1 spdg jennifer coffey 323a state personnel development grants spdg webinar on grant performance...
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323A State Personnel Development Grants
SPDGSPDGWebinar on
Grant Performance Report for Continuation Funding
Jennifer CoffeyJennifer Coffey Office of Special Education Programs
US Department of EducationWashington, DC
January 2013
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Today’s Agenda
Today’s Topic – Grant Performance Report for Continuation Funding
Overview of Performance Reporting Developing Performance Measures Completing Section A of the ED 524B Completing Sections B&C of the ED
524B
Program Measures Examples
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Annual Grant Performance Report (APR)
An annual report of your activities and performance in meeting the approved objectives of the project and responsible use of federal funds
Required for all active grants, including those in no cost extension (NCE)
OSEP reviews the report to determine if substantial progress has been made in order to receive continued funding or a NCE33
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Requesting a no-cost Requesting a no-cost extension (NCE)extension (NCE)On the Grants Management page On the Grants Management page
(http://www.signetwork.org/content_pages/139):(http://www.signetwork.org/content_pages/139):
Requesting No-cost extensionsRequesting No-cost extensions
At the time the no-cost extension is requested, about 30 At the time the no-cost extension is requested, about 30 days before the end of the grant, the Project Officer will days before the end of the grant, the Project Officer will need a continuation report emailed to them. The Project need a continuation report emailed to them. The Project Officer will also need to know: (1) the amount the grantee Officer will also need to know: (1) the amount the grantee has remaining in their budget, (2) the activities the has remaining in their budget, (2) the activities the grantee wants to continue to conduct that align with grantee wants to continue to conduct that align with approved objectives, (3) how much of the budget will be approved objectives, (3) how much of the budget will be used for each activity, and (4) why the grantee was not used for each activity, and (4) why the grantee was not able to spend the entire budget within 5 years.able to spend the entire budget within 5 years.
NCE REporting Form, This is the form OSEP provides to , This is the form OSEP provides to states to capture information about the no cost extension states to capture information about the no cost extension (NCE).(NCE).
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Overview
Recognize strong project objectives that can be associated with high quality performance measures
Develop relevant, measurable, outcome oriented performance measures related to your objectives that maximize the potential for meaningful data reporting and positive outcomes
Complete the ED Grant Performance Report (aka. APR) using form ED 524B.
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Why Is This Important?
High quality objectives and measures …
Make it easier for you to measure your progress for the purpose of grant management
Allow you to report progress easily and quantitatively
Establish targets (both short-term/annual & long-term)
Allow OSEP staff to gather evidence of program effectiveness
Taken from the Center for Evaluation and Education Policy (CEEP) presentation at www.tadnet.org
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Goal – Objectives - Measures
Perform ance M easuresH o w yo u m e a su re yo u r p ro g ress tow a rd m ee tin g yo u r o b jec tives
(P ro g ra m /G P R A , P ro je c t)
Project ObjectivesW h at you r p ro je ct is d o ing to su pp o rt th e o ve ra ll p ro g ra m g o a l
(F o u nd in yo u r ap p lica tio n )
Program Goal
77Taken from the Center for Evaluation and Education Policy (CEEP) presentation at
www.tadnet.org
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Project Objectives
What are you trying to accomplish?
Objectives should answer this question.
Preferred format for objectives:
Begin the objective with a verb and define a desired outcome or condition
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High Quality Project Objectives
Relevance
How relevant is the project objective to the overall goal of the program and/or the goal of your project?
Applicability
How applicable is the project objective to the specific activities that are being conducted through your particular project?
99Taken from the Center for Evaluation and Education Policy (CEEP) presentation at
www.tadnet.org
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High Quality Project Objectives
Focus
How focused is the project objective?
Measurability
Are there concepts in the project objective that lend themselves to measurement? If so, is measurement feasible?
Taken from the Center for Evaluation and Education Policy (CEEP) presentation at www.tadnet.org
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Project Objectives -- Project Objectives -- ExamplesExamplesEstablish a licensure program which will Establish a licensure program which will
recruit, enroll, support, and assist recruit, enroll, support, and assist paraprofessionals currently employed paraprofessionals currently employed in an urban school district to meet state in an urban school district to meet state certification requirements in special certification requirements in special educationeducation
Implement a high-quality professional Implement a high-quality professional development program to help LEAs development program to help LEAs implement a multi-tiered system for implement a multi-tiered system for behavior and academicsbehavior and academics
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Project Objectives - Project Objectives - ExamplesExamples
Provide training that enables personnel Provide training that enables personnel to work with and involve parents in to work with and involve parents in their child’s education, including their child’s education, including parents of low income and limited parents of low income and limited English proficient children with English proficient children with disabilitiesdisabilities
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Performance Measures
How are you measuring your progress in meeting your
objectives?
Performance measures should answer this question.
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Performance Measures
Measurable indicator used to determine how well objectives are being met.
How will progress be assessed?
How much progress will constitute success?
How will it be known if an objective or part of an objective has been achieved?
Taken from the Center for Evaluation and Education Policy (CEEP) presentation at www.tadnet.org
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Performance Measures
Perform ance M easure1a
Perform ance M easure1b
Perform ance M easure1c
Project Objective1
1515Taken from the Center for Evaluation and Education Policy (CEEP) presentation
at www.tadnet.org
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2 Types of Performance Measures
Program
All grantees funded under the SPDG must report on the PDP program performance measures established by OSEP.
Project
Each grantee reports on the approved project performance measures established to meet their project objectives.
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Program Performance Measures
Program
Measures established by OSEP for the SPDGs.
Measures apply to all grants funded under the SPDG.
Results on these measures are reported to Congress under the Government Performance and Results Act of 1993.
Please see the Program Measures Web page for more information and recorded Webinars: http://www.signetwork.org/content_pages/2051717
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Types of Performance Measures
Project
Measures that the grantee establishes to meet their project objectives
Project performance measures can address both the process of working towards an objective and the outcome related to meeting the objective
Ensure a mix of both process and outcome measures, but most will be outcome
Taken from the Center for Evaluation and Education Policy (CEEP) presentation at www.tadnet.org
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High Quality Performance Measures
High quality performance measures show
What will change
How much change you expect
Who will achieve the change
When the change will take place
1919Taken from the Center for Evaluation and Education Policy (CEEP) presentation
at www.tadnet.org
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Project Performance Measure Examples
Process measure (e.g.) -
SPDG staff (who) will hold 4 (how much) trainings with IHE faculty on how to integrate the transition curriculum into their syllabi (what ) during the first and third years of the grant (when).
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Project Performance Measure Examples
Outcome measure (e.g.) -
By the end of the third year of the grant (when), 80% of SPDG professional development participants (who) will demonstrate 100% reliability (how much) when using the self-assessment rubric established to evaluate implementation of the ---- program (what).
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Project Performance Measure Examples
Outcome measure (e.g.) -
At the end of their third year of training (when), 90% (how much) of partner schools (who) will demonstrate a 15% improvement in the math scores of 4th grade students (what).
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Common Problems Activities are NOT performance
measures
If the best response is “Yes, we did that,” it is likely an activity (not a performance measure)
Activities:
Establish a stakeholder group
Hold an advisory board meeting
Evaluate the project2323Taken from the Center for Evaluation and Education Policy (CEEP) presentation at
www.tadnet.org
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Common Problems
Performance measures need to be measurable
Examples with measurement problems (activities rather than outcomes)
Will maintain collaborative partnerships with parent organizations
Increase the sustainability of the personnel development program
2424Taken from the Center for Evaluation and Education Policy (CEEP) presentation at
www.tadnet.org
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Need additional information on writing performance measures?
All grantees are strongly encouraged to seek training on writing performance measures.
For further information on developing performance measures and logic models, see -
http://www.tadnet.org/model_and_performance
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Summary
Projects should have a few clear objectives that explain what the project is doing to support the overall goal(s)
Each objective should have a few, specific performance measures to demonstrate how progress toward meeting the objective will be measured
Both program and project performance measures are included in the ED524B 2626
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Completing the ED 524B
The ED 524B is a required reporting form with specific instructions.
The form is used by all ED grants and has been approved by the Office of Management and Budget (OMB). Project Directors must follow the directions listed in the Dear Colleague letter and ED 524B Instructions provided by OSEP.
Word or PDF versions of the forms are available at http://www2.ed.gov/fund/grant/apply/appforms/appforms.html
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x
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Reporting Period:
For first year grants, the date is the beginning of the project year to February 29, 2012.
For grants in years 2-4, it is the date from the end of the previous reporting period to February 29, 2012.
ANNUAL PERFORMANCE REPORTS
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ANNUAL PERFORMANCE REPORTSANNUAL PERFORMANCE REPORTS
Budget Expenditures:
Report the expenditures during the “Reporting Period.” Must be data or
information from the business or grants office.
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Signatory must have authority to sign on behalf of the institution since the grant is from the Department to the institution and not to an individual. The Authorized Representative signs; not the Project Director.
Performance Measure Status:
This will be checked “No” since OSEP is asking for data for the reporting period covering all years of the grant, not for this budget period.
The date entered here will be the due date for your Final Performance Report; which is 90 days after the end of the grant.
ANNUAL PERFORMANCE REPORTS
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EXECUTIVE SUMMARY SHEET
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OMB No. 1894-0003Exp. 02/28/2011OMB No. 1894-0003Exp. 02/28/2011
*** Provide highlights of the project's activities and the extent to which the expected outcomes and performance measures were achieved during the reporting period. Do NOT include the project abstract.
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PROJECT STATUS CHART
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If you are a 2009, 2010, or 2011 grantee you will begin with Program Measure 1 as your 1st project objective. Program Measure 2 will be your 2nd objective, and so on. After these program measures you will then have your project’s objectives. Please see the program measures presentation for more information.
PROJECT STATUS CHART
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Here you identify if the performance measure is a PROGRAM measure, “PRGM,” or a PROJECT measure, “PROJ.”
Note: Program measure refers to one of OSEP’s 4 performance measures for the SPDGs.
Project measures are unique to your grant.
PROJECT STATUS CHART
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PRGM
PROJ
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PROJECT STATUS CHART
QUANTITATIVE DATA
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Depending on your measure, enter either a raw number, or a ratio and percentage.
Enter the target number identified in the performance measure and then the actual data for this year. If complete data are not available for the measure, enter “999” (if no baseline) or “NA” in the “Raw Number” or “%” column, as appropriate. Provide an explanation at the bottom of the page under “Explanation of Progress.”
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Information to Include in the Information to Include in the Explanation of Progress SectionExplanation of Progress Section
Describe the data provided (e.g., what data collection methods were used, when were the data collected, how was a sample drawn, are there missing/incomplete data, what was the response rate, was a reliability measure taken). Your Project Officer should be able to understand and interpret the number in the chart from your description in this section.
What changes in the data occurred since last APR (i.e., trend)?
What activities were undertaken to achieve the targets?
If targets were not met, what are possible reasons?
How will activities that failed to meet targets be improved?
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Additionally…Additionally…
A “template” is provided for the program A “template” is provided for the program measure descriptions in the measure descriptions in the Program Measure Example Continuation Report (http://www.signetwork.org/content_pa(http://www.signetwork.org/content_pages/205)ges/205)
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QUALITATIVE DATAQUALITATIVE DATA
If measure requires the collection of qualitative data, report the performance measure and type (PROG or PROJ) and then, enter “N/A” under the Raw Number and Percentage columns.
N/A N/A N/A N/A
In the “Explanation of Progress” section of the page, referencing the performance measure by number, report applicable qualitative data along with other information about how these data were collected, targets and activities –refer to previous slide for additional content requirements.
PROJECT STATUS CHART
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Final Page of the ReportFinal Page of the Report
Section B: Refer to the instructions for Section B in the ED 524B Instructions
Section C: Include additional information (recruitment material, syllabi, evaluation instruments, journal articles)
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Section B – Budget Information
This section is never blank! A table can be helpful!
A. Provide actual expenditures for this reporting period (through 2/29/2012)
B. Estimate anticipated expenditures for the rest of this budget period and balance remaining, if any.
C. Explain why you did not expend funds at the expected rate.
D. Indicate how you plan to use the unexpended funds (carryover) in the next budget period.
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Section B – Budget Information
E. Describe any significant changes to your budget resulting from modifications of project activities.
F. Describe any changes to your budget that affect your ability to achieve your approved project activities and/or project objectives.
G. Describe any anticipated changes in your budget for the next budget period that require prior approval from the Department.
Any questions … Talk to your Project Officer
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Section C – Additional Information
Provide a list of current partners on your grant and indicate if:
Any partners changed during the reporting period. If there were changes, please describe both the changes and any impact that resulted in your ability to achieve approved project objectives and/or project activities.
Any partners are anticipated to change during the next budget period. If so, please describe both the changes and any impact the change might have on your ability to achieve approved project objectives and/or project activities.
Describe any changes that you wish to make in the grant’s activities for the next budget period that are consistent with the scope and objectives of your approved application.
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Section C – Additional Information
If requesting changes to the approved Project Director and/or other key personnel, please include the person’s name, title, and contact information. Indicate his/her proposed start date, and percentage of time working on the grant, and attach a resume or curriculum vitae to the annual performance report being submitted.
Do not report on any key personnel changes that were already made during the current or previous budget period(s).
Note: Departmental approval must be requested and received prior to making key personnel changes.
Provide any other information about your project including unanticipated outcomes or benefits
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O S
E P
Submitting the ED 524B
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Submit the ED 524B at http://www.g5.gov/
Instructions for using G5 are in the continuation packet.
Signed ED 524B Cover Sheet must be scanned and emailed in PDF format to your Project Officer.
Special cases require regular email submission of the 524B and signed cover sheet in PDF format to your Project Officer rather than submission through G5 –
Final Performance Reports or APRs for grants in their last performance period, or no-cost extension
Grants that have been front-loaded (forward-funded) last year sometimes cannot be uploaded.
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O S
E P
THE REVISED SPDG THE REVISED SPDG PROGRAM PROGRAM MEASURES: AN MEASURES: AN OVERVIEWOVERVIEW
Program Measures Web page: Program Measures Web page: http://www.signetwork.org/content_pages/205
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Program Measure 1: Projects use evidence-based professional development practices to support the attainment of identified competencies.
Program Measure 2: Participants in SPDG professional development demonstrate improvement in implementation of SPDG-supported practices over time.
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Program Measure 3: Projects use SPDG professional development funds to provide follow-up activities designed to sustain the use of SPDG-supported practices. (Efficiency Measure)
Program Measure 4: Highly qualified special education teachers that have participated in SPDG supported special education teacher retention activities remain as special education teachers two years after their initial participation in these activities.
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Projects use evidence-based professional development practices to support the attainment of identified competencies.
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Fixsen and colleagues Trivette and Dunst Guskey Learning Forward (Formerly National
Staff Development Council)
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Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).Download all or part of the monograph for free at:http://www.fpg.unc.edu/~nirn/resources/detail.cfm?resourceID=31
Implementation Research: A Synthesis of the Literature
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• Evidence-Based Intervention Practices Insert your SPDG initiative here
(identified competencies)
• Evidence-Based Implementation Practices Professional Development
Competency Drivers Organization Drivers
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Two Types of Two Types of Evidence-Based PracticesEvidence-Based Practices
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HOW?
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Job or role description should be explicit about expectations and accountability for all positions (e.g., teachers, coaches, staff, administrators)
Readiness measures to select at a school building-level or school district-level.
Interactive interview process
(Blase, VanDyke, & Fixsen, 2010)
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Training must be … › Timely › Theory grounded (adult learning)› Skill-based
Information from Training feeds back to Selection and feeds forward to Coaching
Selection Training Coaching
(Blase, VanDyke, & Fixsen, 2010)
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Using Research Findings to Inform PracticalApproaches to Evidence-Based Practices
Using Research Findings to Inform PracticalApproaches to Evidence-Based Practices
Carl J. Dunst, Ph.D. Carol M. Trivette, Ph.D.Orelena Hawks Puckett Institute
Asheville and Morganton, North Carolina
Recording and resources: http://www.signetwork.org/event_calendar/events/396
Presentation Prepared for a Webinar with the Knowledge Transfer Group, U.S. Department of Health and Human Services, Children’s Bureau Division of Research and Innovation, September 22, 2009 56
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“Adult learning refers to a collection of theories, methods, and approaches for describing the characteristics of and conditions under which the process of learning is optimized.”
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Planning
Introduce Engage the learner in a preview of the material, knowledge or practice that is the focus of instruction or training
Illustrate Demonstrate or illustrate the use or applicability of the material, knowledge or practice for the learner
Application
Practice Engage the learner in the use of the material, knowledge or practice
Evaluate Engage the learner in a process of evaluating the consequence or outcome of the application of the material, knowledge or practice
Deep Understanding
Reflection Engage the learner in self-assessment of his or her acquisition of knowledge and skills as a basis for identifying “next steps” in the learning process
Mastery Engage the learner in a process of assessing his or her experience in the context of some conceptual or practical model or framework, or some external set of standards or criteria
a Donovan, M. et al. (Eds.) (1999). How people learn. Washington, DC: National Academy Press.
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The smaller the number of persons participating in a training (<20), the larger the effect sizes for the study outcomes.
The more hours of training over an extended number of sessions, the better the study outcomes.
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Practices
Number
Mean Effect Size (d)
95% Confide
nce Interval
StudiesEffect Sizes
Pre-class exercises 9 9 1.02 .63-1.41
Out of class activities/self-instruction
12 20 .76 .44-1.09
Classroom/workshop lectures
26 108 .68 .47-.89
Dramatic readings 18 40 .35 .13-.57
Imagery 7 18 .34 .08-.59
Dramatic readings/imagery
4 11 .15 -.33-.62
Effect Sizes for Introducing Information to Learners
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Practices
Number
Mean Effect Size (d)
95% Confidence
Interval
Studies
Effect Sizes
Standards-based assessment
13 44 .76.42-1.10
Self-assessment 16 29 .67 .39-.95
Effect Sizes for Self-Assessment of Learner Mastery
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To be most effective need to actively involve the learners in judging the consequences of their learning experiences (evaluate, reflection, & mastery)› Need learner participation in learning new
knowledge or practice› Need learner engagement in judging his or
her experience in learning and using new material
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Design a Coaching Service Delivery Plan
Develop accountability structures for Coaching – Coach the Coach!
Identify on-going professional development for coaches
Coaching Performance Assessment
Training
(Blase, VanDyke, & Fixsen, 2010)
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Must be a transparent process
Use of multiple data sources
Fidelity of implementation should be assessed at the local, regional, and state levels
Tied to positive recognition
Information from this driver feeds back to Selection, Training, and Coaching and feeds forward to the Organization Drivers
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Assess fidelity of implementation at all levels and respond accordingly
Identify outcome measures that are …› Intermediate and longer-term› Socially valid› Technically adequate: reliable and valid› Relevant data that is feasible to gather, useful
for decision making, widely shared and reported frequently
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A Building/District Leadership and Implementation Team is formed› The Team uses feedback and data to
improve Implementation Drivers Policies and procedures are developed
and revised to support the new ways of work
Solicits and analyzes feedback from staff and stakeholders
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Leadership analyzes feedback from staff and makes changes to alleviate barriers and facilitate implementation,
Revising policies and procedures to support new way of work.
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SPDG Professional Development Rubric
5 Domains, each with components Selection
Training
Coaching
Performance Assessment/Data-based decision making
Facilitative administration/Systems intervention
Components from the National Implementation Research Network, Learning Forward (NSDC), Guskey, Trivette
Each component of the domains will be rated from 1 - 4
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Component Themes Assigning responsibility for major
professional development functions (e.g., measuring fidelity and outcomes; monitoring coaching quality)
Expectations stated for all roles and responsibilities (e.g., PD participants, trainers, coaches, school & district administrators)
Data for each stage of PD (e.g., selection, training, implementation, coaching, outcomes)
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SPDG Initiatives and Evidence-based Professional Development
EB-PD should be applied to those initiatives that lead to implementation (of the practice/program providing training on)
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Grantee Benchmarks 1st year of funding: baseline
2nd yr: 50% of components will have a score of 3 or 4
3rd yr: 70% of components will have a score of 3 or 4
4th yr: 80% of components will have a score of 3 or 4
5th yr: 80% of components will have a score of 3 or 4 (maintenance yr)
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Program Measure 2:
Participants in SPDG professional development demonstrate improvement in implementation of SPDG-supported practices over time.
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Fidelity of implementation is traditionally defined as “the extent to which the user’s current practice matches the ideal (Loucks, 1983).
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Each initiative should have a fidelity measure that notes the presence or absence of the core features of the innovation/program/system that the initiative is focused on
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Use implementation measures that have already been created› For example: new RTI implementation
measure from the Natl RTI Center› Literacy implementation: Planning and
Evaluation Tool – Revised (PET-R)› PBIS: Schoolwide Evaluation Tool (SET)› Others…
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To develop fidelity criteria, researchers often reported starting with a curriculum profile or analysis that outlined the critical components of the intervention along with an indication of the range of variations for acceptable use. The researcher or developer then outlined acceptable ranges of variation (Songer & Gotwals, 2005).
A component checklist was then developed to record fidelity to these components (Hall & Loucks, 1977).
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What is “it”? Operationalize
Part of Speech: verb Definition: to define a concept or variable so that it can be measured or expressed quantitatively
Webster's New Millennium™ Dictionary of English, Preview Edition (v 0.9.7)Copyright © 2003-2008 Lexico Publishing Group, LLC
The “it” must be operationalized whether it is:
» An Evidence-Based Practice or Program» A Best Practice Initiative or New Framework » A Systems Change Initiative
Practice Profiles » Help Operationalize Practice, Program, and Systems
Features
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Searching for “It”
Research findings, materials, manuals, and journal articles do not necessarily provide clarity around core intervention elements
Current and new evidence-based practices, frameworks, programs will have a range of operational specificity
Developing clarity around the “it” is critical
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Practice Profile Defining “it” Through the Development and
Use of Practice Profiles
Guiding Principles identified
Critical Components articulated
Hall and Hord, 2010 Implementing Change: Patterns, Principles, and Potholes (3rd Edition) and Adapted from work of the Iowa Area Education Agency
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Practice Profile Defining “it” Through the Development and
Use of Practice Profiles
Guiding Principles identified
Critical Components articulated
For each critical component:
Identified gold standard
Identified acceptable variations in practice
Identified ineffective practices and undesirable practices
Hall and Hord, 2010 Implementing Change: Patterns, Principles, and Potholes (3rd Edition) and Adapted from work of the Iowa Area Education Agency
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Resources for Building Practice Profiles
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• National Centers• Experts in Your State• National Purveyors• Manuals and Materials• Implementing Districts and Schools• Other States• Consensus Building in Your State
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Example
Problem-Solving Practice Profiles in an RtI Framework
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RESOURCE - Professional Practices in Problem Solving: Benchmarks and Innovation Configurations
~ Iowa Area Education Agency Directors of Special Education, 1994
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Practice Profile Defining “it” Through the Development and
Use of Practice Profiles
Guiding Principles identified
Critical Components articulated
For each critical component:
Identified gold standard
Identified acceptable variations in practice
Identified ineffective practices and undesirable practices
Hall and Hord, 2010 Implementing Change: Patterns, Principles, and Potholes (3rd Edition) and Adapted from work of the Iowa Area Education Agency
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Practice Profiles
Each Critical Component is a heading
Each level of implementation specifies the activities necessary to operationalize that Critical Component
Critical Component Ideal Implementation
Acceptable Variation
Unacceptable Variation
Unacceptable Variation
Critical Component 1: Description
Description of implementer
behavior
Drastic Mutation
Hall and Hord, 2010, Implementing Change: Patterns, Principles, and Potholes (3rd Edition) and Adapted from work of the Iowa Area Education Agency
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Professional Problem Solving 9 Critical Components
Parent Involvement
Problem Statement
Systematic Data Collection
Problem Analysis
Goal Development
Intervention Plan Development
Intervention Plan Implementation
Progress Monitoring
Decision Making
Professional Practices in Problem Solving: Benchmarks and Innovation ConfigurationsIowa Area Education Agency Directors of Special Education, 1994
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Professional Problem Solving Parent Involvement as a Critical
Component
Professional Practices in Problem Solving: Benchmarks and Innovation ConfigurationsIowa Area Education Agency Directors of Special Education, 1994
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Professional Problem Solving Parent Involvement as a Critical
Component
Professional Practices in Problem Solving: Benchmarks and Innovation ConfigurationsIowa Area Education Agency Directors of Special Education, 1994
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Professional Problem Solving Parent Involvement as a Critical
Component
Professional Practices in Problem Solving: Benchmarks and Innovation ConfigurationsIowa Area Education Agency Directors of Special Education, 1994
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Professional Problem Solving Parent Involvement – Critical
Components
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Michigan’s Practice Profile: Building Leadership Team Example
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•The project will set its own benchmarks for professional development participants 1 year into training/assistance, 2 yrs in, 3 yrs in, 4 yrs in
•For example: 1 yr benchmark = 40% of core features in place, 4 yr benchmark = 80% of features in placeThe project will then determine what percentage of participants they expect to reach this benchmark (e.g., 80% of participants)
a.Participants could be individual teachers (if working with just a few teachers or other type of professional per school or district) or could be a school (if working on a school-wide basis, such as RTI or PBIS)
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Self-assessment is acceptable, but projects will need to sample from the group to validate the self-assessment
a.For example, if 15 schools were being measured someone from the project would observe at least 3 (20%) of the schools and compare their assessment with the self-assessment
A baseline wouldn’t be necessary
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Program Measure 3:
Projects use SPDG professional development funds to provide follow-up activities designed to sustain the use of SPDG-supported practices. (Efficiency Measure
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Professional development funds = a minimum of 90% of the overall budget being used for activities from subsection "a" of the notice/Statute› Only following the initiatives from Program
Measure 1 & 2 Follow-up activities = the professional
development assistance provided following training. A list of follow-up activities that are correlated with sustainability will be provided.
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Coaching/mentoring* Implementation fidelity measurement
& other types of observation* Mini-workshops* Determining needs through data and
providing guidance or tools to meet those needs*
Maintaining data systems* Peer sharing*
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Model demonstration site activities Creating and disseminating enduring
documents (procedural manuals)* Communities of Practice TA Networks (support from internal
state/local TA&D systems Regional PD partnerships** = Evidence-based
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Research has demonstrated that “train and hope” does not work. Instead, ongoing support is needed for those who attend training.
Despite this evidence, most professional development is one-time only, which is inefficient and largely a waste of money.
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To demonstrate that the SPDG projects are using their money efficiently by providing the appropriate ongoing TA services that may lead to sustained use of the SPDG-supported practices.
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For each initiative, grantee should report cost of activities designed to sustain learning of scientific or evidence-based instructional practices, divided by the total cost of all professional development activities carried out for the initiative.
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Cost of ongoing TACost of all PD activities for an initiative
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Only need to report on those initiatives reporting on for Measures 1 & 2
Projects will set their own targets
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Consider what is happening each year of your project› Are you providing training for an entire
year before you begin providing coaching?› In the final year of your project are you no
longer providing training and only providing follow-up support?
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Your initiative would help build local coaching capacity
Projects would match/modify their training with (a) coaching, (b) performance feedback, and (c) student outcomes
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Program Measure 4:
Highly qualified special education teachers that have participated in SPDG supported special education teacher retention activities remain as special education teachers two years after their initial participation in these activities.
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Divide the number of teachers who remain in a teaching position by all teachers who received SPDG assistance.
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# of personnel retained for at least two years following participation in a SPDG teacher retention activity
# of personnel participating in a SPDG activity designed to retain highly qualified special education teachers
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This is only for projects that have teacher retention as an objective.
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Only inservice Initial participation is defined as
beginning at the time someone receives funding or services from the SPDG grant.
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If the SPDG State does not have a tracking system for highly qualified special education teachers they will need to put an agreement in place with the individual receiving funds or services› This agreement will require information
from that individual for the life of the grant
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Contact your OSEP Project Officer with any questions!Contact your OSEP Project Officer with any questions!
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