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MCPS is
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MCPS Serves
139,276 total students enrolled African American 22.9% American Indian 0.3% Asian American 15.2%Hispanic 21.5% White 40.1%
Students receiving free and reduced meals25.8%
International students representing more than164 countries and speaking 134 languages
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Continuum of Services in Comprehensive Schools
Based on Individual Student Needs
Co-Taught and/or
Supported Classes
Self-Contained
classes
General Education
With Consult from Special Education
Small Group
Instruction
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High School Assessments (HSA)English 10AlgebraNational, State, and Local GovernmentBiology
Elementary and Middle Maryland SchoolAssessment (MSA)
ReadingMath
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IDEA provides a clear mandate that studentswith disabilities are to be educated in the LRE intheir home schools to the maximum extent
possible.
Prior to the intervention promoting access toinclusive settings, the data revealed:
Maryland ranked 48 out of 50 statesMCPS ranked 21 out of 24 local districts
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LRE A Data(Prior to Intervention)
Should
be
increasing
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LRE C Data(Prior to Intervention)
Sho
uld
be
decreasing
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What is Home School Model ?
Foundation for inclusive elementary schoolcommunities
Service delivery model All OurKidsAdjusted staffingKept students in their neighborhood elementary schoolBrought services to the studentsEnsured a continuum of servicesProvided co-planning between general and special
educators
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Compelling Reasons
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Home School Model Support
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What is a Learning Center?
Self-contained classroom settings within acomprehensive school
All or most of instruction is often delivered bythe same teacher
Located in 5 middle schools and 3 high schools
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Student Profile
Approximately 3 years below grade level inreading
Deficits in the area of calculation and problemsolving
Disabilities include:Speech Impairment
Learning Disability
Autism
Other Health Impairment
Mild Mental Retardation
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Academic performance of secondary learning center studentslagged far behind that of their peers with disabilities that werenot in learning centers.
African American and Hispanic students were overrepresented insecondary learning centers.
A large number of students were educated in segregated settingsoutside of the home school.
Students had limited access to grade level curriculum. It was difficult for MCPS to provide inclusive educational
opportunities due to the large concentration of students withdisabilities.
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May 2006 MSA Scoring Proficient/Advanced
in Middle Schools with Learning Centers
Middle School
Reading Mathematics
% Proficient/Advanced % Proficient/Advanced
Dr. Martin Luther King, Jr.
Not LC 18.3 8.2
LC 0 0
Col. E. Brooke Lee
Not LC 67.4 65.2
LC 7.7 5.8
Montgomery Village
Not LC 88.9 67.9
LC 3.4 8.6
Tilden
Not LC 58.3 58.3
LC 9.8 7.8
White Oak
Not LC 12.5 0
LC 4.0 2.0
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English Biology NSL Algebra
% Passing % Passing % Passing % Passing
Special Ed Not LC 5.9 5.3 29.4 30.4
Learning Center 2.2 13.1 13.8 19.7
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Middle School Learning Centers DisproportionateNumber of African American and Hispanic Students
20052006
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20052006
High School Learning Centers DisproportionateNumber of African American and Hispanic Students
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Learning Center Phase Out Support
Case Management Professional Development
Co-teaching Co-planning
Master Schedule Continuum of Services Enhanced Staffing to Support Transitioning Students
Universal Design for LearningAssistive Technology
Interventions
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Mark Twain Program
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Compelling Reasons
Graduation Rate
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LRE A DataPre Intervention Post Intervention
Should
be
incre
asing
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LRE C Data
Pre Intervention Post Intervention
Sh
ould
be
decreasin
g
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Student Performance Data
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MSA Gains Over a 5 Year Spanfor Home School Model Schools
Reading Math
4 made a 70% point gain 2 made a 70% point gain
14 made a 50% point gain 8 made a 50% point gain
200898% made AYP36 (60%) exceeded the AMO target in reading21 (35%) exceeded the AMO target in math
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MSA Gains
Reading Elementary
Subgroup 2005 2006 2007 2008
SpecialEducaon 59.4% 62.3% 67.8% 75.1%
MCPSTarget 62.5% 67.2% 71.8%
Math Elementary
Subgroup 2005 2006 2007 2008
SpecialEducaon 53.2% 56.5% 60.7% 64.9%
MCPSTarget 58.8% 63.9% 69.1%
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Pre-K Autism public option Hours-based staffing at elementary schools Expanding hours-based staffing at middle
schools
Examine hours-based staffing at high schools
Institute of Middle School ProfessionalDevelopment for Special Education
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