From 2001-2006, the HESC sponsored a regional structure that aligned with the seven RSSC regions. We will maintain this seven-region structure, but 2006-2007 will constitute a transition year in aligning the Regional TFs with the SPDG regional structure and the six SEQA regions. Each region is allocated funds to support the role of TF Liaison and regional activities. These allocations vary from $10,000 to $15,000, depending on the region’s size and location.

Advantages of the Regional TF structure: One critical purpose of the Regional TF structure is development of capacity in the region to address persistent regional problems encountered in improving outcomes for students with disabilities, a function that has been enhanced by TF collaboration with regional district and school educators and communities, professional development service providers, and teacher educators in regional colleges and universities. The Regional TF is one of the formal communication and collaboration platforms where regional practitioners committed to addressing these needs are brought together to share practices and learn from each other.

IHE members of the Regional TF have and continue to engage their preservice teachers in TF activities. This way, the Regional TF educates the next generation of teachers – many of whom are likely to practice in the regions – in taking on and solving the problems of learner achievement in high need schools.

Regional TF Liaison role: Each region is led by a TF Liaison or Co-Liaisons, whose chief responsibility is to address the HESC’s goals in their regions. Their responsibilities include:

• Engaging regional colleges and universities to become members of the Task Force, and organizing their participation at the regional and statewide level;


• Convening 4 to 7 meetings of the Regional TF annually, inviting participation of SETRCs, the RSSC, the SPDG schools and districts, and selected regional agencies to enhance collaborative efforts in meeting the TA and professional development needs of high need schools and districts;


• Meeting with the SPDG Regional Facilitators and SEQA directors and representatives to assure that teacher preparation institutions are involved in and coordinate with regional efforts to address the challenges of high need schools and districts;


• Ensuring that Regional TF members address issues associated with quality inclusive teacher preparation, and connect their teacher preparation programs to regional high need schools;


• Acting as a leader in building formal partnerships between the Regional TF and the SPDG identified high need schools and districts;


• Acting as a leader in collaborating with TF members and other regional professional development providers – particularly the SPDG regional Facilitators – in the planning, implementation, and evaluation of professional development activities for educators from the high need schools /districts;


• Keeping other Liaisons, HESC staff, VESID representatives, and field technical assistance networks informed about regional activities and interests in order to maintain and improve TF impact; these communications are on-going, but are also formally undertaken in two face-to-face meetings each year and several telephone conference calls as needed; and
  
  Providing expertise for workgroups, such as the Response to Intervention workgroup.

Regional actions: Each region develops its own approach to addressing the goals of the HESC based on the needs identified through discussions with school and district representatives and professional development service providers. The HESC goals are: (1) to support the development of quality inclusive teacher preparation programs; and (2) to build linkages between the institutions that offer those programs and selected high need schools in the various regions of the State. The Regional TF Structure and Liaison Leadership Initiative will allow each region to work toward those goals in ways that are appropriate to the region and its schools and institutions.

In addition, each region will be funded through Initiative 8D “Building Partnerships between SPDG Identified High Need Schools and Teacher Preparation Programs.” A separate proposal should be submitted under that initiative. The resulting partnerships will build a capacity for better teacher preparation and particularly teacher preparation programs that address the challenges of teaching in high need schools. They will also build a capacity of schools and districts to understand and respond to the challenges they face in serving all learners, in part by drawing on the resource college and university teacher educators offer in research, data analysis, and professional development.

Further, each region will be funded through Initiative 3E “Summer Action Grants for Effective Practices Symposia on Supports for the Academic and Behavioral Performances of Learners with Disabilities in Inclusive Settings.” A separate proposal should be submitted under that initiative. Through the summer action grant, Regional TF groups will work with SPDG identified high need schools to design and provide a professional development symposium, engaging practitioners in high need schools, practitioners in successful schools, and preservice teachers in learning about and using academic and behavioral supports effective in inclusive settings.

Funding and application: Separate proposals must be submitted via the website for each of the three initiatives cited above – 5D, 3E, and 8D. Within each separate proposal, details should be provided on the activities undertaken and the estimated uses to be made of the funds available. However, funds will be provided through one subcontract (one budget), associated with Initiative 5D, for all three initiatives.

Proposals for Initiative 5D must be received by February 22, 2007.

Funds for all three initiatives must be expended in time to permit the host institution to submit the final detail cost invoice and signed Exhibit C with the final narrative report by August 15, 2007. Timing for preparation of this report is different for each institution. Please consult with your host institution regarding this matter.