State Personnel Development Grant Proposal
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Transcript of State Personnel Development Grant Proposal
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Delaware Department of Education
Exceptional Children Resources Office
State Personnel Development Grant Proposal
84.323A
Submitted on August 31, 2012
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Table of Contents
Abstract.... i
Introduction and Welcome to the Reader... 1
Needs.... 3
Delaware Demographics.. 4Graduation and Dropout Rates.... 4
Academic Performance....... 6
Suspension/Expulsion Data..... 6
Least Restrictive Environment Data.... 8
Parent Involvement Data..... 8
Communication Needs ........ 10
Summary. 11
Significance......12
Significance of Proposed Framework.... 12
Significance of Implementation Strategies. 14
Significance of Initiatives.. 16
Goal 1 ..... 16
Goal 2 ......... 20
Summary... 24
Project Design. 26
Goal 1. 28
Goal 2. 39
Personnel..... 48
Delaware Department of Education Staff. 49
Consultants....... 52
Evaluation ......... 54
Adequacy of Resources.. 55
Delaware Department of Education Staff..... 55
Parent Information Center of Delaware ........ 56
Center for Disabilities Studies........... 57
Evergreen Evaluation and Consulting, Inc. ....... 59
Management Plan.......61
Advisory Board...... 61Management Team........ 62
Time Line/Person Loading Charts 64
Evaluation... 77
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Table of Tables
Table 1: Student Demographic Data.......... 4
Table 2: Reading and Math Data........ 6
Table 3: 2010-11 Communication Level Data......... 10
Table 4: Goal 1 Loading Chart....... 64
Table 5: Goal 2 Loading Chart....... 64
Table 6: Management Plan Goal 1, Objective 1...... 65
Table 7: Management Plan Goal 1, Objective 2....... 66
Table 8: Management Plan Goal 1, Objective 3....... 67
Table 9: Management Plan Goal 1, Objective 4....... 68
Table 10: Management Plan Goal 1, Objective 5...... 70
Table 11: Management Plan Goal 2, Objective 1...... 71
Table 12: Management Plan Goal 2, Objective 2...... 72
Table 13: Management Plan Goal 2, Objective 3...... 73
Table 14: Management Plan Goal 2, Objective 4...... 74
Table 15: Management Plan Goal 2, Objective 5...... 76
Table 16: Evaluation Plan Goal 1, Objective 1...... 80
Table 17: Evaluation Plan Goal 1, Objective 2......
81Table 18: Evaluation Plan Goal 1, Objective 3...... 82
Table 19: Evaluation Plan Goal 1, Objective 4...... 83
Table 20: Evaluation Plan Goal 1, Objective 5...... 85
Table 21: Evaluation Plan Goal 2, Objective 1...... 86
Table 22: Evaluation Plan Goal 2, Objective 2...... 87
Table 23: Evaluation Plan Goal 2, Objective 3...... 88
Table 24: Evaluation Plan Goal 2, Objective 4...... 89
Table 25: Evaluation Plan Goal 2, Objective 5...... 91
Table 26: Stage of Implementation Assessments...... 93
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Table of Figures
Figure 1: Delaware Education Support System....... 13
Figure 2: Delaware SPDG Framework...... . 27
Table of Charts
Chart 1: Delaware Graduation Rates........... 5
Chart 2: Delaware Drop Out Rates......... 5
Chart 3: Trends in SPP Indicator 4 Data....... 7
Chart 4: Raw Number of Suspensions/Expulsions...... 7
Chart 5: Delaware LRE Rates.... ........ 8
Chart 6: Satisfaction with Child's Overall Special Education programs.... 9
Chart 7: Parent Satisfaction Data.... ....... 9
Chart 8: Percent of Parents Reporting That Almost All or All Their Goals on Their
Child's IEP Were Accomplished. ............ 10
Appendix A
Acronyms.............. 99
References............. 101
Sample LEA Commitment Form.......... 103
Logic Model.............. 105
Implementation Driver Assessments............ 107
Appendix B
Support Letters............ 115
Appendix C
Resumes............. 134
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PAGE # REQUIREMENTS
48(a) Projects funded under this notice must make positive efforts to employand advance in employment qualified individuals with disabilities inproject activities. (See Section 606 of IDEA)
48, 55 - 60 (b) Applicant must describe steps to ensure equitable access to, andparticipation in, its program for students, teachers, and other programbeneficiaries with special needs. (See Section 427, GEPA)
BudgetNarrative
(c) Projects funded under these priorities must budget for a three-dayProjects Directors meeting in Washington, D.C. during each year of theproject.
BudgetNarrative
(d) The applicant must budget $4,000 annually for support of the StatePersonnel Development Grants Program Web site currently administeredby the University of Oregon (www.signetwork.org)
55-56
(e) If a project receiving assistance under this program authority maintainsa Web site, the applicant must describe how they will include relevantinformation and documents in a form that meets a government or industry-recognized standard for accessibility
Significance &
Project Design
12 - 47
(f) Use evidence-based (as defined in this notice) professional developmentpractices that will increase implementation of evidence-based practices andresult in improved outcomes for children with disabilities;
Project Design
26 - 47
(g) Provide ongoing assistance to personnel receiving SPDG-supportedprofessional development that supports the implementation of evidence-based practices with fidelity
Project Design
26 - 47
(h) Use technology to more efficiently and effectively provide ongoingprofessional development to personnel, including to personnel in ruralareas and to other populations, such as personnel in urban or high-needlocal educational agencies (LEAs)
Needs &
Significance
3 - 25
(i) State Personnel Development Plan that identifies and addresses theState and local needs for the personnel preparation and professionaldevelopment of personnel, as well as individuals who provide directsupplementary aids and services to children with disabilities
Budget
NarrativeSupport Letters
(j) Must award contracts or subgrants to LEAs, institutions of higher
education, parent training and information centers, or community parentresource centers, as appropriate, to carry out the State PersonnelDevelopment Plan
BudgetNarrative
1
(k) Not less than 90 percent of the funds the SEA receives under the grantfor any fiscal year for the Professional Development Activities
http://www.signetwork.org/http://www.signetwork.org/http://www.signetwork.org/http://www.signetwork.org/ -
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For DE, applying for the SPDG Competitive Priority is a given. The Race to the Top grant
provided impetus for the adaptation of Component V of our teacher evaluation system which is
related to student growth. Full implementation of the revised teacher evaluation begins fall 2012
with growth measures used for the 2012-2013 appraisal system. Three measures inform
Component V: (1) DCAS scores, (2) external (standardized assessments) and internal (educator
developed assessments approved by DDOE) assessments, and (3) teacher established growth
measures. We will gather data from DCAS reading and math assessments, as well as working
with administrators in participating LEAs to obtain the results from the other measures beyond
DCAS to inform ongoing PD. We will be able to examine student DCAS growth data
immediately and school-level data as it becomes available.
As we discuss in greater detail in the Project Design section of this proposal, an initial step in
all proposed PD is a needs assessment so that PD is linked specifically to LEA and teacher
needs. Part of our planning with each LEA will be a careful examination of longitudinal student
DCAS data and additional school-level measures indicating areas of growth or stagnation. The
needs assessment process concludes with an LEA-specific PD action plan for implementing and
sustaining a SPDG practice. As part of our ongoing evaluation process, we will seek input from
teachers on how well the PD is meeting their needs for improving student achievement.
Findings and plans on the use of data will be shared first with our advisory board as
discussed in our Management Plan section. As findings might change the scope of the DE
SPDG, we will stay in regular communication with our OSEP SPDG Project Officer.
Thank you for taking the time to read our proposal.
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NEED FOR PROJECT
This section provides the data and analyses of the data that have driven the development of
the DE SPDG proposal. The purpose of this proposal is to facilitate the greater use of evidence-
based practices and resources in DE schools and districts to improve upon statewide needs
related tograduation rates and achievement gaps. Quantitative data from the DEs ESEA
Flexibility Request (http://tinyurl.com/DE-Flexibility) and FFY 2010 State Performance Plan
(SPP) and Annual Performance Report (APR) (http://tinyurl.com/DE-2010-SPP-APR) as well as
qualitative data gathered through stakeholder meetings held in May and June 2012 were used to
inform our study of state need.
DDOE staff convened five stakeholder groups to discuss state needs and to propose strategies
for overcoming these barriers. Two meetings were held with DOE staff, one with staff from the
Exceptional Children Resources (ECR) office and a second with staff from the Teacher and
Leader Effectiveness Unit, School Turnaround Unit, and the College & Workforce Readiness
Branch. The meetings served to gather input from the offices leading the implementation of LEA
interventions and supports based on the ESEA flexibility waiver. An evening meeting was held
with representatives from the Governors Advisory Council for Exceptional Citizens and the
Parent Information Center, Delawares PTI. Representatives from the UDs School of Education,
Center for Teacher Education, and Center for Disabilities Studies, as well as Delaware Technical
and Community College also provided input. Data from each of these meetings were synthesized
for common themes and potential strategies. This analysis was shared with LEA Special
Education Directors and Coordinators, who recommended priority strategies to be used to
increase the academic performance and graduation rates for students with disabilities. Our
resulting two goals are:
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Goal 1:To increase the academic achievement of students with disabilities, through the
implementation of sustainable, evidence-based instructional strategies to impact students with
the greatest academic needs.
Goal 2: To increase the graduation rates and academic achievement of students most at risk of
dropping out of school, through the use of sustainable, evidence-based social and behavioral
practices, as well as enhanced professional development to educators and related staff.
Delaware Demographics
Delaware has three counties, 19 LEAs, 22 charter schools, and 210 total schools (which
includes the charter schools and 17 special schools). Based on 2010-2011 Accountability
determinations, 66 schools (or 32%) have been identified as needing School Improvement. DEs
relative small size is challenged by the diversity of the state. The northern part of the state
borders large economic centers and is impacted by the benefits and challenges involved with
larger urban communities. The southern part of the state is rural, sparsely populated, and faces
the benefits and challenges of other rural communities. Almost half of DEs students qualify for
Free/Reduced Lunch programs. Student demographic data are displayed in Table 1.
Table 1: Student Demographic Data
Count WhiteAfrican-
AmericanHispanic Other EL
Low
Income
Special
Education
130,610 49.4% 31.8% 13.0% 5.7% 5.3% 45.9% 13.6%
Graduation and Dropout Rates
After a three year decrease in the graduation rates of students with disabilities, there has been
a steady increase in graduation rates over the last three years. However, the discrepancy in
graduation rates between typical students and those with disabilities has not decreased since
2006. In 2006-07, as part of a statewide high school redesign, Student Success Plans (SSP)
became a graduation requirement in DE for all students from 8th through 12th grades. The SSP
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focuses on student long-range planning for postsecondary pursuits, the identification of courses
leading to those goals, and supports that will assist in high school completion and preparation for
careers. The data in Chart 1 provide support for the effectiveness of this process.
Delawares dropout rates for students with disabilities followed a similar pattern to state
graduation rates for the same group between FFYs 2007 and 2009, with rates moving in the
desired direction. However, the dropout rate for students with disabilities doubled between FFY
2009 and 2010 (see Chart 2). As reported in DEs FFY 2010 SPP APR, the primary cause of this
increase in dropout rate from 1.3% to 6.7% was believed to be economic-related, as many of
these individuals dropped out of school in an attempt to assist their families financially. This
time period coincides with the economic recession and high unemployment rates. DDOE is
working collaboratively with community and adult service agency partners to expand initiatives
to combat the current dropout rate.
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
2005 2006 2007 2008 2009 2010
Chart 1: Delaware Graduation Rates
Special Education
All Students
Discrepancy betweenGroups
0.00%
2.00%
4.00%
6.00%
8.00%
2005 2006 2007 2008 2009 2010
Chart 2: Delaware Drop Out Rates
Special Education
All Students
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Academic Performance
Delaware implemented a new statewide assessment system (Delaware Comprehensive
Assessment System DCAS) in 2010-12, so only baseline data are available at this time. On
average, students with disabilities were half as likely to be proficient in ELA and Math as their
nondisabled peers. These baseline results were used as part of our ESEA Flexibility Request to
calculate the 2016-17 targets that are designed to result in a 50% reduction in the percent not
proficient for each group by content area (see Table 2). Targets for 2011-12, 2012-13, 2013-14,
2014-15 and 2015-16 were determined by increasing the targets in equal increments from the
baselines to the 2016-17 targets. These rigorous targets require specific, evidence-based
practices, implemented in a scientific manner to obtain the desired results.
Table 2: Reading and Math Data
Subgroup2011
Baseline
Targets
2012 2013 2014 2015 2016 2017
ELA
All 64.0 67.0 70.0 73.0 76.0 79.0 82.0
English Language Learners 41.4 46.3 51.2 56.1 60.9 65.8 70.7
Students with Disabilities 29.7 35.6 41.4 47.3 53.1 59 64.9
Economically Disadvantaged 51 55.1 59.2 63.3 67.3 71.4 75.5
Math
All 64.2 67.2 70.2 73.2 76.1 79.1 82.1
English Language Learners 48.9 53.2 57.4 61.7 65.9 70.2 74.5
Students with Disabilities 30.2 36.0 41.8 47.7 53.5 59.3 65.1
Economically Disadvantaged 52 56.0 60.0 64.0 68.0 72.0 76.0
Suspension/Expulsion Data
For the 2009-2010 academic year, no LEAs were identified with a significant discrepancy in
the rate of suspension for greater than 10 days for students with disabilities when compared to
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the number of students without disabilities. Of the states 37 LEAs, two LEAs which exceeded
the states relative difference were excluded from the calculation due to an n size below 15.
Chart 3: Trends in SPP Indicator 4 Data
While there were no discrepancies in suspension/expulsion rates between students with
disabilities and their nondisabled peers, the unduplicated count of student with disabilities
suspended or expelled has not changed significantly since 2005. As shown in Chart 4, after four
years of 20% increases and decreases in the number of suspensions/expulsions, there was a
decline between 2008 and 2009 (partly explained by a change in measurement in 2008), to just
below the 2005 amount. This was stabilized in 2010. These data suggest there is a persistent
problem of a large group of students missing too much instructional time.
Chart 4: Raw Number of Suspensions/Expulsions
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Least Restrictive Environment Data
DEs LRE data is promising on one hand, as the amount of time students with disabilities
spend in a general education setting continues to grow, while the amount of time students spend
in resource and segregated classrooms has steadily decreased (see Chart 5). Yet, approximately
40% of students with IEPs are educated outside of the general education classroom more than
20% of the school day. Compounding this barrier is the finding that the number of students
educated in separate settings has increase slightly since 2005. These are often the students who
are most at risk for low academic performance, to be suspended or expelled, and to drop out.
Parent Involvement Data
Parent satisfaction data reported in DEs FY 2010 SPP APR were positive overall, but there
is still room for improvement. The return rate for this reporting period was only 12.6%, so it is
difficult to say these responses are representative of all DE parents. This return rate is lower than
last years return rate of 17.3%. Keeping in mind that the low response rate makes generalization
difficult, overall, parents reported high satisfaction levels, with 86% of parents responding that
they were very or somewhat satisfied with their childs special education services in FFY 2009
and 2010 (see Chart 6). When parents were asked if they had an opportunity to be an active
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
2005 2006 2007 2008 2009 2010
Chart 5: Delaware LRE Rates
Inside Regular Class > 80%
Insider Regular Class 40%
Inside Regular Class < 40%
Separate Setting
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participant in their childs IEP meeting, 97% of respondents agreed or strongly agreed, with the
large majority strongly agreeing. Parents responded that their childs IEP provided necessary
services to meet IEP goals at a rate of 87 - 89%. Approximately 86% of the respondents agreed
or strongly agreed that schools facilitated parent involvement as a means of improving services
and results for children, although half of these respondents agreed, rather than strongly agreed.
These data are presented in Chart 7. However, when parents were asked if their childs IEP goals
were accomplished, only 58% reported that all or almost all of their childs IEP goals were met
(see Chart 8 on the next page). So, overall parents reported high levels of satisfaction with each
item, except how well the IEP goals were accomplished.
6% 8%33%
53%5% 8% 36%
51%
0%
20%
40%
60%
80%
100%
Not at all Satisfied Somewhat notSatisfied
SomewhatSatisfied
Very Satisfied
Chart 6: Satisfaction with Child's Overall Special Education
Programs
FFY 2009
FFY 2010
97%89% 86%
97%87% 85%
0%
20%
40%
60%
80%
100%
I had the opportunity to be an
active participant in my child's
IEP meeting.*
IEP provided services,
supports, & accommodations
necessary to meet goals.*
School seeks my involvement
for improving services and
results for my child.*
Chart 7: Parent Satisfaction Data
FFY 2009 FFY 2010
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Communication Needs
Much of our focus in this proposal is to provide PD to help LEAs address the needs of
students scoring at the lowest range of both the DCAS and the Delaware Comprehensive
Assessment System Alternate Assessment (DCAS-Alt1). With the DCAS-Alt1, many of the
lowest performing students are students with significant communication needs. Table 3 shows
the percentage of students in each of the communication levels, based on self-report data from
the 2010-2011 alternate assessment based on alternate achievement standards.
Table 3: 2010-11 Communication Level Data
Communication Level Percent
Abstract 54.4
Concrete 38.3
Pre-symbolic 7.3
Approximately 7% of DE students in the alternate assessment do not have a reliable means of
communication and as a result, are not able to fully engage in the general education curriculum.
In addition, the students reported to be Concrete symbolic still need additional communication
supports in order to make continued growth toward fully Abstract communication. The DE
Deaf-Blind project has provided some PD related to communication assessment, but the PD was
58% 58%
0%
20%
40%60%
80%
100%
FFY 2009 FFY 2010
Chart 8: Percent of Parents Reporting That Almost All or All
Their Goals on Their Child's IEP Were Accomplished
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limited to students with deaf-blindness and did not reflect all students with communication
barriers. As we will discuss in the Significance section, we will work with Dr. Kearns and
Kleinert from the University of Kentucky, to replicate a PD model developed through the current
KY SPDG so that LEAs can meet the communication and academic needs of students with
significant communication needs.
Summary
Our goals are to improve the academic and social/behavioral outcomes for students most at
risk of low performance in the DCAS and DCAS-Alt1. While the graduation rate for students
with disabilities has increased over the last three years, the discrepancy in graduation rates
between typical students and those with disabilities has not decreased since 2005. The dropout
rate for students with disabilities doubled between FFY 2009 and 2010.
Students with disabilities were half as likely to be proficient in ELA and Math as their
nondisabled peers, with only approximately 30% of students with disabilities scoring proficient
or higher in these subjects. This problem is compounded when approximately 40% of students
with IEPs are educated outside of the general education classroom more than 20% of the school
day. Adding to this is the finding that the number of students educated in separate settings has
increased slightly since 2005. SPP data related to parent satisfaction with services found overall
satisfaction with parent engagement and relations with their childs school, yet only 58%
reported that all or almost all of their childs IEP goals were met.
To address these needs, in the next section we discuss the proposed evidence-based strategies
that will be used to insure that a higher percentage of students with disabilities, particularly those
in Priority and Focus schools, are more proficient in ELA and Math, and graduate from high
school, college and career ready (CCR).
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SIGNIFICANCE
Delawareans pride themselves as early innovators, creating significant solutions to difficult
problems throughout history. Delaware was one of the first Race to the Top states in 2010. This
section describes the strategies that will be used to insure that there is systematic improvement in
the needs identified in the previous section, particularly increasing graduation rates, decreasing
dropout rates, and increasing proficiency in reading and math for students most at risk for not
achieving. This section is divided in two parts. We begin by providing a rationale for the
significance of the professional development framework we will use to achieve our proposed
outcomes. Then we provide evidence for the significance of the initiatives we have proposed.
Significance of Proposed Framework
Professional Development Delivery
Delaware is known for the ability to collaborate, meaningfully engage and solicit
input among the many constituencies, including teachers and their representatives,
not only because of size, but because of the common goal of improving student
outcomes. This has been the case for many decades and continues with the current
leadership as evidenced by the development of the Delaware Education Plan in
2009, the Race to the Top award in 2010 and the ongoing revisions to the statewide
teacher evaluation system. This application followed that same path of engagement
and because of this engagement the proposal evolved and reflects a commitment to
putting in place processes that support students graduating college- and career-
ready. Delaware ESEA Flexibility Request (p.10)
In developing this proposal, we followed the DEs ESEA Flexibility Request framework.
Concurrently, we carefully reviewed our SPP. Specific attention was given to looking at existing
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activities in both plans to either avoid duplication, or to provide to additional resources to
ongoing work. Evidence of this strategy was our stakeholder meetings with staff from the ECR
office, Teacher and Leader Effectiveness Unit, School Turnaround Unit, and the College &
Workforce Readiness Branch, to make sure a collaborative theme was present from day one of
proposal development, continuing through implementation, evaluation, and refinement.
Figure 1: Delaware Education Support System
Following the lead of the ESEA Flexibility Request, SPDG PD activities will focus on
selected schools within Priority and Focus LEAs, in conjunction with DDOE personnel already
working with those schools. DE has identified 10% of the states lower performing Title 1
Statewide Technical Assistance Sessions (All LEAs)
Topics may include success planning, goal setting, and alignment, monitoring, resource
allocation, building leadership capacity (including building collaboration between
general ed, special ed, and EL), curriculum alignment, or DPASII.
Focused Technical Assistance Sessions
(LEAs in Moderate or Higher)
Topics may include school climate, assessment, interventions, or
time utilization.
Targeted Support TA and Reporting
(LEAs in Advanced or Higher)Targeted DOE staff support to identify & prioritize
needs, realignment of DOE resources to support
prioritized needs, & quarterly Success Plan reporting.
1 to 1 Support, TA & Monitoring
(LEAs in Intensive)
One on one support from DOE staff to
identify & prioritize needs,
realignment of DOE resources to
support prioritized needs, & quarterlymonitoring.
Minimal Support Moderate Support Advanced Support Intensive Support
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schools with the largest achievement gaps in ELA and Math as Focus schools. Approximately 15
schools annually will be identified as Focus schools. Five percent (8 schools) of DEs lowest
performing schools will be identified as Priority schools based on statewide assessment data.
As shown in Figure 1 (on the previous page), the DDOE has developed a tiered method of
professional development, focusing most resources on schools and LEAs in greatest need.
Minimal and moderate levels of support and professional development are available to all
schools. The Priority and Focus schools require advance and intensive support and will be the
focus of DEs SPDG efforts. We expect to work with a minimum of four Priority LEAs within
the first year and will include additional Focus LEAs based on identified needs within Year 2.
Over the course of the grant, we will work with additional Priority and Focus LEAs as
determined through the accountability system.
Significance of Implementation Strategies
We have used an implementation science framework to develop the project design discussed
in the next section. SPDG Performance Measure #1 was designed to make sure evidence-based
professional development was being practiced in SPDGs. Five specific drivers (four competency
drivers and one organizational driver) have been identified as crucial to successful professional
development: Selection, Training, Coaching, and Performance Assessment and Facilitative
Administrative Support/Systems Intervention. All proposed objectives and activities have been
organized to address these drivers. The goals of this proposal have been carefully considered in
developing activities within each of the driver domains.
To insure the drivers do not operate in isolation, feedback and feedforward loops are
necessary to facilitate ongoing improvement in the implementation of effective practices. These
loops will be developed so that practice informs policy (PIP) and policy enables practice (PEP).
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PIP cycles begin with the collection and analysis of implementation and intervention fidelity
data, that is then shared with all stakeholders, particularly those in a position to influence policy
(DDOE). PEP cycles operate in the opposite direction, with information flowing across state,
regional, and local personnel so that all SPDG participants are knowledgeable and skilled in the
implementation of SPDG activities.
The work of the State Implementation and Scaling up of Evidence-Based Practices project
(SISEP) has suggested that increased innovation fluency can be enhanced through the
development and use of practice profiles. Practice profiles are a process for identifying the
critical components of an innovation or intervention. Each critical component identifies a gold
standard of implementation, acceptable variations in practice, and ineffective practices and
undesirable practices. We will use practice profiles as a tool for evaluating how well each
intervention is implemented, as another tool to insure a strong focus on fidelity of
implementation (how the PD is provided) and fidelity of intervention (to what the degree is the
intervention being used properly in schools).
Last, to make sure an evidence-based approach to PD is used, we plan to use Dunst and
Trivettes (2009) Participatory Adult Learning Strategy (PALS) as a model for training and
coaching. PALS addresses three aspects of adult learning: planning, application, and deep
understanding. During the planning stage, the training topic is introduced and illustrated so the
learner is aware of the strategies to be introduced and understands the applicability of the
strategies to their work. In the application stage, participants have the opportunity to practice the
new strategies, as well as thinking through how to evaluate the implementation of the strategy.
Last, deep understanding requires reflection and mastery.
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Significance of Initiatives
Keeping students engaged and performing well are essential strategies in keeping any student
in school and on track to graduate. Lower performing students as a result are often at risk for
dropping out. We have proposed a number of strategies to increase student engagement and
performance as methods for keeping students with disabilities in school and successful. Most of
our strategies are targeted at LEAs with the highest needs, providing professional development
on the use of sustainable, evidence-based academic, social, and behavioral practices to improve
school and post-school outcomes for students with disabilities. PD will focus on strategies to
support students who are performing the lowest on the DCAS state assessment.
Goal 1: To increase the academic achievement of students with disabilities, through the
implementation of sustainable, evidence-based instructional strategies to impact students
with the greatest academic needs.
Activities under Goal 1 focus on developing academic IEP goals that are linked to the CCSS,
implementing the Strategic Instructional Model from the University of Kansas, and increasing
the capacity of LEAs to support students with challenging communication needs.
Developing Academic IEP Goals Tied to the CCSS
This proposal provides the support for DE to move forward in two areas related to IEP
development. First, DDOE has traditionally used a compliance protocol to ensure LEAs are
addressing the IDEA-required IEP and secondary transition requirements for students with
disabilities. Through the SPDG initiative, a more comprehensive tool will be developed to better
address student results and reflect best practices.
The adoption and implementation of the CCSS necessitated new consideration of the IEP
development process to ensure that IEPs adequately reference the standards for both instruction
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and assessment. Well-developed IEPs, with specific goals that link back to academic core
content and evidence-based instructional strategies, must also identify the necessary supports,
modifications, and accommodations. PD will focus on the use of the CCSS as a framework with
the IEP detailing the student-centered plan that provides access to the curriculum to promote
academic success. This change in focus will require sustained PD, particularly in training on the
CCSS and what that means for students with disabilities.
During the first six months, DOE staff and key stakeholders will review foundational
materials in order to establish a training curriculum. Materials include Courtade and Browders
(2011)Aligning IEPs to the Common Core Standardsand Holbrooks (2007) Seven-Step Process
to Creating Standards-Based IEPs. Holbrooks seven-step process is designed to develop IEPs
aligned with state academic grade-level content standards. Each step is followed by guiding
questions for the IEP team to consider in making data-based decisions. This process can help
school personnel to: (a) consider each students strengths and needs to develop goals focused on
closing the gaps between the students levels of academic achievement and grade-level
standards; and (b) use data to make decisions, including selecting the most appropriate
assessment option. The goal is to support IEP teams to develop documents that, when
implemented, provide access to the general curriculum and enable students to demonstrate
academic achievement linked to grade-level content.
Current federal policy requires that alternate achievement standards be linked to grade level
content that promotes access to the general curriculum. The Courtade and Browder text provides
a clear framework for aligning academic state standards and IEPs for students with moderate and
severe intellectual disabilities. It promotes overall ELA and math skill development, self-
determination skills, assistive technology, and real life activities to increase active, independent
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responding and to give meaning to academic concepts. These IEP improvement activities set the
stage for the next objective, professional development on evidence-based instructional strategies.
Evidence-Based Instructional Strategies
In recent years, training and coaching has been provided on the use of evidence-based
practices such as co-teaching, differentiation, accommodations, and universal design for
learning. Professional development was provided by DOE staff as co-teaching, differentiation
and UDL related to previous SPDG goals. Additionally, PD on co-teaching has been an initiative
of specific LEAs with PD provided by LEA staff and outside consultants. Professional
development and technical assistance related to accommodations, particularly for the state
assessment, has been on-going.
SIM is based on three interrelated components: Learning Strategies, Content Enhancement
Routines and Teaming. Learning Strategiesare used by students to help them understand
information and solve problems. Learning strategy instruction focuses on making the students
more active learners by teaching them how to learn and how to use what they have learned to
solve problems and be successful. The Learning Strategies Curriculum is divided into strands, or
categories of skills. Strands focus on (1) how students acquire information, (2) what helps
students study information once they acquire it, and (3) helping students express themselves.
Other strategies focus on reading, math, writing, studying & remembering information,
improving assignment & test performance, effectively interacting with others, and motivation.
Content Enhancement Routinesare used by teachers to teach curriculum content to
academically diverse classes in ways that all students can understand and remember key
information. Content Enhancement is an instructional method that relies on using powerful
teaching devices to organize and present curriculum content in an understandable and easy-to-
learn manner.
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Some Content Enhancement Routines help teachers think about and organize content, then
present it in such a way that students can see the organization. Others help teachers explain text,
topics, and details. A third group helps teach complex concepts so students gain a deep
understanding and develop a shared vocabulary for talking about important information. A final
group of routines help students complete work in the classroom.
SIM posits that altering the poor performance of underachieving students occurs only when
teachers are well supported in their work and when teachers carefully team with others on behalf
of those students who struggle to succeed. SIM provides a number of supporting programs and
materials designed to improve communication and teaming both within the classroom and within
the larger community. Teaming can help provide a sustained, well-coordinated, and well-
orchestrated balance of curriculum content, skills, and strategies. Teaming involves general and
special educators, administrators, parents, physicians, counselors, coaches, and other individuals
or agencies that have contact with the student in some way. Bringing this group into the teaming
environment helps ensure a consistent message to the student as he or she continues to pursue
academic success.
Communicative Capacity
To achieve greater access to both curriculum and assessment, an increase in capacity must
occur in order to meet the needs of students with significant communication disorders. This need
and subsequent strategies have received increased attention in the last few years. A recent 19-
state symposium on communication was held by the National Center and State Collaborative,
one of two national consortiums funded by OSEP to develop new alternate assessment systems,
with corresponding professional development activities. DDOE staff attended the symposium as
a NCSC Tier II state.
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Two data collection tools will inform our communication intervention. At the state level,
questions from the Learner Characteristics Inventory (LCI) (Kearns, Kleinert, and Towles-
Reeves, 2006) will be added to a student questionnaire that will be completed for all students
participating in the DCAS-Alt1, Delawares alternate assessment based on alternate achievement
standards. The LCI is designed to enhance the demographic data collection for the test. The
students who participate in the DCAS-Alt1 represent a highly diverse population with varying
levels of communication and other complex characteristics. This information will be useful both
for state policy makers examining assessment participation, but will also allow us to determine
which LEAs are working with students who have complex communication needs.
The Communication Matrix (Rowland, 2004) is an assessment tool designed to specify how
an individual is communicating and to provide a framework for designing communication goals.
First published in 1990, it has been revised in 1996 and 2004 with an online format added in
2011. Its intended use is for educators and speech-language pathologists to determine the
expressive communication skills of children with significant communication needs. Students
with identified communication disorders will be profiled using the Communication Matrix to
determine IEP strategies addressing their communication needs. The Matrix is currently being
used in DE, so it is familiar to many teachers and SLPs.
Goal 2: To increase the graduation rates and academic achievement of students most at
risk of dropping out of school, through the use of sustainable, evidence-based social and
behavioral practices, as well as enhanced professional development to educators and
related staff.
Similar to Goal 1, Goal 2 addresses three types of PD activities. First, we focus on the
development of IEP goals that address behavioral and social needs. Second, we will work with
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the DE PBS Project to further develop the capacity of Delaware schools to implement intensive
PBS and other interventions for students with challenging behavior and/or diagnosed mental
health needs. The last activity focuses on developing the capacity of LEAs to implement social
skills training to students at risk of dropping out.
Developing Behavioral IEP Goals
Similar to developing clear, well-developed academic IEP goals as we discussed related to
our first goal, writing clear, measurable behavioral IEP goals is equally important. The IEP
behavioral goals are necessary for identifying appropriate and necessary supports to allow
students to achieve their goals. This is the foundational activity for Goal 2, setting the stage for
work around Tier 3 behavioral interventions and social skills training. Professional development
on behavioral goal setting will be delivered as part of training on academic IEP goals. Bateman
and Herr (2006) provide a quality reference for developing IEP goals, starting with present level
of performance, developing measureable and meaningful goals and objectives, how to project
annual goals and track performance. In addition, we will utilize Writing Measurable Functional
and Transition IEP Goalsby Herr, Bateman, and Kinney (2012) to focus on behavioral and
social goals.
Intensive Behavioral Interventions
The DE PBS Project has provided training on Prevent-Teach-Reinforce (PTR, Dunlap et al.,
2010) to five LEAs in DE. PTR is a five-step process. Each component has its own evidence
base. The steps are teaming, goal setting, functional assessment, intervention, and evaluation. At
the heart of the intervention are Functional Behavioral Assessments (FBA) and Behavior Support
Plans. The U.S. Department of Education/Institute of Education Sciences funded a study of
Prevent-Teach-Reinforce to determine if the intervention was more effective than control
conditions (business as usual) in decreasing severe problem behaviors and increasing pro-social
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and academic skills of students. Results from this study found statistically significant decreases
in problem behaviors and increases in social skills (as measure by the Social Skills Rating
System), as well as increases in time spent engaged in academics for students receiving the PTR
intervention (Iovannone et al., 2009).
A functional behavior assessment is a set of strategies used to determine the underlying
function, or purpose, of a behavior, so that a Behavior Support Plan can be developed. FBA
consists of isolating and describing the problem behavior, identifying antecedent events that
influence the behavior, developing a hypothesis of the behavior, and testing the hypothesis.
Professional development on FBAs and BSPs will be included as part of the PTR process, as
well as part of targeted training in LEAs with this need.
Many states implementing positive behavioral support initiatives have struggled in providing
high quality PD on Tier 3 behavioral supports. Students with extreme behavioral or emotional
challenges require comprehensive interventions. These students often have significant clinical
problems that are chronic, hard to change, and often threaten other students, teachers, and others.
Examples of Tier 3 interventions include school-based mental health services, comprehensive
wraparound or system of care services, individual counseling/behavioral therapy, relaxation
therapy, desensitization, cognitive-behavioral strategies (e.g., Second Step), etc. In year 1, DOE
staff and stakeholders will prioritize Tier 3 intervention strategies for implementation with
Priority and Focus LEAs.
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DE Social Skills Project
Many students identified as needing behavioral interventions need training to address deficits
in social cognition. A meta-analysis of 55 studies researching the outcomes of social skills
training for children on the autism spectrum found that programs held in typical classroom
settings were more likely to result in positive changes than programs held in other settings.
Generalizationofthe constructs taught is necessary for students to learn and internalize the
necessary social skills. Presently, few educators receive training in social skills interventions as
part of their undergraduate and graduate school training. The responsibility for professional
development in this area often falls to LEAs, with limited resources to implement the necessary
social skill interventions (Belini et al., 2007). Research through the Arkansas SPDG (2009)
found that social skills instruction was an essential component for teaching students the
cognitive-behavioral steps needed to master interpersonal, social problem solving, conflict
resolution, and coping skills.
DDOE, in conjunction with CDS staff, developed a Social Skills Pilot in 2009-10. Schools
volunteer to participate and nominate one or two group facilitators per school. The facilitators
receive professional development, materials and consultation on implementing groups that teach
social cognition and communication skills. The groups are based upon the Social Thinking
curriculum developed by Michelle Garcia Winner. Before individuals are able to use social
skills, they must be able to take the perspective of others and recognize that these viewpoints can
be different from their own. Typical social skills programs focus only on teaching discrete social
skills (e.g., how to initiate conversations) and often students are not able to generalize the skills
learned in the group to real social situations outside the group. The social cognitive approach
seeks to develop a students ability to understand how others think and feel and how his or her
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behavior impacts the thoughts of feelings of others. Students then learn skills to promote positive
social interactions and develop friendships. Fifteen schools in four districts have participated in
the pilot project.
Summary
From the start of proposal development, our intent was to make sure all professional
development was aligned with DEs strategies outlined in our ESEA Flexibility Request and
SPP. To do so, we have worked closely with staff from the Exceptional Children Resources
office, Teacher and Leader Effectiveness Unit, School Turnaround Unit, and the College &
Workforce Readiness Branch to design this proposal. Most of our work will focus on supporting
selected schools within Priority and Focus LEAs, in conjunction with DDOE and other personnel
already working in these LEAs. We have used an implementation science framework to develop
this proposal, with information loops (PIP and PEP cycles) designed, involving data collection,
reporting, and sharing of results. These activities will insure that all PD and evidence-based
interventions are implemented as designed, and with the results expected.
The significance of our interventions is as important as the significance of our PD processes.
We will use a variety of foundational materials by Courtade and Browder as well as Bateman
and Herrto support our PD efforts related to IEP goal development. The connection of IEPs to
the CCSS is timely and critical. SIMs three interrelated components: Learning Strategies,
Content Enhancement Routines and Teaming have a strong research base and have been used by
other SPDGs. A focus on Tier 3 behavioral interventions will provide LEAs with the necessary
strategies for keeping students with complex behavior needs in their home schools, in classrooms
taught by highly qualified content teachers. DE, as a Tier 2 member of the NCSC, was able to
attend a recent 19-state symposium to learn and inspire our work in providing evidence-based
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communication interventions. The DE Social Skills Project, based on the Social Thinking
curriculum (Garcia Winner), allows students to better understand how others think and feel, and
how their behavior impacts the thoughts of feelings of others. Students then learn skills to
promote positive social interactions and develop friendships. The initiatives related to IEP
development, academic and behavioral tiered interventions as well as communication and social
skills provide a network of support to LEAs as they prepare students for academic success.
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QUALITY OF PROJECT DESIGN
This section presents the goals, objectives, and outcomes to be achieved for our two goals. A
listing of each activity associated with each objective, as well as when it will be accomplished
and who will perform the work, is included in Table __ in the Management Plan section.
(ii) The extent to which the design of the proposed project is appropriate to, and will
successfully address, the needs of the target population or other identified needs.
(iii) The extent to which the proposed activities constitute a coherent, sustained program
of training in the field.
(v) The extent to which the proposed project will establish linkages with other
appropriate agencies and organizations providing services to the target population.
(vi) The extent to which the proposed project is part of a comprehensive effort to
improve teaching and learning & support rigorous academic standards for students.
The criteria above have been discussed in the Needs and Significance sections. As discussed
in the Significance section, our SPDG activities are connected to existing state priorities and are
implemented to support existing programs. We also link to other agencies including Prevention
and Behavioral Health Services, the DE PIC (PTI), the DE Deaf-Blind Project, our University
Center on Excellence on Developmental Disabilities (CDS), and other related agencies so there
is a coherent and sustained PD infrastructure. Our work is designed to build the capacity of
personnel teaching in Priority and Focus schools.
(i) The extent to which the goals, objectives, and outcomes to be achieved by the proposed
project are clearly specified and measurable.
(iv)The extent to which the design of the proposed project reflects up-to-date knowledge
from research and effective practice.
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Figure 2: Delaware SPDG Framework
GOAL 1ACADEMIC
PROCESS DRIVERSGOAL 2
BEHAVIORAL
IEP Development
(Standards-basedGoals)
Obj 4: Performance Assessment
Obj 3: Coaching
Obj 2: Training
Obj 1: Selection
IEP Development
(Behavioral Goals &Supports)
Intensive Tiered
Supports(Academic)
Intensive Tiered
Supports(Behavioral/
Social)
Communication SkillsSocial Skills
Our framework contains two goals, both focused on improving student outcomes through PD
to low performing LEAs to build their capacity to support students with the most intense
academic and behavioral needs. Each goal begins by building a strong foundation, with IEPs
developed with well-written academic and behavioral goals. The academic IEP goals are to be
linked to the CCSS. Building on the foundation, we will implement evidence-based targeted
strategies (SIM and PBIS advance tiers interventions) to improve student academic and
behavioral outcomes. Augmenting these practices are communication and social skill
interventions, also designed to impact student outcomes. So, within each goal is a continuum of
strategies designed to improve student achievement and behavior. There is also a continuum and
connection of strategies across the two goals. IEP training will address both academic and
Obj.5:FacilitativeAdministrativeDriver
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behavioral goals. It is quite likely that many students who will benefit from SIMs intensive
academic interventions will also be impacted by an LEAs implementation of strong Tier 3
behavioral interventions. As displayed in Figure 2, the initiatives described in the Significance
section are organized under Goal 1 and Goal 2. The Process Drivers described in the center
column outline the objectives used to organize the Project Design section.
Linking the two goals is a system that addresses SPDG Priority 1 an effective and efficient
system for delivery of PD, as well as the first SPDG Performance (GPRA) Measure (described in
more detail on page 14 in the Significance section). The organization of activities within each
goal was developed within an implementation science context, as operationalized within SPDG
Performance Measure 1. So for each goal, we describe how personnel providing PD and LEAs
receiving PD will be selected; how training and coaching will be delivered, by whom, and with
what accountability; what performance measures will be put in place to gather data for
accountability and program improvement purposes; and how organizational capacity and
leadership will be nurtured to sustain the proposed work.
Goal 1: To increase the academic achievement of students with disabilities, through the
implementation of sustainable, evidence-based instructional strategies to impact students
with the greatest academic needs.
This goal focuses on providing professional development within identified Priority and Focus
LEAs through the ESEA flexibility requirements, targeted to improving the academic
achievement of students scoring the lowest on the general assessment (DCAS), as well as
students whose communication needs are limiting their performance in the alternate assessment
based on alternate achievement standards (DCAS-Alt1). Professional development will be
provided by DDOE staff and partners at the Center for Disabilities Studies (CDS).
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Three streams of PD are planned for Goal 1. First, we will focus on the quality of IEPs,
making sure there are well-developed academic goals with linkages to the CCSS. Next, we will
implement the KU Strategic Instruction Model (SIM) as targeted and intensive interventions for
low performing students. Our third stream focuses on increasing the capacity of LEAs to support
students with the most significant communication challenges.
The first eight months of Year 1 will focus primarily on planning, curriculum and instrument
development, fine tuning of the evaluation plan, and relationship building/strengthening. This
will put us in position for kick-off training events in the summer and fall of 2013. Professional
development will be targeted at schools within identified Priority and Focus LEAs. We expect to
work with a minimum of four Priority LEAs within the first year and introducing additional
LEAs across the three streams based on identified needs. As the grant continues, we will work
with additional Priority and Focus LEAs as determined through the accountability system.
Outcome 1: To improve the quality of IEPs in specifying academic goals necessary for
students to access the Common Core State Standards.
As Delaware moves forward in implementing the CCSS, insuring that students with
disabilities are provided academic instruction linked to these standards is essential. This begins
with well-developed IEPs, with specific goals that link back to academic core content. A focus
on standards-based IEP development will help to ensure that IEP goals are aligned with the
CCSS and will be a new initiative within DE as PD on standards-based IEPs has not been
conducted in the past. The adoption of the CCSS makes it imperative for IEPs to have
established goals and benchmarks, linked to the CCSS, and to assess students academic
performance, as one measure of CCR. This change in focus will require sustained PD,
particularly in training on the CCSS and what that means for students with disabilities.
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Outcome 2: To increase the use of evidence-based instructional practices by school
personnel.
To increase the graduation rate and decrease the dropout rate of DE students, it is essential
that students receive the highest quality instruction, based on the use of evidence-based
instructional practices, so that they are academically proficient and engaged in school. Students
most at risk of failing academically are often those that need specialized instructional strategies
to learn the core content. We will adopt the Kansas Universitys SIM as our primary
intervention. SIM is discussed in greater detail on page 18 of the Significance section.
Outcome 3: To increase the communication capacity of students with communication
disorders.
National and state data clearly show that there are too many students who cannot
communicate sufficiently to participate fully in instruction and state assessment systems; yet
effective communication systems have not been identified for many of these students or there is
insufficient capacity to support the use of the communication systems. Our proposed
communication activities draw from lessons learned by Drs. Kearns and Kleinert at the UK, who
are just completing a similar initiative through the KY SPDG. Quantitative and qualitative data
demonstrated the impact of this PD on student, team, and school outcomes.
Outcome 4: To develop a network of coaches to provide ongoing support to high needs
schools and high needs students.
To sustain the three PD activities just described, it is necessary to develop and support an
infrastructure that can sustain this work after the funding period is over. Delaware has a wealth
of coaching excellence across the states IHEs, CDS, LEAs, schools, private entities, and parent
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organizations. We will develop and support a PLC designed to provide on-going support around
IEP development, the use of evidence-based instructional practices, and communication support.
These four outcomes will be achieved through successful implementation of the following
five objectives.
Objective 1.1: To develop the capacity of those providing PD on students academic and
communication needs, and to define the expectations and commitment of those receiving
PD. (Selection Driver)
This objective focuses on (1) the selection of individuals responsible for providing
professional development, (2) the selection and commitment of LEAs to participate in the
professional development, and (3) the selection of interventions and the degree to which they are
determined to be evidence-based.
During the first quarter of Year 1, we will identify competencies expected of personnel who
will train and coach school and other personnel on developing IEP academic goals, SIM, and
communication supports for students with disabilities. PD providers, primarily DDOE and CDS
staff will be assessed in relation to these competencies. The competencies will serve as training
for any new PD providers and benchmarks for coaching feedback. The competencies will be
reviewed by the program developers for each intervention we are adopting (Holbrook/Courtade,
University of Kansas, University of Kentucky) to ensure the validity of the process. Areas of in
need of additional training and coaching will be identified and will be part of the trainer/coaches
PD Plan. Any individuals hired to work on any of the SPDG initiatives will be recruited and
evaluated based on the identified competencies.
Participating LEAs and schools will be selected based on their status as Priority or Focus
LEAs/schools. LEAs will agree to provide the necessary resources and supports for school staff
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to participate. A sample letter of commitment with roles and responsibilities all participating
LEAs would agree to is included in Appendix A.
To insure that SPDG PD is based on teachers need, existing data will be reviewed and
discussed among PD providers and participating LEA personnel. Data will include SPP Indicator
13 data, reviews of the degree to which IEP academic goals are linked to the CCSS, annual
student reading and math DCAS data, formative or progress monitoring data, and LCI data. A
review of existing math and reading curricula will also be conducted to ensure they are evidence-
based and are implemented with fidelity. Teachers, administrators, and parents will be surveyed
to determine their knowledge and use of best practice, standards-based IEP, evidence-based
instructional strategies, and degree of knowledge and skills related to communication.
For the communication initiative, LEAs will be recruited based on (1) students
communication needs, as measured by the LCI and (2) recommendations from parents, teachers,
and/or administrators. It is expected we will work with eight to ten communication teams each
year. To make sure the communication initiative is meeting students needs, participating
students with identified communication disorders will be profiled using the Communication
Matrix (Rowland, 2011) to better understand students communication needs. Students rated as
Levels I, II, or III on the Communication Matrix will be identified as potential participants, after
consideration is given by students, parents, and IEP teams. School teams will be identified to
potentially include school and district administrators, related service providers (particularly
SLPs), general and special education teachers, parents, assistive technology specialists, and any
other individuals identified on the IEP. A needs assessment survey will be conducted with each
team to determine existing knowledge and skill base. The needs assessment data will be used to
develop individual LEA action plans to guide their PD.
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Objective 1.2: To provide high quality, evidence-based trainingto increase the competency
of DE teachers, administrators, and staff, as well as students, families, & other community
members to support students academic and communication needs. (Training Driver)
We will use the Participatory Adult Learning Strategies (PALS) method of training (Dunst
and Trivette, 2009), discussed on page 15 in the Significance section to ensure all training uses
adult learning principles and is skill-based. Below, we describe how information on participant
knowledge and skills will be collected and analyzed, how PD providers will be trained, coached,
and observed, and the data that will be used to improve trainer skills and the content of training
is described below.
Academic IEP Goals Linked to the Common Core State Standards
We have researched various tools for training and coaching on IEP development and will use
Holbrooks (2007) Seven-Step Process to Creating Standards-Based IEPsand Courtade and
Browders (2011)Aligning IEPs to the Common Core State Standardsas professional
development tools for improving the degree to which IEPS have strong academic goals, linked to
the CCSS. Both were discussed in greater detail in the Significance section (see page 16).
Training topics will include identification of student needs, crafting goals aligned to the CCSS,
and selection and implementation of appropriate services, accommodations and modifications.
Prior to DE SPDG staff providing any training, they will review the Courtade and Browder and
Holbrookmaterials and will consult with the authors if determined to be necessary to ensure
fidelity with the training curriculum. Training fidelity tools and processes will be discussed in
the Performance Appraisal section. Training data will be tracked and used to improve future PD.
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SIM Training
During the first six months of the project, a cadre of trainers from the DDOE, CDS, and local
LEAs will receive training from the University of Kansas SIM staff. Training will be driven by
local needs, with the appropriate SIMs strategies taught. Training will follow the SIM training
protocols to ensure fidelity to the model. A state-wide kick off training for all participating LEA
personnel will occur each summer. A mid-year booster training will be provided to allow school
personnel to come together to share what they have learned and challenges they face. After the
initial training and careful reviews of LEA needs data, a professional plan will be developed to
guide future training and coaching opportunities. The PD schedule over the course of the grant
is:
Year 1 PD will be delivered to four Priority LEAs, with one to two school teams
(grades 4 10) from each LEA.
Year 2 Ongoing training and coaching with initial cohort of schools. Implementation of
strategies within one classroom in each school.
Year 3 Expanded implementation across a grade or grade band; continued coaching;
identify potential staff for further PD.
Year 4 Expand implementation across schools. Provide PD for additional LEA staff.
Year 5 Expand PD across schools using trained staff within LEA.
Communication Training
DE SPDG staff will receive training from Drs. Kearns and Kleinert to ensure that fidelity of
implementation and intervention occur. Prior to implementation, a kick-off training will be
conducted each summer with new LEA teams. PD will be team-based, with teams supporting
one or more students from a school or LEA. Training topics will include use of the
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communication matrix, assistive technology, and strategies to support communication. Trainers
will include CDS consultants, DDOE staff, and personnel from the DE Assistive Technology
Initiative. The DE trainers will be coached and supported by Drs. Kearns and Kleinert at U.K.
The kick-off training will conclude with student action plans developed for each student team. A
one day mid-year booster will be held to address common topics across teams and to update
action plans as necessary. Training data will be reviewed to inform future training events.
Parent/Family Training
Concurrently, the PIC will conduct a parallel set of trainings informing parents and families
of students in LEAs being served about standards-based IEPs connected to the CCSS, evidence-
based instructional strategies, and interventions for increasing students communicative
competence. The DE PIC will offer workshops addressing communicative needs focusing on
strategies to support the students at home. Training materials will be developed in conjunction
with DDOE and CDS staff. The training will likely be provided through formal workshops,
Lunch & Learn webinars, individual family consultations, and further training of PIC staff.
Members of the DE Leadership team will participate in parent/family workshops as necessary.
Objective 1.3: To sustain the use of intensive academic and communication support
strategies, through evidence-based and quality coaching. (Coaching Driver)
Following the guidelines of SPDG Performance Measure #1, this section describes the
accountability process for the development and monitoring of coaching, and the feedback to be
provided to coaches. The multiple sources of information that will be used to provide feedback to
coaches, is also discussed. Two levels of coaching will be used to ensure strategies are
implemented with fidelity. At the state level, experts (state coaches) in the areas of developing
strong academic IEP goals linked to the CCSS, SIM, and communication supports will provide
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guidance and support to LEA coaches. The LEA coaches will serve as coaches to personnel in
their districts who are implementing Goal 1 activities. Participating LEAs will have developed
LEA PD plans at the completion of their initial training; outlining the training, coaching, and any
other resources needed to successfully implement the Goal 1 activities in their schools. LEA
coaches will develop coaching PD plans to guide the PD they need to be successful coaches for
teachers, administrators and staff in their districts.
A coaching fidelity checklist will be developed for each initiative, based on the PALS model.
This checklist will be used with state/LEA coaching, as well as coaching conducted within the
LEA. State coaches, in conjunction with LEA personnel, will collect intervention fidelity data,
the degree to which academic IEP goals, SIM, and the communication interventions were
implemented as designed. Existing SIM instruments will be used to assess SIM fidelity. For the
IEP and communication components, fidelity instruments will be developed through the use of
the practice profile process.
At monthly coaching meetings between state and LEA coaches, up to four sources of data
will be available for review. This includes data from the coaches PD plan, the LEA PD plan, the
coaching fidelity protocol, and specific intervention fidelity data. Not all data will necessarily be
available or reviewed at each meeting. At a minimum, updates based on coaches and LEA PD
plans will be expected. Both levels of coaching meetings may be face-to-face, through Skype,
web-conferencing software, and or phone.
Coaching specific to the communication component will take place between state coaches
and LEA teams via monthly webinars and/or phone calls to facilitate parental involvement.
Coaching calls will follow the fidelity protocol discussed previously. Short videos will be filmed
at the beginning, midpoint, and end of the intervention period, demonstrating the use of a
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particular strategy for the month, to be reviewed by the team as part of the monthly call. Data on
the impact of SDPG coaching and student communication improvements will be reviewed on an
ongoing basis to inform future PD.
We will develop and support a PLC designed to expand and provide on-going coaching to
support the implementation of SIM and the communication interventions (both driven by well-
developed academic IEP goals linked to the CCSS) and to support professional development for
LEAs on supporting students requiring advanced behavioral interventions.
Objective 1.4: To increase the use of implementation, intervention, and outcome data to
support decision making at the school, LEA, and state level. (Performance Assessment
Driver)
The project evaluator, working closely with the DE SPDG Management Team, will develop
training, coaching, and intervention fidelity instruments during the first two quarters of Year 1.
Each intervention fidelity instrument (IEP development, SIM, and communication interventions)
will be developed in accordance with the evidence-base it is derived from. IEP training and
coaching fidelity protocols will be developed in alignment with the research presented in the
Holbrook/Courtade and Browder publications, and reviewed by the authors. SIM fidelity
instruments are provided by the University of Kansas. Fidelity protocols established by
researchers at U.K. will be used to assess the implementation of communication strategies.
Pre/post training assessments will also be developed during this time.
The DE SPDG Management Team will be responsible for overseeing fidelity measurement
and reporting. Project evaluators will train and coach the state and LEA coaches on the use of
implementation (training and coaching) and intervention (i.e., IEP development, SIM, and
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SPDG Performance Measure #1 addresses two Facilitative Administrative Support/Systems
Intervention strategies: (1) administrators are trained appropriately on the SPDG-supported
practices and have knowledge of how to support its implementation and (2) leadership analyzes
feedback from staff and makes changes to alleviate barriers and facilitate implementation,
including revising policies and procedures to support new ways of work.
Training modules will be developed to train LEA and school administrators on
implementation of academic IEP goals, SIM, communication interventions, and parent
engagement strategies. As school and district administrators play a large role in IEP
development, this component is critical to successfully sustaining this work. Training will also
address implementation fidelity to support ongoing coaching of teachers, as well as intervention
fidelity so that administrators are more aware of the instructional strategies being implemented.
A particular focus will be on how administrators can support their staff in the ongoing
implementation of these activities. We will also provide guidance to administrators, teachers, and
staff on analyzing data to improve project implementation, using the PIP-PEP cycles.
The modules will initially be conducted as real time webinars, but will also be archived on
the DOEs website related to special education. The modules will provide overviews of each
initiative, including training, coaching, and evaluation strategies. In addition, administrators will
participate in follow-up online meetings or phone conferences for feedback and discussion.
Goal 2: To increase the graduation rates and academic achievement of students with
behavioral, social, and/or mental health needs, through the use of sustainable, evidence-
based social and behavioral practices, as well as enhanced professional development to
educators and related staff.
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This goal focuses on students who are frequently removed from the general education
classroom and often are removed from their home school and sent to a separate setting due to
social and behavioral concerns. Objectives and activities proposed are designed to build the
capacity of LEAs and schools to keep students with behavior support needs in their home
schools and in general education programs the majority of the school day. Our four primary
expected outcomes for this goal are:
Outcome 1: Improved quality of IEPs in specifying behavioral goals.
DEs LEAs have struggled to develop quality goals that lead to the outcomes of reduced
suspensions and expulsions, as well as greater amounts of time spent in general education
classrooms. Activities conducted under this objective will be implemented in conjunction with
academic IEP goal development activities for Goal 1 if appropriate to the needs of the LEA and
identified schools. If the needs of the LEA relate to behavioral/social IEP goal development
only, training activities will be conducted related to this area.
Outcome 2: Increased use of evidence-based social support strategies by school personnel.
The second set of activities focuses on a targeted social skills intervention to increase use of
positive, pro-social behaviors. The DE Social Skills Project (based on Winner, 2008) was piloted
by the DE-PBS Project in one LEA during the 2009-10 school year. In the last two years, 15
schools across four LEAs have participated in the Social Skills Project. We will scale up the
implementation of the DE Social Skills Pilot, with a particular focus on middle and high schools.
Through the pilot, facilitators received PD, resources and materials, and on-site coaching and
consultation. School staff also received PD to support the generalization of skills across settings
and how to develop programming and IEP goals related to social skills.
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Outcome 3:Increased use of evidence-based individualized tiered behavioral supports by
school personnel.
Students who need intensive Tier 3 interventions to support their success in inclusive settings
are the focus of the third activity. Many DE students have complex behavioral and mental health
needs that require more intense, wraparound interventions. These activities require strong
collaborative efforts by agencies such as Delawares Department of Services for Children,
Youth, and Their Families; Department of Health and Social Services; the PIC of DE; CDS; the
DDOE; and LEAs. The DE PBS Project coordinates and provides much of the PD on tiered
behavioral supports in the state.
Outcome 4: To develop a network of coaches to provide ongoing support to school staff
supporting students with intensive social and behavioral needs.
Similar to Goal 1, the objectives below explain how we will develop an infrastructure that
can sustain this work. Delaware has a wealth of coaching excellence across the states IHEs,
CDS, LEAs, schools, private entities, and parent organizations. We will develop and support a
PLC designed to provide on-going support around developing quality behavioral IEP goals, the
DE Social Skills Project, and intensive Tier 3 behavioral supports.
These four outcomes will be achieved through successful implementation of the following
five objectives.
Objective 2.1: To develop the capacity of those providing PD and to define the expectations
and commitment of those receiving PD. (Selection Driver)
Using the practice profile process, we will identify competencies expected of personnel who
will train and coach school and other personnel on developing IEP behavioral goals, the DE
Social Skills Project, and Tier 3 behavioral supports for middle and high school students. DDOE
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staff and other personnel responsible for implementing Goal 2 activities will be assessed in
relation to these competencies. The competencies will serve as training for any new professional
development providers and benchmarks for employee reviews. The competencies will be
reviewed by experts such as Delawares National PBIS Center regional contact, Dr. Lucille Eber.
Areas in need of additional training and coaching will be identified and will be part of the
trainer/coaches PD Plan.
Participating LEAs and schools will be selected based on their status as Priority or Focus
LEAs. We expect to work with a minimum of four Priority LEAs within the first year. As the
grant continues, we will work with additional Priority and Focus LEAs as determined through
the accountability system. Participating LEAs must complete an agreement form established to
demonstrate their commitment to participation in each of the DE SPDG initiatives.
Teachers, paraprofessionals, administrators, and parents in participating LEAs and schools
will be surveyed to determine their knowledge and use of behavioral IEP goals, pro-social
interventions, and Tier 3 behavioral supports. Existing student data collected on problem
behaviors will be reviewed. The results of the survey and behavior analysis will help shape the
PD provided. Each LEA will develop a PD action plan, utilizing evidence-based strategies to
address their identified needs.
Objective 2.2: To provide high quality, evidence-based trainingto increase the competency
of Delaware teachers, administrators, and staff, as well as students, their families, and
other community members to support students needing social support strategies and
individualized tiered behavioral supports. (Training Driver)
As discussed in Goal 1, we will use the Participatory Adult Learning Strategies (PALS)
method of training (Dunst and Trivette, 2009) to ensure all training uses adult learning principles
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and is skill-based. Below, we describe how information on participant knowledge and skills will
be col