Final Draft as of Tuesday, September 5th
TA Report for
New Britain Public Schools
Initiation date of SERC involvement regarding the Settlement Agreement:
January 2005
Reporting Period:
August 2005 – May, 2006
SERC District Lead:
Maureen R. Anderson
SERC Consultants:
Greg Glidden
Michelle LeBrun-Griffin
Lisa Simoneau
CSDE Consultants:
Anne Louise Thompson
Norma Sproul
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Report on TA to New Britain Public Schools
Administrative Council
A planning meeting was held with the newly appointed Assistant Superintendent
of Instructional Services and Pupil Service Administrators to jumpstart the 20052006 school year. The meeting was held on August 9, 2005 in New Britain with
the purpose of developing an agenda for the Back-to-School session for district
administrators. An outline was developed and tasks delineated for this
professional development activity, designed to provide a comprehensive
overview of the philosophy of inclusive education, and the types of responsible
inclusive practices that can effectively create meaningful outcomes for students.
It was determined that SERC would facilitate a gallery walk related to inclusive
education and continuum of special education support and services in order to
identify individuals’ beliefs and values regarding inclusive education. Central
office personnel, along with identified administrators, would highlight technical
assistance (TA) and professional development (PD) activities conducted by
SERC the previous year. These activities would provide a framework to identify
ideas and needs for the allocation and provision of technical assistance for the
coming year.
August 19th, the opening day for New Britain district and building administrators,
provided an opportunity for all administrators to meet and network with the new
Assistant Superintendent of Instructional Services. The Assistant Superintendent
adjusted the format of the co-planned presentation to address achievement and
inclusive schools through reflection on the district’s mission and vision. A
systems thinking model was presented as framework for thinking with leadership
as the central theme, and LRE as a lesser theme.
After the overview presentation, which included a brief multimedia presentation to
“set the stage,” small groups of administrators, facilitated by pupil services
personnel and key administrators, discussed and analyzed district data to
determine critical issues that could make a difference in school improvement.
Principals’ Learning Tree
On October 25th, principals and academic coordinators participated in an
interactive presentation facilitated by SERC to: establish shared meaning
regarding the goals of the PJ et al Settlement Agreement; review the district’s
current implementation efforts regarding responsible inclusive practices; and
highlight key principles of co-teaching, IEP development, and differentiated
lesson design. Facilitated discussions provided administrators the opportunity to
establish a framework/vision for building coherence among the district’s multiple,
priority initiatives in order to support and enhance implementation efforts.
Current district data in relation to the goals of the PJ et al Settlement Agreement,
including EAP benchmarks for December 2007 were shared and discussed in
depth. Administrators present were alarmed at the data that was shared,
particularly the disproportionate information as it relates to Black and Latino
students in special education. A general mood of disapproval that
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disproportionate information had not been provided this directly or addressed
with school leadership was evident.
As discussion progressed regarding the need for leadership to ensure general
classroom placement is the first point of entry for students with disabilities, it
became obvious that all administrators were not of the belief that a general
education setting was appropriate for students with special needs. The most
common concern was voiced from a representative from New Britain High
School. For example, it was expressed that a student with a low IQ might not be
able to “handle” an academic course that is “more advanced,” such as Algebra.
Through this discourse, the purpose of the Principals’ Learning Tree became a
reality, as the Administrators supported each other and shared personal
experiences in order to foster a paradigm shift regarding inclusive education
being no different than improved education for all students.
LRE District Level Team
On September 28, 2005, a follow-up planning meeting was held at Pulaski
Middle School with members of the District Level Team to collaboratively develop
a plan for the allocation of TA for the 2005-2006 school year. In attendance were
the Assistant Superintendent, Pupil Personnel Administrators, a middle school
Principal, and members of the SERC LRE Team.
Unfortunately, this meeting took many turns and resulted in a lack of resolution
with regards to development of a TA plan for the district. In reviewing the
previous year’s activities and recommendations, SERC developed a plan through
conversations with Pupil Services Administrators thereafter. A follow-up meeting
was scheduled with the full District Level Team to finalize the allocation of TA
and to develop the agenda for the upcoming Principals’ Learning Tree (see
above); that meeting, however, was cancelled by the district. In addition, a midyear District Level Team update, scheduled for December to provide a status
report of the district’s progress toward identified benchmarks, was also cancelled
on behalf of the district.
Due to the lack of follow through and numerous scheduling changes, a meeting
was held with members of the SERC LRE team and an SDE Consultant to
address concerns regarding the district’s potential lack of interest or ability to
commit to making this work a priority. As a result, correspondence was sent to
the Assistant Superintendent to inform him that cancellations equated to lost
days. The correspondence clarified the terms of the Statement of Assurances
that was signed by the Superintendent in late August in order to ensure
successful outcomes of the remaining days of TA. SERC received a response
from the Assistant Superintendent indicating New Britain’s commitment to the
changes needed to improve the education of all students in the district.
A Step-by-Step Approach to Inclusive Schools Training (Statewide)
Five school-based teams (Holmes, Jefferson, Lincoln, and Smith Elementary
Schools; Pulaski Middle School; and New Britain High School) comprised of
administrators, general and special education teachers, and support services
personnel attended three days of A Step by Step Approach to Inclusive Schools
training during the fall and winter of 2005. Due to high demand for the training,
Roosevelt Middle School was placed on a waiting list. When spaces were later
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made available, a conflict in PD schedules resulted. Despite interest, Roosevelt
Middle School was unable to participate in the training this year.
Participants of this training received planning tools and strategies to increase
their use of promising practices to support the education of students with
disabilities in the general education classroom. It was expected that participants
share the information and resources gathered from the training with staff
members in their respective buildings. To support this effort, an after-school
follow-up session was scheduled for all elementary schools on March 28th. The
two teachers in attendance (a representative from Jefferson and Smith
elementary schools) found the conversation practical and supportive of their daily
inclusion efforts.
Co-Teaching Follow-up Support
During the summer, one special education teacher from New Britain participated
in the Co-Teaching Training of Trainers Series to become a co-teaching
facilitator. A co-teaching facilitator is equipped to provide training and TA on coteaching approaches in their district.
On August 23, 2005, the co-teaching facilitator, along with the Elementary
Special Education Coordinator, presented a co-teaching overview to a small,
mixed group of general and special education teachers from both elementary and
secondary levels.
As a follow-up to this training and the training provided by SERC the previous
year, members of the SERC LRE Team conducted co-teaching observations at
Roosevelt, Pulaski, and Slade Middle Schools and Chamberlain and Smalley
Elementary Schools. Co-teaching teams were provided with extensive feedback
after the observations regarding potential next steps that could be taken to
enhance participation and engagement of students with ID in the classroom. It
became clear that the co-teaching facilitator’s role had been under-utilized in
assisting teams with planning and the effective use of co-teaching approaches.
Early Childhood Education (ECE)
On October 15, 2005, SERC Consultants conducted an informal needs
assessment of New Britain early childhood special education teachers and
paraprofessionals. The session took place at Gaffney Elementary School, with
the purpose of laying the necessary foundation to support the efforts of early
childhood teachers and support services personnel.
Future goals for ECE in New Britain include ensuring appropriate evaluation and
identification of children in need of special education supports and services,
implementation of a comprehensive program that will meet the individualized
needs of all children served, and provision of the early intervention supports and
services necessary to increase appropriate exiting of young children from special
education.
Concentrated Technical Assistance
In mid-January, a joint decision was made to reallocate technical assistance days
to: 1) New Britain High School since a large percentage of the district’s students
with ID are presently or will be attending school there in the coming year, and 2)
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to Roosevelt Middle School since they were unable to send a team to participate
in A Step-by-Step Approach to Inclusive Schools training.
Transition
On February 16th, 2006, representatives from New Britain High School and
selected middle and elementary schools engaged in dialogue concerning
transition planning for students with ID. The session was facilitated in two
sections by Karen Stigliano, SERC Consultant. In section one, teachers from
New Britain High School met with representatives from the middle schools that
would be promoting students with ID to the high school. In section two, teachers
from the middle schools met with teachers from the elementary schools that
would be sending students with ID to sixth grade.
In both sessions, the teachers were provided with information concerning
successful transitioning of students with disabilities, especially those with ID.
They were engaged in conversation regarding current and past transition
practices within the district, recurring problems in the area of transition and how
to solve them, and ideas on how to better collaborate to ensure successful
transitions from elementary to middle school and middle to high school in the
future.
New Britain High School
Several high school administrators had expressed interest in working with SERC
to develop a technical assistance plan to address the instructional changes
necessary to better prepare the staff for the large number of students with ID due
to transition to the high school in the coming year. SERC met with various high
school staff, including general and special education teachers and
administrators, over the course of four days to identify priority focus areas for
improvement. When asked, what are you hearing…seeing…saying, participant
comments included:
- “Inclusive practices at the high school are behind the times.” Building
Administrator
- “Fostering working relationships will be key…general ed teachers are
going to need support for special education students to be considered
members vs. visitors in the classroom.” Department Chair
- “We are in the process of transitioning culture of school, not only
students.” Building Administrator
The following immediate action steps for high school staff were generated as a
result:
- provide disaggregated, special education data to teams involved in
training regarding Data-Driven Decision Making as part of CT’s
Accountability for Learning Initiative;
- explore expanding use of student data system to include special
education, office referral, and attendance information to enhance value for
teachers and expedite communication;
- provide classroom teachers with full access to IEPs vs. solely providing
them with list of accommodations;
- provide training for all staff regarding continuum of special education
support and services available via Classroom Activity Analysis Worksheet
shared at Step by Step Training;
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monitor relationships with case managers in order to enhance
communication, follow-through, and teacher support;
explore scheduling options, including distinguishing co-teaching from
support facilitation, to provide teachers with some proactive, collaborative
planning time; and
provide training for paraprofessionals regarding how to collaborate with
classroom teacher, how to support children in the classroom without
overassisting, and how to meet health needs of more severe population
(e.g., medically fragile).
The following training needs were identified for fall ‘06:
- provide opportunities for teachers to visit classrooms to observe where
successful inclusion is taking place (e.g., collaborative walkthroughs);
- support teachers in planning for differentiated instruction through
identification of essential content vs. “nice to knows” (e.g., power
standards);
- provide opportunities for teachers to engage in discussion regarding
effective inclusive practices via case studies or video discussions,
including learning principles, cooperative learning structures, and methods
for defining student behavior.
- explore how to enhance peer supports from resources shared at Step by
Step training;
- explore implementation of student support center for students needing
“check-in”/processing time prior to attending class;
- develop a bank of lessons, including strategies, grouping formats, and
technology options for teachers to use as resource;
- explore development of Innovation Configuration Maps (IC Maps) to
evaluate current practices and establish vehicle for progression from
current to desired reality;
In addition, SERC Consultants collaborated with the Special Education
Department Head to develop a PPT Progress Report or data collection tool for
general education teachers and support services personnel to complete to:
enhance communication, illuminate a strengths-based perspective, increase
utilization of curriculum-based assessments, alleviate generalizations on IEPs,
and inform decisions regarding the appropriate support and services needed to
maximize students’ progress in the general education curriculum.
On May 8, members of the SERC LRE Team conducted an overview session for
New Britain High School’s Faculty Council/Department Heads. The Special Ed
Department Head felt it was important that lessons learned and resulting training
plan for the coming year be shared from an objective lens with these building
leaders. The primary purpose for this session was to express that actions to be
taken are grounded in vision for NCLB, not because of small percentage of
special education students. SERC provided numerous resources regarding howto differentiate instruction and stressed the need for collective action to improve
student achievement.
New Britain High School is making some significant infrastructure changes that
are worth noting, such as: changing staffing assignments to maximize talents
and resources, planning for implementation of Freshman Academy in fall ’07 to
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reduce increasing failure rates and drop outs; training for all staff regarding
Capturing Kids Hearts to better meet social/emotional needs of students; and
participating in DI training of trainers with district level team.
Roosevelt Middle School
SERC Consultants engaged school-based teams in a reflection on IEP
development. Technical assistance guided participants through a reflection of
the decision-making process utilized when developing an individual student’s IEP
using new CSDE forms. Each team, comprised of general and special education
teachers, support services personnel, and the building principal, came prepared
with the current IEP of a student in their school identified with ID as a case study.
SERC consultants had an opportunity to conduct classroom observation with
selected group of teachers. A session followed where observation points were
discussed for future changes in classroom practices, especially as it relates to
effective staff participation during co-teaching lessons.
As a way of building district capacity in the practice of co-teaching and
collaboration among teaching staff, it is recommended that the trained coteaching facilitator be provided with release time to assist and coach co-teaching
teams in the effective use of co-teaching approaches.
Early Intervention Process (EIP)
As a result of a focused monitoring visit regarding disproportionality conducted by
CSDE Consultants in the fall, New Britain deemed it necessary to analyze the
implementation integrity of instructional strategies and intervention plans
designed to create conditions of success for students at the elementary school
level. SERC support included conducting a Reflective Team Process (RTP) at
eight of the ten elementary schools during the winter and spring of 2006.
(Jefferson Elementary School had participated in an RTP in April, 2005.) This
job-embedded PD opportunity affords school-based teams the opportunity to self
assess their current beliefs, actions, and experiences with early intervention;
establish shared understanding as to the effectiveness of current practices; and
determine how to support the school’s continued efforts to implement
instructional strategies that will result in improved student achievement.
As a result of the RTPs conducted, it was evident that each elementary school
would benefit from:
- increased and consistent use of research-based interventions;
- sharing of effective instructional practices as verified by classroom
teacher(s) in individual schools;
- a commitment to protected team meeting time and grade level meeting
time;
- use of impact/feasibility and gap analysis processes;
- training in data collection methods for classroom use;
- emphasis on accurate, specific, unambiguous documentation; and
- consistent support from EIP team members for classroom teachers
regarding paperwork requirements (e.g., monitoring of student progress)
and understanding of EIP processes.
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A TA/networking session was held in April 2006, at which representatives of four
EIP teams participated to discuss the progress of action plans that were
developed at the conclusion of the RTPs. The following recommendations were
made to district administration:
- provide dependable “protected” EIP team time;
- streamline documentation to be more user-friendly for all staff members;
- develop consistent procedures for keeping and sending EIP information
between schools and out of district;
- conduct PD for general and special educators regarding the indicators of
strategic decision making, differentiated instruction, and effective
instructional and behavioral practices; and
- designate curriculum specialists to coach and build the capacity of
classroom teachers to implement interventions and monitor student
progress with fidelity.
Reading First
The Reading First school in the district was monitored and supported through
monthly visits. These visits consisted of meeting with the Internal Literacy
Facilitator, External Literacy Facilitator, and Principal to discuss implementation
and progress of the Reading First grant. The District Coordinator and other
district level personnel were involved in meetings as necessary. Observations of
literacy team meetings, grade level meetings, and classrooms also occurred
during the monthly visits.
SERC Recommendations Regarding Next Steps not done
 Reconvene District Level Team for appropriate planning of responsible
inclusive strategies in all schools;

District needs to look at how building capacity of staff to support and
maintain practice (i.e., accountability, implementation integrity);

Need to align district improvement plan for cohesiveness among varying
priorities;

Use of SERC TA to help create and implement a seamless system of
services for the Freshman Academy; and

Develop a framework for the co-teaching facilitator to be utilized more
effectively in district.