In expressing my educational philosophy, Phillip C.

Schlechty writings on transforming schools into learning organizations set both the foundation and goal of my research. Transformation defined by Webster as the operation of changing (as by rotation or mapping) one configuration or expression into another in accordance with a mathematical rule. Education deals with the methods of teaching and learning. In mathematics, we learn that whatever you do to one side, you must do to the other. Keeping that in mind, let us look at transforming education. We want the learners to perform a certain way, therefore we need the educators to perform a certain way; they are the other side of the equation. The continual development and implementation of programs for improving student achievement has to provide a plan for the educator. An effective transition for learners requires an effective transition for educators. For the next nine and a half weeks, I will meet with my colleagues and discuss weaknesses and strengths of our special education department. We received a grant in which to incorporate a school within a school model for the special education students, which needs revamping. An attempt at inclusion has become instructor and disciplinarian. Subject-specific educators fail to differentiate instruction or assessment. In the midst of identifying weaknesses, strengths were detectable. Educators are willing and open to trying new strategies in the classroom. The learners enjoy having two educators in the room. Building on the strengths and eliminating the weaknesses will be the focus for developing a plan. Joyce L. Epstein outlined six types of involvement for creating partnerships that will prove vital in the preparation of not only this research, but also the upcoming school term. At the end of the school year, the middle school educators and administrators will meet with the high school educators and administrators. This meeting will afford both levels the opportunity to discuss faults they have observed in past years with the transition of incoming special education ninth graders. Following the identification of faults, will be the positives of the transitional process. The group will divide into sub-groups, which will select one strength and one

weakness and prepare a plan for addressing chosen issues. They will present their plan to the entire group and as a whole decide if the plan appears effective or ineffective. Each school will receive a copy of this plan and implement the strategies and ideas the upcoming school term. This meeting will take place during the end-of-school year professional development day. During the summer, professional development workshops for those educators assigned to work with the special education department will improve the instruction delivery side of the equation. These workshops will include multicultural instruction, diversity training, inclusion, teaching with technologies, teaming, differentiated instruction and alternative assessments. This one-week seminar commences a week after school has ended. In mid-June, the attention will switch from the educators to the learners. Again, going to the other side of the equation, counselors can begin scheduling learners based on scores received from middle school. Along with scheduling based on assessment, pairing with educators based on training is equally essential. Learners divided into sub-groups based upon their abilities will assure they are being set up for success. Those students recognized as low performing will attend a one-day Freshman-only seminar. Educators return to work two-days before learners and those assigned to work with the special education department will return a week early. The week is to modify curriculums, build work relationships, set-up classrooms and discuss the learners to be service. Allowing the educators responsible for inclusion instruction time prior to receiving learners the opportunity to discuss methods and strategies utilized in the class. Those who are not in inclusion can meet with their team members and invite the learner and their parent(s) to update files and discuss expectations.