Grant Details

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Authority

Summary

History of Funding

A listing of state awards is available at https://www2.ed.gov/programs/osepsig/awards.html

Approximately $11,727,418 was available in total funding for FY 2020.

Additional Information

This notice contains three absolute priorities.

Absolute Priority 1- Effective and Efficient Delivery of Professional Development. The Assistant Secretary for Special Education and Rehabilitative Services establishes a priority to assist SEAs in reforming and improving their systems for personnel (as that term is defined in section 651(b) of IDEA) preparation and professional development of individuals providing early intervention, educational, and transition services in order to improve results for children with disabilities. In order to meet this priority, an applicant must demonstrate in the SPDG State Plan it submits, as part of its application under section 653(a)(2) of IDEA, that its proposed project will--

• Use evidence-based professional development practices that will increase implementation of evidence-based practices and result in improved outcomes for children with disabilities;
• Provide ongoing assistance to personnel receiving SPDG-supported professional development that supports the implementation of evidence-based practices with fidelity (as defined in this notice); and
• Use technology to more efficiently and effectively provide ongoing professional development to personnel, including to personnel in rural areas and to other populations, such as personnel in urban or high-need local educational agencies (LEAs) (as defined in this notice).

Absolute Priority 2--State Personnel Development Grants. To meet this priority, an applicant must meet the following statutory requirements:

1. State Personnel Development Plan. An applicant must submit a State Personnel Development Plan that identifies and addresses the State and local needs for the personnel preparation and professional development of personnel, as well as individuals who provide direct supplementary aids and services to children with disabilities, and that--
   1. Is designed to enable the State to meet the requirements of section 612(a)(14) of IDEA, as amended by the ESSA and section 635(a)(8) and (9) of IDEA;
   2. Is based on an assessment of State and local needs that identifies critical aspects and areas in need of improvement related to the preparation, ongoing training, and professional development of personnel who serve infants, toddlers, preschoolers, and children with disabilities within the State, including-- (1) Current and anticipated personnel vacancies and shortages; and (2) The number of preservice and inservice programs;
   3. Is integrated and aligned, to the maximum extent possible, with State plans and activities under the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the ESSA; the Rehabilitation Act of 1973, as amended; and the Higher Education Act of 1965, as amended (HEA); A-5
   4. Describes a partnership agreement that is in effect for the period of the grant, which agreement must specify-- (1) The nature and extent of the partnership described in accordance with section 652(b) of IDEA and the respective roles of each member of the partnership, including, if applicable, an individual, entity, or agency other than the SEA that has the responsibility under State law for teacher preparation and certification; and (2) How the SEA will work with other persons and organizations involved in, and concerned with, the education of children with disabilities, including the respective roles of each of the persons and organizations;
   5. Describes how the strategies and activities the SEA uses to address identified professional development and personnel needs will be coordinated with activities supported with other public resources (including funds provided under Part B and Part C of IDEA and retained for use at the State level for personnel and professional development purposes) and private resources;
   6. Describes how the SEA will align its personnel development plan with the plan and application submitted under sections 1111 and 2101(d), respectively, of the ESEA, as amended by the ESSA;
   7. Describes strategies the SEA will use to address the identified professional development and personnel needs and how such strategies will be implemented, including-- (1) A description of the programs and activities that will provide personnel with the knowledge and skills to meet the needs of, and improve the performance and achievement of, infants, toddlers, preschoolers, and children with disabilities; and (2) How such strategies will be integrated, to the maximum extent possible, with other activities supported by grants funded under section 662 of IDEA, as amended by the ESSA;
   8. Provides an assurance that the SEA will provide technical assistance to LEAs to improve the quality of professional development available to meet the needs of personnel who serve children with disabilities;
   9. Provides an assurance that the SEA will provide technical assistance to entities that provide services to infants and toddlers with disabilities to improve the quality of professional development available to meet the needs of personnel serving those children;
   10. Describes how the SEA will recruit and retain teachers who meet the qualifications described in section 612(a)(14)(C) of IDEA, as amended by the ESSA and other qualified personnel in geographic areas of greatest need;
   11. Describes the steps the SEA will take to ensure that economically disadvantaged and minority children are not taught at higher rates by teachers who do not meet the qualifications described in section 612(a)(14)(C) of IDEA, as amended by the ESSA; and
   12. Describes how the SEA will assess, on a regular basis, the extent to which the strategies implemented have been effective in meeting the performance goals described in section 612(a)(15) of IDEA, as amended by the ESSA.
2. Partnerships.Applicants are required to establish a partnership with LEAs and other State agencies involved in, or concerned with, the education of children with disabilities, including--
   1. Not less than one institution of higher education (IHE); and
   2. The State agencies responsible for administering Part C of IDEA, early education, child care, and vocational rehabilitation programs.
   3. Other Partners An SEA must work in partnership with other persons and organizations involved in, and concerned with, the education of children with disabilities, which may include--
      1. The Governor;
      2. Parents of children with disabilities ages birth through 26; A-7
      3. Parents of nondisabled children ages birth through 26;
      4. Individuals with disabilities;
      5. Parent training and information centers or community parent resource centers funded under sections 671 and 672 of IDEA, respectively;
      6. Community-based and other nonprofit organizations involved in the education and employment of individuals with disabilities;
      7. Personnel as defined in section 651(b) of IDEA;
      8. The State advisory panel established under Part B of IDEA;
      9. The State interagency coordinating council established under Part C of IDEA;
      10. Individuals knowledgeable about vocational education;
      11. The State agency for higher education;
      12. Public agencies with jurisdiction in the areas of health, mental health, social services, and juvenile justice;
      13. Other providers of professional development who work with infants, toddlers, preschoolers, and children with disabilities;
      14. Other individuals; and
      15. An individual, entity, or agency as a partner in accordance with section 652(b)(3) of IDEA, if State law assigns responsibility for teacher preparation and certification to an individual, entity, or agency other than the SEA.
3. Use of Funds.
   1. Professional Development Activities--Each SEA that receives a grant under this program must use the grant funds to support activities in accordance with the State's Personnel Development Plan, including one or more of the following:
      1. Carrying out programs that provide support to both special education and regular education teachers of children with disabilities and principals, such as programs that-- (i) Provide teacher mentoring, team teaching, reduced class schedules and caseloads, and intensive professional development; (ii) Use standards or assessments for guiding beginning teachers that are consistent with challenging State academic achievement standards and with the requirements for professional development, as defined in section 8101 of the ESEA, as amended by the ESSA; and (iii) Encourage collaborative and consultative models of providing early intervention, special education, and related services.
      2. Encouraging and supporting the training of special education and regular education teachers and administrators to effectively use and integrate technology-- (i) Into curricula and instruction, including training to improve the ability to collect, manage, and analyze data to improve teaching, decisionmaking, school improvement efforts, and accountability; (ii) To enhance learning by children with disabilities; and (iii) To effectively communicate with parents.
      3. Providing professional development activities that-- (i) Improve the knowledge of special education and regular education teachers concerning-- (A) The academic and developmental or functional needs of students with disabilities; or (B) Effective instructional strategies, methods, and skills, and the use of State academic content standards and student academic achievement standards, and State assessments, to improve teaching practices and student academic achievement; (ii) Improve the knowledge of special education and regular education teachers and principals and, in appropriate cases, paraprofessionals, concerning effective instructional practices, and that-- (A) Provide training in how to teach and address the needs of children with different learning styles and children who are English learners; (B) Involve collaborative groups of teachers, administrators, and, in appropriate cases, related services personnel; (C) Provide training in methods of-- (I) Positive behavioral interventions and supports to improve student behavior in the classroom; (II) Scientifically based reading instruction, including early literacy instruction; (III) Early and appropriate interventions to identify and help children with disabilities; (IV) Effective instruction for children with low-incidence disabilities; (V) Successful transitioning to postsecondary opportunities; and (VI) Classroom-based techniques to assist children prior to referral for special education; (D) Provide training to enable personnel to work with and involve parents in their child's education, including parents of low income and children with disabilities who are English learners; (E) Provide training for special education personnel and regular education personnel in planning, developing, and implementing effective and appropriate individualized education programs (IEPs); and (F) Provide training to meet the needs of students with significant health, mobility, or behavioral needs prior to serving those students; (iii) Train administrators, principals, and other relevant school personnel in conducting effective IEP meetings; and (iv) Train early intervention, preschool, and related services providers, and other relevant school personnel in conducting effective individualized family service plan (IFSP) meetings.
      4. Developing and implementing initiatives to promote the recruitment and retention of special education teachers who meet the qualifications described in section 612(a)(14)(C) of IDEA, as amended by the ESSA, particularly initiatives that have proven effective in recruiting and retaining teachers who meet those qualifications`, described in section 612(a)(14)(C) of IDEA, as amended by the ESSA, including programs that provide-- (i) Teacher mentoring from exemplary special education teachers, principals, or superintendents; (ii) Induction and support for special education teachers during their first three years of employment as teachers; or (iii) Incentives, including financial incentives, to retain special education teachers who have a record of success in helping students with disabilities.
      5. Carrying out programs and activities that are designed to improve the quality of personnel who serve children with disabilities, such as-- (i) Innovative professional development programs (which may be provided through partnerships with IHEs), including programs that train teachers and principals to integrate technology into curricula and instruction to improve teaching, learning, and technology literacy and that are consistent with the definition of professional development in section 8101 of the ESEA, as amended by the ESSA; and (ii) The development and use of proven, cost effective strategies for the implementation of professional development activities, such as through the use of technology and distance learning.
      6. Carrying out programs and activities that are designed to improve the quality of early intervention personnel, including paraprofessionals and primary referral sources, such as-- (i) Professional development programs to improve the delivery of early intervention services; (ii) Initiatives to promote the recruitment and retention of early intervention personnel; and (iii) Interagency activities to ensure that early intervention personnel are adequately prepared and trained.
   2. Other Activities--Each SEA that receives a grant under this program must use the grant funds to support activities in accordance with the State's Personnel Development Plan, including one or more of the following:
      1. Reforming special education and regular education teacher certification (including recertification) or licensing requirements to ensure that-- (i) Special education and regular education teachers have-- (A) The training and information necessary to address the full range of needs of children with disabilities across disability categories; and (B) The necessary subject matter knowledge and teaching skills in the academic subjects that the teachers teach; (ii) Special education and regular education teacher certification (including re-certification) or licensing requirements are aligned with challenging State academic content standards; and (iii) Special education and regular education teachers have the subject matter knowledge and teaching skills, including technology literacy, necessary to help students with disabilities meet challenging State academic achievement standards.
      2. Programs that establish, expand, or improve alternative routes for State certification of special education teachers for individuals with a baccalaureate or master's degree who meet the qualifications described in section 612(a)(14)(C)of IDEA, as amended by the ESSA, including mid-career professionals from other occupations, paraprofessionals, and recent college or university graduates with records of academic distinction who demonstrate the potential to become highly effective special education teachers.
      3. Teacher advancement initiatives for special education teachers that promote professional growth and emphasize multiple career paths (such as paths to becoming a career teacher, mentor teacher, or exemplary teacher) and pay differentiation.
      4. Developing and implementing mechanisms to assist LEAs and schools in effectively recruiting and retaining special education teachers who meet the qualifications described in section 612(a)(14)(C) of IDEA, as amended by the ESSA.
      5. Reforming tenure systems, implementing teacher testing for subject matter knowledge, and implementing teacher testing for State certification or licensure, consistent with title II of the HEA (20 U.S.C. 1021 et seq.).
      6. Funding projects to promote reciprocity of teacher certification or licensing between or among States for special education teachers, except that no reciprocity agreement developed under this absolute priority may lead to the weakening of any State teacher certification or licensing requirement.
      7. Assisting LEAs to serve children with disabilities through the development and use of proven, innovative strategies to deliver intensive professional development programs that are both cost effective and easily accessible, such as strategies that involve delivery through the use of technology, peer networks, and distance learning.
      8. Developing, or assisting LEAs in developing, merit-based performance systems and strategies that provide differential and bonus pay for special education teachers.
      9. Supporting activities that ensure that teachers are able to use challenging State academic content standards and student academic achievement standards, and State assessments for all children with disabilities, to improve instructional practices and improve the academic achievement of children with disabilities.
      10. When applicable, coordinating with, and expanding centers established under section 2113(c)(18) of the ESEA, as such section was in effect on the day before the date of enactment of the ESSA, to benefit special education teachers.
   3. Contracts and Subgrants--An SEA that receives a grant under this program--
      1. Must award contracts or subgrants to LEAs, IHEs, parent training and information centers, or community parent resource centers, as appropriate, to carry out the State Personnel Development Plan; and
      2. May award contracts and subgrants to other public and private entities, including the lead agency under Part C of IDEA, to carry out the State plan. (d) Use of Funds for Professional Development--An SEA that receives a grant under this program must use-- (1) Not less than 90 percent of the funds the SEA receives under the grant for any fiscal year for the Professional Development Activities described above; and (2) Not more than 10 percent of the funds the SEA receives under the grant for any fiscal year for the Other Activities described.

Absolute Priority 3: Choice in Professional Development - The purpose of this priority is to fund SPDG grants to SEAs that empower teachers and other personnel to select professional development activities that meet their individual needs to improve results for children with disabilities. States will meet the priority if they describe in their application how they will develop personalized professional development projects to carry out their State plan under section 653 of IDEA and implement professional development activities that are consistent with the use of funds provisions in section 654 of IDEA. This would be accomplished by using funds under the SPDG program for stipends or other mechanisms to provide personnel with choice in selecting professional development options that will count toward State or local professional development requirements, as appropriate, such as the number of hours personnel must fill or the competencies they must acquire to obtain or retain certification, and that are designed to meet their individual needs and thus improve results for children with disabilities.

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