Journal of Urban Learning, Ibaching, and Research

(JULTnl
- Table of Contents

Volume3, September 2407

Califomia State University,Los Angeles

Forcword....
ClanerCotlegeofEducationDean\ .... - -.' -.iii
Mul .4- Folvey

JuLTRCo-Editor'sReflections .. -......tv
Angela Clat* Louque

.IuLTRCo-Hitor'sRefbctiow . '........v
Ann L Wooil

Project ReConwct: Fostering Resiliercewithin DisconnectedYowlts . . - - . .I

Ja,mesBethea & IJnseId Robinson

ProfessiorwlDevelopment: Assisthg Urban Schools

I n M a k h g A r n w l Y e a r $ P r c g L.r.e: .r.s. . . . .. -.......-13
Ellztbeth Cruner, Deaise M. Gadwitt"& Magla Solaur

PresemiceTeachcrs'Beliefs about Urban Contens . . . . . .25

I.Anos Hanh

MintoringhtlwCorwnstity College . - -. - -. - -.37

SusanHaynes

Scrcenhgfor Early Learning Problcmswithin an Uftan Population:

TtvBrief AcademicCompeterrce EvafuationScreening System. . -. -....47

Nan I. Ketler
Prepaing Mathanatics Teachersfor Ekmentary,High Pwerty Sclaols:
PreseruiceTbaclurs
Perceptiontand Suggestionsfiottt .. -. - . . -. . 59
SaeanneE McKinney, Robert Q. Berty III' & loan M. Jrckson

Urban TeaclursEmmhe ReadingInsmrctionthrcugh

Pedagogy
Ctiturally Responsive . .. ..75
ReneRoseIIe
Exanining Reding Instruction thruughthe Eyesof Urban Teachers . . . . . . .87
M onikn Williants Shealey

Riskad Scltool Tiansirtonin Early Adolcscmce . . . . . . . . . . . . . .101

Sharon L WuL Jadith Sylva,Frank M. Greshan, & JacquelineL Wantz-Satton

External Agent Supponto K-12 Schook: Pircipals'

onEducwionalCltmge
Perceptions ....,...111
SasanR. Wtren & Beth B. fligbee

A Wion to Serve: \hc Eryeriencesof Five African American

UrbanTeaclvrleders ....121
Allyson Wdson

Infortnation abow the llrban ltoning, Tcaching,& Rcsearch

PLTR) SIG of tle American Educatbnal Re$earchAssocidion . . . . .135

Guidelircsfor S,.bmisslonof Ma uscipts to the

Jounal olUrbat laarnitry,Teaching,and Research(IULTR) . .. .. .136
 Forewordby CSULA/CCOEDean,Mary A. Falvey
I am honoredto have beenaskedto contibute a foreword to this issueof
theJournal of Urban Learning, Teaching,and Research(Iul:fn. The articles
in this issue consist of important wort that we do in supporting and teaching
children and youths in urban settings.various position papersand hallmark
legislation have attempted to improve the educational outcomes for urban
children and youths, often without success.This issue is an important
comtributionto conversationsabout how to improve the successof urban p-12
and collegestudents.
We must recognize and acknowledgethat so many urban youths face
enolmouschallengesthat often interferewith their ability to learn. Many urban
students have few positive role models available to them and are often
discouragedby the low expectationsothershaveof them.
This issueof Journal of Urbonlzarning, Teaching,attd Researchpresents
importanf articles that help to create a pathway for urban youths, with such
conc€ptsas fostering resiliency in rnban youths, mentoring faculty of color in
communitycolleges,early screeninginterventions,ensuringthat math education
is supportedas important and essentialto well prepared students,fostering
resiliencyin urbanteachers,effectivereadinginstruction,successfultransitioning
to middle schools,systemschange,the role of the principal and externalchange
agents,and identifying phenomenalAfrican American woman rolemodels who
have guidedsuccessfulurbaneducationalchanges.
Each of thesetopics offers hopefor a more positive future for our urban
youths. Read this issue with an open mind and use the information provided
within it as seedsfor changesyou can make in your own practice. We must
continuouslyrefine our work with urbanyouthsto makea positive differencein
their lives.
Jlkoy CL.6*hay, 98.(D.,(Doo;*
CharterCollege of Education
California StateUniversity, Los Angeles

lll
Reflections from Co-Editor, Angela Clark Louque, Ed.D.
As a graduate of the Memphis City Schools during the Civil
Rights Movement, I can recall when school systemsdid not know how
to respondto integration and civil rights. While my older brother and I
attended the neighborhood Black schools,my trilo youngersistersattended
the cross-townforcedintegrationschools. In our household,onecould easilysee
the abundanceof educationalinequitiesof schools.
Although yearshavepassedsince then, inequitiesare still presentin our
school systems. While someteachersdedicatehours to making sure students
learnthe information,othen unfairly lower andchangegradesof students.While
sorneadministators seek to becomecultually proficient, others conveniently
lose complaintpapers. While somedistrict ofEcialswelcome assistanceto
promote diverse learning communiti.es, others practice and promote a
culture of arrogance. The inequities continue to exist.
To lesseninequities and increasepositive differences,I advocate
for parentsto increasetheir involvement, teachersto provide culturally
relevant curriculum, administrators to actively recruit and retain teachers
ofcolor and for educationprogramsto train culturally proficient educators.
It is an honor to-serveas co-editor of a journal that has qualitative
and quantitative research methodologies, and topics which range from
exalting the experiencesof African American women leaders to mentoring
faculty of color in communitycolleges,to urbaneducatorsand studenis. Thank
you to the authors for sharing your scholarship and for making this
edition a resource to promote successand achievementfor our urban
youths.
On this journey, as we search for our character, our historical
truths, and our purpose, let us speak with sensitivity,faith, hope,andenthu-
siasm. With the- presenceand energy of God's courage, we can survive,
perseverc,and yes,evenconquer.Let's reach,reconstructand reconnect!

fqr'.ehilleqa, E10,
AssociateDeanorAcademic"ttl*i"T::rt#r3"t1"11:l
 Reflections from JULTR Co-Editor, Ann L. Wood, Ph.D.
As the seconddecadeof the 21st century approaches,we find that urban
schoolsare often still viewed negatively through images of violence, poverty,
overcrowding, and gangs. Urban studentsare still sometines studied from a
deficit model, and urban parentsarc blamed for many, if not all, urban educa-
'tional problems.In responseto thesecontinuinginjustices,PauloFreire reninds
us that "to speaka hue word is to transfonnthe world."
The authors of this IULTR have spoken their truths. They have
documentedsomeof the remainingeducationalinequitiesin both P-12andhigher
education,as well as describedsomeculturally relevantinstnrction,assessment,
and teacher preparation programs, and culturally proficient educators who
constructlearningenvironmentsin which all studentscanachieve.It is a privilege
to ce'edit this issueof JULTR, andI want 16rhankall authorsfor their insightfirl
qualitativeand qualitative urbaneducationresearchstudies.
Since I have taught mostly in urban schoolsas a K-12 teacher,special
educatu, anduniversityprofessor,I amfrequentlyaskedwhy I prefer teachingin
urban schools. There are many rpasonsfor ny preference,but I will ryrention
tbree. First, urban schools are vibrant, exciting, alive places.They arp rarely
boring and are always active microcosmsof the universewith both its opportu-
nities and challenges.Second, teaching cultually and linguistically diverse
studentsis an excellentreminderof ttreparadoxof humannaturcwith its constant
evidenceof human difference and sameness.Lastly, urban teachingpunctuates
your psychewith the perseverance,resilisnss, and power of the human spirit
embodiedand lived out in ubar studentsof all ages.
As educators,let's join togetherand end educationalinequities until the
achievementgap, high dropout rates,and other injustices are issuesof a past
decade,and all studentstruly have accessto quality teachersand a quality
education.

Asst.
horessor
orApplied 313"
" "^(##ffi
CharterCollegeof Rlucation
California StateUniversity, Los Angeles
 ProfessionalDevelopment:AssistingUrban
Schoolsin Making
Annual Yearly Progress

Elizabeth D. Cramer
F lorids I nternational Univer sity

DeniseM. Gudwin
Miami Dad.eCountyPublic Schools

Magda Salazar
mi-DadeCountyPublic Schools

Under the No Child Left Behind Act (2002), all schools are required to
demonstratetlnt all studentsmakeanrual yearb prcgress (AYP| This can be
dfficuh, panbularlyfor studentsin urban schoolsand evenmoresofor students
with disabilities. Theauthorsreport on one large urban schooldistrictb attempts
to provide supportto 140 sclnols that did not meetAYP in thc 2003'2004school
year. Two yeors worth of sapport through professional develapnent are
described,as well as the achievernentresultsfor aII schoolswith a panicular
focus on two casesndy schools.

The premiseof No Child kft Behind(NCLB) is to "ensutethat all children have

a fair, equal, and significant opportunity to obtain a high-quality educationand
reach, at a minimum, proficiency on challenging state academicachievement
standardsand state academicassessments...holding schools,local educational
agencies,and statesaccountablefor improving the academicachievementof all
students" (US Departurentof &lucation, n.d.). According to the Education
C-ommission of the States(2C/J/'),NCLBis a "potent blendof new requirements,
ilcentives, and resources,and it posessignificant challengesfor states"(n.p.).

AdequateYear{y Progressand Shrdent Performance

One suchrequirementis having schoolsmeet *adequateyearly prograss"
(AYP) for all subgroupsof students(i.e., economicallydisadvantagd limilsd
Englishproficiency,studentsin major racial arrdethnicgroups,and shrdentswith
disabilities).AYPis a state'smeasureof a year'sprogresstowardsachievingstate
academicstandardsand the minimum level of improvementthat schoolsmust

t3
 1lrieve annually. Perfolmancgon reading and math assessmentsis the main
indicator of whetherAypis beingmet,but
lraduation rates,andother detennined
clte.ria3s set forth by individual statesmusi be included
@ducationcommission
of the States,zM). All subgroups,including students
with disabilities, must
meet perfonnance targets of the percentageif
students scoring i
"proficient" as identified by eachslte. r staents .
with disabilities ",
do",not"il*
meet
AYP, the school is identffied as not meetingAyp.
In measuringAyp, the state
establishesa baseline,and then sets forth i higner
uar. Eachlear, the bar is
raised, until the school year 2or3-?.o1d whera
all studentsare-requiredto be
proficienl

Florida's Plan
In Florida' a schoolmakesAyp if alr the subgroups
meetFlorida,sannual
measurablegoal in readingand mathematicsand attain
t"*t 95zoparticipation
on the Ho-d" comprehensive AssessmentTest (FcAr) "t
or an alternate
flT^tjll_li T"_ICS T:*]rr .th"students'
achievement
in comparison.
to the
f^TTlT,Try T?"9-sunshine s"" s^a**r'';;: ;;";ffi ,*: rvo ro6v
ro 5 ftighest).,Students
mustreceive,a2 in orderropass.
I1T^T]] I 9":::O L rv yaDr

3:l3Zl":*"*.gf includes
t:{?, llgadvanced Levels4 and5 (Florida
Department of &lucation,2ffis). NCLB holds teachersand schootsresponsible
for the proficiency of all students.

Teacher Performance Through professionar Deveropment

and
Classroom Support
- Teacherperformancecanbeinfluencedby many factors,
with professional
development@D) at the forefront. Tlpical workshop format
is irot enough;
follow-up must be evident. Joyceand 3-tro*"..
emzl comparethe percentage
of teachers'attainmentof skills in four areas: l) theory presented
(rilvo\,2)
modeling(l8%o),3)practiceandlow-risk feedback(gOVo),i"J+j
study teams (9ovo). In-class support in the form'or _A
"r*fri"g
pLti.",
feedback, provides teac_hersw-rta a support model, wuerery"iJa.rrers *o
"o*niog,
someoneto lean on and from whom to learn,taking the *ort"top trave
iormat of pD
into a new dimensionof teacher-skillattainment.Iicreasing
J*f,o f."ro**""
(with the goal of increasingstudenrachievement)is possib'ie
rr"*g[ ro, *rri"r,
must consistof teachersupporl
Joyceand showers (2ff,2); found that coachedteachers:
t) impremented
new strategiesmore frequenfly and developedgreater skill
ttran .trlcoached,,
teachers; 2) used their newly reamed strategies o'oo
'trncoached" afrop.ilarr than
teachers;3) demonstatedgreaterlong-r€rmretention
of knowtedge
about and skilr e; strategies;4) were nore rikely ,o
o* ioa* or
teachingto shrden*; and 5l yderstood the p'rposes of the "rffinew
pere 'tilh,-robust, ,o'nt"*io.
Fogartv & enr descritre -dE";;;;roders
professionallearning" (p.4r) as having sevencritical q"aitio"i, of
*li* hining
is: 1) sustained;2) job embedded;3) collegial; 4) interactive,
O iJJgru,"6, 6;
t4
rcsults oriented; and 6) practical or hands-on.The objective of collegial inter-
actionin learning communitiesis that follow-up, assessment, and adjustrnentof
instnrctionresult in internal expertisethat is then shared by a group ofteachers,
which Schmoker (2006) describes as imperative to effective professional devel-
opmenL Teachersupport, which includes collegial interactions,is an effective
strat€gyfor increasingteacherperfomrance.
Conceptual Framework

The conceptualframework that shapedthis inquiry includes AYP and

student achievement, as well as teacher performance through professional
developmentandin-classsupport(includingcoachingandmodeling). According
to Killion Q007), school-basedcoaching provides 1) an increasein student
achievementand 2) a culture of professional collaboration that increases
teachers'senseof efficacy,job satisfaction,andteachingperformance.Thesetwo
conceptsshapedthe school-basedsupport implemenrcd by the central office
specialeducationstaff to a large urban school district and two targetschoolsin
hopesof improving studentactievementto improve the schools'AYP.
-
Method

Participants
A group of 140 out of 195 urban elementaryschoolsin a large diverse
schooldistrict wereidentified asneedingassistancebasedon not meetingAYP in
the 2003-2004school year.Data from the 140 schools were analyzr.d,focusing
on the subgroupof studentswith disabilities. Findings generateda group of
schools,which wereidentified asneedingintensivesutr4rort,andincludeda focus
dirscted at the special educationclassrooms. Central office personnelwere
deployedto the school sites with the goal ofproviding instnrctionalclassroom
supportto the specialeducationteach€rs.This article will focus on the overall
progressof these schoolsover a two-year period and the support specifically
providedto two urbanschoolsfrom the 14Oschools.In the two caseschools,six
specialeducationteacherswere the focus of on-site support. The subgroupof
studentswith disabilities were targetedin an effort to assist-the school in
meetingthe sdt€ria of AYP. SeeTable I for school de,mographics of eachtarget
schoolcomparedwith overall meansof the larger group of non-AYPelementary
schools.

Data Collection Procedures

One of the auttrors,a specialeducationcentral office administratorat the
time, deployedstaff to schoolsthat met criteria of needingsupporl Criteria were
basedon a variety of data,including,but not limited to: AYP, schoolperforrnance
on state-wideassessments, mobility, levels of studentachievement,and special
education population. The deployed staff consisted of teachers-on-special
assignmentreferred to as Curriculum Support Specialists(CSS). Each of the

l5
 TABLE 1 School Demographics
Means SD Thrget Tlrget
140sample A B
Ethnicity
B9o 38 35 l3 4l
WVo 8 11 I 3
HVo 53 33 86 55
CSShoun l6 32 37 4
LEPTo 23 t4 47 25
FRLTo 79 21 98 92
SEVo 17 8 l5 15
MT% 29 9 37 37
MSTo 48 l0 28 40
trfVo 96 .8 95 94
SUS# 39 5l 37 23
cs# 26 3 23 25
IGy: b* Blac\ w= White, Hlispaoic, CSS=cuniculun srpport spccialists,LEF
limibd F{glish prcficicnsy,FRI= ftcc/ndrpd lunch,SE spocialcducation
(nc giftcd), MI= rtrobility indcx, MS= pcrpentof teaclErswith a Master's
dcgce or higher,ATE attendance, SUS=suspcnsions, CS= avaage ctasss.

csS was assigneda group of schoolsto which on-site support in the forrr of
coaching and on-site professional developmentwas provided. The two case
studiesprovide a sampleof on-site supportand professionaldevelopment.
cSS were scheduledonce a week to engagein dialogueand reflection in
collaborationwith each other, as well as regular conversationsand debriefings
with the central oftice administrator. These opportunities are crucial to tbe
successof the support@itton, 2000) and it provided built-in time to shareand
evaluate,as well as map out action plans for the future. Documentation was
essentialrcoaching logs werecompletedby the cSS weremaintainedfrom each
classroomvisitation, which included the follow-up necessaryfor focusing the
centraloffice to enhancethe continuedgrowth of the specialeducationteachers,
In addition, documentationalso included sign-in sheetsand actual presentation
materials that were maintainedfor the on-site professionaldevelopment,both
a clear picture of leaming opportunitiesbeing offered through on-site
supportandtargetedprofessionaldevelopment,bas€don tk needsofthe school.
The centralofEce administratormaintainedstafrwork logs, and tbe css created
pictorial graphsof documentedsupport.
Both school A and B wereprovidedin-classsupportin a variety of ways,
basedon the needsof eachschool;however,therewere similar thrcadsof needs
in both schools. Three teachers were targeted at each school for intensive
classroomsupports.

t6
 Inclusion.Both schoolswereprovidedassistance*id1 thg implementation
of increasingthe number of studentswith disabilities in inclusive classrooms.
The CSS helped the two schools obtain grant funding to support inclusive
classrooms,as well as assistedin the developmentof an inclusion action plan to
be submitted to the central office. The central office staff arrangedfor the
observationof effective co-teachingmodelsat neighboringschoolswith similar
demogpaphics. During the supportphase,inclusion ratesindicatedan increasein
studentswith disabilities spending8o% or more of their day with non-disabled
peers: SchoolA inueased their inclusion rate from 27.88Voin June 2005 to
U.89% in June 2006. School B's inclusion rate in June 2005 was 17.2g%,
increasingto?A.65%in June2006.
ProfessionalDevelopmcnt.Basedon a needsassessment, teachersfrom
both schools were also provided professional opportunities via intensive,
small-group professional development sessions such as: effective reading
practices;FCAI Reading,analysisof benchmarks,FCAI strategiesand accom-
modationspernissible on the FCAf,. Following PD, school-sitefollow-up was
conductedto assistin the implementationof knowledgegainedfortransfer to the
classroomsetting.
In-CIass Suppon. A large portion of PD at.both schoolsconsistedof
providing coaching and modeling through in-class support, which included
planning for effective lessons,coachingand co-teachingduring the lessons,as
well asdebriefingopportunitiesat the end of the lessonthroughthe modeling of
effective reading and teaching strategies.Based upon logs maintainedby the
centraloffice staff, additionalcoachingandmodelingwasprovidedto teachersas
needed.For exanple, School A neededmore specific modeling of lessonsin
guided reading and whole group insEuction utilizing grade level texts, while
school B required modeling effective multi-age and multi-grade lessons.
Additionally, accommodationkits wereprovided to the six targetclasses. Math
materialsand classroomlibraries were also provided to both schools,as well as
on-sitePD of how to effectively usethem. PD was providedto help eachschool
be compliantwith IER documentation,and assessment requirements.
Data Sorrces
Data sourcesinclude a needsassessmentsurvey given to the teachersat
non-AYPschools,ma0erialsand logs from PD, follow-up surveyswith teachers
who receivedsupport,logs of classroomobservationsand interviews of target
teachers,aswell asan in-depthanalysisof demographicandachievementdataof -
all 140non-AYPschools.

Data Analysis
A combinationof quantitativedata analysiSand qualitative methodology
were utilized. Tashakkori and rtddlie (1998) described this type of mixed
methodologyas a sequentialQUAN-QUAL design (quantitativedata analysis
followed by qualitative data collection and analysis).In addition to collecting
school-widedataon eachof the 140schools,ttre two targetschoolswere studied
t7
in depth through the use of a constantcomparativeprocess(Stauss &
1998), where data collected from the teachersthrough surveys,interviews,
observationswere continuouslyanalyzedusing a recursiveprocess.The
of constant comparison of data led !o the gradual emergenceof ten
hypothesesthat explained the data. The researchersattempted to
connections between survey responses,interview reslnnses, and c
actions. Interview protocols were open-ended to caphrre bbth expected
unexpectedperspectivesand information.
Descriptivestatistics(meansandstandarddeviations)of the total scores
eachof the teacherswere calculated.l\,tsansand frequencieswere nm on
achievementdata,AYP data,schoolgains,andschool grades.
Results
Adequate Yearly Pmgress
Table 2 below shows school AYP percentagesat the start of CCS
interventions (2004) and the year after the interventions (2006) for the I
schoolsand the target schools.Improvementsin AYP were evident acrossthe
board.Table2 also showsschoolgradesacrossthe threeyearsand whetheror not
'€" or higberconsis-
the school'1nadegains."The percentageof schoolsscoring i
tently incteasedover time and the two target schoolseachincreasedtheir le$err
grade(and madegains)in year tbree.

Student Achievement
Tables3 and 4 show the percentof studentsscoring at levels 1-5 on the
readingand math sectionsof the FCAL Progresswasevidentin most gradesand
levels as indicatedby a decreasein level ls and increasesin levels 2 and above
meetingcriteria. The gradethaf showedthe leastamountof progressacrossthe
board was grade 4. Both target schoolsmade irnprovementsand improved at
greaitsrstridesthan the larger sampleaverages.

TABLE 2 SchoolProgress
School % SchmlGrade(%) I\,lake
Yeas AYP Gains?
ABCDFYESNO
l.m
school
averagp
03-04 88 4l 15 B 12 2 0 100
114-05 50 13 19 ll t 80 19
ot{)6 93 48 21 21 4 0 56 36
SchoolA
0344 80 x x
&05xx
ot(bnxx
SclroolB
03-04 77 x X
0+05 x x
05{b 82 x x

l8
fivo CaseSchools
Original needsassessments indicated that professionaldevelopmentand
instnrctionalsupport were needed in literacy. Theseincluded innplementingthe
newly-adopted core reading program, teaching effectively in multi-age,
multi-level readingclasses, and small-groupinterventionsof instruction, as well
as, the use of appropriate accomrnodations and differentiated instruction for
stdents with disabilities. CSS logs from classroomlbservationsaqd interviews
indicatedthe needto provide a connectionbetweenthe instructionalaspectsof
learning and compliance,as well as the appropria0eimplementationof grade-
level texts (School A) and the need to provide support for instruction in an
effective classroomenvironment(School B)- Ongoing logs revealedthe target
teacherseffectivelyimplementingtheir newly trainedskills. Following the school
basedcoaching,two-thirdsof the focusteachersrespondedto a follow-up survey.
Thble 5 indicates the high level of teachersatisfaction with the professional
developnentand improvedself-conlidencein teaching.

TABLE 3 ReadingAchievementData

Year 140 sample SchoolA SchoolB

3 4 5 345 345

34 2l 41 62 50 33 37
0s 28 2l 24 36 40 34 50 33 23
06 2t 24 22 25 38 34 19 36 34

M 14 18 19 t9 19 21. ls 28 29
0s ls1620 191920 9 12r7
06 L2 18 19 15 15 27 14 26 16

04 3037n 2831 16 213324

05 33 41 34 29 32 33 24 33 46
06 38 34 34 38 31 30 32 25 31

04 192114 6 8 I 138 7
05 2tvt 19 138 11 151614
ffi 262020 20167 339 16

04443 110102
05454301170
06344202143

t9
 - The following excerptsfrom the teacherscapturethe professionalgrowth
of teachersthrough this study.

SchoolA /

Best Practices was tlu most ltzlpful prcfessionaldeveloprnentI

hove talccn- It prcvided me with many teaching ideas and
strategiesto better sene my special educationstudents.

Oneof the district SpecialEducuion snf membersmodeledhow

to write exposinry and narrative writing ess6ys. It was very
helpfulfor tlw FCAT WritingTest.

Tlrcy [supponed] mc when I was about to leave the teaching

caneer

TABLE 4 MathAchievement Scorcs

Year 140 sample SchoolA School B

3 4 5 345 34

M 28 20 31 25254l. 4d.2543
05 21 20 2A 25 20 30 38 33 23
06 17 19 23 r7 19 27 t7 37 38

M 2tu30 183335243124
05 20 ?A 29 13 30 35 27 24 31
06 18 22 30 18 18 38 15 28 28

M 31 36 2L 41, 32 t7 25 36 26
05 33 37 26 36 41 23 2t1 29 23
j
06 34 35 25 23 43 24 39 20 2l

04 t6 t6 16 159 4 687
l
'l
05 19 16 2l 187 tO 8 1223 I
I
06 24 19 18 33 15 lt 2+ 13 10
J
M 445100 100
05 74491t220
06 76495t423

20
 TABLE5 Prcfessional DevelopmentSuruey

Question

I feel that the professionaldevelopmentI have 5.25 .96

attendedpreparedme to teachmy students.
I am able to provide appropriateaccommoda- 5.50 .58
tions to meet the needsof all of my students.
I feel confrdent in my ability to teach the 6.00 0.0
studentsthat I currently havein my class.
I feel more confident and prepared after
engaging in both professional development
workshopsand on-sitePD.
I feel that the on-sitesupportfreceived from the 5.75 .50
district SPED Curriculum Support Specialist
(CSS)madea differencein my teaching.

Note: 6 =SEongllrAgree; 5=ModeratelyAgree; more than

Disagree;3=Disagreemorethan Agu;2=Moderately
Disagree,l=Strongly Disagree

SchoolB

I tntly feel that all the training put togetherhas had an fiect
on me grcwing as a prcfessional. Each lns contributedto mc
growingin a d.ffirent aspectof my iob... teaching excep'
tional ed.ucatioi is a multi'tasking, multi'facetedprofession.

Thc most beneficialsupport I hove receivedis the on'site

supportprcvidedby [central offtcesnf| Althoughfrcm thc
district, shc rcmainedgroundcdin the realitiesof the classroom
and madc suggesti.ons ttut really made a differcrce. Sha has
beenunsutpassed,and her presenceis missed

Discussion
Although the 140 schoolsmadeprogressover the three years,the least
progresswas evident in grade4. A possibleexplanationfor this is the eventual
promotionof third graderswho werenot proficient by the third year of the snrdy.
Additionally, most gains were evident in the third year, particularly in target
schools.This was the first time that the FCAI was given foltowing a year of
support.This might explainwhy targetschools'gainsandgradesdid not improve
dramaticallyuntil year three. Target.schoolsshowed improvementsat grcatet

21
 rates than the overall sample.This was not surprising since the two
receivedconsisientprofessionaldevelopmentand in-classsupport.
According to Fogady & PeteeWl on-siteprofessionaldevelopment
designedto be more responsiveto school-widegolls..." (p. 3g). This type
suPport was evidenced by the collaboration between teachers, administrators,
CSS, while focusing each school's goals and needs. As indicated in
research,(Fogarty & Pete, 2007; Toll,2005) when colleaguesrelied on
other,rapport was established,and trust andrespectwere maintained,some
effective happened:collegiality bondedthe group of leamers, thus provi
emotional support for changeas well as thJexiertise neededfor contir
de-ye_lolmentof appropriate skills. The goal of thir professional culture
collaborationbecameinternal at the two casestudy schools,resulting in inter
expertise that was shared by a group of teachers,which Schmoker
describesto be imperative to effectiveprofessionaldevelopment.
The critical qualities of professional development were. found to
integratedin the supportprovidedto the two casestudies@ogarty&pete,2ai
Supportand professionaldevelopment1) were sustainedthroughoutthe schr
year;2)job embeddedat the school-site;3) collegial in sustainingthe sense
mutually respectful community of learners; 4) interactive in the
classrooms;5) integrated through a variety of learning opportunities;
results-orientedby utilizrng the datacollectedat the school; andT) oncompas
a hands-on focus that connected the real-world of the classroom with
outcomes agren upon by the teachers,school-site4dministrators,CSS,
central office administrators. Theseattributesarc critical to the change
and follow the conceptthat teachersmust useit, notjust know aboutit
& Pete,2N7).
The coaching conceptsidentified by Joyce and Showers eOO2)
apparent in individual teachersfrom the case study schools. The
educationteacherswere willing to takerisks andtry new strategiesbasedon
trusted comfort-level with the csS team, dialoguing and reflecting u1
instructional practices,thus exploring the phenomenonof the pedagogy
recognition(van Manen,n.d.). In addition,ongoingrelationships*itt th" r,
principals enhanced the model, expanding into respectful professi
collaboration,which in firrn illustates what Killion (2007) describesasa
respecfleadingto significant impact of coachesworking with teamsof
that producesmore substantialresults,reiteratingwhat Knight (ZC/i/7)
as building a relationshipbeforedoing anythingelse.
An exampleof this type of relationshipbenveenthe cenfraloffice staff
the school site was evident in the principal of School A,-who was
Adminishator of the Year for the local chapterof the council for
Children (CEC) by his staff and selectedas the disnict winner by tbe
selectioncommittee. The mutual respectof that principal and his school
wasevidentwhen seventy-twoschool-sitestaffmembersjoined the central
staff, attendingthe awardsreceptionon his behalf.
 Implications and Conclusions

one of the key factors of on-site support is meeting the needs of the
teachersand studentsof that particular setting, thus leaJing to ..sustained
implementationof new teachingpracticesin schools"(lhighl z(I||,, p.26). This
on-site support provided to the two target schools focused on meeting the
individual needsof the specialeducationteachers,which in turn trickled down to
the students,as evidencedby an increasein teacherefficacy and self-worth, as
well as studentachievemenlThis high level of satisfactionmay leadto increased
teacherretention,an ongoingproblemin urbanschools.
Providing on-site supportandprofessionaldevelopmentis a model that
requiresfurther researchandreview,particularly in urbandisricts. It is a model
thatfollows what we know abouteffectiveprofessionaldevelopmentandengages
the learnerin all the 'tight stuff'to assistin the core focus of increasingstudent
achievemenl Resultswere evidentin specialeducationclassrooms- and further
extensionto generaleducationclassroomswould be appropriate.

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 frrnrl cl lmil lcrrrlrt, lclc[lt, & f,ercarcl
Co-Editors
Angela Clark Louque, Aatsa Pactfic University

Ann L. Wood, Caffirnia State University, I-osAngeles

2007Editorial Review Board

Dave Brown, WestChester University

Pearl Chen, California State (Jniversity,Los Angeles

Adelaide Doyle-Nichols, C^SU,LosAngeles

Joan Fingon, Califuntia State University, Los Angeles

Rebecca Joseph, Califumia State University, Ins Angeles

Linda Larson, McNeese State University

Chance Lewis, Colorado State University

Irah Melber, California State University, Los Angeles

Bernard Oliver, The University of Flortda

Kimberly Perisian-Becker,caffirnia state university, Los Angeles

Sharon Ulanoff, Califurnia State University, Los Angeles

Jessica7ache4 Caffimia State University, I_ongBeach

Published by the AERA SIG: Urban Learning, Teaching, and ';

Research (IILTR) and printed by california state University, Los
Angeles. The Urban Learning, Teaching,& ResearchSIG's website i';,
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