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2017 Abstracts: Ohio

PR Award #: H323A170026
Name: Ohio Department of Education, Office for Exceptional Children
Project Title: Strengthening Systemic Supports for Early Language and Literacy for all Students Including Those with Disabilities, English Learners, and Other At-Risk Learners: Building and Sustaining Statewide Capacities Supporting Evidence-Based Instruction and A Proactive Tiered System of Supports
City, State: Columbus, OH
Project Director: Wendy Stoica
Project Director email: Wendy.Stoica@education.ohio.gov


Purpose:
The Ohio Department of Education, Office for Exceptional Children’s proposed State Personnel Development Grant (SPDG) is aligned with Ohio’s State Systemic Improvement Plan to improve early language and literacy outcomes for all students including those with disabilities, English learners, and other at-risk learners. The SPDG proposal will provide systemic supports to increase and extend evidence-based early language and literacy instruction. This proposal also aims to increase partnerships with institutions of higher education, professional associations, family organizations, and others. Focused attention will be given to developing knowledge, skills and attitudes supporting meaningful and effective partnership between teachers and families of students with disabilities, English Learners, and families living in poverty.  Collectively, these efforts will build capacity at the regional, district and building levels to support language and literacy learning for students with disabilities, English Learners, and students who are at-risk.

Method:

Evidence-based professional learning will be provided to regional personnel and district and building administrators, increasing their capacity to support the implementation of language and literacy instructional principles and processes within a proactive, data-driven system. These groups will participate in professional development sessions to build their capacity to provide instructional coaching, support proactive tiered systems of supports for early literacy teaching and learning, and engage in effective strategies to promote early literacy skill development in the home and community. The evaluation is designed to be a comprehensive evaluation examining both process (implementation) and impact (outcomes). A multi-method, multi-informant approach is used.