# Presentation: 278316

## Successful Practices in School Districts for Students with DisabilitiesArchived Information

- Long Beach Unified School District, CA
- Erin Reid

## LBUSD Demographics

**LBUSD Demographics**

** ****District Pop. = 97, 500**
** ****45% Hispanic**
** ****20% African American**
** ****18% Caucasian **
** ****14% Asian/Pacific Islander**
**  ****28.6%  Below poverty**
** ****37.4%  LEP**
** ****50% LEP/FEP **
** ****68% Free & Reduced Lunch**

** ****7.7% or 7,711 SWD**
** ****48% or 3,681 LD**
** ****36% LEP/Special Education**
** ****70% of total population receive Resource Services**
** ****38% of teachers do not hold teaching credentials**
**60% of Central Office  is general education administration and teachers via reorganization efforts**

**Notes:**
Re-Organization
Assistant Superintendent vs. Director
Administrators for Teaching and Learning
Team Leaders
Curriculum Leader
SPELL Coordinator

##  The Three Constants...

**  ****CHANGE**
**  ****PRINCIPLES**
**  ****CHOICE**
**Office of Special Education Goals**
- Effective Standards-Based Instruction in All Classrooms
- Legally Defensible Programs
- Customer Service

## Mission Statement

**The mission of the Long Beach Unified School District is to insure the educational success of all students by having high expectations, a commitment to excellence, and a comprehensive program, confirming the belief that all students can learn and become responsible, productive members of a competitive society.**

**Mission Statement**

## Our Principles

**We are child-centered**
**All kids can learn and will learn**
**We are committed to a trans-disciplinary approach to intervention**
**We will make a difference**
**We choose to be resilient**
**We value all children**
**We value and respect each other**
**We are life-long learners who apply what we learn**
**We are reliable, knowledgeable, and accessible**

## Rubber Hits the Road

- Effective Instruction Checklists
- Course outlines for secondary SDCs
- RSP revamp** **
**Cruising all classrooms – Walkthroughs**
**General education targets – “unpacking standards”**
**Teacher support forums (bring a pal)**
**Staff development opportunities**
**Professional development opportunities ****	****	****	****   ****	****	****(6 year catch up plan)**** **

**Rubber Hits the Road**

## Rubber Hits the Road

**Literacy training & coaching by gen. ed. folks**
**Retooling student success teams**
**Individual learning plans for “at-risk”**
**District-wide norms for CBM- Rdg/Math**
**Disaggregating assessment data for **_**all**_** students          **
**Principal monthly status sheets/ principal advisory**
**Instruction over compliance**
**Legally defensible programs = Compliance**
**  ****RELATIONSHIPS, INSTRUCTION, RELATIONSHIPS**

**Rubber Hits the Road**

## Effective Standards-Based Instruction in All Classrooms
Where we were...2000
“Hit and Miss” training opportunities
 Resource Programs:“co-teaching”or pullout
 SDC Class – 1 teacher, 5 courses, 4 grade   levels
“Hit and Miss” assessment
“Pulling from here and there”

**Where we were****...2000**
**“****Hit and Miss” training opportunities**
** ****Resource Programs:“co-teaching”or pullout**
** ****SDC Class ****–**** 1 teacher, 5 courses, 4 grade   levels**
**“****Hit and Miss” assessment**
**“****Pulling from here and there”**

**Laser Like Focus for ’03-’04**

## High School Reform

**Reading/Math Interventions**
**Access to General Ed. Curriculum**
**Course Outlines**
**Assessments**
**Professional Development**
**Site Responsibilities**
**Power Standards**
**Unpacking Standards**

**Notes:**
State and District Test Scores
Teacher Supervision and Evaluations
Student Success Teams
IEP Completion
Parent Concerns

## Unpacking Standards:  LBUSD Style

_**Content Standard:**_**  Compare the original text to a summary to determine whether the summary accurately captures the main idea(s), critical details, and conveys the underlying meaning.**
_**Bloom’s Level for Standard**_**:  Analysis & Evaluation**
_**Teaching Points**_**:  Concepts to be taught**
**	****	****          ****Vocabulary to be taught**
_**Critical Attributes of  Assessment**_**:**
_**Sample Open-ended/Construct Response**_**:**
_**Sample Multiple Choice Stems**_**:**

## Unpacking Standards

**Which standard(s) are you working on?  How did you come to choose that standard?**
**What is your objective? How did you come to choose that objective?**
**What came before this objective?  What will come next?  **
**How did you come to choose this order of presenting the info to be learned?**
**How will you assess this standard? How do you know students ‘got it?’**

_**Focus Question:**_** How can administrators provide leadership in helping students meet the standards?**

## Curriculum and Instruction

**Reading Interventions**
**Lindamood-Bell**
**LANGUAGE!**
**Math Interventions**
**Double Block**
**Access To General Education Curriculum**
**Strategies For Success**
**Course Outlines**

**How do we know ****how we are doing?**

## API Reading GainsLANGUAGE! I SDC 9th–12th Graders Reading at: Pre-Primer, 2.5 Grade Level

## API Reading GainsReading Intervention Programs 9th–12th Graders: Special Education Students Only

## Strategies For Success (SFS)

**Instruction from a “Highly-Qualified” teacher**
**CA High School Exit Exam**
**Overwhelmingly low pass/success rate**
**Supplemental Instruction vs. Supplanting**
**Study Skills Instruction**
**Direct Instruction**
**Curriculum Continuum for grades 6–12**
**Pacing**
**Core Content Support**

## Cabrillo H.S.Semester Grades for H.S. RSP StudentsPre-SFS

## Cabrillo H.S.Semester Grades for H.S. RSP StudentsAfter Two Semesters of SFS

## Jordan 9th Grade AcademySemester Grades for H.S. RSP Students

## Poly H.S.Semester Grades for H.S. RSP Students

## Reid H.S.Semester Grades for H.S. RSP Students

## The Tough Work... 

**RSP teachers embracing change**
**Site administrator support**
**General education teachers accepting responsibility for RSP student learning**
**Communication with general education**

## ...and the Road to Success

**RSP teachers develop the course**
**Support workshops**
**Data collection**
**Semester grades**
**Action plans**
**Walkthroughs**
**Newsletters: Tips, Reminders, and Kudos**

## ... and more Success

**Communication with the Site Administrators**
**Surveys: Teacher, Parent, Student**
** ****If the shoe doesn't fit, must we change the foot?**
**	****	****	****	****	****	****	****     ****- Gloria Steinem**
** ****Change does not necessarily assure progress, but progress implacably**** ****requires change. Education is essential to change, for education creates both**** ****new **
**wants and the ability to satisfy them. **
**	****	****	****	****	****- Henry Steele Commager**

##   Special Education Stoplight Data

## Special Education Stoplight Data

## If you don't like the way the world is, you change it. You have an obligation to change it. You just do it one step at a time. 				   - Marian Wright Edelman