Meeting the Needs of Students of ALL Abilities
Purchase
Description
"Provides a clear road map for everyone interested in changing schools to be responsive to ALL students. School personnel, school boards, and individual educators will be challenged to think courageously about how schools should operate for every student who comes through the classroom door."
—Darin Drill, Executive Director of Secondary Programs
North Clackamas School District, Milwaukie, OR
"Offers specific strategies for creating environments where children can work together and learn from each other regardless of their abilities."
—Cathleen J. Chamberlain, Assistant Superintendent
Oswego City School District, NY
Promote high achievement for all students through equitable, integrated school services!
This step-by-step handbook provides the foundation for school leaders who want to shift from costly special learning programs for a few learners to excellent, inclusive educational services for all students, including English language learners and those with special needs such as learning disabilities and disadvantaged backgrounds.
This useful guide covers school policies, reform, and restructuring, and demonstrates how to establish standards for physical and emotional safety, student behavior, and quality instruction and learning. Based on current research, this second edition places a greater emphasis on social justice and standards, offers a new equity audit questionnaire, and includes examples of success from schools that have used the book to implement change. Readers will find practical strategies, reproducible handouts, and self-assessments for:
- Transitioning schools from separate programs to inclusive services
- Establishing broad standards as prerequisites for student success
- Understanding legal and financial considerations for meeting student needs
- Preparing for the process of change
Meeting the Needs of Students of ALL Abilities provides a realistic portrayal of how leaders can create and sustain excellent, integrated, socially just schools, and ensure success for all.
Contents
List of Handouts
List of Handouts
Preface to the Second Edition
Preface to the Second Edition
Acknowledgments
Acknowledgments
About the Authors
About the Authors
Introduction
Introduction
Part I. Shift From Programs to Services
- 1. Setting the Stage: The Social and Legal Impetus for Services Rather Than Programs in Integrated, Socially Just Schools
- 2. Shifting From Programs to Services: Where to Begin?
- First Stage: Ask Necessary Questions
- Second Stage: Establish a School Service Delivery Team to Initiate Change
- Third Stage: Shift Personnel Roles to Meet Student Needs
- 3. Leading for Social Justice at the School and District Levels
- Primary Leadership Characteristic: Inclusive Social Justice and Equity Are the Leader's Core Identity
- Leading for Social Justice at the District Level
- Traditional Roles of Central Office Administrators Impede Change
- Transforming From Centralized Leaders to Social Justice Leaders
Part II. Establish Standards for Integrated, Socially Just Schools and Districts
- 4. Standards for Physical and Emotional Safety: Prerequisites for Student Success
- Standard 1: Make Physical and Emotional Safety Central to All Aspects of the School
- Standard 2: Establish a Culture of Inclusivity and Visibility
- Standard 3: Take Harassment Seriously
- Standard 4: Cocreate Antiharassment Policy and Strategies
- Standard 5: Integrate Antiharassment Into the Curriculum
- Examples of an Antiharassment Policy in Practice
- 5. Standards for Student Behavior
- Standard 1: Be Conscious of How We Label Students; Student Behavior Is Relative
- Standard 2: Hold High Expectations for Student Behavior in a Context of Care
- Standard 3: Develop and Consistently Implement Schoolwide Discipline Policies That Have Individually Designed Consequences and Positive Incentives
- Standard 4: Provide Early Intervention
- Standard 5: Involve Students in All Aspects of Intervention
- Standard 6: All Staff Must Understand That All Behavior Is an Attempt to Communicate
- Standard 7: All Staff Must Have Similar Expectations and Strategies for Student Behavior
- Standard 8: View Teaching and Learning Appropriate Behaviors as a Long-Term Process
- Standard 9: Staff Must Use Proactive Strategies for Students Who Need More Intense Support
- 6. Quality Instruction and Assessment: The Foundation for Integrated, Socially Just Schools
- Strategy 1: Focus on Instruction: Ensure That ALL Students Have Access to Quality Teaching
- Strategy 2: Get It Right the First Time: Interventions and Programs Are Not the Answer
- Strategy 3: Develop Teacher Capacity/Hiring
- Strategy 4: All Teachers Are Experts and Shall Teach All Kids, No Magic in Student Services
- Strategy 5: Reduce Student-to-Teacher Ratios and Class Size
- Strategy 6: Configure Class Grouping to Meet Student Needs Without Labeling
- Strategy 7: Make Early Literacy a Priority
- Strategy 8: Provide Early Intervention and Prevention Without Labeling
- Strategy 9: Make Curriculum Accommodations but Not as a Substitute for Skillful Teaching
- Strategy 10: Use Teaching Assistants With Caution
- Strategy 11: Begin With the End in Mind
- Frequently Assess to Measure Student Progress and to Inform Instruction
- Dos and Don'ts When Addressing High-Quality Instruction
Part III. Leverage Law, Funding, and Student Differences Toward Critical Transformative Change
- 7. Leveraging the Law and Funding Toward Integrated, Socially Just Schools
- How Educators Can Use the Law to Leverage an Integrated, Socially Just Education
- Reallocating Resources for Integrated, Socially Just Schools
- 8. Toward Integrated, Socially Just Schools: A Framework for Change
- Determining the Locus of Control
- A Dual Approach to Change
- One Framework for Equity and Social Justice Change
- Resource A: Equity Audit Data Collection and Analysis
- Resource B: Reference Material for Service Delivery Teams
- Resource C: Malcolm Shabazz City High School
- References
- Index
Additional materials
Description
"Provides a clear road map for everyone interested in changing schools to be responsive to ALL students. School personnel, school boards, and individual educators will be challenged to think courageously about how schools should operate for every student who comes through the classroom door."
—Darin Drill, Executive Director of Secondary Programs
North Clackamas School District, Milwaukie, OR
"Offers specific strategies for creating environments where children can work together and learn from each other regardless of their abilities."
—Cathleen J. Chamberlain, Assistant Superintendent
Oswego City School District, NY
Promote high achievement for all students through equitable, integrated school services!
This step-by-step handbook provides the foundation for school leaders who want to shift from costly special learning programs for a few learners to excellent, inclusive educational services for all students, including English language learners and those with special needs such as learning disabilities and disadvantaged backgrounds.
This useful guide covers school policies, reform, and restructuring, and demonstrates how to establish standards for physical and emotional safety, student behavior, and quality instruction and learning. Based on current research, this second edition places a greater emphasis on social justice and standards, offers a new equity audit questionnaire, and includes examples of success from schools that have used the book to implement change. Readers will find practical strategies, reproducible handouts, and self-assessments for:
- Transitioning schools from separate programs to inclusive services
- Establishing broad standards as prerequisites for student success
- Understanding legal and financial considerations for meeting student needs
- Preparing for the process of change
Meeting the Needs of Students of ALL Abilities provides a realistic portrayal of how leaders can create and sustain excellent, integrated, socially just schools, and ensure success for all.
Contents
List of Handouts
List of Handouts
Preface to the Second Edition
Preface to the Second Edition
Acknowledgments
Acknowledgments
About the Authors
About the Authors
Introduction
Introduction
Part I. Shift From Programs to Services
- 1. Setting the Stage: The Social and Legal Impetus for Services Rather Than Programs in Integrated, Socially Just Schools
- 2. Shifting From Programs to Services: Where to Begin?
- First Stage: Ask Necessary Questions
- Second Stage: Establish a School Service Delivery Team to Initiate Change
- Third Stage: Shift Personnel Roles to Meet Student Needs
- 3. Leading for Social Justice at the School and District Levels
- Primary Leadership Characteristic: Inclusive Social Justice and Equity Are the Leader's Core Identity
- Leading for Social Justice at the District Level
- Traditional Roles of Central Office Administrators Impede Change
- Transforming From Centralized Leaders to Social Justice Leaders
Part II. Establish Standards for Integrated, Socially Just Schools and Districts
- 4. Standards for Physical and Emotional Safety: Prerequisites for Student Success
- Standard 1: Make Physical and Emotional Safety Central to All Aspects of the School
- Standard 2: Establish a Culture of Inclusivity and Visibility
- Standard 3: Take Harassment Seriously
- Standard 4: Cocreate Antiharassment Policy and Strategies
- Standard 5: Integrate Antiharassment Into the Curriculum
- Examples of an Antiharassment Policy in Practice
- 5. Standards for Student Behavior
- Standard 1: Be Conscious of How We Label Students; Student Behavior Is Relative
- Standard 2: Hold High Expectations for Student Behavior in a Context of Care
- Standard 3: Develop and Consistently Implement Schoolwide Discipline Policies That Have Individually Designed Consequences and Positive Incentives
- Standard 4: Provide Early Intervention
- Standard 5: Involve Students in All Aspects of Intervention
- Standard 6: All Staff Must Understand That All Behavior Is an Attempt to Communicate
- Standard 7: All Staff Must Have Similar Expectations and Strategies for Student Behavior
- Standard 8: View Teaching and Learning Appropriate Behaviors as a Long-Term Process
- Standard 9: Staff Must Use Proactive Strategies for Students Who Need More Intense Support
- 6. Quality Instruction and Assessment: The Foundation for Integrated, Socially Just Schools
- Strategy 1: Focus on Instruction: Ensure That ALL Students Have Access to Quality Teaching
- Strategy 2: Get It Right the First Time: Interventions and Programs Are Not the Answer
- Strategy 3: Develop Teacher Capacity/Hiring
- Strategy 4: All Teachers Are Experts and Shall Teach All Kids, No Magic in Student Services
- Strategy 5: Reduce Student-to-Teacher Ratios and Class Size
- Strategy 6: Configure Class Grouping to Meet Student Needs Without Labeling
- Strategy 7: Make Early Literacy a Priority
- Strategy 8: Provide Early Intervention and Prevention Without Labeling
- Strategy 9: Make Curriculum Accommodations but Not as a Substitute for Skillful Teaching
- Strategy 10: Use Teaching Assistants With Caution
- Strategy 11: Begin With the End in Mind
- Frequently Assess to Measure Student Progress and to Inform Instruction
- Dos and Don'ts When Addressing High-Quality Instruction
Part III. Leverage Law, Funding, and Student Differences Toward Critical Transformative Change
- 7. Leveraging the Law and Funding Toward Integrated, Socially Just Schools
- How Educators Can Use the Law to Leverage an Integrated, Socially Just Education
- Reallocating Resources for Integrated, Socially Just Schools
- 8. Toward Integrated, Socially Just Schools: A Framework for Change
- Determining the Locus of Control
- A Dual Approach to Change
- One Framework for Equity and Social Justice Change
- Resource A: Equity Audit Data Collection and Analysis
- Resource B: Reference Material for Service Delivery Teams
- Resource C: Malcolm Shabazz City High School
- References
- Index
Additional materials
Reviews
Meeting the Needs of Students of ALL Abilities
How Leaders Go Beyond Inclusion
November 2008 | 192 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 01/01/2025 | 9781412966955 | $42.95 |
"Provides a clear road map for everyone interested in changing schools to be responsive to ALL students. School personnel, school boards, and individual educators will be challenged to think courageously about how schools should operate for every student who comes through the classroom door."
—Darin Drill, Executive Director of Secondary Programs
North Clackamas School District, Milwaukie, OR
"Offers specific strategies for creating environments where children can work together and learn from each other regardless of their abilities."
—Cathleen J. Chamberlain, Assistant Superintendent
Oswego City School District, NY
Promote high achievement for all students through equitable, integrated school services!
This step-by-step handbook provides the foundation for school leaders who want to shift from costly special learning programs for a few learners to excellent, inclusive educational services for all students, including English language learners and those with special needs such as learning disabilities and disadvantaged backgrounds.
This useful guide covers school policies, reform, and restructuring, and demonstrates how to establish standards for physical and emotional safety, student behavior, and quality instruction and learning. Based on current research, this second edition places a greater emphasis on social justice and standards, offers a new equity audit questionnaire, and includes examples of success from schools that have used the book to implement change. Readers will find practical strategies, reproducible handouts, and self-assessments for:
- Transitioning schools from separate programs to inclusive services
- Establishing broad standards as prerequisites for student success
- Understanding legal and financial considerations for meeting student needs
- Preparing for the process of change
Meeting the Needs of Students of ALL Abilities provides a realistic portrayal of how leaders can create and sustain excellent, integrated, socially just schools, and ensure success for all.
Table Of Contents:
- List of Handouts
- Preface to the Second Edition
- Acknowledgments
- About the Authors
- Introduction
- Part I. Shift From Programs to Services
- 1. Setting the Stage: The Social and Legal Impetus for Services Rather Than Programs in Integrated, Socially Just Schools
- 2. Shifting From Programs to Services: Where to Begin?
- First Stage: Ask Necessary Questions
- Second Stage: Establish a School Service Delivery Team to Initiate Change
- Third Stage: Shift Personnel Roles to Meet Student Needs
- 3. Leading for Social Justice at the School and District Levels
- Primary Leadership Characteristic: Inclusive Social Justice and Equity Are the Leader's Core Identity
- Leading for Social Justice at the District Level
- Traditional Roles of Central Office Administrators Impede Change
- Transforming From Centralized Leaders to Social Justice Leaders
- Part II. Establish Standards for Integrated, Socially Just Schools and Districts
- 4. Standards for Physical and Emotional Safety: Prerequisites for Student Success
- Standard 1: Make Physical and Emotional Safety Central to All Aspects of the School
- Standard 2: Establish a Culture of Inclusivity and Visibility
- Standard 3: Take Harassment Seriously
- Standard 4: Cocreate Antiharassment Policy and Strategies
- Standard 5: Integrate Antiharassment Into the Curriculum
- Examples of an Antiharassment Policy in Practice
- 5. Standards for Student Behavior
- Standard 1: Be Conscious of How We Label Students; Student Behavior Is Relative
- Standard 2: Hold High Expectations for Student Behavior in a Context of Care
- Standard 3: Develop and Consistently Implement Schoolwide Discipline Policies That Have Individually Designed Consequences and Positive Incentives
- Standard 4: Provide Early Intervention
- Standard 5: Involve Students in All Aspects of Intervention
- Standard 6: All Staff Must Understand That All Behavior Is an Attempt to Communicate
- Standard 7: All Staff Must Have Similar Expectations and Strategies for Student Behavior
- Standard 8: View Teaching and Learning Appropriate Behaviors as a Long-Term Process
- Standard 9: Staff Must Use Proactive Strategies for Students Who Need More Intense Support
- 6. Quality Instruction and Assessment: The Foundation for Integrated, Socially Just Schools
- Strategy 1: Focus on Instruction: Ensure That ALL Students Have Access to Quality Teaching
- Strategy 2: Get It Right the First Time: Interventions and Programs Are Not the Answer
- Strategy 3: Develop Teacher Capacity/Hiring
- Strategy 4: All Teachers Are Experts and Shall Teach All Kids, No Magic in Student Services
- Strategy 5: Reduce Student-to-Teacher Ratios and Class Size
- Strategy 6: Configure Class Grouping to Meet Student Needs Without Labeling
- Strategy 7: Make Early Literacy a Priority
- Strategy 8: Provide Early Intervention and Prevention Without Labeling
- Strategy 9: Make Curriculum Accommodations but Not as a Substitute for Skillful Teaching
- Strategy 10: Use Teaching Assistants With Caution
- Strategy 11: Begin With the End in Mind
- Frequently Assess to Measure Student Progress and to Inform Instruction
- Dos and Don'ts When Addressing High-Quality Instruction
- Part III. Leverage Law, Funding, and Student Differences Toward Critical Transformative Change
- 7. Leveraging the Law and Funding Toward Integrated, Socially Just Schools
- How Educators Can Use the Law to Leverage an Integrated, Socially Just Education
- Reallocating Resources for Integrated, Socially Just Schools
- 8. Toward Integrated, Socially Just Schools: A Framework for Change
- Determining the Locus of Control
- A Dual Approach to Change
- One Framework for Equity and Social Justice Change
- Resource A: Equity Audit Data Collection and Analysis
- Resource B: Reference Material for Service Delivery Teams
- Resource C: Malcolm Shabazz City High School
- References
- Index