Partnership between
Syracuse University &
Syracuse City School District
Thomas H. Bull
Kathleen Hartman
Lorinda O’Brien
Theresa Rogers
Octavia Wilcox
Presentation Agenda
* What is Schools of Promise?
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* 4 Kinds of Professional
Development
• Process
• Site-based courses
• On-going in-school support
• Partnering to develop new
teachers
Presentation Agenda
* Through the Eyes of the Teacher
(1st Year Feedback and the Lessons Learned)
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* Principal Perspective
•
(The Keys to Leadership)
* Wrap Up / Closing
Who We Are…
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(Tom)
* Inclusive Educator - 20 years
* Mid-States RFF - S3TAIR Project
* Doctoral Student - Syracuse University
* An Enthusiastic Husband and Father
Who We Are…
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(Kathleen)
* Paraprofessional for 15 years
* Worked in inclusive classrooms and
12:1:1 classrooms
* Trainer for NYSUT Staff Development
* Loves teaching students about art
Who We Are…
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(Lorinda)
* Special Education teacher - 5 years
* Co-Teacher - 20 years
* Wife and Mother of 4
* Pastry Chef
Who We Are…
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(Theresa)
* Special Education Teacher - 7 years
* Co-Teacher - 20 years
* Wife and Mother of 4
* Old but young at heart!
Who We Are…
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(Octavia)
* Administrator for over 15 years
* State Blue Ribbon Principal
* Principal of the Year
* NYS Title 1 Principal of the Year
Schools of Promise Goal…
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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 Belief…
Include.
Belong.
Learn.
Schools of Promise Origin…
* George Theoharis and
Julie Causton-Theoharis
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* Model / Madison, Wisconsin
* Process began early 2007
Why Schools of Promise?
Mutually Beneficial Purposes
SOE
•Need quality
placements for
undergrads
•Looking for
strong models
of inclusion school-wide
SCSD
•Interested in
hope, energy,
expertise
•Outdated models
of meeting diverse
students’ needs
Selection Process…
* Met with SCSD Prinicpals
* Met with the school staff
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* 3 Schools..
Bellevue Elementary K-5
Roberts School K-8
Salem Hyde Elementary K-6
Definition of Inclusion…
By Norman Kunc (Koonz)
* Our Starting Point
Reflection on Belonging
What does it mean to belong?
Why is it important?
ELL
Playground
Academic
Achievement
Race & Equity
Strategies for
Inclusive Ed.
Schedule
School
Climate
Belonging
Inclusion for
the 21st Century
Classroom
Community
Kids w/
Challenging
Behavior
Students w/
Disabilities
This is not one more thing
on your plate…
This is the plate!
“Top-down” / “Bottom Up”
Approach
Institutional Support:
• SOE Dean
• Superintendent & District Admin.
• Elementary principals
• School staffs and leadership teams
• Individual School planning process
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Criteria for Schools:
• Supportive Leadership
• Staff Commitment to Inclusion
• Willingness to Act
Grassroots - Bottom Up
Individual School Plans:
* PATH Planning
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* 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
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* On-going In-School Support
* Partnering for Developing
Teachers
The Process…
* Bird’s Eye View of the School
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* PATH Planning
* Examining How Current Resources
Are Being Utilized
Bird’s Eye View…
* Take a Step Back…
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* Consider Strengths and Areas
in Need of Improvement
* Professional Reflection is Key
PATH Planning
Planning
Alternative
Tomorrows
with
Hope
Examining How Resources
Are Used
* Creating a visual
representation
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*Staff are used and arranged
*Creation of new options
*Think outside the box
Salem Hyde ‘06-’07
Service Delivery Model
2
2-I
2
3
3
3-I
4
4
1/2
1- I
4-I
5
Resource (.5)
1
Resource
Consultant/ teaming
in 5th grade
inclusion. Kids and
Sp. Ed teacher
across both rooms
5-I
5-I
1
6
K-I
6
K
Self-Contained:
5-7 yr olds
K
Self-Contained:
8-10 yr olds
6-I
Salem Hyde ‘08-’09
AIS
Comprehensive Collaborative Model
9*
2
SE
TA
17*
13*
2
2
SE
.5
3
3
3
4
SE
SE
TA
TA
1
10*
1
SE
4
4
TA
SE
5
SE
SE TA
TA
6
SE TA
• 1:1 assistants stay w/child
7*
K
K
8*
5
1
K
5
SE TA
TA SE
6
6
7*
Roberts OLD Model: 07-08
2-I
6/-/1
3
3
3-I
4
4
4-I
5
5
5-I
-/4/-
-/2/2
9/2/2
-/3/-
-/-/3
7/-/3
-/2/-
-/1/1
6/-/-
SE SE
TA
2
-/1/2
2
TA
SE
SE
SE
TA
SE
TA
SE
TA
SE
6
-/9/-
SE
TA
Resource
6
SE 6-I
TA
7 - Math
-/1/1
1- I
6/1/3
Resource
SE
SE
TA
1
TA
ISS
TA
Com Asst
K-I
8/-/1
TA
SE
K
SE : 7- I
11 together
w/ same peers
SE
TA
Self-Contained:
11-13 yr olds
15 students
TA
7 - Sci.
7/8-SS
8 - Math
SE : 8- 1
-/-/1
K
SE
TA
Self-Contained:
8-10 yr olds
6 students
7 - ELA
7th - 2
8th - 6
-/1/5
1
10/-/-
SE 10 together
Peers change
TA
8- ELA
8 - Sci.
Roberts Plan: 08-09
Speech: To be
assigned for a push
in model.
Fruscello
8
K
K
Ferguson Harrigan
Satalin
TA
12
K
Abbott
1
LoSurdo
SE
TA
TA
1
Sipley
1
Gacek
2
TBD
Neimeier
SE
TA
TA
17
Bliss
3
Kurgan
TA
21
3
Solan
3
Kirkby
Popp
SE
TA
6 – Math
Archer
Alexander
24
Webster
SE
TA
2
McCullough
Ci Metallo
SE
TA
24
Ch Metallo
4
4
4
McJilton Chartrand Shuman
2
Chiaka
Bliss
5
5
5
Procopio McCaffrey DeSalvia
Montrose
Langdon
SE
TA
14
TA
ISS
7- Sci
Greely
17
7 – Math 7 – ELA 7- Span
Hutson Salamone Ortiz
Ristoff
Curtin
TA
6- ELA 6- Science
6 SS
Brisson Webster Mathewson
Com Asst
SE
TA
Reading Sp
14
7-SS
8 -SS
8- ELA
Miller
Mathewson
Ortiz
Petraroja
8 - Sci. 8 – Math
McMahon Lisenko
SE
TA
SE
TA
8-Span
Ortiz
Developing Yearly Process…
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Formation of a Planning Team
* Always Looking Toward Next Year
January/February
* look at number of students/needs
* collaboratively decide where to use
human resources
* start creating teaching teams
March/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
* Summer Workshops
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* SU Collaboration Class
* Site-based SCSD
Workshop
Summer Workshops
(Summer ‘07)
* Voluntary Three Day
Professional Development
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* Introduction to:
Inclusive Strategies
Differentiation
Collaboration
* Starting Point …
Collaboration Class
(Salem Hyde / Fall 2007)
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*
*
*
*
*
*
*
*
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)
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*
*
*
*
The Right to Belong
Collaboration
Differentiated Instruction
Working with students with
challenging behaviors
* Working with students with
autism
Outcomes…
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* 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…
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* 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…
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* 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
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* 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
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* Superintendent’s Days
* SOP Meetings
Through the Eyes of
the Teachers…
What Inclusion Looked
Liked at Salem Hyde…
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* Pros
* Cons
Through the Eyes of
the Teachers…
What Inclusion Looks
Like at Salem Hyde Now…
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* Pros
* Cons
Through the Eyes of
the Teachers…
The Impact on the
School Community
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* Students
* Adults
The Keys in Leadership…
Principal’s Role:
1. To keep the vision
out front all the time
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2. To listen
3. To provide
resources (community
and in house)
The Keys in Leadership…
4. To provide time
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5. To develop process
6. To follow structure in
meetings
The Keys in Leadership…
7. To recognize teacher
strengths and cultivate
teacher leaders
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8. To insure that student
needs drive our
instructional decisions.
Key Lessons:
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* Institutional support: University & District
•* Plan and process driven by teachers
Not an add-on program, pilot or influx of
staff/money
Process for using resources and decision
making
* Gives all new perspective on
school/resources
Diverse expertise of university team
Support not adding resources
* Guiding philosophy/ principles
Not a specific model or program.
* Research - Inform larger audience
* We’ve only just begun…
Questions?
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Contact Information
037 Huntington Hall
Syracuse University
Syracuse, NY
315-443-5273
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Salem Hyde Elementary
450 Durston Ave.
Syracuse, NY 13203
315-453-4570
www.inclusioninstitutes.org/schoolsofpromise/