Meeting the Needs of All Students in the Classroom

Meeting the Needs of All Students in the Classroom:

Exploring Integrated Delivery Systems

Wednesday, June 27, 20129:00 – 11:30 AM

Union A

Presentation By:

Peg Deibel – Quad Lead, SST Region 9peg.deibel@email.sparcc.org

Helen Flowers – Quad Lead, SST Region 15helen.flowers@region15.scoca-k12.org

Candi Hazelwood – Quad Lead, SST Region 3candice.hazelwood@esc-cc.org

Becky Rees – Quad Lead, SST Region 6brees@sst6.org

How Are We Doing Serving All Students?

Gaps in Reading

Gaps in Math

CLOSING THE GAP

Raise Expectations

40+ Point Performance

Gaps Unacceptable

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?

Now Compare the Two Lists

Which List is Shorter?

Why?

What is working/not working?

A Program Model Has Not Worked

Students are helped after they failSeparated from core of teaching and learningOverlooks individual needs – fits student to

“program”.Students may be separated from peers either from

classroom or attending a different schoolFragments students day by moving locationsRequire students to be labeled to get help

Frattura 2011

How Has the History of Education

Impacted Where We Are Today?

Title 1Programs

Guidance Programs

At- Risk Program for HS Students

Early Childhood ProgramsPrograms for

Homeless Children

Alcohol and Drug

Programs

Limited English

Speaking Programs

Programs for Students

under Section 504

General Education

Title 1Programs Guidance

Programs Programs for At-Risk Middle School

Students

Gifted and Talented Programs

Programs for Students with

ADHD

At- Risk Program for HS Students

Programs for Nonreaders at

the Third Grade

Early Childhood Programs

Special Education Programs

Programs for Homeless Children

Alcohol and Drug

Programs

Limited English

Speaking Programs

Programs for Students

under Section 504

Programs for Teenage Parents

General Education

So How Do We Make Sense

of All This?

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

Core Instruction

Integrating Services

Organizeprofessional staff by the

needs of each learner instead of clustering

learners by label. (Capper and Frattura,).

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

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?• How are services and supports delivered for

students who are struggling?

▫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:

Services

Are:

continued

▫Supports and builds on culturally relevant, 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…

Paula Kluth Video

“You’re Going to Love This Kid!”

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

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

That Being Said………

Is it Possible to Deconstruct Programs to

Reconstruct Services?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?

What Can YOU Do?

What concrete steps can your TBT/BLT/DLT take to move

your district toward a system of fully integrated services?

Schools and Districts in Support of Integrated Comprehensive Services for ALL Students:– 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

First Things First

Shifting From Programs to Services

Asking the Necessary

Questions

References 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.