Tech Literacy Grant 2000 - 2001

Priority Considerations

"Integrating Success" significantly impacts students in poverty. A total of 1,207 students in poverty will have access to increased technology and instructional resources as a result of this project; this number represents 35% of the 3,622 students impacted. Through the implementation of this project, students will experience:

• teachers trained in the appropriate use of technology in order to support student learning,
• increased access to technology and the Internet, and
• community access to the school’s technological resources and staff expertise.

Based on data collected for the 1999 Maryland State Technology Inventory, Anne Arundel County Public Schools (AACPS), despite continuous efforts to bring technology and Internet access to all schools through a number of technology initiatives, still has an uneven ratio of students to modern computers. The 1999 Maryland Technology Inventory indicates that on average 60% of teachers at the 5 schools are integrating technology into instruction. Upon closer inspection of the "Student Use of Technology" section of the report it is evident that teachers are not providing student experiences that tap into the potential of the technology.

This project provides the necessary funding to:

• Expand existing and new applications of technology to support Maryland’s school reform effort.
• Decrease the technology inequities of the schools.
• Increase the number of computers that students have access to in order to improve student learning.
• Increase teacher competencies in the integration of technology into the curriculum and instruction.
• Provide better educational services for students, teachers, adults and families.

The AACPS schools selected to participate in this project met the following criteria:

• The school is disadvantaged, as evidenced by Free and Reduced Meals data. The average Free and Reduced Meals rate for the schools participating in this project is 35%, almost double the county average of 19%.
• The school does not meet the state recommended student to computer ratio.
• The average novice ranking for teachers in the use of the PC, Internet and technology integration is 33.33%.
• Only one-sixth of teachers are ranked as advanced PC users, Internet users and capable of technology integration.

This project also supports the vision of the Maryland Plan for Technology in Education that ensures "every learner has access to and use of technology in classrooms and schools." In addition, this project aligns with the State’s belief that, "technology supports achievement, enabling learners to be independent, competent and creative thinkers as well as effective communicators and problem solvers." Through Integrating Success, AACPS is making progress in meeting specific targets of the Maryland Plan. By assisting with the completion of a second twenty-station lab and providing additional technology with access to the Internet at each participating school, all learners will be ensured of access to technology. Professional development is a cornerstone of this project and is continuous and ongoing. This project does not endorse the use of technology for the sake of technology; instead it focuses on the integration of appropriate and effective technology into the education process, specifically into the reading/language arts curricula.

AACPS has repeatedly demonstrated its commitment to ensure adequate funding for technology through ASAP, its technology initiative, by aggressively pursuing grants that include technology funding, and through the Refresh program, a three year cycle of leasing computers so schools will have the most up-to-date technology. This project also supports and is closely tied to the Anne Arundel County Public Schools 1999-2002 Department of Instruction and Student Services Improvement plan. In order to assess the impact of technology, AACPS uses the results of the MSDE School Technology Inventory, the Technology in Maryland Schools Program (TIMS) surveys and specific pre and post-tests given to the Technology Literacy teachers. In addition, student products produced with the use of technologies will be collected and evaluated.

Integrating Success builds on other federal, state and local initiatives already underway in AACPS. Technology in Maryland Schools Program (TIMS), NetWeekend, Targeted Poverty grants, ASAP and the Refresh program provide funds for a portion of the hardware, software, wiring, access to the information superhighway and staff development. This project also intersects activities of the HOST (Helping One Student at a Time) program to facilitate family and community involvement. In addition, this project compliments, builds on, and expands several other projects already in place at the participating schools, including the Avid and Gear-up grants which work to raise expectations and abilities of low-income students with average or above average abilities and the Challenge grant.

Furthermore, this project builds on partnerships with other educational institutions. Johns Hopkins University offers teachers an avenue to develop technology leadership through the AACPS/JHU cohort program. This program provides an Instructional Technology certification program to qualified teachers at a minimal fee and allows for the expansion of this opportunity into a Master's degree. AACPS continues its partnerships with Anne Arundel Community College (AACC) and the T3 project (Teacher Technology Training). The T3 project provides professional development for AACPS teachers and employees in the use of technology and the integration of technology into instruction. The T3 training opportunities are correlated with the ASAP program, the Office of Instructional Technology, the Division of Media Services and the school system's staff development programs. Through the partnership with Johns Hopkins University Center for Technology Education we have worked together to improve the effectiveness of past TCLF projects. With JHU/CTE leadership and assistance, we have continued to gather relevant data, which has led to the making of sound and informed choices and to the implementation of these decisions with commitment. JHU/CTE will serve as the evaluator of the 2000-2001 TLCF grant.

III. PROPOSAL NARRATIVE

A. Targeted Use of Funds

• How will the requested funds be used?

In harmony with the federal initiative to advance technology literacy, and the Maryland Plan for Technology Education, Anne Arundel County Public Schools (AACPS), proposes a project to advance federal, state and local technology goals. This project, Integrating Success will provide access to modern computers and modern information sources in the classrooms, computer labs and media centers.

A significant portion of funds for this project is allocated for the professional development of teachers, who will be incorporating technology into the Language Arts curricula in order to improve student learning. The emphasis on professional development reinforces AACPS’ commitment to providing technology training for all faculty in preparation to teach students the skills needed for success in the 21^st century. Professional development will provide teachers with the training and support they need to help all students learn through computers and through the information superhighway. Teachers will receive extensive training in integrating technology into the curriculum, in creating and using WebQuests and MiniQuests that support the curriculum and in using the Internet and other technology resources that help students with skill development in reading and writing.

The emphasis on reading and writing supports the belief that successful reading instruction encompasses both learning to read and reading to learn. Students will become active, strategic readers as they respond to text and construct, examine, and extend meaning from self-selected and assigned materials. Teachers will have the opportunity to participate in AACPS’s Summer Technology Institute. The Summer Technology Institute is 4 days of intense training in advance technology techniques, integration strategies for the one computer classroom, effective uses of software, classroom management techniques and result driven use of the Internet.

Through funding provided by the TLCF grant each of the schools participating in the project will establish a "Computer Tutor" course. Funding will allow for the hiring of a (.5) teacher at each school, an additional lab connected to the Internet, extensive training for the schools’ staff and for community outreach. The hiring of the (.5) teacher at each school is crucial for the success of the project. In addition to teaching the Computer Tutor course, this person will serve as the on site technology integration expert and advisor, will work closely with the Language Arts, Science, Social Studies teams, the Content Literacy Teacher and the Media Specialist. The Computer Tutor will also serve as the school liaison with Instructional Technology Resource teachers and the TLCF project manager. Another role of the Computer Tutor will be to work closely with the HOST parent to establish community connections.

The Computer Tutor course is a year long A-day/B-day course, originally developed as part of a Goals 2000 grant to assist and motivate at-risk students with basic organizational and computer skills. The evaluation of the Goals 2000 grant showed that, "Using the technology seem to give the students a sense of personal responsibility and control over their learning and often improved their self-esteem."

The original curriculum has been expanded and formalized. It provides students with regular opportunities to use technology and also active learning experiences that are integrated with the standard content curricula. Throughout the Computer Tutor course curriculum communication is emphasized. Students are encouraged to interact with others both in and outside the classroom by talking, listening, writing and reading—all for real reasons. The Computer Tutor course will encourage students to become active learners who use a variety of means to reach their learning goals. They will use both on-line and off-line resources to acquire knowledge and to find and publish information for a wider audience. By doing so they will be participating in real world applications of their reading and writing skills.

Computer skills will not be taught in isolation, but rather, will require the Computer Tutor teacher to collaborate with content area teachers for content-related activities. Technology activities in the Computer Tutor classroom will support and extend the knowledge of text structures and make use of content. In order for this effort to be successful, it is imperative that the Computer Tutor teacher, the media specialist, the reading/language arts teachers, the Content Literacy Teacher and the HOST parent collaborate and be well trained in the use and integration of technology. This will be accomplished by aggressive and meaningful professional development.

• Who is the Targeted population?

The entire student population (3622 students) of the 5 participating schools will benefit from this effort by having increased access to technology. Approximately 500 students will be enrolled in the Computer Tutor class. The majority of these students will be of average ability, however modification will be made in lessons to meet the needs of the below average and highly able student. The entire teaching staff (258 teachers) of the 5 participating schools will benefit from this effort. They will have increased access to technology and access to an on site technology integration expert (the Computer Tutor teacher) and to a team of teachers (Language Arts, Content Literacy Teacher, Media Specialist) that are knowledgeable in both technology integration and reading strategies.

Throughout the school year the Computer Tutor lab will be used by students registered for the Computer Tutor class 50% of the time and by the general school population 50% of the time. After school, the lab will be scheduled for staff training and for community outreach programs, including parent training. During the summer, the lab will be used to host professional development opportunities for teachers, a computer camp for students and training and outreach opportunities for parents and the wider school community. It is hoped that this increased technology access combined with an onsite technology integration expert (Computer Tutor teacher) will significantly increase the school’s staff levels of PC use, Internet use and technology integration as measured in the Maryland Technology Inventory.

Staff development funds from this grant will be used to train seventh grade and eighth grade language arts teachers, the Content Literacy Teacher, the Media Specialist and the seventh and eighth grade science and social studies teachers from each school. They will be trained in the integration of technology into the content areas, and in using the Internet and other technology resources that help students with skill development in reading and writing. All teachers will have the training and support they need to help students learn through computers and through the information superhighway. Language Arts teachers, Content Literacy teachers, the Computer Tutor teacher and Media Specialists, working collaboratively, will use their training to create project-based lessons developed from resources of the Internet and appropriate software. As a result, effective and engaging software and on-line resources will be an integral part of the schools’ curriculum.

Parental and community involvement and better education services for adults and families will be provided by the inclusion of the HOST parent (Helping One Student at a Time) initiative. Each school will select one HOST parent who will serve as a liaison between the school and the community. The HOST parents will receive training and support to help students and their families learn through computers and through use of the information superhighway. HOST Parents are responsible for providing parents with resources and assisting with collaborative projects.

• How does this effort address: Goals & Objectives of Technology Plan, Objectives of State technology Plan, Federal Technology goals.

Specific goals from the AACPS’ technology plan that will be addressed by this project are:

Goal 1: Teachers will be well trained to incorporate technology into the learning process.

Goal 2: Every student will have equitable access to educational resources necessary for their success including access to technology resources.

Goal 3: Students will use technology to convey ideas and knowledge.

Goal 4: Students will use technology in a manner that adheres to ethical standards for their use.

Goal 5: Students will use technology to gather, manipulate, analyze and present information.

The objectives for this proposal are closely linked to the goals of the AACPS Technology Plan, the Maryland State Technology Plan, and the Federal Technology Goals as outlined in the following table:

B. Extent of need

The 1999 Maryland Technology Survey indicates that the average rate of teachers integrating technology into instruction for the five schools is 60%. Upon closer inspection of the "Student Uses of Technology" section of the report however, it is evident that the schools are frequently only using the word processing capabilities of the technology with the students.

• Five out of five of the schools indicated that they either did not or only occasionally perform measurement or collect data in investigations or lab experiences.
• Five out of five schools indicated that they either did not or only occasionally used technology to manipulate/analyze/interpret date to discover relationships, generate questions and reach conclusions.
• Five out of five schools do not use technology to communicate with others.
• Five out of five schools indicated that they either did not use or only occasionally use technology to create graphics or visuals.
• Five out of five schools indicated that they either did not or only occasionally plan, refine, or produce audio/visual presentations.

This proposal was devised as a result of examining the schools’ weak areas as noted in the "Student Uses of Technology" section of the 1999 Maryland Technology Inventory and by looking closely at each schools’ MSPAP scores in the areas of reading, writing, Science and Social Studies. It is the hope that extended staff development of this proposal will result in teachers providing students with experiences that tap into the potential of the technology and will also result in teachers making instructional decisions that improve performance by all students.

1999 MSPAP data gathered from each of the five schools indicates that, on average, only:

• 25% of the students are reading at a satisfactory level.
• 31.8% of the students are performing at a satisfactory level in social studies.
• 44% of the students are achieving satisfactory level in writing.
• 49% of the students are reaching the satisfactory level in science.

Also considered was the target ratio of 5 to 1 students-to-computers established by the state of Maryland. None of the schools reflect this ratio. With grant monies for hardware, two of the schools have come close to the target ratio, but as the survey indicates they are presently unsuccessful in their attempts to integrate technology. It can be noted that the numbers of computers requested for each school in this proposal is purposefully low and on the surface does not significantly impact the student-to-computer ratio. However, during the time of this grant each school will see a definite improvement in the student-to-computer ratio as a result of AACPS initiatives. Prior to the start of the 2000-2001 school year each school will receive 18 additional computers through the ASAP initiative. The five schools will receive 160 computers through Year one of the Refresh program. During Year two of the Refresh program (2000-2001) all schools will receive an additional number of high-end computers.

C. Professional Development

Professional development is a critical piece of Integrating Success. Every effort has been made to ensure that the professional development activities align with the National Staff Development Council Standards in context, process and content.

Staff development in this project is aligned with school and district goals to improve education. This alignment is reflected throughout the AACPS’ 1999-2002 Department of Instruction and Student Services Improvement plan. Specifically the plan assures that the Department of Instruction will:

• Provide teachers, administrators and other instructional leaders with specific training on teaching strategies that support success for all students.
• Design and deliver staff development that provides system-wide training in reading and writing across the curriculum.
• Equip non-tenured teachers with skills and strategies to be successful in the classroom.
• Develop a systemic reading plan that includes staff development across grade levels that utilizes text and technology.

AACPS’ commitment to continuous staff development is evidenced by the continued funding of professional development in the ASAP budget and by the continued funding of the Office of Staff Development which has as its mission. "Helping our employees grow so that our students prosper."

AACPS is committed to all children, regardless of race, ethnic background, gender or special needs receiving quality education. Again, this is addressed specifically in the AACPS plan. The objective states that AACPS will "assure educational environments that provide for optimal academic achievement for all students regardless of, but not limited to race, ethnicity, region, gender, language, social-economic status, or disability". As stated previously a key component of Integrating Success is reading and language arts. The philosophy statement of the Reading/Language Arts department states that "Because each individual is unique in ability, cultural background, and motivation, the reading program applies varied and adaptable approaches, techniques, and instructional materials. Students both learn to read and read to learn." Thus, the AACPS reading program enables all students to reach their literacy potential. This philosophy will serve as the basis for all reading/language arts professional development opportunities offered through Integrating Success. AACPS will also ensure equitable access to and participation in this project by addressing the special needs of all participants, including barriers based on gender, race, color, national origin, disability and age.

Parental and family involvement will be provided by the inclusion of the HOST parent initiative. The HOST parent will serve as a liaison between the school and the community. The HOST parents will receive training and support to help students and their families learn through computers and through the use of the information superhighway. Again this is supported in the AACPS plan which states that AACPS will "facilitate the involvement of parents so they can support and promote appropriate student behaviors."

A challenging, developmentally appropriate core curriculum based on content and outcomes will be used for all professional development. The staff development classes offered reflect AACPS emphasis on accelerating achievement, by placing the emphasis on the school as "a learning place." Underlying all AACPS professional development opportunities is the belief "It is essential that we strive to establish supervisory and professional development environments devoted to excellence in teaching and that teachers can not accurately assess learning that they themselves have not mastered." The professional development objectives of Integrating Success demonstrate a commitment to integrating technology into the core curricula. Each staff development class will model instructional strategies that will support the integration of technology, problem/project-based learning, cooperative learning and work-based learning.

Priorities on issues to address were developed by the use of student data. MSPAP scores for the schools participating in this grant reflect the need to emphasize reading instruction, particularly reading in the content areas. Integrating Success uses the Computer Tutor curriculum and the 7^th & 8^th grade reading/language arts, science and social studies curriculum as the vehicle to integrate technology into instruction. Professional development offered to teachers will provide knowledge and skills in both technology and in the core content areas. This training will give teachers access to up-to-date information, school resources, and student data.

A variety of staff development models are being used to meet the unique needs of the teachers, media specialist, and HOST parents involved in this project. Stipends will be provided for teachers to participate in staff development activities during the school year and in the summer. Sessions will be offered onsite at the local school and at regional staff development centers. Staff development content was developed by working closely with the Office of Instructional Technology and compliments the offerings of that office. During the summer teachers will be able to work together to develop WebQuests and MiniQuests that integrate technology into the content areas. The WebQuests and MiniQuests will be posted on AACPS’ web page so that all schools will have access. In addition, selected teachers will be able to participate in the AACPS Office of Instructional Technology’s Summer Technology Institute for advanced technology integration and staff development. Participating teachers will also be encouraged to attend regional and state technology academies. HOST parents will be paid to attend at least three training sessions and are invited to attend all other inservices on a voluntary basis.

Furthermore, teachers, media specialists and HOST parents may participate in T3 (Teacher Technology Training) offered in partnership with Anne Arundel Community College, and in ASAP workshops. Teachers and Media Specialists will also have the opportunity to take MSDE credit classes related to technology and technology integration.

In addition to the aforementioned staff development opportunities, the Computer Tutor teacher, the Content Literacy teacher and the Media Specialist of the participating schools will serve as a leadership team. This group of key stakeholders will be involved in on-going planning, monitoring, evaluation, and if necessary, the revision of the project plan over time. This group will ensure that the goals of the NSDC standards for Staff Development are met.

4. Operation, Management and Evaluation Form 4 PLAN OF OPERATION, MANAGEMENT, AND EVALUATION

Goal 1: Teachers will be well-trained to incorporate technology into the learning process.

Objective 1: Provide 76 staff members with training on incorporating technology into the learning process

Goal 1: Teachers will be well-trained to incorporate technology into the learning process.

Objective 2: Provide Computer Tutor teachers with training on incorporating technology into the learning process

Goal 1: Teachers will be well-trained to incorporate technology into the learning process.

Objective 3: Provide HOST parents with training to serve as the technology liaisons among the school, homes and community.

Goal 2: Every student will have equitable access to educational resources necessary for their success including access to technology resources.

Objective 1: Provide 3,622 students, 258 staff members and approximately 250 parents with increased access to computers.

Goal 2: Every student will have equitable access to educational resources necessary for their success including access to technology resources.

Objective 2: Provide 3622 students, 258 staff members and approximately 250 parents with access to the information and resources of the Internet in order to support student success.

Goal 3: Students will use technology to convey ideas and knowledge.

Objective 1: Provide students with collaborative research and presentation skills (e.g. Skills for Success, MSPAP) that incorporate the use of technology.

Goal 4: Students will use technology in a manner that adheres to ethical standards for their use.

Objective 1: Provide students with information about the ethical use of technology.

Goal 5: Students will use technology to gather, manipulate, analyze and present information.

Objective 1: Provide 76 staff members with advanced training in the integration of technology into the curriculum.

Goal 5: Students will use technology to gather, manipulate, analyze and present information.

Objective 2: Provide students with the skills and the technology tools so they can locate, evaluate and collect information from a variety of sources in order to process data and report results

E. Budget

AACPS is requesting a total of $300,000 from MSDE to support this project. Of this total, $14,343.00 is designated for administration and $285,657.00 for instruction. Because the project is instructionally based, the largest part of the budget supports staff development, materials-of-instruction, and equipment. $173,680.00 of the budget will be spent on salaries and stipends.

From this money 76 teachers will receive substitutes/stipends for staff development throughout the project period; 2.5 teachers will be hired to teach the Computer Tutor course and to serve as technology integration experts at the schools. 20 teachers will be paid to attend a summer institute. 5 HOST parents will be provided to the schools. $111,637.00 will be used to purchase equipment and software. 25 computers with appropriate software, 10 printers, 60 data drops and 5 hubs will be purchased. In addition a small portion of the allotted funds has been earmarked to pay for the fingerprinting of any host parent who has not been previously employed by AACPS. (Fingerprinting is an AACPS employment requirement). The remaining funds will be used to cover 2% administrative costs and the evaluation. Note that $54,000 (18%) of the total funded money will be spent on software, equipment and professional development for participating non-public schools. This number is based on the percentage of students in Anne Arundel County who attend non-public schools. Past and current partnerships will bring additional resources to the project, most notably access to curriculum resources via the Internet and E-mail communication with experts in the field.

Partnerships with JHU/CTE and AACC will provide the project with expertise on both instructional and evaluative issues. AACC has in its budget approximately $600,000 to train AACPS teachers and employees in the use and integration of technology. These funds will be used to compensate AACPS instructors for conducting after school, Saturday and summer professional development sessions specific to this grant. AACC will also provide teachers training throughout the school year and in the summer. In the past these funds also have allowed AACPS to send nearly 100 school based personnel to the Maryland Instructional Computer Coordinators Association (MICCA) convention.

AACPS is strongly committed to technology-enhanced curriculum. The ASAP budget for the 1999/2000 school year allotted $250,000 (for technology staff development.) The current budget before the county council again proposes $250,000 for technology integration staff development. That budget request should be funded by June 30, 2000.

AACPS cost-shares a total of $334,750.00. Because curricular reform drives this project, the majority of AACPS cost-share is for instructional purposes. All budget amounts have been calculated on real needs of the project, including the amount of hardware and software needed in each participating school, the number of training hours for staff development, and the cost of administrative support.

F. On-going Maintenance and Support

AACPS continues to be committed to using technology to benefit students, staff and community. This commitment includes professional development that encourages innovative approaches to achieve student success. Indispensable to this system-wide commitment is access to technology and the ability to apply the technology in communication and research for each student, teacher, administrator, and parent in the system. This commitment is evident in the AACPS technology plan and in its budgetary allocations, both through the operating budget and through continuous, targeted grant funding.

At the end of this project, schools will continue to have access to the hardware that has been installed. They will continue to receive technical support through the AACPS Department of Technology and Information Services. The payments of the monthly connectivity fees are assured through the ASAP initiative. A new initiate, the Refresh program will keep technology current throughout the school system. Instructional support will be provided through the Office of Instructional Technology. ASAP will provide additional funding for substitutes and stipends so teachers may attend training. Staff development provided by the content area coordinators, specifically language arts, science and social studies will furnish teachers with on-going skills and knowledge in the subject area and in the infusion of technology into the content area. Teachers and staff will continue to apply their technology skills in lesson planning across the content areas. Summer training and T3 classes will provide teachers with additional technology and learning skills. Parents will use their newly acquired technology skills to provide added support for their children’s educational growth. The Office of Instruction Technology has recently begun a series of classes for parents and will be expanding this most successful effort.

As a result of all these efforts, the curriculum will be infused with and supported by state-of-the art techniques and technology to increase student skills for their entrance into the 21^st century world of work.

Summary

Integrating Success will use technology integration, staff development, community outreach and the Computer Tutor curriculum as the vehicles to meet the goals of the AACPS Department of Instruction and Student Services Improvement Plan for 1999-2002 and the goals of the AACPS Technology Plan. The goal of the Department of Instruction and Student Services Improvement Plan is accelerating achievement for all students. To support this goal, Integrating Success will afford the schools an educational environment that provides for optimal academic achievement for students. The development of a close relationship between the Computer Tutor teacher, the media specialist, the language arts teachers and the content literacy teacher will ensure a comprehensive reading program is delivered that will accelerate student reading achievement. The Computer Tutor curriculum represents an expanded program that will meet the specific needs of the middle school student. Finally, the Computer Tutor course will aid the school in creating a safe teaching and learning environment that supports accelerated achievement.

V. NONPUBLIC CONSULTATION

A. When and How Were Nonpublic School Consultations Held?

In the fall of 1999, using a mailing list maintained by MSDE, AACPS Title I Office sent letters and surveys via registered mail to all nonpublic schools in Anne Arundel County. The letters invited their participation in grant funded programs. A copy of the letter and a list of nonpublic school representatives who participated in consultations is included. For this Technology Literacy Challenge project AACPS identified nonpublic schools who had responded to the survey and had indicated an interest in technology projects. On March 12^th , eight schools were contacted. Five schools were interested in participating in this initiative. A meeting was held with representatives from the schools (see attached sign-in sheet). At that time an overview of the grant was given and the schools agreed to share 18% of the TLCF budget. A meeting is scheduled for September 7, 2000 with the schools.

A phone conversation was held with the Coordinator of Federally Funded Programs for the Archdiocese of Baltimore on March 23, 2000. At that time he indicated his support of the program and his satisfaction with the plans for the 2000-2001 grant.

B. Benefits of this Project to Nonpublic Students and/or Teachers

According to figures provided by the Maryland State Department of Education nonpublic students make up 18% of Anne Arundel County’s student population. Therefore 18% of the total funding will be available for use by the participating non-public schools. These funds will be used for equipment, software and professional development. In addition, the Computer Tutor curriculum, resource teacher assistance and specially designed T3 classes have been made available to the non-public schools. By taking part in Integrating Success, students at participating nonpublic schools will have increased access to technology, become more skilled in the use of the Internet, be able to apply their skills in completing research activities and projects and have teachers who are well trained in the integration of technology into the curriculum.

Nonpublic school teachers may participate in all professional development opportunities offered through Integrating Success. They will also be able to take classes offered through the T3 initiative and MSDE courses. . In addition to classes offered to all AACPS teachers, several specific courses will be offered by the T3 project to meet the unique needs of the nonpublic schools.

Nonpublic school students, teachers and their larger school communities will benefit by participating in the HOST Parent program. HOST parents are responsible for providing other parents with technical resources and assisting teachers with classroom activities.

By the nonpublic schools’ participation in the Summer Institute, they will be ensured that on-line resources developed for this project will be specific to their particular needs. In addition, the participating nonpublic school teachers will have access to E-mail and membership in AACPS E-groups. The Integrating Success Project Manger will work closely with each nonpublic school to plan, monitor and evaluate the program.

Integrating Success Staff Development Initiatives