Supports for Students with Disabilities in the Math in Common Districts

By Dona Meinders, Rebecca Perry, Frances Reade, Diana Blackmon, Tony Fong

Supports for Students with Disabilities in the Math in Common Districts
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Description

The five-year Math in Common (MiC) initiative supports a formal network of 10 California school districts as they implement the Common Core State Standards in Mathematics (CCSS‑M) across grades K–8.

As California school districts work to implement CCSS-M, thousands of students with disabilities are falling behind. On the 2016 California Assessment of Student Performance and Progress (CAASPP), 37 percent of all California students tested met or exceeded standards in mathematics, while only 11 percent of students with disabilities did. Under the state’s new accountability system, 163 school districts were flagged as requiring Level 2 support, or “differentiated assistance,” due at least in part for failing to meet state targets for their students with disabilities subgroup on state priorities.

Against this backdrop, two MiC districts have shown an improvement in math achievement for their students with disabilities. WestEd conducted interviews with math administrators and special education specialists in both districts to learn more about how these districts are making strides.

This report describes their findings and presents six recommendations for other districts who seek to build supports for students with disabilities more deeply into all their work for math instructional improvement.

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