WELCOME WELCOME PERSONNEL DEVELOPMENT PROGRAM OSEP PROJECT DIRECTORS’ VIRTUAL CONFERENCE APRIL 27, 2015

OSEP Investments 2 Personnel Development Program 325 D325KTotal FY 2013 $3.57M$10.2M$83.7 million FY 2014 $4M$11.6M$83.7 million FY 2015 $3.75M$9.75M$83.7 million FY 2016 ($4.25M)($11M)($83.7 million) Request

OSEP INVESTMENTS 3 Grants for Leadership Consortia in Sensory Disabilities and Disabilities Associated with Intensive Service Needs CEEDAR Center Early Childhood Personnel Center IRIS Center Center on Great Teachers & Leaders PERSONNEL DEVELOPMENT PROGRAM ALSO SUPPORTS - NEW CENTERS

OSEP KEY RESOURCES 4 AND PERSONNEL DEVELOPMENT PROGRAM SUPPORTS - G5 System Grant Reporting - Forms, new Webinars Product Accessibility TA&D Network Uniform Guidance – Technical Assistance for Grantees PDP Data Collection Center (DCC) UPDATED NEW

FY 2012 Data Collected & Reported in 2014 Published in 2015 Search on “Special Education Budget Justification FY 2016” for more information Personnel Development Program Performance Measures April 27, 2015 OSEP Project Directors’ Virtual Conference

Performance Measure 1 Percentage of projects that incorporate evidence-based practices into their curricula

Performance Measure 2 7 Percentage of scholars completing OSEP- funded training programs who are knowledgeable and skilled in evidence based practices for infants, toddlers, children, and youth with disabilities.

Measure 2 for 2014 by Priority Area 8

Performance Measure 3 9 Percentage of program scholars who exit preparation programs prior to completion due to poor academic performance

Performance Measures 4 and 5 Percentage of funded degree/certification program recipients who are working in the area(s) in which they were trained upon program completion. Percentage of funded degree/certification program recipients who are working in the area(s) in which they were trained upon program completion and who are fully qualified under IDEA. Will report data for FY 2012 on these measures in late

Performance Measure 6 Percentage of degree/certification recipients who maintain employment for 3 or more years in the area(s) for which they were trained and who are fully qualified under IDEA. Discontinued reporting on this measure, as three new outcome measures and methodologies have been approved by OMB to be piloted beginning in

Performance Measure 7 Performance Measure 7 The Federal cost per degree/certification program recipient who completed the program. 12

Three New Outcome Measures Measure 1: The number and percentage of degree/certification recipients who are employed in high-need districts. Measure 2: The number and percentage of degree/certification recipients who are employed in the field of special education for at least two years. Measure 3: The number and percentage of degree/certification recipients who are rated as effective by their employers. 13

Summary of Results 14  Of the four PDP measures reported on this year, program grantee data showed increased performance on two measures, and showed decreased performance on two measures (EBP in the curriculum, and an assessment of knowledge and skills attained in the program).  Only one of four PDP measures reported on this year is on or above target for the measure. The remaining three measures reported this year were all below expected performance.

Live Discussion of Video 16 Mentoring Across the Continuum: A Pipeline to Success for All Students  With Kenneth Ward, Tonika Duren Green and Dawn Ellis

Considerations for Personnel Preparation Programs 17 What can we do to ensure all program graduates are prepared to serve effectively from the time they first enter the school building?  How does underrepresentation of scholars from diverse backgrounds impact your project or personnel preparation program goals?  What strategies or approaches do you use to recruit scholars from diverse backgrounds?  What are some of the “cracks” in the pipeline to recruiting and graduating highly qualified diverse scholars?

Considerations for Personnel Preparation Programs 18 What can we do to ensure all program graduates are prepared to serve effectively from the time they first enter the school building?  Are there resources in place to allow you to effectively mentor scholars on your projects? Why or why not?  How can project directors incorporate mentoring within their projects to ensure that scholars graduate feeling qualified and ready to effectively support all students, especially students with disabilities?

For additional information - Thanks for participating !