Utah State University

TAESE

 

Accessibility Statement

Accessibility Statement

The Technical Assistance for Excellence in Special Education (TAESE) is committed to ensuring that our website and digital resources are accessible to individuals with disabilities. We adhere to the Web Content Accessibility Guidelines (WCAG) 2.2, Level AA, established by the World Wide Web Consortium (W3C), and aim to meet Level AAA standards whenever possible.

Measures to Support Accessibility

Our team takes the following measures to ensure accessibility of the TAESE website:

  • Include accessibility as a requirement for all digital content.
  • Provide staff training to ensure that all content creators have the skills to create accessible content.
  • Include accessibility in our internal policies and as part of our mission.
  • Track all web pages and content using automated web accessibility tools to quickly identify any errors.
  • Perform manual testing using common assistive technologies.

Feedback

We welcome your feedback on the accessibility of our website or other digital resources. Please let us know if you encounter any accessibility barriers or have suggestions for improving our digital content:

  • Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
  • Voice or Text: (435) 797-9009

You can expect to hear back from us within 1-2 business days.

Technical Specifications

The TAESE website is designed to be compatible with assistive technologies and the last two versions of major web browsers. We rely upon the following technologies for conformance with WCAG 2.2:

  • HTML
  • CSS

Conformance Status

TAESE website content conforms to WCAG 2.2 Level AA. Some content meets Level AAA.

Assessment Approach

The TAESE website is regularly self-audited using assistive technology and third-party accessibility auditing tools.

Formal Approval of this Accessibility Statement

This accessibility statement is approved by:
Norm Ames, TAESE Project Director

Date last updated: February 25, 2025

Contact Us

Contact Us

Get in touch with our team with any questions or to learn more about TAESE and what we do.

 

History of TAESE

History of TAESE

The Center for Technical Assistance for Excellence in Special Education (TAESE) has a rich history of dedication and innovation in supporting state and local education agencies. Since its inception, TAESE has been committed to improving outcomes for students with disabilities through a variety of initiatives and collaborations. This timeline highlights the key milestones and achievements that have shaped TAESE's journey, showcasing its ongoing impact and legacy in the field of special education.

1980

Founding of the Intermountain Plains Regional Resource Center (IPRRC)

TAESE began its journey in September 1980 when the Bureau of Education for the Handicapped (now known as the Office of Special Education Programs - OSEP) at the U.S. Department of Education awarded funding to Utah State University (USU) to operate a Regional Resource Center (RRC). Before this, the RRC was based at the University of Utah. At that time, there were a total of 12 RRCs located across the country.

Upon receiving the award, the RRC at USU was tasked with serving seven states: the Bureau of Indian Affairs, Colorado, Montana, North Dakota, South Dakota, Utah, and Wyoming. With the transition to USU, the RRC was renamed the Intermountain Plains Regional Resource Center (IPRRC).

1983

Formation of the Mountain Plains Regional Resource Center (MPRRC)

In 1983, the 12 Regional Resource Centers (RRCs) across the country were consolidated into six centers. This reorganization led to the merger of the Midwest RRC, operated out of Drake University in Des Moines, Iowa, with the Intermountain Plains RRC at USU. This combination created a new consolidation of 11 states.

Despite initial challenges from the Bureau of Education for the Handicapped, funding was awarded to USU as the prime contractor and Drake University as the sub-contractor. This arrangement remained intact until 1998, with state coverage expanded to include Iowa, Kansas, Missouri, and Nebraska.

The combined RRCs were renamed the Mountain Plains Regional Resource Center (MPRRC), hereafter referred to as the Mountain Plains RRC.

1990

Americans with Disabilities Act (ADA)

The ADA was a landmark civil rights law that prohibited discrimination against individuals with disabilities in all areas of public life, including jobs, schools, transportation, and all public and private places open to the general public. At this time, the Mountain Plains RRC was well-established and operational, making it an instrumental resource in promoting ADA rights throughout the states it served.

1993

High Marks from OSEP Evaluations

By 1993, the Mountain Plains RRC had firmly established itself as a reliable provider of technical assistance, earning positive feedback from the 11 states it served. That year, the Mountain Plains RRC underwent a formal evaluation by assessors appointed by OSEP. The evaluators praised the Mountain Plains RRC, stating: "MPRRC... presented a picture of a highly competent and professional technical assistance agency that is very valued by their clientele."

1996

Retirement of Dr. Glenn Latham

Dr. Glenn Latham served as the director of the Mountain Plains RRC for 13 years, until he stepped down from his leadership position on June 30, 1996. Following his retirement, John Copenhaver was appointed as the new Mountain Plains RRC Director. He worked closely with the administrators of the Drake University sub-contract (Ray Feltner, Bob Hoehle, Deb Brower, and Carl Smith).

Dr. Latham passed away in July 2001 while on his way to a speaking engagement in Australia. He was a passionate, productive, and dedicated behavior analyst, renowned for his expertise in behavior management and his ability to resolve classroom and family problems. His major book, The Power of Positive Parenting, remains highly regarded and widely recommended. Dr. Latham was a great friend, teacher, and mentor to many. His contributions will always be remembered and have set a high standard for TAESE to follow.

1999

Continued Excellence and Establishment of the Virtual Office Model

In 1999, the Mountain Plains RRC was once again formally assessed by evaluators from OSEP and received high marks for its services. Additionally, the Mountain Plains RRC became the first OSEP-funded project in the country to establish a virtual office model for its professional staff. This innovative model allowed professional staff and program specialists, who were located throughout the region, to be closer to Mountain Plains RRC clients.

The virtual office model proved to be very successful, prompting other OSEP centers to develop their own virtual models. TAESE has successfully maintained this model to this day, with staff both living and working at our home base in Logan, Utah, as well as virtually throughout the country.

2000

Initiation of TASK12

In the year 2000, the initiative that would eventually become TASK12 (Training and Assessment Systems for K-12 Educational Interpreters) was launched in collaboration with professionals from Colorado, Arizona, and Montana (Cheryl Johnson, Mariam Podrazik, and Marilyn Pearson). In 2004, the project went national and has continued to grow ever since. TASK12 strives to improve education for students who are deaf and hard of hearing by providing evaluations, training, and support for Educational Interpreters nationwide. For more information about the TASK12 program, see the TASK12 About Page.

2003

Regional Reconfigurations

In 2003, the Request for Proposals (RFP) to fund the RRCs specified two regional reconfigurations. This reconfiguration eliminated the Drake University sub-contract, resulting in Iowa and Missouri being moved to the Great Lakes Area RRC. Additionally, the Mountain Plains RRC was expanded to include Arizona and New Mexico.

2004

Development of the Center for Technical Assistance for Excellence in Special Education (TAESE)

In 2004, TAESE was established as the umbrella center for numerous contracts, including the Mountain Plains RRC. TAESE focused on improving outcomes for students with disabilities by supporting state and local education agencies. The establishment of TAESE coincided directly with the passing of the Individuals with Disabilities Education Act (IDEA), which has been a guiding light for TAESE's practices and training ever since its inception.

2009

Leadership Transition in TAESE and the Mountain Plains RRC

In 2009, John Copenhaver stepped down as the director of the Mountain Plains RRC to take on the role of full-time director of TAESE. Dr. Carol Massanari was appointed as the new Mountain Plains RRC Director. Despite the leadership change, John Copenhaver continued to serve as the principal investigator for the Mountain Plains RRC until its full integration into TAESE a few years later.

2014

Conclusion of the Mountain Plains RRC

In 2014, the Mountain Plains RRC concluded its operations, becoming fully integrated into TAESE. TAESE continues to build on the legacy of the Mountain Plains RRC, remaining dedicated to providing technical assistance and support to improve outcomes for students with disabilities.

2020

Retirement of John Copenhaver

After 30 years of dedicated service with the Mountain Plains RRC and TAESE, including 23 years as Director, John Copenhaver stepped down from his leadership role on January 1, 2020. Although he no longer serves as director, John continues to contribute to TAESE by offering regular support, trainings, and insights that contribute to the organization's ongoing success. Since 2020, Norm Ames has served as the TAESE Director.

Today

TAESE's Ongoing Impact

Since its founding, TAESE has provided technical assistance activities in almost every US state and territory. TAESE remains dedicated to improving outcomes for infants, toddlers, children, and youth with disabilities, working in partnership with associates nationwide.

Our Staff

Our Staff

Leadership

Norm Ames

Executive Director

Administration

435-797-9046

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Frank Podobnik

Associate Director

Administration

435-797-9027

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Brenda Smith

Associate Director

Administration

435-797-9033

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Program Directors

John Copenhaver

Program Director & TAESE Founder

Administration

435-797-9016

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Dale Brown

Program Director

CERR

435-797-9028

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Cynthia Curry

Director, NCADEMI

NCADEMI

435-797-9035

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Jennifer Harvey

Program Director

TASK12 & IMET

435-797-9029

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Marilyn Likins

Program Director

NRCP

801-599-8708

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Steve Smith

Associate Director

CIFR & Data and Accountability

435-797-9032

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Program Coordinators

Brinley Jones

Staff Coordinator

Administration

435-797-9008

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LeeAnn Lundgreen

TASK12 Coordinator

TASK12 & IMET

435-797-9045

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Lauralee Lyons

Conference Coordinator

Conferences & Events

435-797-9034

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Technical Assistance Specialists

Jena Fahlbush

TA Specialist

NCADEMI Technical Assistance

435-797-9039

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Alex Langevin

TA Specialist

Technical Assistance

435-797-9030

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Laura Lema

TA Specialist

Dispute Resolution and National Center for Paraeducators (NRCP) Coordination

435-797-9005

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Kristen Perez-Rickels

TA Specialist

Technical Assistance

435-797-9036

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Christopher Phillips

TA Specialist

NCADEMI Technical Assistance

435-797-9038

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Program Support Staff

Casey Allen

Travel Facilitator & Proofing Specialist

Administration

435-797-9012

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Audrey Amundson

Event Coordination Assistant

Conferences & Events

435-797-9031

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Lindsey Brogdon

Event Coordination Assistant, Reporting Specialist, Web Developer

Conferences & Events / Administration

435-797-9013

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Claire Burbank

Event Coordination Assistant

Conferences & Events

435-797-9001

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Natalie Cardenas

NCADEMI Program Assistant

NCADEMI & Administration

435-797-9037

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Celeste Hampton

Contract & Proposal Specialist

Administration

435-797-9010

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Mindy Johnson

Special Education Technical Writer

NCADEMI

617-299-9153

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Tyler Monson

IT Manager

Administration

435-797-2007

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Jordyn Reinhart

Event Coordination Assistant

Conferences & Events

435-797-9021

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Alyssa Sampaio

Event Coordination Assistant

Conferences & Events

435-797-9049

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Kim Stewart

Accounting & Business Services Specialist

Administration

435-797-9011

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Emma Zarate

Payroll Specialist

Administration

435-797-9020

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American Sign Language Specialists

Amy Drewek

ASL Interpreter Mentor Lead

TASK12 & IMET

520-270-2203

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David Davenport

ASL Coach Lead

TASK12 & IMET

801-613-2130

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Dustin Bassett

ASL Interpreter Mentor

TASK12 & IMET

801-230-4383

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Liz Donovan

ASL Interpreter Mentor

TASK12 & IMET

619-518-4747

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Holly Nelson

ASL Interpreter Mentor

TASK12 & IMET

801-550-2742

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David-Lee Raymond

ASL Coach

TASK12 & IMET

210-390-1777

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Anna Witter-Merithew

ASL Interpreter Mentor

TASK12 & IMET

980-263-7157

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Michelle Draper

ASL Interpreter Mentor

TASK12 & IMET

801-598-3555

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Braille Transcription Specialists

Kelly Pritts

Braille Coach

K-12 State Braille Transcriber Coaching Project

 

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Web Recruitment & Retention Specialists

Carol Crawford

Recruitment Analyst

CERR

719-648-4344

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Ashley Mathes

Recruitment Analyst

CERR

816-716-4715

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About TAESE

About TAESE

Empowering Special Education Nationwide

Technical Assistance for Excellence in Special Education (TAESE) is part of the technical assistance division at the Institute for Disability Research, Policy & Practice (IDRPP) at Utah State University. Since 1980, TAESE has built a wide-ranging and enduring legacy of supporting special education systems through expert technical assistance, training, and collaboration. We work with State and Local Education Agencies (SEAs and LEAs), schools, and professional organizations across the country to strengthen services and improve outcomes for children and youth with disabilities.

With our expert understanding, our mission is to improve results for infants, toddlers, children, and youth with disabilities. We work closely with agencies to apply a thorough understanding of federal and state special education laws, including IDEA, Section 504, FERPA, ADA, ESSA, and the McKinney-Vento Homeless Assistance Act.

What We Do

TAESE partners with SEAs, LEAs, schools, and professional organizations to deliver:

  • Strategic guidance on general supervision responsibilities
  • Customized training for educators and administrators
  • Data-driven support for performance planning and reporting
  • Facilitation and planning for stakeholder engagement
  • Conference and event coordination at the state and national level

Our Programs

TAESE is home to a wide range of impactful initiatives, including:

  • The TASK12 Consortium – Mentoring and assessment for school-based sign language interpreters
  • The National Center on Accessible Digital Educational Materials & Instruction (NCADEMI)
  • Center on Educational Recruitment and Retention
  • Center on Data and Accountability
  • Special Education Conference Planning and Implementation
  • Dispute Resolution in Special Education (DRSE) Workgroups
  • The Center for State Special Education Leadership and Conflict Engagement
  • The National Resource Center for Paraeducators (NRCP)
  • New SEA Staff Cohort Trainings

Our Expertise

TAESE offers tailored support in areas such as:

  • SEAP and ICC orientations and trainings
  • Assistance with SPP/APR data collection, analysis, and reporting, including SEA and LEA level data drill-down workshops
  • Facilitation for stakeholder groups, including consensus workshops, action-planning workshops, and strategic planning at SEA and LEA levels
  • LEA and school-level special education training on many special education topics
  • Program evaluations and procedural guidance at SEA and LEA levels
  • Onboarding materials, orientations, and webinars for new LEA Special Education Directors
  • Federal monitoring preparation for SEAs
  • Supporting LEAs with for CAPs resulting from SEA monitoring
  • Online systems and social media for teacher recruitment
  • State-level conference planning and implementation

Why TAESE?

With over four decades of experience, TAESE is more than a service provider - we’re a trusted partner in building effective education systems that serve all learners. Our work is grounded in collaboration, innovation, and a deep commitment to fairness and excellence in special education.