State Personnel Development Grant

State Personnel Development Grant Goal 1:

To improve educational results for children and youth with disabilities from diverse communities through the delivery of effective high quality instruction.

Cohort Districts

Cohort Districts will focus on literacy and behavior. During years 1-3 of the grant, the project team will work with up to five elementary schools each in Minneapolis and Saint Paul with concentrations of students with disabilities who have high risk markers. The Common Principles of Effective Practice (CPEP) model and training, and implementation of Universal Design for Learning (UDL) practices will be embedded. The Team Implementation Checklist (TIC) developed as a part of Positive Behavior Interventions and Supports (PBIS) will be used as a model for evaluating the functioning of the district and school implementation teams.

Minneapolis and Saint Paul will collaborate to develop and share personnel development and materials; provide professional development to staff cohorts across districts, and share data utilization strategies and systems. A statewide cohort of districts will be identified for years 4-5.

For more information, contact Eric Kloos at 651-582-8268 or via e-mail.

Parent Involvement with Cohort Districts

This project seeks to increase effective parent involvement, targeting parents of students with disabilities from minority, low income and English language learner backgrounds in partnership with PACER. The project team will develop and provide staff and parent with training and resources for serving students and their families with high risk markers.

For more information, contact: Robyn Widley at 651-582-1143 or via e-mail.

Part C/Autism Spectrum Disorders (ASD) Project – Parent Implemented Intervention Models

This initiative will increase the capacity of Early Childhood special educators and other professionals to enhance the skills of parents of young children identified with ASD or related developmental disabilities. Three models of intervention will be selected and each will be piloted in a district. Models under consideration include: Pivotal Response Training (Schreibman and Koegel, 2005), Responsive Teaching (Mahoney and Perales, 2003), the Early Social Interaction Model (Wetherby and Woods, 2006), Early Start Denver model (Rogers and Dawson, 2010) and others with a strong research base.

For more information, contact Phil Sievers at 651-582-8607 or via e-mail.