from isolation to incubation: how are catholic schools innovating to meet students’ special needs?...
TRANSCRIPT
From isolation to incubation: From isolation to incubation:
How are Catholic SchoolsHow are Catholic Schools
innovating to innovating to
meet students’ special needs?meet students’ special needs?
From isolation to incubation: From isolation to incubation:
How are Catholic SchoolsHow are Catholic Schools
innovating to innovating to
meet students’ special needs?meet students’ special needs?
Martin ScanlanMartin [email protected]@marquette.ed
uu
Setting the stageSetting the stageSetting the stageSetting the stage
I. I. Context of isolated innovations:Context of isolated innovations:
Inactive/ reactive responsesInactive/ reactive responses
II.II. Framework for incubating Framework for incubating innovationsinnovations
Approaching Inclusive Service Approaching Inclusive Service Delivery Delivery
in proactive and systemic in proactive and systemic mannersmanners
I. I. Context of isolated innovations:Context of isolated innovations:
Inactive/ reactive responsesInactive/ reactive responses
II.II. Framework for incubating Framework for incubating innovationsinnovations
Approaching Inclusive Service Approaching Inclusive Service Delivery Delivery
in proactive and systemic in proactive and systemic mannersmanners
How do we meet How do we meet students’ special needs?students’ special needs?
How do we meet How do we meet students’ special needs?students’ special needs?
A) A) InactiveInactive: We generally underserve : We generally underserve the very students we want most to the very students we want most to educate educate
B) B) ReactiveReactive: When we do serve these : When we do serve these students, we do so in students, we do so in pockets of pockets of innovationinnovation
A) A) InactiveInactive: We generally underserve : We generally underserve the very students we want most to the very students we want most to educate educate
B) B) ReactiveReactive: When we do serve these : When we do serve these students, we do so in students, we do so in pockets of pockets of innovationinnovation
Linguistic diversity risingLinguistic diversity risingLinguistic diversity risingLinguistic diversity rising
✜ 1979 1979 1999 the number of 1999 the number of children who spoke a language children who spoke a language other than English at home doubledother than English at home doubled
✜ Nearly three in four (72%) from Nearly three in four (72%) from homes in which Spanish is spokenhomes in which Spanish is spoken
✜ Implications for schooling: barriers Implications for schooling: barriers to educational success for these to educational success for these studentsstudents
✜ 1979 1979 1999 the number of 1999 the number of children who spoke a language children who spoke a language other than English at home doubledother than English at home doubled
✜ Nearly three in four (72%) from Nearly three in four (72%) from homes in which Spanish is spokenhomes in which Spanish is spoken
✜ Implications for schooling: barriers Implications for schooling: barriers to educational success for these to educational success for these studentsstudents
InactivInactivee
Inactive ResponseInactive ResponseInactive ResponseInactive Response
““The number of Hispanics enrolled in The number of Hispanics enrolled in Catholic schools has remained stagnant Catholic schools has remained stagnant for the past 15 years despite the robust for the past 15 years despite the robust increase in the Hispanic populationincrease in the Hispanic population””
(Notre Dame Task Force on the Participation of Latino (Notre Dame Task Force on the Participation of Latino
Children and Families in Catholic Schools, 2009)Children and Families in Catholic Schools, 2009)
Mexicans, Mexicans, ““far and away the largest U.S. far and away the largest U.S. immigrant group, also have the lowest immigrant group, also have the lowest rate of Catholic school utilizationrate of Catholic school utilization””
(Lawrence, 2000, p. 197)(Lawrence, 2000, p. 197)
““The number of Hispanics enrolled in The number of Hispanics enrolled in Catholic schools has remained stagnant Catholic schools has remained stagnant for the past 15 years despite the robust for the past 15 years despite the robust increase in the Hispanic populationincrease in the Hispanic population””
(Notre Dame Task Force on the Participation of Latino (Notre Dame Task Force on the Participation of Latino
Children and Families in Catholic Schools, 2009)Children and Families in Catholic Schools, 2009)
Mexicans, Mexicans, ““far and away the largest U.S. far and away the largest U.S. immigrant group, also have the lowest immigrant group, also have the lowest rate of Catholic school utilizationrate of Catholic school utilization””
(Lawrence, 2000, p. 197)(Lawrence, 2000, p. 197)
InactivInactivee
InactivInactivee
24% 25% 12% 13% 20%6%
30% 30% LatinoLatino
8% Latino8% Latino
13% Latino13% Latino
InactivInactivee
Pocket of Innovation:Pocket of Innovation:Pocket of Innovation:Pocket of Innovation:
Escuela de GuadalupeEscuela de Guadalupe Escuela de GuadalupeEscuela de Guadalupe
ReactiReactiveve
Students with Special Students with Special NeedsNeeds
Students with Special Students with Special NeedsNeeds
Special needs as a wide umbrellaSpecial needs as a wide umbrella
Students with diagnosed disabilitiesStudents with diagnosed disabilities 7% Catholic school population7% Catholic school population 13.5% public school population13.5% public school population
(USCCB, 2002)(USCCB, 2002)
Most common: Most common: Learning disabilities, behavior Learning disabilities, behavior
disorders, vision, speech and languagedisorders, vision, speech and language Elementary > SecondaryElementary > Secondary
(Durow, 2007)(Durow, 2007)
Special needs as a wide umbrellaSpecial needs as a wide umbrella
Students with diagnosed disabilitiesStudents with diagnosed disabilities 7% Catholic school population7% Catholic school population 13.5% public school population13.5% public school population
(USCCB, 2002)(USCCB, 2002)
Most common: Most common: Learning disabilities, behavior Learning disabilities, behavior
disorders, vision, speech and languagedisorders, vision, speech and language Elementary > SecondaryElementary > Secondary
(Durow, 2007)(Durow, 2007)
Proportional Proportional Representation in Catholic Representation in Catholic
Schools Schools
Proportional Proportional Representation in Catholic Representation in Catholic
Schools Schools School School
PopulatioPopulationn
CaucasiaCaucasiann
HispanicHispanic African African AmericanAmerican
OverallOverall 74.4%74.4% 10.9%10.9% 8%8%
StudentsStudentsWith With
DisabilitiDisabilitieses
79%79% 9%9% 8%8%USCCB, 2002USCCB, 2002
““Attitudes are the real Attitudes are the real disabilitydisability””
““Attitudes are the real Attitudes are the real disabilitydisability””
““[Catholic] schools are able to [Catholic] schools are able to accommodate students with accommodate students with special needs and/or disabilities”special needs and/or disabilities”
(Gray & Gautier, 2006, p. 136)
““[Catholic] schools are able to [Catholic] schools are able to accommodate students with accommodate students with special needs and/or disabilities”special needs and/or disabilities”
(Gray & Gautier, 2006, p. 136)
Isolated Pockets of Isolated Pockets of Innovation:Innovation:
Isolated Pockets of Isolated Pockets of Innovation:Innovation:
St. RobertSt. Robert’’s s Some drawn in from public schoolsSome drawn in from public schools Some drawn over from other Catholic Some drawn over from other Catholic
schoolsschools Paradox of an innovation imploding?Paradox of an innovation imploding?
St. RobertSt. Robert’’s s Some drawn in from public schoolsSome drawn in from public schools Some drawn over from other Catholic Some drawn over from other Catholic
schoolsschools Paradox of an innovation imploding?Paradox of an innovation imploding?
ReactiReactiveve
Students in PovertyStudents in PovertyStudents in PovertyStudents in Poverty
InactivInactivee
Catholic parents with the highest Catholic parents with the highest household incomes are most likely to household incomes are most likely to have enrolled a child in a Catholic have enrolled a child in a Catholic elementary school… Catholic parents elementary school… Catholic parents with lower household incomes are less with lower household incomes are less likely to enroll, and among those of likely to enroll, and among those of each income group who do enroll, an each income group who do enroll, an affordable tuition is more likely to be affordable tuition is more likely to be considered "very important.considered "very important.
(Gray and Gautier, 2006, p. 57)(Gray and Gautier, 2006, p. 57)
Catholic parents with the highest Catholic parents with the highest household incomes are most likely to household incomes are most likely to have enrolled a child in a Catholic have enrolled a child in a Catholic elementary school… Catholic parents elementary school… Catholic parents with lower household incomes are less with lower household incomes are less likely to enroll, and among those of likely to enroll, and among those of each income group who do enroll, an each income group who do enroll, an affordable tuition is more likely to be affordable tuition is more likely to be considered "very important.considered "very important.
(Gray and Gautier, 2006, p. 57)(Gray and Gautier, 2006, p. 57)
InactivInactivee
Isolated Pockets of Isolated Pockets of Innovation:Innovation:
Isolated Pockets of Isolated Pockets of Innovation:Innovation:
Networks of schools (i.e. NativityMiguel) Networks of schools (i.e. NativityMiguel)
Alternate funding schemesAlternate funding schemes Stewardship ModelStewardship Model Voucher ProgramsVoucher Programs
* * Note: More than the other dimensions, Note: More than the other dimensions, wewe’’re addressing the barriers of poverty re addressing the barriers of poverty systematicallysystematically
Networks of schools (i.e. NativityMiguel) Networks of schools (i.e. NativityMiguel)
Alternate funding schemesAlternate funding schemes Stewardship ModelStewardship Model Voucher ProgramsVoucher Programs
* * Note: More than the other dimensions, Note: More than the other dimensions, wewe’’re addressing the barriers of poverty re addressing the barriers of poverty systematicallysystematically
ReactiReactiveve
II. Framework for II. Framework for Incubating Innovations: Incubating Innovations:
II. Framework for II. Framework for Incubating Innovations: Incubating Innovations:
1.1. Apply our core principlesApply our core principles
2.2. Create structures promoting high Create structures promoting high quality teaching and learning for quality teaching and learning for allall
3.3. Involve policy & resource Involve policy & resource mechanismsmechanisms
1.1. Apply our core principlesApply our core principles
2.2. Create structures promoting high Create structures promoting high quality teaching and learning for quality teaching and learning for allall
3.3. Involve policy & resource Involve policy & resource mechanismsmechanisms
1) Apply our Core principles1) Apply our Core principles1) Apply our Core principles1) Apply our Core principles
Catholic social teaching:Catholic social teaching:
The dignity of the individualThe dignity of the individual The value of serving the common The value of serving the common
goodgood Preferential option for the Preferential option for the
marginalizedmarginalized(Scanlan, 2008, 2009a; Storz & Nestor, 2007)
Catholic social teaching:Catholic social teaching:
The dignity of the individualThe dignity of the individual The value of serving the common The value of serving the common
goodgood Preferential option for the Preferential option for the
marginalizedmarginalized(Scanlan, 2008, 2009a; Storz & Nestor, 2007)
2) Promote high quality 2) Promote high quality teaching and learningteaching and learning
2) Promote high quality 2) Promote high quality teaching and learningteaching and learning
✜ Building capacity of teachers:Building capacity of teachers:✜ Special Needs: Learning consultant modelSpecial Needs: Learning consultant model✜ Bilingual: From compensatory to quality Bilingual: From compensatory to quality
schooling (Brisk, 2006)schooling (Brisk, 2006)✜ Integrating Pedagogical SupportsIntegrating Pedagogical Supports
✜ Strengthen relationships in Strengthen relationships in horizontal, vertical, and diagonal horizontal, vertical, and diagonal directions directions
✜ Building capacity of teachers:Building capacity of teachers:✜ Special Needs: Learning consultant modelSpecial Needs: Learning consultant model✜ Bilingual: From compensatory to quality Bilingual: From compensatory to quality
schooling (Brisk, 2006)schooling (Brisk, 2006)✜ Integrating Pedagogical SupportsIntegrating Pedagogical Supports
✜ Strengthen relationships in Strengthen relationships in horizontal, vertical, and diagonal horizontal, vertical, and diagonal directions directions
3) Involve Policy and 3) Involve Policy and Resource MechanismsResource Mechanisms3) Involve Policy and 3) Involve Policy and Resource MechanismsResource Mechanisms
Strong governance structures Strong governance structures
(e.g., boards with limited jurisdiction)(e.g., boards with limited jurisdiction)✜ Expanded pool of resourcesExpanded pool of resources✜ Strategic planning for enrollment, Strategic planning for enrollment,
staffing, and professional staffing, and professional developmentdevelopment
✜ Educational entrepreneurismEducational entrepreneurism
Strong governance structures Strong governance structures
(e.g., boards with limited jurisdiction)(e.g., boards with limited jurisdiction)✜ Expanded pool of resourcesExpanded pool of resources✜ Strategic planning for enrollment, Strategic planning for enrollment,
staffing, and professional staffing, and professional developmentdevelopment
✜ Educational entrepreneurismEducational entrepreneurism
Example of proactive, Example of proactive, systemic reformsystemic reform
Example of proactive, Example of proactive, systemic reformsystemic reform
✜ Students with special needs: Students with special needs: Archdiocese of St. LouisArchdiocese of St. Louis
The Learning Consultant Model The Learning Consultant Model raises the capacity of general raises the capacity of general education teachers to meet the education teachers to meet the needs of the diversity of learners needs of the diversity of learners in their classrooms in their classrooms
✜ Students with special needs: Students with special needs: Archdiocese of St. LouisArchdiocese of St. Louis
The Learning Consultant Model The Learning Consultant Model raises the capacity of general raises the capacity of general education teachers to meet the education teachers to meet the needs of the diversity of learners needs of the diversity of learners in their classrooms in their classrooms
Key Dimensions of ModelKey Dimensions of ModelKey Dimensions of ModelKey Dimensions of Model
1.1. Learning Consultant (LC) as coachLearning Consultant (LC) as coach
2.2. LC develops relationships laterally, LC develops relationships laterally, vertically, and diagonallyvertically, and diagonally
3.3. LC helps school community develop LC helps school community develop tools, policies, and procedurestools, policies, and procedures
4.4. Leadership / ownership for Model Leadership / ownership for Model is distributed across school is distributed across school communitycommunity
1.1. Learning Consultant (LC) as coachLearning Consultant (LC) as coach
2.2. LC develops relationships laterally, LC develops relationships laterally, vertically, and diagonallyvertically, and diagonally
3.3. LC helps school community develop LC helps school community develop tools, policies, and procedurestools, policies, and procedures
4.4. Leadership / ownership for Model Leadership / ownership for Model is distributed across school is distributed across school communitycommunity
Recap: State of the FieldRecap: State of the FieldRecap: State of the FieldRecap: State of the Field