Preparing to Use This Video with Staff:

1. Materials/Resources: • Print copies for each person of the following: • HO1: DLT, BLT, TBT Cog (2 sided) • HO 2: ½ sheet - Why Programs Do Not Work • HO 3: Shift From Traditional Programs to ICS • HO 4: Shift From Traditional Roles to ICS • HO 5: Asking the Necessary Questions • The power point • 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. • Show Chapter 1 of DVD, You Are Going To Love This Kid by Paula Kluth if available. • Time Needed: • 2 Hours Preparing to Use This Video with Staff:

2. Meeting the Needs of All Students in the Classroom: Exploring Integrated Delivery Systems Based on the work of: Dr. Elise Frattura Dr. Colleen Capper

5. How Are We Doing Serving All Students?

6. Gaps in Reading

7. Gaps in Math

8. CLOSING THE GAP Raise Expectations 40+ Point Performance Gaps Unacceptable

9. How and Where Are Your Students Supported? • 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

10. Now Compare the Two Lists • Which List is Shorter? • Why? • What is working/not working?

11. 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 help Frattura 2011

12. How Has the History of Education Impacted Where We Are Today?

13. Title 1 Programs Guidance Programs Programs for Students under Section 504 • General • Education Limited English Speaking Programs Alcohol and Drug Programs Programs for Homeless Children At- Risk Program for HS Students Early Childhood Programs Capper & Frattura, 2009

14. Title 1 Programs Programs for Teenage Parents Guidance Programs Programs for Students under Section 504 Programs for At-Risk Middle School Students • General • Education Limited English Speaking Programs Gifted and Talented Programs Alcohol and Drug Programs Programs for Students with ADHD Programs for Homeless Children At- Risk Program for HS Students Special Education Programs Programs for Nonreaders at the Third Grade Early Childhood Programs Capper & Frattura, 2009

15. Capper & Frattura, 2009

16. So How Do We Make Sense of All This?

17. Is It Possible to Create Schools that Are Both Equitable and Excellent?

18. The Goal: First Intervention is the Right Intervention, Using Universal Design in Tier 1 Preventing a Failure Driven System Integrating Tier 2 and 3 within Tier 1

19. Integrating Services Organize professional staff by the needs of each learner instead of clustering learners by label. Capper and Frattura, 2009.

20. What we know Varied achievement Within student groupings Positively impacts Student achievement – Or the students who Are 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

21. 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

23. 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?

24. Primary goal is prevent student failure Considers range of learners within every classroom and grade/cross grades Seamlessly tied to and grounded in core teaching and learning Students 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:

25. 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

26. Integrated Comprehensive Services for All Learners

27. 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”.

28. The Bottom Line… 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.

29. STOP! Complete this activity before continuing.

31. Shift from Traditional Program to ServicesChart • Review the chart and individually at least one “ah-ha” • In triads share out highlighted “ah-ha’s” in round-robin format. 3) Whole group share

32. Consider This…… Programs are When Children are Sent to the Adults Services are When Adults Come to the Children Frattura 2011

33. 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

34. 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

35. That Being Said……… Is it Possible to Deconstruct Programs to Reconstruct Services? Frattura 2011

36. STOP! Complete this activity before continuing.

38. Traditional Roles to Integrated Comprehensive Services Chart • Individually review the role(s) that most impact you. • Find a partner you do not know and compare the role of traditional to integrated. • What are the pros and cons of this shift?

39. First Things First 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

40. What Can YOU Do? What concrete steps can your TBT/BLT/DLT take to move your district toward a system of fully integrated services?

41. Shifting From Programs to Services Asking the Necessary Questions

42. 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.