Purpose
The purpose of Ohio’s SPDG is to improve the state’s system of personnel development to better support all districts to capitalize on the strengths and flexibility of the Ohio Improvement Process (OIP) as the basis for deploying effective MTSS processes, evidence-based practices in adolescent literacy, and effective transition planning and programming. It aims to build educator, districtwide, and statewide capacity (knowledge, skills, and practices implemented with fidelity) in MTSS, adolescent literacy, and transition. Expected outcomes for students with disabilities include: increased access to the LRE, increased reading proficiency, increased graduation rates meeting standard graduation requirements, and decreased dropout rates.
Ohio’s proposed HQPD includes training, collaborative learning, and coaching in a sustained effort to build educators’ knowledge and skills and implementation of evidence-based practices with fidelity. It focuses on building systemwide capacity across Ohio’s 16 educational regions and at least 25% of Ohio’s institutions of higher education that have educator preparation programs. Ohio has a structured management plan that includes design, implementation, advisory, evaluation, and management functions in partnership with key educational agencies and beneficiaries. The evaluation plan examines process and impact, and the mediators that enhance or impede implementation and the attainment of project goals and objectives.
Explore Cohort Projects
2022 Nebraska
The purpose of the proposed project is to increase state capacity to provide leadership, professional development, and guidance to schools on improving behavior outcomes for students with disabilities and their non-disabled peers.
2022 Alabama
In response to a request for proposals from the Office of Special Education Programs (OSEP) at the U.S.
2022 Missouri
The goal of the Missouri State Personnel Development Grant is to improve literacy outcomes for all students, especially students with disabilities, by providing high-quality professional development focused on implementation of evidence-based academic and behavioral practices and systems, with an