Partnership between Syracuse University & Syracuse City School District

1. Partnership between Syracuse University & Syracuse City School District • Thomas H. Bull • Kathleen Hartman • Lorinda O’Brien • Theresa Rogers • Octavia Wilcox

2. Presentation Agenda * What is Schools of Promise? * 4 Kinds of Professional Development Process Site-based courses On-going in-school support Partnering to develop new teachers

3. Presentation Agenda * Principal Perspective (The Keys to Leadership) * Through the Eyes of the Teacher (1st Year Feedback and the Lessons Learned) * Wrap Up / Closing

4. Who We Are… (Tom) * Inclusive Educator - 20 years * Mid-States RFF - S3TAIR Project * Doctoral Student - Syracuse University * An Enthusiastic Husband and Father

5. Who We Are… (Kathleen) * Paraprofessional for 15 years * Worked in inclusive classrooms and 12:1:1 classrooms * Trainer for NYSUT Staff Development * Loves teaching students about art

6. Who We Are… (Lorinda) * Special Education teacher - 5 years * Co-Teacher - 20 years * Wife and Mother of 4 * Pastry Chef

7. Who We Are… (Theresa) * Special Education Teacher - 7 years * Co-Teacher - 20 years * Wife and Mother of 4 * Old but young at heart!

8. Who We Are… (Octavia) * Administrator for over 15 years * State Blue Ribbon Principal * Principal of the Year * NYS Title 1 Principal of the Year

9. Schools of Promise Goal… Whole school reform to develop elementary schools committed to issues of inclusion & belonging…to create schools where all children are valued and successful.

10. Schools of Promise Belief… Include. Belong. Learn.

11. Schools of Promise Origin… * George Theoharis and Julie Causton-Theoharis * Model / Madison, Wisconsin * Process began early 2007

12. Mutually Beneficial Purposes 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for undergrads • Looking for strong models of inclusion - school-wide • Interested in hope, energy, expertise • Outdated models of meeting diverse students’ needs Schools of Promise

13. Selection Process… * Met with SCSD Prinicpals * Met with the school staff * 3 Schools.. Bellevue Elementary K-5 Roberts School K-8 Salem Hyde Elementary K-6

14. Definition of Inclusion… By Norman Kunc (Koonz) * Our Starting Point

15. Reflection on Belonging What does it mean to belong? Why is it important?

16. Academic Achievement ELL Playground Strategies for Inclusive Ed. Race & Equity Classroom Community Schedule Belonging Kids w/ Challenging Behavior School Climate Students w/ Disabilities Inclusion for the 21st Century

17. This is not one more thing on your plate… This is the plate!

18. “Top-down” / “Bottom Up” Approach Institutional 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

19. Grassroots - Bottom Up Individual 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

20. 4 Areas of Professional Development * Process * Site-Based Courses * On-going In-School Support * Partnering for Developing Teachers

21. The Process… * Bird’s Eye View of the School * PATH Planning * Examining How Current Resources Are Being Utilized

22. Bird’s Eye View… * Take a Step Back… * Consider Strengths and Areas in Need of Improvement * Professional Reflection is Key

23. PATH Planning Planning Alternative Tomorrows with Hope

24. Examining How Resources Are Used * Creating a visual representation *Creation of new options *Staff are used and arranged *Think outside the box

25. Resource (.5) Resource 2 2-I 2 3 Salem Hyde ‘06-’07Service Delivery Model 3 3-I 4 4 4-I 1/2 5 1- I 5-I Consultant/ teaming in 5th grade inclusion. Kids and Sp. Ed teacher across both rooms 1 5-I 1 6 K-I Self-Contained: 8-10 yr olds 6 K Self-Contained: 5-7 yr olds 6-I K

26. AIS 9* 17* 13* SE Salem Hyde ‘08-’09Comprehensive Collaborative Model 2 2 3 3 3 4 4 4 SE TA SE .5 SE SE SE TA 2 TA TA 5 SE 1 8* SE TA TA 5 10* 1 5 1 SE TA 6 K 7* • 1:1 assistants stay w/child 6 K 7* SE TA SE TA 6 K

27. Resource Resource 7th - 2 8th - 6 Roberts OLD Model: 07-08 3 -/4/- 3 -/2/2 3-I 9/2/2 4 -/3/- 4 -/-/3 4-I 7/-/3 5 -/2/- 5 -/1/1 5-I 6/-/- 6 TA SE SE SE 2-I 6/-/1 6 -/9/- SE TA SE TA SE SE TA SE TA SE 6-I 10/-/- 2 -/1/2 SE TA TA 2 -/1/1 7 - Math 1- I 6/1/3 TA ISS 7 - ELA SE TA SE TA Com Asst SE : 7- I 11 together w/ same peers 1 -/1/5 7 - Sci. Self-Contained: 8-10 yr olds 6 students TA 1 SE TA 7/8-SS K-I 8/-/1 Self-Contained: 11-13 yr olds 15 students SE SE TA 8 - Math K -/-/1 SE : 8- 1 10 together Peers change 8- ELA TA SE TA K 8 - Sci.

28. Speech: To be assigned for a push in model. Roberts Plan: 08-09 Fruscello 12 17 8 Bliss K Ferguson K Harrigan K Abbott 1 LoSurdo 1 Sipley 1 Gacek 2 TBD 2 Chiaka 2 McCullough TA Satalin SE TA TA Neimeier SE TA TA Ci Metallo SE TA 17 21 24 Ch Metallo Bliss 3 Kurgan 3 Solan 3 Kirkby 4 McJilton 4 Chartrand 4 Shuman 5 Procopio 5 McCaffrey 5 DeSalvia SE TA TA Popp SE TA SE TA Montrose Langdon 14 TA ISS TA Com Asst 6 – Math Archer 6- ELA Brisson 6- Science Webster 6 SS Mathewson Alexander SE TA 24 Reading Sp 14 7- Sci Greely 7 – Math Hutson 7 – ELA Salamone 7- Span Ortiz 7-SS 8 -SS 8- ELA Miller 8 - Sci. McMahon 8 – Math Lisenko 8-Span Ortiz Webster Ristoff Curtin Mathewson Ortiz Petraroja SE TA SE TA

29. Developing Yearly Process… 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

30. Professional Development Courses * Summer Workshops * SU Collaboration Class * Site-based SCSD Workshop

31. Summer Workshops(Summer ‘07) * Voluntary Three Day Professional Development * Introduction to: Inclusive Strategies Differentiation Collaboration * Starting Point …

32. 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

33. 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

34. 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.

35. 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

36. 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.

37. 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

38. On-Going In School Support * Working with Teams * Superintendent’s Days * SOP Meetings

39. Through the Eyes of the Teachers… • What Inclusion Looked • Liked at Salem Hyde… • * Pros • * Cons

40. Through the Eyes of the Teachers… • What Inclusion Looks • Like at Salem Hyde Now… • * Pros • * Cons

41. Through the Eyes of the Teachers… The Impact on the School Community * Students * Adults

42. 1. To keep the vision out front all the time 2. To listen 3. To provide resources (community and in house) Principal’s Role: The Keys in Leadership…

43. The Keys in Leadership… 4. To provide time 5. To develop process To follow structure in meetings

44. The Keys in Leadership… 7. To recognize teacher strengths and cultivate teacher leaders To insure that student needs drive our instructional decisions.

45. Key Lessons: * 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…

46. Questions?

47. 037 Huntington Hall Syracuse University Syracuse, NY 315-443-5273 Salem Hyde Elementary 450 Durston Ave. Syracuse, NY 13203 315-453-4570 Contact Information www.inclusioninstitutes.org/schoolsofpromise/