1. 84.323A State Personnel Development Grants Program FY 2015 Competition Jennifer Coffey, PhD December 15 th, 2014

2. Previous Relevant Webinars  To find the webinar that explains the Program/GPRA measures for this program and provides related guidance: http://www.signetwork.org/event_calend ar/events/1257 http://www.signetwork.org/event_calend ar/events/1257  To view up-to-date event information and download related materials after today go to: http://signetwork.org/http://signetwork.org/

3. The Next Bidders’ Webinar  Monday, December 22 from 3-4:30 ET  http://www.signetwork.org/event_calendar/event s/1259 http://www.signetwork.org/event_calendar/event s/1259  http://tadnet.adobeconnect.com/spdgdirectors/ Teleconference: 1 (877) 512-6886 Passcode: 16 16 322775 http://tadnet.adobeconnect.com/spdgdirectors/  All Webinars are recorded and posted to the www.signetwork.org www.signetwork.org  If you have trouble finding anything please contact jennifer.coffey@ed.gov and jlind@uoregon.edujennifer.coffey@ed.gov jlind@uoregon.edu

4. The Notice & Application Package  http://www.gpo.gov/fdsys/pkg/FR-2014-12- 15/pdf/2014-29358.pdf http://www.gpo.gov/fdsys/pkg/FR-2014-12- 15/pdf/2014-29358.pdf Released today. Original due date of applications: January 29, 2015. Requested extension date: February 13, 2015  Application package: http://www2.ed.gov/programs/osepsig/appli cant.html http://www2.ed.gov/programs/osepsig/appli cant.html

5. Please note  Bidders’ Webinars do not take the place of reading through the entire application package.  Certain sections of the application package will be highlighted, but other important information will not be.  Best practice tips may be provided, but please keep in mind this is a peer-reviewed competition.  If you are receiving new SPDG money in FY 2015 you cannot apply for a grant.  Grantees in a no-cost extension may apply.

6. Purpose of the SPDG  The purpose of this program, authorized by the Individuals with Disabilities Education Act (IDEA), is to assist State educational agencies (SEAs) in reforming and improving their systems for personnel preparation and professional development in early intervention, educational, and transition services in order to improve results for children with disabilities.

7. Which personnel can you work with using SPDG funds?  Special education teachers  Regular education teachers  Principals & administrators  Related services personnel  Paraprofessionals  Early intervention personnel serving infants, toddlers, preschoolers, or children with disabilities, except where a particular category of personnel, such as related services personnel, is identified.

8. Today’s Agenda  Providing the educational context in your State  Results Driven Accountability/Statewide Systemic Improvement Planning  College and Career Ready Standards and Assessments  ESEA Flex Waivers and Renewals  Your previous SPDG efforts  Implementation Science?

9. Agenda continued…  Considerations in putting together your application  Budgeting  Partnering  Starting to collect pieces  Preparing for the next Webinar

10. State Personnel Development Plan - highlights  An applicant must submit a State Personnel Development Plan that identifies and addresses the State and local needs for the personnel preparation and professional development of personnel, as well as individuals who provide direct supplementary aids and services to children with disabilities

11. Painting the State Context  Is based on an assessment of State and local needs that identifies critical aspects and areas in need of improvement related to the preparation, ongoing training, and professional development of personnel who serve infants, toddlers, preschoolers, and children with disabilities within the State, including—

12.  Is integrated and aligned, to the maximum extent possible, with State plans and activities under the Elementary and Secondary Education Act of 1965, as amended (ESEA); the Rehabilitation Act of 1973, as amended; and the Higher Education Act of 1965, as amended (HEA);

13.  Describes how the strategies and activities the SEA uses to address identified professional development and personnel needs will be coordinated with activities supported with other public resources (including funds provided under Part B and Part C of IDEA and retained for use at the State level for personnel and professional development purposes) and private resources;

14. Results Driven Accountability 14

15. State Performance Plan/Annual Performance Report (SPP/APR) measures results and compliance and includes a State Systemic Improvement Plan Determinations reflect State performance on results, as well as compliance Differentiated monitoring and support focuses on improvement in all States, but especially low performing States Components of RDA 15

16. Multi-year, ambitious yet achievable plan that: –Increases capacity of EIS programs/LEAs to implement, scale up, and sustain evidence-based practices –Improves results for children with disabilities (and their families) SSIP Purpose 16

17. SSIP Activities by Phase 17 Year 1— FFY 2013 Delivered by Apr 2015 Year 2— FFY 2014 Delivered by Feb 2016 Years 3-6— FFY 2015-18 Feb 2017- Feb 2020 Phase I Analysis Phase II Plan Phase III Evaluation Data Analysis; Infrastructure Analysis; State-identified measureable result; Coherent Improvement Strategies; Theory of Action. Multi-year plan addressing: Infrastructure Development; Support EIS Program/LEA in Implementing Evidence-Based Practices; Evaluation Plan. Reporting on Progress including: Results of Ongoing Evaluation; Extent of Progress. Revisions to the SPP

18. For Students with Disabilities taking General and Alternate assessments

19. 2015-16 State Forecast: Improving Implementation of College and Career-Ready Standards States will be active in supporting personnel practices to ensure that students with disabilities taking general assessments have access to individualized instruction aligned to more rigorous grade-level standards For teachers of students with the most significant cognitive disabilities, states will be actively supporting practices that ensure individualized instruction and access to standards-aligned academic content.

20. 2015-16 State Forecast: Improving Implementation of College and Career-Ready Standards 2015-16 State focus: –Analysis of Spring 2015 summative assessment data to improve instruction and programs –Classroom Formative Assessment for Learning –Developing CoPs to sustain educator knowledge and skill in implementing formative assessment for learning –Refining standards-aligned curricula –Revising IEPs to ensure progress in CCRS/A

21. ESEA Flexibility 21

22. Core Concepts Set a high bar for students and schools Protect all students Provide flexibility to move forward with reform 22

23. ESEA Flexibility Principles Principle 1: college- and career-ready expectations for students Principle 2: state- developed differentiated recognition, accountabilit y, and support Principle 3: supporting effective instruction and leadership Principle 4: reducing duplication and unnecessary burden 23

24. Timeline January 30, 2015 –Requests due from States eligible for expedited review March 31, 2015 –Renewal requests due from remaining States 24

25. Renewal guidance For more information on renewal: –http://www2.ed.gov/policy/elsec/guid/esea- flexibility/flex-renewal/index.htmlhttp://www2.ed.gov/policy/elsec/guid/esea- flexibility/flex-renewal/index.html 25

26. Questions about these pieces of the education context nationally? U. S. Department of Education ~ NASTID Summer Conference 2014 26

27. For your application  When appropriate, how will you integrate or align your SPDG efforts with other major efforts in your state?  If your state is working to support implementation (i.e., implementation science), how will the SPDG leverage that work?  Try to paint a picture of how the needs you will be responding to fit into the larger state picture.

28. Other considerations for creating your application

29. What will be different in your state as a result of your work?

30. Call on previous SPDG experience, as appropriate.  What did you learn?  What will you do differently?

31. (From the notice) In order to meet this priority, an applicant must demonstrate… (1) Use evidence-based (as defined in this notice) professional development practices that will increase implementation of evidence-based practices and result in improved outcomes for children with disabilities;

32.  Provide ongoing assistance to personnel receiving SPDG-supported professional development that supports the implementation of evidence-based practices with fidelity (as defined in this notice); and

33.  Use technology to more efficiently and effectively provide ongoing professional development to personnel, including to personnel in rural areas and to other populations, such as personnel in urban or high-need local educational agencies (LEAs) (as defined in this notice).

34. Writing the application with required and other partners  Leveraging the strengths and network connections from these partners  How IHEs might be helpful in furthering the work  Tying to desired outcomes

35. You may want to begin collecting:  Staff Vitae: They should include each person's title and role in the proposed project and contain only information that is relevant to this proposed project's activities and/or publications. Vitae for consultants and Advisory Council members should be similarly brief.  Instruments :Except in the case of generally available and well known instruments.  Agreements :When the participation of an agency other than the applicant is critical to the project. This is particularly critical when an intervention will be implemented within an agency, or when subjects will be drawn from particular agencies. Letters of cooperation should be specific, indicating agreement to implement a particular intervention or to provide access to a particular group of students. The items listed above are not included under page limits. It is important for applicants to include proposed time commitments for all project personnel. Also, program officials and applicants often find person loading charts useful formats for showing project personnel and their time commitments to individual activities.

36. Required Partners  A Parent Training and Information Center (PTI) or Community Parent Resource Center (CPRC) in your State  An LEA  An IHE

37. Describe need – connect to desired outcomes – then explain why activities will help get to desired outcomes  Painting a picture of participants and activities (how will it look)  Strong evaluation plan (external evaluator helps)  Evaluating collaboration and how leads to an outcome  Not too many process measures and not too many project measures overall  Including program measures

38. Amount of Awards  Note : We will set the amount of each award after considering—  (1) The amount of funds available for making the grants;  (2) The relative population of the State or outlying area;  (3) The types of activities proposed by the State or outlying area;  (4) The alignment of proposed activities with section 612(a)(14) of IDEA;  (5) The alignment of proposed activities with State plans and applications submitted under sections 1111 and 2112, respectively, of the ESEA; and  (6) The use, as appropriate, of scientifically based research and instruction.

39. Subsection (a) & Subsection (b)  A minimum of 90% of funds used for professional development  At least 1 activity from subsection (a)  Up to 10% of funds used for “Other Activities”  At least 1 activity from subsection (b)

40. Budgeting  Required: OSEP Project Directors’ Meeting  Required: $4,000 per year for SIGnetwork  Required: A contract or subgrant with an LEA, OSEP-funded Parent Program center, a university (IHE)

41. Performance Measures  Each grantee funded under this competition must collect and annually report data related to its performance on these measures in the project’s annual and final performance report to the Department in accordance with section 653(d) of IDEA and 34 CFR 75.590.  Applicants should discuss in the application narrative how they propose to collect performance data for these measures.  This Webinar explains the performance measures for this program: http://www.signetwork.org/event_calendar/ev ents/1257 http://www.signetwork.org/event_calendar/ev ents/1257

42. Walk through the  Federal Register  Application Package

43. To prepare for the 2 nd Bidders Webinar: Logic Model Training  http://www.tadnet.org/pages/589 http://www.tadnet.org/pages/589  http://www.epa.gov/evaluate/lm- training/index.htmhttp://www.epa.gov/evaluate/lm- training/index.htm

44. The Next Bidders’ Webinar  Monday, December 22 from 3-4:30 ET  http://www.signetwork.org/event_calendar/event s/1259 http://www.signetwork.org/event_calendar/event s/1259  http://tadnet.adobeconnect.com/spdgdirectors/ Teleconference: 1 (877) 512-6886 Passcode: 16 16 322775 http://tadnet.adobeconnect.com/spdgdirectors/  All Webinars are recorded and posted to the www.signetwork.org www.signetwork.org  If you have trouble finding anything please contact jennifer.coffey@ed.gov and jlind@uoregon.edujennifer.coffey@ed.gov jlind@uoregon.edu