Inclusive Schools. Good for Kids, Families & Communities 

The National Institute for Urban School Improvement 

...moving research to practice

Our Initiative…Our Initiative…Working towards Systemic Working towards Systemic Change in our nation’s schoolsChange in our nation’s schoolsthrough…through…

• Partner Schools Partner Schools

• Leadership AcademiesLeadership Academies

• Whole school change Whole school change

• Practitioner based inquiry to assure effective innovations Practitioner based inquiry to assure effective innovations for students with cognitive disabilitiesfor students with cognitive disabilities

• Differentiated instruction Differentiated instruction

• Linkages to National and International general education Linkages to National and International general education reform efforts on behalf of individuals with cognitive reform efforts on behalf of individuals with cognitive disabilitiesdisabilities

Systemic Change Framework goes here.

OurOur ProductsProducts//Publications…Publications… Blumberg, R., & Ferguson, P. M. (1999). On Transition Services for Youth with Disabilities. Denver: National

Institute for Urban School Improvement.

Ferguson, D., & Meyer, G. (2001). Benito Martinez Elementary.: National Institute for Urban School Improvement.

Ferguson, D. L. (1999). On Reconceptualizing Continuing Professional Development: A Framework for Planning. Denver: National Institute for Urban School Improvement.

Ferguson, D. L. (1999). On Teacher Preparation and Support in Inclusive Schools. Denver: National Institute for Urban School Improvement.

Ferguson, D. L. (1999). On Working Together: Groupwork, Teamwork, and Collaborative Work Among Educators. Denver: National Institute for Urban School Improvement.

Ferguson, D. L., Kozleski, E. B., & Smith, A. (2001). On Transformed, Inclusive Schools: A Framework to Guide Fundamental Change in Urban Schools. Denver: National Institute for Urban School Improvement.

Ferguson, P. M. (2001). On Infusing Disability Studies into the General Curriculum. Denver: National Institute for Urban School Improvement.

Gersten, R., & Baker, S. (2000). Practices for English-Language Learners An overview of Instructional Practices for English-Language Learners: Prominent Themes and Future Directions. Denver: National Institute for Urban School Improvement.

Meyer, G. (2001). On Time and How to Get More of It. Denver: National Institute for Urban School Improvement.

National Institute for Urban School Improvement. (1998). 1st Annual Urban Schools Symposium Report: Relationship, Community and Positive Reframing: Addressing the Needs of Urban Schools. Washington DC: National Institute for Urban School Improvement.

National Institute for Urban School Improvement. (1999). 2nd Annual Urban Schools Symposium Report: Finding Our Future: Exploring Key Issues Facing Urban Schools. Washington DC: National Institute for Urban School Improvement.

National Institute for Urban School Improvement. (2000). Improving Education: The Promise of Inclusive Schooling. Denver: The National Institute for Urban School Improvement.

National Institute for Urban School Improvement. (1999). Spotlight on National Institute Activities (1). Denver: National Institute for Urban School Improvement.

National Institute for Urban School Improvement. (2000). Spotlight on National Institute Activities (2). Denver: National Institute for Urban School Improvement.

National Institute for Urban School Improvement. (2000). Spotlight on National Institute Activities (3). Denver: National Institute for urban School Improvement.

National Institute for Urban School Improvement. (2001). Spotlight on National Institute Activities (4). Denver: National Institute for Urban School Improvement.

National Institute for Urban School Improvement. (2001). District Partner Profiles: Boston Public Schools (1999-2000). National Institute for Urban School Improvement. Available: www.edc.org/urban.

National Institute for Urban School Improvement. (2001). District Partner Profiles: Denver Public Schools (1999-2000). National Institute for Urban School Improvement. Available: www.edc.org/urban.

National Institute for Urban School Improvement. (2001). District Partner Profiles: District of Columbia Public Schools (1999-2000). National Institute for Urban School Improvement. Available: www.edc.org/urban.

National Institute for Urban School Improvement. (2001). District Partner Profiles: Socorro Independent School District (1999-2000). National Institute for Urban School Improvement. Available: www.edc.org/urban.

National Institute for Urban School Improvement. (2001). District Partner Schools: Chicago Public Schools (1999-2000). National Institute for Urban School Improvement. Available: www.edc.org/urban.

Payzant, T. W., & Durkin, P. (2001). Unified Student Service in Boston Public Schools: Building a Continuum of Services through Standards-based Reform. Denver: National Institute for Urban School Improvement.

Staub, D. (2000). On Inclusion and Other Kids: Here's What Research Shows so Far About Inclusion's Effect on Nondisabled Students. Denver: National Institute for Urban School Improvement.

To Download these references visit our Website: www.edc.org/urban

District-Level Interventions District-Level Products

Accomplishmentsby Districts

A local marketing plan to support a community/ district/school partnership characterized by shared agendas and vision.

A network of partner schools across the country that involve institutions of higher education and urban schools in pre-service and professional development targeted at inclusive education for all students.

This marketing plan is in the process of being developed in each community. In addition, a set of meetings to identify key players within each urban area is ongoing. University links to the urban site exist and are being targeted in Denver, El Paso and DC. Less pervasive partner activities between IHEs and local districts are occurring in Chicago and Boston. Networking among schools, between

schools, and central administration, and among schools at the various sites.

A vital national network of urban inclusive school communities.

Network or leadership academy meetings are being held in Boston, Chicago, the District of Columbia, Denver, and El Paso. The work of connecting these groups is taking place through listserv communication, participation in conferences (i.e. the Inclusion 2001 Conference in Denver), and through local symposiums.The development and annual

implementation of an assets mapping process that helps to identify the resources that can be aligned to achieve a more powerful effect.

A manual of policy recommendations for Achieving Inclusive Urban School Communities.

A vital strategy that works in conjunction with networking, assets mapping at the district, school, and community level is occurring in several of the districts. Denver hosted a local roundtable conference and the District of Columbia Public Schools will be involved in an online forum for developing a larger scale assets map of the resources and agencies that serve its youth.

The development and use of a district-wide information system that can inform and shape strategies and interventions.

A replicable information system that works across electronic platforms that informs on-going urban school improvement activities.

The CASR process describes the National Institutes evaluation work.

DistrictDistrict Results…Results…

School-Level Interventions School-Level Products Accomplishments by Schools

Leadership Academies. The implementation of a series of Academies designed to develop shared leadership a culture of inquiry and ongoing thoughtful professional development linked to diversity and practice issues. When unpacked, the content of these Academies can cover a range of skills and processes that support professional innovation and excellence in teaching. 

A network of at least 100 leadership teams across the countryA set of high quality action research studies that identify instructional and curricular processes necessary to attain valid educational outcomes for all students

Leadership Academies in four of the five districts have brought together an average of about 70 educators and community members in each site four times per year. The content of these academies is helping buildings create a structure for developing workgroups and action research teams. These teams will learn to use practice-based inquiry as an ongoing component of their own professional development and practice improvement. Content over the past year has included looking at student work, classroom practices, mapping accomplishments, constructivist lessons, differentiated instruction, four-fold multiple measures, looking at trends, student achievement data, school communication patterns, collaboration, data driven decision making.

Partner schools – Without improving the preparation of teachers to work in our urban sites, the efforts of the Institute will not be sustainable over time. Further, the resources of local universities and colleges can be used to improve the educational opportunities for all students while also preparing new teachers. Partnerships between universities, school districts and individual schools have had impact on educator practices as well as student learning outcomes.

A network of partner schools across the country that involve institutions of higher education and urban schools in preservice and professional development targeted at inclusive education for all students

Partner schools have signed on as Institute partners in Denver, El Paso, and the District of Columbia. Work on developing these connections or including partner schools in the leadership academy mix are ongoing in the other three districts. In addition, doctoral students are being linked to the Institute work in Denver, El Paso, and the District of Columbia. Conversations are furthering this possibility in Chicago and Boston. Additional support and curriculum redesign for teacher preparation is beginning to occur.

School School Results…Results…

Practice-Level Interventions

Practice-Level Products

Accomplishments by Schools

The development and support of school professional work groups focused on the development of high quality exemplary practices through practice-based inquiry that ensure achievement for each student. The focus of these practices will necessarily vary from building to building as the skills and interests of school professionals may vary across buildings.

A set of action research tools for urban school improvementA manual of classroom case studies that exemplify the practices necessary to achieve inclusive classrooms

The work on practice-based inquiry and the development of school professional workgroups is underway. Eight inquiry grants of up to $1500.00 each were awarded in Denver and El Paso. Some topics being pursued by school workgroups include differentiated instruction, appropriate classroom assessments, and tools and processes for reporting the progress of students with IEPs.

Partner schools – a critical strategy for creating seamlessness between the preparation and continuing professional development of educators.

A network of partner schools across the country that involve institutions of higher education and urban schools in preservice and professional development targeted at inclusive education for all students

Partner schools have signed on as Institute partners in Denver, El Paso, and the District of Columbia. Work on developing these connections or including partner schools in the leadership academy mix are ongoing in the other three districts. In addition, doctoral students are being linked to the Institute work in Denver, El Paso, and the District of Columbia. Conversations are furthering this possibility in Chicago and Boston. Additional support and curriculum redesign for teacher preparation is beginning to occur.

PractitionerPractitioner Results…Results…

Urban Community Interventions

Products Accomplishments by Communities

Developing linkages with the community and encouraging a variety of connections with the schools

Local area network manuals The networking is underway in several sites through interagency meetings and local roundtable discussions.

Engaging educators in the development of community profiles

School/community profiles The work is just beginning in most sites.

Networking with community and parent organizations 

Increased involvement of community members and parents in developing and sustaining educational activities in their communities

This work is underway in several of the sites. The process for documenting this networking will occur through assets mapping, which will look different for each site but be based on a similar model. Dissemination of the National Institutes inclusion message, Inclusive Schools Good for Kids, Families, and Communities, to the general public.

Networking with local media Increased attention to the work of school renewal in the local press

The work is just beginning in most sites.

CommunityCommunity Results…Results…

Students with Cognitive Disabilities

are in Schools Now...(2000-2001 Data Compiled from Socorro, Chicago and Denver Public Schools)

Physical Disabilities6%

Cognitive Disabilities57%

Speech/Language27%

Emotional-Behavior Disabilities 10%

Denver DC Boston El Paso Chicago

The Institute's National Education Network