Leveraging Federal Resources: Teacher Quality, Research, and Program Improvement Peggi Zelinko Office of Innovation and Improvement (OII) Robert Ochsendorf Institute of Education Sciences (IES) Bonnie D. Jones Office of Special Education Programs (OSEP)

STATE PERSONNEL DEVELOPMENT FRAMEWORK Pre-Service PreparationState LicensureProfessional Development Pre-Service Preparation State Licensure Professional Development For Re-Licensure For Re-Licensure State P-12 Student Standards State P-12 Student Standards State Teacher Licensure Standards State Program Approval Standards State Licensure Requirements State Professional Development Requirements NCLB and IDEA HQT Requirements

HQT under IDEA HQT requirements vary by teacher responsibility - – Support regular instruction (e. g., consulting teachers, intervention specialists) – Teach core academic subjects – Teach core academic subjects exclusively to students who are assessed against alternative academic standards – Teach multiple core academic subjects (and new to the profession) and are highly qualified in mathematics, language arts, or science

HQT Status of Teachers Employed to Provide Special Education in US and Outlying Areas Source: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), OMB # : "Personnel (in Full-Time Equivalency of Assignment) Employed To Provide Special Education and Related Services for Children with Disabilities,” Data updated as of July 15, ,063 = HQT 45, 514 = Not HQT 11.2% 88.7%

5 Purpose of Special Education 325T Program Improvement Grants To improve the quality of K-12 special education teacher preparation programs to ensure that - program graduates are able to meet the HQT requirements under sections IDEA, and are well prepared to assist children with high incidence disabilities in meeting State academic achievement standards.

OSEP Personnel Development Program 325T Focus Logic Model INPUTSOUTPUTSOUTCOMES Program Investments Activities ParticipationShort TermLong Term Project Officers/Leadership Discretionary Grant Funding Time TA&D Network & PD Centers CIPP Technology (e.g., teleconf- erence, , listserv) UNI Web site and staff person Research base TA to support capacity building and knowledge development (e.g., teleconference, listserv, meetings) 5 domains/5 year plans/Year One Review Grant activities Applicants IHE Grantees Arts & Sciences Dept General Ed Dept SEAs Increased number of redesigned K-12 high incidence prep programs aligned to HQT Increased collaboration IHE/SEA/LEA Increased retention of HQT teachers with the appropriate knowledge & instructional skills Process MeasuresOutcome Measures Overarching Goal: To improve results for children with disabilities Increased number of teachers that are HQ and well-prepared to teach students with disabilities Intermediate

Cooperative Agreements Redesign during first project year of 5 yr project Intensive Year-one Review of plans by OSEP and external reviewers prior to implementation Partnerships with the appropriate academic departments – College of Arts & Sciences Use of resources from the IRIS Center, NCCTQ, and NCIPP Features of 325T Grants

One 325T award per IHE No training stipends Budget Limits – On average, $100,000 per year; limit of $500,000 over the 5 year project period Cohort support (listserv, monthly teleconference, annual meeting, webinars) Features of 325T Grants

Selected Priority Requirements Revise curriculum Expand induction and mentoring components Integrate evidence-based interventions Enhance competencies of beginning special education teachers to- collaborate and work with general education teachers, and work effectively with culturally and linguistically diverse populations;

Selected Priority Requirements Extend clinical learning opportunities, field experiences, or supervised practica Provide support systems (including tutors, mentors, and other innovative practices) to enhance retention in and successful completion Evaluate the extent to which graduates have the knowledge and skills necessary to provide scientifically based or evidence-based instruction and services that result in improved outcomes for children with disabilities.

Improvement on Licensure (or Certification) Standards Improvement on Organizational Structure and Instructional Delivery Improvement on Curriculum and Course Content Improvement on Student Support Program Evaluation 325T Five Domains of Improvement

Program Performance Measures The percentage of projects that incorporate scientifically-based or evidence-based practices in the curriculum; The percentage of scholars completing IDEA-funded training programs who are knowledgeable and skilled in scientifically-based or evidence- based practices for infants, toddlers, children and youth with disabilities. The percentage of scholars who exit training programs prior to completion due to poor academic performance; The percentage of degree or certification recipients employed upon program completion who are working in the area for which they were trained and are fully qualified under IDEA. The percentage of program graduates who maintain employment for three or more years in the area (s) for which they were trained).

325T Priority Funding

How to apply? Search: Forecast Discretionary Grants FY 2010 Forecast has not been published. Training available to Minority Institutions through the Monarch Center Outreach to potential applicants through pre-application virtual meetings for FY Contact