An investigation of California Central Valley schools and districts leading academic expectations for students with disabilities / by Adrian Edward Varanini.

The purpose of this study was to examine the policies, practices and procedures of California Central Valley schools and districts whose academic performance of students with disabilities leads expectation. Specifically, this study investigated schools and districts (a) process management, (b) workforce development, and (c) information and management systems related to students with disabilities. Additionally, challenges to continuous systems improvement were explored._x000D_Research design was explanatory case study and cross-case analysis. Cases selected for in-depth study were districts and schools whose academic achievement for students with disabilities leads expectation. Based on Educational Results Partnership linear regression analysis, districts and schools performance leads expectation when compared to the performance of other schools/districts in California with the same percentage of students with disabilities. Participant selection criterion was Central Valley schools and districts whose ELA and math academic performance for students with disabilities over three consecutive years (2008, 2009, 2010) was at least 15 percentage points above expectation for a school and 10 percentage points for a district in California with the same percentage of students with disabilities (subgroup). Focus group interviews of school site teachers and individual interviews of school and central office district personnel were the instruments used in this study. Based on content analysis, themes that emerged relative to improving the academic achievement of students with disabilities included a focus on providing a quality education to students, the use of collaborative practices between special education and general education staff, and the implementation of comprehensive student reviews