Special Education Teacher Preparation Program Improvement Grants (325T) Bonnie D. Jones, Ed. D. Education Program Specialist Office of Special Education Programs U. S. Department of Education

Questions to Think About Do you know this critical data for your state? – What percent of special education teacher positions in my state are filled by HQ teachers? – Of those positions that are not filled by HQT, how many are low-incidence positions? High-incidence? – If some sped teacher positions are not filled by HQT, what strategies does my SPDG use to fulfill that state need?

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,” Retrieved at July 20, ,063 = HQT 45, 514 = Not HQT 11.2% 88.7%

4 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.

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 Support for 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 – Use for “buy out” time to plan, consultants Cohort support (listserv, monthly teleconference, annual meeting, webinars) Features of 325T Grants

Selected Priority Requirements Revise curriculum (and syllabi) 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

54 grants in 29 states Up to five grants are located within one state; several have three or four grants Some SEAs are noticing the effort of the 325T grantees to redesign programs Ohio embraces the 325T program improvement work and provides financial incentives to those who apply Observations

325T Priority Funding

How to apply? Eligible applicant: Institutions of Higher Education. Partnerships are welcome! 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 in Contact