Leveraging Federal Leveraging Federal Resources:Resources:

Teacher Quality, Research, Teacher Quality, Research, and Program Improvementand Program Improvement

Peggi ZelinkoPeggi ZelinkoOffice of Innovation and Improvement (OII)Office of Innovation and Improvement (OII)

Robert OchsendorfRobert OchsendorfInstitute of Education Sciences (IES)Institute of Education Sciences (IES)

Bonnie D. JonesBonnie D. JonesOffice of Special Education Programs (OSEP)Office of Special Education Programs (OSEP)

STATE PERSONNEL STATE PERSONNEL DEVELOPMENT FRAMEWORKDEVELOPMENT FRAMEWORK

Pre-Service PreparationPre-Service Preparation State LicensureState Licensure Professional Professional DevelopmentDevelopment

For Re-LicensureFor Re-Licensure

State P-12 Student State P-12 Student StandardsStandards

State Teacher Licensure State Teacher Licensure StandardsStandards

State Program Approval Standards

State Licensure Requirements State Professional

Development Requirements

NCLB and IDEA HQT NCLB and IDEA HQT RequirementsRequirements

HQT under IDEAHQT 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 #1820-0518: "Personnel (in Full-Time Equivalency of Assignment) Employed To Provide Special Education and Related Services for Children with Disabilities,” 2006. Data updated as of July 15, 2008.

359,063 = HQT 45, 514 = Not HQT

11.2%

88.7%

http://www.ideadata.org

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

INPUTS OUTPUTS OUTCOMES

Program Investments

Activities Participation Short Term Long Term

Project Officers/Leadership

Discretionary Grant Funding

Time

TA&D Network & PD Centers

CIPP

Technology (e.g., teleconf-erence, email, 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 OneReview

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 Measures Outcome 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 AgreementsRedesign during first project year of 5 yr projectIntensive Year-one Review of plans by OSEP and

external reviewers prior to implementationPartnerships with the appropriate academic

departments – College of Arts & SciencesUse 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 curriculumExpand induction and mentoring componentsIntegrate 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 RequirementsExtend clinical learning opportunities, field

experiences, or supervised practicaProvide 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 ContentImprovement on Student SupportProgram 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 Funding325T Priority Funding

0

10

20

30

40

50

60

FY 2007FY 2008

FY 2009

2220

12

ReceivedReviewedAwarded

How to apply?

Search: Forecast Discretionary GrantsFY 2010 Forecast has not been published.Training available to Minority Institutions through the Monarch CenterOutreach to potential applicants through pre-application virtual meetings for FY 2010.Contact bonnie.jones@ed.gov