State Personnel Development Grant

Improving Student Results: A Focus on Highly Qualified School Personnel

Pennsylvania has established a conceptual framework for the preparation and retention of qualified special education personnel.  While NCLB focuses attention on classroom teachers, who are key to student results, the Pennsylvania framework encompasses all school personnel who play a significant role in the education of students with disabilities.  The Pennsylvania Framework recognizes the interplay between federal and state laws, regulations, practices and policies and the work of pre-service and in-service personnel development in this complex process.

The project targets two long-term student impact outcomes identified by the State Performance Plan:

1. Pennsylvanias students with disabilities will make adequate yearly progress to graduate from high school ready for adult life.
2. Pennsylvanias students with disabilities will receive education in the least restrictive environment.

These student outcomes will be addressed by three goals that have specific Personnel Outcomes as well as project activities.  The three goals all focus on insuring that students with disabilities are educated and supported by highly qualified personnel:

1. Develop in-service personnel development programs that result in highly qualified special education personnel.
2. Revise and reform the Pennsylvania Special Education Certification to result in highly qualified special education personnel.
3. Develop pre-service programs that result in highly qualified special education personnel.

Improving Student Results: A Focus on Highly Qualified Special Education Personnel will result in six improvements in special education personnel:

1. At least 250 educational interpreters in Pennsylvania will meet state standards and will be highly skilled in supporting students who are deaf/hard of hearing.
2. At least 500 school psychologists role will be expanded to focus their efforts on improving results for children.
3. At least 1500 paraeducators will meet the Pennsylvania Credential of Competency and will provide better instructional support services.
4. At least 90% of new special education leaders will remain employed allowing students to have leaders better prepared to improve the learning process.
5. The Pennsylvania Special Education Certificate process will be revised to improve the knowledge, skills and retention rates of new special education teachers.
6. At least five institutions will develop a Special Education/Secondary certification program that prepares special education teachers with core content knowledge.

The important work will be accomplished by leveraging partnerships between parent training and information centers, institutions of higher education, local education agencies and the existing state-wide training and technical assistance network wile focusing on systematic change based on effective, evidence-based practices.