1 SPDG Jennifer Coffey 323A State Personnel Development Grants SPDG Webinar on Grant Performance Report for Continuation Funding Jennifer Coffey Office

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323A State Personnel Development Grants

SPDGSPDGWebinar on

Grant Performance Report for Continuation Funding

Jennifer CoffeyJennifer Coffey Office of Special Education Programs

US Department of EducationWashington, DC

January 2013

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Today’s Agenda

Today’s Topic – Grant Performance Report for Continuation Funding

Overview of Performance Reporting Developing Performance Measures Completing Section A of the ED 524B Completing Sections B&C of the ED

524B

Program Measures Examples

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Annual Grant Performance Report (APR)

An annual report of your activities and performance in meeting the approved objectives of the project and responsible use of federal funds

Required for all active grants, including those in no cost extension (NCE)

OSEP reviews the report to determine if substantial progress has been made in order to receive continued funding or a NCE33

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Requesting a no-cost Requesting a no-cost extension (NCE)extension (NCE)On the Grants Management page On the Grants Management page

(http://www.signetwork.org/content_pages/139):(http://www.signetwork.org/content_pages/139):

Requesting No-cost extensionsRequesting No-cost extensions

At the time the no-cost extension is requested, about 30 At the time the no-cost extension is requested, about 30 days before the end of the grant, the Project Officer will days before the end of the grant, the Project Officer will need a continuation report emailed to them. The Project need a continuation report emailed to them. The Project Officer will also need to know: (1) the amount the grantee Officer will also need to know: (1) the amount the grantee has remaining in their budget, (2) the activities the has remaining in their budget, (2) the activities the grantee wants to continue to conduct that align with grantee wants to continue to conduct that align with approved objectives, (3) how much of the budget will be approved objectives, (3) how much of the budget will be used for each activity, and (4) why the grantee was not used for each activity, and (4) why the grantee was not able to spend the entire budget within 5 years.able to spend the entire budget within 5 years.

NCE REporting Form, This is the form OSEP provides to , This is the form OSEP provides to states to capture information about the no cost extension states to capture information about the no cost extension (NCE).(NCE).

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http://www.signetwork.org/content_page_assets/content_page_139/NCEReportingFormFY2011.docx

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Overview

Recognize strong project objectives that can be associated with high quality performance measures

Develop relevant, measurable, outcome oriented performance measures related to your objectives that maximize the potential for meaningful data reporting and positive outcomes

Complete the ED Grant Performance Report (aka. APR) using form ED 524B.

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Why Is This Important?

High quality objectives and measures …

Make it easier for you to measure your progress for the purpose of grant management

Allow you to report progress easily and quantitatively

Establish targets (both short-term/annual & long-term)

Allow OSEP staff to gather evidence of program effectiveness

Taken from the Center for Evaluation and Education Policy (CEEP) presentation at www.tadnet.org

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Goal – Objectives - Measures

Perform ance M easuresH o w yo u m e a su re yo u r p ro g ress tow a rd m ee tin g yo u r o b jec tives

(P ro g ra m /G P R A , P ro je c t)

Project ObjectivesW h at you r p ro je ct is d o ing to su pp o rt th e o ve ra ll p ro g ra m g o a l

(F o u nd in yo u r ap p lica tio n )

Program Goal

77Taken from the Center for Evaluation and Education Policy (CEEP) presentation at

www.tadnet.org

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Project Objectives

What are you trying to accomplish?

Objectives should answer this question.

Preferred format for objectives:

Begin the objective with a verb and define a desired outcome or condition

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High Quality Project Objectives

Relevance

How relevant is the project objective to the overall goal of the program and/or the goal of your project?

Applicability

How applicable is the project objective to the specific activities that are being conducted through your particular project?


www.tadnet.org

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High Quality Project Objectives

Focus

How focused is the project objective?

Measurability

Are there concepts in the project objective that lend themselves to measurement? If so, is measurement feasible?


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Project Objectives -- Project Objectives -- ExamplesExamplesEstablish a licensure program which will Establish a licensure program which will

recruit, enroll, support, and assist recruit, enroll, support, and assist paraprofessionals currently employed paraprofessionals currently employed in an urban school district to meet state in an urban school district to meet state certification requirements in special certification requirements in special educationeducation

Implement a high-quality professional Implement a high-quality professional development program to help LEAs development program to help LEAs implement a multi-tiered system for implement a multi-tiered system for behavior and academicsbehavior and academics

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Project Objectives - Project Objectives - ExamplesExamples

Provide training that enables personnel Provide training that enables personnel to work with and involve parents in to work with and involve parents in their child’s education, including their child’s education, including parents of low income and limited parents of low income and limited English proficient children with English proficient children with disabilitiesdisabilities

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Performance Measures

How are you measuring your progress in meeting your

objectives?

Performance measures should answer this question.

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Measurable indicator used to determine how well objectives are being met.

How will progress be assessed?

How much progress will constitute success?

How will it be known if an objective or part of an objective has been achieved?


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Perform ance M easure1a

Perform ance M easure1b

Perform ance M easure1c

Project Objective1

1515Taken from the Center for Evaluation and Education Policy (CEEP) presentation

at www.tadnet.org

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2 Types of Performance Measures

Program

All grantees funded under the SPDG must report on the PDP program performance measures established by OSEP.

Project

Each grantee reports on the approved project performance measures established to meet their project objectives.

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Program Performance Measures

Program

Measures established by OSEP for the SPDGs.

Measures apply to all grants funded under the SPDG.

Results on these measures are reported to Congress under the Government Performance and Results Act of 1993.

Please see the Program Measures Web page for more information and recorded Webinars: http://www.signetwork.org/content_pages/2051717

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Types of Performance Measures

Project

Measures that the grantee establishes to meet their project objectives

Project performance measures can address both the process of working towards an objective and the outcome related to meeting the objective

Ensure a mix of both process and outcome measures, but most will be outcome


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High Quality Performance Measures

High quality performance measures show

What will change

How much change you expect

Who will achieve the change

When the change will take place

1919Taken from the Center for Evaluation and Education Policy (CEEP) presentation

at www.tadnet.org

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Project Performance Measure Examples

Process measure (e.g.) -

SPDG staff (who) will hold 4 (how much) trainings with IHE faculty on how to integrate the transition curriculum into their syllabi (what ) during the first and third years of the grant (when).

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Outcome measure (e.g.) -

By the end of the third year of the grant (when), 80% of SPDG professional development participants (who) will demonstrate 100% reliability (how much) when using the self-assessment rubric established to evaluate implementation of the ---- program (what).

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Outcome measure (e.g.) -

At the end of their third year of training (when), 90% (how much) of partner schools (who) will demonstrate a 15% improvement in the math scores of 4th grade students (what).

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Common Problems Activities are NOT performance

measures

If the best response is “Yes, we did that,” it is likely an activity (not a performance measure)

Activities:

Establish a stakeholder group

Hold an advisory board meeting

Evaluate the project2323Taken from the Center for Evaluation and Education Policy (CEEP) presentation at

www.tadnet.org

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Common Problems

Performance measures need to be measurable

Examples with measurement problems (activities rather than outcomes)

Will maintain collaborative partnerships with parent organizations

Increase the sustainability of the personnel development program


www.tadnet.org

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Need additional information on writing performance measures?

All grantees are strongly encouraged to seek training on writing performance measures.

For further information on developing performance measures and logic models, see -

http://www.tadnet.org/model_and_performance

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Summary

Projects should have a few clear objectives that explain what the project is doing to support the overall goal(s)

Each objective should have a few, specific performance measures to demonstrate how progress toward meeting the objective will be measured

Both program and project performance measures are included in the ED524B 2626

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Completing the ED 524B

The ED 524B is a required reporting form with specific instructions.

The form is used by all ED grants and has been approved by the Office of Management and Budget (OMB). Project Directors must follow the directions listed in the Dear Colleague letter and ED 524B Instructions provided by OSEP.

Word or PDF versions of the forms are available at http://www2.ed.gov/fund/grant/apply/appforms/appforms.html

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x

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Reporting Period:

For first year grants, the date is the beginning of the project year to February 29, 2012.

For grants in years 2-4, it is the date from the end of the previous reporting period to February 29, 2012.

ANNUAL PERFORMANCE REPORTS

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2 29 2012

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ANNUAL PERFORMANCE REPORTSANNUAL PERFORMANCE REPORTS

Budget Expenditures:

Report the expenditures during the “Reporting Period.” Must be data or

information from the business or grants office.

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Signatory must have authority to sign on behalf of the institution since the grant is from the Department to the institution and not to an individual. The Authorized Representative signs; not the Project Director.

Performance Measure Status:

This will be checked “No” since OSEP is asking for data for the reporting period covering all years of the grant, not for this budget period.

The date entered here will be the due date for your Final Performance Report; which is 90 days after the end of the grant.

ANNUAL PERFORMANCE REPORTS

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EXECUTIVE SUMMARY SHEET

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OMB No. 1894-0003Exp. 02/28/2011OMB No. 1894-0003Exp. 02/28/2011

*** Provide highlights of the project's activities and the extent to which the expected outcomes and performance measures were achieved during the reporting period. Do NOT include the project abstract.

H323A - - - - - -

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PROJECT STATUS CHART

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H323A - - - - - -

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If you are a 2009, 2010, or 2011 grantee you will begin with Program Measure 1 as your 1st project objective. Program Measure 2 will be your 2nd objective, and so on. After these program measures you will then have your project’s objectives. Please see the program measures presentation for more information.


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H325T - - - - - -

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Here you identify if the performance measure is a PROGRAM measure, “PRGM,” or a PROJECT measure, “PROJ.”

Note: Program measure refers to one of OSEP’s 4 performance measures for the SPDGs.

Project measures are unique to your grant.


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PRGM

PROJ

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QUANTITATIVE DATA

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Depending on your measure, enter either a raw number, or a ratio and percentage.

Enter the target number identified in the performance measure and then the actual data for this year. If complete data are not available for the measure, enter “999” (if no baseline) or “NA” in the “Raw Number” or “%” column, as appropriate. Provide an explanation at the bottom of the page under “Explanation of Progress.”

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Information to Include in the Information to Include in the Explanation of Progress SectionExplanation of Progress Section

Describe the data provided (e.g., what data collection methods were used, when were the data collected, how was a sample drawn, are there missing/incomplete data, what was the response rate, was a reliability measure taken). Your Project Officer should be able to understand and interpret the number in the chart from your description in this section.

What changes in the data occurred since last APR (i.e., trend)?

What activities were undertaken to achieve the targets?

If targets were not met, what are possible reasons?

How will activities that failed to meet targets be improved?

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Additionally…Additionally…

A “template” is provided for the program A “template” is provided for the program measure descriptions in the measure descriptions in the Program Measure Example Continuation Report (http://www.signetwork.org/content_pa(http://www.signetwork.org/content_pages/205)ges/205)

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http://www.signetwork.org/content_page_assets/content_page_205/ContinuationReportProgMeasExemplar.doc



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QUALITATIVE DATAQUALITATIVE DATA

If measure requires the collection of qualitative data, report the performance measure and type (PROG or PROJ) and then, enter “N/A” under the Raw Number and Percentage columns.

N/A N/A N/A N/A

In the “Explanation of Progress” section of the page, referencing the performance measure by number, report applicable qualitative data along with other information about how these data were collected, targets and activities –refer to previous slide for additional content requirements.


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Final Page of the ReportFinal Page of the Report

Section B: Refer to the instructions for Section B in the ED 524B Instructions

Section C: Include additional information (recruitment material, syllabi, evaluation instruments, journal articles)

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H325 - - - - - -

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Section B – Budget Information

This section is never blank! A table can be helpful!

A. Provide actual expenditures for this reporting period (through 2/29/2012)

B. Estimate anticipated expenditures for the rest of this budget period and balance remaining, if any.

C. Explain why you did not expend funds at the expected rate.

D. Indicate how you plan to use the unexpended funds (carryover) in the next budget period.

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Section B – Budget Information

E. Describe any significant changes to your budget resulting from modifications of project activities.

F. Describe any changes to your budget that affect your ability to achieve your approved project activities and/or project objectives.

G. Describe any anticipated changes in your budget for the next budget period that require prior approval from the Department.

Any questions … Talk to your Project Officer

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Section C – Additional Information

Provide a list of current partners on your grant and indicate if:

Any partners changed during the reporting period. If there were changes, please describe both the changes and any impact that resulted in your ability to achieve approved project objectives and/or project activities.

Any partners are anticipated to change during the next budget period. If so, please describe both the changes and any impact the change might have on your ability to achieve approved project objectives and/or project activities.

Describe any changes that you wish to make in the grant’s activities for the next budget period that are consistent with the scope and objectives of your approved application.

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Section C – Additional Information

If requesting changes to the approved Project Director and/or other key personnel, please include the person’s name, title, and contact information. Indicate his/her proposed start date, and percentage of time working on the grant, and attach a resume or curriculum vitae to the annual performance report being submitted.

Do not report on any key personnel changes that were already made during the current or previous budget period(s).

Note: Departmental approval must be requested and received prior to making key personnel changes.

Provide any other information about your project including unanticipated outcomes or benefits

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Submitting the ED 524B

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Submit the ED 524B at http://www.g5.gov/

Instructions for using G5 are in the continuation packet.

Signed ED 524B Cover Sheet must be scanned and emailed in PDF format to your Project Officer.

Special cases require regular email submission of the 524B and signed cover sheet in PDF format to your Project Officer rather than submission through G5 –

Final Performance Reports or APRs for grants in their last performance period, or no-cost extension

Grants that have been front-loaded (forward-funded) last year sometimes cannot be uploaded.

http://www.g5.gov/

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THE REVISED SPDG THE REVISED SPDG PROGRAM PROGRAM MEASURES: AN MEASURES: AN OVERVIEWOVERVIEW

Program Measures Web page: Program Measures Web page: http://www.signetwork.org/content_pages/205

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http://www.signetwork.org/content_pages/205

http://www.signetwork.org/content_pages/205

Program Measure 1: Projects use evidence-based professional development practices to support the attainment of identified competencies.

Program Measure 2: Participants in SPDG professional development demonstrate improvement in implementation of SPDG-supported practices over time.

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Program Measure 3: Projects use SPDG professional development funds to provide follow-up activities designed to sustain the use of SPDG-supported practices. (Efficiency Measure)

Program Measure 4: Highly qualified special education teachers that have participated in SPDG supported special education teacher retention activities remain as special education teachers two years after their initial participation in these activities.

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Projects use evidence-based professional development practices to support the attainment of identified competencies.

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Fixsen and colleagues Trivette and Dunst Guskey Learning Forward (Formerly National

Staff Development Council)

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Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).Download all or part of the monograph for free at:http://www.fpg.unc.edu/~nirn/resources/detail.cfm?resourceID=31

Implementation Research: A Synthesis of the Literature

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http://www.fpg.unc.edu/~nirn/resources/detail.cfm?resourceID=31

http://www.fpg.unc.edu/~nirn/resources/detail.cfm?resourceID=31

• Evidence-Based Intervention Practices Insert your SPDG initiative here

(identified competencies)

• Evidence-Based Implementation Practices Professional Development

Competency Drivers Organization Drivers

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Two Types of Two Types of Evidence-Based PracticesEvidence-Based Practices

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HOW?

Job or role description should be explicit about expectations and accountability for all positions (e.g., teachers, coaches, staff, administrators)

Readiness measures to select at a school building-level or school district-level.

Interactive interview process

(Blase, VanDyke, & Fixsen, 2010)

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Training must be … › Timely › Theory grounded (adult learning)› Skill-based

Information from Training feeds back to Selection and feeds forward to Coaching

Selection Training Coaching


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Using Research Findings to Inform PracticalApproaches to Evidence-Based Practices

Using Research Findings to Inform PracticalApproaches to Evidence-Based Practices

Carl J. Dunst, Ph.D. Carol M. Trivette, Ph.D.Orelena Hawks Puckett Institute

Asheville and Morganton, North Carolina

Recording and resources: http://www.signetwork.org/event_calendar/events/396

Presentation Prepared for a Webinar with the Knowledge Transfer Group, U.S. Department of Health and Human Services, Children’s Bureau Division of Research and Innovation, September 22, 2009 56

http://www.signetwork.org/event_calendar/events/396

“Adult learning refers to a collection of theories, methods, and approaches for describing the characteristics of and conditions under which the process of learning is optimized.”

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Planning

Introduce Engage the learner in a preview of the material, knowledge or practice that is the focus of instruction or training

Illustrate Demonstrate or illustrate the use or applicability of the material, knowledge or practice for the learner

Application

Practice Engage the learner in the use of the material, knowledge or practice

Evaluate Engage the learner in a process of evaluating the consequence or outcome of the application of the material, knowledge or practice

Deep Understanding

Reflection Engage the learner in self-assessment of his or her acquisition of knowledge and skills as a basis for identifying “next steps” in the learning process

Mastery Engage the learner in a process of assessing his or her experience in the context of some conceptual or practical model or framework, or some external set of standards or criteria

a Donovan, M. et al. (Eds.) (1999). How people learn. Washington, DC: National Academy Press.

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The smaller the number of persons participating in a training (<20), the larger the effect sizes for the study outcomes.

The more hours of training over an extended number of sessions, the better the study outcomes.

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Practices

Number

Mean Effect Size (d)

95% Confide

nce Interval

StudiesEffect Sizes

Pre-class exercises 9 9 1.02 .63-1.41

Out of class activities/self-instruction

12 20 .76 .44-1.09

Classroom/workshop lectures

26 108 .68 .47-.89

Dramatic readings 18 40 .35 .13-.57

Imagery 7 18 .34 .08-.59

Dramatic readings/imagery

4 11 .15 -.33-.62

Effect Sizes for Introducing Information to Learners

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Practices

Number

Mean Effect Size (d)

95% Confidence

Interval

Studies

Effect Sizes

Standards-based assessment

13 44 .76.42-1.10

Self-assessment 16 29 .67 .39-.95

Effect Sizes for Self-Assessment of Learner Mastery

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To be most effective need to actively involve the learners in judging the consequences of their learning experiences (evaluate, reflection, & mastery)› Need learner participation in learning new

knowledge or practice› Need learner engagement in judging his or

her experience in learning and using new material

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Design a Coaching Service Delivery Plan

Develop accountability structures for Coaching – Coach the Coach!

Identify on-going professional development for coaches

Coaching Performance Assessment

Training


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Must be a transparent process

Use of multiple data sources

Fidelity of implementation should be assessed at the local, regional, and state levels

Tied to positive recognition

Information from this driver feeds back to Selection, Training, and Coaching and feeds forward to the Organization Drivers

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Assess fidelity of implementation at all levels and respond accordingly

Identify outcome measures that are …› Intermediate and longer-term› Socially valid› Technically adequate: reliable and valid› Relevant data that is feasible to gather, useful

for decision making, widely shared and reported frequently

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A Building/District Leadership and Implementation Team is formed› The Team uses feedback and data to

improve Implementation Drivers Policies and procedures are developed

and revised to support the new ways of work

Solicits and analyzes feedback from staff and stakeholders

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Leadership analyzes feedback from staff and makes changes to alleviate barriers and facilitate implementation,

Revising policies and procedures to support new way of work.

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SPDG Professional Development Rubric

5 Domains, each with components Selection

Training

Coaching

Performance Assessment/Data-based decision making

Facilitative administration/Systems intervention

Components from the National Implementation Research Network, Learning Forward (NSDC), Guskey, Trivette

Each component of the domains will be rated from 1 - 4

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Component Themes Assigning responsibility for major

professional development functions (e.g., measuring fidelity and outcomes; monitoring coaching quality)

Expectations stated for all roles and responsibilities (e.g., PD participants, trainers, coaches, school & district administrators)

Data for each stage of PD (e.g., selection, training, implementation, coaching, outcomes)

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SPDG Initiatives and Evidence-based Professional Development

EB-PD should be applied to those initiatives that lead to implementation (of the practice/program providing training on)

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Grantee Benchmarks 1st year of funding: baseline

2nd yr: 50% of components will have a score of 3 or 4

3rd yr: 70% of components will have a score of 3 or 4

4th yr: 80% of components will have a score of 3 or 4

5th yr: 80% of components will have a score of 3 or 4 (maintenance yr)

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Program Measure 2:

Participants in SPDG professional development demonstrate improvement in implementation of SPDG-supported practices over time.

Fidelity of implementation is traditionally defined as “the extent to which the user’s current practice matches the ideal (Loucks, 1983).

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Each initiative should have a fidelity measure that notes the presence or absence of the core features of the innovation/program/system that the initiative is focused on

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Use implementation measures that have already been created› For example: new RTI implementation

measure from the Natl RTI Center› Literacy implementation: Planning and

Evaluation Tool – Revised (PET-R)› PBIS: Schoolwide Evaluation Tool (SET)› Others…

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To develop fidelity criteria, researchers often reported starting with a curriculum profile or analysis that outlined the critical components of the intervention along with an indication of the range of variations for acceptable use. The researcher or developer then outlined acceptable ranges of variation (Songer & Gotwals, 2005).

A component checklist was then developed to record fidelity to these components (Hall & Loucks, 1977).

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What is “it”? Operationalize

Part of Speech: verb Definition: to define a concept or variable so that it can be measured or expressed quantitatively

Webster's New Millennium™ Dictionary of English, Preview Edition (v 0.9.7)Copyright © 2003-2008 Lexico Publishing Group, LLC

The “it” must be operationalized whether it is:

» An Evidence-Based Practice or Program» A Best Practice Initiative or New Framework » A Systems Change Initiative

Practice Profiles » Help Operationalize Practice, Program, and Systems

Features

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Searching for “It”

Research findings, materials, manuals, and journal articles do not necessarily provide clarity around core intervention elements

Current and new evidence-based practices, frameworks, programs will have a range of operational specificity

Developing clarity around the “it” is critical

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Practice Profile Defining “it” Through the Development and

Use of Practice Profiles

Guiding Principles identified

Critical Components articulated

Hall and Hord, 2010 Implementing Change: Patterns, Principles, and Potholes (3rd Edition) and Adapted from work of the Iowa Area Education Agency

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For each critical component:

Identified gold standard

Identified acceptable variations in practice

Identified ineffective practices and undesirable practices


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Resources for Building Practice Profiles

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• National Centers• Experts in Your State• National Purveyors• Manuals and Materials• Implementing Districts and Schools• Other States• Consensus Building in Your State

Example

Problem-Solving Practice Profiles in an RtI Framework

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RESOURCE - Professional Practices in Problem Solving: Benchmarks and Innovation Configurations

~ Iowa Area Education Agency Directors of Special Education, 1994





For each critical component:

Identified gold standard

Identified acceptable variations in practice

Identified ineffective practices and undesirable practices


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Practice Profiles

Each Critical Component is a heading

Each level of implementation specifies the activities necessary to operationalize that Critical Component

Critical Component Ideal Implementation

Acceptable Variation

Unacceptable Variation

Unacceptable Variation

Critical Component 1: Description

Description of implementer

behavior

Drastic Mutation

Hall and Hord, 2010, Implementing Change: Patterns, Principles, and Potholes (3rd Edition) and Adapted from work of the Iowa Area Education Agency

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Professional Problem Solving 9 Critical Components

Parent Involvement

Problem Statement

Systematic Data Collection

Problem Analysis

Goal Development

Intervention Plan Development

Intervention Plan Implementation

Progress Monitoring

Decision Making

Professional Practices in Problem Solving: Benchmarks and Innovation ConfigurationsIowa Area Education Agency Directors of Special Education, 1994

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Professional Problem Solving Parent Involvement as a Critical

Component


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Component


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Component


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Professional Problem Solving Parent Involvement – Critical

Components

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Michigan’s Practice Profile: Building Leadership Team Example

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•The project will set its own benchmarks for professional development participants 1 year into training/assistance, 2 yrs in, 3 yrs in, 4 yrs in

•For example: 1 yr benchmark = 40% of core features in place, 4 yr benchmark = 80% of features in placeThe project will then determine what percentage of participants they expect to reach this benchmark (e.g., 80% of participants)

a.Participants could be individual teachers (if working with just a few teachers or other type of professional per school or district) or could be a school (if working on a school-wide basis, such as RTI or PBIS)

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Self-assessment is acceptable, but projects will need to sample from the group to validate the self-assessment

a.For example, if 15 schools were being measured someone from the project would observe at least 3 (20%) of the schools and compare their assessment with the self-assessment

A baseline wouldn’t be necessary

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Program Measure 3:

Projects use SPDG professional development funds to provide follow-up activities designed to sustain the use of SPDG-supported practices. (Efficiency Measure

Professional development funds = a minimum of 90% of the overall budget being used for activities from subsection "a" of the notice/Statute› Only following the initiatives from Program

Measure 1 & 2 Follow-up activities = the professional

development assistance provided following training. A list of follow-up activities that are correlated with sustainability will be provided.

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Coaching/mentoring* Implementation fidelity measurement

& other types of observation* Mini-workshops* Determining needs through data and

providing guidance or tools to meet those needs*

Maintaining data systems* Peer sharing*

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Model demonstration site activities Creating and disseminating enduring

documents (procedural manuals)* Communities of Practice TA Networks (support from internal

state/local TA&D systems Regional PD partnerships** = Evidence-based

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Research has demonstrated that “train and hope” does not work. Instead, ongoing support is needed for those who attend training.

Despite this evidence, most professional development is one-time only, which is inefficient and largely a waste of money.

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To demonstrate that the SPDG projects are using their money efficiently by providing the appropriate ongoing TA services that may lead to sustained use of the SPDG-supported practices.

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For each initiative, grantee should report cost of activities designed to sustain learning of scientific or evidence-based instructional practices, divided by the total cost of all professional development activities carried out for the initiative.

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Cost of ongoing TACost of all PD activities for an initiative

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Only need to report on those initiatives reporting on for Measures 1 & 2

Projects will set their own targets

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Consider what is happening each year of your project› Are you providing training for an entire

year before you begin providing coaching?› In the final year of your project are you no

longer providing training and only providing follow-up support?

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Your initiative would help build local coaching capacity

Projects would match/modify their training with (a) coaching, (b) performance feedback, and (c) student outcomes

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Program Measure 4:

Highly qualified special education teachers that have participated in SPDG supported special education teacher retention activities remain as special education teachers two years after their initial participation in these activities.

Divide the number of teachers who remain in a teaching position by all teachers who received SPDG assistance.

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# of personnel retained for at least two years following participation in a SPDG teacher retention activity

# of personnel participating in a SPDG activity designed to retain highly qualified special education teachers

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This is only for projects that have teacher retention as an objective.

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Only inservice Initial participation is defined as

beginning at the time someone receives funding or services from the SPDG grant.

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If the SPDG State does not have a tracking system for highly qualified special education teachers they will need to put an agreement in place with the individual receiving funds or services› This agreement will require information

from that individual for the life of the grant

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Contact your OSEP Project Officer with any questions!Contact your OSEP Project Officer with any questions!

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Documents

1 SPDG Jennifer Coffey 323A State Personnel Development Grants SPDG Webinar on Grant Performance Report for Continuation Funding Jennifer Coffey Office