U.S. Department of Education, Office of Special Education Programs. The Office of Special Education Programs (OSEP) is dedicated to improving results for infants, toddlers, children and youth with disabilities ages birth through 21 by providing leadership and financial support to assist states and local districts. IDEA authorizes formula grants to states, and discretionary grants to institutions of higher education and other non-profit organizations to support research, demonstrations, technical assistance and dissemination, technology and personnel development and parent-training and information centers.

Positive Behavioral Interventions and Support – OSEP Technical Assistance Center . The Center was established by the Office of Special Education Programs, US Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices. The Center has two foci: Broad dissemination to schools, families, and communities about a technology of school-wide positive behavioral interventions and support exists; and demonstrations at the level of individual students, schools, districts, and states that school-wide positive behavioral interventions and support are feasible and effective.

Mid-South Regional Resource Center The Mid-South Regional Resource Center (MSRRC) is one of six Regional Resource Centers (RRCs) established to assist states in improving early intervention, education and related programs serving children and youth with disabilities and their families.  The " Mid-South Regional Resource Center" works with the state early intervention lead agencies, departments of education and other related state agencies of the following nine states:  Delaware, Kentucky, Maryland, North Carolina, South Carolina, Tennessee, Virginia, West Virginia and the District of Columbia.

District of Columbia Reading First Initiative. The District of Columbia was awarded a six-year Reading First Initiative grant under Title 1 of the Elementary and Secondary Education Act that focuses on quality reading instruction for students in grades kindergarten through third grade. The grant, which is awarded under part B, subpart 1 of the Elementary Secondary Education Act as amended by the No Child Left Behind Act (NCLB) of 2001, is the academic cornerstone of NCLB, and recognizes the importance of both improving student achievement and implementing programs and strategies scientifically proven to be effective. The purpose and mission of the DC Reading First Initiative is to provide the necessary assistance to schools to establish research-based core reading programs for students in kindergarten through grade three, and provide significantly increased professional development to ensure all K-3 teachers (including special education and English language learner) have the skills they need to teach these programs effectively.

Advocates for Justice. In 1996, Advocates for Justice and Education, Inc. (AJE) was created as a mechanism to increase parental involvement in the education of children with special needs. A.J.E. uses parent empowerment as a model to address grave injustices in the delivery of services to meet the most basic special education needs.

AJE was formed to motivate and educate parents, and those working with parents about the laws that govern special education and related services, and the consequences of institutional negligence and/or inappropriate classification of students with special needs.

DC Public Charter Schools Cooperative. The mission of the D.C. Public Charter School Cooperative is to provide member schools with a support system for their students' learning and development, with particular emphasis on serving students with disabilities. The mission of the D.C. Public Charter School. The Cooperative achieves its mission by: working with and leveraging the resources of private and public agencies on behalf of member schools; establishing economies of scale for the purchase of products and services on behalf of member schools; advocating for public policies that support the needs of member schools and their students at the local, state, and federal level; providing training and technical assistance for member schools on a variety of special education and student services issues; and facilitating cooperative efforts among schools for a variety of school needs including shared special education staff and direct service programs.