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Harford County Public Schools – State Discretionary Grant – HSA FY10
Plan Summary
The goal of this initiative is to promote maximum achievement for all students by combining the best principles of
classroom management, peer assisted learning, and differentiated instruction into a comprehensive system
focusing on accountability, measurable achievement, and improved access to the general education curriculum
for diverse learners. Changing instructional practice is at the heart of improving learning outcomes for
underserved and underachieving students. An emerging body of literature supports the use of learning
communities and teacher collaboration as the kind of professional development that leads to such transformation
(Grossman, Wineburg, & Woolworth, 2001).
Section 1: Need
Student Need
High motivation and engagement in learning have consistently been linked to reduced dropout rates and
increased levels of student success (Kushman, 2000). Teachers are challenged daily to actively involve
students in the learning process. By the time students reach middle school, lack of interest in schoolwork
becomes increasingly apparent in more and more students, and by high school, as dropout rates attest, too
many students are not sufficiently motivated to succeed in school (Lumsden, 1994). Such considerations are
imperative to improved achievement for diverse student populations.
An analysis of systemwide data reveals the following trends:
1. The percentage of all HCPS students achieving advanced or proficient in mathematics, as measured by MSA
in 2008, was 79.8 % (+18.9% above the AMO of 60.9%) compared to 49.2% (-11.7% below the AMO) of
special education students achieving advanced or proficient. There is a 30.6 percentage point gap in the
performance of all students and special education students for MSA mathematics.
2. As grade level increases, the performance of students with disabilities in the area of mathematics is declining
or not making adequate gains; therefore, HCPS is at risk of significantly failing to meet the 2014 performance
targets of 100% proficiency as mandated in the No Child Left Behind Act of 2001.
Approach to Student Learning Needs
Boundless Learning is an approach designed to improve teacher performance in co-teaching, differentiated
instruction, technology integration and peer-assisted learning. Boundless Learning protocols and strategies are
designed to:
Create a positive learning environment;
Integrate a wide-range of technology tools;
Establish structured, high performing student learning teams;
Increase student engagement and self-regulated learning;
Implement effective co-teaching practices;
Use data to identify goals, monitor progress, set improvement targets; and
Celebrate accomplishments.
Professional Development Plan page 9