General Supervision: Videos and Video Descriptions

Audio 1 (0:00 – 0:13 )

Infants, toddlers, children and youth with disabilities and their families deserve to have access to early intervention programs and educational experiences that reflect high expectations for their future success.

Visual 1 (0:00 – 0:13)

Montage of still images and videos of young children participating in early learning and educational activities.

Audio 2 (0:14 – 0:24)

That’s why the Office of Special Education Programs is laser focused on building and supporting systems to improve outcomes for children with disabilities and their families.

Visual 2 (0:14 – 0:24)

OSEP Director Valerie C. Williams speaks directly at the camera while sitting.

Audio 3 (0:25 – 0:34)

As part of our Results Driven Accountability initiative, OSEP recently released guidance to help State agencies and Entities improve their general supervision systems.

Visual 3 (0:25 – 0:34)

Static image that shows a graphic that reads “RDA: Results Driven Accountability. Improving results for children with disabilities” and another static image of the cover of OSEP’s General Supervision Guidance, which reads “State General Supervision Responsibilities Under Parts B and Co f the IDEA. Monitoring, Technical Assistance and Enforcement, OSEP QA 23-01, U.S. Department of Educations, Office of Special Education and Rehabilitative Services. July 24, 2023.”

Audio 4 (0:35 – 0:45)

These systems are strongest when they prioritize both compliance with the Individuals with Disabilities Education Act and emphasize improved results for children with disabilities.

Visual 4 (0:35 – 0:45)

Director Williams speaks directly at the camera while sitting.

Audio 5 (0:46 –0:58)

A State’s general supervision system should consist of eight integrated components, which all work together to create a cohesive system of early intervention and special education.

Visual 5 (0:46 –0:58)

Puzzle piece graphic depicting the eight integrated components. The eight integrated components include:

1. Effective Dispute Resolution
2. Integrated Monitoring Activities
3. Discal Management
4. Data on Processes and Results
5. State Performance Plan/Annual Performance Report (SPP/APR)
6. Targeted Technical Assistance (TA) and Professional Development
7. Policies, Procedures and Effective Implementation
8. Improvement, Correction, Incentives and Sanctions.

Audio 6 (0:58 – 1:16)

From monitoring that is designed to examine and evaluate local special education and early intervention programs to technical assistance and professional development, which give our educators the tools to be successful…

Visual 6 (0:58 – 1:16)

Video montage of adults in professional development classrooms, offices, at laptops, in brainstorming sessions,  

Audio 7 (1:17 – 1:21)

… Each of these eight components contribute to creating an infrastructure that supports effective early intervention and special education systems.

Visual 7 (1:17 – 1:21)

Director Williams speaks directly at the camera while sitting.

Audio 8 (1:22 – 1:26)

To put an even finer point on it, a State’s general supervision system is

Visual 8 (1:22 – 1:26)

Director Williams speaks directly at the camera while walking down the hallway at the U.S. Department of Education building.

Audio 9 (1:27 – 1:30)

the foundation on which the house of opportunity is built.

Visual 9 (1:27 – 1:30)

Line drawing of a stick figure house. Ends with final image of U.S. Department of Education Cap Logo and symbols for Twitter, Facebook, Instagram, YouTube and LinkedIn. www.ed.gov.