thomas h. bull kathleen hartman lorinda o’brien theresa rogers octavia wilcox partnership between...
TRANSCRIPT
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Thomas H. BullKathleen HartmanLorinda O’BrienTheresa Rogers Octavia Wilcox
Partnership between Syracuse University & Syracuse City School
District
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* 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
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* 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)
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* Special Education teacher - 5 years
* Wife and Mother of 4
* Co-Teacher - 20 years
* Pastry Chef
Who We Are… (Lorinda)
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* Special Education Teacher - 7 years
* Wife and Mother of 4
* Co-Teacher - 20 years
* Old but young at heart!
Who We Are… (Theresa)
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* Administrator for over 15 years
* Principal of the Year
* State Blue Ribbon Principal
* NYS Title 1 Principal of the Year
Who We Are… (Octavia)
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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…
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Schools of Promise Belief…
Include.
Belong.
Learn.
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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
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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
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By Norman Kunc (Koonz)
Definition of Inclusion…
* Our Starting Point
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Reflection on Belonging
What does it mean to belong?
Why is it important?
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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
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This is not one more thing on your plate…
This is the plate!
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“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
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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
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4 Areas of Professional Development
* Process
* Site-Based Courses
* On-going In-School Support
* Partnering for Developing
Teachers
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The Process…
* Bird’s Eye View of the School
* PATH Planning
* Examining How Current Resources
Are Being Utilized
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Bird’s Eye View…
* Take a Step Back…
* Consider Strengths and Areas
in Need of Improvement
* Professional Reflection is Key
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PATH Planning
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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.
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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
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Examining How Resources Are Used
*Creation of new options
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* Creating a visual representation
*Staff are used and arranged
*Think outside the box
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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
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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
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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
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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
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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
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Professional Development Courses
* Site-based SCSD Workshop
* Summer Workshops
* SU Collaboration ClassQuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.
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Summer Workshops (Summer ‘07)
* Introduction to: Inclusive Strategies Differentiation Collaboration
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* Voluntary Three Day Professional Development
* Starting Point …
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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
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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
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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.
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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
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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.
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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
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On-Going In School Support* Working with Teams
* Superintendent’s Days
* SOP Meetings
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Through the Eyes of the Teachers…
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What Inclusion Looked Liked at Salem Hyde…
* Pros
* Cons
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Through the Eyes of the Teachers…
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What Inclusion Looks Like at Salem Hyde Now…
* Pros
* Cons
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Through the Eyes of the Teachers…
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The Impact on the School Community
* Students
* Adults
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The Keys in Leadership…
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1. To keep the vision out front all the time
2. To listen
3. To provide resources (community and in house)
Principal’s Role:
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The Keys in Leadership…
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4. To provide time
5. To develop process
6.To follow structure in meetings
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The Keys in Leadership…
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7. To recognize teacher strengths and cultivate teacher leaders
8.To insure that student needs drive our instructional decisions.
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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…
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Questions?
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Contact Information
037 Huntington HallSyracuse UniversitySyracuse, NY 315-443-5273
Salem Hyde Elementary450 Durston Ave.Syracuse, NY 13203315-453-4570
www.inclusioninstitutes.org/schoolsofpromise/QuickTime™ and a decompressor
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