1. Grant Activities, Needs Assessments And other SPDG application Issues to Consider

2. Things to consider in planning SPDG activities  Partnerships with other persons and organizations concerned with the education of children with disabilities,  How activities will be coordinated with other personnel development activities including those supported with part B and part C funds  How the SPDG work will align with the work under sections 1111 and 2101 of the Elementary and Secondary Education Act

3. Things to consider in planning SPDG activities  Strategies to address professional development and personnel needs In LEAs and service agencies for infants and toddlers with disabilities.  Recruitment and retention of high quality teachers and other qualified personnel in areas of greatest need;

4. Needs Assessment Considerations  What are the State and Local needs for Personnel Preparation and Professional Development as well as individuals who provide direct supplementary aids and services to children with disabilities?  What are the professional development and personnel needs In LEAs and service agencies for infants and toddlers with disabilities?  What areas in the state are in greatest need of recruitment and retention of high quality special education teachers and other related service personnel?

5. Potential Sources of Needs Assessment Data  State survey of personnel needs  Lea surveys of personnel needs  Ed’s National Teacher Shortage Area List Ed’s National Teacher Shortage Area List  Data submitted to Ceedar CenterCeedar Center

6. Personnel who can be supported in SPDG activities  Special education teachers and early intervention personnel along with:  regular education teachers  principals, administrators  related services personnel  paraprofessionals

7. Use of 90% of Funds  (a) Per fiscal year, PD related to 1 or more of the following:  special education and regular education teachers of children with disabilities and principals  academic and or other development needs of students with disabilities; including those with low incidence disabilities  effective instructional strategies  use of State academic content standards and data from State assessments, to improve teaching practices and student academic achievement;

8. Use of 90% of Funds (cont.)  ensuring effective IEP/ IFSP meetings.  recruitment and retention of special educators/ early intervention service providers  PD provided through IHE partnerships  effective use and integration of technology into teaching

9. Use of up to 10% of Funds (b) Per fiscal year may be used for 1 or more of the following:  Reforming teacher certification or licensing requirements  Alternative Routes for Certification of SPED Teachers  SPED Teacher advancement initiatives (lead teacher, mentor, ) including pay differential

10. Up to 10% of Funds (Cont.)  Recruitment and Retention mechanisms for SPED teachers  Reforming SPED teacher tenure systems  Implementing subject matter or state certification testing for SPED teachers  Promotion of reciprocity of SPED teacher certification/licensing between or among states  Assisting LEAs to serve children with disabilities through intensive, cost effective and accessible PD programs (e.g. distance learning)

11. Up to 10% of Funds  Assisting LEAs in developing merit based performance systems for SPED teachers  Supporting activities to ensure teachers can use challenging State academic content standards and state assessments to improve instruction.  Coordinating with general education recruitment centers to benefit SPED teachers.

12. Consider Students with Low Incidence Disabilities PA SPDG:  PD to effectively teach Students with low Incidence disabilities and complex support needs content aligned with PA Common Core  Consistent with Nov 15, 2015 Policy Letter from Assistant Secretary Michael Yudin and former OSEP Director Melody Musgrove.  Focus on effective instruction for LI students (PA has a Four Step Process);  Ensure school leaders have the competencies to implement policies, practices and procedures that support the learning of LI students;

13. PD for Teachers of Students with Low Incidence Disabilities PA SPDG (Cont):  Ensure LI students effectively participate and engage in standards-aligned instruction using communication supports and assistive technology, when needed;  Ensure parents have high expectations of achievement for LI students; and,  Ensure Institutions of Higher Education prepare educators and leaders with these competencies

14. PD for Teachers of Students with Low Incidence Disabilities  Partnerships: PTICs, IHEs, LEAs, and other parts of the State PD system  Focused on systems change  Based on effective, evidence-based professional development practices.