National Integrated Comprehensive Systems for Equity

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​6th Annual National Integrated Comprehensive Systems for Equity
Institute & Academy

Leading Proactive High Achieving Schools for All Students

Returning Participants: 2-Day Academy

June 22-23, 2017

New Participants: 3-Day ​Institute

Ju​ly 24-26, 2017

Registration is closed as we have reached our maximum capacity.

To be placed on a waiting list, contact Matthew Freid at


At the 2-day Academy, teams who have completed a previous ICS Equity Institute will:

a. analyze the ICS Equity implementation process and up-dated equity audit data in your school/district to date, problem solve around challenges, and leave with updated concrete next steps and long range plans;

b. engage with further content on co-planning to co-serve and instructional practices, and proactively educating students with behavioral challenges, significant intellectual disabilities, students who are linguistically diverse and advanced learners.

 Click below to see the agenda for the Academy.

Academy Agenda

At the 3-day Institute, new teams will:

a. strengthen their understanding and implementation of the framework and process of Integrated Comprehensive Systems for Equity;

b. engage in a deep equity analysis of their school, district, region, or state;

c. complete an action plan and next steps to increase achievement of all students regardless of race, ethnicity, social class, gender, language, religion, sexual/gender identity and their intersections.

 Click below to see the agenda for the Institute.

   Institute Agenda

Click below for additional information about the Institute.

Institute Details

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Institute and Academy Overview

This annual professional development opportunity supports state, regional, district leadership, building leadership, and grade level teacher teams to move from a deficit-based to proactive system based on Integrated Comprehensive Systems for Equity. Participants will affirm their commitment to eliminate inequities across rural, urban, and suburban districts. Teams will engage in a deep ICS Equity Audit analysis of their school, district, region, or state and complete an Equity Action Plan based on the ICS Four Cornerstones for integrated, high achieving schools.

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.              


New for 2017!

  • Institute week, free access to implementation modules, or purchase lifetime access at Institute discount (contact
  • Option for ICS coaching following the Institute
  • Become an ICS trainer 

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, general education, arts, physical education, 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, arts, physical education, ELL/bilingual teachers, interventionists, reading specialists, etc.)

Why Should You Attend?

Guided by the ICS Four Cornerstones, state, regional, district, building, and grade level teacher teams will develop/revise Equity Action Plans for systems change that:

  • Examine your own identity development and how that impacts leading for equity
  • Use equity audit data to drive equity change (lead beyond RtI)
  • Transform service delivery for all students (e.g., special education, ELL, Title I, gifted)
  • Create ​identify relevant rigorous instruction
  • Develop teacher and organizational capacity
  • Leverage policy, merge funding and reallocate resources​

Registration ​ 

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

UW-Madison Credit

Earn UW-Madison credits for your work throughout the National Leadership and Social Justice Institute and Academy.

NLSJ Academy (June 22-23): 1 credit    Cost: $​​193.20  Academy Instructions
NLSJ Institute (July 24-26): 3 credits    Cost: $​​579.59   Institute Instructions

Please contact Matthew Freid at (716) 553-2654 or with any registration questions.

​Returning Participants: 2-Day Academy

​June 22-23, 2017

Individual: $325

Groups of 3-9: $​300

Groups of 10 or more: $2​40

New Participants: 3-Day ​Institute

​July 24-26, 2017

Individual: $490

Groups of 3-9: $460

Groups of 10 or more: $360

Registration is closed as we have reached our maximum capacity.
To be placed on a waiting list, contact Matthew Freid at

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 at for more information.

Institute and Academy Information


The 2-Day Academy (June 22-23) will be held in the Wisconsin Idea Room in the Education Building on campus located at 1000 Bascom Mall, Madison, WI 53706.

The 3-Day Institute (July 24-26) will be held at the Wisconsin Institutes for Discovery building on campus located at 330 N. Orchard St., Madison, WI, 53715.

Visitor's Information

Lodging options (w/discounted rate) on campus:



2017 Facilitators

Elise Frattura is an associate professor at the University of Wisconsin-Milwaukee School of Education since 2001 and co-founder of Integrated Comprehensive Systems for Equity ( and co-director of the National ​Integrated Comprehensive Systems for Equity Institute and Academy. From 2003-2013, Dr. Frattura served as an Associate Dean and Department Chairperson for the School of Education. Prior to her role at the University of Wisconsin-Milwaukee, Dr. Frattura was a high school teacher and a central office administrator from 1983-2001, during which time she also served as an adjunct lecturer at the University of Wisconsin-Madison and Milwaukee.

Dr. Frattura currently teaches graduate courses for principals and district office administrators in the areas of Diversity in Elementary and Secondary Education, Advanced Analysis and Design of School Systems, Politics and Educational Organizational Cultures and Nondiscrimination Law. Dr. Frattura researches and has published largely in the area of Integrated Comprehensive Systems™, nondiscrimination law for all learners, and the theoretical underpinnings of educational segregation.



Colleen A. Capper is Professor in the Department of Educational Leadership and Policy Analysis at the University of Wisconsin- and co-founder of Integrated Comprehensive Systems for Equity ( and co-director of the National Integrated Comprehensive Systems Institute and Academy. She has published extensively on leadership for social justice and equity. She is the editor of the book series Educational Leadership for Equity and Diversity (Routledge), and author of the forthcoming book in the series Organizational Theory for Equity and Diversity. She has also published four best-selling books:

  • Leading for Social Justice: Transforming Schools for All Learners (with Elise Frattura)
  • Meeting the Needs of Students of All Abilities: Leading Beyond Inclusion (1st and 2nd edition) (with Elise Frattura)
  • Educational Administration in a Pluralistic Society

Capper works with schools, districts, and universities nationally and internationally to transform their systems to eliminate inequities.

Elise Frattura

       E. Frattura  

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


Colleen Capper 


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

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