Handout 5                               Instructional Practices:                           Asking the Necessary QuestionsL...
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Meeting the Needs of All Students in the Classroom: Exploring Integrated Delivery Systems -Handout5 questions


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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

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Meeting the Needs of All Students in the Classroom: Exploring Integrated Delivery Systems -Handout5 questions

  1. 1. Handout 5 Instructional Practices: Asking the Necessary QuestionsLocation 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