partnership between syracuse university & syracuse city school district

Thomas H. BullKathleen HartmanLorinda O’BrienTheresa Rogers Octavia Wilcox

Partnership between Syracuse University & Syracuse City School

District

* 4 Kinds of Professional Development• Process• Site-based courses• On-going in-school support• Partnering to develop new teachers

* What is Schools of Promise?

Presentation Agenda

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* Principal Perspective• (The Keys to Leadership)

* Through the Eyes of the Teacher (1st Year Feedback and the Lessons Learned)

Presentation Agenda

* Wrap Up / Closing



* Inclusive Educator - 20 years

* Doctoral Student - Syracuse University

* Mid-States RFF - S3TAIR Project

* An Enthusiastic Husband and Father

Who We Are… (Tom)

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* Paraprofessional for 15 years

* Trainer for NYSUT Staff Development

* Worked in inclusive classrooms and 12:1:1 classrooms

* Loves teaching students about art

Who We Are… (Kathleen)


* Special Education teacher - 5 years

* Wife and Mother of 4

* Co-Teacher - 20 years

* Pastry Chef

Who We Are… (Lorinda)


* Special Education Teacher - 7 years

* Wife and Mother of 4

* Co-Teacher - 20 years

* Old but young at heart!

Who We Are… (Theresa)


* Administrator for over 15 years

* Principal of the Year

* State Blue Ribbon Principal

* NYS Title 1 Principal of the Year

Who We Are… (Octavia)


Whole school reform to develop elementary schools committed to issues of inclusion & belonging

…to create schools where all children are valued and successful.

Schools of Promise Goal…



Schools of Promise Belief…

Include.

Belong.

Learn.

Schools of Promise Origin…

* George Theoharis and Julie Causton-Theoharis

* Model / Madison, Wisconsin

* Process began early 2007

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Why Schools of Promise?

SOE SCSD•Need quality placements for undergrads

•Looking for strong models of inclusion - school-wide

•Interested in hope, energy, expertise

•Outdated models of meeting diverse students’ needs

Schools of

Promise

Mutually Beneficial Purposes

Selection Process…

* Met with SCSD Prinicpals

* 3 Schools..

* Met with the school staff

Bellevue Elementary K-5Roberts School K-8

Salem Hyde Elementary K-6



By Norman Kunc (Koonz)

Definition of Inclusion…

* Our Starting Point

Reflection on Belonging

What does it mean to belong?

Why is it important?

Academic Achievement

Schedule

School Climate Students w/

Disabilities

Classroom Community

Playground ELL

Belonging

Strategies for Inclusive Ed.

Race & Equity

Inclusion for

Kids w/ Challenging

Behavior

the 21st Century

This is not one more thing on your plate…

This is the plate!

“Top-down” / “Bottom Up”

ApproachInstitutional Support:

• SOE Dean• Superintendent & District Admin.• Elementary principals• School staffs and leadership teams• Individual School planning process

Criteria for Schools:• Supportive Leadership• Staff Commitment to Inclusion• Willingness to Act



Grassroots - Bottom UpIndividual School Plans:

* PATH Planning

* SOP worked with school team to create goals,action plan and re-design how to provide services and configure staff

* Leadership Assistance

* Additional SU Student Placements

* Professional Development and

Resources



4 Areas of Professional Development

* Process

* Site-Based Courses

* On-going In-School Support

* Partnering for Developing

Teachers



The Process…

* Bird’s Eye View of the School

* PATH Planning

* Examining How Current Resources

Are Being Utilized


Bird’s Eye View…

* Take a Step Back…

* Consider Strengths and Areas

in Need of Improvement

* Professional Reflection is Key


PATH Planning


1. Goals

2. What is happening now?3. Who do we need to enroll?4. How can we build strength?5. What are the first steps?6. Create your plan of action for the next year.



Path process developed by Pearpoint, O’Brien & Forest (1993);Modified by Causton-Theoharis, J. & Theoharis, G. (2004)(i.e. Communication, Co-Teaching Arrangement, Adult Configuration, Empowering Team & Positive Feedback, Developing Trust)PATH Planning Alternative

Tommorrows with Hope

Planning

Alternative

Tomorrows

with

Hope

Examining How Resources Are Used

*Creation of new options


* Creating a visual representation

*Staff are used and arranged

*Think outside the box

Salem Hyde ‘06-’07 Service Delivery Model

K

K

K-I

1

1

1- I

22 2-I 3 3 3-I 4 4 4-I

5

5-I

5-I

Self-Contained:

5-7 yr olds

Resource

6

6

6-ISelf-Contained:

8-10 yr olds

Resource (.5)

1/2

Consultant/ teaming in 5th grade inclusion. Kids and Sp. Ed teacher across both rooms

Salem Hyde ‘08-’09Comprehensive Collaborative Model

K

K

K

1

1

1

2

2 2 3 3 3 4 4 4

5

5

5

6

6

6SESE

SE

SE

SE SESE SE

SE

SE

SE.5

7*

10*

9*13* 17*

8*

7*

AIS

• 1:1 assistants stay w/child

TA

TA

TA

TA

TA TA

TA

TA

TA

Roberts OLD Model: 07-08

K

K-/-/1

K-I8/-/1

1

1-/1/5

1- I6/1/3

2-/1/1

2-/1/2

2-I6/-/1

3-/4/-

3-/2/2

3-I9/2/2

4-/3/-

4-/-/3

4-I7/-/3

5-/2/-

5-I6/-/-

Self-Contained:

11-13 yr olds

15 students

Resource7th - 2 8th - 6

66

-/9/-

6-I10/-/-

Self-Contained:

8-10 yr olds

6 students

Resource

5-/1/1

7 - Math

7 - ELA

7 - Sci.

7/8-SS

8 - Math

8- ELA

8 - Sci.

TA

TA

TA

TA

SE

SE

SESE SE SE

SE

SE : 7- I11 together

w/ same peers

SE : 8- 110 together

Peers change

SETA

SETA

SETA

SETA

SETA

SETA

SETA

SETA

SETA

TAISS TA

Com Asst

Roberts Plan: 08-09

KFerguson

K Harrigan

KAbbott

1LoSurdo

1Sipley

1Gacek

2TBD

2Chiaka

2McCullough

3Kurgan

3Solan

3Kirkby

4McJilton

4Chartrand

4Shuman

5Procopio

5DeSalvia

6- ScienceWebster

6 – MathArcher

6- ELABrisson

5McCaffrey

7 – MathHutson

7 – ELASalamone

7- Sci Greely

7- SpanOrtiz

8 – MathLisenko

8- ELAMiller

8 - Sci.McMahon

TATA

TA

TASatalin Neimeier Ci Metallo

Popp Montrose Langdon

Ristoff

SETA

SETA

SETA

SETA

SETA

SETA

SETA

SETA

SETA

TAISS

TACom Asst

8

Ch Metallo

12 17

17 21 24

Alexander

Webster Curtin

14

24 14

6 SSMathewson

8 -SS

Ortiz Petraroja

Fruscello

7-SS8-Span

Ortiz

Speech: To be assigned for a push in model.

Bliss

Bliss

Mathewson

Reading Sp

Developing Yearly Process… Formation of a Planning Team

* Always Looking Toward Next YearJanuary/February

* look at number of students/needs

* collaboratively decide where to use human resources

* start creating teaching teamsMarch/April/May

* finalize teams* collaborative placement of

students* align Related Services* assign TA’s

May/June/Summer* develop new teams/team

planning



Professional Development Courses

* Site-based SCSD Workshop

* Summer Workshops

* SU Collaboration ClassQuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.

Summer Workshops (Summer ‘07)

* Introduction to: Inclusive Strategies Differentiation Collaboration


* Voluntary Three Day Professional Development

* Starting Point …

Collaboration Class (Salem Hyde / Fall 2007)

* SPE 634 - Graduate Course* SU Graduate students - SU credit* SH staff - Inservice credit* Topics Relevant to Inclusive Reform* Differentiated Curriculum* Weekly Support for the teachers* Mutally Beneficial Outcomes * Currently at Roberts / 53



SCSD Site Based Workshop (6 Weeks / Winter ‘08)* The Right to Belong* Collaboration* Differentiated Instruction* Working with students with challenging behaviors* Working with students with autism


Outcomes…* Identify and implement a variety of strategies for inclusive education.* Identify and incorporate the strategies of differentiated instruction in the writing of their lessons and units. * Learn the skills to work collaboratively in teams to deliver instruction in inclusive settings.


Teachers Reported:

Most Significant Learning…

* The co-teaching styles* Planning for

differentiated instruction* Using new ideas for community building and instructional strategies* Great community building

activities, strong inclusive environment* New strategies for

including all students in learning



Reflection…

* Collaboration among schools a plus…* Increased use of community building strategies* Deepen knowledge of inclusive education for all students* Job embedded professional development such as this has the most significant impact on changing classroom practice.


Partnering to Develop New Teachers

* Partnership with Inclusive Elementary and Special Education Teacher Ed Program* Specific placement of numerous pre-service teachers* 20 future teacher placements per semester


On-Going In School Support* Working with Teams

* Superintendent’s Days

* SOP Meetings



Through the Eyes of the Teachers…

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What Inclusion Looked Liked at Salem Hyde…

* Pros

* Cons



What Inclusion Looks Like at Salem Hyde Now…

* Pros

* Cons



The Impact on the School Community

* Students

* Adults

The Keys in Leadership…



1. To keep the vision out front all the time

2. To listen

3. To provide resources (community and in house)

Principal’s Role:




4. To provide time

5. To develop process

6.To follow structure in meetings




7. To recognize teacher strengths and cultivate teacher leaders

8.To insure that student needs drive our instructional decisions.

Key Lessons: * Institutional support: University & District•* Plan and process driven by teachers

Not an add-on program, pilot or influx of staff/moneyProcess for using resources and decision making* Gives all new perspective on school/resourcesDiverse expertise of university teamSupport not adding resources

* Guiding philosophy/ principles Not a specific model or program.

* Research - Inform larger audience* We’ve only just begun…


Questions?


Contact Information

037 Huntington HallSyracuse UniversitySyracuse, NY 315-443-5273

Salem Hyde Elementary450 Durston Ave.Syracuse, NY 13203315-453-4570

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partnership between syracuse university & syracuse city school district

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