ERIC ED427446: Project REALIGN Model Inservice Training Project. Final Report.

129 Pages·1.9 MB·English

by  ERIC

DOCUMENT RESUME
EC 307 008
ED 427 446
Castleberry, Michael S.; Wald, Penelope J.; Sobel, Andrea
AUTHOR
Project REALIGN Model Inservice Training Project. Final
TITLE
Report.
George Washington Univ., Washington, DC. Dept. of Teacher
INSTITUTION
Preparation and Special Education.
Special Education Programs (ED/OSERS), Washington, DC. Early
SPONS AGENCY
Education Program for Children with Disabilities.
1999-01-15
PUB DATE
NOTE
146p.
H0024P50038
CONTRACT
Descriptive (141)
Reports
PUB TYPE
EDRS PRICE MF01/PC06 Plus Postage.
Administrators; *Disabilities; *Early Intervention;
DESCRIPTORS
*Inclusive Schools; *Inservice Teacher Education;
Instructional Improvement; *Leadership Training; Models;
Parent Participation; Parent School Relationship;
Professional Continuing Education; Staff Development;
Teacher Collaboration; Training
*Virginia (Fairfax County)
IDENTIFIERS
ABSTRACT
This final report describes activities and accomplishments
of Project REALIGN, a three-year model inservice training project to expand
the capacity of early childhood staff, administrators and families to work
together toward improved education for all young children and maximizing the
inclusion of young children with disabilities in the school community. The
(1) the inservice training process, a
project has two primary components:
year-long school-based, staff-driven professional development effort to
promote collaborative learning among professionals and parents; and (2) the
facilitator development program, a program to prepare selected teachers to
take leadership roles in the REALIGN inservice training process.
Approximately 165 staff and parents from five public elementary schools in
Fairfax County, Virginia, participated in the inservice training component.
Fifteen teachers were trained as facilitators under the second component.
Evaluation findings demonstrate positive outcomes at the individual level,
the school community level, and the programmatic level. The project also
resulted in development of two products and dissemination in various formats.
Individual sections of the report address the project's goals and objectives,
the inservice training component, the facilitator development component,
project impact, and future activities. Appendices include sample program
documents and evaluation instruments.
(DB)
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Reproductions supplied by EDRS are the best that can be made
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from the original document.
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Project REALIGN
Model Inservice Training Project
Final Report
Early Education Program for Children with Disabilities
U. S. Department of Education
Grant Number H024P50038
CFDA No. 84.024P
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvernent
IfE UCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
Michael S. Castleberry, Ed.D.
received from the person or organization
originating it.
1:1 Minor changes have been made to
Principal Investigator
improve reproduction quality.
Penelope J. Wald, Ed.D.
Points of view or opinions stated in this
document do not necessarily represent
Project Director
official OERI position or policy.
Andrea Sobel, M.Ed.
Training Specialist
The George Washington University
Special Education
Department of Teacher Preparation and
2134 G. St NW Fourth Floor
Washington, D.C. 20052
January 15, 1999
AVAILABLE
BEST COPY
Abstract
Project REALIGN
1995-1998
Children with Disabilities
An Early Education Program for
Andrea Sobel, M Ed.
Penelope J. Wald, Ed.D.
Michael S. Castleberry, Ed.D.
Training Specialist
Project Director
Principal Investigator
model inservice training project funded by the U.S.
Project REALIGN was a three-year
Education Programs for Children with Disabilities and sponsored
Department of Education Early
Department of Teacher Preparation and Special
by The George Washington University
County Public Schools (FCPS) in Virginia. The purpose
Education in partnership with Fairfax
the capacity of early childhood staff, administrators and
of Project REALIGN was to expand
of (1) enhancing the quality of education for all young
families to work together for the purpose
for young children with disabilities to be active
children and (2) maximizing opportunities
members of the school community.
the emergence of vibrant professional learning
The desired outcome of REALIGN was
where individual and organizational growth occurred
communities in schoolscommunities
sought to increase the capacity of school staff in
simultaneously. More specifically, REALIGN
partnership with parents to:
the diverse needs of students;
collaboratively create new strategies that were responsive to
active members of the school community; and
include young children with disabilities as
personally meaningful and fulfilling.
build knowledge and skills in areas that were
the Inservice Training Process; and (2) the
REALIGN has two primary components: (1)
Inservice Training Process, a school-based, staff-driven
Facilitator Development Program. The
of the adults in the school to function
professional development approach enhances the capacity
professionals and
community and promotes collaborative learning among
as a powerful learning
Training Process spans the course of a year. Initially
parents. The REALIGN Inservice
activities which: (1) encourage the exchange of personal
participants engage in community-building
understanding of the diverse philosophical and pedagogical
goals and values, (2) promote deeper
and vision for the community. In the second
backgrounds, and (3) help identify a shared purpose
into small collaborative learning teams. Each team identifies a
stage, the community self-organizes
month period, molds their topic into a collaborative project.
topic to study and, over a six to eight
provides participants with "real-life" opportunities to tinker
Using a collaborative project approach
for improving programs for children and families, as
with new instructional models or strategies
learning.
well as practice skills of collaborative
hundred and sixty-five staff and parents from
From 1995 through 1998 approximately one
County, Virginia participated in REALIGN's Inservice
five public elementary schools in Fairfax
childhood staff, preschool through first grade, and
,
Training. Three schools targeted the early
elementary school staff for training. Staff in all cases included
two schools targeted their entire
services providers, specialists, instructional assistants and
general and special educators, related
collaborative partners. Additionally,
administrators. Four of the five schools had parents as
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Project REALIGN: H024P50038 Final Report
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development course sponsored by
fourteen teachers participated in a FCPS professional
REALIGN.
of REALIGN, prepared
The Facilitator Development Program, the second component
Inservice Training Process. Fifteen
selected teachers to take leadership roles in the REALIGN
using a model that combined observation and study
FCPS teachers were trained as facilitators
lead learning teams through the
with practice and reflection. All fifteen facilitators successfully
yearlong collaborative learning process.
the five REALIGN schools and
Over the three years, the collaborative learning teams from
thirty-three projects which focused on (1)
the FCPS professional development course completed
and (2) increased inclusive education
improved methods of meeting the diverse needs of students
projects involved teaching staff
opportunities for children with and without disabilities. These
children with disabilities and nine
who were responsible for the education of four hundred
hundred and fifty nine children without disabilities.
collaborative learning process
Evaluation findings demonstrated that the REALIGN
school community growth. At the
provided multiple avenues for individual, group, and
professional knowledge and personal
individual level, findings pointed to an increase in
findings highlighted enhanced relationships across
confidence. At the school community level,
for collective thinking; and enhanced
disciplines, grade levels, and roles; an increased capacity
level, participants reported using new
ability to work collaboratively. At the programmatic
of children; increased opportunities for
approaches for meeting the diverse needs and abilities
elementary education experiences; and enhanced
children with and without disabilities to share
Findings also identified six factors that
family involvement and family support programs.
collaborative learning experiences.
participants felt were critical to successful
REALIGN Inservice Training Model in
REALIGN staff and facilitators disseminated the
and poster sessions, at local, state, and
various formats, including workshops, presentations,
products: (1) a training guide entitled Realigning Our
national levels. Staff also developed two
Communities; and (2) a Questionnaire on Integration
Schools: Building Professional Learning
and Collaboration.
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Project REALIGN: H024P50038 Final Report
Table of Contents
Goals and Objectives of the Project
I.
REALIGN Inservice Training Process
Model
A.
Participants
B.
Activities
C.
Methodological Adjustments
D.
Evaluation Findings
E.
REALIGN Facilitator Development Program
III.
Model
A.
Participants
B.
Activities
C.
Methodological Adjustments
D.
Evaluation Findings
E.
Project Impact
IV.
Dissemination Activities
A.
Continuation Activities
B.
Publications and Products
C.
Implications of Project Findings
D.
Future Activities
V.
Assurances
VI.
APPENDICES
REALIGN Inservice Training Process Sample Documents
A.
Documents
REALIGN Facilitator Development Program Sample
B.
REALIGN Evaluation Instruments
C.
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Project REALIGN: H024P50038 Final Report
EXHIBITS
Exhibit 1.1: Building Professional Learning Communities
Exhibit 11.2: Collaborative Learning Process
Exhibit 11.3: Demographic Information REALIGN Participants: 1995-1998
Children
Exhibit 11.4: Incremental Growth of Target Population and Impact on
Exhibit 11.5: REALIGN Inservice Training Activities for 1995-96
Exhibit 11.6: REALIGN Inservice Training Activities for 1996-97
Exhibit 11.7: REALIGN Inservice Training Activities for 1997-98
Exhibit 11.8: Collaborative Learning Project by School by Year
Exhibit 11.9: Sample for Retrospective Interviews
Exhibit 11.10 Project REALIGN Collaborative Learning Projects
Exhibit 111.1: Facilitation: A Balancing of Tensions
Performance
Exhibit 111.2: The Drexler/Sibbett Model of Stages of Group
Performance
Exhibit 111.3: Major Issues Associated with Each Stage of Group
Exhibit 111.4: Roles of Facilitator Candidates by Year
Exhibit 111.5: Facilitator Development Activities 1995-1996
Exhibit 111.6: Facilitator Development Activities 1996-1997
Exhibit 111.7: Facilitator Development Activities 1997-1998
Exhibit III. 8: Demographics of Facilitator Candidates
Exhibit 111.9: Stages of Concern about the Innovation
Training
Exhibit 111.10: Percentage of Concerns by Stage and Amount of
Training
Exhibit 111.11: Percentage of Concerns by Stage and Amount of
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Project REALIGN: H024P50038 Final Report
6
Goals and Objectives of the Project
I.
training project designed to expand the capacity of
Project REALIGN was a model inservice
families to work together for the purpose of: (1) enhancing
early childhood staff, administrators and
children; and (2) maximizing opportunities for young children
the quality of education for all young
of the school community. It was funded by the U. S.
with disabilities to be active members
sponsored by The George Washington
Department of Education from 1995 through 1998 and
Preparation and Special Education in partnership with
University (GWU) Department of Teacher
(FCPS) Department of Instructional Services and
the Fairfax County, Virginia, Public Schools
Education.
Department of Student Services and Special
Model is a school-based and staff-driven approach to
The REALIGN Inservice Training
special education staff, families, and administrators work
staff development in which general and
improve the quality of education for all children in the
together on collaborative learning teams to
REALIGN are listed below.
school. The goals and objectives of Project
REALIGN InserviceTraining Model
Develop, implement, and evaluate the
1.0
Develop the REALIGN Inservice Training Model
1.1
Recruit school sites and multidisciplinary teams
1.2
Model
Implement the REALIGN Inservice Training
1.3
Evaluate the REALIGN Inservice Training Model
1.4
REALIGN Facilitation Development Program
Develop, implement, and evaluate the
2.0
Program
Develop REALIGN Facilitation Development
2.1
Recruit trainer candidates
2.2
Program
Implement the REALIGN Facilitation Development
2.3
Program
Evaluate REALIGN Facilitation Development
2.4
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Project REALIGN: H024P50038 Final Report
Model
Disseminate the Project REALIGN Inservice Training
3.0
Design and produce project information materials
3.1
levels
Disseminate model fmdings at local, state and national
3.2
InserviceTraining Manual with Facilitator's Notes
Write and produce REALIGN
3.3
REALIGN Inservice Training Process
II.
Model
A.
project funded by the U.S. Department
Project REALIGN was a model inservice training
Washington University Department of Teacher
of Education and sponsored by The George
with Fairfax County Public Schools in
Preparation and Special Education in partnership
enhance the capacity of early childhood
Virginia. The purpose of Project REALIGN was to
powerful professional learning communities
staff, administrators and families to function as
meeting the diverse needs of all students in their
committed to creating new strategies for
sought to increase the capacity of school staff in
schools. More specifically, REALIGN
partnership with parents to:
diverse needs of their students;
collaboratively create strategies that were responsive to the
of their school community; and
include young children with disabilities as active members
personally meaningful and fulfilling.
build knowledge and skills in areas that were
schools are to thrive, they must be institutions
Project REALIGN is based the premise that, if
REALIGN is grounded in the following beliefs:
of learning for adults as well as children.
children and families. The uniqueness of each
Every school is a unique aggregate of staff,
staff-initiated professional development
school underscores the need for school-centered,
opportunities
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Project REALIGN: H024P50038 Final Report
opportunity to explore who they are as a community,
Schools thrive when given an in-depth
together.
who they want to become and how they can grow
diverse roles, grades, and disciplines is a key step
Collaborative learning among staff from
the diverse needs of all learners. Staff need tools and
towards creating programs that address
utilize the potential synergy that diversity
opportunities to collaboratively understand and
offers.
in dialogue about improving results for all
Successful schools are continuously engaged
education is to maximize the potential of every
children. In our nation the mission of public
To meet this challenge, schools must function as a fluid,
student who enters the schoolhouse.
alert and responsive to the needs and interests of all
flexible, interchangeable whole, always
children.
development model are (1) schools as communities
Two cornerstones of this professional
communities provide the context for growth and
and (2) collaborative learning. Schools as
composite of people representing many ages, roles,
change. The school community is a
around
of a well-functioning school community are aligned
backgrounds and dreams. Members
of ideology
and an agreed upon way of relating. This alignment
common goals, shared values,
It is from this ideological base that communities take
forms the unique identity of community.
of mind that synergy arises.
action. It is through this community
of this model, offers a process for
Collaborative learning, the second cornerstone
organizational capacity building. Collaborative
simultaneously promoting individual and
responsibility to learn, and a disciplined approach to
learning assumes a shared focus, shared
that individuals shed the expert role and adopt a
acquiring the desired goal. It demands
values, knowledge, and expertise of all community
collaborative approach that recognizes the
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Project REALIGN: H024P50038 Final Report
develop norms and
Through a dynamic, emergent process, REALIGN helps schools
of adult learning communities committed to improving
structures which support the existence
REALIGN training spans the course of a year. Initially the training
programs for all children. The
community-building activities which: (1) encourage the exchange of
engages participants in
understanding of the diverse philosophical and
personal goals and values, (2) promote deeper
participants identify a shared goal or
pedagogical backgrounds of the participants, and (3) help
vision of the future with specific
vision for their community. An outcome of this stage is a shared
actions or goals identified by the community.
into small collaborative learning teams.
In the second stage, the community self-organizes
is: (1) personally meaningful to each member of the
Each team identifies a topic to study that
vision. For several months each learning team
project team and (2) aligned with the community's
collaborative project. Using a collaborative project
works together to mold their topic into a
opportunities to tinker with new instructional models
approach provides participants with "real-life"
for children and families, as well as practice skills of
or strategies for improving programs
the collaborative learning process.
collaborative learning. Exhibit 11.2 illustrates
Exhibit 11.2: Collaborative Learning Process
BEST COPY AVAIIABEE
ju
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Project REALIGN: H024P50038 Final Report