Purpose
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 emphasis on evidence-based literacy practices, within a multi-tiered system of support (MTSS). To address this goal, the Missouri Department of Elementary and Secondary Education (DESE) will:
- Align the statewide system of support
- Develop, pilot, and scale-up DCI-MTSS
- Implement evidence-based professional development
- Improve the use of technologies to support professional learning
- Conduct a robust evaluation
DCI-MTSS professional learning content will be developed collaboratively by state leaders with input from stakeholders. Once developed, coaching support teams will use the DCI-MTSS content when coaching and training educators and leader at building and district levels. Using a developmental, utilization focused evaluation, the majority of data elements are used to inform implementation as well as the evaluation. The data elements include measures of fidelity, moderators, and outcomes. The evaluation will inform continuous quality improvement of DCI-MTSS with the aim of improving behavioral and literacy outcomes for all students, especially students with disabilities.
Explore Cohort Projects
2022 New Mexico
The purpose of the ECLIPSE program is to increase learning and development for students with disabilities in Pre-K through Grade 2 regarding structured literacy by supporting districts and schools to engage in evidenced- based professional development. This will be accomplished by–
2022 Alabama
In response to a request for proposals from the Office of Special Education Programs (OSEP) at the U.S.
2022 Pennsylvania
The Pennsylvania Department of Education is partnering with the Office of Child Development and Early Learning to ensure the success of EVERY student, including economically disadvantaged early learners at-risk for or identified with a delay/disability.