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All Technical Assistance Services

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Achievement Linking Innovation, Vision, and Engagement  (ALIVE)

MAEC works with secondary schools to develop proposals for a 21st CCLC grants to fund out-of-school time programs. Our programs deliver academics, enrichment, STEM, mentoring, character education, arts, and family literacy programming to high-need students in a culturally responsive and supportive environment.

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Community Resource Mapping

Since best solutions and ideas often arise within the communities in which our schools are located, our key stakeholders include: districts, schools, communities, and families. Together they are seeking to increase student achievement while building a cadre of future leaders.  Using a strengths-based approach for asset mapping, MAEC conducts community walks and community resource mapping to identify potential strategic partners for effective and efficient delivery of services. This process includes attention to alignment between district and school priorities so, together, partners can build the social and human capital that will help students and staff thrive.

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Community Resource Mapping

MAEC uses a strengths-based approach for asset mapping, since often the best solutions come from within the communities in which our districts/schools reside. These key stakeholders include districts, schools, communities, and families all who are seeking to increase student achievement. To this end, MAEC conducts community walks and community resource mapping to identify potential partners and allies for effective and efficient delivery of services. This process includes attention to alignment between district and school needs and priorities so together partners can build the social and human capital that will help students and staff thrive.

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Community Resource Mapping

MAEC uses a strengths-based approach for asset mapping, since often the best solutions come from within the communities in which our districts/schools reside. These key stakeholders include districts, schools, communities, and families all who are seeking to increase student achievement. To this end, MAEC conducts community walks and community resource mapping to identify potential partners and allies for effective and efficient delivery of services. This process includes attention to alignment between district and school needs and priorities so together partners can build the social and human capital that will help students and staff thrive.

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Community Resource Mapping – Early Childhood

MAEC uses a strengths-based approach because we have learned that often times the best solutions come from within the communities in which our districts/schools reside. These key stakeholders include early childhood providers, districts, schools, communities, and families all who are seeking to improve school readiness. To this end, MAEC conducts community walks and community resource mapping to identify potential partners and allies for effective and efficient delivery of early childhood services.

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Community Resource Mapping – Educational Equity

MAEC uses a strengths-based approach for asset mapping, since often the best solutions come from within the communities in which our districts/schools reside. These key stakeholders include districts, schools, communities, and families all who are seeking to increase student achievement. To this end, MAEC conducts community walks and community resource mapping to identify potential partners and allies for effective and efficient delivery of services. This process includes attention to alignment between district and school needs and priorities so together partners can build the social and human capital that will help students and staff thrive.

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Community Resource Mapping – English Learners

MAEC uses a strengths-based approach for asset mapping, since often the best solutions come from within the communities in which our districts/schools reside. These key stakeholders include districts, schools, communities, and families all who are seeking to increase student achievement. To this end, MAEC conducts community walks and community resource mapping to identify potential partners and allies for effective and efficient delivery of services. This process includes attention to alignment between district and school needs and priorities so together partners can build the social and human capital that will help students and staff thrive.

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Community Resource Mapping – FSCE

MAEC uses a strengths-based approach for asset mapping, since often the best solutions come from within the communities in which our districts/schools reside. These key stakeholders include districts, schools, communities, and families all who are seeking to increase student achievement. To this end, MAEC conducts community walks and community resource mapping to identify potential partners and allies for effective and efficient delivery of services. This process includes attention to alignment between district and school needs and priorities so together partners can build the social and human capital that will help students and staff thrive.

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Comprehensive Needs Assessment

Beginning with a disaggregated data analysis of student achievement, student discipline, and school climate, MAEC is able to effectively determine client strengths and areas of need. This collaborative inquiry approach enables MAEC to examine multiple sources of data. Using a culturally responsive and equity framework, further creates opportunities to develop operational action plans to tackle complex challenges that pose barriers to gains in student achievement.

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Comprehensive Needs Assessment

Beginning with a disaggregated data analysis of student achievement, student discipline, and school climate, MAEC is able to effectively determine client strengths and areas of need. This collaborative inquiry approach enables MAEC to examine multiple sources of data. Using a culturally responsive and equity framework, further creates opportunities to develop operational action plans to tackle complex challenges that pose barriers to gains in student achievement.

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Comprehensive Needs Assessment

Beginning with a disaggregated data analysis of student achievement, student discipline, and school climate, MAEC is able to effectively determine client strengths and areas of need. This collaborative inquiry approach enables MAEC to examine multiple sources of data. Using a culturally responsive and equity framework, further creates opportunities to develop operational action plans to tackle complex challenges that pose barriers to gains in student achievement.

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Comprehensive Needs Assessment – Early Childhood

Beginning with a disaggregated data analysis of school readiness, program quality indicators, and demographic information, MAEC is able to effectively determine client strengths and areas of need. This collaborative inquiry approach enables MAEC to examine multiple sources of data. Using a culturally responsive and equity framework, further creates opportunities to develop operational action plans to tackle complex challenges that pose barriers to gains in early childhood.

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Comprehensive Needs Assessment – Educational Equity

Beginning with a disaggregated data analysis of student achievement, student discipline, and school climate, MAEC is able to effectively determine client strengths and areas of need. This collaborative inquiry approach enables MAEC to examine multiple sources of data. Using a culturally responsive and equity framework, further creates opportunities to develop operational action plans to tackle complex challenges that pose barriers to gains in student achievement.

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Comprehensive Needs Assessment – English Learners

Beginning with a disaggregated data analysis of student achievement, student discipline, and school climate, MAEC is able to effectively determine client strengths and areas of need. This collaborative inquiry approach enables MAEC to examine multiple sources of data. Using a culturally responsive and equity framework, further creates opportunities to develop operational action plans to tackle complex challenges that pose barriers to gains in student achievement.

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Comprehensive Needs Assessment of STEM Instructional Programs

What impacts do science and math interventions have on classrooms, schools, and students? How should we best address the needs of diverse students? MAEC provides a wide variety of services to help institutions evaluate their efforts to improve math and science education. From individual student learning and engagement to statewide trends in achievement, we work with clients to identify goals, design assessments, collect and analyze data, measure outcomes, and create practical recommendations for new courses of action.

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Culturally Responsive Family, School, and Community Engagement​

Students’ benefit when schools, families, and community members share strong partnerships to improve school reform and academic achievement. As a result of this partnership, a common message that education is important and that every student matters can be echoed throughout the community. By increasing the capacity of families and communities to collaborate, exchange ideas, and develop and implement policies and action plans, our schools and communities can better meet the needs of all students and families.

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Culturally Responsive Family, School, and Community Engagement

A family is a child’s first teacher. When families’ partner with schools and community organizations, children thrive. To produce the best results for students, MAEC builds the capacity of families, educators, schools, and community organizations to collaborate, exchange ideas, and develop and implement policies and action plans. We build on the collaborative strengths of families, educators, and community members so they can each contribute to the development and success of diverse students.

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Culturally Responsive Family, School, and Community Engagement

When families’ partner with schools and community organizations,  children thrive. To produce the best results for students, MAEC builds the capacity of families, educators, schools, and community organizations to collaborate, exchange ideas, and develop and implement policies and action plans. We build on the collaborative strengths of families, educators, and community members so they can each contribute to the development and success of diverse students.

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Culturally Responsive Family, School, and Community Engagement

Students’ benefit when schools, families, and community members share strong partnerships to improve school reform and academic achievement. As a result of this partnership, a common message that education is important and that every student matters can be echoed throughout the community. By increasing the capacity of families and communities to collaborate, exchange ideas, and develop and implement policies and action plans, our schools and communities can better meet the needs of all students and families.

Share

Culturally Responsive Family, School, and Community Engagement

A family is a child’s first teacher. When families’ partner with schools and community organizations, children thrive. To produce the best results for students, MAEC builds the capacity of families, educators, schools, and community organizations to collaborate, exchange ideas, and develop and implement policies and action plans. We build on the collaborative strengths of families, educators, and community members so they can each contribute to the development and success of diverse students.

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Culturally Responsive Family, School, and Community Engagement – Educational Equity

A family is a child’s first teacher. When families’ partner with schools and community organizations, children thrive. To produce the best results for students, MAEC builds the capacity of families, educators, schools, and community organizations to collaborate, exchange ideas, and develop and implement policies and action plans. We build on the collaborative strengths of families, educators, and community members so they can each contribute to the development and success of diverse students.

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Culturally Responsive Family, School, and Community Engagement – Early Childhood

A family is a child’s first teacher. When families’ partner with early childhood centers, schools, and community organizations, children thrive. To produce the best results for children, MAEC builds the capacity of families, early childhood providers, schools, and community organizations to collaborate, exchange ideas, and develop and implement policies and action plans. We build on the collaborative strengths of families, educators and early childhood providers so they can each contribute to the development and success of diverse young children.

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Culturally Responsive Family, School, and Community Engagement – English Learners

A family is a child’s first teacher. When families’ partner with schools and community organizations, children thrive. To produce the best results for students, MAEC builds the capacity of families, educators, schools, and community organizations to collaborate, exchange ideas, and develop and implement policies and action plans. We build on the collaborative strengths of families, educators, and community members so they can each contribute to the development and success of diverse students.

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Culturally Responsive Leadership

Leaders set the tone and expectations of any organization. They do this by responding effectively to the diverse communities that they serve, being asset-focused, and proactive problem solvers. Culturally responsive leadership technical assistance provides a multi-dimensional framework that builds capacity of educators who are culturally informed and highly skilled in culturally responsive practice.

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Culturally Responsive Leadership

Leaders set the tone and expectations of any organization. They do this by responding effectively to the diverse communities that they serve, being asset-focused, and proactive problem solvers. Culturally responsive leadership technical assistance provides a multi-dimensional framework that builds capacity of educators who are culturally informed and highly skilled in culturally responsive practice.

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Culturally Responsive Leadership

Leaders set the tone and expectations of any organization. They do this by responding effectively to the diverse communities that they serve, being asset-focused, and proactive problem solvers. Culturally responsive leadership technical assistance provides a multi-dimensional framework that builds capacity of educators who are culturally informed and highly skilled in culturally responsive practice.

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Culturally Responsive Leadership – Educational Equity

Leaders set the tone and expectations of any organization. They do this by responding effectively to the diverse communities that they serve, being asset-focused, and proactive problem solvers. Culturally responsive leadership technical assistance provides a multi-dimensional framework that builds capacity of educators who are culturally informed and highly skilled in culturally responsive practice.

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Culturally Responsive Leadership – Early Childhood

Leaders set the tone and expectations of any organization. They do this by responding effectively to the diverse communities that they serve, being asset-focused, and proactive problem solvers. Culturally responsive leadership technical assistance provides a multi-dimensional framework that builds capacity of early childhood leaders who are culturally informed and highly skilled in culturally responsive practice.

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Culturally Responsive Leadership – English Learners

Leaders set the tone and expectations of any organization. They do this by responding effectively to the diverse communities that they serve, being asset-focused, and proactive problem solvers. Culturally responsive leadership technical assistance provides a multi-dimensional framework that builds capacity of educators who are culturally informed and highly skilled in culturally responsive practice.

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Culturally Responsive Pedagogy

Culturally responsive pedagogy is a method and practice of teaching in which educators and providers build on the assets that their students and families bring into the classroom. As the populations of our students grow more diverse, staff must be better prepared to respond to their needs. This requires a greater understanding and knowledge of their students’ culture, strengths, and socio-political contexts. With this practice, schools can become hubs of learning focused on the well being of the students and families being served.

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Culturally Responsive Pedagogy

Culturally responsive pedagogy is a method and practice of teaching in which educators and providers build on the assets that their students and families bring into the classroom. As the populations of our students grow more diverse, staff must be better prepared to respond to their needs. This requires a greater understanding and knowledge of their students’ culture, strengths, and socio-political contexts. With this practice, schools can become hubs of learning focused on the well being of the students and families being served.

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Culturally Responsive Pedagogy

Culturally responsive pedagogy is a method and practice of teaching in which educators and providers build on the assets that their students and families bring into the classroom. As the populations of our students grow more diverse, staff must be better prepared to respond to their needs. This requires a greater understanding and knowledge of their students’ culture, strengths, and socio-political contexts. With this practice, schools can become hubs of learning focused on the well being of the students and families being served.

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Culturally Responsive Pedagogy – Educational Equity

Culturally responsive pedagogy is a method and practice of teaching in which educators and providers build on the assets that their students and families bring into the classroom. As the populations of our students grow more diverse, staff must be better prepared to respond to their needs. This requires a greater understanding and knowledge of their students’ culture, strengths, and socio-political contexts. With this practice, schools can become hubs of learning focused on the well being of the students and families being served.

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Culturally Responsive Pedagogy – Early Childhood

Culturally responsive pedagogy is a method and practice of teaching in which early childhood educators and providers build on the assets that their children and families bring into the classroom. As the populations of our students grow more diverse, early childhood educators and providers must be better prepared to respond to their needs. This requires a greater understanding and knowledge of their students’ communities’ culture, strengths, and socio-political contexts. With this practice, childcare centers and schools can become hubs of learning focused on the well being of the children and families being served.

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Culturally Responsive Pedagogy – English Learners

Culturally responsive pedagogy is a method and practice of teaching in which educators and providers build on the assets that their students and families bring into the classroom. As the populations of our students grow more diverse, staff must be better prepared to respond to their needs. This requires a greater understanding and knowledge of their students’ culture, strengths, and socio-political contexts. With this practice, schools can become hubs of learning focused on the well being of the students and families being served.

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Educational/Cultural Field Trips for Youth and Families

MAEC works with schools to develop educational/cultural field trips for youth and families that promote college and career readiness, STEM and civic responsibility. Examples of previous trips include: visits to colleges/universities such as Bowie State University, Columbia University, Johns Hopkins University, Morgan State University; the Congressional Black Caucus,  the Apollo Theatre, the National College Fair and the Independence Seaport Museum of Philadelphia.

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FSCE Title I and Title III Plans: Plans to Engage Families of Low-Income (Title I) and Limited English Proficiency (Title III) Students

High-impact, authentic engagement of families with diverse backgrounds requires targeted skills, perspectives, and other considerations in order to be effective. MAEC works collaboratively with districts and/or schools to develop comprehensive plans, tools, and monitoring instruments that are designed to measure effectiveness and alignment between FSCE programs and federal/state/district policies in order to increase achievement.

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FSCE Trainer-of-Trainers

Successful high-impact FSCE depends on the skills and knowledge of a variety of stakeholders. MAEC conducts FSCE Trainer-of-Trainers for Title I and Title III family engagement specialists, ESOL teachers, and counselors to increase the capacity of staff to engage diverse families in their children’s education.

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Parent Academy Planning and Monitoring

Parent academies are a great way for schools and districts to engage families. However, to be effective requires intentional and strategic planning. MAEC facilitates the development of a comprehensive district-wide approach for action planning, provider identification, and outcome monitoring to ensure parent academy success.

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Parent Leadership Trainer-of-Trainers

Strong FSCE is built on the collaboration between schools and families. MAEC delivers a FSCE trainer-of-trainers model to district/school parent outreach staff to develop a strong cadre of parent/community leaders. Schools and districts are most successful when parent/community leaders can successfully navigate their children’s schools, including understanding the importance of being engaged in their children’s education, advocating for access to rigorous curriculum, and collaborating with school staff in shared decision-making to better serve students.

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Policy & Procedural Reviews

In educational systems, policies and procedures often inform practice. However, some policies or procedures may have unintended consequences when implemented that serve to further silo organizational efforts to close opportunity gaps. To address this challenge, MAEC provides state departments, districts, schools, and organizations with policy and procedural reviews to ensure they are equitable, effective, and comply with federal, state, and local laws and regulations.

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Policy & Procedural Reviews

In educational systems, policies and procedures often inform practice. However, some policies or procedures may have unintended consequences when implemented that serve to further silo organizational efforts to close opportunity gaps. To address this challenge, MAEC provides state departments, districts, schools, and organizations with policy and procedural reviews to ensure they are equitable, effective, and comply with federal, state, and local laws and regulations.

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Policy & Procedural Reviews

In educational systems, policies and procedures often inform practice. However, some policies or procedures may have unintended consequences when implemented that serve to further silo organizational efforts to close opportunity gaps. To address this challenge, MAEC provides state departments, districts, schools, and organizations with policy and procedural reviews to ensure they are equitable, effective, and comply with federal, state, and local laws and regulations.

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Policy & Procedural Reviews – Educational Equity

In educational systems, policies and procedures often inform practice. However, some policies or procedures may have unintended consequences when implemented that serve to further silo organizational efforts to close opportunity gaps. To address this challenge, MAEC provides state departments, districts, schools, and organizations with policy and procedural reviews to ensure they are equitable, effective, and comply with federal, state, and local laws and regulations.

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Policy & Procedural Reviews – Early Childhood

In educational systems, policies and procedures often inform practice. However, some policies or procedures may have unintended consequences when implemented that serve to further silo organizational efforts to close opportunity gaps. To address this challenge, MAEC provides state departments, districts, early childhood centers, schools, and organizations with policy and procedural reviews to ensure they are equitable, effective, and comply with federal, state, and local laws and regulations.

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Policy & Procedural Reviews – English Learners

In educational systems, policies and procedures often inform practice. However, some policies or procedures may have unintended consequences when implemented that serve to further silo organizational efforts to close opportunity gaps. To address this challenge, MAEC provides state departments, districts, schools, and organizations with policy and procedural reviews to ensure they are equitable, effective, and comply with federal, state, and local laws and regulations.

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Positive School Cultures and Climates

MAEC engages districts and schools in a review of school climate and disciplinary data in order to assess their strengths and areas of need. Students thrive when they are in schools that create: (1) Optimal conditions for learning; (2) Inclusive; (3) Honor the cultures of families and students; (4) Have common instructional and organizational targets; and (5)  Create a strong culture of belonging. Transformative schools also adapt multi-tiered systems of support and interventions to proactively meet the non-academic needs of students and build their self-efficacy, academic confidence, resiliency, and leadership skills to increase ownership for their learning.

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Strategic Planning and Program Design

MAEC assists schools, districts, and states in bringing key stakeholders together to identify needs, set priorities, and make realistic plans for STEM reform efforts. MAEC staff has expertise in STEM education research, organizational change, program management, and evaluation. MAEC’s experienced development team often partners with districts and universities on new projects and proposals to secure STEM-education grants from NSF, the U.S. Department of Education, and other funding sources.

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