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State Personnel Development Grant Page 1 Alabama Department of Education March 22, 2007 Joseph B. Morton Superintendent of Education Alabama Department of Education March 22, 2007

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Page 1: PART III – APPLICATION NARRATIVE - alspdg.org  · Web viewPART III – APPLICATION NARRATIVE. ... letters, early word recognition, and comprehension. The proposed SPDG will focus

State Personnel Development Grant Page 1Alabama Department of EducationMarch 22, 2007

Joseph B. MortonSuperintendent of Education Alabama Department of Education

March 22, 2007

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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.

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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

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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

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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

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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.

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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.

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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.

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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

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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

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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.

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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

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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

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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:

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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

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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

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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

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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;

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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

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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

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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).

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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)

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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

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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

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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;

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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

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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.

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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

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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

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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

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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

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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,

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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

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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

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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

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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

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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

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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.

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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.

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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

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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

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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

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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

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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

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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

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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

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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.

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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.

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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

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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

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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.

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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

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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,

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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.

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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.

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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.

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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

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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.

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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

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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.

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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

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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

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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.

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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.

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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.

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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

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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

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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.

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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

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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.

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