School district works to improve disability services, up graduation rates
NORWICH – In a study completed by New York State Board of Education in early October, the Norwich City School District is among 75 districts cited for low graduation rates for students with disabilities.
According to state DOE representative Tom Dunn, there was a 21.9 percent dropout rate in the district among students with disabilities.
Cited districts must undergo a thorough review of instructional practices to ensure they are using proven, research-based methods and/or improving their staff’s professional development. Special education experts, funded by the state DOE, lend a hand in the process.
The study was based on data from the 2004-2005 academic year.
Norwich Director of Special Programs Katherine McKeever confirmed that test scores for this population in the district have been in need of improvement for the past three years.
“Districts have to make significant progress for two years consecutively to be off the list. We will not know what the outcome for this year is until at least this November,” she said. McKeever said there are many variables as to why districts are put on the list.
Norwich Superintendent Gerard O’Sullivan said corrective measures were already in place before the results of the most recent study were released. School officials have been working with educators and staff to address concerns and correct problem areas.
A representative from New York’s Vocation Education for Individuals With Disabilities (VESID) attended a meeting held by the district earlier this month. Representatives from outside agencies, the state DOE, DCMO BOCES and the Norwich district gathered to discuss a plan of action.
The DOE determined that the district was running smoothly with the plan they were following, and should be able to improve future outcomes, O’Sullivan said.
During data collecting, it was determined the middle school level was one of the target areas in need of improvement and/or assistance. Middle School Principal Lisa Schuchman and a team of educators and administrators took action over a six-day period this summer to research, analyze and evaluate the district’s population of students in need. The team looked at two main target areas: Students with disabilities and students with social or economic disadvantages. The goal was to come up with a plan to benefit all students attending.
After many hours of planning, the team formed what is called the Comprehensive Education Plan (CEP), a 20-30 page document which incorporates factors such as curriculum and instruction methods. The CEP has been incorporated with the LINKS plan, a plan already identifying goals for the entire district. Administrators such as O’Sullivan, McKeever and Schuchman say they have been pleased with the progress the students are showing with these new concepts.
Schuchman says the students seem to be doing well with what has been implemented.
According to state DOE representative Tom Dunn, there was a 21.9 percent dropout rate in the district among students with disabilities.
Cited districts must undergo a thorough review of instructional practices to ensure they are using proven, research-based methods and/or improving their staff’s professional development. Special education experts, funded by the state DOE, lend a hand in the process.
The study was based on data from the 2004-2005 academic year.
Norwich Director of Special Programs Katherine McKeever confirmed that test scores for this population in the district have been in need of improvement for the past three years.
“Districts have to make significant progress for two years consecutively to be off the list. We will not know what the outcome for this year is until at least this November,” she said. McKeever said there are many variables as to why districts are put on the list.
Norwich Superintendent Gerard O’Sullivan said corrective measures were already in place before the results of the most recent study were released. School officials have been working with educators and staff to address concerns and correct problem areas.
A representative from New York’s Vocation Education for Individuals With Disabilities (VESID) attended a meeting held by the district earlier this month. Representatives from outside agencies, the state DOE, DCMO BOCES and the Norwich district gathered to discuss a plan of action.
The DOE determined that the district was running smoothly with the plan they were following, and should be able to improve future outcomes, O’Sullivan said.
During data collecting, it was determined the middle school level was one of the target areas in need of improvement and/or assistance. Middle School Principal Lisa Schuchman and a team of educators and administrators took action over a six-day period this summer to research, analyze and evaluate the district’s population of students in need. The team looked at two main target areas: Students with disabilities and students with social or economic disadvantages. The goal was to come up with a plan to benefit all students attending.
After many hours of planning, the team formed what is called the Comprehensive Education Plan (CEP), a 20-30 page document which incorporates factors such as curriculum and instruction methods. The CEP has been incorporated with the LINKS plan, a plan already identifying goals for the entire district. Administrators such as O’Sullivan, McKeever and Schuchman say they have been pleased with the progress the students are showing with these new concepts.
Schuchman says the students seem to be doing well with what has been implemented.
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