Leading for Social Justice

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. 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.

Preface Acknowledgments Introduction Cornerstone 1. Core Principles: Focusing on Equity 1. Integrated Comprehensive Services (ICS) 2. Leadership for ICS and Social Justice 3. Developing and Living a School/District Mission for ICS and Social Justice 4. Data for Consciousness, Decision Making, and Evaluation Cornerstone 2. Establishing Equitable Structures: Location and Arrangement of Educational Services 5. Teams for Shared Decision-Making, Staff Design, and Student Support 6. Creating a School Climate That Supports Students With Challenging Behaviors 7. School Involvement With Families Cornerstone 3. Providing Access to High-Quality Teaching and Learning: Building Teacher Capacity and Curriculum and Instruction 8. Teaching Within ICS and for Social Justice 9. Students Who Significantly Challenge Our Teaching 10. English Language Learners and ICS (co-written by Martin Scanlan) 11. Developing Teacher Capacity via Hiring, Evaluation, and Teacher Collaboration Cornerstone 4. Implementing Change: Funding and Policy 12. Reallocating Resources for ICS and Social Justice 13. Developing School District Policy and Precedures to Leverage ICS and Social Justice 14. Using State and Federal Regulations to Leverage ICS and Social Justice 15. The Messiness of Change Toward ICS and Social Justice References Appendices Index

"The ICS model provides an opportunity for aligning educational programming within and across schools to provide a comprehensive PreK-12 experience that culminates in the results districts are looking for: students exceeding their potential and having the skills, knowledge, and long-term understandings that can be applied to real-world problems." -- Brian T. Pulvino, Director of Special Education "The implications for leadership are compelling. Teachers, principals, directors, and superintendents should include this book as a must-read as they advance equity and excellence for all children in their schools and districts." -- Barbara J. Sramek, Director of Special Education "Not to be missed by either teachers or colleges catering to teacher education. This book goes well beyond the usual focus on testing results to help educators decide on program implementation." -- California Bookwatch, July 2007 "This volume is essential reading for any parent, teacher, school administrator, or academic within the field of education interested in working toward solutions to the problems plaguing our schools in the 21st century instead of maintaining the status quo. The ICS framework offers an empirically tested model for school districts to consider if they are seriously interested in substantive school reform." -- PsycCRITIQUES, January 2008, Vol. 53(5)