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. Handout 5
Instructional Practices:
Asking the Necessary Questions
Location of Instruction
Does the district or school have an alternative school, or send students
out of the school or district to an alternative school?
Are all students assigned to rooms, courses, and classes in ways to reach
a goal of a heterogeneous mix of students? Are the demographics of any
room, course, or class proportional to the demographics of the entire
school?
Are students who need the most structure and consistent learning
environment leaving the classroom to attend a pullout program or is
instruction based on universal access through heterogeneous flexible
learning groups?
Student Achievement – Teaching and Learning
Does the district/school have data to show how the achievement gap has
closed or is closing for low-income students, students with disabilities,
students of color, and students for whom English is not their first
language? If so, how is the data being used to improve instruction?
Is effective, differentiated, culturally responsive teaching by the classroom
teacher viewed as your district/schools primary educational intervention?
Are students regularly evaluated, at least weekly, to determine their
understanding of content, and do these evaluations provide feedback to
the classroom teachers to adjust the teaching?
Do staff members have plentiful opportunities to increase their capacity to
effectively teach a diverse range of students to the highest standards in
inclusive ways?Do these opportunities include professional development
and plentiful opportunities for staff collaboration?
Educators Roles
Are all staff expected to teach all students?
Do general education teachers support all students, with and without
labels, in flexible learning groups?
Do teachers have opportunities to collaborate with, observe, coach, and
network, as a way of developing teacher capacity to teach a diverse range
of students to the highest possible achievement in inclusive ways?
Adapted from presentation by Elise Frattura, April 30 and May 1, 2012