leadership in high schools

We are into the third quarter of 2007-2008 and already we have witnessed the advent of level co-teaching in English grades 9 and 10.  This is in addition to the co-teaching that occurs in Earth Science.  What is interesting to note is that Level 2 co-teaching has been achieved in English but in Earth Science I believe we are still at Level 1 with sporadic forays into Level 2.  The reason for this disparity I believe,  is because necessity drove the collaboration in Science whereas in English the move toward co-teaching was planned and executed with the support of our Consultant Teacher Rose Dorey.  Rose not only was the bridge between the two worlds of Special and General Education but also works in the English classrooms while the lessons are taught. 

The success of co-teaching at Hewes this year will be replicated in both Social Studies and Math before the end of this year.  This is not a dream for me but an expectation I have for students.  We cannot be afraid for students and their potential failure.  We should not want to protect students from instructional collaboration and learning adventures with their peers.  Yes, some students do have difficulty in the model but I believe that the co-teaching/learning model positively impacts both students and instructors.  One special needs student in Earth Science presents various distractions.  He is autistic.  Whereas we can easily speak about the negative impact the higher demands of  learning are putting on him, we cannot argue that his inclusion is not teaching other students tolerance and expanding the skill base of both the special and regular ed. teachers in the classroom.  We have to be cautious when making subjective judgements about student’s success and failure.  We have to  trust our professional instincts and push our personal teaching limits.   The greatest opportunity to succeed must be presented to all students.  I believe that co-teaching pushes the teaching expectations of two teachers who together can plan creatively for inclusion.   I also believe that co-teaching is expanding the horizons of all high school students at the Hewes Center and re-defines for them the meaning of  Special Education and Success for All.  Phyllis Calloren, English Teacher said it best and I will try to quote her “working with Jim (Special Ed) has released the creativity I had before NCLB.”  This comment was made to me after I had sat in on an English class co-taught in E. building by a gen. ed and special ed. teacher in collaboration with the consultant teacher.  Students in this class were working on “Success Indicators”  using newspapers, magazines and the computer to generate their impressions of success as portrayed in the media. 

Are our students not getting the best of all instructional methodology when two teachers are working together to present interesting material with a student focus?  Are we not alternative when we teach to the interest of each student?  Are we not special when we program for all students based on differentiated instruction?  I think so and I believe we are on the path to program success at the Hewes Center. 

Suffice it to say that our turn around on this has been nothing short of phenomenal.  Earlier this month a call came in inquiring as to whether we had openings in the K-2 grade level.   On Monday 2/25/08 the classroom will open with 3 students.  A tour will occur on the same day, and we hope to register a 4th student on Tuesday 2/26.  A place is being reserved for still another student who is moving into one of our component district within the next few days.  In 2-3 weeks this slot will be filled.  My goal is to have the classroom filled to its capacity  by late March.  Isn’t it great to have goals?

The Hewes Center has not had an elementary classroom in ages!.  I have heard good stories about “when the little ones were last here”  but short of seeing signs of the program’s existence via small people’s furniture in the store rooms, we have no experience with this type of program at the Hewes Center during the regular school year.  (Summer is great because we see all the age groups).  I sought our Pete Holl and Marci Kupiec, teachers who remember the headstart program at Hewes.  These two teachers have provided me with history and background.  My excitement has been tempered by these teachers who describe what their experiences were with the early elementary population.  Good thing we have these instructional and classroom behavior experts on hand,  believe you me we shall be using them in the weeks to come. 

Opening this classroom will complete the continuum of educational programming at the Center - Kindergarten through Age 21.  Our maintenance crew has been wonderful.  The library had to be broken down,  bookshelves had to be moved into classrooms.  The Art Room had to be re-located.  The printing station had to be moved to another location.  Christine Burdick, Supervisor, sent boxes over of relevant school materials.  Interim Supervisor, helped interview teachers and brought over some more materials from the LoGuidice Center.  The School Nurse, Sue Collander sat in on in-takes with me on 2/22/08 at a component school site.  Sue also helped interview for classroom staff. 

Before mid-winter break I took a ride on a John Deere mini hauler with Paul Peru and brought up little 8 wooden chairs.  I deliberately lined up the chairs in the lobby for a week as a way to rev up more excitement for our work at the Hewes Center.  Attention was received.  Pete Holl turned over one of the chairs and discovered his name written under one; testament to his time teaching elementary. 

It is wonderful to see how having big dreams can come to fruition when we all work toward one goal - taking our united talents, focussing them on instructional delivery and providing educational opportunities to students that are meaningful, relevant and service oriented.  Kudos to our fellow teachers in component schools.  Mary Alice, Special Education, is noteworthy.   She sat in on the student in-takes and provided all the background information on a student as well as the recommendation to refer to BOCES.  Teachers like Mary Alice are a fine example of “first line responders” in our teaching profession.  It is these teachers who try their best to include students, experiment with strategies, invite parents to be a part of the educational decision making and when after much head banging (I’m sure) no professional text book or personal experience methods seem to work, have to recommend another placement for students.  Not an easy decision and one that we at BOCES have to respect tremendously.  I have invited Mary Alice to come to the Hewes Center and visit our 1:6:1 classrooms to see what our teachers can do with students in a smaller classroom setting.  She has much to share with us and I am sure she will want updates on Joe!

High School English Teachers Phyllis Caloren and Jim Hedlund will spearhead the Big Read America Project in 2009.  Through a grant opportunity and collaboration with SUNY Fredonia,  our Alternative and Special Education students will be participating in the national reading of To Kill a Mockingbird.  I can imagine various faculty, staff, parents and community members reading this book at the same time and then being able to participate in discussions with our students about themes, strains, connections to today, relevance and historical perspectives.  I can imagine Phyllis and Jim sponsoring an Afternoon of Reflection based on the book for students and community.  This is an example of how students can educate us and we them.  Honestly, when was the last time you read To Kill a Mocking Bird?  Have you read it?  Faculty and staff at Hewes, if you have not, you can get a head-start on students - read it before Spring 2009!   

On Feb. 8, 2008 the Transition Coordinator for our BOCES will be visiting the Hewes Center to first meet with teachers and then have a face to face meeting with all Special Needs students Age 14+.  This meeting with the teachers and students is a monumental achievement for the Work Experience Program because it expands the opportunities available to students and allows them to make the direct connection between school and the world of work.  This meeting will also inform teachers and students of the opportunities available to students within the community to practice knowledge taught in school and inform the IEP process. 

We at the Hewes Center are getting rather good at this.   Our 1:6:1 middle school classroom is now fully staffed.  The beginning of this program owes its roots to the OSS program at Hewes.  Two students were referred here awaiting testing after a referral was made to the Committee on Special Education.  Then came the solicitation to school districts asking for students who met the criteria for out of district placement and special education classification.  It was not long before the classroom was filled.  Now we have a waiting list for students at the middle school level at the Hewes Center.  This means that if one student moves his/her residency, a space will open up and the waiting list will be called up for student registration and in-take. 

The 1:6:1 programs in Special Education are the most restrictive and by design are intended for students with the most maladaptive behaviors who cannot participate in speciliazed programs within the school district or within general education. 

Last week a component school district inquired into the possibility of us opening an elementary classroom.  After speaking to the Director of Special Education, Danielle OConnor, this is now a go.  We have three IEPs to consider, permission to hire staff and do the student intakes.  This classroom will complete our continuum of Special educational services at Hewes Center - Kindergarten to Age 21.  Major considerations will be the qualifications and experience of the teacher and staff.  In order for this class to continue, sustain and  survive past June 08 much team work and building wide support will have to be garnered.  I look forward to the Faculty Meeting to be held this week which will provide us the opportunity to discuss this idea in greater detail.  I have learned personally from this experience - opening a classroom requires total commitment, professional expertise, energy, emotion and positive thinking.  I know that the teachers at the Hewes Center will be delighted with this news - our challenge is to collectively sell our success as a team and in turn buy success for this elementary class, just like we did for the middle school classroom.