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Leading for Social Justice

Transforming Schools for All Learners

By: Elise M. Frattura, Colleen A. Capper

An insightful guide for integrating comprehensive services to benefit all students.

This step-by-step handbook examines methods for raising the achievement of English language learners and students with special needs, who are sometimes overlooked in a culture of high-stakes testing. Illustrating how school leaders can integrate schoolwide change through proactive support services, the authors provide planning tools to:

Examine discrepancies between current practice and research
Build a school climate that supports students with challenging behaviors
Implement programs focused on continuous equity-driven accountability
Develop curriculum, instruction, and teacher capacity

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Product Details

Grade Level: K-12
ISBN: 9780761931782
Published By: Corwin
Year: 2007
Page Count: 344
Publication date: April 18, 2007

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Description

"An opportunity for aligning educational programming within schools to provide a comprehensive PreK–12 experience with 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
Syracuse City School District, NY

"A must-read for teachers, principals, directors, and superintendents as they advance equity and excellence for all children."
—Barbara J. Sramek, Director of Special Education
Marshall Public Schools, WI

An insightful guide for integrating comprehensive services to benefit all students.

Acknowledging that student achievement increases in inclusive learning environments and decreases when groups are taught separately, this easily accessible guide examines methods for raising the achievement of English Language Learners and students with special needs, who are sometimes overlooked in a culture of high-stakes testing. The authors provide a step-by-step process for conducting a formative analysis to help schools integrate schoolwide change through proactive support services.

Readers will find ways to:

Examine discrepancies between current practice and research
Build a school climate that supports students with challenging behaviors
Implement programs focused on continuous equity-driven accountability
Develop curriculum, instruction, and teacher capacity

Ideal for special education teachers, directors of special education, and other district administrators, this excellent resource can help you develop an instructional climate to promote success for every student!

Key features

Offers a step-by-step guide with equity-driven accountability process
Illustrates research-based practice to serve all students
Includes a generous number of vignettes from the field
Ideal for administrators working with special education, at-risk, and bilingual students

Author(s)

Elise M. Frattura

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

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.

Table of Contents

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

Reviews

"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
Syracuse City School District, NY

"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
Marshall Public Schools, WI

"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
Midwest Book Review

“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)
American Psychological Association

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Other Titles in: Social Justice | Leadership | Special Education