National Leadership for Social Justice Institute

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4th Annual National Leadership for Social Justice Institute and Academy:

Leading Proactive High Achieving Schools for All Students

New Participants: 

5 Day Institute

     July 27 - July 31, 2015


Returning Participants: 

2 Day Academy

 July 30 - July 31, 2015  

    Contact Matthew Freid at about 2-Day Academy registration.


This annual professional development opportunity supports state, regional, district leadership, building leadership, and grade level teacher teams to move from a deficit-based system to one that is based on proactive, Integrated, and Comprehensive Services (ICS)™. Participants will affirm their commitment to learning to lead for equity and social justice across rural, urban, and suburban districts. Teams will engage in a deep equity analysis of their school, district, region, or state and complete an action plan and next steps to increase achievement of all students regardless of sexual orientation, gender identity, race, gender, ability, language, income, and their intersections.

Schools and districts who have completed the Institute in previous years and whom are deeply engaged in the work will help facilitate content and share their achievements and challenges. Participants will network and collaborate, and in so doing, develop an on-going community of support and accountability beyond the event.

Who Should Attend?

  • State Teams

  • Regional Teams

  • District Leadership Teams (directors of special education/curriculum instruction, superintendents, business manager/HR, and possible principals from Building Leadership Teams)

  • Building Leadership Teams (principal, assistant principal, representatives from Grade Level Teams including special education teachers, general education teachers, ELL/bilingual teachers, school psychologists, interventionists, reading specialists, etc.)

  • Grade Level Teacher Teams - as long as the Grade Level Teams are attending with the Building Leadership Teams. Grade level teams include special education, general education, ELL/bilingual teachers, interventionists, reading specialists, etc.)

Why Should You Attend?

State, regional, district, building, and grade level teacher teams will develop/revise improvement plans that:

  • Use data to raise student achievement and eliminate inequities (lead beyond RtI)

  • Transform service delivery for all students (e.g., special education, ELL, Title I, gifted)

  • Create universally designed instruction

  • Develop teacher and organizational capacity

  • Merge funding and reallocate resources


Registration cost includes all materials and refreshments throughout the week. 

Names of participants are not required to register a group. Secure your spots now and submit names of attendees later.

University credit for the 5 Day Institute (3 credits) and the 2 Day Academy (1 credit) is available to interested participants. Additional information will be sent out after registration is complete.

Online registration requires the use of a credit card for payment. Please contact Matthew Freid at (716) 553-2654 or with any registration questions.

New Participants: 5 Day

July 27 - July 31, 2015

Individual: $525

Groups of 8 or more: $495

Groups of 16 or more: $470


Returning Participants: 2 Day

July 30 - July 31, 2015

Individual: $260

Groups of 8 or more: $250 

Groups of 16 or more: $220

Contact Matthew Freid at about 2-Day Academy registration.



Refund Policy

If you have registered and cancel 60 days or more before the event starts you will receive a full refund of the registration amount minus a $50 administrative fee.  If you cancel less than 60 days in advance of the event there will be no refund. Please contact Matthew Freid for more information.

Institute and Academy Information

A draft schedule for the 2015 event will be posted soon.


The event will be held at the Wisconsin Institute for Discovery building on campus located at 330 N. Orchard St., Madison, WI, 53715.

Visitor's Information

Lodging options (w/discounted rate) on campus:

      The Lowell Center 



Details about featured speakers and facilitators will be posted periodically in the months leading up to the 2015 event.

Continue reading below for information on featured presenters from 2014.

2014 Facilitators


David H. Rose, Ed.D. is a developmental neuropsychologist and educator whose primary focus is on the development of new technologies for learning. In 1984, Dr. Rose co-founded CAST, a not-for-profit research and development organization whose mission is to improve education, for all learners, through innovative uses of modern multimedia technology and contemporary research in the cognitive neurosciences. That work has grown into the field called Universal Design for Learning which now influences educational policy and practice throughout the United States and internationally. Dr. Rose also teaches at Harvard's Graduate School of Education where he has been on the faculty for almost 30 years.








Decoteau J. Irby, Ph.D. is an Assistant Professor in the department of Administrative Leadership at UWM. His research interests include the cultural politics of urban education; zero tolerance, school safety, and discipline policies; ideological dimensions of school reform movements; and schooling and labor experiences of Black males. He has presented research papers at numerous conferences including American Educational Research Association, American Association of Geographers, and Association of Black Sociologists and has published academic papers in Journal of Cases in Educational Administration, Preventing School Failure, Studies in Educational Evaluation, Urban Education, and Urban Review among others.







Shannon Chavez-Korell, Ph.D. is an associate professor in the Department of Educational Psychology. Chavez-Korell teaches courses in group counseling, multicultural counseling, and clinical supervision. She also coordinates the Graduate Certificate in Multicultural Knowledge of Mental Health Practices and is the Campus Coordinator of the National Certified Counselor for Graduate Students Program. Her clinical interests include resilience, identity development, and group dynamics. Chavez-Korell’s research focuses on racial and ethnic identity attitudes and their relationship to social behavior and health outcomes, and extends to cultural adaptations of mental health interventions. Her interests also include transgender identity and affirmative counseling with lesbian, gay, bisexual, and transgender individuals. In 2011, Chavez Korell received the Faculty Diversity Research Award from the Institute on Race & Ethnicity, University of Wisconsin System. 




Elise Frattura, Ph.D. is an associate professor and department chair at the University of Wisconsin Milwaukee Department of Exceptional Education and Educational Administration. Dr. Frattura has !ve years experience as a high school teacher and 13 years as a school district student services and special education administrator, during which time she functioned as an adjunct lecturer at UW-Madison, teaching courses related to diversity in elementary and secondary administration of services for all learners. Currently she is teaching courses in the area of district o"ce administrative leadership for teaching and learning of all students, organizational leadership, and special education law.

Dr. Frattura researches and publishes in the area of nondiscrimination law, integrated comprehensive services for all learners, and the theoretical underpinnings of educational segregation. In addition, she works with school districts across the country to assist in the movement from programs to services through a participatory formative analysis approach that she has developed and written about. Recently she completed "Leading for Social Justice" and her 2nd edition of "Meeting the Needs of All Learners" published in December of 2008. 



Dr. Kurt A. Schneider is currently the Assistant Superintendent of Learning (Pupil Services) for the Community Consolidated School District 181in Illinois, a western suburban district of Chicago, and is co-leading the Department of Learning. He also has served as part-time adjunct professor at the University of Wisconsin-Madison teaching courses within the Educational Leadership and Policy Analysis and Rehabilitation Psychology and Special Education Departments.  In 2013 he was elected to the national TASH Board of Directors.  In 2012, while with the Stoughton Area School District in Wisconsin, he was nationally recognized by both the National Center for Educational Outcomes and the TASH organizations for his work around systems change and the raising of achievement of all students, through inclusive service delivery approaches. In 2011 he was elected to the national ASCD’S Leadership Council, and in 2009 was recognized by them as an Emerging Leader.  His work to raise the achievement of all learners has been repeatedly presented at the local, state and national levels. In addition to his doctoral, masters, and undergraduate degrees in general and special education at the University of Wisconsin-Madison in Educational Leadership and Policy Analysis and Special Education, he holds Wisconsin and Illinois administrator endorsements in superintendent, curriculum/instruction, principal, and special education; and has earned multiple certificates from the Harvard Graduate School of Education for studying the Achievement Gap and Critical Issues in Urban Special Education.



Colleen A. Capper is a professor in the Department of Educational Leadership and Policy and teaching focus on systems change in schools and districts that advance the learning of all students. 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. She works with schools and districts across the country on redesigning service delivery for all students and raising achievement for typically marginalized students and advanced learners in integrated ways.

Capper is currently involved in three related lines of inquiry: 1) Schools that raise and sustain the academic achievement of students of color, low income students, students with disabilities, language diverse students, and advanced learners of all demographics in inclusive 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.

                                                     David H. Rose

 CAST Founder and Chief
Education Officer
Lecturer, Graduate School
of Education
Harvard University


                                                      Decoteau Irby


Department of Administrative Leadership
Assistant Professor, School
of Education
University of Wisconsin-Milwaukee





Shannon Chavez-Korell


    Department of Educational
  Assistant Professor, School
of Education
  University of Wisconsin-Milwaukee



                                                       Elise Frattura


Department of Exceptional Education
and Educational Administration
Associate Professor, School 
of Education 
University of Wisconsin-Milwaukee




          Kurt Schneider


Assistant Superintendent of
Learning (Pupil Services) for the
Community Consolidated School District 181 in Illinois
Adjunct Professor, School
of Education
University of Wisconsin-Madison






         Colleen Capper


  Department of Educational
Leadership and Policy Analysis
 Professor, School of Education
University of Wisconsin-Madison


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