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Preparing to Use This Video with Staff:
Materials/Resources:1.Print copies for each person of the following:
1. HO1: DLT, BLT, TBT Cog (2 sided)2. HO 2: ½ sheet - Why Programs Do Not Work3. HO 3: Shift From Traditional Programs to ICS4. HO 4: Shift From Traditional Roles to ICS5. HO 5: Asking the Necessary Questions6. The power point
2.Additional resources: Meeting the Needs of Students of All Abilities; How Leaders Go Beyond Inclusion. (2009) Capper and Frattura. Leading for Social Justice; Transforming Schools for All Learners (2007) Frattura and Capper.3.Show Chapter 1 of DVD, You Are Going To Love This Kid by Paula Kluth if available.Time Needed:2 Hours
Meeting the Needs of All Students in the Classroom: Exploring Integrated Delivery Systems
Based on the work of:Dr. Elise Frattura
Dr. Colleen Capper
When a student struggles in your school (academically, socially, emotionally)… list all of the programs, practices, interventions that are in place to respond to that student.
Then list what is in place to prevent student struggle in the first place.
Frattura, 2011 pg21
How and Where Are Your Students Supported?
A Program Model Has Not Worked
Students are helped after they fail
Separated from core of teaching and learning
Overlooks individual needs – fits student to “program”.
Students may be separated from peers either from classroom or attending a different school
Fragments students day by moving locations
Require students to be labeled to get helpFrattura 2011
Alcohol and Drug
Programs
Limited English
Speaking Programs
General Education
Capper & Frattura, 2009
Title 1
Programs Guidance Programs
Gifted and Talented
Programs
Programs for
Students with ADHD
At- Risk Program for HS Students
Programs for Nonreaders at the Third
Grade
Alcohol and Drug
Programs
Programs for Students
under Section 504
General Education
Capper & Frattura, 2009
Preventing a Failure Driven SystemIntegrating Tier 2 and 3 within Tier 1
The Goal: First Intervention is the Right Intervention,
Using Universal Design in Tier 1
Integrating Services
Organizeprofessional staff by the
needs of each learner instead of clustering
learners by label. Capper and Frattura, 2009.
What we know
Varied achievementWithin student groupingsPositively impacts Student achievement – Or the students whoAre isolated the most Often are the furthest behind
Hnushek, E.,Klin, J., Markman, M., Rivkin, S. (2003)Does Peer Ability affect student achievement?Journal of Applied Econometrics
If We Continue to Use Intensive Intervention in Isolation of All Students
(Often Suggested in Tier 2 and Tier 3)
We will NEVER develop
The Capacity of ALL Teachers Resulting in More and MORE Segregation
As we have not shared our own EXPERTISE
Capper& Frattura, 2009
Building the Infrastructure
• How is the decision made for where students receive their core instruction?
• Are all students receiving core instruction?• Who is delivering the instruction? • What data are you using to determine the
effectiveness of the core instruction for all kids? Do you disaggregate by subgroup?
• How are services and supports delivered for students who are struggling?
Primary goal is prevent student failureConsiders range of learners within every classroom
and grade/cross gradesSeamlessly tied to and grounded in core teaching
and learningStudents receive services with neighborhood peers
or school of choice (they do not have to go some place else in district or in school to get services)
No rooms/schools are set aside for labeled kids (e.g., LD, ED, special education resource, ESL, at-risk, discipline schools)
Services Are:
Services Are:
Supports and builds on culturally relevant, and differentiated curriculum and instruction
Based on principle of universal access - curriculum is differentiated for needs of all students versus developed and then adapted after the fact
Students do not have to qualify or be labeled to receive an education that meets their needs
Requires teachers and staff to share knowledge and expertise with each other and with students
Integrated Comprehensive Services for All
Learners
Integrated Comprehensive Services for All
Learners
The Bottom Line…
It is about building teacher capacity and expertise so that students may be part of the norm group of diverse learners.
It is about educating each and every learner and building the capacity so that each and every school may honor any child who “belongs”.
It is about developing flexible learning groups throughout each day for each child – based on who they are and how they learn (whether it is 1:1, small group, or large group instruction).
It is about reallocating staff to better meet the needs proactively of each and every learner.
The Bottom Line…
Shift from Traditional Program to Services Chart
1) Review the chart and individually at least one “ah-ha”
2) In triads share out highlighted “ah-ha’s” in round-robin format.
3) Whole group share
Consider This……
Programs are When Children are Sent to the Adults
Services are When Adults Come to the Children
Frattura 2011
LOCATION DEFINES SERVICES
• No classes or courses are set-aside for “lower track” or “higher track” students.
• Students who need the most structure and consistent learning environment are not asked to leave the classroom to attend a pullout program
• All support staff are aligned cross – categorically by grade level or academy
Frattura & Capper, 2007
A WAY TO BEGIN TO INTEGRATE SERVICES
Align special education teachers to the current general education structure within the school, including TBTs (i.e., grade levels, cluster grade levels, academies, etc).
Determine how many students you have in each unit (grade, academy, department, etc) that has needs.
Delineate how many staff you have available to realign to a new structure.
Expect the sharing of expertise through capacity building and staff development
Frattura, 2011
Traditional Roles to Integrated Comprehensive Services Chart
1)Individually review the role(s) that most impact you.
2)Find a partner you do not know and compare the role of traditional to integrated.
3) What are the pros and cons of this shift?
Schools and Districts in Support of Integrated Comprehensive Services for ALL Students:– Collect and analyze data from Equity Audit– Understand the Vision– Develop Non-Negotiables – how they will measure everything– Define and Align for a Proactive Infrastructure building and district
level– Develop Instructional Capacity – ALL Teachers for All Students– Align Common Core - Align IEP’s– Implement Universal Design– Set Heterogeneous Flexible Learning Groups– Develop Teaming Relationships Between Teachers– Reallocate Resources and define Policy to support proactive reform
Frattura & Capper, 2007
First Things First
What Can YOU Do?
What concrete steps can your TBT/BLT/DLT take to move your district toward a system of fully integrated
services?
References: Based on the Work of:Dr. Elise M. Frattura is an associate professor and department chairperson in the Department of
Exceptional Education and Administrative Leadership in the School of Education at the University of Wisconsin-Milwaukee. Dr. Frattura researches and publishes in the area of nondiscrimination law, integrated comprehensive services for all learners, and the theoretical underpinnings of educational marginalization through segregation. Dr. Frattura works with school districts across the nation to assist administrators and teachers in developing comprehensive organizational structures to better meet the individual needs of all learners.
Dr. Colleen Capper is a professor in the Department of Educational Leadership and Policy Analysis at the University of Wisconsin-Madison. She has published extensively on leadership for social justice and equity, including three books: Leading for Social Justice: Transforming Schools for All Learners; Meeting the Needs of Students of All Abilities: Leading Beyond Inclusion (2nd edition) (both with Elise Frattura), and Educational Administration in a Pluralistic Society. Dr. Capper’s research focuses on: 1) Schools that raise and sustain the academic achievement of students of color, low income students, students with disabilities, and language diverse students in integrated ways; 2) preparing and developing leaders to lead these schools; and 3) multiple epistemological perspectives of organizations and administration that can inform the development and practice of leading for social justice.