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State Personnel Development Grant Page 1Alabama Department of EducationMarch 22, 2007
Joseph B. MortonSuperintendent of Education Alabama Department of Education
March 22, 2007
Table of Contents
PART I - APPLICATION FOR FEDERAL ASSISTANCE (Standard
Form 424)
PART II - BUDGET INFORMATION
ALABAMA SPDG ABSTRACTv
PART III - APPLICATION NARRATIVEPage
SECTION 1 – NEEDS-------------------------------------------------------------------------- 1
1.1 Background------------------------------------------------------------------------------- 11.2 Reading Program and Outcomes------------------------------------------------------- 11.3 Mathematics Achievement-------------------------------------------------------------- 61.4 Student Behavior, Discipline Problems, and Outcomes----------------------------- 71.5 Student Engagement Program and Outcomes---------------------------------------- 121.6 Recruitment, Retention, Certification, and Outcomes------------------------------- 171.7 Alabama Early Intervention System Needs------------------------------------------- 24
SECTION 2 – SIGNIFICANCE-------------------------------------------------------------- 25
2.1 Goal 1 – Effective Math and Early Literacy Skills---------------------------------- 262.2 Goal 2 – Student Engagement --------------------------------------------------------- 312.3 Goal 3 – Positive Behavior Supports-------------------------------------------------- 352.4 Goal 4 – Sufficient Numbers of Highly Qualified Teachers----------------------- 37
SECTION 3 – PROJECT DESIGN---------------------------------------------------------- 42
3.1 Project Design Overview---------------------------------------------------------------- 423.2 Goals, Objectives, and Activities------------------------------------------------------ 44
SECTION 4 – KEY PERSONNEL----------------------------------------------------------- 52
4.1 Qualifications and Experiences of SPDG Principal Investor, Director, and Assistants---------------------------------------------------------------------------------- 52
4.2 Qualifications and Experiences of Goal Leads--------------------------------------- 534.3 Qualifications and Experience of Key Consultants---------------------------------- 554.4 Qualifications and Experiences of External Evaluators----------------------------- 564.5 Personnel and Consulting Commitments--------------------------------------------- 57
State Personnel Development Grant Page 2Alabama Department of EducationMarch 22, 2007
4.6 Nondiscriminatory Hiring Practices – Recruitment of Minorities and Persons with Disabilities-------------------------------------------------------------------------- 57
SECTION 5: ADEQUACY OF RESOURCES 57
5.1 Facilities, Equipment, Supplies, and Other Resources------------------------------ 585.2 Commitment of Partners---------------------------------------------------------------- 595.3 Adequacy of Budget--------------------------------------------------------------------- 635.4 Sustainability Beyond the SPDG Period---------------------------------------------- 63
SECTION 6: MANAGEMENT PLAN----------------------------------------------------- 64
6.1 SPDG Management Team-------------------------------------------------------------- 646.2 Management Approach, Systems, and Tools----------------------------------------- 666.3 SPDG Advisory Function 666.4 Assurance of Project Completion------------------------------------------------------ 676.5 Alignment with Federal SPDG Indicators-------------------------------------------- 676.6 SPDG Staff/Consultants/Partners Responsibilities, Milestones, and Project
Timelines---------------------------------------------------------------------------------- 67
SECTION 7: EVALUATION PLAN-------------------------------------------------------- 80
7.1 Logic Model------------------------------------------------------------------------------ 807.2 Outcome----------------------------------------------------------------------------------- 887.3 Process Evaluation----------------------------------------------------------------------- 887.4 Analysis------------------------------------------------------------------------------------ 897.5 Annual Performance Report------------------------------------------------------------ 89
APPENDIX A – REFERENCES------------------------------------------------------------- A1APPENDIX B – PARTNERSHIP AGREEMENTS-------------------------------------- A9APPENDIX C – LETTERS OF SUPPORT------------------------------------------------ A41APPENDIX D – ALABAMA STATE PERFORMANCE PLAN INDICATORS- - A60APPENDIX E – GOAL 2 – MORE INFORMATION----------------------------------- A63APPENDIX F - RESUMES------------------------------------------------------------------- A70APPENDIX G – SAMPLE FORMS--------------------------------------------------------- A132APPENDIX H – LIST OF ACRONYMS--------------------------------------------------- A138
State Personnel Development Grant Page 3Alabama Department of EducationMarch 22, 2007
GENERAL REQUIREMENTS
Requirement Page or Section(a) Positive efforts to employ and advance in employment qualified
individuals with disabilities in project activities.Section 4.6Pages 57-58
(b) Budget for a annual two-day project Directors’ meeting in Washington, DC.. Budget – Part II
(c) At least 90 percent of the funds received for professional development. Budget – Part II
(d) Subgrants to IHEs, PTI, and LEAs. Budget – Part IISection 6.1Pages 66-67Section 6.3 –Page 67Appendix B
(e) Partnership agreements specifying the nature and extent of the partnership and the respective roles of each member of the partnership.
Other: Integrated and aligned, to the maximum extent possible, with
state plans and activities under the ESEA, Rehab Act of 1973, and Higher Education Act of 1965.
Section 6.1 – Pages 66-67;Section 6.3 –Page 67
Partnership agreement with the entity responsible for teacher preparation and certification.
Activity 4.1.4 – Page 51Appendix B
Coordination with other public resources including Part B and Part C.
Part B – Goals 1-4; Pages 43-52Part C – Objective 1.2 – Page 45Objective 1.3 – Pages 45-46;Objective 3.2 – Page 49
Aligned with the plans and application submitted under Sections 1111 and 2112 of the ESEA.
Section 6.1 – Pages 66-67;Section 6.3 – Page 68
Recruitment and retention in geographic areas of need. Objective 4.1 – Pages 50-52
The steps to ensure that economically disadvantaged and minority children are not taught at higher rates by teachers who are not highly qualified.
Activity 4.1.4 – Page 51
Regular assessment as to the how the strategies implemented have been effective in meting the state’s performance goals.
Section 6.1Pages 66-67Page 6.3 – Page 67
Indication that the SPDG Web site meets government-wide standards.
Section 5.1Page 59
Individuals with disabilities or parents of individuals in planning, implementing, and evaluating the project.
Section 6.3 –Page 67
State Personnel Development Grant Page 4Alabama Department of EducationMarch 22, 2007
Steps to ensure equitable access to, and preparation in, its programs for teachers and other program beneficiaries with special needs.
Activity 4.1.4 –Pages 51
Strategies to sustain the knowledge and skills of personnel who have received SBR training.
Activity 1.1.4 – Page 44Activity 2.1.1 – Pages 46-47Activity 2.1.3 – Page 47Activity 3.1.1 – Page 48Activity 4.1.3 – Page 51Activity 4.2.3 – Page 52
Strategies for the recruitment, hiring, and retention of highly qualified special education teachers.
Goal 4 – Pages 50-52
$4,000 for support of SPDG Program Web site (signetwork.org). Budget – Part II
State Personnel Development Grant Page 5Alabama Department of EducationMarch 22, 2007
ALABAMA SPDG ABSTRACT
In 1997 and 1998, the Alabama State Department of Education (SDE), Special
Education Services (SES), conducted a needs assessment to develop the first State
Improvement Plan (SIG). The needs assessment found that students with disabilities in
Alabama were in need of increased academic performance, a lower dropout rate, lower
suspension and expulsion rates, and adequate numbers of fully certified teachers filling
critical positions.
With these needs in mind, the first 5-year SIG conducted interventions to meet the needs.
Following five years of successful implementation, Alabama was granted a second 3-year SIG to
continue addressing these and updated state needs. At the beginning of the first SIG, a reading
intervention curriculum called LANGUAGE! was used in 16 schools in an attempt to reduce the
achievement gap. After four years, student SAT9 test scores showed that some special education
students benefited from this core curriculum, and others did not. Consequently, efforts to
improve reading achievement moved to younger children using the Beginning Reading Model
(BRM). The initial cohort of students taught using BRM were followed into the third grade
where their SAT9 scores averaged 60th percentile in reading and 65th percentile in language. In
part, the success of BRM encouraged the Alabama Reading Initiative to adopt BRM procedures
and implement a Grades K-3 reading/system change effort statewide enabling SES to concentrate
on preschool and secondary reading/language.
Initially, several efforts were introduced in an attempt to reduce office discipline referrals,
suspensions, and unilateral removals. Of these efforts, the Positive Behavioral Supports (PBS)
program has demonstrated that it can reduce unilateral removals, long-term suspensions, short-
term suspensions, and office discipline referrals by 30 to 50 percent three years after
State Personnel Development Grant Page 6Alabama Department of EducationMarch 22, 2007
implementation. As a consequence, PBS is now being expanded statewide in the proposed 5-
year SPDG.
To help students succeed and reduce dropouts, a Makes Sense Strategies (MSS) program was
implemented. SAT and state graduation testing of students using MSS found substantial
improvements over control schools and baseline scores in writing, vocabulary, and social studies.
The gap between general and special education students in math remains very large. The
Alabama Math, Science, and Technology Initiative and the new State Personnel Development
Grant (SPDG) will address the problem by identifying math intervention programs that meet
established scientifically based criteria.
To employ and maintain fully certified teachers, an Internet service called
Teachers-Teachers.com was utilized, and a mentoring program Gaining Expertise through
Mentoring and Support (GEMS) was started to increase first-time special education teacher
retention. During the first five years of the Alabama SIG, the percent of under-certified teachers
dropped from 4.8 percent to 3.6 percent and retention of first-time GEMS teachers in the system
first employing them averaged about 85 percent for two years in the same district. During the last
three years, retiring older teachers and a statewide lower retention rate of first-time teachers has
again begun to drive up the use of under certified teachers again.
This new SPDG proposes to use the above success in reading to move to a younger age (3-5)
to stimulate early language development for later school success. Secondary level programs will
be implemented where large gaps in achievement are preventing special education student from
passing exit examinations and graduating with a regular diploma using Makes Sense Strategies
(MSS) and other Kansas University Center for Research on Learning (KU-CRL) enhancements.
The SPDG also proposes to implement intervention math programs in elementary schools to
State Personnel Development Grant Page 7Alabama Department of EducationMarch 22, 2007
narrow the gap between general and special education students. The success of the PBS will be
replicated to scale in the state, involving 50 percent of the local education agencies by the end of
the Year 5. Recruitment and retention efforts will be enhanced to combat the retirement of baby-
boom generation teachers, low first-time teacher retention, and an imbalance between supply and
demand for special education teachers.
State Personnel Development Grant Page 8Alabama Department of EducationMarch 22, 2007
PART III – APPLICATION NARRATIVE
SECTION 1: NEEDS
1.1 Background. In 1998 after an extensive needs assessment, the needs of the students with
disabilities in Alabama were found to be: (1) increased academic performance; (2) a lower
dropout rate; (3) lower suspension and expulsion rate; and, (4) adequate numbers of teaching and
service personnel to fill critical positions. These needs were addressed by Alabama’s SIG Year 1
and SIG Year 2 targeting four broad areas to enhance achievement: (1) reading skills;
(2) student behavior and discipline; (3) student engagement; and, (4) recruitment, retention, and
ongoing professional development for teachers and support personnel.
1.2 Reading Program and Outcomes. Over the seven years of the SIG program, outcome
variables were tracked to determine the program impact. The following paragraphs review
program implementation, impact, and implications.
1.2.1 Reading Skills Intervention Programs. The SIG reading program was launched in
1999 using workshops to train teachers in LANGUAGE!. Level I, through Coaches Training II,
was provided for 16 schools involved in starting the original program. As the SIG LANGUAGE!
program continued through the following years, more personnel from additional schools and
systems were trained in LANGUAGE!. Students from the first and second years of the SIG
LANGUAGE! training were followed using SAT9 test results to determine their reading and
language success. Early initial results showed some success with limited groups of students.
This led SIG and school staff to explore early intervention strategies that may be more successful
by preventing reading/language problems. The Kame’enui/Simmons Beginning Reading Model
(BRM) was selected and implemented in the third year attempting to provide early reading
interventions, prevent reading failure, and referral to special education. Students entering the
State Personnel Development Grant Page 9Alabama Department of EducationMarch 22, 2007
program were considered to be at risk of reading failure. The four variables measured by the
Dynamic Indicators of Basic Early Literacy Skills (DIBELS) were used to measure fidelity of
implementation and success during the year. When BRM students reached the third grade, they
were tested with the SAT9 to determine their success in language and reading.
1.2.2 Reading Skills Outcomes. SAT9 data gathered over a three-year period (1999-2000 to
2001-2002) for students receiving the LANGUAGE! program show total reading gains of five
percentile points (Figure 1). Special education students benefiting the most had learning
disabilities, and those who benefited the least had mental retardation. About 10 percent of the
student population showed major achievement gains by catching up with their peers (scoring at
the 50 percentile level) or advancing beyond this level (note those with 20 to 70+ percentage
point gains in Figure 1). As can be observed in Figure 1, there is also a group of students whose
scores declined over the three years under LANGUAGE! instruction, demonstrating that a single
curriculum is not effective for all students with disabilities.
Figure 1. Distribution of SAT9 gains by percentile change from pre- to post-testing.
State Personnel Development Grant Page 10Alabama Department of EducationMarch 22, 2007
During the first five years of the SIG program (1999-2004), the average special education
student normal curve equivalent (NCE) did not rise on the statewide SAT9 testing.
Consequently, overall, the LANGUAGE! curriculum did assist some but not all special education
students to achieve higher scores. Beginning Reading Model program participants received
program intervention during kindergarten through third grade. During the middle of the third
grade, students were given the SAT9.
Table 1 shows the average BRM third-grade class above the 50 percentile point on total
reading and language scores-a good outcome for children considered at risk when they entered
the program. One of the outcomes of the BRM should be to increase language skills resulting in
fewer referrals to special education in the early grades. Referrals in several of the participating
schools had declines approaching 50 percent, which is a very desirable outcome.
Table 1. SAT9 average Normal Curve Equivalency (NCE) scores for elementary schools
implementing BRM program with participation for 1½ years before SAT9 testing.
SchoolSAT9 (01-02)
SchoolSAT9 (01-02)
Reading Language Reading LanguageJulian Newman
Elementary 73 76
Guntersville
Elementary 63 74
A. C. Moore
Elementary 55 70
James L. Cowart
Elementary 67 68
Athens Elementary 53 60
Owens Cross
Roads Elementary 49 63
Beulah Elementary 64 65
Smiths Station
Elementary 59 31
State Personnel Development Grant Page 11Alabama Department of EducationMarch 22, 2007
SchoolSAT9 (01-02)
SchoolSAT9 (01-02)
Reading Language Reading Language
Brookhill
Elementary 70 75
Walnut Grove
Elementary
(Madison County) 55 66
Central School 45 57
Amelia L. Johnson
High 59 59
Delta Elementary 66 78
Averages Reading – 60; Language – 65
Figure 2. Rate of decline in total fourth grade enrollment and enrollment of fourth graders
into special education.
In part, the success of SIG schools using the BRM and DIBELS led Alabama’s Reading First
Initiative (ARFI) and Alabama Reading Initiative (ARI) programs to adopt the use of DIBELS in
State Personnel Development Grant Page 12Alabama Department of EducationMarch 22, 2007
their statewide campaign to increase reading achievement. By January 2006, the ARI had 753
trained schools and was approaching the goal of all schools participating. Figure 2 shows the
decline in fourth grade enrollment overall and in special education over the last several years.
There is about a six percent greater decline in special education enrollment that may be attributed
to the reading programs in K-3 grades. Consequently, there has been a small decline in the
enrollment in special education at the fourth grade level. However, it is not as large a decline as
originally attained in SIG pilot schools using BRM. While there was a small reduction in the
total number of students enrolled in special education by the 4th grade, the remaining students
referred to special education continue to have a large gap between their reading achievement and
that of regular education students.
Figure 3. Comparison of third, fifth, and eighth grade regular and special education
students average NCE reading scores for several years.
Figure 3 provides an overview for several years. These reading results would indicate that State Personnel Development Grant Page 13Alabama Department of EducationMarch 22, 2007
there may have been some success with a few students at risk; however, about 94 percent of the
potential special education students were referred and classified as special education students.
These students show little improvement over those tested through the last several years. To
further assist students, SES has set a goal of having all special education preschool students ages
3-5 in settings with typically developing peers. The December 2004 and 2005 child counts
found that 64.4 and 62.5 percent of preschool children with Individualized Education Plans
respectively were participating in general education environments more than 80 percent of the
time. SES has set a goal of reaching 77 percent participation in the general educational
environment by 2010.
Figure 4. Comparison of average NCE math scores for several years for third, fifth and
eighth grade regular and special education students.
1.3 Mathematics Achievement. Passing the math graduation test is a state requirement.
Consequently, a good mathematics background is needed by students to graduate with a regular
State Personnel Development Grant Page 14Alabama Department of EducationMarch 22, 2007
diploma. The math achievement gap between special education and regular education students is
large, preventing about 95 percent of special education students from passing the exit
examination. Figure 4 shows that the mathematics gap has not closed over the last several years.
1.4 Student Behavior, Discipline Problems, and Outcomes. This was another SIG goal
designed to improve student behavior and decrease the number of students with disabilities who
are suspended and/or expelled. An additional indicator of success is the number of office
discipline referrals (ODRs) generated in participating school systems.
1.4.1 Student Behavior and Discipline Programs. SIG implementation activities involved
several different projects starting simultaneously to reach student populations. During Years 1
and 2, Online Academy’s modules in behavioral support and management were placed on 11
Alabama Institutions of Higher Education (IHEs) servers for pre- and in-service use. Para-
educator training workshops were also provided throughout the years. The para-educator effort
utilized a trainer-of-trainers strategy to build capacity. Representatives from 50 LEAs were
trained in Promoting Positive Behavior Change in Alabama’s Public Schools. Each participant
received the training materials on a floppy disk, a 20-minute video, and a workbook.
This training was followed in the fall of 2000 with Dr. George Sugai from the University of
Oregon training 20 six-person school teams and 40 capacity building coaches in Positive
Behavioral Interventions and Supports (PBIS). The six-person teams consisted of an
administrator who handles discipline, support staff, a parent or representative, a special educator,
a counselor or other administrator, and a general education representative. Participating team
members received 30 hours of training, and behavior coaches received 42 hours.
Other teacher workshops, concentrating on Working with Students with Severe Behavioral
Problems and Instructional Behavioral Strategies for Students with Difficult Learning and
State Personnel Development Grant Page 15Alabama Department of EducationMarch 22, 2007
Behavioral Problems, provided five hours of coursework throughout the fall and winter of 2000.
During Year 3, Alabama SIG and Kansas Online staff worked with 11 Alabama IHEs and
several local education agencies (LEAs) using Academy modules in conjunction with the IHEs
throughout the state. Most of the work involved providing online training and technical
assistance with the intent of increasing and improving the utilization of high-quality modules or
courses. Ten IHEs continued using the modules as pre-service and in-service teaching tools.
During Year 3, there were 48 schools and 20 behavior support coaches in the PBS program.
Follow-up paraeducator training was provided by SES using a four-day intensive workshop that
addressed behavior management, teaming, instructional strategies, self esteem, working with
parents, support for teacher-initiated classroom management, individualized education plans, and
legal issues. This professional development was also provided during Years 4 and 5.
In Years 4 and 5, the Alabama SIG continued working with e-Learning Design Lab, the 11
Alabama IHEs, and several LEAs using Academy modules in conjunction with the IHEs
throughout Alabama. The e-Learning Design Lab also prepared staff development programs
comprised of two CDs, User Manual, Progress Monitoring Tool, Curriculum Planning Tool, and
Web site offering several supports for teachers as they progressed through the programs.
Teachers were able to submit questions via the Web site and received responses as they worked
on the programs. All teachers in Alabama schools received the CD at the end of the third year
and were required to complete the programs. The e-Learning Design Lab evaluated the results of
the programs during the fourth year of operation, several months after the CD distribution and
training. They found that 81 percent of the teachers using the Foundation Staff Development
Program gained knowledge from the CD training and rated the training between satisfactory to
informed. The overall performance of the teachers was considered good.
State Personnel Development Grant Page 16Alabama Department of EducationMarch 22, 2007
At the same time, PBS teams targeted upper tertiary students, better described as “high
flyers,” for assistance. Through the use of functional behavior assessment training and
implementation of Individual Behavior Plans, students were suspended for shorter lengths of
time, and expulsion was avoided in many cases (See Figure 5).
An additional tool called the School-Wide Information System (SWIS) was used by teachers
and administrators during the second half of the fourth year and beyond. SWIS enables school
personnel to look at the frequency, location, time of day, referring staff, and possible motivation
for inappropriate behavior and, thus, make better and more effective discipline decisions.
1.4.2 Student Behavior and Discipline Outcomes. ODRs were one measure used to
evaluate the success of training strategies. The ODRs were gathered by the SWIS software in
Years 4 through 7 providing a review of the reduction in referrals due to program
implementation. Referrals were most frequent for eighth grade students (the aforementioned
“high flyers”) as can be observed in Figure 5. This Figure is based upon SWIS data gathered at
all Alabama schools participating in the PBS program and using the software. This included 12
to 17 classes at each grade level.
Figure 5. Rate of Office Discipline Referrals per day by grade level.
Statewide suspension/expulsion data are available for the last several years. They were
State Personnel Development Grant Page 17Alabama Department of EducationMarch 22, 2007
gathered using the three categories of: removals (mandatory expulsion), long-term (one
suspension for more than 10 days), and short-term (multiple suspensions that total more than 10
days). The totals for these categories for several years are in Figure 6. During the 2002-2003
school year, substantial quality control changes were made to gathering and verifying the data.
As a consequence, changes in the short-term suspension data for the last three years are partly
procedural and also due to the increased use of short-term suspension statewide.
Figure 6. Removals, Long-term Suspensions, and Short-term Suspensions for seven years.
Short-term suspension now appears to be the preferred discipline with administrators moving
away from using long-term suspensions and unilateral removals. While the statewide data above
for removals, long-term suspensions, and short-term suspensions shows a rise in short-term
suspension, schools implementing PBS have experienced a decline in short-term suspensions.
The following tables and figures provide an overview of the success for 32 schools that have
implemented PBS for the previous three years. Data are displayed for ODRs, long-term
suspensions, and short-term suspensions. The ODRs (Table 2) have significantly improvement
across the three years in these PBS schools.State Personnel Development Grant Page 18Alabama Department of EducationMarch 22, 2007
Table 2. Mean Number of ODRs for the three years of the program (N=32 schools).
Year Mean Std. Deviation N
1 493 553 32
2 278 350 32
3 223 258 32
For 30 of the schools, long-term suspensions are presented in Table 3. It shows that the
numbers of long-term suspensions were cut by a little over 40 percent during the three years
period.
Table 3. Mean Number of long-term suspensions for the three years of the program (N=30 schools)
Year Mean Std. Deviation N1 13 32 30
2 7 12 30
3 8 13 30
Table 4. Mean Number of short-term suspensions for the three years of the program (N=31 schools)
Year Mean Std. Deviation N
1 45 81 31
2 31 42 31
3 24 42 31
The number of students with less than three days suspension is provided in Table 4. Thirty-
one schools provided data across the last three years on this dependent measure. As can be
observed, the number of students who received short-term suspensions dropped from 45 during State Personnel Development Grant Page 19Alabama Department of EducationMarch 22, 2007
Year 1 to 31 and 24, on average, during Years 2 and 3, respectively. During Year 3, the use of
short-term suspensions in the participating schools had dropped by just short of 50 percent. This
trend is in contrast to the overall rising state trend for short-term suspensions. It is clear that
these PBS schools have reduced short-term suspension, while the state has accelerated their use.
1.5 Student Engagement Program and Outcomes. Students with disabilities drop out of
school prior to completing their course of study at a rate that is higher than students without
disabilities. Early on, the SIG launched two efforts to reduce special education dropouts in the
State of Alabama: (1) Training for Teachers in Connecting Teaching, Learning, and
Assessment; and (2) University-School Partnerships.
1.5.1 Student Engagement Intervention Programs. To provide training with collaborative
partnerships, a variety of Alabama organizations worked within the SIG during the first year of
the project. The Alabama Association of School Psychologists and the SIG staff provided
training for psychologists in effective functional behavioral analysis. The SIG staff and partners
provided workshops, positive behavioral management training, and training on managing
aggressive behaviors. During the workshops, materials were distributed including Teaching and
Learning through Multiple Intelligences, Because We Can Change the World – A Practical
Guide for Teachers Who Care, and Quick Guide to the Internet for Special Education.
During the second year, Makes Sense Strategies (MSS): Connecting Teaching, Learning,
and Assessment workshops were presented by Dr. Ed Ellis. This six-part training series equips
teachers with research-based instructional strategies that are effective for all types of learners.
Trainees used the SIG Web site for information exchange, material dissemination, and
scheduling.
During the Year 3, the MSS training series was recorded on video and CD-ROM and sent as
State Personnel Development Grant Page 20Alabama Department of EducationMarch 22, 2007
a training module to all schools in Alabama. The CD-ROM package included a self-assessment
training module that was required of every teacher after completion of the training module.
Once the teacher assessment was completed, it was given to the principal for review. This
resulted in approximately 54,000 teachers and administrators having the video and software.
To ensure continued use and implementation of the training, a core group of teachers
knowledgeable in the use of the program were identified and trained. During Years 3, 4, and 5,
these teachers, in turn, provided additional workshops in schools and in the 11 Alabama
Regional Resource In-Service Centers across the state. Among those trained were School
Support Teams responsible for instructional intervention in Caution and Alert schools. During
Years 4 and 5 of the SIG, 60 workshops were conducted in the use of MSS with more than 2,100
professionals receiving in-depth training. The MSS training continued through the sixth and
seventh year of the SIG with the training workshop receiving high ratings. Implementation
results were followed and measured in several school systems.
1.5.2 Student Engagement Outcomes. Figure 7 shows the rate of dropouts (14 years and
older) who attended special education classes over the last several years in Alabama. It is
possible that the decline in dropouts during the 2001-2002 to 2003-2004 school years is, in part,
attributable to MSS implementation. Recent implementation of the state exit examination may
have heavily contributed to the rise in dropouts during 2004-2006.
Measures of MSS effectiveness have been taken at several schools using a variety of
instruments and control groups. Table 5 provides a sample of vocabulary, social studies, and
writing test results. It is apparent that MSS enables more students with disabilities to
comprehend materials and demonstrate their enhanced skills.
Figure 7. Rate of dropouts per 1,000 special education students.
State Personnel Development Grant Page 21Alabama Department of EducationMarch 22, 2007
Table 5. Results of MSS effectiveness testing using several variables and class settings
showing the percent passing.
Impact of MSS on Vocabulary Test Scores in 6th Grade Inclusion Class
Before % After %
Average Student with Learning Disabilities 65 77
Average General Education Student 84 96
Control Class (without MSS) 85 84
Impact of MSS on 11th Grade Social Studies Content Test Scores.
Average Student with Learning Disabilities 71 97
Average General Education Student 81 98
Impact on 7th Grade High-Stakes Writing Test Given to Sp. Ed. Students.
Comparison School Number 1 19.4 15.6
Comparison School Number 2 6.5 3.1
State Personnel Development Grant Page 22Alabama Department of EducationMarch 22, 2007
Impact of MSS on Vocabulary Test Scores in 6th Grade Inclusion Class
Makes Sense School 14.2 20.0
State-wide Average 7.3 10.1
The 7th Grade Alabama State Writing Assessment performance of a middle school
implementing MSS was compared to that of two non-MSS middle schools, whose pretest
performance was similar (Table 6). The MSS school produced a 23 point increase in the
percentage of students that passed the test, while both of the non-MSS schools had decreases
(2.17 and -7.05 respectively) during the same period. Thus, the MSS school outperformed the
two comparison schools by 25.03 and 29.91 percentage points, respectively.
Table 6. A MSS middle school and two non-MSS middle schools’ writing assessment
performance on the state test at pre- and post-intervention times.
Type of School Pretest Post-test Percentage Points Change
Non-MSS school #1 43.79 41.62 -2.17
Non MSS school #2 35.55 28.50 -7.05
MSS school 37.65 60.51 +22.86
A similar study was conducted with similar inner-city elementary schools. The MSS was
implemented in two schools and not in one school. Post-test performance indicated that although
the non-MSS school made significant gains (e.g., increase of 12.56 percentage points), when
compared to statewide gains (.05 percentage point), the two elementary schools implementing
MSS dramatically outperformed the non-MSS school. One MSS school gained 33.55 percentage
points, while the other gained 48.54 percentage points.
State Personnel Development Grant Page 23Alabama Department of EducationMarch 22, 2007
Also, writing performance data from an urban and a rural middle school of similar size
were examined using the Alabama Writing Assessment. A comparison was made of before and
after MSS implementation. Results showed that both schools dramatically increased performance
with gains of about 24 percent.
Because the writing examination is one part of the state assessment examination, the
performance of a stratified sampling of 27 elementary schools was examined by assessing pre-
post-MSS performance (Table 7). Data showed that all participating schools significantly
increased performance following MSS implementation. Schools, whose prior performance was
“extremely low” (below 25 percent pass rate standards), appeared to produce the greatest gains
with an average increase of 27.67 percentage points. “Low” schools (26 percent -50 percent pass
rate) demonstrated nearly as much progress (average increase of 23.08 percentage points). These
gains are a marked contrast to the overall .05-point average increase statewide during the same
period.
Table 7. Writing performance of schools in stratified sample of 27 elementary schools.
Type of School # of Schools Pre-MSS Post-MSS % Point Change
Extremely low performing
(<25% pass rate)9 21.6 49.24 27.67
Low performing
(25-50% pass rate)8 38.83 62.41 23.08
Moderate performing
(51-75% pass rate)8 58.39 74.81 15.67
High performing 2 75.02 82.68 7.66
State Personnel Development Grant Page 24Alabama Department of EducationMarch 22, 2007
Type of School # of Schools Pre-MSS Post-MSS % Point Change
(76-100% pass rate)
The data suggest that low-to-moderate performing schools can dramatically increase
performance within a year after initial MSS implementation. Analysis of these and other data
from the Alabama Writing Assessment suggest a consistent pattern of dramatically improved
performance in all but those schools that are already top performing. Schools typically increase
the percentage meeting the standard by about 30 points following the start of MSS.
1.6 Recruitment, Retention, Certification, and Outcomes. To increase the recruitment and
retention of qualified teachers and related service personnel who serve students with disabilities,
services and activities were implemented across three areas of operation: Recruitment, Training
Leading to Certification, and Retention.
1.6.1 Recruitment, Retention, and Certification Programs. During Year 1, 30 school
systems requested specific assistance from the SDE in planning and implementing recruitment
efforts. They developed plans by working with the Alabama Recruitment Team, composed of
representatives from national, regional, and state entities; universities; and the business
communities. Strategies employed by districts included better use of the teacher jobs database
linked to the SDE Web site, use of recruitment flyers, and representation at local job fairs. At
the same time, a new certification area of collaborative teacher was implemented by universities
associated with the Alabama Recruitment Team. The collaborative teacher certification
consolidates many of the previous categorical areas.
During the second year, recruitment efforts emphasized minority special education teacher
recruitment and in rural areas. A recruitment booth was operated at the International Council for
Exceptional Children (ICEC) Conference. A recruitment brochure, developed during the first State Personnel Development Grant Page 25Alabama Department of EducationMarch 22, 2007
year of operation, entitled Consider Alabama for a Teaching Career, was used along with other
materials at the conference to help promote teaching in Alabama. This brochure was also
disseminated to every college and university in the nation offering a special education program.
Beginning in 2000, SIG started collaboration with the Teachers-Teachers.com, a national
recruitment database that provides a vehicle whereby school systems can view resumes posted
online and instantly e-mail prospective candidates for an interview. By posting resumes online,
teachers are accessible to thousands of schools nationwide. Teachers can create and edit
resumes, send cover letters via e-mail, and even participate in a recorded interview posted online
for schools to access. There were 21 participating school systems in Alabama during the first
year of utilization. This grew to the 31 systems including the largest by the end of the seventh
year.
SIG conducted capacity building efforts throughout the seven-year period by providing
around 116 stipends to teacher education students studying in eight areas of specialization. The
range of stipend awards per student was from $480 to $4,000 for the academic year. Fifteen
universities and colleges provided courses for stipend award students. About ten students who
are enrolled at Historical Black Institutions receive awards each year. The training at the
University of Alabama at Birmingham improved the capacity of teachers who teach students
who are visually impaired, blind, deaf-blind, and multi-disabled by offering courses and in-
service workshops.
Gaining Expertise through Mentoring and Support (GEMS) is a teacher support and
assistance initiative implemented during the first year. GEMS was designed to support and assist
new special education teachers by providing coaching as well as rejuvenation through continued
learning opportunities by the seasoned professional providing the support. Professional
State Personnel Development Grant Page 26Alabama Department of EducationMarch 22, 2007
development goals were derived from the mentee’s self-assessment. These development goals
were aligned with the Ability Components from the Alabama Teaching Standards. There were
about 80 mentors from three counties working with over 120 mentees or new teachers during the
first year. Each of the mentors worked with no more than three first- and second-year teachers.
The GEMS program continued in subsequent years of the SIG with more school systems
participating each year until there were 11 schools systems in the GEMS program with 131
mentors and 140 new teachers. The program grew at the same time that proration (Years 3, 4,
and 5) was reducing school budgets.
1.6.2 Recruitment, Certification, and Retention. Utilization of Teachers-Teachers.com
has continued to increase even during years when school districts were experiencing state
funding proration.
Figure 8. Number of special education teachers posting resumes.
State Personnel Development Grant Page 27Alabama Department of EducationMarch 22, 2007
Figure 8 provides an overview of the increased availability of teacher applicants over several
years. The use of the Internet job site by both applicants and districts is a very efficient way to
search for employment/employees. The SIG project also leveraged other resources used by the
consortium of 15 Alabama IHE teacher preparation programs to encourage students to pursue
credentials in special education and teach in Alabama. Over the last eight years, the percentage
of teachers not fully certified has dropped and then moved upward as the shortages became more
evident (Figure 9).
Over the last four years, the SIG staff was able to obtain information regarding the retention
of GEMS program participants from the participating systems. Retention of the teachers has
varied from between 81 percent to 91 percent in the last year of the program. Figure 10 shows
the success of the program.
Figure 9. The percent of teachers who were not fully certified over the last 11 years.
State Personnel Development Grant Page 28Alabama Department of EducationMarch 22, 2007
Statewide retention of special education teachers has been evaluated for four recent time
periods to determine if teachers had taught three years and returned for the fourth year. Table 8
provides an overview of these results by specialty for all special education teachers.
Figure 10. Retention of new teachers under the GEMS program.
Table 8. Retention of all special education teachers during four recent time periods.
State Personnel Development Grant Page 29Alabama Department of EducationMarch 22, 2007
Description of Specialty
Percent Remaining into the 4th Year – All Teachers
1999-2000
and continued
teaching in
2002-2003
2000-2001
and continued
teaching in
2003-2004
2001-2002
and continued
teaching in
2004-2005
2002-2003
and continued
teaching in
2005-2006
Adapted Physical Education 48.9 47.5 47.9 54.2
Deaf-Blind 40.0 40.0 80.0 25.0
Developmentally Delayed 43.8 42.3 34.9 41.6
Emotional Conflict 32.1 32.8 58.9 47.6
Gifted 59.8 61.6 51.5 49.4
Hearing Impaired 44.4 41.7 18.2 16.6
Mentally Retarded 46.2 42.6 64.7 55.9
Multi-Disabilities 38.1 40.0 58.1 55.4
Orthopedic/Other Health Imp. 28.7 39.0 64.4 61.5
Specific Learning Disabilities 53.5 53.9 65.7 53.2
Speech and Language Impaired 63.3 58.8 39.5 39.7
Visually Impaired 29.8 44.9 13.7 20.9
TOTAL 53.1 52.3 57.8 50.7
Table 9 provides an overview of retention by specialty for new special education teachers. As
can be observed from Table 8 and 9, retention for all special education teachers has been just
above 50 percent for the last several years. In the past, retention for first-time teachers was just
above 60 percent; however, it is now just below 45 percent. This decline indicates that a
State Personnel Development Grant Page 30Alabama Department of EducationMarch 22, 2007
statewide effort to retain first-year teachers could help reduce the rise in utilization of under
certified teachers.
Table 9. Retention of first year special education teachers during four recent time periods.
Description of Specialty
Percent Remaining into the 4th Year – First Year Teachers
1999-2000 and
continued
teaching in
2002-2003
2000-2001 and
continued
teaching in
2003-2004
2001-2002 and
continued
teaching in
2004-2005
2002-2003 and
continued
teaching in
2005-2006
Adapted Physical Education 50.0 100.0 66.7 66.7
Deaf-Blind 0.0 0.0 0.0 0.0
Developmentally Delayed 57.9 50.0 58.8 57.6
Emotional Conflict 62.5 65.1 64.0 32.4
Gifted 47.4 42.9 42.1 33.3
Hearing Impaired 54.5 55.6 50.0 50.0
Mentally Retarded 63.3 60.6 54.4 43.2
Multi-Disabilities 60.5 71.9 41.9 42.3
Orthopedic/Other Health Imp. 69.2 73.9 50.0 47.5
Specific Learning Disabilities 62.7 64.6 55.3 40.2
Speech and Language Impaired 66.7 61.2 54.1 56.4
Visually Impaired 66.7 33.3 0.0 0.0
TOTAL 62.6 62.7 53.4 44.4
Further analysis has found that there are 15 districts with a retention rate of less than 30
State Personnel Development Grant Page 31Alabama Department of EducationMarch 22, 2007
percent for the two most recent time periods investigated. Targeting these districts, some of
which are large, could substantially increase the statewide retention rate—see Table 10.
Table 10. Systems employing over 50 special education teachers with low retention rates.
System Code
2001-2002 Count of Special
Education Teachers Employed
2002-03 to
2004-2005
2002-03 to
2005-06
Average %
Retained
001 52 15.4 3.9 9.7
130 117 17.1 6.3 11.7
158 99 22.2 19.6 20.9
063 167 33.5 14.8 24.1
028 90 8.9 64.5 36.7
169 57 52.6 22.0 37.3
057 53 54.7 20.0 37.4
141 69 24.6 52.3 38.5
067 63 49.2 28.8 39.0
1.7 Alabama Early Intervention System Needs. On an annual basis, the Alabama Early
Intervention System (AEIS) used a parent survey and staff individual self-assessment checklist
of cross-disciplinary early intervention competencies that provided a needs assessment of needs
for parents and staff. Personnel development plans are developed from these workshops. Table
11 provides a review of the findings for parents using responses from 2004 to 2006. It is
apparent that knowledge of needs, assessing present level of development, and establishing
measurable outcomes are need areas for parents.
Table 11. Percent of developmental level of knowledge and use for Alabama parents.
State Personnel Development Grant Page 32Alabama Department of EducationMarch 22, 2007
Knowledge and Skill Area
No
Knowledge
Beginning
Knowledge
Definite
Knowledge
Can Apply
Knowledge
Needs of Young Children 1% 17% 26% 56%
Present Level of Development 2% 30% 22% 46%
Measurable Outcomes Established 6% 35% 20% 39%
SECTION 2: SIGNIFICANCE
The SDE-SES is seeking SPDG funding to implement scientifically based instruction/
interventions in math by general and special education teachers working collaboratively and also
using effective pre-literacy interventions (GOAL 1); increase school engagement (GOAL 2);
continue to expand and scale up positive behavior supports (GOAL 3); and recruit and retain
fully certified special education teachers (GOAL 4). This section will demonstrate that the
initiatives and activities to be implemented by the State of Alabama during the next five years
are based on research or evidence-based practices.
A research review of some 300 studies by Kallaghan, Sloan, Alvarez, and Bloom (1993); 49
studies by Edge and Davis (1994); 66 studies by Henderson & Berla (1994); and studies by
Henderson and Mapp (2002) on parental involvement/parent engagement all demonstrated
that the family makes powerful contributions to student achievement. This is true across
socioeconomic, racial/ethnic, and educational backgrounds and for students of all ages (Mapp,
2004). In addition, the earlier in a child’s educational process that parent involvement begins,
the more powerful the results. Redding, Langdon, Meyer, and Sheley (2004) showed that a
critical mass of constructive, school-home activities can be generated in a relatively short period
of time if these efforts are comprehensive, focused, and coherent. Therefore, parent and family
State Personnel Development Grant Page 33Alabama Department of EducationMarch 22, 2007
involvement and engagement activities are woven into all four goals of the Alabama SPDG.
Also woven throughout the implementation of SPDG activities are principles of system
change. Between three-five years is the minimum amount of time needed for systems change
(Freedman, 2000; Johnson and Guy, 1997). The five-year SPDG grant period will provide
sufficient time for the math achievement gap between students with and without disabilities to
decrease, increase the number of students with disabilities passing the exit exam and graduating
with a regular diploma, the scale up PBS, and with impact attrition mentoring programs. Neither
top-down, nor bottom-up strategies alone are effective (Fullan, 1994). Accordingly, the SDE-
SES will provide general oversight for the project, but will rely on its partners to implement
many of the solutions within Alabama school systems and communities. Systemic change is
more likely to occur if planning is broad-based, involving those who will implement as well as
those who will be affected. The commitment of personnel from the SDE, AEIS, the IHEs,
Alabama PTI, and LEAs demonstrate the breadth of the planning of the proposed SPDG.
For meaningful change to occur, school staff and parents must have opportunities to translate
new ideas and concepts learned through pre-service/staff development into practice (Hixson &
Tinzman, 1990). Each of the four SPDG goals is focused on training and follow-up support to
ensure effective implementation. One of the inherent premises of the SDE SPDG is that
expanded skills and knowledge will help sustain efforts beyond the SPDG funding period.
2.1 GOAL 1 – Effective Math and Early Literacy Skills. As demonstrated by the data
presented in Section I, there is a significant gap in achievement between students with and
without disabilities on both national and statewide criterion measures in the area of math. Since
Alabama is committed to ensuring that all students achieve high standards, several strategic
activities are being proposed within Section 3 – Project Design aimed at narrowing this
State Personnel Development Grant Page 34Alabama Department of EducationMarch 22, 2007
achievement gap.
2.1.1 Improving Math Achievement through the No Child Left Behind Act of 2001
(NCLB). One of the concerns behind the No Child Left Behind Act of 2001 (NCLB) is that
America’s schools are not producing the math excellence required for global economic
leadership and homeland security in the 21st century. The NCLB calls for the use of
"scientifically based research" as the foundation for math education programs and for classroom
instruction. The NCLB also encourages partnerships with universities to ensure that
knowledgeable teachers deliver the best math instruction possible.
2.1.2 National Mathematics Advisory Panel. On April 18, 2006, President Bush issued an
executive order creating a National Mathematics Advisory Panel to provide advice on the best
use of scientifically based research on the teaching and learning of math. Modeled after the
National Reading Panel, the National Mathematics Advisory Panel is evaluating the
effectiveness of various approaches to teaching math and, in so doing, creating a research base to
assist teachers in providing solid math instruction in the early grades to prepare students to take
and pass algebra and other challenging courses in middle and high school. The Alabama SPDG
will incorporate this knowledge as it becomes available.
2.1.3 Scientifically Based Research and Effective Mathematics Instruction. Math
curriculum and instructional strategies to be implemented within the Alabama SPDG will be
based on evidence-based research relevant to math development, math instruction, and math
decisions. In regional meetings conducted by the U.S. Department of Education during October
2002, the following challenges were provided:
All students can and should be proficient in mathematics.
Mathematical proficiency has five intertwined strands:
State Personnel Development Grant Page 35Alabama Department of EducationMarch 22, 2007
1. Understanding mathematics.
2. Computing fluently.
3. Applying concepts to solve problem.
4. Reasoning logically.
5. Engaging with mathematics – seeing it as sensible, useful, and doable.
For all students to become mathematically proficient, major changes must be made in
instruction, instructional materials, assessments, and teacher education.
1. Instruction should support the development of mathematical proficiency for all.
2. Instructional materials should incorporate the five strands.
3. Assessments should contribute to the goal of mathematical proficiency.
4. Teachers should have the support that will enable them to teach all students to be
mathematically proficient.
5. Efforts to achieve mathematical proficiency for all students must be coordinated,
comprehensive, and informed by scientific evidence.
Proficiency cannot be achieved through piecemeal or isolated efforts. Parents, teachers,
administrators, and policy makers must work together to improve school mathematics.
2.1.4 Promising Directions in Effective Math Instruction. Teaching and learning
mathematics are complex tasks. Despite the fact that there is not a lot of scientific research in
math, the number of research studies conducted in mathematics education over the past three
decades has increased resulting in some promising directions. In reviewing studies with more
rigorous criteria, Baker, et al., 2002 found that fairly good studies showed when students,
teachers, and parents get ongoing information (usually on the computer), about every two weeks,
as to where they are in math relative to state standards or some framework, student performance
State Personnel Development Grant Page 36Alabama Department of EducationMarch 22, 2007
is invariably enhanced. The following are other promising directions for effective math
instruction identified by Grous and Ceulla (2000) that can increase student learning and have a
positive effect on student achievement:
1. Increasing the extent of the students’ opportunity to learn (OTL) mathematics content.
2. Focusing instruction on the meaningful development of important mathematical ideas.
3. Providing learning opportunities for both concepts and skills by solving problems.
4. Giving students both an opportunity to discover and invent new knowledge and an
opportunity to practice what they have learned.
5. Incorporating intuitive solution methods, especially when combined with opportunities for
student interaction and discussion.
6. Using small groups of students to work on activities, problems, and assignments (e.g., small
groups, Davidson, 1985; cooperative learning, Slavin, 1990; peer assisted learning and
tutoring, Baker, et al., 2002.
7. Discussing individual and group work with the whole class.
8. Teaching math with a focus on number sense that encourages students to become problem
solvers in a wide variety of situations and to view math as important for thinking.
9. Using concrete materials on a long-term basis to increase achievement and improve attitudes
toward math.
10. Using calculators in the learning of math.
Other promising practices supported by research include well-designed tutoring programs
with intensive and ongoing training for the tutors, well-structured tutoring sessions in which both
the content and delivery of instruction is carefully scripted, careful progress monitoring and
reinforcement of programs, frequent and regular tutoring systems with each session between 10
State Personnel Development Grant Page 37Alabama Department of EducationMarch 22, 2007
and 70 minutes daily, the use of technology, curriculum-based interventions, and differentiated
instruction. In addition, Accelerated Math has also consistently demonstrated to dramatically
raise student math achievement (Ysseldyke and Tardrew, 2006l Spicuzza, et al., 1999).
2.1.5 GOAL 1 - Early Reading and Literacy Skills to Later Achievement. Research has
clearly shown the importance that early language and literacy plays in the later achievement of
children (Wilcox, 1999; VanKleek, Gillam & McFadden, 1998; and Dickinson & Smith, 1994).
Burns, Griffin, and Snow (1999) identified the following key aspects of language and literacy
skill development of preschool/K-3 grade children: extended vocabulary, language development,
phonological awareness, speech discrimination, knowledge of narrative, book and print
awareness, functions and concepts of print, letters, early word recognition, and comprehension.
The proposed SPDG will focus on training parents in pre-literacy, language, numeracy, and
advocacy skills. The pre-literacy and language content of the parent training will incorporate the
following five components identified by the National Reading Panel as essential components of
an effective reading instruction program: Phonemic Awareness, Phonics, Fluency, Vocabulary,
and Comprehension. In addition to connecting all instructional materials and reading activities
to these essential components, the best instructional programs should:
Address students’ various needs as identified by ongoing assessment.
Follow coordinated instructional sequences.
Allow ample practice opportunities and provide aligned student materials.
Use targeted, evidence-based instructional strategies, as appropriate.
Allow an uninterrupted block of time daily for reading (at least 90 minutes daily).
Goal 1 of Alabama's SPDG will use the above and other research related to literacy and
reading skills involving pre-service and staff development trainers, mentors, general/special
State Personnel Development Grant Page 38Alabama Department of EducationMarch 22, 2007
education teachers, administrators, paraprofessionals, and parents in SPDG activities.
2.2 GOAL 2 – Student Engagement.
2.2.1 Research Regarding Student Engagement. Low or inadequate engagement in school
has been identified as a strong predictor of academic failure (Donahoe & Zigmond, 1990;
Hudley, et al., 2002; Schellenberg, Frye, & Tomsic, 1988; Wagner, et. al., 2003; Herman &
Tucker, 2000; Hudley, et al., 2002; Newmann, 1992; Singh, Granville & Dilka, 2002; Sirin &
Jackson, 2001). Low achievement, in turn, is a precursor to dropping out (Redd, Brooks, &
McGarvey, 2001). Studies have shown little consensus in defining engagement; however,
studies have defined student engagement in several ways including school absences, attending
school regularly and completing homework, classroom engagement behaviors such as taking part
in group discussions, completing homework on time, staying focused on classroom and social
contact or classroom activities, and/or dropping out; whereas, others consider students’
emotional experiences in school. Current thinking suggests that school engagement is a
multidimensional construct with emotional or subjective as well as behavioral components (Finn,
1992; Sirin & Jackson, 2001). Many students with disabilities are at risk for disengagement
from school. They miss more school than other students and have difficulty sustaining attention
to school tasks because of factors associate with their disability. Teachers may have lower
expectations for them than for other students, resulting in their receiving fewer opportunities and
less encouragement to participate in stimulating or challenging activities (Goodenow, 1992;
Grossman, 2002).
Research has shown that teachers can implement instructional strategies that influence
student motivation, increase time spent on task, and make work more engaging and effective for
students with and without disabilities at all levels (Anderman & Midgley, 1998; Dev, 1997;
State Personnel Development Grant Page 39Alabama Department of EducationMarch 22, 2007
Skinner & Belmont, 1991). Brewster and Fager (October 2000) reported on a number of
research-based strategies for designing more engaging in-class activities and increasing the
amount of time students spend on task. Following are some of these strategies that have been
incorporated into the Alabama MSS engagement program described in 2.2.2 below:
1. Ensure course materials relate to students’ lives and highlight ways learning can be applied in
real-life situations (Lumsden, 1994; Skinner & Belmont, 1991).
2. Allow students to have some degree of control over learning (Brooks et al., 1998).
3. Assign challenging but achievable tasks for all students—tasks that seem impossible easily
discourage learners, as do those tasks that are rote and repetitive (Dev, 1997; Policy Studies
Associates, 1995).
4. Arouse students’ curiosity (Strong, et al., 1995).
5. Design projects allowing students to share new knowledge (Strong, et al., 1995).
2.2.2 Makes Sense Strategies (MSS). MSS software provides: (a) resources for planning
differentiated instruction; (b) graphic organizer (GO) resources used when teaching; and, (c) PD
resources on effective instruction. It is based on an extensive body of research on effective
instruction (Adams, et al., 1989; Ellis and Worthington, 1992) including lesson structure,
frequency of responses, perfect and sufficient practice, effective feedback, scaffolding
complexity, scaffolding assistance, differentiating curriculum, and curriculum-based assessment.
Section 1 shows the effectiveness of MSS implemented during the past eight years.
The MSS content instructional design resources cue teachers to employ sophisticated
planning behaviors for differentiating content to determine essential understandings, enhancing
information to make it easier to understand without compromising its integrity, integrating
strategy instruction, designing authentic experiences, assessing learning, and determining
State Personnel Development Grant Page 40Alabama Department of EducationMarch 22, 2007
accommodations. Resources for literacy instruction focus on designing instructional units and
lesson plans that are developmentally appropriate, utilizing scaffolded assistance and complexity,
and targeting generalization of the skills being taught.
In addition to planning resources, MSS provides teaching resources in the form of interactive
GOs specifically designed for teaching essential understandings of content-area topics;
vocabulary; process writing; reading comprehension; math concepts and processes;
social/behavior literacy; and integrating critical, analytical, and creative thinking skills
throughout the curriculum.
2.2.3 Graphic Organizers. A graphic organizer is an instructional tool used to organize
information and to illustrate a student’s or class’s knowledge about a topic or section of text (i.e.,
semantic map, structured overview, web, concept map, semantic organizer, story map, or other
visual graphic organizer). Research supports the use of graphic organizers to improve student
achievement at the upper elementary and middle school grades (Armbruster et al., 1991;
Braselton & Decker, 1994; Brookbank et al., 1999; Browman et al., 1998; Gardill & Jitendra,
1999; Griffin et al., 1992; Guastello et al., 2000; Ritchie & Volkl, 2000; and Simmons et al.,
1998).
Some SBR also supports the use of graphic organizers in the lower elementary grades
(Brookbank et al., 1999; Davis, 1994; Gallick-Jackson, 1997; Meyer, 1995; Sinatra et al., 1984).
Positive results have also been shown at the secondary grade level (9 th – 12th), as well (Boyle &
Weishaar, 1997; DeWispelaere & Kossack, 1996; Doyle, 1999; and Scanlon et al., 1992).
The use of graphic organizers for improving students’ critical thinking or higher order
thinking skills has also been demonstrated with SBR (Brookbank et al., 1999; DeWispelaere &
Kossack, 1996). In addition to developing critical thinking skills, graphic organizers have also
State Personnel Development Grant Page 41Alabama Department of EducationMarch 22, 2007
been shown to help students with mathematic problem solving (Braselton & Decker, 1994).
They have been shown to help students retain and recall information (Bos & Anders, 1992;
Ritchie & Volkl, 2000; Griffin et al., 1995). Students have also effectively used graphic
organizers as an outlining tool (Doyle, 1999; Meyer, 1995). Doyle (1999) found that students
with specific learning disabilities achieved higher test scores on end of chapter tests if they used
graphic organizers as study tools as compared to traditional linear note taking methods. Meyer
(1995) concluded that third grade students’ writing improved as a result of using graphic
organizers to organize ideas.
2.2.4 Strategic Instruction Model. Goal 2 proposes to use other scientifically based
interventions to enhance student engagement and learning. Specifically, the Strategic Instruction
Model (SIM) will be implemented along with MSS. The SIM is an umbrella term that embraces
a model of teacher-focused (Content Enhancement) and student-focused interventions (Learning
Strategies), and other support pieces. The SIM is intended to offer students a key to unlocking
text and nurturing understanding. Among the essential components of the SIM is a set of
routines called the teacher-focused interventions, or Content Enhancement Routines. Content
Enhancement Routines contain visual and graphic organizers and other methods to help students
extract important information that they need to learn from their content-area texts (Schumaker, et
al., 2002). Research conducted by the University of Kansas Center for Research on Learning
(KU-CRL), has shown positive effects of the use of several SIM strategies:
Word Identification Strategy (Lenz & Hughes, 2000; Spargo, et.al., 1980; Woodruff, et all.,
2002; and Deshler, et al., 2002).
Self-questioning Strategy and Paraphrasing Strategy (Beals, 1983; Glaeser, 1998).
Paraphrasing Strategy (Schumaker & Deshler, 1992).
State Personnel Development Grant Page 42Alabama Department of EducationMarch 22, 2007
Visual Imagery Strategy (Deshler, et al, 2002).
Vocabulary Learning Strategy, Word Identification Strategy, and the Self-Questioning
Strategy (Seybert, 1998).
2.3 GOAL 3 – Positive Behavior Supports
2.3.1 Relationship of Behavior and Achievement. Learning disabilities frequently co-exist
with emotional disturbance and behavior problems and result in problems mastering academic
content (Coleman & Vaughn, 2000; Goodman and Schaughency, 2001). The connection
between academic and social behaviors appears to be reciprocal, with failure in one precipitating
failure in the other. Students with behavior problems have fewer opportunities to experience
success in school and fewer instructional interactions with their teachers; thus, they receive less
exposure to academic content and are more likely not to finish high school. The Chesapeake
Institute (1993) reported that more than 50 percent of these students drop out, and few of these
complete or even pursue post secondary education.
Learning and teaching occur best in school climates that are orderly, courteous, positive, and
safe. Defiant, disruptive, and violent behaviors decrease the effectiveness, efficacy, and
relevance of teaching and learning for all students. Sugai and Horner (June, 2001) argue that
enabling schools to enhance their organizational capacity by implementing research-validated
practices within a framework of positive behavior supports creates the desired climate.
2.3.2 Positive Behavior Supports (PBS). PBS is a broad range of systemic and
individualized strategies for achieving important social and learning outcomes, while preventing
problem behavior (Sugai and Horner, 2001). The goal of PBS is to enhance the capacity of
schools to educate all students, especially those with challenging social behaviors, by
establishing an effective continuum of PBS systems and practices. Sugai and Horner (2001)
State Personnel Development Grant Page 43Alabama Department of EducationMarch 22, 2007
reported that schools adopting a schoolwide PBS approach consider four distinct and necessary
implementation elements: specification of clearly defined and measurable results; use of data for
decision making; adoption of evidence-based practices and processes; and, provision of supports
for high-fidelity implementation. In addition, schools that adopt a schoolwide PBS system
establish a full continuum of behavior supports characterized by an emphasis on prevention,
increasing intensity of interventions for increasing intensities of problem behavior, and a
provision of basic proactive programming (primary prevention) for all students by all staff in all
settings (Sugai and Horner, 2001).
2.3.3 Effectiveness of PBS. PBS has been implemented in nearly every state in the country.
The implementation of PBS at the elementary level has expanded to high schools. Research
studies have demonstrated that when PBS strategies are implemented schoolwide, children with
and without disabilities benefit by having an environment that is conducive to learning (Jolivette,
Stichter, Nelson, Scott, and Liupsin, 2000). Comprehensive literature reviews and research
syntheses have been conducted (Carr, et al, 1999; Warger, 1999) and concluded that PBS is
widely applicable to individuals with serious challenging behaviors and that PBS is effective in
reducing problem behavior by 80 percent two-thirds of the time. These same studies have
demonstrated that when PBS strategies are implemented schoolwide, children with and without
disabilities benefit by having an environment that is conducive to learning. Students learn more
about their own behavior, learn to work together, and support each other as a community of
learners. As an example, Fern Ridge Middle School in Elmira, Oregon, experienced a 42 percent
drop in office referrals in one year’s time after implementing Effective Behavioral Support
(Taylor-Green, et al., 1997).
2.3.4 Bringing PBS to Scale. The Office of Special Education Programs (OSEP) funded
State Personnel Development Grant Page 44Alabama Department of EducationMarch 22, 2007
Center on Positive Behavioral Interventions and Support (PBIS) has been working with schools
to adopt a schoolwide approach to discipline. Host environments are created that support the
ongoing use of preferred and effective practices (Sugai & Horner, 1999; Zin & Ponti, 1990).
Effective host environments have policies (e.g., proactive discipline handbooks, procedural
handbooks, structures such as behavioral support teams) and routines (e.g., opportunities for
students to learn expected behavior, staff development, data-based decision making) that
promote the identification, adoption, implementation, and monitoring of research-validated
practices. PBIS identified the following key requirements for schoolwide implementation to
bring PBS to district and state scale (Sugai and Horner, 2002; Sugai and Horner, 2005).
Efficient team-based leadership, coordination, and accountability.
On-going and focused professional development and specialized behavior supports.
Provision of adequate incentives for sustainability.
Efficient and relevant information management and dissemination.
Cost-effective budget and personnel management.
Policy, budget, and resource management with outcome-based accountability.
Capacity building with efficient and integrated management of multiple/similar projects and
initiatives.
Identification and dissemination of validated practices and procedures.
2.4 GOAL 4 – Sufficient Numbers of Highly Qualified Teachers. The No Child Left Behind
Act of 2001 (NCLB) required that all states and school districts ensure that all students are taught
by highly qualified teachers in the core academic subjects by the end of the 2005-2006 school
year. The basis for this NCLB requirement is that one of the root causes of achievement gaps
that continue to exist across schools, systems, and states is the lack of qualified teachers. On
State Personnel Development Grant Page 45Alabama Department of EducationMarch 22, 2007
June 26, 2003, the Alabama State Board of Education adopted a model or plan for meeting this
requirement of highly qualified teachers. Alabama has a statewide test for all new teachers
seeking initial certification through traditional or alternative approaches. The test measures
competence in basic skills (reading, writing, and mathematics). Alabama also administers
voluntary subject-area tests for teachers who have not otherwise been able to document that they
are highly qualified. As stated in Section 1, aggressive recruitment strategies during the first
Alabama SPDG resulted in nearly 98 percent of all special education teachers being certified.
This percentage is going down, in part, due to the inability to retain new teachers.
As described in Section 1, there is an emerging problem in the retention rate of all special
education teachers, in particular first-time teachers. Because of this emerging problem and an
overall decline in the percentage of fully certified special education teachers, the focus of Goal 4
of the proposed Alabama SPDG will be on assisting existing teachers in obtaining the necessary
knowledge in math, collaborative teaching, MSS, and PBS and providing mentoring support
through partnerships between school districts and the universities.
2.4.1 Relationship Between Teacher Expertise/Qualifications and Student Achievement.
Research suggests that teacher qualifications are the largest single variable in student learning—
explaining as much as 40 percent of the difference between students (AASCU, 2001; Ferguson,
1996). Ferguson and Ladd (1996) found that 31 percent of the difference was explained by
teacher qualifications and class sizes, while 29.5 percent was explained by poverty, race, and
parent education. In fact, several research studies confirm that placing a high-quality teacher in
each classroom is one of the most important things schools can do to improve student
achievement (Darling-Hammond, 2000; Darling-Hammond, 1999; and Darling-Hammond,
1997), especially for students in low-income communities (Goldhaber and Anthony, 2004;
State Personnel Development Grant Page 46Alabama Department of EducationMarch 22, 2007
McCaffrey, et. al., 2003; and Rivkin, et. al., 2002; and Hamushek and Kain, 2002). The more
skilled a teacher, the higher the achievement of their students.
2.4.2. Recruitment Efforts. Within Goal 4, successful recruitment efforts, including
stipends, grow-your-own high school programs, and diversity recruitment strategies will be
implemented within the proposed five-year Alabama SPDG.
Non-traditional sources of recruitment will be used such as grow-your-own high school
programs designed to encourage interest by juniors and seniors into the field of special education
(Spradlin, T.E. and Prendergast, K.A., 2006; Guarino, et al., 2004; Heselkorn, 2000; Clewell and
Veillegas, 2001). Alabama will also review effective strategies being implemented within other
states (e.g., Arizona, Illinois Oregon, and Idaho), such as general career awareness activities,
visits to college campuses, hands-on teaching orientation, career clubs, and financial incentives
for interested graduating seniors. Research findings, (Torres and Peck, 2004; Vegas et al., 2001;
and Ingersoll, 1999) will also be used relative to successful minority teacher recruitment and
student support strategies within higher education training programs (i.e., diagnostic student
assessment, tutoring services, peer mentoring, academic advising, study and test-taking skills
assistance, and monitoring of student progress).
2.4.3 Professional Development/Retraining. Staff Development/Retraining. A
considerable body of research exists that examines the characteristics of effective staff
development programs. Darling-Hammond and McLaughlin (1999) reported that effective staff
development must engage teachers in concrete tasks of teaching, assessment, observation, and
reflection that illuminate the processes of learning and development. It must be collaborative
and grounded in participant-driven inquiry, reflection, and experimentation. It must be
connected to and derived from teachers’ work in the classroom; ongoing, intensive, and
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supported by modeling; coaching; and the collective solving of specific problems of practice, and
integrated with other school change. Effective professional staff development includes
traditional workshop and conferences; distance learning; Web-based training; facilitated
networks; individual and group inquiry; case discussions; simulations; demonstration and
practice; tuition; bonuses and incentives; job-embedded; and mentoring/coaching and follow-up
support (Pennel and Firestone, 1998).
A synthesis of research on staff development by Showers, Joyce, and Bennett (1987)
concluded that nearly all teachers will implement instructional practices in their classrooms if the
professional development design includes: (1) presentation of theory behind practice, with
attention to teacher knowledge and cognitive development; (2) demonstrations and opportunities
for hands-on practice during training; and, (3) prompt feedback to the teachers during practice.
2.4.4 Mentoring to Increase Teacher Retention. Research indicates that professional
development of teachers occurs in stages that extend well beyond their first year in the
profession. Feirman-Nemser and Remillard (1995) and the Allicance for Excellent Education
(2004) report that it takes from three to seven years in the field to reach proficiency and to
maximize their student’s performance. Smith and Ingersoll (2004) found that beginning teachers
who experienced induction and mentoring support in their first year of teaching were less likely
to leave teaching or change schools. Mentoring programs promises potential benefits in new
teacher induction, career enhancement, professional development, and program innovation
(Ingersoll and Kralik, 2004; NCTAF, 2003; Little, 1990). By and large, teacher-mentoring
programs focus on the “survival and discovery” stage, providing support to teachers in their first
year (Huling-Austin, 1992). During this stage, the goal is to give intensive psychological and
instructional assistance to new teachers meeting their immediate needs as they adjust to the
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demands of teaching and become socialized to the school organization.
A five-year study, Learning from Mentoring, found five important factors needed to create
successful mentoring programs (National Center for Research on Teaching and Learning, 2000):
(1) Mentoring must be connected to a vision of good teaching; (2) It must be informed by an
understanding of how one learns to teach; (3) It must be viewed as a professional practice, not
merely an add-on for experienced teachers; (4) Mentors need time to mentor and opportunities to
learn to mentor; and, (5) Mentoring is affected by the professional culture of the school and
broader policies and values. Mentoring can turn classrooms into learning laboratories to keep up
with research-based practices.
The Alabama SPDG will also look to the work of Johnson and Birkeland (2003) and Garet,
et al (Winter 2001), which suggests that schools do better to rely less on one-to-one mentoring
and, instead, develop schoolwide structures, including orientations, teacher networks, and study
groups that promote integrated professional cultures with frequent exchange of information and
ideas across experience levels. One-to-one mentoring findings suggest that formal mentoring
programs are infrequently implemented with fidelity (i.e., sufficient time spent with the novice
teacher). Another challenge with one-on-one mentoring is that new teachers’ needs are so
variable and immediate that the appropriate combination of expertise, experience, and cultural
background is unlikely to reside in one mentor who is available when needed.
According to Wong (2004), mentors may be fine for the first few months, but once the
survival stage is over new teachers want demonstration classes to see others teach in their
classrooms and other teachers to come into their classrooms to advise them on their teaching.
New teachers want networks—to be part of the school learning community where new and
veteran teachers are treated with respect and their contributions are valued. Teachers choose to
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work in schools where there is a “critical mass” of like-minded colleagues focused on student
achievement with their principal’s support and leadership (Charlotte Advocates for Education,
2004). Other research findings used in designing Alabama mentoring programs include the need
for common planning time across general and special education teachers (Smith and Ingersoll,
2004), integrated professional cultures organized around collegial efforts rather than schools
organized around veteran- or novice-oriented activities (Johnson and Birkeland, 2003); ongoing
systematic application, practice, and follow-up (Ganser, 2001); ongoing and systematic coaching
and administrative support (Shields, P. et al, 2003; Wong, 2004); greater autonomy, influence,
and administrative support (Ingersoll, 2001); and manageable workloads and a reduction of
paperwork (SPeNSE, 2001).
Other formal and informal strategies will include those suggested by the National
Clearinghouse for Professions in Special Education (Shanley, 1998). IHEs will partner with
selected school systems in the implementation of both formal and informal mentoring strategies.
SECTION 3: PROJECT DESIGN
3.1 Project Design Overview. Evaluation of Alabama’s first two SIGs (1998-2006) found that
where evidenced-based interventions were implemented, reading, writing, social studies, and
vocabulary scores could be elevated and dropouts, office discipline referrals, and removals could
be reduced. These findings continue to be relevant because statewide the achievement gap
between students with and without disabilities remains in reading and math. Activities carried
out within the first two Alabama SIGs were so successful that SBR has been fully incorporated
into the Alabama Reading Initiative, including Reading First, and is an integral priority
throughout the SDE. Therefore, the focus of the new Alabama SPDG in reading will be on early
literacy for young children and secondary students where a large impact can be made and the
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aforementioned programs have not been implemented.
The SPDG will also address reducing the achievement gap between students with and
without disabilities in the critical area of math by using SBR (Independent Variable in design).
Figure 4 in Section I: Needs, illustrates this need showing that all special education students and
in particular, secondary students are having a very difficult time achieving passing scores.
As indicated in Section l: Needs, there is high attrition of special education teachers with 51
percent remaining after three years and only 44 percent of first-time special education teachers
remaining after three years. Because of attrition and a beginning trend of using more under-
certified special education teachers (Figure 9, Section I: Needs), there will be expanded and
increased efforts to train, recruit, and retain (Independent Variables) fully qualified special
education teachers throughout the state.
The major SPDG outcomes below (Dependent Variables in design) will be the target of four
proposed SIG goals for the next five years (2007-2012):
Evidence of success will be shown by improved early literacy and elementary math scores.
(GOAL 1)
Secondary students will improve skills for accessing content areas at the secondary level and
pass the literacy and mathematics subtests of the exit examination. (GOAL 2)
Special education students will demonstrate improved behavior enabling them to increase
attendance, reduce office referrals, decrease suspensions/expulsions, and lower dropout rates.
(GOAL 3)
Special education services will be delivered by trained and qualified special education
teachers, working collaboratively with general education teachers who remain teaching in
special education beyond three years. (GOAL 4)
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3.2 Goals, Objectives, and Activities.
GOAL 1: Through the implementation of SBR instructional strategies within the
framework, there will be a 20 percent reduction in the achievement gap between students
with and without disabilities in the area of math and age-appropriate progress in pre-
literacy/reading and math.
Objective 1.1: Approximately five elementary and middle schools from a pool of schools
with the largest achievement gaps between students with and without disabilities will be
selected annually to implement SBR math instructional programs with sustained fidelity.
1.1.1 (Quarter 1, Year 1) – In collaboration with the Alabama Math, Science, and Technology
Initiative (AMSTI) and the Special Education Institute, International Center for
Leadership in Education, math intervention programs will be identified that meet the
established SBR criteria from which implementation sites can choose to implement.
1.1.2 (Years 1-5) – Three regional workshops will be provided annually by SPDG staff and
publishing company consultants for teachers and administrators in the participating
schools to disseminate awareness information about SBR math intervention programs
that meet the established criteria set by the math steering committee. These workshops
will assist participating schools in the selection of SBR math intervention program for
implementation during Years 2-5.
1.1.3 (Years 1-5) – In collaboration with the SDE, experts in specific SBR math intervention
programs will provide at least three days of annual regional training during the summer
for special and general education teachers within the five schools selected. Training will
center on the SBR math intervention programs selected by each school and will also
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include procedures for using fidelity data to improve the quality of implementation.
1.1.4 (Years 1-5) – SBR math intervention experts and SPDG staff will also provide training
and on-site assistance, walk-throughs, mentoring, and technical assistance for special and
general education teachers within the participating schools at least monthly during the
school’s first year of implementation and at least quarterly during subsequent years.
Fidelity of implementation will also be observed and gathered at least once per quarter.
1.1.5 (Years 1-5) – The participating schools will utilize progress monitoring within the chosen
SBR math intervention, in conjunction with state-required evaluations and accountability
instruments for the purpose of making student, data-based decisions regarding the level
and intensity of SBR instruction to be implemented.
Objective 1.2: The pre-literacy training skills of at least 500 EI personnel will be improved.
1.2.1 (Years 1-5) – Regional professional development will be provided annually by the
SPDG, SDE and the AEIS staff on a regional basis for at least 100 EI personnel selected
annually (500 total) who work with birth to three-year-old children with disabilities.
Training will center on seven scientifically based (Division of Early Childhood
Recommended Practices and National Association of the Education of Young Children
Developmentally Appropriate Practices) clusters. This specialized instruction provides
infants/toddlers with pre-literacy skills needed for preschool entry. Cluster training will
be provided via onsite coaching and internet-based resources (i.e., network discussion
forum, interactive Web-CT PD activities and modules).
Objective 1.3: Approximately 1,000 parents and service providers will increase their
knowledge, skills, and use of evidenced-based practices in pre-literacy, language, numeracy
and advocacy skills.
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1.3.1 (Years 1-5) – In collaboration with the Alabama Parent Training Institute (PTI), the
SPDG staff will provide training once a year for approximately six PTI parent trainers in
order to increase their skills in the area of early literacy and numeracy.
1.3.2 (Years 1-5) – The trained PTI parent trainers will provide regional trainings held monthly
for parents of young children who are high risk or who have disabilities (approximately
1,000 total, over the 5 years). Parents will be given “Literacy and Numeracy Skills
Boxes” during the training for use with their child in the home.
1.3.3 (Years 1-5) - In collaboration with Reach Out and Read (ROR) Alabama, the SPDG will
increase Alabama sites from 25 to 50 in rural areas without access to public libraries in an
effort to provide information for parents in pre-literacy, language, and numeracy skills.
1.3.4 (Years 1-5) – In collaboration with the PTI and ROR, SPDG staff will partner with
physicians and nurses so that age-appropriate books and training can be provided for
parents and children during well baby check-ups. In addition, attending nurses will
provide training for parents on early literacy and numeracy developmental skills.
1.3.5 (Years 1-5) – The SPDG staff will provide stipends to families involved in AEIS to
attend the Annual Early Intervention (EI) and Preschool Conference where they will
participate in the Family Forum. The Family Forum will provide parents with an
opportunity to learn best practices in the areas of pre-literacy, language, numeracy, and
advocacy skills.
1.3.6 (Years 1-5) – The SPDG, AEIS, and the PTI will provide workshops on pre-literacy,
language, and numeracy skills at local, regional, and state conferences held annually.
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GOAL 2: Through implementation of SBR instructional strategies delivered by trained
personnel within participating schools, there will be a 20 percent reduction in the gap
between students with and without disabilities who pass the exit examination and graduate
with a regular diploma.
Objective 2.1: Two secondary schools per year will be trained by SPDG staff and
professional development (PD) partners. PD partners will utilize and support
implementation of SBR Instructional Enhancements [consisting of Makes Sense
Strategies (MSS), Content Enhancement Routines, and the use of collaborative teaching
techniques]; Intensive Interventions will consist of Xtreme Reading, the Learning Strategies
Curriculum, and other SBR instructional strategies.
2.1.1 (Years 1-5) – Initially, three PD partners will be recruited, trained, and supported by the
SPDG. Annually, two additional PD partners will be recruited and trained. These PD
partners will then provide ongoing coaching for participating secondary schools.
Five-day training will be given at regional workshops and/or conferences and include
training on coaching and mentoring skills, SBR content knowledge using Instructional
Enhancements and Intensive Interventions. Training will also include procedures for
using fidelity data to improve the quality of interventions.
2.1.2 (Years 1-5) – Annually, a new cohort of secondary schools (Grades 8-12) at risk for
becoming “School Improvement” classified will be recruited and provided a minimum of
four days of training. Each cohort school will create and maintain a Leadership team,
and will include on the team a designated Instructional Enhancements (IE) Coordinator
and an Intensive Interventions (II) Coordinator. The Leadership Team will meet and
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review progress, fidelity, and application level of the Instructional Enhancements and
Intensive Interventions.
2.1.3 Years 1-5) – The SPDG staff and PD partners will provide on-going coaching and
mentoring including one-on-one assistance, walk-throughs, internet-video conferencing,
and internet-forum networking. At least eight hours of technical assistance per month
will be provided for each participating school during their first two semesters of
implementation and eight hours per quarter subsequently.
2.1.4 (Year 1-5) – Content Experts will maintain internet technology-based resources to
provide teachers and leaders access to PD modules and a network forum to support
ongoing problem-solving, idea-sharing, and implementation.
GOAL 3: Through implementation of scientifically based PBS by trained administrators,
teachers, and other school personnel within participating schools, the number of students
with disabilities who are suspended or expelled for greater than ten days will decrease by
80 percent and office discipline referrals will be reduced by 50 percent.
Objective 3.1: Building on the success and experience of PBS during the past two SIG/SPDG
grant periods and in an effort to replicate to scale the implementation of PBS, approximately 50
percent of the LEAs in Alabama will implement PBS with an 80 percent fidelity rating on the
Schoolwide Evaluation Tool (SET) within two years.
3.1.1 (Years 1-5) – The SPDG staff, PBS Coaches and trainers, and other PBS leaders will
train, support, and offer technical assistance for 15 school systems implementing PBS per
year, scaling up to approximately 50 percent of Alabama’s school systems.
3.1.2 (Years 1-5) – An online Web-based data collection system, which aligns with the state
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required reporting system, will be used to gather, measure, and report discipline referrals
and other needed data for Goal 3 and the State Performance Plan.
3.1.3 (Years 1-5) – Approximately 40 regional PBS coaches and lead contacts will be trained
to use the SET and the Schoolwide Survey, which was developed and utilized by the
National PBIS Center for the purpose of evaluating fidelity of PBS implementation
within districts. Fidelity of implementation will be determined by administering a pre-
SET baseline before implementation and a post-SET annually in the spring of each year.
3.1.4 (Years 1-5) – Through partnership with the Southeastern Regional Resource Center
(SERRC), annual PBS meetings that include stakeholders from the SERRC 11 states/
territories and national experts will be held in conjunction with the International PBS
Conference. Annually, this meeting will include strategic planning, best practice
methods, PBS impact data, team planning, and training from national experts in order to
build continuity within the entire SERRC region.
3.1.5 (Years 1-5) – The SPDG staff and partners, including the PTI, will provide annual
workshops at local, regional, and state conferences across the state to increase knowledge
of PBS concepts for at least 500 educators, administrators, and parents.
Objective 3.2 Approximately 1,500 parents and service providers will increase their
knowledge, skills, and use of evidence-based practices in behavior management using PBS
with special emphasis on proactive positive communication to ensure a smooth transition
from Part C to Part B.
3.2.1 (Years 1-5) – A minimum of two staff per district will receive annual training to learn
strategies to provide regional technical assistance for implementing PBS with early
intervention programs and families.
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3.2.2 (Years 1-5) – The SPDG staff and experts will provide PBS workshops at local, regional,
and state Early Intervention/Preschool conference that will annually include
approximately 300 parents from both Part C and Part B as participants.
3.2.3 (Years 1-5) – The SPDG staff will provide annual PD for at least six PTI parent trainers
in order to increase their skills in the area of behavior management (Activity 1.3.1).
3.2.4 (Years 1-5) – The trained PTI parent trainers will provide regional trainings held
monthly for approximately 300 parents annually and service providers of young children
who are high risk or who have disabilities (1,500 total over the five-year grant period).
Parents will be taught specific behavior management strategies for use at home and to
assist with transition from home to school (see Activity 1.3.2).
GOAL 4: At least 98 percent of the special education teacher positions in Alabama will be
filled with fully certified teachers, and 70 percent of first-time special education teachers
will remain teaching in special education after three years.
Objective 4.1: New and enhanced recruitment efforts will be successful in obtaining
sufficient numbers of fully-certified, ethnically diverse special education teachers reversing
the trend (by Year 2) of using more under-certified special education teachers and
attaining a 98 percent utilization of fully certified teachers in five years.
4.1.1 (Years 1-5) – With SPDG support, stipends of $4,000 will be provided for 40 prospective
special education teachers who are not fully certified with priority for teachers from
school districts with the highest numbers of less than fully certified special education
teachers. Teachers receiving training stipends will agree to teach in special education
within Alabama, in high-need areas, for the same number of years that they received
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stipends. Priority will be given to teachers with a disability.
4.1.2 (Years 1-5) – In collaboration with the Federal Programs and Teacher Education and
Certification Sections, SES will annually review the equity plans required by Title II to
spot inequities regarding the percentage of less than fully certified special education
teachers being employed in school systems compared to the numbers of economically
disadvantaged and minority students. Implementation of these equity plans will also be
reviewed.
Objective 4.2: The annual attrition level of special education teachers in high-need areas
will decrease to that of general education teachers within their LEAs. By the end of the
five-year SPDG funding, the three-year statewide attrition rate of first-time special
education teachers will decline from 56 percent to 30 percent.
4.2.1 (Year 1, Quarters 1-3) – In collaboration with four Alabama IHEs (University of South
Alabama, Troy University, The University of Alabama, and Alabama A & M University)
and the Governor’s Commission on Quality Teaching, successful mentoring programs
existing within Alabama LEAs, as well as scientifically based mentoring programs across
the country, will be identified. Through PD collaborative efforts with IHEs, statewide
mentoring training program will be developed based on the features of successful
mentoring programs and on the successes of GEMS.
4.2.2 (Year 1, Quarter 4; Years 2-5) – The SPDG and IHEs will provide regional professional
development workshops regarding effective mentoring programs for selected LEAs.
4.2.3 (Years 2-5) – Approximately four IHEs will partner annually with one LEA (16 total
LEAs), who have committed to the implementation of a successful mentoring program.
Site selection will prioritize LEAs with the highest special education attrition rates.
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These IHE-LEA partnerships will involve on-site consultation visits and provide
technical assistance to the LEAs. The IHE partners will gather ongoing fidelity data for
implementation of local mentoring programs for first-time special education teachers.
SECTION 4: KEY PERSONNEL
The SDE-SES has organized a uniquely qualified, multi-skilled team to carryout all tasks and
activities associated with the proposed SPDG. The depth and breadth of their skills and
experiences will enable SES to successfully perform the work required by the four Goals.
Dr. Mabrey Whetstone, Director of SES, will serve as Principal Investigator and Ms. Abbie J.
Felder will be the SPDG Project Director.
As described in Section 4, Goal Coordinators will work with Ms. Felder, Dr. Whetstone, and
their third-party evaluators as a cohesive management team. This section contains a brief
description of the SPDG management team members as well as the key project consultants.
Abbreviated vitae for all SPDG personnel and key consultants are contained in Appendix E.
4.1 Qualifications and Experiences – SPDG Principal Investigator, Director, and
Assistants.
4.1.1 Mabrey Whetstone (.15 FTE-In-kind). Dr. Mabrey Whetstone is the Director for
Alabama State Department of Education (SDE), Special Education Services Section, and will
serve as the Principal Investigator. As State Director of Special Education, Dr. Whetstone is
responsibile for the State Performance Report initiatives and all state and federal special
education initiatives, in collaboration with other units within the SDE. Previously, he was the
Assistant Director and had responsibility for initiatives such as the development of the state’s
transition program as well as the Alabama Occupational Diploma. Dr. Whetstone has over 25
years of experience as a teacher and administrator in special education in the state of Alabama.
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4.1.2 Abbie J. Felder (1.0 FTE – In-Kind). Ms. Abbie J. Felder will serve as the SPDG
Director. She coordinates all comprehensive system of personnel development (CSPD)
initiatives and is a member of the Governor’s Commission on Teacher Quality and the SDE
Round Table. She has been a monitoring team leader within the SDE-SES and has had
considerable experience providing technical assistance to local school systems. From 2000-
2005, she was a consultant to JDL Associates presenting on IEP facilitation, and has co-authored
Writing Goals and Objectives, 2003.
4.1.3 Ray Glasscock (.40 FTE Data Manager and .40 FTE Project Assistant). Mr. Ray
Glasswork has been working with the SDE, SES, since 1996 as Administrative Assistant to the
SPDG. These skills in computer technology are important to the role of Project Assistant and
Data Manager. He is fluent in the use of Microsoft Access, Excel, FrontPage for Windows,
Adobe Reader, and PowerPoint. His keen understanding of the Alabama SPDG goals,
experience in gathering data, maintaining databases, and relationships with the school systems
will greatly assist the SPDG.
4.1.4 Connie Reynolds, Project Assistant (.33 FTE). Ms. Connie Reynolds will work part-
time with the SPDG project to process contracts, travel reimbursements, and make professional
development training arrangements and reimbursements. Ms. Reynolds is a current staff
member of SES and, as such, has extensive understanding and skills for carrying out these duties
proficiently and with efficiency.
4.2 Qualifications and Experiences of Goal Leads.
4.2.1 GOAL 1 Lead - Julie Colley Lowery (1.0 FTE). Ms. Julie Lowery has extensive
experience as a Curriculum Specialist, Title I Services, Montgomery Public Schools. She has
regularly consulted with the SDE in the On-Line Academy, BRM, DIBELS, Read Well, and
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LANGUAGE! Ms. Lowery has Educational Leadership certification in Social Work/Criminal
Justice and a Masters Degree in Elementary and Secondary Education from Troy University.
4.2.2 GOAL 2 Co-Leads – Theresa Farmer (1.0 FTE) and Ed Ellis (.50 FTE).
Ms. Theresa Farmer has worked with the Alabama SPDG since August 2002 supervising,
facilitating, and training statewide consultants for MSS (Goal 2 area). She has a Masters Degree
in Elementary Education from the University of South Alabama. Ms. Farmer has excellent skills
in information dissemination, research/program module development, and provision of training
and technical assistance. Her in-depth knowledge of MSS and relationships with the school
systems will be important in her role as Co-Lead for the Goal 2 implementation.
Dr. Ellis currently serves as Professor of Teacher Education, The University of Alabama.
Dr. Ellis developed the MSS instructional resources, tactics, and strategies (GOAL 2) being
implemented within Alabama and other states and, as such, will provide key expertise to the
SPDG staff, the Regional Support Cadres, and the participating schools/school systems.
Dr. Ellis provides statewide training and dissemination of MSS. He is a past President, Council
for Exceptional Children’s Division of Learning Disabilities; editor of Focus on Exceptional
Children; Consulting Editor, Learning Disabilities Quarterly; and co-developer for the MSS
being implemented within Alabama and other states across the country. Along with Ms. Farmer,
Dr. Ellis will co-lead Goal 2 of the SPDG.
4.2.3 Goal 3 Lead - Donna J. Kirkendoll (1.0 FTE). Ms. Donna J. Kirkendoll has worked
with the SDE since 2001, supervising the PBS efforts of the Alabama SPDG. In addition, she
has supervised and facilitated professional development for paraeducators. Prior to joining the
SDE, she was a special education teacher and County Behavior Specialist/IEP Consultant for
Bibb County School System. Ms. Kirkendoll has Leadership Skills Certification and a Master of
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Arts degree in Education (Birth to 21) from The University of Alabama. She will serve as lead
for Goal 3 PBS implementation.
4.2.4 Goal 4 Lead - Janice Hawkins (1.0 FTE). Ms. Janice Hawkins has a Masters Degree
from The University of Alabama in special education for multiple disabilities, with an emphasis
on visual impairment. Ms. Hawkins coordinated services at SDE-SES for students who are
visually impaired and blind students from 1991 to the present. Most recently, she has
coordinated all of the special education recruitment and retention programs within SDE-SES and
is the state liaison to the IHEs. Ms. Hawkins will be the lead for Goal 4 implementation.
4.3 Qualifications and Experience of Key Consultants.
4.3.1 Dr. George Sugai (3 days). Dr. George Sugai is a Professor in the Department of
Educational Psychology at the University of Connecticut. Dr Sugai co-directs the Center on
Positive Behavioral Interventions and Supports, University of Oregon. Based on his expertise,
Dr. Sugai will provide backup support to the Goal 3 lead, Ms. Donna Kirkendoll via
telephone/conference calls. He will also provide materials developed by the PBIS for use with
Alabama training and technical support to the PBS teams throughout the five-year SPDG
(GOAL 3).
4.3.2 Dr. Lawrence Gloeckler (6 days). As stated in Section 5.2.10, Dr. Lawrence
Gloeckler will assist the SPDG staff in the identification of SBR math curricula/interventions.
Dr. Gloeckler is the Executive Director of the Special Education Institute at the International
Center for Leadership in Education. Prior to this appointment, he served as Deputy
Commissioner for the New York State Education Department for Special Education and
Vocational Rehabilitation.
4.3.3 Dr. Linda Lucey (6 Days). Along with Dr. Gloeckler, Dr. Lucey will assist the SPDG
State Personnel Development Grant Page 63Alabama Department of EducationMarch 22, 2007
staff in identifying SBR math curricula/interventions. Dr. Lucey has been a mathematics public
and private K-12 school teacher. She is currently Senior Associate at the Special Education
Institute.
4.3.4 Dr. Donald Deshler (4 Days). As stated in Section 5.2.9, Dr. Deshler will serve as
consultant and collaborator for Goal 2 implementation. Dr. Deshler is Director of the KU-CRL.
He consults nationally on activities related to adolescent literacy-strategic interventions.
4.4 Qualifications and Experiences of External Evaluators. As a member of the SPDG Team,
Drs. Judy and Howard Schrag, Education and Human Services group, will conduct the external
evaluation. They have been involved in extensive evaluations and management studies in special
education and human service policy and program areas. Judy and Howard served as third-party
evaluator for the first Alabama SPDG (1998-2003) and are third party evaluators for three
additional SPDGs: Arizona (5th year), Delaware (5th year), and Arkansas (4th year). As such,
they have the existing internal infrastructure and capability to effectively evaluate SPDG efforts
and are actively involved in each of these four SPDGs. Tasks involved in the SPDG evaluations
include designing and developing data instruments; implementing, supervising, and completing
data gathering strategies; entering evaluating data; providing quality control and assurance
through clean up and edit checks of the survey database; and conducting analyses and Annual
Performance Report preparation. Judy and Howard are proficient users of Microsoft’s Access
and SPSS. Judy’s previous experience as Director of the Office of Special Education Programs,
U.S. Department of Education, Assistant Superintendent of Public Instruction for Washington
State and Idaho State Director of Special Education provide an excellent understanding of how
data informs and influences statewide systems change to improve programs and services for
students with disabilities within the context of reform.
State Personnel Development Grant Page 64Alabama Department of EducationMarch 22, 2007
4.5 Personnel and Consultant Time Commitments. Rather than provide a Person Loading
Chart, the reader is referred to the percentage of time and/or days of commitment provided by
the personnel and commitments included within Sections 4.1, 4.2, and 4.3 above, as well as to
Table 12 in Section 6 – Management Plan for a detailed listing of the SPDG activities and the
SPDG staff and partners assigned to each activity.
4.6 Nondiscriminatory Hiring Practices – Recruitment of Minority and Persons with
Disabilities. The SDE is committed to the policy that all persons shall have equal access to
programs, facilities, and employment without regard to race, creed, color, sex, national origin, or
disability. Preference will be given for the selection of training participants from persons from
minority groups—as well as those with disabilities. Applications for any unfilled positions
throughout the five years will be encouraged from persons who are members of groups that have
been traditionally underrepresented. Participation in forums and other advisory functions, as
well as consultants employed to carry out specific assignment will be encouraged from parents,
persons with disabilities, and other traditionally underrepresented groups. In order to recruit
individuals with disability, the SES will work with Rehabilitation Services Administration
(RSA). The Historically Black Colleges across the country and the Million Black Men
organization will be contacted for resumes and contacts of possible persons who might be
interested in working with the Alabama SPDG. In collaboration with the National Personnel
Center, Goal 4, Activity 4.1.3 includes an initiative involving partnerships between the IHEs and
LEAs to identify and implement special education diversity recruitment practices and strategies.
SECTION 5: ADEQUACY OF RESOURCES
The SDE-SES has administered a number of federally funded, single and multi-year grants
such as the two previous SIG (1998-2007), a General Supervision Enhancement Grant, and an
State Personnel Development Grant Page 65Alabama Department of EducationMarch 22, 2007
Alabama Transition Grant. All of these initiatives have focused on effecting statewide systems
change through scientifically based professional development content and strategies, which is the
essence of this newly proposed SPDG. The management and budget experience gained from
these and other federally and state funded initiatives will assure that sufficient support is
provided for the Alabama SPDG. The SDE-SES has adequate facilities, equipment, supplies and
other resources, as well as the commitment of many partners to support and sustain the activities
of the SPDG during and beyond the funding period.
5.1 Facilities, Equipment, Supplies, and Other Resources. The central office of SDE-SES is
located in Montgomery with 277 employees. SDE-SES will provide the support of its physical
resources such as facilities, equipment, and supplies, as well as make available to the maximum
extent possible, its personnel in support of SPDG activities. Office space required by SPDG
personnel is currently available within SDE-SES. Telephones, computers, fax, copy machines,
PowerPoint projectors, and teleconferencing equipment are shared with other programs and are
available for SPDG use. The SDE maintains its own computer network, Internet access, and
electronic mail system. All computers and laser printers with SDE-SES are connected to the
high speed Ethernet network. The SES also maintains an active Web site, which meets
government-wide standards, and has a link to the SDE-SES and a link to the SPDG that is
regularly updated by the SES with important policy and program information, as well as
scientifically based practices.
The SDE-SES ensures it will provide accessible equipment needed by project staff or
beneficiaries of project services. Materials developed in support of project activities will be
available in alternate formats such as audiotape, large print, and Braille upon request. Services,
including interpreters and other assistances are provided as needed at all training activities. Any
State Personnel Development Grant Page 66Alabama Department of EducationMarch 22, 2007
videotapes developed by the project work will be appropriately captioned, and audio-described.
Sign Language interpreters will also be provided as needed by participants.
While SPDG administration activities will occur primarily from the SDE offices in
Montgomery, most of projected SPDG activities will take place in collaboration with LEAs,
IHEs, and/or other partners, organizations, and entities. The SDE-SES can also use numerous
public accessible locations for meetings and professional development trainings. All facilities
used for meetings and trainings will be free of barriers that might impede participation of
individuals with disabilities.
5.2 Commitment of Partners. The project is characterized by its partnerships with a host of
entities throughout the state, including IHEs, LEAs, Part C AEIS, the Alabama PTI Center, and
entities within the SDE such as Reading First and the Alabama Reading Initiative. In addition,
out-of-state resources will be utilized such as the National PBIS, Kansas University Center for
Research on Learning, and the Special Education Institute, International Center for Leadership in
Education. Each SPDG partner will commit resources of their own to ensure that the SPDG
activities integrate with that organization’s existing activities. For example, participating
schools/districts must facilitate the implementation of scientifically based literacy/reading, math,
and student engagement strategies, as well as diversity teacher recruitment and mentoring
strategies with their time, resource allocations, and commitment for system change. Appendix B
contains partner agreements documenting the activities and resources they bring to the project.
A brief summary of the key SPDG partners is provided below.
5.2.1 Alabama Reading First and Alabama Reading Initiative. The Alabama Reading
Initiative (ARI) is a statewide K-12 initiative managed by the SDE. The goal of the ARI is to
significantly improve reading instruction and ultimately achieve 100 percent literacy among
State Personnel Development Grant Page 67Alabama Department of EducationMarch 22, 2007
public school students. The ARI provides teachers training to help them teach in proven and
effective ways, specifically by targeting the five critical areas of effective reading instruction.
The Alabama Reading First Initiative is a federal K-3 initiative managed by the SDE and created
through the No Child Left Behind Act of 2001 (NCLB). It advocates the use of reading materials
and programs that are based upon evidenced-based reading research. These entities and SDE-
SES will work closely with Objective 1.3 that deals with training parents in scientifically based
pre-literacy strategies for use with their child in the home. Also, because of the importance of
reading skills in developing math skills, there will be collaboration in other Goal 1 activities.
5.2.2 Other SDE Partners. The SDE-SES will collaborate with other units within the SDE
that relate to the goals of the SPDG. In addition to ARFI and the ARI, SPDG will work closely
with the Classroom Improvement, Student Assessment, Teacher Certification, and the Federal
Programs Section, so that resources can be leveraged and maximized. In addition, this
collaboration will help ensure sustainability of efforts beyond the SPDG funding period. With
the enhancement proposed in Goal 3, alignment with the Alabama Student Tracking and
Information (STI) system will be needed to gather PBS discipline data. Participating schools will
utilize this system to track office discipline referrals and disciplinary actions with regard to
students, teachers, staff, time-of-day, location, offense, and action taken to make data-based
decisions with regard to behavior, schoolwide structure and professional development activities.
5.2.3 Parent Training and Information Center (PTI). The PTI provides training and
information about special education laws and regulations, evaluations, individual education
programs, and communication and problem solving strategies. The PTI provides information
and training to help parents and children in special and general education programs to better
understand their educational needs. The PTI also works with professionals in special and general
State Personnel Development Grant Page 68Alabama Department of EducationMarch 22, 2007
education health, mental health, human resources, law, and juvenile justice who work with
parents of children in general or special education programs. Representatives from the Alabama
PTI will provide information and training for parents in pre-literacy, language, numeracy, and
PBS, in collaboration with other general education parent groups.
5.2.4 Reach Out and Read (ROR). The ROR trains doctors and nurses to advice parents
about the importance of reading aloud and to give books to children at pediatric check-ups from
six months to five years of age. ROR Alabama will help disseminate information for parents of
young children to promote effective pre-literacy and numeracy skills.
5.2.5 Alabama Early Intervention System (AEIS). Administered by the Division of
Rehabilitative Services, Division of Early Intervention (EI), the Part C, AEIS is a statewide
system of resource access, services, and supports for eligible infants and toddlers with
disabilities and their families. The Part C EI system includes 9 regional offices administered by
the Alabama Institute for Deaf and Blind, 15 districts administered by Children’s Rehabilitation
Service, 4 regional offices, 27 community-based programs administered by the Department of
Mental Health/Mental Retardation, and a statewide network of private vendors. Within the
proposed SPDG, the AEIS will provide regional training annually for at least 100 EI personnel
working with birth to three-year-old children. The SPDG will also provide stipends for families
to attend a Family Forum to provide parents with an opportunity to learn best practices in the
area of pre-literacy, language, numeracy, and advocacy skills at the annual EI and Preschool
Conference. Dr. Abbie Baxter will provide training for Part C as described in Objective 1.2 and
1.3—see Appendix E for resume.
5.2.6 Alabama University Partners. IHE partnerships within the SPDG will incorporate
evidence-based content related to math, pre-literacy, instructional enhancement, PBS,
State Personnel Development Grant Page 69Alabama Department of EducationMarch 22, 2007
recruitment and retention, behavior, student engagement, and teacher mentoring (GOALS 1-4)
within preservice training programs for special education teachers. The IHEs will also partner
with local school systems to provide mentoring programs (GOAL 4).
5.2.7 Local Education Agencies (LEAs). There are 131 LEAs within Alabama. Within the
SPDG, the LEAs will implement scientifically based math instructional and intervention
strategies, particularly at the elementary, middle, and high school level (GOAL 1-3). They will
also implement diversity teacher recruitment strategies and SBR formal and informal mentoring
programs (GOAL 4, Activities 4.2.1-4.2.3).
5.2.8 Center on Positive Behavioral Interventions and Supports (PBIS). The State of
Alabama has a working relationship with PBIS in the implementation of PBS efforts over the last
eight years. The PBIS will continue to partner with SDE-SES and provide technical advice and
materials developed by the Center for use in Alabama training of the regional PBS coaches.
(GOAL 3).
5.2.9 Kansas University Center for Research on Learning (KU-CRL). The KU-CRL will
be a critical partner with the Alabama SPDG in the implementation of GOAL 2 activities. The
KU-CRL has been in existence since 1976 and currently has four divisions, each with a slightly
different research emphasis. The KU-CRL has promoted and conducted extensive research
regarding the Strategic Instruction Model (SIM), which is a comprehensive approach to teaching
adolescents. Because of the similar goals and intents of the SIM and the Alabama MSS,
activities of Goal 2 will utilize both MSS strategies and Learning Strategies and Content
Enhancement Routines within the SIM. The proposed PD partners will develop expertise in
Instructional Enhancements and Intensive Interventions and subsequently become certified by
the KU-CRL as Professional Developers in the Content Enhancement Model (CEM) and by MSS
State Personnel Development Grant Page 70Alabama Department of EducationMarch 22, 2007
in the Makes Sense Instructional Learning Strategies (MSILS) Model. Dr. Donald Deshler,
Director of KU-CRL, will serve as a consultant to the proposed Alabama SPDG.
5.2.10 Special Education Institute, International Center for Leadership in Education.
The International Center for Leadership works with state educational agencies (SEAs), districts,
and schools in implementing organizational changes that translates into improved curriculum,
instruction, and assessment systems. Drs. Lawrence Gloeckler, Executive Director, and Linda
Lucey, Senior Associate, Special Education Institute, International Center, will assist the SPDG
staff in identifying SBR math curricula/intervention programs that meet SBR criteria (See GOAL
1—Activity 1.1.1).
5.3 Adequacy of Budget. The detailed budget and justification provided within this proposal
document the support that will be available for project activities. The state contribution of
supplementary funds and other supports to the SPDG are extensive and include in-kind
contributions from Part B of IDEA and other contributed SES staff time. The proposed costs
associated with implementation of the SPDG grant have been determined by SDE-SES’s fiscal
experience with similar activities and projects. The planned costs are judged to be essential,
fiscally conservative, and necessary to complete the proposed project, yet not excessive. As
required, 90 percent of the projected costs will support comprehensive personnel development.
In carrying out this project, Alabama is committed to accounting procedures that provide
accountability for all SPDG funds.
5.4 Sustainability Beyond the SPDG Period. This SPDG project was designed with
sustainability in mind. By providing effective professional development opportunities and
resources, educators are enabled to better meet the needs of students for years to come and build
school capacity to more effectively support students and staff. By increasing the capacity with
State Personnel Development Grant Page 71Alabama Department of EducationMarch 22, 2007
IHEs to better prepare educators-in-training and better support educators-in-practice through
mentoring and revision of preservice training content, the availability and quality of supports that
will be offered in the future through Alabama’s colleges and universities is enhanced.
The SPDG initiatives involve key players with the Alabama educational system who provide
services to students with disabilities and their families. With their involvement and
commitments, successful SPDG efforts will be institutionalized and continue after the funding
period. In addition, it is anticipated that the SDE-SES will identify improvements that can be
made contingent upon completion of planned SPDG activities. In this way, not only will the
improvements made during the grant period be institutionalized, but additional effective changes
will be implemented beyond the SPDG funding period, encouraging institutional renewal.
SECTION 6: MANAGEMENT PLAN
The Alabama SPDG is organized to promote effective communication among staff,
consultants, and partners, as well as accountability for timely implementation of project
activities. This section describes the organization and management of the SPDG, including the
person(s) responsible, timelines, and milestones for accomplishing all SPDG activities.
6.1 SPDG Management Team. The work of the Alabama SPDG will be carried out by five
Goal Leads who will serve as an overall SPDG Management Team and a unified entity. Each of
the Goal Leads will have overall responsibility for planning and implementation of tasks,
products, and activities. The responsibilities of the SPDG goal managers are described in
Section 4: Project Personnel. Ms. Abbie J. Felder, SPDG Director, (.1.0 FTE) will have
ultimate responsibility for project completion. Figure 12 (next page) provides an organizational
chart that shows five full-time Goal Leads: Goal 1 – Ms. Julie Lowery; Goal 2 – Ms. Theresa
Farmer/Dr. Ed Ellis (.50 FTE); Goal 3 – Ms. Donna Kirkendoll; and Goal 4 – Ms. Janice
State Personnel Development Grant Page 72Alabama Department of EducationMarch 22, 2007
Hawkins. Mr. Raymond Glasscock will serve as data manager (.40 FTE) and administrative
assistant (.40 FTE) for the SPDG and will work with the third party evaluators and other SPDG
staff to ensure that appropriate data is being gathered for project evaluation feedback and
management. Ms. Connie Reynolds (.33) will provide additional support to the SPDG staff in
processing travel and making arrangements for workshops/trainings.
Figure 12. Alabama SPDG Organizational Chart
The SPDG Management Team will meet at least monthly with Ms. Felder so that there is
adequate feedback provided regarding the progress of the SPDG goal activities and adjustments
State Personnel Development Grant Page 73Alabama Department of EducationMarch 22, 2007
Principal Investigator
Dr. Mabrey
Whetstone
Partners and
Consultants
SPDG Director
Abbie Felder
1.0 FTE
Goal 1 Lead – Julie Lowery, 1.0 FTE
Goal 2 Leads – Theresa Farmer, 1.0 FTE/Dr. Ed Ellis, .50 FTE
Goal 3 Lead – Donna Kirkendoll. 1.0 FTE
Goal 4 Lead – Janice Hawkins. 1.0FTE
Admin Assistants
Ray Glasscock
.40 FTE
Connie Reynolds
.33 FTE
Data Manager
Ray Glasscock
.40 FTE
Evaluation
Consultants
Drs. Howard and
Judy Schrag
that can be made, as needed. Quarterly progress of the SPDG will also be discussed in
relationship to alignment with the Alabama State Performance Goals. Feedback to Dr. Whetstone
will also include the extent to which coordination of the SPDG is occurring with other SDE staff
relative to coordination with the Higher Education Act and the Elementary and Secondary
Education Act of 1965 (ESEA), Sections 1111 and 2112, and state plans under the Higher
Education Act of 1965, the Rehabilitation Act of 1973, and ESEA.
6.2 Management Approach, Systems, and Tools. In designing the plan for this five-year
systems change initiative, the SPDG partners were guided by management principles of strong
leadership, clear lines of authority and accountability, ongoing communication and collaboration
among all SPDG players, flexibility, and procedures for insuring cost effectiveness. Excel
Spreadsheets will allow us to create schedules quickly, manage resources and workloads
accurately, and continually monitor the status of all SPDG activities. Fiscal management will be
the responsibility of the SPDG Director, in cooperation with the Principal Investigator and the
SDE accounting office.
6.3 SPDG Advisory Function. As indicated by the organizational chart on page 64, the external
advisory function will be provided by the State Special Education Advisory Panel Committee
(SEAPC), which will provide diverse input to the SPDG and SDE-SES staff. SEAPC will meet
twice a year to provide ongoing feedback regarding the progress of the SPDG workscope.
Subcontractors and external evaluators will attend SEAPC bi-annual meetings either in person or
by telephone, as appropriate, to provide specific information about SPDG activities and
outcomes. Data and information will be provided to the SPDG Advisory Group as to how well
the SPDG is contributing to the progress of Alabama’s overall special education performance
goals and indicators within its Annual Performance Plan, as well as whether the federal SPDG
State Personnel Development Grant Page 74Alabama Department of EducationMarch 22, 2007
indicators are being met. Advisory Group discussions will also include the extent to which the
SPDG is coordinating with other state plans (e.g., Higher Education Act of 1965, Rehabilitation
Act of 1973, and ESEA’s plan and application under Sections 1111 and 2112).
6.4 Assurance of Project Completion. An important element in our quality control is the
critical element of monitoring performance. The Principal Investigator and SPDG Director will
be responsible for conducting quality control reviews to ensure that established timetables and
milestones are being met. Procedures will be in place to allow anticipation of problems and
allocation of appropriate resources to prevent or deal with identified problems. Dr. Whetstone
will draw upon other staff from the SDE–SES, should specific SPDG activities require additional
expertise or personnel to meet urgent project requirements. With these strategies in place, the
proposed SPDG will be completed and continued beyond the funding period.
6.5 Alignment with Federal SPDG Measures. The SPDG workscope was developed to be
strategically aligned with the federal SPDG Indicators, including the implementation of
scientifically based programs and strategies, carrying out objectives of the State Performance
Plan, and retention of special education teachers. Table 12 shows the alignment of federal SPDG
Measures to project activities using bolding and brackets.
6.6 SPDG Staff/Consultants/Partners Responsibilities, Milestones, and Project Timelines.
Using the above management systems and tools, the Project Director will oversee and monitor
the implementation of the full SPDG work scope. Table 12 provides a planned schedule or
timeline of SPDG project goals, objectives, and activities. It also shows a summary of
responsible parties/partners and identifies milestones with termination dates that are critical
predecessor for follow-along activities necessary for successful completion of the project.
State Personnel Development Grant Page 75Alabama Department of EducationMarch 22, 2007
NOTE: Due to the page limit of this proposal, the SPDG activities contained in Table 12
below have been abbreviated and slightly reworded for brevity. The reader is advised to
refer to Section 3: Project Design for the full detail of project activities.
State Personnel Development Grant Page 76Alabama Department of EducationMarch 22, 2007
Table 12. Alabama SPDG Management Plan
SPDG Goals, Objectives, and ActivitiesResponsible
Staff and Partners
MilestonesTimeline by Years
Yr 1
Yr 2
Yr 3
Yr 4
Yr 5
GOAL 1: Through the implementation of SBR instructional strategies, there will be a 20 percent reduction in the
achievement gap between students with and without disabilities in the area of math and age-appropriate progress in
pre-literacy/reading and numeracy.
Objective 1.1: Approximately ten elementary and middle schools from a pool of schools with the largest achievement gaps
between students with and without disabilities will be selected annually to implement SBR math instructional programs
with sustained fidelity.
1.1.1 The SPDG, the AMSTI, and the Special Education
Institute will identify math intervention programs
available that meet an established SBR criteria from
which participating schools can select program(s) to
implement. (SPDG 1.2)
Julie Lowery,
AMSTI, Sp.
Ed. Institute
List of math
intervention
programs available
Qtr
1
1.1.2 Regional workshops will be provided annually for Julie Lowery
State Personnel Development Grant Page 77Alabama Department of EducationMarch 22, 2007
SPDG Goals, Objectives, and ActivitiesResponsible
Staff and Partners
MilestonesTimeline by Years
Yr 1
Yr 2
Yr 3
Yr 4
Yr 5
participating schools for awareness and selection of SBR
math intervention programs to be implemented in their
schools during Years 2-5. (SPDG 1.1, 1.2, 2.1, & 2.2)
Publishing
companies
1.1.3 Experts in specific SBR math intervention programs
will provide at least three days of regional training
annually during the summer for special and general
education teachers within ten schools, selected annually.
(SPDG 1.1, 1.2, 2.1, & 2.2)
Julie Lowery,
Math Experts
1.1.4 On-site technical assistance will be provided for
participating special and general education teachers
within the participating schools. (SPDG 1.1, 1.2, 2.1, &
2.2)
Julie Lowery
Math Experts
1.1.5 Participating schools will use the progress
monitoring process included in selected SBR math
Julie Lowery Monitoring
Implemented and
State Personnel Development Grant Page 78Alabama Department of EducationMarch 22, 2007
SPDG Goals, Objectives, and ActivitiesResponsible
Staff and Partners
MilestonesTimeline by Years
Yr 1
Yr 2
Yr 3
Yr 4
Yr 5
intervention. (SPDG Indicator 2.2) LEAs data available
Objective 1.2: The pre-literacy training skills of at least 500 early intervention personnel will be improved.
1.2.1 Regional professional development will be provided
annually for at least 100 EI personnel selected (500 total).
(SPDG 1.1, 1.2, 2.1, & 2.2)
Julia Lowery
AEIS
Objective 1.3: Approximately 1,500 parents and service providers will increase their knowledge, skills, and use of
evidenced-based practices in pre-literacy, language, numeracy, and advocacy skills.
1.3.1 Training will be provided yearly for six PTI parent
trainers in the area of early literacy and numeracy.
(SPDG 1.1, 1.2, & 2.1)
Julie Lowery
PTI
6 PTI persons
trained
1.3.2 Trained PTI parent trainers will provide regional
trainings held monthly for a total of over 300 parents.
(SPDG 1.1, 1.2, & 2.1)
Julie Lowery
PTI
300 parents trained
State Personnel Development Grant Page 79Alabama Department of EducationMarch 22, 2007
SPDG Goals, Objectives, and ActivitiesResponsible
Staff and Partners
MilestonesTimeline by Years
Yr 1
Yr 2
Yr 3
Yr 4
Yr 5
1.3.3 ROR Alabama sites will be increased from 25 to 50
in rural areas that do not have access to public libraries.
(SPDG 1.1 & 2.1)
Julia Lowery
ROR
50 ROR Alabama
sites established
1.3.4 Physicians and nurses will provide age-appropriate
books and training for parents and children during well
baby check-ups. (SPDG 1.1,& 2.1)
Julie Lowery
ROR
Annual books and
training obtained
1.3.5 Stipends will be provided for families to attend the
Annual EI and Preschool Conference to participate in a
Family Forum. (SPDG 1.1,& 2.1)
Julie Lowery
AEIS
PTI
Count of stipends
issued
1.3.6 Workshops on pre-literacy and numeracy skills at
local, regional, and state conferences will be held
annually across the state. (SPDG 1.1, 1.2, & 2.1)
Julie Lowery
PD Partners
AEIS
GOAL 2: Through implementation of SBR instructional strategies delivered by trained personnel, within participating
schools, there will be a 20 percent reduction in the gap between students with and without disabilities who pass the exit
State Personnel Development Grant Page 80Alabama Department of EducationMarch 22, 2007
SPDG Goals, Objectives, and ActivitiesResponsible
Staff and Partners
MilestonesTimeline by Years
Yr 1
Yr 2
Yr 3
Yr 4
Yr 5
examination, graduating with a regular diploma.
Objective 2.1: Four secondary schools per year will be trained in the use of Instructional Enhancements and Intensive
Interventions and other scientifically based research (SBR) instructional strategies with sustained fidelity.
2.1.1 Six PD-partners will be recruited and trained to
provide ongoing training and coaching support for
participating secondary schools. (SPDG 1.1, 1.2, & 2.1)
Theresa
Farmer
Ed Ellis;
PD Partners
KU-CRL
Six PD partners
recruited and
trained
2.1.1 Six PD-partners will be recruited and trained to
provide ongoing training and coaching support for
participating secondary schools. (SPDG 1.1, 1.2, & 2.1)
Theresa
Farmer
Ed Ellis
PD Partners
KU-CRL
Six PD Partners
recruited and
trained
2.1.2 Annually, a new cohort of four secondary schools Theresa Training provided
State Personnel Development Grant Page 81Alabama Department of EducationMarch 22, 2007
SPDG Goals, Objectives, and ActivitiesResponsible
Staff and Partners
MilestonesTimeline by Years
Yr 1
Yr 2
Yr 3
Yr 4
Yr 5
will be recruited (20 total) and provided training in
instructional enhancements and intensive interventions for
implementation. (SPDG 1.1, 1.2, & 2.1)
Farmer
Ed Ellis
PD Partners
KU-CRL
annually for former
and new school
cohorts
2.1.3 Ongoing support via coaching and mentoring will be
provided by PD partners, MSS Experts, and SPDG staff
for the participating MSS schools. (SPDG 1.1, 1.2, & 2.1)
Theresa
Farmer
Ed Ellis
PD Partners
KU-CRL2.1.4 Internet-based resources will be maintained to
support ongoing problem solving, idea-sharing, and
strategies for participating schools. (SPDG 1.1, 1.2, &
2.1)
Theresa
Farmer
Ed Ellis
PD Partners
KU-CRL
Internet resources
and hit counts
available
State Personnel Development Grant Page 82Alabama Department of EducationMarch 22, 2007
SPDG Goals, Objectives, and ActivitiesResponsible
Staff and Partners
MilestonesTimeline by Years
Yr 1
Yr 2
Yr 3
Yr 4
Yr 5
GOAL 3: Through implementation of scientifically based PBS by trained administrators, teachers, and other personnel
within participating schools, the number of students with disabilities who are suspended or expelled for greater than ten
days will decrease by 80 percent and office discipline referrals will be reduced by 50 percent.
Objective 3.1: Approximately 50 percent of LEAs in Alabama will implement PBS following training received from the
SPDG staff and/or regionally-based PBS coaches and trainers. Fidelity of district implementation will be achieved by
attaining an 80 percent rating on the Schoolwide Evaluation Tool (SET) within two years.
3.1.1 PBS leaders and coaches will train, support, and
offer technical assistance for school districts
implementing PBS. (SPDG 1.1, 1.2, & 2.1)
Donna
Kirkendoll
PBS Coaches
PBIS
3.1.2 An online Web-based data collection system will be
used to gather, measure, and report discipline referrals
and other needed information.
Donna
Kirkendoll
Consultants
On-line data system
providing feedback
data
State Personnel Development Grant Page 83Alabama Department of EducationMarch 22, 2007
SPDG Goals, Objectives, and ActivitiesResponsible
Staff and Partners
MilestonesTimeline by Years
Yr 1
Yr 2
Yr 3
Yr 4
Yr 5
3.1.3 Forty regional PBS coaches and lead contacts will
be trained to use the Schoolwide Evaluation Tool (SET)
and the Schoolwide Survey. (SPDG 1.1, 1.2, & 2.1)
Donna
Kirkendoll
PBIS
3.1.4 Annual PBS meetings for the SERRC region will be
held in conjunction with the International PBS
Conference. (SPDG 1.1, 1.2, & 2.1)
Donna
Kirkendoll
SERRC
3.1.5 SPDG and partners will provide workshops at local,
regional, and state conferences for 500 educators,
administrators, and parents. (SPDG 1.1, 1.2, & 2.1)
Donna
Kirkendoll
PTI
Objective 3.2: Approximately 1,500 parents and service providers will increase their knowledge, skills, and use of
evidence-based practices in behavior management using PBS and on-proactive communication to ensure a smooth
transition process from Part C to Part B.
State Personnel Development Grant Page 84Alabama Department of EducationMarch 22, 2007
SPDG Goals, Objectives, and ActivitiesResponsible
Staff and Partners
MilestonesTimeline by Years
Yr 1
Yr 2
Yr 3
Yr 4
Yr 5
3.2.1 A minimum of two EI service providers per district
will receive annual training in strategies to provide
regional TA for implementing PBS within EI programs
and families. (SPDG 1.1, 1.2, & 2.1)
Donna
Kirkendoll
AEIS
3.2.2 SPDG staff will provide PD annually for
approximately six PTI parent trainers in the area of
behavior management. (SPDG 1.1, 1.2, & 2.1)
Donna
Kirkendoll
AEIS; PTI
3.2.3 PTI parent trainers will provide regional trainings
for approximately 300 parents and service providers.
(SPDG 1.1, 1.2, & 2.1)
Donna
Kirkendoll
AEIS; PTI
Regional training
provided
3.2.4 PBS workshops will be provided at local and
regional EI conferences. (SPDG 1.1, 1.2, & 2.1)
D. Kirkendoll
AEIS; PTI
Annual workshops
held
GOAL 4: At least 98 percent of the special education teacher positions in Alabama will be filled with fully certified
teachers, and 70 percent of first-time teachers will remain teaching in special education after three years.
State Personnel Development Grant Page 85Alabama Department of EducationMarch 22, 2007
SPDG Goals, Objectives, and ActivitiesResponsible
Staff and Partners
MilestonesTimeline by Years
Yr 1
Yr 2
Yr 3
Yr 4
Yr 5
Objective 4.1: New and enhanced recruitment efforts will be successful in obtaining sufficient numbers of fully certified,
ethnically diverse, special education teachers to reverse the trend (by year two) of using more under-certified personnel
and attain a 98 percent utilization of fully-certified special education teachers in five years.
4.1.1 Annual stipends of $2,000 ($2,000 for two years
each) will be provided to 40 prospective special education
teachers who are not fully certified. (SPDG 1.1, 1.2, 2.1,
& 2.2)
Janice
Hawkins
IHEs
Stipends awarded
4.1.2 IHEs and local education agencies (LEAs) will
establish a “Growing Our Own” program and stipends
provided for graduating students for preservice special
education training. (SPDG 1.1, 1.2, & 2.1)
Janice
Hawkins
IHEs
Number of FTA
chapters initiated
and stipends
awarded
4.1.3 Ongoing follow-up training and support will be
provided for ten school systems to enhance diversity
recruitment practices. (SPDG 1.1, 1.2, 2.1, & 2.2)
Janice
Hawkins
IHEs
State Personnel Development Grant Page 86Alabama Department of EducationMarch 22, 2007
SPDG Goals, Objectives, and ActivitiesResponsible
Staff and Partners
MilestonesTimeline by Years
Yr 1
Yr 2
Yr 3
Yr 4
Yr 5
Objective 4.2: The annual attrition level of special education teachers in high-need areas will decrease to that of general
education teachers within their LEAs. By the end of the five-year SPDG funding, the three-year statewide attrition rate of
first-time special education teachers will be reduced from 56 percent to 30 percent.
4.2.1 A mentoring training program will be developed
based on the features of identified successful mentoring
based on the features of identified successful mentoring
programs/GEMS. (SPDG 1.1, 1.2, 2.1 & 2.2)
Janice
Hawkins
IHEs
Mentoring program
operating
Qtr
1-3
4.2.2 Regional professional development workshops
regarding effective mentoring programs will be provided
for selected LEAs. (SPDG 1.1, 1.2, 2.1, & 2.2)
Janice
Hawkins
IHEs
Qtr
4
4.2.3 Four IHEs will partner with one LEA annually (16
total LEAs) to provide training, support, and assistance in
the implementation of effective mentoring strategies.
(SPDG 1.1, 1.2, 2.1 & 2.2)
Janice
Hawkins
IHEs
Mentoring program
operating in 16
LEAs
State Personnel Development Grant Page 87Alabama Department of EducationMarch 22, 2007
SECTION 7: EVALUATION PLAN
The purpose of the evaluation plan is to provide an objective, efficient means of measuring
progress toward activity completion, implementation fidelity, and attaining desired outcomes.
Evaluation activities have been built into each phase of the project using quantitative process and
outcomes measures combined with qualitative information.
7.1 Logic Model. To provide an overview of the evaluation, Tables 13-16 show a Logic Model
depiction of the proposed project.
Process Evaluation: Process evaluation will be used to track the implementation of activities
to meet project goals and objectives. It will focus on the implementation and execution of
training, technical assistance, project intervention fidelity, ratings of training content and
presentation, and counts of increased training capability. (Note: Strategies/Activities, measures,
methods, and sources in Table 17).
Outcome Evaluation: Outcome evaluation will measure declines in the number and percent
of special education teachers who are not fully licensed, declines in the number of special
education students experiencing suspensions/expulsions, increases in academic performance
(math, and passing the exit examination), and declines in the special education dropout rate.
(Note: Direct/ Intermediate Outcomes in the Logic Model Tables-next page).
Qualitative Evaluation: Components of qualitative evaluation include project development,
organization, and management. Project issues and decision making will be documented and
reported throughout the five-year project. Other issues will include evaluation feedback
mechanisms and dissemination of project products and information.
Logic model: Tables 13-16 provide an overview of the proposed project goals and objectives
using a logic model table correspond to each goal and its objectives.
State Personnel Development Grant Page 80Alabama Department of EducationMarch 22, 2007
Table 13. Logic Model for improving math achievement and pre-literacy skills - Goal 1.
GOAL 1 Systems Targeted Partners Strategies ActivitiesGOAL 1: Through the
implementation of SBR
instructional strategies within the
framework, there will be a 20
percent reduction in the
achievement gap between students
with and without disabilities in the
area of math and age-appropriate
progress in pre-literacy/reading and
math.
1. Schools with the
largest achievement
gaps.
2. Early Intervention
Personnel.
3. Parents of
pre-school children
and their service
providers.
1. LEAs.
2. AMSTI.
3. Publishing Co.
4. AL EI System.
5. National Assoc. for the
Ed. of Young Children.
6. Division of Early
Childhood, CEC.
7. Alabama PTI.
8. Reach Out and Read.
9. Special Ed. Institute.
1. Annually, ten elementary and middle
schools with largest achievement gaps will
start SBR math instructional with sustained
fidelity.
2. The pre-literacy training skills of 500
early intervention personnel will be
improved.
3. Approximately 1,500 parents and service
providers will increase their knowledge and
skills using evidenced-based practices in
pre-literacy, language and numerology.
Table 13. Continued.
Outputs Customers Direct/Intermediate Outcomes Long Term Outcomes
1. Elementary and middle schools implemented 1. Special 1. More special 1. Increased student math
State Personnel Development Grant Page 81Alabama Department of EducationMarch 22, 2007
Outputs Customers Direct/Intermediate Outcomes Long Term Outcomes
SBR math intervention strategies with fidelity.
2. Annually, 100 EI personnel will receive cluster
training, coaching, resources, and on-site training.
3. 1,500 literacy and numeracy “Skill Boxes” will
be distributed; 25 more Reach Out to Read sites
established; parents will receive skill development
books and training during well-baby check-ups;
parents will attend EI Preschool Conference; and
SPDG staff will provide pre-literacy and numeracy
skill workshops.
education
students.
2. LEA
Teachers.
3. EI personnel.
4. Parents and
pre-school
children.
education students show
math progress on
accountability
instruments such as the
ARMT, SPP, and SAT.
2. More students
transition from Part C
programs to part B with
age-appropriate
developmental skills.
achievement on standardized
testing (SAT10) though enhanced
professional delivery of
educational services to students.
2. More students return to general
and graduate with regular diploma.
Table 14. Logic Model for high school completion and graduation – Goal 2.
GOAL 2 Systems Targeted Partners Strategies ActivitiesGOAL 2: Through implementation of
SBR instructional strategies delivered by
trained personnel within participating
Four secondary
schools annually for
total of 20 schools.
1. Professional
Development
partners.
Four secondary schools per year will be
trained by SPDG staff and PD partners to
utilize Instructional Enhancements,
State Personnel Development Grant Page 82Alabama Department of EducationMarch 22, 2007
GOAL 2 Systems Targeted Partners Strategies Activitiesschools, there will be a 20 percent
reduction in the gap between students with
and without disabilities who pass the exit
examination and graduate with a regular
diploma.
2. MSS Experts.
3. KU-CRL.
Intensive Interventions, and other
scientifically based research (SBR)
instructional strategies with sustained
fidelity.
Table 14. Continued.
Outputs CustomersDirect/Intermediate
Outcomes Long Term Outcomes1. Four day training workshops provided
along with 1:1 assistance, walk-throughs,
conferences and forms.
2. MSS leadership teams trained and
implementing intervention with fidelity.
3. Internet-based resources online, and
utilized by MSS LEA trained personnel.
1. Teachers
2. Students
3. LEA staff
Students with
disabilities will show
increased academic
skills when progress
monitored and tested
throughout the year.
Dropouts will be
reduced.
1. More students pass the subtests of the
exit examination and graduate with a
regular diploma.
2. Transition to advanced education and
employment will be achieved by most
special education students.
State Personnel Development Grant Page 83Alabama Department of EducationMarch 22, 2007
Table 15. Logic Model for reducing discipline referrals, unilateral removal, and Suspension/Expulsion – Goal 3.
GOAL 3 Systems Targeted Partners Strategies ActivitiesGOAL 3: Through implementation of
scientifically based PBS by trained
administrators, teachers, and other school
personnel within participating schools, the
number of students with disabilities who
are suspended or expelled for greater than
ten days will decrease by 80 percent and
office discipline referrals will be reduced
by 50 percent.
LEA behavior
management and
discipline system.
1. LEAs.
2. PBS coaches and
trainers.
3. PTI.
1. Building on the success and experience
of PBS during the past two SIG/SPDG
grant periods, replication involving
approximately 50 percent of the school
systems in Alabama will occur. They will
receive training from SPDG staff and/or
regionally based PBS coaches and
trainers. Fidelity of implementation will
be an 80 percent rating on the Schoolwide
Evaluation Tool (SET) within two years.
2. About 1,500 parents and service
providers will increase their knowledge
and skills by using evidence-based
behavior management practices from PBS.
State Personnel Development Grant Page 84Alabama Department of EducationMarch 22, 2007
GOAL 3 Systems Targeted Partners Strategies Activities3. EI providers will be trained to
implement PBS concepts in their programs
with special emphasis on proactive,
positive communication assisting the
transition process from Part C to Part B.
Table 15. Continued.
Outputs CustomersDirect/Intermediate
Outcomes Long Term OutcomesPBS will have been implemented in
approximately 50 percent of the school
systems in Alabama.
1. Teachers
2. Parents
3. Students
4. Administrators
5. Paraeducators
6. Other LEA staff
1. Students with
disabilities will have
fewer discipline
referrals, unilateral
removals,
suspensions, and
expulsions. Dropouts
may decline.
1. Students will demonstrate improved
academic skills and increased involvement
in the general education.
2. More will graduate with regular
diplomas and seek advanced education.
State Personnel Development Grant Page 85Alabama Department of EducationMarch 22, 2007
Outputs CustomersDirect/Intermediate
Outcomes Long Term Outcomes2. Achievement will
increase for those
having discipline
incident declines.
Table 16. Logic Model for increased student engagement and academic success.– Goal 4.
GOAL 4 Systems Targeted Partners Strategies ActivitiesGOAL 4: At least 98 percent of the
special education teacher positions in
Alabama will be filled with fully certified
teachers and 70 percent of first-time
special education teachers will remain
teaching in special education after three
years of experience.
Special education
teaching staff.
1. LEAs
2. IHEs
3. PD experts.
4. Alabama’s
Governor’s
Commission on
Quality Teaching.
1. New and enhanced recruitment efforts
will obtain sufficient numbers of
fully-certified, ethnically diverse, special
education teachers to reverse the trend (by
Year 2) of using more under-certified
personnel and attain 98 percent utilization
of fully certified personnel in five years.
2. The annual attrition level of special
education teachers in high need areas will
State Personnel Development Grant Page 86Alabama Department of EducationMarch 22, 2007
GOAL 4 Systems Targeted Partners Strategies Activitiesdecrease to the level of general education
teachers within their LEAs and statewide
to 30 percent through effective mentoring
and incentives.
Table 16. Continued.
Outputs CustomersDirect/Intermediate
Outcomes Long Term Outcomes1. At least 98 percent of
special education teachers will
be fully certified.
2. By the end of the five-year
SPDG funding, the three-year
attrition rate of first-time
special education teachers will
be reduced from 56 percent to
30 percent.
1. Teachers
2. Parents
3. Students
4. Other LEAs
Students with disabilities
will have better academic
achievement, passing the
annual state testing
program (SAT10) with
scores higher than their
baseline with under
certified teachers.
Students will have improved academic skills,
increased general education participation,
graduate with regular diplomas, and seek
advanced education.
State Personnel Development Grant Page 87Alabama Department of EducationMarch 22, 2007
7.2 Outcome. The outcome evaluation described in the tables above will determine project
effectiveness. It will be based upon the measures shown in the tables and determine:
Were the goals and objectives achieved?
Did the activities carried out impact the project goals and objectives?
Did the teachers, administrators, parents, and other participants receiving training use their
new knowledge and skills to impact the skills of students?
Were there observable benefits over the five years a result of project activities?
The variables for each measure will be gathered regularly to provide feedback regarding
successful advances toward accomplishment of the goals and increased numbers of students
demonstrating behavioral and academic gains. To determine the outcomes of the SPDG project,
information will be collected from baseline sources and measured against intervention data. This
quasi-research design will give pre- and post-intervention measures. The design also includes
matching and appropriate measurements to compared control sites (LEAs, schools, etc.).
7.3 Process Evaluation. The purpose of the process evaluation is to provide SDE and Office of
Special Education Programs (OSEP) a quantitative and qualitative description of the SPDG
project, documenting its progress from inception through implementation and completion. The
process evaluation will provide information on what did happen in the project:
Were the project activities carried out (implementation and fidelity)?
What barriers existed and how did we deal with them?
How did the project interact with subcontractors as well as the diverse stakeholders?
What resources were available, needed, and used?
It will be the role of the evaluators to ensure that the project creates and maintains an
evaluation feedback system whereby progress can be assessed regarding project implementation
Alabama Personnel Development Grant Page 88Alabama Department of EducationMarch 22, 2007
and execution. The evaluators regularly use an online service (Surveymonkey) to gather project
information. They will gather the data elements listed in Table 17 using hardcopy and online
instruments, placing the data elements in a Microsoft Access database to facilitate use by SPDG
personnel and partners. The review of fidelity findings by SPDG staff will occur as soon as the
analysis is completed (within ten days of the receipt of the data) by the evaluators. Quarterly
meetings by the evaluators with the SPDG staff will facilitate the use of the data to enhance
activities and outcomes.
7.4 Analysis. Much of the analysis of the variables of the process will be a mixture of
qualitative and quantitative measures. Events, decisions, and processes will either have occurred
or not occurred. Much of the data will be nominal and under some circumstances, nonparametric
statistical tests will be applied to determine if significant differences are present. Some of the
outcome data analysis will be interval, and as a consequence, parametric tests will be applied,
where appropriate, to determine if a significant difference is evident. It is possible that the
distributions may be such that nonparametric tests will be applied to avoid violation of
underlying parametric assumptions. Qualitative information will be provided along with the
statistical analyses, which is essential when interpreting project findings.
7.5 Annual Performance Report. Each year, an Annual Performance Report will be prepared
and submitted to OSEP. Feedback from OSEP will assist project personnel in planning and
implementing the next year’s activities. The annual performance report will include information
required by OSEP and will enable SDE-SES to determine the extent to which project goals and
objectives are being met and needs addressed. Table 17 which follows provides the process
activities with their associated measures and methods of data acquisition.
Alabama Personnel Development Grant Page 89Alabama Department of EducationMarch 22, 2007
Table 17. Evaluation goals, objectives, and activities; accompanying evaluation measures and sources and methods.
Goals, Objectives, and Activities Measures Sources and Methods
GOAL 1. There will be 20 percent reduction in math gap and age-appropriate progress in pre-literacy/reading/reading.
Objective 1.1: Ten schools will yearly start SBR math.1.1.1 (Quarter 1, Year 1) - SPDG and the AMSTI will identify
SBR math intervention programs that meet established SBR
criteria.
List of approved SBR
intervention tools and
curriculum.
SPDG Director will acquire list from
AMSTI.
1.1.2 (Years 1-5) - Regional workshops will be provided
annually for participating schools to discuss SBR math
intervention programs meeting the established criteria set by
the math steering committee.
Dates and locations of
workshops, number of
schools attending, and
workshop content ratings.
Post workshop forms (Appendix F)
administered by presenter and SPDG
staff. Data entered in Access and
analyzed by the third party evaluators.
1.1.3 (Years 1-5) – SDE and experts in SBR math programs
will provide at least three days of regional training annually
during the summer for special and general education teachers
within ten schools, selected annually.
Counts of school systems
participating and rating of
workshop content.
Post workshop forms (Appendix F)
administered by presenter and SPDG
staff. Data entered in Access and
analyzed by the third-party evaluators.
1.1.4 (Years 1-5) - SBR math intervention experts and SPDG
staff will provide monthly on-site assistance, walk throughs,
Counts of school systems
participating, dates, time, of
An online reporting form will be
utilized (Surveymonkey) to document
Alabama Personnel Development Grant Page 90Alabama Department of EducationMarch 22, 2007
Goals, Objectives, and Activities Measures Sources and Methodsmentoring, re-training, TA, and fidelity monitoring for
participating schools during Year 1 and at least quarterly
during subsequent years.
TA, and content. Fidelity
instrument scores.
TA using a repetitive solicitation
feature to ensure reporting. Fidelity
instruments administered during site
visits will be keyed in an Access
database for analysis.
1.1.5 (Years 1-5) - The participating schools will use progress
monitoring SBR math interventions, along with state required
evaluations and accountability instruments (i.e., ARMT, SPP,
SAT), to make student data-based decisions regarding the
level and intensity of SBR needed.
Scores on annual
examinations and progress
monitoring measures of
math achievement.
ARMT, SPP, SAT will be administered
annually under the direction of SDE.
Teacher program monitoring scores
will provide the third-party evaluators.
Objective 1.2: The pre-literacy skills of at least 500 EI personnel will be improved.
1.2.1 (Years 1-5) –SDE-SES and the AEIS will provide
regional training for at least 100 EI personnel. Training will
use seven scientifically based clusters. The clusters prepare
teachers to deliver specialized instruction for infants/ toddlers
building pre-literacy skills. Training will be provided via
Counts of personnel
attending the workshops;
post-workshop evaluation
scores; three-month follow-
up ratings, and feedback on
Post-workshop forms will be
administered by presenter and SPDG
staff. An online three month follow-up
form will be administered by the third
party evaluators. Data will be entered
Alabama Personnel Development Grant Page 91Alabama Department of EducationMarch 22, 2007
Goals, Objectives, and Activities Measures Sources and Methodscoaching, internet-based resources, and on-site TA. cluster usefulness. Dates,
time, attendees, and content.
in Access and analyzed. An online log
will be used to capture TA data
Objective 1.3. Approximately l,500 parents and service providers will increase knowledge, skills, and use in SBR practices.
1.3.1 (Years 1-5) - SPDG staff and the PTI will provide
training yearly for six PTI parent trainers increasing their
literacy and numeracy skills.
Location and date of PTI
parent trainers trained.
SPDG Director and presenters will
report online using a log of activities.
1.3.2 (Years 1-5) - The PTI parent trainers will provide
monthly regional trainings for 300 parents of young children
annually. Parents will get “Literacy and Numeracy Skills
Boxes” during training to used with their child at home.
Dates, locations, and
number attending. Number
of “skill boxes” distributed
to participants.
An online reporting form will be used
with repeat solicitation capabilities to
ensure responses.
1.3.3 (Years 1-5) - (Years 1-5) - SPDG and partners will
provide information for parents in pre-literacy, language, and
numeracy skills and expand the ROR Alabama sites from 25
to 50 in rural areas having no public libraries.
Number of new sites,
locations, and estimated
number served.
Goal Lead will report counts, locations,
and other information.
1.3.4 (Years 1-5) – The SPDG will partner with physicians
and nurses so that age-appropriate books can be provided for
Count of books provided
and number of parents
Counts gathered by Goal Lead and Part
C staff.
Alabama Personnel Development Grant Page 92Alabama Department of EducationMarch 22, 2007
Goals, Objectives, and Activities Measures Sources and Methodsparents during well-baby check-ups. Attending nurses will
provide training for parents on early literacy and numeracy.
trained.
1.3.5 (Years 1-5) – Stipends will be provided for AEIS
families to attend the Annual EI and Preschool Conference.
They will learn pre-literacy, language, and numeracy skills.
Number of stipends
provided and persons
attending.
Goal Lead and SPDG Director will
gather counts.
1.3.6 (Years 1-5) – The SPDG Staff and Professional
Development Partners will provide workshops on pre-literacy,
language, and numeracy skills at local, regional, and state
conferences held annually across the state.
Dates, locations, number
attending, and post
workshop content ratings.
Post-workshop forms will be
administered by presenters and SPDG
staff. An on-line, three-month later
follow-up form will be administered.
Goal 2: There will be a 20 percent reduction in passing the exit exam and graduating with a regular diploma.
Objective 2.1: Four secondary schools per year will be trained to use Instructional Enhancements, Intensive Interventions, and
other SBR instructional strategies with sustained fidelity.
(Years 1-5) – Initially six PD partners will be recruited,
provide PD and support by SPDG staff and MSS experts, to
give ongoing coaching for participating secondary schools.
Regional five-day workshops will train on coaching,
Dates, locations, number
attending, and post
workshop content ratings.
Post-workshop forms will be
administered by presenters and SPDG
staff. Data will be keyed into Access
and analyzed by third party evaluators.
Alabama Personnel Development Grant Page 93Alabama Department of EducationMarch 22, 2007
Goals, Objectives, and Activities Measures Sources and Methodsmentoring, MSS, and other SBR instruction.
2.1.2. (Years 1-5) – Annually, a new cohort of four
secondary schools (Grades 8-12), at-risk for becoming
“School Improvement” sites will be recruited and provided a
minimum of four days of training. Each school will identify
an Enhancement and Intervention Coordinator as well as form
an Enhancement Building Leadership Team. The coordinator
and leadership team will meet and review level of
instructional enhancements and intensive interventions
implementation progress.
Dates, locations, and count
of sites, personnel receiving
training and TA, and
Fidelity data from
Leadership Team meetings.
Online collection of data using
Surveymonkey capacity, including
repeat solicitation will be conducted.
Data from team meetings will be
analyzed for implementation, support,
and sustained fidelity.
2.1.3. (Years 1-5) – Ongoing coaching and mentoring will be
provided and include 1:1 assistance, walk-throughs, internet-
video conferencing, and internet-forum networking. Eight
hours of TA per month will be provided to schools during
their first two semesters and eight hours per quarter
subsequently.
Dates, locations, methods of
contact, length of contact,
and content of
discussion/presentations.
Online collection of data using
Surveymonkey capability, including
qualitative information regarding
program implementation.
Alabama Personnel Development Grant Page 94Alabama Department of EducationMarch 22, 2007
Goals, Objectives, and Activities Measures Sources and Methods2.1.4. (Year 1-5) – MSS Experts will provide and maintain
internet-based resources that cohort teachers and leaders can
access for ongoing problem-solving, idea-sharing, and
strategies for supporting sustained implementation of MSS.
Counts of Web site hits and
counts of cohort staff using
site and average time spent
on site.
A sign-in and out methodology will
capture cohort school use of site.
Online surveys or Web site software
will gather content viewed and used.
Goal 3: PBS schools will have 50 percent fewer office discipline referrals and 80 percent fewer suspensions, and removals.
Objective 3.1: Approximately 50 percent of the LEAs will implement PBS with 80 percent fidelity, measured by the SET.
3.1.1 (Years 1-5) – In cooperation with the SPDG, SDE staff,
PBS coaches, and trainers will train, support, and offer
technical assistance for school districts implementing PBS.
Post-workshop form scores,
(dates, counts, and ratings).
Online logs of TA contacts,
date, time, and subject area.
Post-workshop forms will be
administered by presenters and SPDG
staff. An online collection of TA data
will be used.
3.1.2 (Years 1-5) – An online Web-based data collection
system, which aligns with the state-required reporting system,
will be used to gather, measure, and report discipline referrals
and other needed data.
Count by LEAs of office
discipline referrals,
suspensions, and
expulsions.
An online software system developed
by SDE will be used to gather the data.
Repeat solicitation will be utilized to
ensure school reporting.
3.1.3 (Years 1-5) – Approximately 40 regional PBS coaches
and lead contacts will be trained to use the School-wide
Post-workshop form scores,
with dates, counts and
Post-workshop forms will be
administered by presenters. SPDG staff
Alabama Personnel Development Grant Page 95Alabama Department of EducationMarch 22, 2007
Goals, Objectives, and Activities Measures Sources and MethodsEvaluation Tool (SET) and the School-wide Survey to
evaluate fidelity of PBS implementation.
ratings. SET and SET data
elements.
will administer SET and third party
evaluators will analyze results.
3.1.4 (Years 1-5) – Through partnership with the SERRC,
annual PBS meetings, including the SERRC 11 states/
territories and national experts, will be held. (e.g., strategic
planning, best practices, PBS impact data, team planning, and
training).
Post-workshop form scores,
with dates, counts and
ratings. Count of sites
using SET and SET pre-
post-scores.
Presenters collect post-workshop
evaluation forms. SPDG Goal Lead
collects SET from sites. Third party
evaluators analyze data and provide
site-specific feedback.
3.1.5 (Years 1-5) – The SPDG and partners will provide
annual workshops at local, regional, and state conferences to
increase knowledge of PBS for 500 educators and parents.
Post workshop form scores,
with dates, counts, and
ratings.
PBS Goal LEAD and presenters will
administer the workshop evaluation
forms.
Objective 3.2: Approximately 1,500 parents and service providers will increase knowledge, skills, and use of PBS.
3.2.1 (Years 1-5) - Two staff per district will annually receive
training on providing regional TA for implementing PBS
within early intervention programs and families.
Post-workshop form scores,
dates, counts, and ratings.
Presenters will administer forms and
return workshop forms to SPDG staff.
3.2.2 (Years 1-5) - SPDG staff will provide PD annually for
approximately six PTI parent trainers to increase their skills in
Post-workshop form scores,
with dates, counts, and
PBS Goal Lead and presenters will
administer the workshop evaluation
Alabama Personnel Development Grant Page 96Alabama Department of EducationMarch 22, 2007
Goals, Objectives, and Activities Measures Sources and Methodsthe area of behavior management. ratings. forms.
3.2.3 (Years 1-5) - The PTI parent trainers will provide
regional trainings monthly for about 300 parents annually.
Parents will be taught specific behavior management
strategies for use at home and transition to school.
Counts of participants, sites,
and ratings
Regional PTI activities and workshops
will be reported using a Web-based
form that includes qualitative
information.
3.3.2. (Years 1-5) - SPDG will provide PBS workshops at
local, regional, and EI conferences.
Post-workshop form scores,
dates, counts, and ratings.
SPDG staff and experts will administer
forms and forward evaluators.
Goal 4: At least 98 percent of special educations teachers will be fully qualified, and 70 percent of first-time teachers will
remain three years.
Objective 4.1: 98 percent of special education teachers will be fully certified in five years.
4.1.1 (Years 1-5) – Annual stipends of $2,000 ($2,000 for two
years each) will be provided to 40 not fully certified special
education teachers in LEAs with the highest numbers of not
fully certified teachers. They will teach in high need special
education areas for the same number of year(s) they received
stipends.
Count of stipends, their
value, and description of
recipients.
SDE financial and administrative office
will gather and report data to SPDG
project staff.
Alabama Personnel Development Grant Page 97Alabama Department of EducationMarch 22, 2007
Goals, Objectives, and Activities Measures Sources and Methods4.1.2 (Years 1-5) – SPDG, DOE and partners will provide PD
for IHEs (including Historically Black Universities),
community colleges, and LEAs to grow diversity recruitment
practices. Live coaching, Internet video conferencing, and
annual workshops will be used.
Dates, locations, and
contents of TA and training
activities. Ratings of
workshop content will be
obtained.
Workshop evaluation forms will be
administered. Online TA logs will be
kept.
4.1.3 (Years 1-5) – Title II equity plans and its’
implementation will be annually reviewed.
Equity plans implemented Goal 4 Lead and SDE Equity Office
will report inequities and plans.
Objective 4.2: Attrition rates in high need areas will decrease to the general education levels and statewide three-year
retention rates of first-time special education teachers will reduce from 56 percent to 30 percent.
4.2.1 (Year 1, Quarters 1-3) – The SPDG, IHEs, and the
Governor’s Commission on Teacher Quality will identify
successful mentoring programs within Alabama LEAs (SIG
GEMS program included) and across the country. A
mentoring training program will be developed using
successful mentoring programs.
Descriptive nature of the
program and count of the
number of first-time special
education teachers
mentored and retained for
the next year of teaching.
The SPDG staff will provide a
description of program, count of
mentors and first-time teachers
participating in the program. An online
survey of HR personnel and first-time
teachers will be used to determine
retention rate as will the SDE list of
Alabama Personnel Development Grant Page 98Alabama Department of EducationMarch 22, 2007
Goals, Objectives, and Activities Measures Sources and Methodsworking teachers.
4.2.2 (Year 1, Quarter 4; Years 2-5) - The SPDG and IHEs
will provide regional professional development workshops
regarding effective mentoring programs for selected LEAs.
Dates, locations, and ratings
of workshop content will be
obtained.
Post workshop evaluation forms will be
administered.
4.2.3 (Years 2-5) – About three IHEs will partner with one
LEA annually (16 total LEAs), having the highest special
education attrition rates, to implement successful mentoring
programs. The IHE-LEA partnerships will involve on-site
consultation visits and TA.
Dates, locations, and
content of TA will be
obtained. Fidelity data
concerning implementation
and continuation.
Online reporting logs will be used to
gather TA data. Fidelity data will be
gathered on site using a hard copy form
or the same form online.
Alabama Personnel Development Grant Page 99Alabama Department of EducationMarch 22, 2007