CHARACTERISTICS OF SCHOOL PROGRAMS AND SCHOOLS

Characteristics of School Programs and schools

(Tables 3 and 4)

Three school-based sources of data will be accessed regarding student’s school programs:

An individual teacher for each student, probably his/her language arts teacher, will be asked to describe the characteristics of that specific classroom and instructional practices in it as experienced by the individual student.
A special education teacher or other school staff member who can best describe the student’s overall school program will complete questions about the student’s broader school experience (beyond the specific classroom referred to above). This may or may not be the same teacher as above.
The principal will be asked to describe schoolwide characteristics and policies.

Data will be collected on schools and school programs in years 2, 3, and 5 of the 5-year data collection cycle. Student direct assessments and other school-reported outcomes will be collected in those same years. Thus, analyses of year 2 data will explore the relationships between variations in schools/school programs and variations in student outcomes. Analyses of data for year 3 can explore the relationships between variations in year 3 schools/school programs and the growth in student performance measured as change from year 2 to year 3. Analyses of year 5 can focus on trends in school experiences over the 5-year period, as well as look for relationships of school programs to both variations and growth in student performance.

Table 3 RESEARCH QUESTIONS — School Programs
	High Priority	Lower Priority
General
k What are students’ current grade levels?	P
Program Participation
k To what extent do students who had been in special education exit from special education over time?	P
k What are the other school programs in which students in special education participate?	P
Classroom Characteristics
k What are all of the settings in which students spend the school day, and how is time distributed among them, as reported by school staff?	P
k What are the characteristics of the classrooms in which students in special education are instructed in language arts, as indicated by:
The number of students in special education.	P
The number of students in general education.	P
The number of teachers and adult aides.	P
Physical modifications to accommodate students in special education.	P
k To what extent do language arts teachers report using positive approaches to discipline in the classroom, in terms of:
Having clear and consistent expectations for behavior.		6
Explaining consequences for failure to meet expectations.		6
Having sanctions for negative behavior that are timely, consistent, and nonhostile.		6
Providing frequent praise for positive behavior.		6
Curriculum and Instruction
k To what extent are students in special education exposed to the regular education curriculum, as indicated by:
Teacher report of where students fall in a continuum marked by: (1) using same materials/textbooks as regular education students; (2) using a mix of materials/textbooks that includes some materials regular education students use and some that are special education materials or materials uniquely provided for students’ special needs, or (3) using all special education materials or materials uniquely provided for students’ special needs.	P

Table 3
RESEARCH QUESTIONS — School Programs (Continued)
	High Priority	Lower Priority
Teacher reports of where students falls in a continuum marked by: (1) curricular information being presented to the students in the same manner as to regular education students; (2) curricular information being presented to the students in largely the same manner as to regular education students, with modifications; (3) curricular information being routinely presented to the students using strategies tailored to the students’ special needs.	P
Parent reports of whether students use textbooks and bring home homework comparable to typical students of the same age.		6
k What are the characteristics of instructional practices used with students in special education, in terms of teacher reports of:
Specific instructional approaches.	P
How instructional time is used.	P
k What vocational experiences are included in the curriculum for students in special education in terms of school staff report of:
Vocational services received (e.g., job readiness training, specific vocational skill training).	P
Whether the school programs for the students involve community-based or school-based work experience.	P
Amount of time in a typical week spent in vocational education/training.	P
k To what extent are community-based (other than vocational) experiences included in the curriculum?	P
Student Assessment
k How is student progress evaluated in terms of teacher reports of:
Students being included in regular classroom and schoolwide testing.	P
Students who are in regular classrooms being expected to work up to the performance standards of other students in the classroom.	P
Students who are in regular classrooms being expected to learn/demonstrate the same skills as other students in the classroom.	P
Regularity with which students are evaluated/provided feedback.		6
Grading standards/policies applied to the students.	P

Table 3
RESEARCH QUESTIONS — School Programs (Continued)
	High Priority	Lower Priority
Use of Accommodations, Adaptations, Enrichments, or Compensations to Achieve Outcomes
k What medical or other disability-related assistive devices do students use, including:
Parent reports of students taking medication that is administered at school.	P
Parent reports of who recommended medication for students (parent, medical professional, school personnel).		6
Parent reports of whether students use a medical device (e.g. oxygen mask), mobility device (e.g., wheelchair), sensory aid (e.g., hearing aid), or communication aid (e.g., communication board) in the classroom.	P
Teacher reports of whether students use a medical device (e.g. oxygen mask), mobility device (e.g., wheelchair), sensory aid (e.g., hearing aid), communication aid (e.g., communication board) in the classroom.	P
Parent reports of whether students use a device in the classroom that requires attention from school staff.		6
Teacher reports of whether students use a device in the classroom that requires attention from school staff.	P
School reports of having emergency medical plans for the students.	P
k What accommodations or modifications do teachers report that students receive in:
Instruction.	P
Evaluation/assessment.	P
k What related services do students in special education receive as part of their special education programs, in terms of:
Type.	P
Intensity (e.g., days per week/hours per day).	P

Table 3
RESEARCH QUESTIONS — School Programs (Continued)
	High Priority	Lower Priority
IEPs
k What are students’ IEPs like, in terms of school staff reports of:
Who was involved in their development.	P
The specific goals on the IEPs.		6
Whether there are goals in specified domains (e.g., social, reading).	P
Transitions
k What preparation or support for the transition from elementary to middle and middle to high schools do students in special education receive, as reported by school staff?	P
k What is postsecondary transition planning like for students, in terms of school staff reports of:
Who is involved in planning.	P
Age at which planning began.	P
Post-high-school goals of students’ educational programs.	P
Family Involvement
k What is the level of contact between teachers and the students’ families, in terms of:
Parent reports of attending IEP meeting(s).	P
Parent reports of visiting the classroom (e.g., back to school night, parent conference, volunteering).	P
Parent reports of initiating contact with teachers.		6
Teacher reports of how active parents are in students’ education.	P
Teacher reports of the number of times they have had contact with families (not related to trouble).	P

Table 3
RESEARCH QUESTIONS — School Programs (Concluded)
	High Priority	Lower Priority
Personnel
k What are the characteristics of language arts teachers who serve students in special education, in terms of:
Years experience teaching.	P
Years experience teaching students in special education.	P
Years experience at the current school.		6
Certification.	P
Educational attainment.	P
Ethnicity.	P
Age.		6
Use of a language other than English in his/her work.	P
Specific language other than English used in his/her work.		6
Perceived preparedness/competence to teach students in special education.	P
Perceived preparedness/competence in content area.	P
k What professional development is provided to language arts teachers who serve students in special education, in terms of:
In-service and preservice training in content area.	P
In-service and preservice training in teaching students in special education.	P
k Do students have a case manager at school?	P

Table 4
RESEARCH QUESTIONS — School Characteristics
	High Priority	Lower Priority
General
k What are the schools like that serve students in special education, in terms of:
Type (e.g., regular, special, magnet, charter).	P
Student enrollment.	P
Student body demographics.	P
Aggregate performance indicators, such as
Average daily attendance.	P
Aggregate standardized test scores.	P
Aggregate number of suspensions/expulsions.	P
Dropout rate.	P
Grade levels served.	P
School Climate
k What are the characteristics of principal leadership as indicated by teacher reports of such factors as the principal’s providing adequate support for teachers, frequently being present in the classroom, using evaluation/feedback regularly and appropriately, sharing decision-making and problem solving?	P
k How safe are the schools, as indicated by:
Parent reports that students have been victims of threatening or violent incidents at school (e.g., fights, stealing, bullying).	P
Teacher perceptions of safety of the school.	P
Principal reports of number of schoolwide violent incidents.	P

Table 4
RESEARCH QUESTIONS — School Characteristics (Concluded)
	High Priority	Lower Priority
k To what extent do teachers and principals report feeling pressure to have students succeed academically/focus on instruction as highest priority?	P
Policies
k What policies and practices related to special education are pursued by schools, in terms of principal’s reports of:
Use of prereferral strategies/early intervention approaches.	P
Team problem-solving related to students with learning problems.	P
Referral process to determine special education eligibility.	P
Disciplinary policies.	P
Grade retention policies.	P
Inclusion in schoolwide testing.	P
Resources
k What placement options are available at the school for students in special education?	P
k What other school options are available in the district?	P
k What programs operate at the school to support student learning and well-being (e.g., Chapter 1, Reading Recovery, Accelerated Schools, school-based health services, after-school care, after-school enrichment activities, consultation for teachers)?	P
k To what extent are paraprofessionals used as direct service providers to students?	P
k What personnel resources are at the school to support student learning and well-being (e.g., reading specialist, school counselor, school nurse)?	P
k What specific special education interventions are in use in the schools?	P
k How large a student caseload is carried by special education teachers?	P
Family Involvement	P
k What actions do schools take to encourage/support family involvement in the school (e.g., provide transportation to IEP meetings, holding parent meetings at places convenient to the parent, providing child care for schoolwide events or parent meetings)?	P
Reforms	P
k What schoolwide reforms have schools implemented, and how are students in special education included in them?	P

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