the RTTT funds. evaluation using Professional Development Goals. (Year 2 funds have been allocated for substitutes to support extended collaborative planning during the school day.) A four-member team participated in Instructional Rounds, May 2013; a three-member team participated in DataWise, June 2013 (both at Harvard University). Year 3 funds will continue (but are decreased) for substitutes to support extended collaborative planning during the school day. Strategy 6: Provide professional The overall inexperience of the teaching development on differentiated staff would suggest minimal exposure to instructions, specifically for special sophisticated instructional delivery models. education, FARMS and ELL However, even though student group populations. The plan should include performance lags behind the total grouping strategies as well as School Profile, population, reading performance has pedagogical knowledge. Agendas, minutes of Instructional increased steadily. The ELL and special Principal, September professional practice, staff education populations have grown team leaders 2012 The Maryland Center for Inclusive development. profile dramatically in the past year. FARMS Education (MCIE) will be contracted continue to be an under-performing student to continue to provide technical group. There is some evidence to suggest assistance and professional Universal Designs for Learning are development in the area of incorporated. The school will receive priority staffing as a Restart School. The ESOL chairperson will provide
the RTTT funds. evaluation using Professional Development Goals. (Year 2 funds have been allocated for substitutes to support extended collaborative planning during the school day.) A four-member team participated in Instructional Rounds, May 2013; a three-member team participated in DataWise, June 2013 (both at Harvard University). Year 3 funds will continue (but are decreased) for substitutes to support extended collaborative planning during the school day. School Profile, Instructional practice, staff profile The overall inexperience of the teaching staff would suggest minimal exposure to sophisticated instructional delivery models. However, even though student group performance lags behind the total population, reading performance has increased steadily. The ELL and special education populations have grown dramatically in the past year. FARMS continue to be an under-performing student group. There is some evidence to suggest Universal Designs for Learning are incorporated. The school will receive priority staffing as a Restart School. Strategy 6: Provide professional development on differentiated instructions, specifically for special education, FARMS and ELL populations. The plan should include grouping strategies as well as pedagogical knowledge. The Maryland Center for Inclusive Education (MCIE) will be contracted to continue to provide technical assistance and professional development in the area of The ESOL chairperson will provide Principal, team leaders September 2012 Agendas, minutes of professional development.
PGCPSSIGIIYear3FinalGrantSubmissionRevised71213.docx