Applicants must submit a State Personnel Development Plan that identifies and addresses the State and local needs for personnel preparation and professional development of personnel, as well as individuals who provide direct supplementary aids and services to children with disabilities, and that—
a) Is designed to enable the State to meet the requirements of section 612(a)(14) and section 635(a) (8) and (9) of the IDEA;
(b) Is based on an assessment of State and local needs that identifies critical aspects and areas in need of improvement related to the preparation, ongoing training, and professional development of personnel who serve infants, toddlers, preschoolers, and children with disabilities within the State, including–
(i) Current and anticipated personnel vacancies and shortages; and
(ii) The number of preservice and inservice programs; and
(c) Is integrated and aligned, to the maximum extent possible, with State plans and activities under the ESEA, the Rehabilitation Act of 1973, as amended and the Higher Education Act of 1965, as amended (HEA);
(d) Describes a partnership agreement that is in effect for the period of the grant, which agreement shall specify–
(i) The nature and extent of the partnership described in accordance with section 652(b) of the IDEA: and the respective roles of each member of the partnership, including, if applicable, an individual, entity, or agency other than the SEA that has the responsibility under State law for teacher preparation and certification; and
(ii) How the SEA will work with other persons and organizations involved in, and concerned with, the education of children with disabilities, including the respective roles of each of the persons and organizations;
(e) Describes how the strategies and activities the SEA uses to address identified professional development and personnel needs will be coordinated with activities supported with other public resources (including funds provided under part B and part C of the IDEA and retained for use at the State level for personnel and professional development purposes) and private resources;
(f) Describes how the SEA will align its personnel development plan with the plan and application submitted under sections 1111 and 1112, respectively, of the ESEA;
(g) Describes those strategies the SEA will use to address the identified professional development and personnel needs and how such strategies will be implemented, including—
(i) A description of the programs and activities that will provide personnel with the knowledge and skills to meet the needs of, and improve the performance and achievement of infants, toddlers, preschoolers, and children with disabilities; and
(ii) How such strategies will be integrated, to the maximum extent possible, with other activities supported by grants funded under section 662 of the IDEA;
(h) Provides an assurance that the SEA will provide technical assistance to LEAs to improve the quality of professional development available to meet the needs of personnel who serve children with disabilities;
(i) Provides an assurance that the SEA will provide technical assistance to entities that provide services to infants and toddlers with disabilities to improve the quality of professional development available to meet the needs of personnel serving those children;
(j) Describes how the SEA will recruit and retain highly qualified teachers and other qualified personnel in geographic areas of greatest need;
(k) Describes the steps the SEA will take to ensure that economically disadvantaged and minority children are not taught at higher rates by teachers who are not highly qualified; and
(l) Describes how the SEA will assess, on a regular basis, the extent to which the strategies implemented have been effective in meeting the performance goals described in section 612(a)(15) of the IDEA (effective as of July 1, 2005).
