U.S. Department of Education: Promoting Educational Excellence for all Americans

A r c h i v e d  I n f o r m a t i o n

IDEA: Special Education State Personnel Grants - FY 2006


CFDA Number: 84.323 - Special Education_State Program Improvement Grants for Children with Disabilities

Program Goal: To assist SEAs in reforming and improving their systems for personnel preparation and professional development in early intervention, educational, and transition services in order to improve results for infants, toddlers, children and youth with disabilities.

Objective 1 of 3: Personnel trained under programs supported by SPDG will have the knowledge and skills to deliver scientifically- or evidence-based practices to infants, toddlers, children and youth with disabilities. (Long-term objective. Target areas: assessment; literacy; behavior; instructional strategies; early intervention; and inclusive practices)
Indicator 1.1 of 2: KNOWLEDGEABLE AND SKILLED PERSONNEL: The percentage of personnel completing training supported by the SPDG on scientifically- or evidence-based instructional practices.
 
Measure 1.1.1 of 1: The percentage of personnel completing training supported by the SPDG on scientifically- or evidence-based instructional practices.
Year Actual Performance Performance Targets
- No Data -

Source: Expert panel review of annual performance reports.

Frequency: Annually.
 
 
Indicator 1.2 of 2: ALIGNMENT WITH STATE PERFORMANCE PLAN: The percentage of SPDG projects that implement personnel development/training activities that are aligned with improvement strategies in their State Performance Plan (SPP).
 
Measure 1.2.1 of 1: The percentage of SPDG projects that implement personnel development/training activities that are aligned with improvement strategies in their State Performance Plan (SPP).
Year Actual Performance Performance Targets
2006
 
999

Source: Annual performance reports; state performance reports

Frequency: Annually.

Next Data Available: September 2006
 
Explanation: The FY 2006 target is to establish a baseline.
 
Objective 2 of 3: Improve the quality of professional development available to meet the needs of personnel serving children with disabilities.
Indicator 2.1 of 2: EVIDENCE-BASED PRACTICES: The percentage of professional development/training activities provided through the SPDG program that are based on scientific- or evidence-based instructional/behavioral practices.
 
Measure 2.1.1 of 1: The percentage of professional development/training activities provided through the SPDG program that are based on scientific- or evidence-based instructional/behavioral practices.
Year Actual Performance Performance Targets
- No Data -

Source: Expert panel review of annual performance reports.

Frequency: Annually.
 
 
Indicator 2.2 of 2: SUSTAINED PRACTICES: The percentage of professional development/training activities based on scientific- or evidence-based instructional/behavioral practices, provided through the SPDG program, that are sustained through in-going and comprehensive practices (e.g., mentoring, coaching, structured guidance, modeling, continuous inquiry).
 
Measure 2.2.1 of 1: The percentage of professional development/training activities based on scientific- or evidence-based instructional/behavioral practices, provided through the SPDG program, that are sustained through in-going and comprehensive practices (e.g., mentoring, coaching, structured guidance, modeling, continuous inquiry).
Year Actual Performance Performance Targets
- No Data -

Source: Expert panel review of annual performance reports.

Frequency: Annually.
 
 
Objective 3 of 3: Implement strategies that are effective in meeting the requirements of section 612(a)(14) of IDEA to take measurable steps to recruit, hire, train, and retain highly qualified personnel in areas of greatest need to provide special education and related services.
Indicator 3.1 of 1: TEACHER RETENTION: In States with SPG projects that have special education teacher retention as a goal, the statewide percentage of highly qualified special education teachers in State-identified professional disciplines (e.g., teachers of children with emotional disturbance, deafness) who remain teaching after three years of employment.
 
Measure 3.1.1 of 1: In States with SPG projects that have special education teacher retention as a goal, the statewide percentage of highly qualified special education teachers in State-identified professional disciplines (e.g., teachers of children with emotional disturbance, deafness) who remain teaching after three years of employment.
Year Actual Performance Performance Targets
2007
 
999

Source: Expert review of annual performance reports

Frequency: Other.

Next Data Available: August 2007
 
Explanation: The FY 2007 target is to establish the baseline.
 


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Last Modified: 01/20/2006