains Equity Assistance Center is one of four regional Equity Assistance Centers. This center is funded by the United States Department of Education under Title IV of the 1964 Civil Rights Act. The center provides technical assistance and training, upon request, in the areas of race, sex, national origin and religion to public school districts and other responsible governmental agencies to promote equitable education opportunities. Work focuses on the areas of civil rights, equity, and school reform.

Director(s):
Kathleen King Thorius, Ph.D., Seena Skelton, Ph.D.

Specialty Area

    • Alternative Routes to Certification
    • Educator Effectiveness
    • Equity
    • Family Engagement
    • School Climate
    • School Mental Health
    • System Alignment

Primary Audience

  • School Districts
  • State Education Agencies

Services

  • Coaching
  • Consulting
  • Content Expertise
  • Convening Stakeholders
  • Facilitation
  • Research

Regions/States

Midwest

Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, Oklahoma, South Dakota, Wisconsin

Level of Support

  • Tiered

Additional Information

Technical Assistance Centers

The Midwest Comprehensive Center (MWCC) at American Institutes for Research (AIR), funded through a U.S. Department of Education grant since October 2012, provides technical assistance for the state education agencies (SEAs) of Illinois, Iowa, Minnesota, and Wisconsin. MWCC services focus on building capacity and providing support for SEAs, districts, and schools to improve student outcomes. MWCC is experienced in engaging stakeholders in policy design and implementation, providing research and content expertise, and planning for high-quality implementation and sustainability.

Technical Assistance Aligned With Federal Priorities
Technical assistance is tailored to each state’s individual needs while aligning with U.S. Department of Education priorities. MWCC staff and regional SEA leaders work together to develop an annual scope of work that also aligns with U.S. Department of Education priorities.

MWCC collaborates with the network of federal technical assistance providers—seven national content centers and the Regional Educational Laboratory (REL) Midwest—to connect state education agencies with current research and high-quality resources.

Stakeholder Engagement
MWCC provides expertise in bringing together internal and external stakeholders to offer input on policy design and implementation. MWCC facilitates groups of diverse stakeholders to achieve desired outcomes and synthesizes stakeholder input into clear and actionable recommendations. MWCC has helped state education agencies convene task forces, advisory groups, and cross-division teams in a number of content areas.

Research and Content Expertise
MWCC offers expertise in identifying and compiling relevant data and information, and in translating complex information into accessible resources. MWCC’s expertise in using evidence and research to inform decision making and deep content knowledge enables MWCC to provide strategic guidance in the development of initiatives.

Implementation and Sustainability
MWCC supports initiative and policy implementation by developing a course of action. MWCC leads processes to help state education agencies, districts, and schools undertake specific tasks and achieve the outcomes outlined in the course of action, assess progress, and document lessons learned to inform sustainability. MWCC provides support in developing guidance, training, tools, and other resources key to successfully implementing and sustaining initiatives.

Director(s):
Alicia Garcia, Director, Lisa Shimmel and Taishya Adams, Co-Deputy Directors

Specialty Area

    • Alternative Routes to Certification
    • Career and Technical Education
    • Early Childhood Educators
    • Early Childhood Leadership
    • Education Leadership
    • Educator Effectiveness
    • Educator Preparation
    • Educator Retention
    • Equity
    • Evidence Based Practices
    • Family Engagement
    • Intensive Supports
    • Multi-tiered Systems of Support
    • Organizational Leadership
    • P-3 Systems (Prenatal to Grade 3)
    • Positive Behavioral Intervention and Supports (PBIS)
    • Response to Intervention
    • School Climate
    • Social and Emotional Learning
    • System Alignment
    • Teacher Mentoring and Induction

Primary Audience

  • State Education Agencies

Services

  • Coaching
  • Consulting
  • Content Expertise
  • Convening Stakeholders
  • Facilitation

Regions/States

Midwest

Illinois, Iowa, Minnesota, Wisconsin

Level of Support

  • Intensive

Additional Information

No additional information provided

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.

Director(s):
George Hancock, Director, Jan Moore, Assistant Director

Specialty Area

Primary Audience

  • Administrators
  • Families
  • School Counselors
  • School Districts
  • Schools
  • State Education Agencies

Services

  • Assessment Tools
  • Coaching
  • Consulting
  • Content Expertise
  • Convening Stakeholders
  • Facilitation
  • Research

Regions/States

National

Alabama, Alaska, American Samoa, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, District of Columbia, Florida, Georgia, Guam, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Northern Mariana Islands, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, U.S. Virgin Islands, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming

Level of Support

  • Universal

Additional Information

Other Specialty Areas: Education of Homeless Children and Youth

The National Center on Accessible Educational Materials for Learning (AEM Center) at CAST is a knowledge-development, information dissemination, and technical assistance project whose activities and actions are designed to:

  1. Expand and disseminate knowledge about Accessible Educational Materials (AEM) and technologies among key stakeholder groups.
  2. Increase AEM Center stakeholders’ skills; and motivation.
  3. Improve and enhance the organizational, material and structural capacities of AEM stakeholders so that they effectively use AEM resources.

The overall goal established by CAST and OSEP pertains to improvements in the availability and use of accessible educational materials and technologies for learning.

Director(s):
Cynthia Curry

Specialty Area

    • Equity
    • Family Engagement
    • Multi-tiered Systems of Support
    • Response to Intervention
    • Transitions (from grade to grade)

Primary Audience

  • Administrators
  • Families
  • School Counselors
  • School Districts
  • Schools
  • State Education Agencies
  • Teachers

Services

  • Assessment Tools
  • Coaching
  • Consulting
  • Content Expertise
  • Convening Stakeholders

Regions/States

National

Alaska, Florida, Indiana, Iowa, Maryland, Ohio, Texas

Level of Support

  • Intensive

Additional Information

Other Primary Audiences: Higher Education; Workforce Development; Publishers; EdTech Developers
Technical Assistance and Training
Other Specialty Areas: Access to AEM and assistive technology; Policy

The National Center on Deaf-Blindness (NCDB) provides technical assistance to meet the needs of children (birth to 21) with deaf-blindness in five initiative areas: early identification and intervention; family engagement; interveners and qualified personnel; transition; and assessment, planning, and instruction. It's universal, targeted, and intensive TA is conducted in concert with state deaf-blind projects throughout the U. S., and with national family organizations. NCDB has an extensive website with information and products to support its TA as well as relevant information on deaf-blindness of use to families, service providers, and the general public.

Director(s):
Linda McDowell, Ph.D., Co-Director, Samuel Morgan, Ed.D., Co-Director

Specialty Area

    • Career and Technical Education
    • Early Childhood Educators
    • Educator Effectiveness
    • Educator Preparation
    • Evidence Based Practices
    • Family Engagement
    • Intensive Supports

Primary Audience

  • Administrators
  • Families
  • School Districts
  • Schools
  • State Education Agencies
  • Teachers

Services

  • Consulting
  • Content Expertise
  • Convening Stakeholders
  • Facilitation

Regions/States

National

Alabama, Alaska, American Samoa, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, District of Columbia, Florida, Georgia, Guam, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Northern Mariana Islands, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, U.S. Virgin Islands, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming

Level of Support

  • Tiered

Additional Information

Other Primary Audiences: State Deaf-Blind Projects
Other Services Provided: Assisting State Deaf-Blind Projects to Implement Systems Change in Their States; Assisting State Deaf-Blind Projects to Provide Effective Child-Specific TA to Educational Teams, Comprehensive Website on Deaf-Blindness and Technical Assistance
Other Specialty Areas: Early Identification and Intervention; Transition to Adulthood; Assessment, Planning and Instruction; Annual Child Count of Children Who Are Deaf-Blind, Supporting Intervener Services Infrastructure