Meeting the Needs of Students of ALL Abilities 2/e

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.

List of Handouts Preface to the Second Edition Acknowledgments About the Authors Introduction Part I. Shift From Programs to Services 1. Setting the Stage: The Social and Legal Impetus for Services Rather Than Programs in Integrated, Socially Just Schools 2. Shifting From Programs to Services: Where to Begin? First Stage: Ask Necessary Questions Second Stage: Establish a School Service Delivery Team to Initiate Change Third Stage: Shift Personnel Roles to Meet Student Needs 3. 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 Part II. Establish Standards for Integrated, Socially Just Schools and Districts 4. Standards for Physical and Emotional Safety: Prerequisites for Student Success Standard 1: Make Physical and Emotional Safety Central to All Aspects of the School Standard 2: Establish a Culture of Inclusivity and Visibility Standard 3: Take Harassment Seriously Standard 4: Cocreate Antiharassment Policy and Strategies Standard 5: Integrate Antiharassment Into the Curriculum Examples of an Antiharassment Policy in Practice 5. Standards for Student Behavior Standard 1: Be Conscious of How We Label Students; Student Behavior Is Relative Standard 2: Hold High Expectations for Student Behavior in a Context of Care Standard 3: Develop and Consistently Implement Schoolwide Discipline Policies That Have Individually Designed Consequences and Positive Incentives Standard 4: Provide Early Intervention Standard 5: Involve Students in All Aspects of Intervention Standard 6: All Staff Must Understand That All Behavior Is an Attempt to Communicate Standard 7: All Staff Must Have Similar Expectations and Strategies for Student Behavior Standard 8: View Teaching and Learning Appropriate Behaviors as a Long-Term Process Standard 9: Staff Must Use Proactive Strategies for Students Who Need More Intense Support 6. Quality Instruction and Assessment: The Foundation for Integrated, Socially Just Schools Strategy 1: Focus on Instruction: Ensure That ALL Students Have Access to Quality Teaching Strategy 2: Get It Right the First Time: Interventions and Programs Are Not the Answer Strategy 3: Develop Teacher Capacity/Hiring Strategy 4: All Teachers Are Experts and Shall Teach All Kids, No Magic in Student Services Strategy 5: Reduce Student-to-Teacher Ratios and Class Size Strategy 6: Configure Class Grouping to Meet Student Needs Without Labeling Strategy 7: Make Early Literacy a Priority Strategy 8: Provide Early Intervention and Prevention Without Labeling Strategy 9: Make Curriculum Accommodations but Not as a Substitute for Skillful Teaching Strategy 10: Use Teaching Assistants With Caution Strategy 11: 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 Part III. Leverage Law, Funding, and Student Differences Toward Critical Transformative Change 7. 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 8. 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 Resource A: Equity Audit Data Collection and Analysis Resource B: Reference Material for Service Delivery Teams Resource C: Malcolm Shabazz City High School References Index

"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." -- Pat Rhodes, Principal "This book provides a clear road map for everyone who is interested in changing schools to be responsive to ALL students. School personnel, school boards, and individual educators will be challenged to think courageously about how schools should operate for every student who comes through the classroom door." -- Darin Drill, Executive Director of Secondary Programs "Offers specific strategies for creating environments where children can work together and learn from each other regardless of their abilities." -- Cathleen J. Chamberlain, Assistant Superintendent "Brings a creative, well-researched perspective to schools that is inclusive in exciting ways. I strongly recommend it for use in graduate courses in educational administration and to administrators who want to put their caring and commitment into effective action." -- Ruth Harper, Professor