SPDG Performance Measure Discussion Monday, March 14 th 2011

Projects use high quality training methods that support the attainment of identified training outcomes and competencies. Training participants demonstrate improvement in knowledge and skills as a result of the training. Professional development activities directly support improvement strategies outlined in their State Performance Plans (SPPs)/Annual Performance Reports (APR). Projects use SPDG professional development funds to provide activities designed to sustain the use of SPDG-supported practices. Highly qualified special education teachers that have participated in SPDG supported special education teacher retention activities remain as special education teachers two years after their initial participation in these activities. Personnel in schools or early childhood settings continue to implement SPDG-supported practices with fidelity two years after initial implementation.

Training Methods Projects use high quality training methods that support the attainment of identified training outcomes and competencies. Will define “high quality”, “training methods” and describe the parameters for training outcomes and competencies.

Outcomes from Training Training participants demonstrate improvement in knowledge and skills as a result of the training. Will describe the parameters of “improvement” and how improvement will be reported

Alignment with SPP/APR Professional development activities directly support improvement strategies outlined in their State Performance Plans (SPPs)/Annual Performance Reports (APR). Panel will be looking at the SPP/APR to see SPDG activities described as improvement activities.

Sustaining Implementation – Project Activities Projects use SPDG professional development funds to provide activities designed to sustain the use of SPDG-supported practices. Will provide a list of activities that assist in full implementation and sustaining implementation (e.g., coaching, systems interventions, facilitative administration). Will need to determine the extent to which these practices need to be used to effective support and sustain implementation.

Sustaining Implementation – School Outcomes Personnel in schools or early childhood settings continue to implement SPDG-supported practices with fidelity two years after initial implementation. School-wide vs. only certain teachers/classrooms – how capture and aggregate? Benchmark and measure of fidelity would be determined by each project for their innovation

Teacher Retention Highly qualified special education teachers that have participated in SPDG supported special education teacher retention activities remain as special education teachers two years after their initial participation in these activities. Will describe what counts as a teacher retention activity. Will define “initial participation” Definition of “highly qualified” per ESEA & IDEA