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California’s State Personnel Development Grant (SPDG/SIG3) Evaluation Overview

On September 1, 2007, California was awarded a five-year federal Office of Special Education Projects (OSEP) State Personnel Development Grant. SPDG is the new name for the SIG or State Improvement Grant. California is currently completing its second SIG, and will begin implementing the new SPDG/SIG3 in summer 2008.

Purpose: The central purpose of the State Personnel Development Grant (SPDG) is to continue to reform and improve California’s system of personnel preparation and professional development to increase student achievement and improve outcomes for students with disabilities.

Project Activities: Specific areas of activity supported under the SPDG will include:

Project Evaluation: This SPDG Evaluation Overview is designed to familiarize California’s collaborative partners with the coming efforts. Included in this overview, on the pages that follow, are:

California's SPDG/SIG3 Logic Model

California's SPDG/SIG3 Logic Model
Needs Activities/Inputs Short-Term Outcomes Intermediate Outcomes Long-Term Outcomes
Increase Reading/English Language Arts Proficiency Personnel development T/TA in evidence-based instructional practices Increased knowledge and skill of personnel in delivering evidence-based interventions Increasing #s of teachers, schools and districts implementing evidence-based practices with fidelity Improved Outcomes for Children with Disablities
SE/GE Collaboration for Systems Change Leadership Community of Practice Organizational systems change to support and sustain new practices Knowledge strategy for learning from experience and sharing with others
Facilitate Family-School Involvement Stipends to low-income and under-represented families Increased participation of families at the school, district & statewide levels Families influencing ed system, becoming more knowledgable about services and better advocates for kids Improved System of Personnel Developmet
Recruit and Retain Highly Qualified SE Teachers Explanation of CSULA intern Program capacity Increased enrollment in Ed Specialist Internship program New highly qualified teachers still teaching 3 years later

 

 

CA’s SPDG/SIG3 Objectives

Goal: The purpose of CA’s State Personnel Development Grant (SPDG) effort is to continue to reform and improve California’s system of personnel preparation and professional development to increase student achievement and improve outcomes for students with disabilities.

Outcome 1: SPDG activities are aligned with SPP improvement strategies

Objective 1: To provide personnel development Training/TA that is aligned with improvement strategies in the California State Performance Plan (SPP), as demonstrated by:

Outcome 2: The percentage of personnel receiving professional development in scientific or evidence-based instructional practices is increasing or scaling up within districts and statewide

Objective 2: To increase the percentage of personnel receiving professional development in scientific/evidence-based instructional practices by scaling up successful SIG2 activities, as demonstrated by:

Outcome 3: Professional development activities are improving the knowledge and skills of personnel in delivering scientific or evidence-based instructional and behavioral practices

Objective 3: To provide professional development activities/training based on scientific/evidence-based practices, specifically ERIA (Effective Reading Intervention Academy), improving personnel knowledge and skills, as demonstrated by:

Outcome 4: Personnel knowledge and skills in scientific or evidence-based practices are supported and sustained through ongoing comprehensive practices

Objective 4: To implement strategies and practices that sustain the knowledge and skills of personnel in the implementation of scientific/evidence-based practices, as demonstrated by:

Outcome 5: Parents are involved with schools and the broader educational system

Objective 5: To facilitate parent/family involvement with schools and the educational system as a means of improving services/results for children with disabilities, as demonstrated by:

Outcome 6: Special Education teacher recruitment and retention is improving

Objective 6: To improve the recruitment/retention of quality SE teachers as demonstrated by:

 

CA SPDG/SIG3 Evaluation Methods Table
SPDG ActivitiesEvaluation Instruments/Data Sources/MethodsPerformance Measures
1) All professional development T/TA including: ERIA, Regional Institutes and Follow-up TA, and Leadership Site TA

Training Evaluation Database (TED)

Event Core Message Topic Tracking

Team and Individual Sign-in Sheets

“How Was The Training?” event evaluation survey Online Follow-up evaluation survey

1a, 2abc, 3ab

2abc, 4b

2ab, 4a

3a

3b

2) ERIA

Team Implementation Checklists (TIC)

Site Action Plan (SAP)

System-wide Evaluation Tools (SET)

CA Standards Test Scores (CST) in ELA

CST Charting Program

Site Academic Measures Metafile (SAMM)

ERIA Student Data Tracking Tool

Online Evaluation of Coaches

2a, 3c, 4c

2a, 3c, 4c

2a, 3c, 4c

4d

1a, 4d

1a, 4d

4d

4a

3) Leadership Community

Knowledge synthesizing documents

Site Academic Measures Metafile (SAMM)

Site Data Profiles

4e

1a

1a

4) Parent/Family Involvement

Family Participation Fund (FPF) Invoices

FPF After-event Evaluations

State Leadership Institute Team Registrations

ISES Task Force Roster and Agenda

Parent-School Involvement Facilitation Survey

5a

5a

5b

1a

1a

5) SE Teacher Recruitment, Preparation, and Retention

Web Use Tracking Software

Online Registered Users Database

CSULA enrollment figures

CSULA graduate employment retention follow-up

6a

6a

6b

6c

 


IDEAS that Work!

Project READ is a California Department of Education, Special Education Division project funded through a federal competitively-awarded State Personnel Development Grant to California (#H323A120019) provided from the U.S. Department of Education Part D of the Individuals with Disabilities Education act (IDEA), Office of Special Education Programs (OSEP). Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.