Meeting the Needs of All Students in the Classroom: Exploring Integrated Delivery Systems June 27, 9 – 11:30am, Room: Union A Based on the work of Dr. Elise Frattura from University of Wisconsin, Milwaukee, this session will explore how to develop an integrated service delivery system that addresses the needs of all students, including those who have been marginalized, with a focus on students with disabilities. This session will look at some of the major problems caused by providing separate programs and classrooms for disabled students. Examining your current district, building or classroom, you will explore how to align your own delivery of highly effective practices in an integrated setting. Main Presenter: Candi Hazelwood, Consultant, Education Service Center of Cuyahoga County Co-Presenter(s): Peg Deibel, Consultant, State Support Team Region 9; Helen Flowers, Consultant, State Support Team Region 15; Becky Rees, Consultant, State Support Team Region 6

1. Meeting the Needs of All
Students in the Classroom:
Exploring Integrated Delivery
Systems
Wednesday, June 27, 2012
9:00 – 11:30 AM
Union A

2. Presentation By:
Peg Deibel – Quad Lead, SST Region 9
peg.deibel@email.sparcc.org
Helen Flowers – Quad Lead, SST Region 15
helen.flowers@region15.scoca-k12.org
Candi Hazelwood – Quad Lead, SST Region 3
candice.hazelwood@esc-cc.org
Becky Rees – Quad Lead, SST Region 6
brees@sst6.org

5. How Are We
Doing Serving
All Students?

6. Gaps in Reading

7. Gaps in Math

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

14. Title 1
Programs
Programs for
Students
under Section Guidance
504 Programs
General
Alcohol and
Drug
Programs Education At- Risk
Program for
HS Students
Limited
English
Speaking
Programs Early
Childhood
Programs for Programs
Homeless
Children

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

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

18. The Goal:
First Intervention is the Right Intervention,
Using Universal Design in Tier 1
Core
Instruction
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,).

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

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?
• How are services and supports delivered for
students who are struggling?

24. Services Are:
▫ 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)

25. 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

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. Paula Kluth Video
“You’re Going to
Love This Kid!”

31. Shift from Traditional Program to Services
Chart
2) Review the chart and individually at least
one “ah-ha”
3) 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

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

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

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

39. First Things First
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

40. Shifting From Programs to
Services
sary
eces
N s
t h e ion
ki ng est
As Q u

41. 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.