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Handout 3                       Shift from Traditional Programs                    to Integrated Comprehensive Services  T...
Certification in a specialty area                                        means that the person has some                   ...
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Meeting the Needs of All Students in the Classroom: Exploring Integrated Delivery Systems -Handout3 shift progs to services if 2

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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 -Handout3 shift progs to services if 2

  1. 1. Handout 3 Shift from Traditional Programs to Integrated Comprehensive Services Traditional Programs Persistent Assumption Integrated That Inhibits Change Comprehensive ServicesCore Principles: Focusing on EquitySource of student failure is student; Source of student failure is thehence, student needs to be fixed to system; hence, the system needs tofit the system accommodate the student Primary aim of teaching and learning is prevention of studentStudents not helped until after they failurefail Primary aim of all educators is building teacher capacity Administratively easier to plug aOverlooks individual needs; slots student into an existing program, Student needs met on an individualstudent into “program” than to creatively plan how to best basis meet a student’s needsEquitable Structures: Location More cost effective to cluster students with similar labels in schools and then bus them to those schools Students receive services withSeparates students either at the Easier on staff if students with neighborhood peers or school ofclassroom level, or forces students similar labels are clustered in choice (they do not have to goto attend a school they would not schools and classrooms someplace else in the district or inattend if they did not have a label school to receive support) Educators can provide individual attention and support only in a setting or situation separate from the student’s peers No rooms/schools set aside forFragments a student’s day by labeled students (e.g., LD, ED,moving from location to location to special education resource, ESL, at-receive support risk)Prevents transfer of educator andstudent knowledgeStudents homogeneously groupedby like categories (LD, CD, ESL,etc.)Tracks and marginalizes students Flexible grouping patterns usedof color and lower social class throughout day depending onstudents content and students needs (i.e., 1:1 or small or large group)Students segregated with thosewith similar labels for extendedperiods of timeStudents move in homogeneousgroups from class to classAccess to High-Quality Teaching and Learning: Building Staff Capacity and Educator Roles
  2. 2. Certification in a specialty area means that the person has some magical skills that no one else can Requires teachers/staff to share ever learnStaff adhere to their professional, knowledge and expertise with eachexpert roles other and with students What specialist teachers do (ESL, special ed, GT) is something otherStaff develop territories and Staff are organized by the needs of than good teaching“program identification” (e.g., “my each learnerkids,” “my at-risk program,” “ my Professionalism of staff and jobspecialty,” “your resource room”) Staff build each other’s capacity to security are undermined when work with a range of students support staff, who are not professionally certified to provide instruction, do soAccess to High Quality teaching and Learning: Curriculum and InstructionSeparate from the core teaching If students fail, it is the students’ Supports and builds on culturallyand learning of the school fault relevant, differentiated curriculum and instructionRequires students to be identified Core teaching and learning needand labeled for them to receive not or cannot be changed Based on principle of universalhelp access – curriculum is Schools are incapable of changing differentiated to address range ofStudents denied access to content- to meet student needs needs instead of developed andbased instruction, which adversely then adapted after the factaffects performance onstandardized assessments Students do not have to qualify or be labeled to receive a curriculumInstructional techniques developed and instruction that meet theirusing group norm rather than needsindividual goals and objectivesInstruction often driven byavailable supports, classes, andinstructional resourcesRequires students to be identified Special education teacher cannot Students do not have to beand labeled to get “help” support students who do not have qualified for nor labeled to receive labels an education that meets their needs Educators are incapable of differentiating curriculum and instructionImplementing Change: FundingSeparate funding and resources We cannot merge funds and Funding and resources are mergedfocused on fixing student deficits resources to build teacher and system capacity with a focus on preventionSeparate policies that are The problem is with students of student strugglecompliance, not quality driven Policies are unified around allSeparate programs are costly due learners in a proactive/supportiveto replication of staff and materials mannerFrattura & Capper (2007). Leading for Social Justice. Corwin Press

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