Whatever it takes: Systems and structures at a high-performing, high-poverty high school and the implications for special education

The primary purpose of this study is to examine the systems and structures identified to promote high student achievement for all student groups, with a particular focus on students with high-incidence disabilities.;A case study was conducted at a traditional public high school in Los Angeles identified for meeting the criteria for "high-performing" and "high-poverty"; in addition, the school's subgroup of students with disabilities was consistently showing positive growth. Qualitative research methods provided data triangulated from interviews, observations and artifact examination. Analysis of the data supported previous findings on systems and structures that promote the achievement of all students, and it proved to be useful in increasing the performance of students with disabilities.;WHS translated structures to fit the needs of their student community through the strategic use school-wide systems. The school focused the curriculum through essential standards and maintained responsive, high-level instruction through the effective use of common assessments and structured data analysis. In adhering to the belief that all students can and will learn, WHS's counseling programs, in coordination with creative opportunities for preventions and mandated interventions, worked to catch students before they fell behind or attacked existing failure with a multitude of support programs. In order to support and sustain such systems and structures, the school has benefited from strong shared leadership, high expectations, a climate of inclusiveness and effective collaboration.