Current Projects

Self-Determined Learning Model of Instruction (SDLMI): Research Project with the University of Kansas

MCIE is collaborating with the University of Kansas School of Education (Michael Wehmeyer, Karrie Shogren, Kathleen Lane) to implement research on the impact of teacher training on the fidelity of implementing the SDLMI in general education classes in 15 high schools in Maryland and Delaware. While 2017-18 focused on recruitment, development of training, online support, and coaching tools, the 2018-19 school year will be the beginning of a 3-year process to implement the SDLMI in 9th grade core content classes, then 9th + 10th grades, then 9th + 10th + 11th grades in the 2020-2021 school year.  Look for future results!

Calvert County Systems Change for Inclusive Education

In 2016, MCIE began a partnership with the Calvert County Public Schools (CCPS) to increase the participation of students with disabilities in general education classes while improving educational outcomes for all students.  Beginning with 3 schools that agreed to implement the MCIE Systems Change Process as "demonstration" sites, CCPS expanded this past school year to add 2 more schools and will expand to an additional two schools in the 2018-19 school year. Our collaboration with a district team is strong, and with our CCPS technical assistance partners, we have supported school-wide planning, professional learning, and individual student planning. 

Secondary Transition Practices in Maryland

The overall goal of the transition work that MCIE is doing is to increase the post-school outcomes for students with disabilities through strategic collaboration with MSDE, LSSs, and Institutes of Higher Education. Three of the projects that MCIE has worked on with MSDE are:

Maryland Indicators of Effective Transition Practices (ETP) – A Facilitated Self-Assessment Tool for Local School Systems

In creating the ETP, we reviewed, compiled and cross referenced nationally recognized standards for programs and services for transitioning youth and developed an electronic, self-scoring tool, then had it externally validated by national experts and piloted the assessment in 5 Maryland districts. The purpose of the ETP is to provide a framework for LSSs to develop a shared understanding of practices that have been found through research to impact student outcomes. Conducted as a self-assessment, the ETP is a tool for LSSs to identify strengths, establish priority areas for improvement, develop and action plan and evaluate their progress over time. This past school year, we facilitated ETP assessments in 23 counties and the Juvenile Services. Round 2 in the coming year!

Maryland Transition Assessment Toolkit

Transition assessments are measures that facilitate a “planned, continuous process of gathering and organizing information on the student’s strengths, needs, preferences and interests in relation to the demands of current and future living, learning, and working environments” (Sitlington, Neubert, Begun, Lombard, & Leconte, 2007, p. 3). After a thorough review of publically available transition assessments by MCIE, a workgroup was formed and assessments were categorized and reviewed by Maryland Transition Coordinators. The top rated assessments in the categories of college, career, community and self-determination were piloted in Maryland Local School Systems and the MD Transition Assessment Toolkit was created. 

Sitlington, P. L., Neubert, D. A., Begun, W. H., Lombard, R. C., & Leconte, P. J. (2007).  Assess for success (2nd ed.). Thousand Oaks, CA: Corwin Press.

Inclusive Higher Education (IHE) Transition Programs

An age-appropriate transition program for students who are 18-21 year old students would be based on a college campus. To promote opportunities for learning in age-appropriate settings with access to same-age peers, a January 2016 Report from the MD Higher Education Commisssion (MHEC) recommended recommendations an expansion of "Inclusive Higher Education Programs" among our community colleges and universities.  In MD, 19 LSSs have access to college campuses through 13 programs located on 22 campuses serving approximately 388 students.  In late 2016 MCIE surveyed local transition coordinators to identify transition program locations and then surveyed each program to gather initial information. In early 2017 MCIE visited each of the college-based transition programs to overview “best practices” based on national standards. With a draft of state standards based on national resources, MCIE piloted a self-assessment of best practices and will be finalizing a tool for local college-based transition programs to use.

Self-Advocacy Curriculum 

MCIE developed a draft Self-Advocacy Curriculum for high school students and piloted that curriculum in the 2015 and again in the 2016 school year.  Based on input from participants, the Curriculum is undergoing a change, and the revised version with fidelity checks will be available in the 2018-19 school year.