Purpose 
This project is designed to improve and sustain the knowledge and skills of personnel in delivering scientifically based instruction based on the analysis and use of data. The project will also focus upon strategies and practices that are effective in promoting the recruitment, hiring, and retention of highly qualified special education teachers.

Method
The project will work with three University of Maine campuses to scale up the recruitment and retention of diverse populations in teaching. Coordinating activities with districts in the campus areas will also be scaled up, using recommendations from the "Assuring Highly Qualified Special Education Teachers” model. Included in this scope of work will be increasing the knowledge and skills of educational interpreters so that they become qualified; providing professional development and support to teachers in alternative certification routes; and increasing the number of teachers with dual certification in general and special education. In order to meet the targets of Maine’s State Performance Plan (SPP), the project will also focus on improving  the professional development of, and supports to, administrators, teachers, and paraprofessionals working with students with disabilities. The knowledge and skills of teachers, service coordinators, service providers, and evaluators of infants, toddlers, and preschool children will also be expanded with respect to scientifically based or evidence-based practices, so that children develop positive social-emotional skills, acquire and use early language communicating, and demonstrate appropriate behaviors in school settings.

Products
The project anticipates that educators will increase their knowledge and use of student performance data and scientifically based and evidence-based practices to meet the needs and improve the performance of students with disabilities. Hence, students with disabilities will (a) meet the standards of Maine's Learning Results as assessed on the Maine Educational Assessments; (b) graduate from highschool; and (c) enter postsecondary education and employment. Further, increased numbers of families with children with disabilities will be actively involved in their children's education and in professional development activities.