1. SPDG Bidders’ Webinar #3 February 25, 2016 Jennifer Coffey & Susan Weigert

2. The Continuum of Personnel Development  Strong personnel prep that provides teachers with the necessary skills  SPDGs work with IHEs to integrate competencies  Illinois  NH – IHEs and DOE collaborate to share transition-related resources, tools, templates, processes and course syllabi  Strategies for revising programs (IRIS, Great Teachers and Leaders, CEEDAR)  Florida example  Recruitment  Induction  NH example: Internship at Keene State aligning with transition needs  Mentoring/professional development  Utah’s new teachers program  Retention

3. Required Contracts/Subgrants  Parent Training and Information Center (PTI) or Community Parent Resource Center (CPRC)  IHE  LEA

4. Ideas for your work with PTIs/CPRCs  Ohio SPDG’s “Parent-Teacher Partnership” - a structured process for strengthening parent and teacher attitudes and skills for partnering  Parents and teachers learn new concepts and skills for working together through facilitated discussions.  The parent-teacher groups capture their perspectives and ideas for improving building and district practices for engaging families.  SPDG districts incorporate the feedback from the parent-teacher groups into their school improvement planning.

5. PTI/CPRC work cont.  “Families as Faculty” model  The WI SPDG provides IHE mini-grants to provide family engagement information/presentations to teacher preservice programs throughout the state.  The NH SPDG contracts with their PTI to provide transition-related training to students, families, and school personnel

6. Considerations in the writing of your grant  Help reviewers see the whole picture  Build on your previous work (lessons learned)  Tie your partnerships to budget and objectives (writing with your partners)  Sufficient personnel time

7. Further considerations  How are administrators going to be supported and participate?  How are you going to build local capacity?

8. Thinking about sustainability (adapted from Kent McIntosh)  What led to sustainability of PBIS in states?  State PBIS leadership teams  State-level trainers, trainings, and training curricula  State recognition systems (for schools with strong implementation and/or outcomes)

9. Questions?