Meeting the Needs of Students of ALL Abilities

Colleen A. Capper is professor in the Department of Educational Leadership and Policy Analysis at the University of Wisconsin-Madison. She has authored or coauthored five books (published or in-press) and refereed journal articles related to educational leadership and equity. Capper has served as a special education teacher, administrator of special programs, and founding director of a nonprofit agency for preschool children and adults with disabilities in the Appalachian region of Kentucky. Capper works with individuals in school districts, nonprofit, and for-profit agencies across the country on ways to integrate social justice, equity, and spirituality into their daily work. Elise Frattura is an assistant professor in the Department of Exceptional Education and Educational Administration and associate dean for the School of Education at the University of Wisconsin-Milwaukee. She teaches courses in administration of student services, organizational leadership, and special education law. Frattura researches and publishes in the area of nondiscrimination law, integrated comprehensive services for all learners, and the theoretical underpinnings of educational segregation. Coauthor of Meeting the Needs of All Learners: How Leaders Go Beyond Inclusion (Corwin Press 2000), Frattura works with school districts across the country to assist in the movement from programs to services for all learners.

"A timely and friendly read with useful surveys, self-evaluations, and stories. The book brings together current trends and educational issues, including Response to Intervention, bullying, professional learning communities, the planning and change process, and the school’s responsibility in providing for at-risk students."

• List of HandoutsPreface to the Second EditionAcknowledgmentsAbout the AuthorsIntroductionPart I. Shift From Programs to Services1. Setting the Stage: The Social and Legal Impetus for Services Rather Than Programs in Integrated, Socially Just Schools2. Shifting From Programs to Services: Where to Begin?First Stage: Ask Necessary QuestionsSecond Stage: Establish a School Service Delivery Team to Initiate ChangeThird Stage: Shift Personnel Roles to Meet Student Needs3. Leading for Social Justice at the School and District LevelsPrimary Leadership Characteristic: Inclusive Social Justice and Equity Are the Leader′s Core IdentityLeading for Social Justice at the District LevelTraditional Roles of Central Office Administrators Impede ChangeTransforming From Centralized Leaders to Social Justice LeadersPart II. Establish Standards for Integrated, Socially Just Schools and Districts4. Standards for Physical and Emotional Safety: Prerequisites for Student SuccessStandard 1: Make Physical and Emotional Safety Central to All Aspects of the SchoolStandard 2: Establish a Culture of Inclusivity and VisibilityStandard 3: Take Harassment SeriouslyStandard 4: Cocreate Antiharassment Policy and StrategiesStandard 5: Integrate Antiharassment Into the CurriculumExamples of an Antiharassment Policy in Practice5. Standards for Student BehaviorStandard 1: Be Conscious of How We Label Students; Student Behavior Is RelativeStandard 2: Hold High Expectations for Student Behavior in a Context of CareStandard 3: Develop and Consistently Implement Schoolwide Discipline Policies That Have Individually Designed Consequences and Positive IncentivesStandard 4: Provide Early InterventionStandard 5: Involve Students in All Aspects of InterventionStandard 6: All Staff Must Understand That All Behavior Is an Attempt to CommunicateStandard 7: All Staff Must Have Similar Expectations and Strategies for Student BehaviorStandard 8: View Teaching and Learning Appropriate Behaviors as a Long-Term ProcessStandard 9: Staff Must Use Proactive Strategies for Students Who Need More Intense Support6. Quality Instruction and Assessment: The Foundation for Integrated, Socially Just SchoolsStrategy 1: Focus on Instruction: Ensure That ALL Students Have Access to Quality TeachingStrategy 2: Get It Right the First Time: Interventions and Programs Are Not the AnswerStrategy 3: Develop Teacher Capacity/HiringStrategy 4: All Teachers Are Experts and Shall Teach All Kids, No Magic in Student ServicesStrategy 5: Reduce Student-to-Teacher Ratios and Class SizeStrategy 6: Configure Class Grouping to Meet Student Needs Without LabelingStrategy 7: Make Early Literacy a PriorityStrategy 8: Provide Early Intervention and Prevention Without LabelingStrategy 9: Make Curriculum Accommodations but Not as a Substitute for Skillful TeachingStrategy 10: Use Teaching Assistants With CautionStrategy 11: Begin With the End in MindFrequently Assess to Measure Student Progress and to Inform InstructionDos and Don′ts When Addressing High-Quality InstructionPart III. Leverage Law, Funding, and Student Differences Toward Critical Transformative Change7. Leveraging the Law and Funding Toward Integrated, Socially Just SchoolsHow Educators Can Use the Law to Leverage an Integrated, Socially Just EducationReallocating Resources for Integrated, Socially Just Schools8. Toward Integrated, Socially Just Schools: A Framework for ChangeDetermining the Locus of ControlA Dual Approach to ChangeOne Framework for Equity and Social Justice ChangeResource A: Equity Audit Data Collection and AnalysisResource B: Reference Material for Service Delivery TeamsResource C: Malcolm Shabazz City High SchoolReferencesIndex