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Purpose
This collaborative, technology-supported approach to professional development will buttress Maryland's efforts to actualize its State Performance Plan and meet federal accountability mandates under No Child Left Behind Act of 2001 and Individuals with Disabilities Education Act of 2004. Specifically, the project will empower the State to embrace and surmount current challenges to addressing learning needs of children and youth with disabilities, birth to 21, across Maryland by: (a) recruiting, training, and retaining certified and highly qualified special educators; (b) ensuring access to the general education curriculum and attainment of annual measurable objective targets by students with disabilities; (c) serving preschool children with disabilities in age-appropriate settings; and (d) improving parent outreach and involvement
Method
The initiative will employ four interconnected "change tactics" to empower seven solutions for meeting professional development needs and achieving performance-based outcomes. These tactics include: (a) collaboration for capacity building, which will encompass advisory groups and partnerships committed to visions of sustainable change; (b) the Maryland Special Education Professional Development Portal, a Web-based super site containing online resources, courses, and tools to help educators and parents effect positive outcomes for children and youth with disabilities; (c) high-quality professional development, that will support use of scientifically based strategies, facilitate professional learning communities, and provide assistance through mentoring, structured guidance, and continuous inquiry; and (d) empowerment evaluation, which will use collaborative and outcome-based assessment to support change efforts.
Products
It is expected the number of teachers eligible for Maryland standard teacher certification and highly certified status will increase, and teachers will demonstrate increased use of data-driven decision-making and scientifically based practices. More students with disabilities will be taught in Least-Restrictive Environments with effective co-teaching, and more preschool students will be served in settings with their typical peers. Finally, there will be increased family involvement in the IDEA process.
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