A 3- Pronged Approach to Reinventing Schools for ALL Learners · Agenda • Opening and...

Leading Equitable & Inclusive Schools

Dr. George Theoharis Syracuse University

A 3- Pronged Approach to Reinventing Schools for ALL

Learners

Agenda

•  Opening and Introductions •  3-Pronged Approach to Reinventing Schools for ALL Learners

DAY 1 1.  Increase Access & Inclusion

a.  Dual System b.  Choosing Inclusion & Collaboration c.  Vision of Inclusion d.  Re-thinking School Structures e.  Lessons f.  Wrap up

Day 2 1.  Creating a Climate of Belonging 2.  Improving the Core Learning Context Lots of Examples

George Theoharis, 2012

Opening: Back to Back

•  Back to Back – Sit back to back – Find 3 things in common – When you get one- give a high 5 – Finish- celebratory dance!


Approach to the next two days

•  Interactive –  Please share and participate –  Remember the size of the group –  On signal, please stop talking

•  I will demonstrate strategies •  Safe and respectful •  Action steps


Who am I? •  George

–  Elementary Teacher (K, 1, ELL, 4-5) –  Principal –  Professor at SU - Ed. Leadership & Inclusive

Elementary –  Consultant- (schools & districts) –  Research agenda

•  Best practices in inclusive leadership •  School Reform •  School Principalship •  Equity and Diversity


An Example

Imagine a school that focused on Access, inclusion, equity, and belonging.

Green Tree Elementary School •  K -5th grade - 500 kids •  Racial Demographics

–  31% African-American –  10% Latino –  10% Asian –  1% Native American –  48% White

•  Native Language –  12 languages –  Significant numbers of Spanish and Hmong speaking families

•  SES –  50% poverty

•  Special Education –  14% of school –  all categories of disability in home school


Elementary Classroom Disrupted by Pullout

LL

Classroom Teacher

Sp Ed Sp Ed

S&L OT PT

Reading ESL

W

W W W W W W W W

W W W

AA AA

AA AA AA AA AS AS


Special Ed Model: Before

Self-Containted:

K-5 significant disabilities

Resource Resource

Resource

Inclusion: 20+10


Special Ed Model: After

Inclusive Teaming

Inclusive Teaming

Inclusive Teaming

Inclusive Teaming

Inclusive Teaming


Same Resources Used Differently: Special Education

•  Before •  55-60 students w/disabilities

–  All categories (not including S&L only)

•  5 Special Ed. Teachers –  1 “over loaded inclusion”

•  20 general ed + 10 special ed kids

–  3 Resource/Pull out •  Served 10- 15 kids across

grades/rooms –  1 self-containted

•  8-10 students all ages together

•  Assistants attached to students - pullout and in class

•  After •  55-60 students w/ disabilities •  5 Special Ed Teachers

–  All inclusive –  1 team w/ two 5th grade –  1 team w/ two 4th grade –  1 team w/ two 3rd grade –  1 team w/ two 2/3 classes –  1 team w/ 3 classes: kdng & 1st

grade •  1 Assistant /special ed teacher

–  Part of team •  2 assistants - health & safety


ELL Model: Before

Full time

Pullout Half- time

Pullout


ELL Model: After

Halftime Inclusive/teaming

Fulltime Inclusive/teaming


The Results

Student Achievement Results

Statewide Reading Test Data Category

Before 3 years later

Students Tested (%) 70 98

All students – Proficient or advanced (%) 50 86

African-American students – Proficient or advanced (%) 33 78

Asian students – Proficient or advanced (%) 47 100

Hispanic students – Proficient or advanced (%) 18 100

Special education students - Proficient or advanced (%) 13 60

ELL students - Proficient or advanced (%) 17 100

Students in poverty - Proficient or advanced (%) 40 78 George Theoharis, 2012

More Achievement Data

Before 3 Years Later

Students Tested (%) 76 98 Reading – Proficient or advanced % 52 84

Language Arts – 40 72

Math – Proficient or advanced % 42 75

Science- Proficient or advanced % 48 82

Social Studies – 48 91

State High Stakes 4th Grade Assessment Data

No longer on the School In Need of Improvement List George Theoharis, 2012

Suspension Data

0

5

10

15

20

25

30

1998-99 1999-2000 2000-01 2001-02 2002-03

Years

# o

f S

usp

en

sio

ns

All other

Af-AM

Started


Special Education Referral

0

5

10

15

20

25

1998-99 1999-2000 2000-01 2001-02 2002-03

Years

# o

f S

tud

en

ts R

efe

rred

& P

laced

in

Sp

ecia

l Ed

Started


4th grade State Test Percent of students with disabilities “at grade level.”

Language Arts Test

0%

10%

20%

30%

40%

50%

60%

70%

80%

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

Perc

en

t P

rofi

cie

nt

or

Ad

van

ced

Started

Left


How did you do that?

Vision •  ALL = EACH & EVERY

–  STOP ASKING: Does this student belong? –  Instead: How can we include this student?

•  IF YOU BUILD IT THEY WILL COME! –  NO PULLOUT/RESOURCE ROOMS –  NO time-out or naughty kids room

•  New Roles for general ed and specialists –  Co-plan and co-deliver instruction –  Heterogeneous groups not “back table”

Mine Yours

OURS George Theoharis, 2012

1st Prong: Increase Access/Inclusion •  SPECIAL EDUCATION

–  From 20-25% to 95% inclusive services •  ESL

–  From 0% to 100% of inclusive services –  Native Language Support in the classroom

•  TALENTED & GIFTED –  From :Select few students receive pullout for their talents –  To: T&G specialist works with all teachers on differentiation

•  Title I: Reading Intervention –  From: Pullout groups from different classes/grades –  To: Reading teachers teaming w/ classroom

•  Class placement –  Natural proportions + slight cluster –  Started with students w/ greatest needs

•  Flexible Use Rooms George Theoharis, 2012

•  Students –  Peaceful Playground –  Community Building –  Warm & Engaging Space/Climate –  Responsibility: older/younger

•  Staff –  Leadership team, communicate, appreciate

•  Families & Community –  Greeting/atmosphere, after-school, resource

center, new events

2nd Prong: Climate of Belonging


3rd Prong: Improve Core Learning Context

•  New Curricular Approaches –  Investigations Math –  Social Studies:

•  Reflecting on race –  FOSS Science –  Balanced Literacy

•  Professional Development –  Collaboration, differentiation, race, working with challenging

behaviors, strategies for inclusive classrooms, reading, math, etc


•  Created teams: some volunteers –  2 classrooms + 1 special ed + 1 assistant –  1 classroom each grade + ESL teacher + bilingual

interpreter

•  New Roles for general ed and specialists

•  Collaborative & Coordinated resources: –  Collaborator, reading coach, math, T&G



•  Collaboration training and facilitation

•  Common Planning Time for Teams –  Physically Re-organized School: Teams physically close together –  Team building & planning support –  On-going time to plan (Schedule, Sub days, & Facilitator) –  NO micro-manage/respect professional decisions



Teacher’s College Press

My Book


7 Principals & Their Schools

Principal School Students of Color (%)

F/R Lunch (%)

Special Ed. (%)

ELL (%)

Staff Exp.

Eli Hooper High 99 90 20 0 Mixed

Natalie M. Evers High 34 35 23 8 Mixed

Scott Crandall Middle

55 50 25 18 Mixed

Dale Spaight St. Middle

35 45 22 10 New

Meg Bay Creek Elementary

38 25 6 16 Mixed

Tracy Green Tree Elementary

53 45- 65 14 16 Veteran

Taylor Hilldale Elementary

35 8 8 14 Veteran


Hooper High School - Principal Eli

}  ACCESS/INCLUSION }  Inclusive Special education }  New Small School

}  CORE LEARNING CONTEXT }  Community involvement as

essential curriculum }  Collaboration

}  CLIMATE }  Staff have say in “everything” }  Focus on relationship with each

kids

}  STUDENTS OUTCOMES }  Climate

}  From 75% to 85% }  Fewer fights, fire alarms & tardies

}  Achievement

}  From 15% to 45% passing state test

}  Graduation }  From 25% to 85%


Medgar Evers High School – Principal Natalie

}  ACCESS }  Inclusive special ed. services

}  Special ed. & content teachers team teach/plan classes

}  De-track: Increased high level course offerings for all

}  Focus on attendance

}  CORE LEARNING CONTEXT }  Rigor! }  Service learning as essential }  Staff development about race

}  CLIMATE }  Restorative Justice approach to

discipline }  Staff decision making/ staff meetings }  Core principles of acceptance of

diversity }  GLBT climate }  Community Outreach/involvement

}  STUDENT OUTCOMES

}  From 14% drop-out rate to 2%

}  From 15% to 7% kids failing

}  From 68% to 80% post-secondary

}  ACT composite maintain at 23 }  Demographic change: }  3% to 23% special ed. }  11% to 34% students of color


Crandall Middle School – Principal Scott }  ACCESS

}  Inclusive special ed. }  Increase opportunities for all

}  Fine arts }  Foreign language

}  CORE LEARNING CONTEXT }  PD about race }  Collaboration }  Constructivist math

}  CLIMATE }  Focus on harassment/language }  Reach out to African-American

community }  Community building

}  STUDENT OUTCOMES }  69% to 85% reading at grade

}  55% to 78% math at grade

}  Increase in HS enrollment in college bound program

}  Reduce suspension


Spaight St. Middle School – Principal Dale

}  ACCESS }  De-tracked math program }  Changed to inclusive special ed.

}  Cross categorical/ team-teaching

}  CORE LEARNING CONTEXT }  Constructivist math }  Focus on collaboration }  PD on race

}  CLIMATE }  Focus on changing the way

families & kids treated }  Community Building - classroom

and staff }  De-criminalizing behavior /

developmental approach

}  STUDENT OUTCOMES }  Discipline Changes:

}  30% reduction in behavior referrals }  25% reduction in suspensions }  60% reduction in police

involvement

}  Attendance improved to 94%

}  Achievement }  62% to 80% proficient/advanced }  Above state average for high

poverty schools


Bay Creek Elementary School – Principal Meg

}  ACCESS }  No pullout programs: }  Inclusive ELL, special ed., Title I

waiver }  Reduced class size to 16:1

}  CORE LEARNING CONTEXT }  PD on ELL (whole staff) }  PD on race }  Focus on diverse literacy strategies

& math }  Balanced literacy }  Classroom teacher sole

responsibility

}  CLIMATE }  Parent Empowerment Groups:

}  huge turnout }  Warn child-centered: Classroom

community as central

}  STUDENT OUTCOMES

}  From 0% tested to 90% proficient/advanced Latino students

}  Above district and state averages for African-American, Latino, Asian groups

}  Maintain 85-90% white achievement

}  Reduce special ed. placement


Green Tree Elementary – Principal Tracy

}  ACCESS }  All inclusive

}  Special ed., ELL, talented/gifted, remedial reading

}  Extensive after school programs

}  CORE LEARNING CONTEXT }  Collaboration }  PD about race }  New Curriculum: balanced

literacy, constructivist math, hands on science

}  CLIMATE }  Community building every class }  Empowered staff }  Peaceful playground }  Family/community partners

}  STUDENT OUTCOMES }  Cut tardies in half }  Reduce special ed. placement }  Reduce suspension & behavior

referrals }  Achievement

}  From 50% to 86% reading at grade }  13 to 60% special ed. }  17 to 100% ELL }  40 to 78% F/R lunch }  +++ All racial group

}  From 42 to 78% math at grade


Hilldale Elementary School – Principal Taylor }  ACCESS

}  Inclusive special ed. & ELL }  De-track math

}  CORE LEARNING CONTEXT }  PD on race }  Collaboration }  Constructivist math

}  CLIMATE }  Staff decision making }  Classroom community

building

}  STUDENT OUTCOMES }  Reduce special ed.

placement

}  Maintain over 90% achievement


Closing the Achievement Gap

•  What are the implications from these leaders and their schools about school reform that closes the achievement gap in a socially just manner?

•  A theory of school reform…


Defining Socially Just School Reform

•  Builds on Work of –  Delpit (1995), Kozol (2005) & Kunc (1992) –  Raising student achievement of all students and

in particular of marginalized students is paramount

–  Rejects a deficit view –  Joy & happiness necessary component of

childhood –  Not “teacher proof” – new roles and learning –  Families and community as collaborative partners –  No separate standard of acceptability of reform

practices for “other people’s children”


Typical School Reform: 1 pronged approach

Improving Student Achievement

Impr

ovin

g Te

achi

ng &

Cur

ricul

um


3-Pronged Approach to School Reform

Impr

ove

Cor

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xt

Improved Student Outcomes


Reflection on Your School


Combining theory & practice…

•  For each prong… – Taking what we know and what research

tells us is best – Example of how real leaders put into action


1. Increasing Access/Inclusion

Consequences of A Dual System

Separate Systems: Funding

Preparation Knowledge

Separate Programs: Special ed General Ed

ELL Etc.

Segregation Bandaid on systemic

wounds Some served/some

not Abdication of responsibility Inequitable outcomes

(Capper, Frattura & Keyes, 2000)


One road… Pull-outs & Self-Contained

Research on Pull-Out •  Well-intentioned, but fail to meet needs of students

(US Dept. of Ed.) •  Pull-out results:

•  Lower Grades •  Lower Attendance •  Same or worse achievement •  No reduction in behavioral issues •  Content missed

(Rea, McLaughlin, Walther-Thomas; Martson) •  Disproportionate number of low-income and students of color removed

for pullout (Brantlinger et al)

•  Most students prefer to be in general education in heterogeneous classrooms

–  Stigma of pullout & social isolation (Elbaum, Schumm & Vaughn; Brantlinger)


Research on Self-Contained •  Not special teaching – methods or individualized

(Algozzine, Morsink , & Algozzine)

•  Higher teacher burnout (Nichols & LaPlant)

•  Low post-secondary employment rates - 30% •  Low rates of independent living (12%)

(Harring & Lovett)

•  Disproportionate – low-income students & students of color •  Increase use of restraint

•  Out of general education >60% –  Most likely to dropout –  If graduate, not regular diploma

(U.S. Congress) George Theoharis, 2012

Real Problem with Self-Contained

Polly’s story George Theoharis, 2012

A Common Scene The last room in the second floor hall at Reynolds Middle is

a self-contained special education room for students with a range of disabilities, ages 12-14.

While 58% of the students at Reynolds are African-American and 35% are white, all 12 of the students in the self-contained room are African-American.

At Summer Hill Elementary School across town, there are 12 students in the self-contained special education room for 8-10 year olds, and while 25% of the students at Summer Hill are African-American and 59% are white, 9 of the 12 students in the self-contained classroom are African-American (66%).

This same disparate reality is evident in self-contained special education classrooms across district after district.


Who is pulled out or self-contained in

your school? Who is not at your

school?


Choosing the other road… Inclusion & Collaboration

Including Samuel


Inclusive Education

•  By Norman Kunc

•  Read- Turn and Talk


Research on Outcomes for Children With and Without Disabilities


What is documented best practice for all children in our schools?

•  Documented Outcomes for Students With Disabilities


Greater Academic Gains

•  Students with LD served in inclusive classrooms achieved higher course grades; comparable scores on the state proficiency tests –  Rea, McLaughlin & Walther-Thomas (2002)

•  A comprehensive review of studies for students with mental retardation (intellectual disabilities) concluded that the more students were integrated, the higher were their academic performance and social skills –  Freeman & Alkin (2000)

•  Mild LD students gained in reading in inclusive classes, were equal in math, those with severe LD made equal progress in both inclusive and segregated settings –  Waldron & McLeskey (1998)


Greater Academic Gains •  Meta analysis (50 studies) more positive

learning occurred in inclusive settings. -Carlberg & Kavale (1980)

•  Meta-analysis of 11 studies showed more positive academic learning in integrated settings – Wang & Baker (1986)

•  Meta-analysis of 13 studies showed more positive academic learning in integrated settings – Baker (1994)


Demonstrated gains in developmental measures

•  13 of 14 students with disabilities increased with broad scale scores on the Scales of Independent Behavior and the Utah Core Assessments in reading, language arts and math –  McDonnell, Thorson, Disher, Mathot-Buckner, Mendel & Ray

(2003) •  Students with LD served in inclusive classrooms

achieved higher scores on language and math subtests of the Iowa Tests of Basic Skills than those in pull-out programs; –  Rea, McLaughlin & Walther-Thomas (2002)


More Academic Engagement

•  Students with disabilities more actively involved in academics after integration – Dore, Dion & Wagner (2002)

•  Students with severe disabilities had more engagement, higher-quality IEP’s, and higher levels of social interactions in inclusive education – Hunt, Farron-Davis, Beckstead, Curtis & Goetz

(1994)


Engagement with standards based tasks

•  Students in inclusive settings more likely to be working on standards linked tasks than students in non inclusive settings; Students in segregated setting more like to be engaged in tasks related to IEP objectives. – Agran (2002)


Increased Social Competence and More Social Interaction

•  Inclusive group demonstrated gains in valid and reliable measures of developmental and social competence –  Fisher & Myer (2002)

•  A comprehensive review of studies for students with mental retardation (intellectual disabilities) concluded that the more students were integrated, the higher were their academic performance and social skills –  Freeman & Alkin (2000)

•  Studies showed larger social networks, substantial social benefits, and interactions with general education students –  Fryxell & Kennedy (1995) –  Kennedy, Shulka & Fryxell (1997) George Theoharis, 2012

Increased Social Competence and More Social Interaction

•  Students with severe disabilities had more engagement, higher-quality IEP’s, and higher levels of social interactions in inclusive education – Hunt, Farron-Davis, Beckstead, Curtis & Goetz

(1994) •  Children in inclusive settings showed greater

social competence, spent more time with peers and less time alone – Cole & Meyer (1991)


Demonstrated improvement in behavior

•  In this longitudinal study where one student was followed for 7 years, after inclusion the high school student demonstrated more self-regulating behavior and fewer challenging behaviors – Ryndak, Morrison & Sommerstein (1999)


Impact on attendance

•  Students in inclusive settings attended more days of school than those in the pull-out program – Dymond & Russell (2004)


Greater integration is associated with more IEP goals being met.

– Brinker & Thorpe (1984) – Hunt, Goetz & Anderson (1986)


Problem of Segregation

•  Children with severe disabilities in segregated preschools showed less developmental progress than comparable children in integrated settings – Buysse & Bailey (1993) – Hundert, Mahoney & Mundy (1998)


No Difference – Learning Not Enhanced in Separate Settings

•  11 studies were reviewed but could not conclude that either

segregation or inclusion was more effective. Recommended best practice teaching strategies in general education. –  Manset & Semmel (1997)

•  This study found no difference in academic performance-integrated education was more cost-effective. –  Affleck, Madge, Adams & Lowenbraun (1988)

•  Case Studies: Students with LD struggled with learning across all settings. –  Baker & Zigmond (1995)


New Research:

•  Thousands of students - across hundreds of districts (IES PEELS Database)

•  Amount of time in general education relates directly to the individual student’s achievement

•  When controlling for race & SES

•  Across all types of disabilities… The more time in general education = the higher the achievement! (Cosier, 2010)

Include. Belong. Learn.


Access/Inclusion has Benefits for ALL Students

•  Academically same or better for students without disabilities

(Fishbaugh & Gum, 1994; Hunt, Staub, Alwell, & Goetz, 1994; Odom, Deklyen, & Jenkins, 1984; Saint Laurent, Glasson, Royer, Simard, & Pierard, 1998; Scruggs & Mastropieri, 1994; Sharpe, York, & Knight, 1994; Wang & Birch, 1984; Hollowood, Salisbury, Rainforth, & Palombaro, 1995; McIntosh, Vaugh, Schumm, Haager, & Lee, 1993; Peck, Carlson, & Helmstetter, 1992; Pugach & Wesson, 1995; Biklen, Corrigan, & Quick, 1989; Salisbury, Palombaro, & Hollowood, 1993).


Potential Power of Access/Inclusive ELL

•  Equitable access to resources, curricula, services •  Linguistic support for L1 through bilingual teacher/

paraprofessional •  Linguistic support for English through ESL teacher •  Full membership in classroom •  Highly tailored instruction “without the children

even knowing it” •  (Coady et al., 2008; Freeman, 2004; Handscombe, 1989; Zehr,

2006)


US Dept of Education, 2007

•  Students of Color/ Low-Income – Disproportionately placed in special

education

•  Students of Color/Low-income Student – More Likely to be in more restrictive setting

•  In other words…Over-identification and more restrictive George Theoharis, 2012

Evolution of Inclusion

•  No Schooling •  Separate Schools •  Separate Classrooms •  Mainstreaming •  Partial Inclusion •  Inclusion


“Systemic change toward inclusive education requires passionate visionary leaders who are able to build consensus around the goal of providing quality education for all learners… [Study after study found that,] administrative support and vision to be the most powerful predictor of success of moving toward full inclusion.” -Villa, Thousand, Meyers & Nevin


Aritculating a Vision: Access and Inclusion

In the words of Administrators In removing the same students over and over we make them

marginal community members… even with our best intentions to provide special programs for special ed, ESL, etc, these students are segregated and receive a lesser educational experiences. These students have the right to be in the regular classroom with the most skilled people in the school, their classroom teachers. There is no social justice without inclusion. - Elem. Principal Meg

We cannot in good conscience say that these pullout and separate programs are better than the regular core. There is no evidence that these pullout and separate programs result in achievement. Allowing them to continue relegates the same students to the back of the education bus.

- H.S. Principal Natalie


“If we waited for everyone to feel ready, safe and secure with including all kids we would never, never do it. . .

We cannot wait forever… we are constantly figuring stuff out as we go.” - Special Ed Director


•  Write a vision statement about access/ inclusion – For this I believe –  I believe this about all kids…

•  With your staff – Talk about the ideas of inclusion & access – Share & discuss Kunc’s def. of inclusion – Watch including Samuel – Articulate the destination

Action Steps


1ST LEG: INCREASE ACCESS TO CORE

Learning from the 7 leaders & Schools

Impr

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1st Leg: Increase Access to Core

•  Create Inclusive Services – Special Ed – ELL – Talented/Gifted – Remedial Reading

•  De-tracking •  Increase Opportunities

– Advanced classes, fine arts, after-school •  Increase Learning Time


The Principle of Natural Proportions

•  Students with disabilities attend the school they would if they did not have a disability.

•  Placement patterns, if you have 12% of your population=kids with special needs. No more than 12% would be in any one classroom.


Green Tree Special Ed Model: Before

Self-Contained:

K-5 significant disabilities

Resource Resource

Resource

Inclusion: 20+10


Green Tree Special Ed Model: After

Inclusive Teaming

Inclusive Teaming

Inclusive Teaming

Inclusive Teaming

Inclusive Teaming


Student Achievement Results

Statewide Reading Test Data Category

Before 3 years later

Students Tested (%) 70 98


African-American students – Proficient or advanced (%) 33 78


Hispanic students – Proficient or advanced (%) 18 100

Special education students - Proficient or advanced (%) 13 60


Students in poverty - Proficient or advanced (%) 40 78 George Theoharis, 2012

Spaight St. Middle School - Before

6- English

6 - Math

6 - SS

6- Science

7- F. Lang.

7- Science 7 - SS

8 - SS

8- Science

7 - Math 7- English

8- English

8 - Math

8- F. Lang.

Spe. Ed. Pullout

(4 teachers)

Self-contained (2 teachers)


Spaight St. Middle School - After

6- English

6 - Math

6 - SS

6- Science

7- F. Lang.

7- Science 7 - SS

8 - SS

8- Science

7 - Math 7- English

8- English

8 - Math

8- F. Lang.

6th Grade Spe. Ed. Inclusive Teaming


7th Grade Spe. Ed. Inclusive Teaming 8th Grade

Spe. Ed. Inclusive Teaming




Spaight St. Middle School- Results

• CLIMATE CHANGE –  Behavior (now including students in Special Ed)

–  30% reduction in behavior referrals –  25% reduction in suspensions –  60% reduction in police involvement

–  Attendance - improved to 94%

• ACHIEVEMENT CHANGE

–  From 62% to 77% proficient/advanced –  Above state average for high poverty schools


Medgar Evers High School - Before

Push-in Special Ed. 8-10 kids

Case manage/support 5-7 classes each 9th – 12th grade

4 paraprofessionals

Pull-out Special Ed. 15 - 18 kids

Spe. Ed –English/Reading Spe. Ed Math

Spe. Ed. Behavior Spe. Ed Science

Spe. Ed Life Skills 1 paraprofessional

Self-Contained Special Ed. 10-15 kids multiage

One room all day Primarily life skills

4 paraprofessionals


Medgar Evers High School - After

Departmentalized Special Ed. • Co-teach/co-plan w/ content teachers

• Member of content department (e.g. English, math, science)

• Became content expert & work with content teachers to differentiate

Special Ed Counsel • Case manage and communicate

• Meet regularly to check-in/update each other on case loads


Medgar Evers High School

• ACHIEVEMENT CHANGE –  From 14% drop-out rate to 2% –  From 15% to 7% kids failing –  From 68% to 80% post-secondary –  ACT composite maintained at 23

• With change from: –  3% to 23% special ed. –  11% to 34% students of color


Bay Creek ELL Model: Before

ESL Teacher Pullout ESL Teacher

Pullout


Bay Creek Inclusive ELL: Dual Certification Model

K

K

K

K

K

K

K

K/1 1/2

1/2

1/2 1/2 1/2

1/2

1/2 1/2

1/2

1/2

1/2

2

1/2

K

1/2

1/2 George Theoharis, 2012

Bay Creek Data

•  Latino Students •  4 years – from 0% to 80% at grade level

reading English •  8 years – 90% Latino

•  Hmong students – better than district and state peers •  From 0 to about 60% reading English at

grade George Theoharis, 2012

Green Tree ELL Model: Before

Full time

Pullout Half- time

Pullout


Green Tree ELL Model: After

Halftime Inclusive/teaming

Fulltime Inclusive/teaming


Green Tree Data Category Before

inclusive restructuring

After 3 years of inclusive

services Total Students Tested (%) 70 98



Latino students – Proficient or advanced (%) 18 100



1st Prong: Increase Access to Core

•  De-tracking… –  “Our de-tracking of math dismantled a system that

necessarily created winners and losers. All students could now win.”

•  Principal Dale

–  “We cannot expect different educational outcomes for students with disabilities or struggling students if the only ‘inclusion’ is done in low track or low level classes. In essence this creates a ghetto of incredibly high needs, ghettos are not good places to live or learn.”

•  Principal Natalie

–  Remember principle of natural proportions George Theoharis, 2012

1st Prong: Increase Access to Core •  Increase Opportunities

– Advanced or accelerated classes for all – Fine arts as a right for all…

•  “Students should not have to make the choice between extra support for math and playing in band.” Principal Scott

– Expanded programs after school •  Not rely on first come first served…. Save spots

•  Increase Learning Time – Decrease transition time

•  Eliminate pullout transition/disruption – Decrease out of school suspension time – Focus on attendance


Setting the Direction Moving from…

•  an assumption that the student needs to change to fit the system

Moving to… •  teachers, parents, students and specialists

collaborate to identify supports and services that best match the student’s strengths and needs.

•  the focus is on changing the environment to better support the student, rather than changing the student

US- Supplementary Aids & Services George Theoharis, 2012

Action Steps

•  Learn and understand your current structure- draw it out

•  Re-think school structures – Student placement – Staffing- draw new plans

Action Steps


District/School Placement Guide

•  Take Inventory: – Where are all of your students? – Out of district? – Cooperative programs? – Center program within district (e.g. behavior, autism)?

– Push-in? – Self-contained? – Pullout resource rooms? George Theoharis, 2012

5 Lesson Learned


1. The ways space is used

Build it

They will come


8 Lessons Learned 2. The way teachers see

students

Inclusive Kids Resource Kids

Self-contained Kids

CD Kids Mary’s Kids ELL Kids AIS Kids

OUR KIDS!


8 Lessons Learned 3. The way teachers see their jobs

Your job My job

You teach

I modify Let me know when that is planned

Our responsibility

to co-plan and co-teach


4. The way teachers spend their time

DOES this student belong?

IS general education right

for this student?

HOW can we include this

student?


5. Leadership is central to this process

Leave special education, ELL, etc.

alone

I don’t have the expertise

anyway

Philosophical and Practical

Leader

It is MY responsibility


Leaders’ Role in Successful Inclusion

•  Inclusive Schooling Requires Leadership to be out in front… –  Bold clear vision of full inclusion – Collaborative Implementation – Develop Teams – Provide Support (resources, time, PD) – Schedule Common Planning – Reduce Fragmentation/Initiatives

(Capper, Frattura & Keyes; Reihl)


Action Steps

•  What else can I do to create an inclusive vision for my school?

•  What else can I do align my school structures to fit a vision of access and opportunity?


Top 10 Ways School Leaders Can Cope with Change

1.  Announce a snow day: 5 minutes later…Just kidding 2.  At the entrance to the zoo, run towards the parking lot yelling… “the

lions have escaped, run for your lives!” 3.  Page yourself over the PA, don’t disguise your voice 4.  At school board meeting, shout BRAVO every time you hear the word “children”

5.  Wear HS letter jacket all week, don’t explain why. 6.  Go to an ATM, when the cash comes out, run around yelling, “I WON,

Look everybody, I won, I won!” 7.  Sit in the car with a hairdryer 8.  The next time someone asks you a question you don’t know the answer

to, reply “Let me go ask my mother.” 9.  At a meeting with the teacher union every time you hear the word “contract,” stand up and clap.

10.  Decorate your car with streamers and soda cans for no reason at all.


See you tomorrow!

Leading Equitable & Inclusive Schools

Dr. George Theoharis Syracuse University

A 3- Pronged Approach to Reinventing Schools for ALL

Learners

Day 2 - Agenda •  Opening and Introductions •  3-Pronged Approach to Reinventing Schools for ALL Learners

DAY 1 1.  Increase Access & Inclusion

Day 2 2.  Creating a Climate of Belonging 3.  Improving the Core Learning Context

•  Collaboration •  Paraprofessionals

Lots of Examples George Theoharis, 2012

2. Creating a Climate of Belonging

•  Belonging

•  Presuming Competence

•  Issues of Race & Diversity

Reflection on Belonging


Academic Achievement

School Climate

Harassment/Bullying

Students w/ Disabilities

Classroom Community

Playground/

Transportation

Home/School

Race & Ethnicity

Kids w/ Challenging

Behavior

Belonging LGBT

Staff Arrangement/Teams Income/SES

ELL

Schedule

Teaching Strategies Student

Placement


Presumption of Competence

•  Approaching each student (even those without language) as thinking people with ideas about their lives.

•  Give the student the benefit of the doubt, then look hard for the evidence.

•  Doug Biklen


Clip of Sue Rubin

•  Think about the concept of presumption of competence. How does that apply?


Reflection

•  Where would students like Sue, Larry & Tracy we in your school/system?

•  Who are you not programming for like they are 4.0 college student?


Climate of Belonging: Race Matters

§  “We simply do not talk enough with each other about things racial.”

»  Attorney General Eric Holder

•  “Racism is so universal in this country and deep-seated, that it is invisible because it is so normal.” –  Shirley Chisholm

•  “Without question, poverty and wealth impact students achievement. Statistically, however, even within the same economic strata, there is an achievement gap based on race.” –  Singleton & Linton

•  “The key here is not only the kind of instruction but the attitude underlying it. When teachers do not understand the potential of the students they teach, they will underteach them no matter what the methodology.” –  Lisa Delpit George Theoharis, 2012

Addressing Race


Write: What do you see?


5 Agreements about Discussing Race Singleton(2002-2003)

•  Keep it personal, local and immediate •  Isolate race

–  (race not ses, not culture, not ethnicity, not nationality, not gender)

•  Agree to be uncomfortable and non-closure

•  Examine the presence of whiteness and its impact.

•  Stay engaged George Theoharis, 2012

4 Minute Writing •  “Playing the race card.”

•  “I treat all my students the same, race does not matter.”-Anonymous teacher

•  “Why can’t we all just get along?” -Rodney King

•  “We simply do not talk enough with each

other about things racial.” »  US Attorney General Eric Holder


Race Impacting My Life

•  How consciously aware of race are you?

•  To what degree does race impact your life? Give us a percent…


White Privilege

•  What comes to mind when you hear this phrase.


Do the White Privilege Checklist.

•  Fill out the checklist and total your “Score”

•  How did it feel? •  What were your reactions?


Read White Privilege in Schools

•  Reaction… •  What have you seen? •  What other ways does white privilege

work in schools?


Homework •  Do your survey with someone who is

not the same race as you. – Not as a representative of that race, but

as a moment to learn/listen and discuss •  Take race or skin color test of your

personal associations: www.Implicit.harvard.edu


5 things: Aspects of leadership with explicit regards to race

1.  Principal’s own emotional and intellectual work about issues of race,

2.  Talking about issues of race with their staffs,

3.  Learning about race with their staffs,

4.  Infusing race into their data informed leadership,

5.  Connecting with families of color George Theoharis, 2012

Action Steps: Race •  Personal/Individual Work

–  The need for emotional and intellectual work about race and privilege –  Sense of agency/responsibility to engage staff with topic of race

•  Demographics as a lens: –  Seeing connections between race & school programs –  Data:

•  Achievement •  Behavior/Discipline •  Anecdotal •  Special Ed

•  Purposeful reaching out to communities of color

•  Staff development- whole staff •  Personal Reflections – Racial Identity •  Whiteness & White Privilege •  Book groups, race discussion groups

•  Infuse race into on-going conversations George Theoharis, 2012

Emotional & Intellectual Work about Race

•  Books –  Why Are All the Black Kids Sitting

Together in the Cafeteria (Tatum, 1997), –  Caucasia (Senna, 1998), –  Other People’s Children (Delpit, 1996), –  From Rage to Hope (Kuykendall, 1991), –  No Excuses (Carter, 2000), –  Young Gifted and Black (Perry, Steele &

Hilliard, 2003), –  White Teacher Talks about Race

(Landsman, 2005) –  White Like Me (Wise, 2006) –  Courageous Conversations about Race

(Singleton & Linton, 2006) –  We Can’t Teach What We Don’t Know

(Howard, 2006) –  Start Where you are, but don’t stay there

(Milnar) –  Why Race and Culture Matter in Schools

(Howard) –  The Skin We Speak (Delpit) –  Learning in Burning House (Horsford)

•  Videos –  Color of Fear (Wah, 1994) –  Race: The Power of Illusion

(PBS) –  School (PBS) –  True Colors (ABC - Primetime)

•  Others –  Unpacking the Invisible

Knapsack of White Privilege (McIntosh, 1998)

–  White Privilege Checklist/Quiz (Singleton, 2003)

–  Race or skin color test -personal associations:

•  www.Implicit.harvard.edu George Theoharis, 2012

2ND PRONG: CREATE A CLIMATE OF BELONGING


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2nd Prong: Create a Climate of Belonging

•  Warm, welcoming & fun

•  Classroom community building

•  Re-professionalized staff

•  Reach out to community & marginalized families

•  Pro-active/process approach to discipline



•  WARM, WELCOMING & FUN –  Friendly greetings & atmosphere

•  “The way the school welcomes parents can make a big difference. So I addressed how we needed to greet all parents and visitors … this small step made a big difference. I can hear the difference but more importantly visitors comment on that difference.”

»  Principal Dale

•  Staff Appreciation –  Peaceful playground

•  New equipment – school owned •  All games taught in PE •  New cooperative and competitive games & adult run activities •  Older students given responsibility •  Paint playground – parents/staff •  Each classroom assigned 2 weeks

–  Safe – LGBTQ •  Deal w/ harassment, GSA, language George Theoharis, 2012

Why Safe – LGBTQ?

“I would be slapped, hit all over my body, pushed in bushes or thrown to the ground, my head was stuck in dirty toilets, sometimes three times a day."!

“Every day the same thing. They would call me names in the hall, in class, at lunch, before school and after. The teachers all knew this. But they wouldn't protect ‘the smelly gay kid.’”!

"I told them two, three, four times a week every week every year. NOTHING was ever done."!!

“I’m going to say the first time was, that I was ever called a faggot, was second grade.” !

…At risk for depression, violence, vandalism, dropping out, suicide. George Theoharis, 2012

5 steps to a safer school…

LGBT Youth Speak Out http://www.youtube.com/watch?v=ASgFOtyK-w0

Still I Rise- http://www.youtube.com/watch?v=aCVB97YP5BI&feature=related


•  CLASSROOM COMMUNITY BUILDING –  Elementary/Middle - School-wide approaches

•  Tribes, joyful learning, Responsive Classroom

–  Middle/High - Attention to relationships & community

•  “Paying purposeful attention to the community in the classroom is so integral to the success and learning of that classroom. Too often our middle and high school teachers do not attend to this, or only do “get-to-know-you” activities during the first two days of school. Those same strategies can be incorporated into the teaching and learning each day. That way we are always consciously trying to enhance the connections and relationship between kids and between school and kids. This is a central part of making our inclusive changes and de-tracking work.” - Principal Natalie



•  RE-PROFESSIONALIZED STAFF –  “Teachers need to be treated as serious

professionals. This means expecting a commitment to their own learning and respecting their ability to play key roles in decision-making.” - Principal Meg

•  Authentic Empowerment – Substantial decision-making teams – Appreciation – NO micro-managing or teacher proofing



•  REACH OUT TO COMMUNITY & MARGINALIZED FAMILIES – Parent Empowerment Groups

– Visible in community •  Home visits •  Community Events •  In and around the neighborhood

– Community agency partnerships



•  PRO-ACTIVE/PROCESS APPROACH TO DISCIPLINE –  “The vast majority of discipline issues are for things that are not black and

white in nature. They are much more grey like “inappropriate behavior” or language or attitude or even pushing and shoving. These offenses cannot be punished away. We need to sit down, discuss, and educate kids. We need to listen to what they are telling us, and then have them make amends for their behavior. Calling the police on a 13 year old who is disrespectful does not change the behavior and only sentences that child to be part of the criminal system perhaps forever.” - Principal Dale

•  From “remove & punish” to…

holistic view of discipline: education, making amends, restorative justice, fresh beginnings, and keeping kids in school and class. George Theoharis, 2012

Community Building

Staff-meeting openers,trust building, ground rules

Classroom- Tribes, Responsive Classroom,

Joyful Learning Building- A warm and welcoming feel


•  Make your school look & feel warm & inviting •  Talk about presumption of competence •  Talk about issues of fairness •  Ongoing discussions & learning about race/

difference •  Make your school LGBT safe •  Adopt a community building approach

–  Train everyone –  Expect use in every classroom –  Use it with your staff

Action Steps


Action Steps

•  What else can I do to create a climate of belonging at my school?


3. Improve the Core Learning Context

• Collaborative Teaming • Paraprofessionals • Equity Gaps

Improving the Core Learning Context: What & How We Teach Matters

•  “In numerous studies it was found, that nothing was as powerful as the quality of teaching in predicting the achievement of children. Neither parents nor socio-economic status of the family were as powerful as good instruction in shaping the academic futures of students.”

–  Richard Allington

•  “Having an above average teacher for five years running can completely close the average gap between low-income students and others.”

–  John Kain and Eric Hanushek


Source: Boston Public Schools, “High School Restructuring,”. George Theoharis, 2012

Cumulative Effects On Students’ Math Scores: Dallas (Grades 3-5)

Source: Heather Jordan, Robert Mendro, & Dash Weerasinghe, “Teacher Effects On Longitudinal Student Achievement”. George Theoharis, 2012

Source: Sanders, William L. and Rivers, Joan C; “Cumulative and Residual Effects of Teachers on Future Student Academic Achievement,”, Figure 1, p.12

Stud

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ove

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ears


Improving the Core Learning Context:

Collaboration Matters •  “The promise of collaboration has apparently permeated

every dimension of society. ..Even the Lone Ranger had a partner… the truly significant inventions of the 20th century, including modern aviation technology, personal computers, and even feature-length animated films, were all produced by collaborative efforts occurring in work environments that not only respected such initiatives, but fostered an ethic of sharing…

Virtually (every study on) inclusive practices, concludes that inclusion's success in large part relies on collaboration among staff members and with parents and others, and that failures can typically be traced to shortcomings in the collaborative dimension of the services to students.”

–  Marilyn Friend George Theoharis, 2012

Improving the Core Learning Context: How Paraprofessionals are Used Matters

“Paraprofessional supports are linked with inadvertent detrimental effects.” - Giangreco, et al

“I could trade 3 paraprofessionals for one teacher allocation, and that gave me more teacher time and greater instructional expertise.”

- Principal Tracy

“We moved over a few years away from our reliance on paraprofessionals. As often as possible we converted paraprofessional FTEs to teacher FTEs. We get way more bang of the buck with teachers… Perhaps more importantly we had to get away from the false notion that inclusion = having an adult attached to each child.”

- Martin Matthews, Special Education Administrator


3RD LEG: IMPROVE THE CORE LEARNING CONTEXT


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3rd Prong: Improving the Core Learning Context

•  Collaboration

•  Paraprofessionals

•  Addressing Equity Gaps in Curriculum and Instruction –  PD – Curriculum


Collaboration


2nd Leg: Improving the Core Learning Context

• Collaboration •  Created teams: some volunteers

–  For example: 2 classrooms + 1 special ed. + 1 assistant –  1 classroom each grade + ESL teacher + bilingual interpreter –  2 special ed. teachers become part of math department –  2 special ed. teachers and assistants part of 7th grade team

•  New roles for general ed. & specialists •  Collaboration training and facilitation •  New roles for paraprofessionals •  Sacred Common Planning Time

–  Part of schedule w/ expectation about use: co-plan •  Collaborative & Coordinated resources:

–  Collaborator, reading coach, math, T&G George Theoharis, 2012

Co-Teaching by Default

•  When we don’t plan… what co-teaching models do we typically use?


Models of Teaching w/ Multiple Adults

•  One teach one observe •  Station teaching •  Parallel teaching •  Alternative teaching •  Teaching together •  One teach one assist


Tools for Leading for Collaboration

•  Co-Teaching Issues •  Guiding Questions •  Roles and Responsibilities •  Meeting Minutes •  IEP at Glance •  IEP Matrix •  Top 10


Readings

•  Be Careful What you Wish For •  Golden Rule of Paraprofessional Support

What are the detrimental effects of paraprofessional

support ? •  Dependence on adults •  Interference with peer relationships(Giangreco, Edelman,

Luiselli, MacFarland, 1997) •  Provocation of behavior problems •  Separation from classmates •  Paraprofessional relationship replaces the typical peer

connection (Cole & Meyer, 1991). •  Stigmatization- impact on belonging


“But I thought my job was to sit next to Joe.”

•  Your job is to do three things… – Help Joe to become as independent as

possible. – Help Joe connect to other kids. – Fade your support.


The Chair

Addressing Equity Gaps in C&I:

Looking Across the Schools

•  Curriculum – NOT scripted programs – NOT Narrow Curriculum – Curriculum/ teaching material for both general

ed. and specialists •  Professional Development

– School-wide focus that includes ALL staff – General ed. & specialists together – Time away w/ facilitation to change what

happens Monday George Theoharis, 2012

•  Create instructional teams •  Carve out common planning time •  Develop teams (including parapros.)

– See tools – Show Friend video

•  Retraining paraprofessionals and staff

Action Steps


Action Steps

•  What can I do to ensure more effective co-teaching practices?

•  What can I do to re-think paraprofessional support?

•  What can I do find and address equity gaps in my school?


PATH: A Tool

1. VISION: -‐Structure -‐ How we arrange adults and students -‐ Meeting the needs of all in general education. -‐ Climate

2. What’s happening now?

3. Align School Structures.

Take inventory about vision. Also, create a service delivery map that represents how are services currently are provided. Include where all staff are serving students with diverse needs.

Re-‐think structures and the use of staff to create teams of professionals to serve all students inclusively. Create new service delivery map.

4. Re-‐think stafHing

5. Impact classroom practices

6. On-‐going monitoring, adjusting & celebrating Write you speciAic action steps. Include who is responsible and dates.

Create teams of general education teachers, specialists, and paraprofessionals. Place students into classrooms respecting the natural proportions of the school.

Create & carry out a professional development plan. What staff development do teachers, paraprofessionals, administrators, etc. require? Consider: collaboration, differentiation, co-‐teaching, working with challenging behavior, ELL, literacy, etc.

ON-‐GOING -‐ Create a climate of belonging: Work with all stakeholders to assume competence, value all students, & build community among students, staff & families.

Causton-‐Theoharis & Theoharis, 2009. Adapted from Pearpoint, O’Brien & Forest, 1993.

We know what to do….it is our will. “We can, whenever and wherever we choose, successfully teach all children

whose schooling is of interest to us; we already know more than we need to do that; and whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.”

-Ronald Edmonds

3-Pronged Approach to

School Reform

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The Resistance

•  We have tried it… •  This student is too disabled… •  Not for these kids… •  My kid needs X •  I don’t want my kid with those kids •  You are ruining this school


Handy Phrases

•  “This is an inclusive school…” •  “Everyone belongs here…” •  “Here you don’t have to leave to

learn.” •  “If the student isn’t successful we have

to change our teaching.” •  “How would that fit with our

commitment to equity, access and inclusion?” George Theoharis, 2012

Shameless plug…NEW BOOK Aug. 2012

What Every Principal Needs to Know: How to Increase Student Learning for

Equitable and Excellent Schools

Theoharis & Brooks (Eds.) Teachers College Press


Registration opens April 2012. Call 315-443-4696 for more information

http://leadershipinstitute.syr.edu .


Syracuse University Summer Leadership Institute on Equity and Inclusion

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