August, 1999

 

  SPECIAL EDUCATION ELEMENTARY LONGITUDINAL STUDY (SEELS)
   
   
   
  ALMOST FINAL SCHOOL CHARACTERISTICS SURVEY
   
   
   
   
   
   
   
   
   
   
  SRI Project 3421
   
   
   


THE SPECIAL EDUCATION ELEMENTARY LONGITUDINAL STUDY (SEELS)

School Characteristics Survey

 

 

Dear Principal:

 

 

 

 

 

 

 

 

PLEASE TURN THE PAGE TO BEGIN THE SURVEY Ô Ô Ô Ô Ô Ô


 

SECTION A. School and community characteristics

A1. Which of the following best describes your school? PLEASE CIRCLE ONE NUMBER.

1

Regular elementary or secondary school that serves a wide variety of students

2

School that serves only students with disabilities

3

School that specializes in a particular subject area or theme, sometimes called a magnet school

4

Vocational-technical school

5

Alternative school

6

Charter school

7

Juvenile justice facility

8

Another kind of school (please describe): _________________________________

 

A2. Which of the following describes this school? PLEASE CIRCLE ALL THAT APPLY.

1

Public school

2

Private school

3

Residential/boarding school

 

A3. What grade levels are taught at this school? PLEASE CIRCLE ALL THAT APPLY.

0

Prekindergarten

4

4th grade

9

9th grade

K

Kindergarten

5

5th grade

10

10th grade

1

1st grade

6

6th grade

11

11th grade

2

2nd grade

7

7th grade

12

12th grade

3

3rd grade

8

8th grade

99

Nongraded

 

A4. Around October 1 of this school year, how many students were enrolled at your school?

_______________

Number of students enrolled

 

*A5. Which of the following best describes the community in which this school is located? PLEASE CIRCLE ONE NUMBER.

1

Rural community

6

A suburb of a large city

2

Small city or town of fewer than 50,000 people that is not a suburb of a larger city

7

A very large city (over 500,000 people)

3

A medium-sized city (50,000 to 99,999 people)

8

A suburb of a very large city

4

A suburb of a medium-sized city

9

A military base or station

5

A large city (100,000 to 500,000 people)

10

An Indian reservation


 

SECTION B. STUDENT CHARACTERISTICS

(PLEASE FEEL FREE TO ESTIMATE PERCENTAGES OR NUMBERS AS NEEDED.)

 

 

B1. Around October 1, about how many students in your school belonged to each of the following ethnic groups?
PLEASE INDICATE NUMBER OR PERCENTAGE FOR EACH LINE.

Percentage of students

OR

Number of students

 

____________

 

__________

African-American or Black

____________

 

__________

American Indian or Alaska Native

____________

 

__________

Asian

____________

 

__________

Native Hawaiian, or other Pacific Islander

____________

 

__________

Caucasian or White

____________

 

__________

Hispanic or Latino

____________

 

__________

Other

 

B2. Around October 1, about how many students in special education were in each of the following disability categories?
PLEASE ENTER ONE NUMBER ON EACH LINE THAT REPRESENTS THE PRIMARY DISABILITY OF STUDENTS. PLEASE INCLUDE EACH STUDENT IN ONLY ONE CATEGORY.

Number of students who have the following as a primary disability

 

____________

Autism

____________

Deaf-blindness

____________

Developmental delay

____________

Emotional or behavioral impairment

____________

Hearing impairment/deafness

____________

Learning disability

____________

Mental retardation/cognitive impairment

____________

Orthopedic impairment

____________

Other health impairment

____________

Multiple disabilities

____________

Speech or language impairment

____________

Traumatic brain injury

____________

Visual impairment/blindness

____________

Other: _______________________________________

 

 

*B3. Around October 1, about how many students were identified as English language learners (ELL) (e.g., limited-English-proficient [LEP] or English-as-a-second-language [ESL] students)?

_____________

Number of ELL (or LEP or ESL) students

 

B4. About what percentage of your school’s students are from low-income families (e.g., having a child in the free or reduced-price lunch program)?
PLEASE CIRCLE ONE NUMBER.

1

More than 75%

2

51%-75%

3

26-50%

4

Less than 25%

 


 

 

Section C. STAFF, programs, and resources

C1. How many of the following personnel (including those contracted for services) work in your school during a typical week? Please report numbers in full-time equivalents (e.g., 2.5, 2.25).
PLEASE COUNT EACH PERSON IN ONLY ONE CATEGORY.

Approximate total FTE
in a typical week

 

____________

General education classroom teachers


____________

Special education classroom teachers (self-contained or single-subject teachers)

____________

Special education resource room teachers

____________

Reading specialists

____________

Speech/communication therapists or pathologists

____________

Nursing/medical personnel

____________

School psychologist or other diagnostic personnel

____________

Guidance counselors

____________

Other related services personnel (i.e., occupational or physical therapist)

____________

Paid teacher aides/instructional assistants

____________

Librarians/library aides or library staff


____________

Itinerant or special subjects personnel not already accounted for above (e.g., district music or physical education personnel who teach a specific subject at multiple schools or come to the school for one subject)

___________

Administrators (e.g., principal, vice-principals)

 

C2. How many of the teachers in your school:
PLEASE ENTER ONE NUMBER FOR EACH LINE.

Number of teachers

 

____________

a. Are fully credentialed for primary teaching assignment?

____________

b. Are new to this school?

____________

c. Have less than 3 years teaching experience?

 

 

C3. Which of the following services, resources, or programs does your school have, either as part of the curriculum or before or after school hours?
PLEASE CIRCLE ALL THAT APPLY.

 

Additional academic programs

1

Supplemental instructional services in reading or language arts

2

Supplemental instructional services in math

3

Academic supports, such as academic clubs, tutoring or mentoring assistance outside of regular class offerings (e.g., homework club, Saturday academies)

4

Diagnostic and prescriptive services (services provided by trained professionals to diagnose learning problems and to plan and provide therapeutic or educational programs)

5

Programs for gifted and talented students

 

Enrichment and recreation programs

6

Extended day, before-school or after-school enrichment programs (e.g., Beacons programs, cultural activity groups, special interest groups)

8

An extended school year program (e.g., classes or activities in the summer)

9

Weekend program for students

10

Band, chorus, drama, or other performing opportunities for students

11

Organized school sports activities before or after school

 

Health/mental health services

12

School-based health services (services provided by trained professionals–e.g., physician, physician assistant, nurse, or nurse practitioner–to diagnose and treat health problems of students)

13

Counseling or pupil services

 

Parent or community programs

14

A family literacy program

15

Parent education or other classes for parents

16

A parent liaison

17

A family resource center or drop-in center for parents or community members

18

Services for out-of-school youth

19

School-to-work activities

 

Language-learning programs

20

Instruction in English for English language learners, such as ESL

21

Instruction in languages other than English, such as bilingual education

 

Other programs/initiatives

22

Title I

23

A class size reduction initiative

24

A schoolwide reform project (e.g., Success for All, Comer Schools, Accelerated Schools)

25

A conflict resolution/conflict management program

 

 

C4. Which of the following placement options are available for special education students at your school site? PLEASE CIRCLE ALL THAT APPLY.

1

General education/inclusion program with special services provided in general education classroom

2

Part-time resource room for special education students

3

Self-contained special education classrooms

4

General and special education co-taught classes

5

Other : _______________________________________________________

 

 

 


 

 

section D. more about YOUR school

 

D1. In your opinion, how much pressure is placed on your school to increase and/or improve student test scores for ALL students? PLEASE CIRCLE ONE NUMBER.

1

A great deal of pressure

2

A fair amount of pressure

3

Little pressure

4

No pressure at all

 

D2. During the 1998-99 school year, approximately how many of the following occurred at your school?

Number of incidents

 

______________

Expulsions

______________

Out-of-school suspensions

______________

In-school suspensions

______________

Incidents of violence

 


 

 

section E. special education Policies and Practices

IF YOUR SCHOOL IS A SCHOOL THAT SERVES ONLY STUDENTS WITH DISABILITIES, PLEASE SKIP TO QUESTION E3.

IF YOU DO NOT HAVE ANY SPECIAL EDUCATION STUDENTS, PLEASE GO TO SECTION F.

 

 

E1. Is there a formal and systematic written procedure for providing alternatives to students who are not yet receiving special education services and who are experiencing learning and/or other problems (e.g., prereferral interventions)?

1

Yes PLEASE CONTINUE WITH QUESTION E1b.

2

No PLEASE GO TO QUESTION E2.

 

E1b. Which of the following are involved in this procedure?
PLEASE CIRCLE ALL THAT APPLY.

1

School team conference (e.g., multidisciplinary team, child study team)

2

Individual consultation provided to teachers by a specialist

3

Special education prereferral intervention team

4

Parent conferences

5

Other: ________________________________________________________

 

E2. Which of the following are available to general education teachers in your school when special education students are included in their classes?
PLEASE CIRCLE ALL THAT APPLY.

1

Consultation by special education staff or other staff

2

Special materials to use with special education students

3

Inservice training on the needs of special education students

4

Teacher aides, instructional assistants, or aides for individual students

5

Smaller student load or class size

6

Co-teaching/team teaching with a special education teacher

7

Other: ________________________________________________________

8

None of these

 

 

E3. Which of the following statements best describes your school’s practice regarding mandated standardized tests for students with disabilities?
PLEASE CIRCLE ALL THAT APPLY.

"When standardized tests are mandated, special education students are . . . "

1

Required to follow the same procedures and meet the same standards for successful completion as regular education students.

2

Provided special accommodation in taking the test (e.g., reader, dictation, more time).

3

Provided with a modified version of the test (e.g., shortened version, different test materials covering same content).

4

Given the option to complete an alternate assessment.

 

E4. How are exemptions from mandated standardized tests granted for individual students with disabilities?
PLEASE CIRCLE ALL THAT APPLY.

0

Not applicable (no students with disabilities are exempted from these tests)

1

Principal decision

2

IEP committee decision

3

Individual general education teacher decision

4

Individual special education teacher decision

5

Parental request

6

Other: _________________________________________________________

 

E5. In the most recent reporting of your school’s standardized test scores, were the test scores of special education students included in the test scores reported for general education students?

1

Yes: All special education student test scores were included within scores reported for general education students in the school.

2

Yes: Some special education student test scores were included within scores reported for general education students in the school.

3

No

 

E6a. Standards-based reform is being implemented in various ways around the country.
Are students with disabilities addressed in your school’s academic content standards
(e.g., for math, reading)?

0

Not applicable (our school does not use specific content standards)

1

Yes Ô PLEASE CONTINUE WITH QUESTION E6b.

2

No Ô PLEASE GO TO QUESTION E7.

 

 

E6b. How are students with disabilities addressed in these content standards?
PLEASE CIRCLE ONE NUMBER.

1

General policy statement (e.g., "standards will apply to all students")

2

Specific references to students with disabilities (e.g., "standards will apply to students with a diversity of learner styles, including students with disabilities")

3

Specific written accommodations and adaptations

4

Individual students handled on a case-by-case basis

5

No special references to students with disabilities

6

Other: ___________________________________________________________

 

E7. Does your school arrange alternative services or placements for special education students who are expelled and/or suspended from your school?
PLEASE CIRCLE ONE NUMBER.

0

Not applicable (special education students are not expelled or suspended)

1

Yes

2

No

 

E8. Does your school have a policy that prohibits the promotion of students who are performing poorly (i.e., social promotion)?

   

Yes

No

a.

For general education students?

1

2

b.

For special education students?

1

2

 


 

 

Section F. Parent Involvement

F1. Which of the following forms of communication between parents and staff occur at your school?
PLEASE CIRCLE ALL THAT APPLY.

1

Parents are given interim reports or report cards on student performance or attendance.

2

Parents are asked to sign off on homework.

3

Parents are given positive phone calls or notes from teachers.

4

Parents have access to a school-sponsored "homework hotline."

5

Parents are given examples of work that meets high standards.

6

Parents have access to the school’s Web site with information specific to them.

7

A regular system for communicating with parents exists, such as a newsletter or phone tree.

8

None of these.

 

F2. Which of the following does your school offer to promote parent involvement?
PLEASE CIRCLE ALL THAT APPLY.

1

Open house or "back-to-school night"

2

Regularly scheduled schoolwide parent-teacher conferences

3

Special subject-area events to which parents are invited (e.g., science fairs)

4

Parent presentations at "career days" or other occupational development activities

5

Parent education workshops or courses

6

Written contract between school and parent

7

Parent-child learning activities at school (e.g., "Family Math")

8

Parents as volunteers in the school

9

Parents as paid classroom aides

10

Parents involved in instructional issues (e.g., materials selection)

11

Parents involved in governance (e.g., on school site management council)

12

At-home parent-child learning activities to support school objectives

13

Services to support parent involvement (e.g., child care for school events)

14

Translation of school information into languages other than English used by parents

15

Other: _________________________________________________________

16

None of these

 

 

F3. To what extent do you agree or disagree with the following statement: "This school does a good job of reaching out to parents who are typically not involved at the school."
PLEASE CIRCLE ONE NUMBER.

1

Strongly agree

2

Agree

3

Disagree

4

Strongly disagree

 

 

 

IF YOUR SCHOOL IS AN ELEMENTARY, MIDDLE, OR K-8 SCHOOL, PLEASE COMPLETE SECTION G, PAGE 13.

IF YOUR SCHOOL IS A HIGH SCHOOL OR A K-12 SCHOOL, PLEASE GO TO SECTION H, PAGE 14.

 

 


 

SECTION G. MOVING ON

(FOR ELEMENTARY, MIDDLE, OR K-8 SCHOOLS ONLY)

G1. Which of the following are provided to support students’ transitions from your school to the schools that serve higher grade levels (i.e., the transition from elementary to middle or middle to high school)?
PLEASE CIRCLE ALL THAT APPLY.

1

Groups of students visit their next school before school starts.

2

Staff from the receiving school come to your school to give presentations to students.

3

Information is provided the receiving school about individual students (e.g., student performance information, disability awareness).

4

Your school staff meet with those from the receiving school specifically about individual students.

5

Parents and/or students are encouraged to meet with staff of the receiving school individually before starting school there.

6

Preparatory strategies are developed for individual students who need them (e.g., behavior plans, school scheduling modifications, etc.).

7

Other: _________________________________________________________

8

None of these

 

G2. To what school(s) do students from your school typically go after finishing this school?

Name of school: ________________________________________________________

Address: ______________________________________________________________

Name of school: ________________________________________________________

Address: ______________________________________________________________

 

 

 

THANK YOU FOR COMPLETING THIS QUESTIONNAIRE!

Please return it in the postage-paid envelope to:

The Special Education Elementary Longitudinal Study (SEELS)

(contractor address)


 

SECTION H. about High Schools

(If your school serves only students with disabilities, please answer only the "B" column for each question.)

 

 

A

Total number of general and special education students

B

Number of special education students

H1. During the previous school year [YEAR], how many 12th grade students were enrolled at your school?

_______

_______

H2. During the previous school year [YEAR], how many 12th grade students graduated with a regular diploma from your school?

_______

_______

H3. During the previous school year [YEAR], about how many students who had been enrolled in your school in any grade were considered to be dropouts by the end of that year? Please give your best estimate.

_______

_______

 

H4. For students who are receiving special education services or are covered by a 504 plan, at what age does vocational or postsecondary transition planning usually begin?

_______

Age of students

 

 

THANK YOU FOR COMPLETING THIS QUESTIONNAIRE!

Please return it in the postage-paid envelope to:

The Special Education Elementary Longitudinal Study (SEELS)

(contractor address)

SEELS DESIGN DOCUMENTS