Purpose
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. Research indicates that services embedded with family-guided coaching improves outcomes for infants/toddlers in Early Intervention programs. Research also demonstrates that implementing evidence-based practices with elementary students displaying attendance, behavior, or academic needs improves outcomes. The proposed grant, Success for PA Early Learners (SPEL), will provide intensive professional development/coaching to ensure that early learners receive evidence-based practices to improve outcomes in literacy, and school and family engagement.
Employing evidence-based adult learning practices, Success for PA Early Learners (SPEL) will build the capacity of Early Intervention and school teams, and families to address the needs of economically disadvantaged early learners at-risk for or identified with delays/disabilities. The Pennsylvania Department of Education will manage SPEL with support from Early Intervention Technical Assistance (EITA, IDEA Part-C training entity) and the Pennsylvania Training and Technical Assistance Network (PaTTAN, IDEA Part-B training entity). Our leadership team will work with our external evaluator to analyze, reflect on, and respond to data on literacy, family and school engagement, and continuity of transition services and supports.
Explore Cohort Projects
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
2022 Oklahoma
OK SPDG IV project proposes a three-pronged plan of improving capacity at the state-agency, improving Local Educational Agency (LEA) capacity to efficiently deliver services via multi-tiered system of supports (MTSS), and improving quality and retention of early career special educators as a mean
2022 California
The California Department of Education (CDE) and the Department of Developmental Services (DDS) propose a plan to reform California systems for personnel development in early intervention, early education, and transition services to improve results for young children with disabilities.