This year’s Institute on Critical Issues in Urban Special Education focuses on identifying and exploring systemic approaches to improving academic, behavioral, and post-school outcomes for students with disabilities in urban middle and high schools.
To date, reforms have often been programmatic, resulting in fragmentation and uncertainty surrounding how to effectively change practice. This year’s institute is grounded in systems change research and lessons learned from failed reform initiatives and successful program development in general, alternative, and special education. The institute emphasizes prevention, intervention, instructional, and organizational strategies that enhance student engagement and performance, and increase the likelihood that students will stay in school and graduate.
The knowledge base and the working perspectives that best inform investments of scarce resources is analyzed—using evidence from the National Longitudinal Transition Studies and research in school reform, systems change, dropout prevention, student engagement, and closing the achievement gap. Faculty and participants consider planning frameworks and practical examples from general education, alternative education, and special education that hold promise for better student outcomes.
Despite limited resources in many urban school districts, school leaders need to focus on programs and services for secondary students at risk, including students with disabilities. This challenge may in fact, require fundamental changes in the way schools educate secondary students, including:
• Incorporating evidence from research into practice
• Building high quality, inclusive education programs staffed by high quality personnel
• Attending rigorously to student engagement
• Addressing the achievement gap in significantly more focused ways
• Strengthening the linkages among community-based organizations and schools
Making these needed changes has significant implications for direct service, management, and policy in both special education and general education.
ADDRESSING CRITICAL ISSUES
Research and practice provide insight into successful approaches for improving outcomes, but greater attention is needed to assess which approaches are feasible and effective students placed at risk in districts with scarce resources. The institute considers several key questions:
• What is the important evidence from research and practice in school reform, systems change, dropout prevention, student engagement, and closing the achievement gap?
• What are the lessons learned from previous reform efforts and how should we utilize them?
• What can schools and communities do to significantly improve learning outcomes for secondary students at risk?
• What are the implications for new research agendas?
PLANNING FOR BETTER WORK
Schools and school districts need to pursue more effective approaches to improve the learning outcomes for secondary students. The institute explores five topics critical to this effort.
The results of educational reform at the secondary level have been mixed at best, especially for at-risk students and certain students with disabilities. The lessons learned must be investigated, formulated, and communicated to inform current and future efforts and drive a new research agenda.
Systems Change
Research and practice have provided some evidence concerning the district and school-wide approaches that hold promise for improving educational outcomes for secondary students. These approaches include curriculum and instruction, social-emotional-behavioral support systems, and organizational features including structures and processes, policies and procedures.
Dropout Prevention Students with and without disabilities in urban schools drop out at alarming rates. Recent research has identified early indicators of who these students are most likely to be. In light of this research, school district policies may need to be changed and school-based practices must become more proactive.
Student Engagement The concept of engagement brings together many diverse areas of research; belonging, motivation, behavior, and cognition, and has become the “bottom line” with regard to successful school completion. School district and school-based leaders need to be aware of what constitutes effective student engagement practices and how to measure the effectiveness of their implementation.
Closing the achievement gap Students of color, especially black males, continue to achieve at lower levels than their white peers. Certain specific approaches have produced significantly better results for these students. School leaders need to understand these approaches, and the opportunities and challenges that they present.
The institute clarifies the current educational context, explores the possibilities for better policies and approaches, and helps participants develop plans for their schools and school districts.
BENEFITS OF ATTENDING
Participants work with leading researchers and practitioners from around the country to develop practical strategies that contribute to significantly improved student performance:
• Examine current research and practice
• Analyze the significant factors that can contribute to success
• Investigate critical features of effective approaches
• Clarify the implications for policy, management, and direct service
• Interact with colleagues in school districts and universities
WHO SHOULD ATTEND
• Local, state, and federal education leaders
• Superintendents and assistant superintendents
• Directors of secondary education, curriculum and instruction, student support services, special education, and alternative education
• School principals
• Union leaders
• Parents and family advocates
FORMAT AND SCHEDULE
The program begins with registration at 8:00A.M. on Monday, July 14, 2008 and ends in the afternoon on Friday, July 18. Sessions are conducted in air-conditioned facilities at the Harvard Graduate School of Education.
Full-group meetings include plenary sessions, panel discussions, question-and-answer opportunities, and lectures. In small discussion groups, participants consider the implications of issues raised in large group sessions. Small groups are facilitated by district, state, and federal leaders involved in programs and services for special education students.
Additional morning and evening sessions enable participants to share what they have learned from their own experiences. These presentations provide important opportunities for participants to interact with and learn from each other.
2008 Faculty
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Richard Elmore, Professor of Educational Leadership, Co-Director, Consortium for Policy Research in Education, Harvard Graduate School of Education. Elmore is currently exploring how schools of different types and in different policy contexts develop a sense of accountability and a capacity to deliver high quality instruction. |
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Ronald Ferguson, Lecturer in Public Policy, Kennedy School of Government; Faculty Co-chair and Director, Achievement Gap Initiative, Harvard University. Ferguson’s teaching and publications cover a variety of issues related to education and economic development. His research focuses on racial achievement gaps. |
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Thomas Hehir, Institute Co-Chair, Professor of Practice in Education, Director, School Leadership Program, Harvard Graduate School of Education. |
Hehir is the former director of the U.S. Department of Education's Office of Special Education Programs. As director, he was responsible for federal leadership in implementing the Individuals with Disabilities Education Act (IDEA). He also served as Associate Superintendent for Special Education and Pupil Support Services in Chicago and Director of Special Education in Boston. |
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David Riley, Institute Co-Chair, Executive Director, Urban Special Education Leadership Collaborative, Education Development Center (EDC), Newton, MA. Riley also serves in leadership positions on several federally-funded initiatives, including the National Dropout Prevention Center for Students with Disabilities. |
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Stanley C. Trent, Assistant Dean for Diversity and Equity, Associate Professor of Special Education, Curry School of Education, University of Virginia. His current research includes multicultural teacher training in special education and inclusive education practices in urban schools. |
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John Verre, Institute Co-Chair, Director, Compass Consulting, Boston, MA. Compass, a non-profit organization, provides technical assistance to public schools on programs and services for special populations of students—students with disabilities, students of color, English language learners, and students placed at risk of failure. |
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PROGRAM FEE
The program fee of $1795 includes tuition, resource binder of articles and handouts, daily refreshment breaks, opening reception, certificate of participation, and letter confirming 30 clock hours of instruction.
REGISTRATION
Registration is accepted on a first-come, first-served basis. Participants can register on line at www.gse.harvard.edu/ppe. For further information call 800-545-1849.
Full payment or a purchase order must be received within 30 days of registration. Registration without payment cannot be confirmed. Participants are responsible for their own travel expenses. Please wait for payment confirmation before making travel arrangements.
CANCELLATION POLICY
The Harvard Graduate School of Education reserves the right to change faculty or cancel the program at its discretion. In the unlikely case of the program changes, the school is not responsible for non-refundable travel arrangements or other planning costs incurred.
Cancellations must be made in writing. Full refunds will be granted until June 13, 2008. Cancellations received June 14–30 will be subject to a $200 administrative fee. Cancellations after June 26 and no-shows are subject to full payment.
ACCOMMODATIONS
Harvard Dormitory Participants are housed in a Harvard undergraduate dorm and are assigned a single room with a shared bath. While housing facilities are comfortable, they are also quite spartan. Linens and daily housekeeping are provided. The cost for room and breakfast is $115 per night.
Harvard Square Hotel
$229/night plus tax—single or double
Reservations: 1-800-458-5886
Reference: Urban Special Education
Reservation deadline: June 20, 2008. www.harvardsquarehotel.com
ENVIRONMENT
During the institute, participants have access to academic, cultural, and social resources at the University. In addition, Harvard Square offers a range of bookstores, shops, and restaurants.
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