Meeting the Needs of Students of ALL Abilities How Leaders Go Beyond Inclusion

ISBN-10: 1412966957
ISBN-13: 9781412966955
Edition: 2nd 2009
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Description: Guarantee high student achievement for all students-without adding separate and alternative programs in your school! Meeting student needs shouldn't mean isolation from peers. This step-by-step handbook offers practical strategies for  More...

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Book details

Edition: 2nd
Copyright year: 2009
Publisher: Corwin Press
Publication date: 11/10/2008
Binding: Paperback
Pages: 192
Size: 9.50" wide x 11.00" long x 0.50" tall
Weight: 1.430
Language: English

Guarantee high student achievement for all students-without adding separate and alternative programs in your school! Meeting student needs shouldn't mean isolation from peers. This step-by-step handbook offers practical strategies for administrators, teachers, policymakers, and parents who want to shift from costly special learning programs for a few learners to excellent educational services for all students. Readers will find practical strategies for: Transitioning from separate programs to effective services Establishing broad standards as prerequisites for student success Using the law and funding to meet student needs Preparing for the journey of change The second edition includes the latest research on integrated and socially equitable schools, a greater emphasis on social justice, and a new Equity Audit Questionnaire.

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.

List of Handouts
Preface to the Second Edition
Acknowledgments
About the Authors
Introduction
Shift From Programs to Services
Setting the Stage: The Social and Legal Impetus for Services Rather Than Programs in Integrated, Socially Just Schools
Shifting From Programs to Services: Where to Begin?
Ask Necessary Questions
Establish a School Service Delivery Team to Initiate Change
Shift Personnel Roles to Meet Student Needs
Leading for Social Justice at the School and District Levels
Primary Leadership Characteristic: Inclusive Social Justice and Equity Are the Leader's Core Identity
Leading for Social Justice at the District Level
Traditional Roles of Central Office Administrators Impede Change
Transforming From Centralized Leaders to Social Justice Leaders
Establish Standards for Integrated, Socially Just Schools and Districts
Standards for Physical and Emotional Safety: Prerequisites for Student Success
Make Physical and Emotional Safety Central to All Aspects of the School
Establish a Culture of Inclusivity and Visibility
Take Harassment Seriously
Cocreate Antiharassment Policy and Strategies
Integrate Antiharassment Into the Curriculum
Examples of an Antiharassment Policy in Practice
Standards for Student Behavior
Be Conscious of How We Label Students; Student Behavior Is Relative
Hold High Expectations for Student Behavior in a Context of Care
Develop and Consistently Implement Schoolwide Discipline Policies That Have Individually Designed Consequences and Positive Incentives
Provide Early Intervention
Involve Students in All Aspects of Intervention
All Staff Must Understand That All Behavior Is an Attempt to Communicate
All Staff Must Have Similar Expectations and Strategies for Student Behavior
View Teaching and Learning Appropriate Behaviors as a Long-Term Process
Staff Must Use Proactive Strategies for Students Who Need More Intense Support
Quality Instruction and Assessment: The Foundation for Integrated, Socially Just Schools
Focus on Instruction: Ensure That ALL Students Have Access to Quality Teaching
Get It Right the First Time: Interventions and Programs Are Not the Answer
Develop Teacher Capacity/Hiring
All Teachers Are Experts and Shall Teach All Kids, No Magic in Student Services
Reduce Student-to-Teacher Ratios and Class Size
Configure Class Grouping to Meet Student Needs Without Labeling
Make Early Literacy a Priority
Provide Early Intervention and Prevention Without Labeling
Make Curriculum Accommodations but Not as a Substitute for Skillful Teaching
Use Teaching Assistants With Caution
Begin With the End in Mind
Frequently Assess to Measure Student Progress and to Inform Instruction
Dos and Don'ts When Addressing High-Quality Instruction
Leverage Law, Funding, and Student Differences Toward Critical Transformative Change
Leveraging the Law and Funding Toward Integrated, Socially Just Schools
How Educators Can Use the Law to Leverage an Integrated, Socially Just Education
Reallocating Resources for Integrated, Socially Just Schools
Toward Integrated, Socially Just Schools: A Framework for Change
Determining the Locus of Control
A Dual Approach to Change
One Framework for Equity and Social Justice Change
Equity Audit Data Collection and Analysis
Reference Material for Service Delivery Teams
Malcolm Shabazz City High School
References
Index

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