Elise A. Frattura and Colleen A. Capper present a unique, step-by-step guide for schools that incorporates a continuous accountability process to help schools avoid backsliding into poor practice. "Leading Beyond Equity and Accountability" addresses how to reach ELL and special needs students sometimes overlooked by NCLB practices. Each concise chapter describes typical school practices that traditionally fail to serve all students and illustrates research-based practice to help address this inequity. The authors offer ways to address the discrepancies between current practice and research and include scores of vignettes from the field. This book is ideal for school principals, directors of special education, and other district administrators involved locally in the implementation of integrated services for special education, at-risk, bilingual, and other Title I students.
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
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