Thomas H. Bull

1
Partnership between Syracuse University
Syracuse City School District

• Thomas H. Bull
• Kathleen Hartman
• Lorinda OBrien
• 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
Through the Eyes of the Teacher (1st Year
Feedback and the Lessons Learned)

• Principal Perspective
• (The Keys to Leadership)

Wrap Up / Closing
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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 1211
classrooms
Trainer for NYSUT Staff Development

Loves teaching students about art
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Who We Are (Lorinda)
Special Education teacher - 5 years

Co-Teacher - 20 years
Wife and Mother of 4
Pastry Chef

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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

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Whole school reform to develop elementary
schools committed to issues of inclusion
belongingto create schools where all children
are valued and successful.
Schools of Promise Goal
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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
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Why Schools of Promise?
Mutually Beneficial Purposes
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• Outdated models of meeting diverse students needs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
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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
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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?
16
Inclusion for
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 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

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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
  

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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
Birds Eye View of the School
PATH Planning
Examining How Current Resources Are Being
Utilized
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Birds Eye View
Take a Step Back
Consider Strengths and Areas in Need of
Improvement
Professional Reflection is Key
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PATH Planning
Planning Alternative Tomorrows with Hope
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Examining How Resources Are Used
Creating a visual representation
Staff are used and arranged

• Creation of new options

Think outside the box
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Salem Hyde 06-07 Service Delivery Model
2
2
2-I
3
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
6
Self-Contained 8-10 yr olds
K
Self-Contained 5-7 yr olds
6-I
K
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Salem Hyde 08-09Comprehensive Collaborative
Model
AIS
9
17
SE
13
2
2
3
3
3
4
4
4
SE
TA
SE
SE
SE
SE .5
TA
2
TA
TA
5
SE
1
8
SE
TA
TA
5
1
10

5
1
SE
TA
6
K
7

• 11 assistants stay w/child

6
K
SE
7
TA
SE
TA
6
K
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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-I 6/-/-
6
5 -/1/1
TA
SE
SE
SE
2-I 6/-/1
6 -/9/-
SE TA
SE TA
SE
SE TA
SE TA
6-I 10/-/-
SE
2 -/1/2
SE TA
TA
2 -/1/1
7 - Math
1- I 6/1/3
7 - ELA
TA ISS
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
7/8-SS
SE TA
K-I 8/-/1
Self-Contained 11-13 yr olds 15 students
8 - Math
SE
SE TA
K -/-/1
8- ELA
SE 8- 1 10 together Peers change
TA
SE TA
K
8 - Sci.
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Roberts Plan 08-09
Speech To be assigned for a push in model.
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17
Fruscello
8
Bliss
K Ferguson
K Harrigan
K Abbott
1 LoSurdo
1 Sipley
1 Gacek
2 TBD
2 Chiaka
2 McCullough
TA
TA
TA
Satalin
Neimeier
Ci Metallo
SE TA
SE TA
SE TA
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21
24
Ch Metallo
Bliss
3 Kurgan
3 Solan
3 Kirkby
4 McJilton
4 Chartrand
4 Shuman
5 Procopio
5 DeSalvia
5 McCaffrey
SE TA
TA
Popp
Montrose
Langdon
SE TA
SE TA
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TA ISS
TA Com Asst
6- Science Webster
6 Math Archer
6- ELA Brisson
6 SS Mathewson
SE TA
Alexander
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14
Reading Sp
7 Math Hutson
7 ELA Salamone
7- Sci Greely
7- Span Ortiz
8 Math Lisenko
8- ELA Miller
8 - Sci. McMahon
8 -SS
7-SS
8-Span Ortiz
Ristoff
Webster
Curtin
Ortiz
Petraroja
Mathewson
SE TA
SE TA
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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 TAs
• May/June/Summer
• develop new teams/team planning

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Professional Development Courses
Summer Workshops
SU Collaboration Class
Site-based SCSD Workshop
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Summer Workshops (Summer 07)
Voluntary Three Day Professional
Development

• Introduction to
• Inclusive Strategies
• Differentiation
• Collaboration

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
• Superintendents Days
• SOP Meetings

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Through the Eyes of the Teachers

• What Inclusion Looked
• Liked at Salem Hyde
• Pros
• Cons

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Through the Eyes of the Teachers

• What Inclusion Looks
• Like at Salem Hyde Now
• Pros
• Cons

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Through the Eyes of the Teachers
The Impact on the School Community
Students Adults
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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)
Principals Role
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The Keys in Leadership

• 4. To provide time
• 5. To develop process
• To follow structure in meetings

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The Keys in Leadership

• 7. To recognize teacher strengths and cultivate
  teacher leaders
• 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/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
• Weve only just begun

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