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