Successmaker Enterprise Software Purchase - Harford County ...

Harford County Public Schools – State Discretionary Grant – HSA FY10
collaboration, inclusive school practices, shared problem solving, and interpersonal communication. Two sessions
are scheduled one for co-teaching teams and another for administrators. The training aligns with and extends the
professional development related to Boundless Learning.
Marilyn Friend, Ph.D., has spent her career as a general education teacher, special education teacher, teacher
educator, and staff developer. She is currently Professor of Education in the Department of Specialized Education
Services at the University of North Carolina at Greensboro where she teaches coursework on inclusive practices
and collaboration among service providers. She also serves on the Board of the Teacher Education Division of the
Council for Exceptional Children. She has consulted with school professionals nationally and internationally (more
than 1000 presentations and projects in the United States, Canada, Europe, and Asia) as they collaborate to
educate their students, assisting them to form productive and efficient work teams, to learn the best ways to
manage awkward or adversarial conversations, and to communicate effectively with parents.
Section 1: Need
Student Need
Delivery of high quality, rigorous instruction is inconsistent due to varying degree of mathematics content
knowledge of general and special educators and the implementation of co-planning and co-teaching practices.
Refined instructional practice is necessary to improve student achievement outcomes for SWD in the co-taught
math class setting.
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
Across schools and levels, as more students are served in co-teaching environments, student achievement on
state assessments improved utilizing a comprehensive approach for academic intervention using co-teaching as a
high-leverage strategy. Qualitative measures included student portfolio assessment, student enrollment in upperlevel
classes in grades 10—12, and ongoing reflections of students and teachers who participated in the classes.
A focus on teacher-student relationships, pedagogy, and engaging instructional practices created dynamic
classrooms where all students could flourish. (Co-Teaching as a School System Strategy for Increased Student
Achievement: Presentation to CEC 2009 Conference – Patricia Daley and Patricia Mackey (HCPSS))
Teacher Need
School professionals have complex and demanding responsibilities complicated by increasing student diversity.
Co-teaching enables educators to readily determine students’ needs, deliver instruction and assess student
learning more efficiently by tailoring learning activities to the exceptional needs of their students. Co-teaching can
significantly and positively assist educators meet the needs of struggling students.
Professional Development Plan page 17