Successmaker Enterprise Software Purchase - Harford County ...

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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
Harford County Public Schools – State Discretionary Grant – HSA FY10 Use the following matrix to indicate who will participate in the professional development. (Check all the apply) Grade level: PreK-2 Gr. 3-5 Gr. 6-8 Gr. 9-12 Subject area: English Math Science Social Studies Foreign Languages Fine Arts/Humanities Special Education English Language Learners Health/P.E. Career Prep Other Which of the following are also expected to participate in the professional development? Principals/ Other School Leaders Resource Teachers, Mentors, Coaches Paraprofessionals General Educators/ Special Educators Other Will the participants work as members of a group or team? YES NO Estimated number of participants: 48 general education and special education teachers, 8 mentors, and 8 school administrators – 10 central office staff Estimated number of participant groups or teams: school, grade and content level teams (6 per building) Section 3: Professional Development Outcomes and Indicators Teacher Outcome #1 Teachers will: Demonstrate an increased understanding of co-teaching as means of support to SWD in heterogeneous learning environments utilizing collaboration and cooperation among general education and special education teachers. Teachers will utilize shared and related instructional responsibilities including; instructional planning, delivery, and evaluating student outcomes Teachers will enhance and refine access to the general education curriculum using effective models of co-teaching Teachers will contribute to feedback discussions re: mastery of knowledge and skills Student Outcome #1 Students will: Display an increased ability to demonstrate the processes of mathematics by making connections and applying reasoning to solve and communicate their findings. Indicator(s) Students will apply a variety of concepts processes and skills to solve problems Students will justify ideas or solutions with mathematical concepts or proofs Students will present mathematical ideas using words, symbols, visual displays, or technology Professional Development Plan page 18
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Successmaker Enterprise Software Purchase - Harford County ...

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