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What are students’ identified disabilities?

A8c, 9c. Why did CHILD need early intervention?

A6a-b. For what learning problems or other disabilities has CHILD gotten special services? Which of these has been CHILD’s main learning problem or disability?

47. In your opinion, does your 8^th grader have any of the following problems? [visual handicap not corrected by glasses, hearing problem, deafness, speech problem, orthopedic problem (examples), other physical disability, specific learning problem, emotional problem].

PJ2. Does CHILD have any of the following disabilities? A specific learning disability? Mental retardation. A speech impairment, A serious emotional disturbance? Deafness or another hearing impairment? Blindness or another visual impairment. An orthopedic impairment? Another health impairment lasting 6 months or more.

H1a. Does anyone in the family now have…(read 23 specific ailments)? Who was this? H2a read cats. of eye, ear, leg, arm problems. H3a-6a Read cats. of illness

CHQ.125. What was the diagnosis?

M4 Does CHILD have any of the following disabilities: Specific learning disability? Mental retardation? A speech impairment? Serious emotional disturbance? Deafness? Another hearing impairment? Blindness? Another visual impairment? An orthopedic impairment? Another health impairment lasting 6 months or more?

PJ3. Does CHILD have any physical, emotional, or mental condition that limits or interferes with his/her ability to do regular school work? To take part in sports, games, or other activities with children his/her age?

IIB1a/2A. Does anyone in the family have: a learning disability, cerebral palsy, cystic fibrosis, Down syndrome, mental retardation, muscular dystrophy, spina bifida, autism, hydrocephelus? Who is this?

CHQ.160. What was the diagnosis?

M5. (Does/Do) CHILD’S disability/disabilities) affect his/her ability to learn?

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What are students’ identified disabilities (continued)?

PJ4. Does CHILD’s disability/ies affect his/her ability to learn?

IIE91. During the past 12 mos., did NAME have (list 10 mental disorders and substance abuse)?

CHQ.215. Did you obtain a diagnosis of a problem from a professional?

IIG15a/c. Do you think that CHILD now has any problems or delays in emotional or behavioral development? Have any doctors or health care professionals discussed or mentioned NAME having a problem or delay in emotional or behavioral development?

H2a. Does anyone in the family now have (stammering or stuttering, any other speech defect)? Who is this?

II4n. Does NAME have serious difficulty learning how to do things that most other people their age are able to learn?

IIG15a/c. Do you think that CHILD now has any problems or delays in speech or language development? Have any doctors or health care professionals discussed or mentioned NAME having a problem or delay in speech or language development?

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What are students’ identified disabilities (continued)?

IIG20a. Does NAME now have any physical, mental, or emotional problem that make it difficult to chew, swallow, or digest?

IIG15a/c. Do you think that CHILD now has any problems or delays in understanding things, that is delays in cognitive or mental development? Have any doctors or health care professionals discussed or mentioned NAME having a problem or delay in understanding things?

H2a. Does anyone in the family now have… (a missing finger, hand or arm, toe, foot or leg, a missing joint, a clubfoot, permanent stiffness or any deformity of the foot, leg or back)? Who is this?

IIG2a. Do you think that NAME has any significant problems or delays in physical development? Have any doctors or health care professionals discussed or mentioned NAME’s problem or delay in physical development?

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What is the pattern over time of students’ disability classification?

A9e. When last we spoke in MONTH/ YEAR, you told us (FILL) as the reason(s) CHILD was receiving special services. Has CHILD been identified as having any additional diagnoses or delays? What are they?

What are the implications of disability for student functioning in terms of students’ abilities to hear, see, and function physically?

B1a-c,e, g. Compared with other children about the same age, would you say CHILD hears normally, or does or may have a hearing problem? Has CHILD’s hearing been tested by a professional? Was a hearing problem diagnosed by a professional? Is CHILD’s hearing low mild, moderate, or severe to profound? How well does CHILD hear with the hearing device? Would you say s/he hears normally, has a little trouble hearing, has a lot of trouble hearing, or doesn’t hear at all?

IIA1d. Does anyone in the family have any trouble hearing what is said in normal conversation (even when wearing a hearing aid)? Is NAME able to hear loud noises?

CHQ.245. Did you obtain a diagnosis of a problem from a professional?

B4. How well does CHILD use his/her arms and hands? Would you say s/he uses both his/her arms and hands normally, has a little trouble using one or both, has a lot of trouble using one or both, or has no use at all of one or both of his/her arms or hands?

H1a. Does anyone in the family now have… (paralysis of any kind)? Who is this?

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What are the implications of disability for student functioning in terms of students’ abilities to hear, see, and function physically (continued)?

B2a-c,f, g. How is CHILD’s eyesight. Would you say s/he sees normally without glasses, or does or may have a vision problem? Has CHILD’s vision been tested by a professional? Was a vision problem diagnosed by a pro-fessional? How well does CHILD see with glasses? Would you say s/he sees normally, has a little trouble seeing, or has a lot of trouble seeing? How well can CHILD see without glasses? (same cats.)

H2a. Does anyone in the family now have… (list vision disorders) or any other trouble seeing with one or both eyes, even when wearing glasses? Who is this? IIA1a. Does anyone in the family have serious difficulty seeing, even when wearing glasses or contact lenses? Is NAME legally blind?

CHQ.300. Did you obtain a diagnosis of a problem from a professional?

B5. How well does CHILD use his/her legs and feet? Would you say s/he uses both his/her legs and feet normally, has a little trouble using one or both, has a lot of trouble using one or both, or has no use at all of one or both of his/her arms or hands?

IID1a/2a. Does NAME have any difficulty lifting something as heavy as 10 lbs., such as a full bag of groceries? Walking up 10 steps without resting? Walking a quarter of a mile, about 3 city blocks? Standing for about 20 minutes? Bending down from a standing position to pick up an object from the floor, for example, a shoe? Reaching up over the head or reaching out as if to shake someone’s hand? Using fingers to grasp or handle something such as picking up a glass from a table? Holding a pen or pencil?

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What are the implications of disability for student functioning in terms of students’ abilities to hear, see, and function physically (continued)?

B24a-j Hand use milestones for infants/toddlers.

IIG18a. Because of a physical, mental, or emotional problem, does NAME now have any difficulty participating in strenuous activity, such as running or swimming, compared with other children their age? Has the problem or condition which causes NAME to have difficulty participating in strenuous activity been going on or is it expected to go on for at least 12 mos.?

B23a-m. Mobility milestones for infants/toddlers

IIH4/7/8/15e/20. Can NAME hold his/her head up without support? Can NAME sit upright without leaning against anything? Has NAME ever crawled or crept on hands or stomach? Does NAME walk without holding on to anything? Does NAME walk rapidly or run?

What are students’ strengths?

B7-15. Some children: are good at paying attention to things and staying focused on what they are doing. Like to do things on their own even if it’s hard. Try to finish things, even if it takes a long time.

CHQ.095-105. For the next set of questions, please base your answer on how CHILD compares to other children of the same age. CHILD is inde-pendent and takes care of him/herself . . . Does CHILD pay attention . Does CHILD learn, think, and solve problems . . .

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What are students’ special education and broader treatment histories?

A15. About how many mos. old was CHILD when you first tried to get early intervention services?

A8. About how old was CHILD when s/he started getting special services from a professional for this difficulty?

38. Did your 8^th grader attend any of the following pre-first-grade programs? (daycare, nursery or pre-school, Head Start, kindergarten).

CHQ.375. How old was CHILD when [this service/the earliest of these services] began?

A10a-c. How many mos. old was CHILD when s/he was first diagnosed with this (any of these) conditions(s)? How many mos. old was CHILD when the delay(s) was/were first identified? How many mos. old was CHILD when the concern(s) was/were first identified? A11. About how many mos. old was CHILD when someone was first concerned about his/her health or development?

A8. About how old was CHILD when s/he started having this difficulty?

IIC8a. How old was CHILD when s/he first had a problem with bathing or showering? Eating? Using the toilet?

CHQ.345, I’m going to read a list of services. For each service, please tell me if CHILD or your family ever received this service before this school year to help with CHILD’S special needs. Speech or language therapy, Occupational therapy, Physical therapy, Vision services, Social work services, Psychological services, Home visits, Parent support or training, Special class with other children some or all of whom also had special needs, Private tutoring or schooling for learning problems, Instruction in Braille, Instruction in sign language, Cued Speech, ASL, TOCO

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What are students’ demographic characteristics, including age, gender, ethnicity, and primary language?

AV4-6. I have his/her birthday as… Is that correct? What is his/her correct birthdate?

A2a-b. How old is CHILD? What is CHILD’s date of birth?

PA1-2. Before we begin, I’d like to confirm his/her age. In what month and year was CHILD born? That would mean that CHILD is (AGE). Is that right?

A3. What is NAME'S date of birth? (Asked for all persons "living or staying" in the household.)

INQ.060. I have recorded that CHILD was born on [DATE OF BIRTH]. Is that correct?

P1. Before we begin, I’d like to confirm his/her age. In what month and year was CHILD born?

AV3. Is CHILD male or female?

A1. Is CHILD male or female?

INQ.050. I have CHILD recorded as [male/female]. Is that correct?

A6. Is CHILD…? (Read 7 ethnicity cats..)

A6. What is CHILD’s ethnic background? Is s/he… (6 cats.)?

L4a. What is the number of the group or groups which represents CHILD’s race? (16 cats.)

P3. Is s/he of Hispanic origin?

A2. Does CHILD usually speak English at home, or does s/he usually speak another language?

22. Is any language other than English spoken in your home? What languages other than English are spoken in your home? (12 cats). Of these languages, which is most often spoken in your home? What is the main language people in your home usually speak?

What language does CHILD speak most at home? (English, Spanish, Spanish and English equally, another language, SPECIFY. CHILD doesn’t speak) Categories not read.

How often [do/does [you/child] use [non-English language] in speaking to [child/you/]?

27. What language do you usually speak to your 8^th grader in your home? What language does your 8^th grader usually speak to you in your home?

PL1. What was the first language CHILD’s mother learned to speak? What language does CHILD’s mother speak most at home now?

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What are students’ experiences with health insurance in terms of whether they are covered, kind of coverage (private, Medicaid, managed care), adequacy of coverage?

A22-25. Is CHILD now covered by health insurance from an employer or union, or that your family buys directly? Is CHILD covered by (STATE’s) government-assisted health insurance, such as (FILL)? . Is CHILD covered by any other health insurance program? Is any of CHILD’s coverage through an HMO? Have you had to change insurance plans or buy extra insurance for CHILD because of his/her special needs?

F9. In the past 12 mos., has your household gotten money or benefits from Medicaid?

A26a. Have you tried to get your insurance or health plan to pay for something for CHILD but they wouldn’t pay? What wouldn’t your insurance pay for? Was it diagnostic procedures or tests, surgery, special equipment, therapy services, or something else?

How frequently have students changed schools?

40. How many time has your 8^th grader changed schools since s/he entered first grade? Do not count changes that occurred as a result of promotion to one grade or level or a move from one elementary school building to a middle school building in the same district.

PD11. Since the beginning of this school year, has CHILD been in the same school?

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What is the composition of households in which students in special education live in terms of number and relationships of adults and children, presence of other members with disabilities, marital status?

F1. How many persons live in your household?

2. Altogether, how many people are dependent upon you (or you and your spouse/partner)? Count everyone–include in-dividuals not living with you and your spouse/partner–who receives one half or more of their financial support from you or your spouse/partner. Do not include yourself or your spouse/partner.

A1a. What are the names of all persons living or staying here? What is NAME of EACH ADULT relationship to…?

FSQ.060. Have we missed anyone who usually lives here who is temporarily away from home or living in a dorm at school, or any babies or small children?

S6. Starting with yourself, please tell me the ages and first names of all people who normally live in your household.

F2. How many adults are there in the household, including you?

78. Does your 8^th grader have another parent (biological or adoptive) who lives outside of your home?

F3. How many children are in the household, including CHILD?

F2. How many children are now part of the household?

3a/b. We would like to know how many brothers and sisters your 8^th grader has. Please consider all siblings, in-cluding half- and step- and adoptive brothers and sisters. How many of these siblings are presently living in the home?

F27. What is the relationship of the other adult(s) in the household to CHILD? (7 cats.)

1A. What is your relationship and that of your spouse/partner to CHILD?

PAINTRO. PA5-7Now I’d like to ask how the people in your household are related to CHILD. (For each member) How is PERSON related to CHILD? 11 categories. Are you CHILD’s birth mother, adoptive mother, stepmother, or foster mother (or father)?

FSQ.120. What is [your/NAME’s] relationship to CHILD?

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What is the composition of households in which students in special education live in terms of number and relationships of adults and children, presence of other members with disabilities, marital status (continued)?

S8a-c. Does CHILD live with you now? (If no) Where does (he/she) live? (If in hospital/special school) Where does CHILD live when he/she is not (in the hospital/at the special school)?

A2. Where does CHILD live now? (22 cats.). A4. IF IN FACILITY, How long has CHILD lived there? IIC1-3. Where does NAME live now? (12 cats.) Do you want NAME to be living there now, or do you wish s/he could live somewhere else? Has NAME lived anywhere else in the past 12 mos.? Where else has NAME lived in the past 12 mos.? (12 cats.)

(all, more than half time, half of the time, less than half time, none of the time)

F12a-c. Do you now have a partner or spouse living with you? Are you married to that person? What is that person’s relationship to CHILD? (13 cats.)

F1. Is this a one-parent or two-parent household?

7. What is your current marital status? (divorced. widowed. separated. never married, marriage-like relationship., married)

L7. Is EACH ADULT now married, widowed, divorced, separated, or has NAME ever been married?

FSQ.120. Who in the household is your spouse or partner?

N1. What is [your/(child's) (mother's/stepmother's/foster mother's)] marital status?

F19/23. Does CHILD’s biological mother/father live in the household with (him/her)?

F5a-c. Do any of these children have a special need, delay, or disability? How many other children have a special need, delay, or disability? Which child has special needs? (Record on list of ages of children)

F3-4. Do other children in the household besides CHILD have a learning problem or other disability? Does the head of the household have a learning problem or other disability?

IIL1a. Do you consider yourself or anyone in your family to have a disability? Who is this?

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What are the socioeconomic characteristics of households of students in special education in terms of parent education, employment, benefit program participation, experience with welfare reform, household income, housing arrangement and adequacy, and transportation adequacy?

F22/26. What is the highest year or grade CHILD’s biological mother/father finished in school? (7 cats.)

F5. What is the highest year or grade the head of household finished in school? (7 cats.)

30/31. What is the highest level of education you have completed? (13 cats). What is the highest level of education your spouse/ partner has completed?

PL4. Do you (does she) have a high school diploma or its equivalent, such as a GED?

L2a. What is the highest grade or year of regular school EACH ADULT has ever attended?

PEQ.030. Do you/does child’s biological/adoptive mother/father have a high school diploma or its equivalent, such as a GED?

N8. (Do you/Does she) have a high school diploma or its equivalent, such as a GED?

F6b/13b. In an average week, about how many hours do you (does your partner/spouse) work for pay? (hours, or 3 cats.)

F7. In an average week, about how many hours does the head of household work for pay?

32-34. During the past week, were you working full-time (35 hours or more) or part-time? (f-t, p-t, had job not at work, no job). Which one of these best describes your current situation? (unemp. Disabled., retired, in-school, keeping house, none). Have you ever held a regular job (including self-employment)? Please describe your present or most recent job. If you hold more than 2 jobs, describe only 1 job, that you consider to be your main job. (18 cats). Same series for spouse/partner

PL9. Have you (has she) been actively looking for work in the past 4 weeks? (same for father)

D1a-b. During (specified 2 weeks) did EACH ADULT work at any time at a job or business, not counting work around the house? Even though NAME did not work during those 2 weeks, did s/he have a job or business?

About how many total hours per week [do you/ does name] usually work for pay, counting all jobs? EMQ.130-140. What kind of business or industry [is/was] this? What kind of work [are/is/were/was] [you/name] doing? EMQ.170. Between CHILD’S birth and when s/he entered kinder-garten, did [you/child’s mother] work outside the home for pay?

P101. During the past week, did [you/child’s mother/stepmother/foster mother] work at a job for pay?

N9. During the past week, did [you/(child's) mother/stepmother/foster mother] work at a job for pay?

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What are the socioeconomic characteristics of households of students in special education in terms of parent education level and current education activities, employment, benefit program participation, experience with welfare reform, household income, housing arrangement and adequacy, and transportation adequacy (continued)?

F28a. My next questions are about government benefits you or others in your household may receive. Do you or anyone in the household now receive money from AFDC, TANF, or the state welfare program? F28b, b1. Did you or anyone in the household get any of these welfare benefits anytime in the last year? Who got those welfare benefits in the past year? Was it you, someone else in the household, or both you and someone else in the household? F28c-d. Did you stop getting these welfare benefits because you started working, got married, or some other reason? Did you start working because you wanted to or because your welfare benefits were ending?

F9. In the past 12 mos., has your household gotten money or benefits from any of the following programs? (SSDI, SS Survivors Benefits, SSI, AFDC, public. Assistance, Food Stamps, unemployment insurance, WIC, other)

WPQ.030-070. When [you were/child’s mother was] pregnant with CHILD, did [you/she]receive any WIC benefits? Did CHILD receive any WIC benefits as an infant or child? In the past 12 months, have your or anyone in your household received Aid to Families with Dependent Children — sometimes called AFDC or ADC, Temporary Assistance for Needy Families, sometimes called TANF [or (state AFDC program name)]? During those 12 months, how long did [someone in] your household receive AFDC [or (state AFDC program name)]? Since CHILD was born, have you or anyone in your household ever received AFDC [or (state AFDC program name)]?

Women, Infants, and Children (WIC), Food Stamps, or Aid to Families with Dependent Children (AFDC)?

F29, 30. Do you or anyone in the household receive food stamps now? Do you now get food or food vouchers from WIC?

WPQ.080-100. In the past 12 months, have your or anyone in your household received food stamps? During those 12 months, how long did [someone in] your household receive food stamps? Since CHILD was born, have your or anyone in your household ever received food stamps?

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What are the socioeconomic characteristics of households of students in special education in terms of parent education level and current education activities, employment, benefit program participation, experience with welfare reform, household income, housing arrangement and adequacy, and transportation adequacy (continued)?

F31a-c. Do you now receive money for CHILD from the Sup. Sec. Inc. or SSI program? Did you ever get money for CHILD from the SSI program? Did you stop getting money from SSI for CHILD because your household income was too high, or CHILD no longer qualified? (Both allowed)

F35a-e. In studies like these, households are some-times grouped according to income. Pls tell me which group best describes the total income of all persons in your household over the past year, including salaries or other earnings, money from public assistance, retirement, and so on for all house-hold members. Was your income in the past year $25K or less, or more than $25K? Was it… (5 cats. up to $25K)? Was it $50K or less, or more than $50K? Was it… (5 cats. 25 to $50K; or 6 cats. above $50K).

F8. We want to group households by income. Think of the income the household got in 1986 from all sources before taxes. Was this…(6 cats. through 50K or 2 cats. under or over 25K)

80. What was your total family income from all sources in 1987? (If you are not sure about the amount please estimate). 15 cats; none, 5 <10K, 3 10-25, 4 25-100; 2 100 or more) 81. How many wage earners in your household contributed to the family income reported above?

L81. Was the total combined family income during the past 12 mos., that is yours, READ NAMES, more or less than $20,000? Include money from jobs, Social Security, retirement income, unemployment payments, public assistance, and so forth. Also include income from interest dividends, net income from business, farm, or rent, and any other money income received. Of these income groups (26 cats.), which letter best represents the total combined family income during the past 12 mos.?

EMQ.190. During how many years or months since s/he was born has CHILD’S family had serious financial problems?

P123. In studies like this, households are sometimes grouped according to income. Please tell me which group best describes an estimate of the total income of all persons in your household over the past year, including salaries or other earnings, interest, retirement, and so on for all household members. Is your household income . . .

P8. In studies like this, households are sometimes grouped according to income. What was the total income of all persons in your household over the past year, including salaries or other earnings, interest, retirement, and so on for all household members. s

F34. How well does your current transportation meet your family’s needs? (Excellent to poor)

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PRESENCE AND PARTICIPATION

To what extent do students in special education participate in organized group activities?

E29. What is that [are those]?

F2-3. In the past 12 mos., has CHILD belonged to any school or other group, like sports teams, Scouts, a church group, or band? What kinds of groups has CHILD belonged to in the past 12 mos.?

60. Has your 8^th grader attended classes outside of his or her regular school to study any of the following? Art, music, dance, language, religion, history and culture of his/her ancestors, computer skills, other.

PI17. During this school year, has CHILD participated in any activities outside of school, such as music lessons, church or temple youth group, scouting or organized team sports, like soccer?

P77. During this school year, has CHILD participated in any school activities such as sports teams, band or chorus, school clubs, or student government?

63. Since your 8^th grader began the first grade, has s/he been involved in any of the following non-school activities? Boy or Girl Scouts, cub scouts or brownies, campfire or bluebirds. Boys Club, Girls Club, religious group, YMCA YWCA, Jewish com. center. little League or other sports teams, 4-H Club, community-based group.

P78. During this school year, has CHILD participated in any out-of-school group activities such as scouting, church or temple youth group, or non-school team sports like Little League?

What are after school care experiences and needs of students in special education?

71-73. Does your 8^th grader usually come home directly after school? Are any of the following people at home when your 8^th grader returns home from school? mother/female guardian, father/male guardian, other adult relative, a sitter, an adult neighbor, older brother/sister, younger brother/sister, no one is at home.

CCQ.265. [Other than Head Start, has] CHILD ever attended a day care center, nursery school, preschool, prekindergarten, or before or after school program at a school or in a center on a regular basis?

D10. On school days, does CHILD receive that care before school, after school, or both?

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What are after school care experiences and needs of students in special education (continued)?

73. Where does your 8^th grader usually go after school? neighbor’s house, sitter’s house, relative’s house, friend’s house, after school program, extracurricular activities, organized sports, home to a job, some other place.

USE OF ACCOMMODATIONS, ADAPTATIONS, ENRICHMENTS, OR COMPENSATIONS TO ACHIEVE OUTCOMES

What services and supports do families provide for their children in special education outside of their school programs?

61. Do you or your 8^th grader take part in any of the following activities (Mark 2 each, 1 for you and 1 for your child). borrow books from the public library, attend concerts or other musical events, go to art museums, to go science museums, go to history museums.

P14. FOR GRADE 6 and ABOVE . In the past month, has anyone in your family done the following things with CHILD? Visited a library, gone to a play, concert, or other live show? Visited an art gallery, museum, or historical site? Visited a zoo or aquarium? Done other things, such as talked with CHILD about his/her family history or ethnic heritage. Attended an event sponsored by a community ethnic or religious group. Attended an athletic or sporting even in which CHILD was not a player?

C8-9. Are any of these home services paid for by you or your insurance or are they all paid for some other way? What services or therapies that you get at home does your family or insurance pay for? (15 cats.) Same sequence for center-based services (C14-15) and services provided in other settings (C18-19).

IIG11g. Is this (physical or occupational therapy) paid for? Who pays for this therapy? (10 cats.) How much did the family pay for this therapy during the past 2 weeks?

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What medical or other disability-related assistive devices do students use?

A19. Is CHILD now regu-larly taking any prescription medicine for a specific condition or problem?

IIG3a. Does NAME now have a physical, mental, or emotional problem for which s/he regularly takes prescription medication?

A20a-b. Does CHILD use any kind of medical device, like an oxygen tank, catheter, or a breathing monitor? What is the device?

IIG7a. Does NAME now need special medical equipment in order to breathe? IIG21a. Does NAME now need special medical equipment to assist with eating or toileting?

B1f. Was a hearing aid or other kind of hearing device prescribed for CHILD?

E14. In the past 12 mos., has CHILD used any of the following because of his/her disability? His s/he used: A TDD, TTY or teletype (telecommunications device for the deaf), a telephone amplifier, a hearing aid, closed captioned television, a hearing dog, voice aids, any other device to help with hearing problems?

IIA3. (Besides a hearing aid), does NAME now use an amplifier for the phone, a TDD, TTY or teletype, closed caption TV, assistive listening or signaling devices, an interpreter, or any other equipment for people with hearing impairments?

B2e. Were glasses prescribed to help CHILD see?

E16. In the past 12 mos. has CHILD used any of the following because of his/her disability: a seeing- eye dog, large-print or Braille readers, an opticon or optical scanner, a computer designed to compensate for a disability, any other device to help with problems seeing?

IIA1f. Does NAME now use telescopic lenses, Braille, readers, a guide dog, white cane, or any other equipment for people with visual impairments?

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NELS:88

NHES: 96 Parent/ Family Involvement in Ed.

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What medical or other disability-related assistive devices do students use at school that require school staff attention (continued)?

B6. Does CHILD use any equipment to help him/her get around, such as crutches, a walker, or a wheelchair?

E15. In the past 12 mos. has CHILD used any of the following because of his/her disability: a wheel chair; crutches, a cane, or walker; Have there been any changes to the car? Has s/he used prosthetics or orthotics, such as leg braces or an artifical limb? Has she used a computer designed to compensate for a disability? Has s/he used any other devices to help get around?

II5a/6a. Does anyone in the family now use any of these aids to get around: a cane, crutches, walker, medically prescribed shoes, a wheelchair, or a scooter? Who is this? Does anyone in the family now use a brace of any kind? Who is this?

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NELS:88

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FAMILY INVOLVEMENT

To what extent do parents of students in special education engage in activities at home that support students’ educational and social development?

69. Do you have a computer in your home that your 8^th grader uses for educational purposes?

65. Are there family rules that are enforced for your 8^th grader about any of the following activities: maintaining a certain grade average, doing homework, doing household chores.

PK6. During the past week, has CHILD watched or listened to the national news with you (or other adult household members)?

HEQ.010. Now I’d like to talk with you about CHILD’s activities with family members. In a typical week, how often do you or any other family members do the following things with CHILD? Read books to CHILD?, Tell stories to CHILD: Sing songs with CHILD? Help CHILD do arts and crafts? Involve CHILD in household chores, like cooking, cleaning, setting the table, or caring for pets?. Play games or do puzzles with CHILD? Talk about nature or do science projects with CHILD? Build something or play with construction toys with CHILD? Play a sport or exercise together?

PY85. During the last week, have you talked with CHILD about school activities or events or school projects?

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To what extent do parents of students in special education engage in activities at home that support students’ educational and social development (continued)?

66. Parents differ in how much they talk to their children about what they do in school. How often do you or your spouse/partner talk with your 8^th grader about his/her experiences in school? (not at all, rarely, occ., regularly)

PI1. Now I’d like to talk with you about CHILD’s activities with family members in the past week. How many times have you or someone in your family read to CHILD in the past week? Would you say not at all, once or twice, 3 or more times, or every day?

68. How often do you or your spouse/partner talk with your 8^th grader about his/her educational plans for after h.s.? (not at all, rarely, occ., regularly)

PI3. (FOR ELEMENTARY STUDENTS) In the past week, has anyone in your family done the following things with CHILD. Told him/her a story? Involved him/her in household chores like cooking, cleaning, setting the table, or caring for pets? Worked on arts and crafts with him/her. Worked on a project with CHILD that you didn’t think of as a chore, like building, making, or fixing something? Played a game, sport, or exercised together? IF YES, How many times, Would you say one or two times, or three or more?

64. Are there family rules about any of the following television-related activities: what program s/he may watch, how early or late s/he may watch TV, how many hours s/he may watch TV, how many hours s/he may watch TV on school days.

PI8. Are there family rules for CHILD about what time CHILD goes to bed on school nights? Rules about the amount of time s/he is allowed to watch television? Rules about what television programs s/he is allowed to watch?

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To what extent do parents of students in special education engage in activities at home that support students’ educational and social development (continued)?

68. How often do you or your s/p help your 8^th grader with his/her homework? (seldom or never, once/twice a month, once/twice a week, almost every day)

What are parents’ expectations for students’ futures?

H1-4. How likely do you think it is that CHILD will: graduate from high school and get a regular high school diploma? (Def. will, prob. will, prob. won’t, def. won’t) Graduate from a 4-year college? Graduate from a 2-year or junior college? Eventually will get a paid job?

PE10. Do you think CHILD will attend school after high school? Graduate from a 4-year college?

PIQ.120. How far in school do you expect CHILD to go?

PY84. Do you think CHILD will . . .Graduate from high school,. Attend school after high school, Graduate from a 4-year college?

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GENERAL

What is the student’s grade level?

A12 What is NAME’s grade level?

PB5. What grade would CHILD be in if s/he were attending school (school with regular grades)?

S9. What grade or year of school is CHILD attending?

A11. What grade or year is CHILD attending?

PROGRAM PARTICIPATION

To what extent do students who had been in special education exit from special education over time? What are the other school programs in which students in special education participate?

C43. Is CHILD now receiving any special services like special education, preschool, or therapy services? (after transition)

49. Is your 8^th grader currently enrolled in any of the following special programs/services: bilingual ed., Eng. as a 2^nd lang., special services for orthopedically handicapped students, special education services for students with learning disabilities. 51. Is your 8^th grader currently enrolled in a gifted or talented program?

IIJ3. Is CHILD now receiving special education services. Special education is teaching designed to meet the individual needs of a child with special needs. It is paid for by the public school system and may take place at a regular school, a special school, a private school, at home, or at a hospital.

CLASSROOM CHARACTERISTICS

What are all the settings in which students spend the school day and how is time distributed among them??

PB2. Some parents decide to education their children at home rather than sending them to school. Is CHILD being schooled at home?

ACCOMMODATIONS, ADAPTATIONS, ENRICHMENTS, OR COMPENSATIONS

What medical or other disability-related assistive devices do students use at school that require school staff attention? (SEE NON-SCHOOL FACTORS FOR DEVICES USED. NO RELEVANT QUESTIONS IN OTHER SURVEYS REGARDING USE AT SCHOOL.)

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What related services do students in special education receive?

C20. Is CHILD now getting any speech, occupational, or physical therapy?

B1-6. Has CHILD ever had training in job skills, career counseling, help in finding a job, or any other vocational education? Has s/he had any job training or help in the past 12 mos.? (5 cats.) Same questions for speech or language therapy, personal counseling or therapy, oc-cupational therapy or other instruction in life skills; help from a tutor, reader, or interpreter; physical therapy, mobility training, or other help with physical disabilities; special help with trans-portation; hearing-loss therapy, paid personal attendant, case manager.

48. Has your 8^th grader ever received special services for any or all of the following? (vis. handicap., hearing problem., deafness, speech problem., orthopedic prob., other physical prob., specific learning disability, emotional prob.

II10a. During the past 12 mos., has NAME received any occupational therapy?

B44. In the past 12 mos., has CHILD had a case manager at school or in a service agency?

IIF6a/8a. During the past 12 mos., did NAME have a case manager? Does NAME have a court-appointed legal guardian?

IIF2a. During the past 12 mos., did NAME go to a day activity center for persons with disabilities which provides social, recreational and developmental activities during normal working hours? Is NAME now on a waiting list for a day activity center?

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What related services do students in special education receive (continued)?

D1. Did anyone from the EI program help you…(list of 15 family services). IF NO, Did you need this service?

A5. (IF live in institution) Is CHILD getting any of the following kinds of help at this place? (list 12 services)

IIF1a/d. Some programs help people with disabilities to develop skills and opportunities for paid employment. During the past 12 mos., did NAME participate in a sheltered workshop, transitional work training, or supported employment?

M7. Is CHILD receiving services for his/her (disability/disabilities) from... Your local school district. A state or local health or social service agency. A doctor or clinic. Some other source.

C7a-c. How many people regularly come to your home to provide early intervention or therapy services? About how much time does that person spend in your home? Is that per week or per month?

B2. For about how long has s/he had this job training or help? Has CHILD had any of this job training or help in the past 12 mos.? During this period, about how many hours per day/week/month did the job training take place? Same sequence for 7 other services)

IIG11k-l. How many days during the past 2 weeks did (physical or occupational) therapist work with NAME/ Pls estimate the hours per day that (therapist) did therapy with NAME. Include therapy that is part of another activity such as play.

C11. How many different early intervention programs is CHILD going to now? We want to know the total hours a week CHILD spends at all programs.

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NHES: 96 Parent/ Family Involvement in Ed.

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TRANSITIONS

What preparation or support for the transition from elementary to middle and middle to high schools do students in special education receive? How well did it prepare students for the transition?

C41. Before CHILD’s third birthday, did someone from CHILD’s EI program talk about options for preschool or other services CHILD might get when s/he turned 3. Encourage you to visit preschools, centers, or other service programs that might serve your child when s/he turns 3. Suggest options for pre-school or other programs where CHILD would be included with children who do not have special needs. Help with developing a written plan for services CHILD would get after s/he turned 3.

C54. How well did the EI program prepare your family for the change in services (after transition)? 4 cats.

C44. Is CHILD now receiving more service than before s/he turned 3, about the same amount of service as before, or less service than before?

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FAMILY INVOLVEMENT

What is the level of contact between teachers and students’ families?

57. Since your 8^th grader’s school opened last Fall, how many times have you been contacted by the school about the following: your 8^th grader’s academic per-formance, your 8^th grader’s academic program for this year, your 8^th grader’s course selection for h.s., placement; decisions regarding your 8^th grader’s h.s. program, your 8^th grader’s behavior in school, participating in school fund raising activities, obtaining information for school records such as your address or work telephone number, doing volunteer work such as supervising lunch or chaperoning a field trip. (none, 1 or 2, 3 or 4, >4). Same series for you or your spouse/partner contacting school.

PF1. Now I’d like to ask you about your family’s involvement with CHILD’s school. Since the beginning of this school year, have you or (CHILD’s other adult family members) attended a general school meeting, for example, an open house, a back-to-school night or a meeting of a parent-teacher organization. Gone to a regularly scheduled parent-teacher conference with CHILD’s teacher or other meeting with CHILD’s teacher. Attended a school or class event, such as a play or sports event or science fair because of CHILD? Acted as a volunteer at the school or served on a committee? IF didn’t do first two things, ask Has CHILD’s school had this type of meeting this school year?

PIQ.020. Did CHILD’S school or teacher send home information about any of the following when CHILD started kindergarten? A. how to prepare CHILD for kindergarten? B. topics or skills that are part of the kindergarten program? C. what to do if CHILD will be late or absent from school? D. how to get in touch with a teacher or school staff to discuss any concerns or questions about CHILD?

P89. Since the beginning of this school year, have you [or (CHILD’s) (mother/stepmother/foster mother/father/stepfather/foster father)] . . .A. attended a general school meeting, for example, back to school night or a meeting of a parent-teacher organization? B. attended a school or class event such as a play, sports event, or science fair? C. acted as a volunteer at the school or served on a school committee?

59. Do you and your spouse/partner do any of the following at your 8^th grader’s school? Belong to a parent-teacher organization, attend meetings of a parent-teacher organization, take part in the activities of a parent-teacher organization, act as a volunteer at the school, belong to any other org. with several parents from your 8^th grader’s school (for example, neighborhood or religious organizations).

PF3. During this school year, how many times have you (or other adults in family) gone to meetings or participated in activities at CHILD’s school? Record number.

PIQ.030. Have you met CHILD’S teacher yet?

P91. During this school year, has a teacher contacted you about any behavior problems CHILD has had in school?

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NHES:1995 EC Program Participation

What is the level of contact between teachers and students’ families (continued)?

PF5. We’re also interested in the times the school contacted you without your having contacted them first. During this school year, have any of CHILD’s teachers or his/her school sent your family personal notes? Provided newsletters, memos, or notices addressed to all parents, called you on the phone? Have they done that one to two times or three or more times?

To what extent do families participate in IEP meetings?

C1. Are you aware of a written plan that describes goals for CHILD and the services s/he should receive? It may have been called an IFSP, Child and Family Service Plan, or something like that.

IIJ7. Does CHILD now have an Individual Family Service Plan or IFSP?

M8. Is CHILD receiving services for his/her (disability/disabilities)...through an individualized family services plan or (IFSP), or from any other source?

C2. Who came up with the goals or outcomes for CHILD on his/her service plan? Was it mostly your family, mostly the professionals, or you and the professionals together?

C3,4. Who decided on the kind of (amount of )services for CHILD? Was it mostly your family, mostly the professionals, or you and the professionals together?

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NELS:88

NHES: 96 Parent/ Family Involvement in Ed.

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GENERAL

What are the characteristics of schools that serve students in special education?

A10/12. Has CHILD been enrolled in junior or senior high school in the past 12 mos.

A11. In the past 12 mos., has CHILD been enrolled in a special school? By special school, we mean a school for students with learning problems or other disabilities who are of junior or senior high school age?

A12. Is CHILD now enrolled or will s/he be enrolled in the fall in this (junior/senior high, special) school?

A13. What is the name of the school that NAME (is now/has been enrolled in in the past 12 mos.)? Where is that located? IIB8. What is the full name of the junior or senior high school that NAME (is now attending/last attended)? Where is that located?

A16. Do you think NAME will be going to a junior or senior high school or a special school in the next 12 mos.?

IIB9. Which of the following best describes NAME’s school: regular school that serves a wide variety of students, a school that only serves students with disabilities, a vocational technical school, or some other type of school?

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NELS:88

NHES: 96 Parent/ Family Involvement in Ed.

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SCHOOL CLIMATE

How safe are the schools that serve students in special education?

74. How much do you agree or disagree with each of the following statements concerning your 8^th grader’s school? The school is a safe place. (4 cats.)

PY39. Any students or teachers being physically attacked, or involved in fights, during this school year?

PY97. Would you say [CHILD’s/your] school . . Is safer than your neighborhood, about as safe, or not as safe as your neighborhood?

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How safe are the schools that serve students in special education (continued)?

PY55. Do you know if CHILD’s school takes any particular measures to ensure the safety of students? For example, does the school have . security guards? metal detectors? locked doors during the day? a requirement that visitors sign in? limits on going into restrooms? teachers assigned to supervise the hallway? regular locker checks? hall passes required to leave class?

To what extent are schools reporting feeling pressure to have students succeed academically and focus on instruction as the school’s highest priority?

74. How much do you agree or disagree with each of the following statements concerning your 8^th grader’s school? The school places a high priority on learning. (4 cats.)

q

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FAMILY INVOLVEMENT

What actions does the school take to encourage/support family involvement in the school?

PF6. For each statement that I read you, please tell me how well CHILD’s school has been doing the following things during this school year: Makes you aware of chances to volunteer at the school. Provides workshops, materials, or advice about how to help CHILD learn at home. Provides information about how to help CHILD with his/her homework. Provides information on how to help CHILD plan for college. Would you say the school does this very well, just OK, or doesn’t do it at all.

PF8-9. Does CHILD’s school include parents on committees or in other groups that made decisions about school policies having to do with the school budget, what will be taught, discipline, or other policies? At CHILD’s school, do parents have a real say in school policy decisions?

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ACADEMIC AND FUNCTIONAL LITERACY

What is the academic functioning/performance of students in special education?

B34-36. Can CHILD recognize all of the letters of the alphabet, Most of them, some of them, or none of them? How high can CHILD count? (6 cats. up to 100) In the past week, how often did CHILD look at books on his/her own? (4 cats.).

E12. How well does CHILD do each of the following things on his/her own without help? Look up telephone numbers in the phone book and use the phone, tell time on a clock with hands, read and understand common signs like STOP, MEN, WOMEN, or danger, count change? (4 cats.)

IIJ2. Does CHILD have significant problems at school with understanding instructional materials?

P79. Compared with other children in [his/her] class, how would you CHILD is doing in [his/her] schoolwork this year?

C8. Compared to other children in [his/her] class, how would you say CHILD is doing in [his/her] schoolwork this year? Would you say . . .

D12. How well has CNILD done in his/her classes or programs in the past 12 months? Would you say s/he has gotten mostly A’s, about half As and half Bs, mostly Bs, About half Bs and half Cs, mostly Cs, about half Cs and half Ds, or mostly Ds or below?

PE4. Would you describe CHILD’s work at school as excellent, above average, average, below average, or failing?

PE5. Since September, have any of CHILD’s teachers at school contacted you (or name other adults) about any problems that CHILD was having there?

E7. Have any of his/her teachers or his/her school contacted you (or other named adults) about any problems s/he is having with school work this year.

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NELS:88

NHES: 96 Parent/ Family Involvement in Ed.

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What is the level of engagement in school of students in special education as indicated by attendance, classroom behavior, being enrolled in or dropped out of school?

A14, 15, IIB6. Did NAME graduate, voluntarily leave school, was s/he suspended or expelled or is s/he older than the school age limit? What were his/her reasons for leaving school? IIB7. Why did s/he leave school? What was NAME’s grade level when s/he last attended school?

IIB10. Did/has NAME go/gone to junior or senior high school continuously, or did/has s/he ever leave/left school and then go/gone back?

PG1. Now I have some questions about CHILD’s homework. How often does CHILD do homework at home. Would you say never, less than once a week, 1 to 2 times week, 3 to 4 times a week, or 5 or more times a week?

IIB4. When did NAME last attend high school (or special school)?

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How well do students in special education communicate?

B3a-c. Compared with other children about the same age, how well does CHILD make his/her needs known to you and others? Would you say s/he… (communicates just as well as other children, to doesn’t communicate at all)? How does CHILD make his/her needs known to you? Does s/he use words, sounds that are not words, gestures including pointing, anything else? When CHILD talks to people s/he doesn’t know well, is s/he (very easy to understand to very hard to understand)?

IIA3a. Does anyone in the family have serious difficulty communicating so that people outside the family understand? Does NAME have any difficulty communicating so that family members understand? Does NAME have difficulty communicating basic needs, such as hunger and thirst, to family members? What condition causes NAME difficulty communicating or understanding other people?

B1h-j. Is CHILD learning to understand or use sign language, lip reading, cued speech, oral speech? Is the sign language that CHILD is learning to use American Sign Language, signed English, or some other sign language system? Do any other members of CHILD’s household use sign language to communicate with him/her?

IIH9/10/23. Is CHILD able to show what s/he wants by pointing at something, reaching out to be picked up, making special noises, or saying words? Does CHILD ever respond to people talking or playing with him/her by making sounds, faces, or saying words? Does NAME talk in phrases or sentences most of the time? Is s/he able to show that s/he likes or dislikes something by actions such as shaking his/her head or using gestures? Is NAME able to use words to show what s/he likes or dislikes, such as "want that" or "no want?"

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How well do students in special education communicate (continued)?

B29-30 Expressive and receptive language milestones for infants and toddlers

IIJ2. Does CHILD have significant problems at school with communicating with teachers and other students?

What are students’ past academic experiences in terms of previous grade promotion and retention?

41-43. Was your 8^th grader ever skipped a grade in school. Did your 8^th grader skip a grade because of parental request, school request, other reason. What grade(s) did s/he skip?

PE8-9. Since starting kindergarten, has CHILD repeated any grades? What grade or grades did s/he repeat?

C12. What grade or grades did CHILD repeat?

44-46. Was your 8^th grader ever held back a grade in school. Was your 8^th grader held back because of parental request, school request, other reason? What grade(s) was s/he held back?

PERSONAL AND SOCIAL ADJUSTMENT

To what extent are students in special education socially engaged?

B37 How often has CHILD been invited to play at another child’s house? (4 cats.)

F1. About how many days a week does CHILD usually get together with friends outside of school (other than those s/he lives with, if lives independently) (6 cats.)

62. Please list the first names or nick names of your 8^th grader’s close friends and indicate whether the friend attends school with your 8^th grader and whether you know the parent/s of that child.

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To what extent are students in special education personally well adjusted?

B7-15. Some children are fairly quiet and passive and it takes a lot to get them to react to things. Does this sound very much like CHILD, a little like him/her, or not like him/her? Some children: are jumpy and get easily startled by things like loud noises or quick movements. Are good at paying attention to things and staying focused on what they are doing. Like to do things on their own even if it’s hard. Are very active and excitable and have trouble sitting still. Try to finish things, even if it takes a long time. Get easily involved in every-day things that go on at home, like… Get very distracted by sights and sounds and can’t screen them out very well. Show interest when adults are nearby by talking to them or approaching them.

IIE1a-8. Is NAME frequently depressed or anxious? Have a lot of trouble concentrating long enough to complete everyday tasks? Have serious difficulty coping with day-to-day stresses? Get frequently confused, disoriented or forgetful? Have phobias or unreasonably strong fears, that is, a fear of something or some situation where most people would not be afraid? During the past 12 mos., did any of these problems seriously interfere with ability to work or attend school or to manage day-to-day activities?

SSQ.010. I am going to read you a list of statements describing things that children sometimes do. For each statement, I want you to tell me how often CHILD acts in this way. How often does CHILD: Easily join others in play? Respond appropriately to teasing? Make and keep friends? Comfort or help others? Worry about things? Listen carefully to others? Act sad? Control [his/her] temper? Cooper-ate with family members? Keep working at something until s/he is finished? Argue with others? Fight with others? Show interest in a variety of things? Have a tantrum when s/he does not get his/her way? Concentrate on a task and ignore distractions? Easily become angry? Appear to be lonely? Help with chores? Have a problem being accepted and like by others? Act impulsively? Show low self-esteem??

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To what extent do students in special education get along with others?

B16. Would you say that CHILD has no trouble playing with other children, has some trouble playing with other children, or has a lot of trouble playing with other children?

50. Has your 8^th grader even been considered to have a behavior problem at school?

PE6. Have any of CHILD’s teachers or his/her school contacted you (or other named adults) about any behavior problems s/he is having in school this year?

IIE1a-8. Does NAME have a lot of trouble getting along with other people in social or recreational settings?

How often is CHILD: Eager to learn new things? Hyperactive? Creative in work or in play

B17. Would you say that CHILD is not at all, sometimes, or often physically aggressive with other children?

B18. Would you say that CHILD rarely has temper tantrums, sometimes has temper tantrums, or often has temper tantrums?

IIG18a. Because of a physical, mental, or emotional problem, does NAME now have any difficulty playing or getting along with others their age?

CONTRIBUTION AND CITIZENSHIP

To what extent do students in special education abide by rules?

C13. Has CHILD been fired from a paid job in the past 12 months?

PE11-12. Has CHILD ever had an in- or out-of-school suspension or been expelled from school? IF YES, Has CHILD been suspended, expelled? Was that this school year?

IIJ2. Does CHILD have significant problems at school with paying attention in class, following rules or controlling his/her behavior?

To what are students in special education involved in volunteer/community service activities?

C19-20. Has CHILD done any volunteer work, not including work around the house, in the past 12 months? What kinds of volunteer work has CHILD done in the past 12 months?

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NLTS

NELS:88

NHES: 96 Parent/ Family Involvement in Ed.

NHIS

ECLS-K

School Safety

NHES:1995 EC Program Participation

RESPONSIBILITY AND INDEPENDENCE

How independent are students in special education in terms of self-care, mobility, and household activities?

B25-28. Independence milestones for infants and toddlers

E11. How well does CHILD do each of the following things on his/her own without help: dress him/herself completely, feel him/herself completely, get places outside the home, like to school, to a nearby store or park, or to a neighbor’s house. (4 cats.)

IIC1a. Because of a physical, mental, or emotional problem, does anyone in the family get help from another person in: bathing or showering, dressing, eating, getting in and out of bed or chairs, using the toilet, including getting to the toilet, getting around inside the home? Who is this?

E13. When the following chores need doing, about how often, on his/her own, does CHILD: Fix his/her own breakfast or lunch, buy a few things at the store like groceries of other things s/he needs, do laundry, straighten up his/her own room or living area? (4 cats.)

65. Are there family rules that are enforced for your 8^th grader about any of the following activities: doing household chores.

IIC10a. Because of a physical, mental, or emotional problem, does NAME get help or supervision from another person with preparing their own meals; shopping for personal items, such as toilet items or medicine; managing money, such as keeping track of expenses or paying bills; using the telephone; doing heavy work around the house, like scrubbing floors, washing windows, or doing heavy yard work; doing light work around the house like doing dishes, straightening up, light cleaning, or taking out the trash?

How do students in special education spend their leisure time? (SEE NONSCHOOL FACTORS SECTION)

To what extent are p;der students in special education beginning to take on adult roles in terms of employment and household formation?

C1-3. Has CHILD had a work-study job in the past 12 months; that is, a job s/he does as part of the school program or that s/he does for school credit? What did s/he do? Did CHILD get paid for this work?

NEILS

NLTS

NELS:88

NHES: 96 Parent/ Family Involvement in Ed.

NHIS

ECLS-K

School Safety

NHES:1995 EC Program Participation

To what extent are p;der students in special education beginning to take on adult roles in terms of employment and household formation (continued)?

C4-10. Does CHILD now do any work for which s/he gets paid other than (his/her work study job or) work around the house? How many of these paid jobs does CHILD have? At which job does s/he spend the most time? What does s/he do? Does CHILD do this work at a sheltered workshop, that is, a place where most of the other workers are disabled? About how long as CHILD had this job? About what is his/her pay for this work. About hom many hours a week does CHILD usually work at this job?

C11-13. Now I would like you to think about all of the paid jobs that CHILD has now, not including work around the house. About how many hours a week does CHILD usually work at paid jobs? What is the longest time CHILD has ever had a paid job?

PHYSICAL HEALTH

How healthy are students in special education in terms of general health, emergency room visits, overnight hospitalizations?

A18. Compared with other children about the same age, would you say CHILD’s health is… (excellent to poor)?

E4. Would you say CHILD’s health in general is… (excellent to poor)?

M2. In general, would you say that (child's) health is...

A27. Since we last spoke, how many nights has s/he stayed overnight in a hospital?

A61-b. Since a year ago, was CHILD a patient in a hospital overnight? How many different times did CHILD stay in any hospital overnight or longer since a year ago?

NEILS

NLTS

NELS:88

NHES: 96 Parent/ Family Involvement in Ed.

NHIS

ECLS-K

School Safety

NHES:1995 EC Program Participation

SATISFACTION

How satisfied do parents of students in special education report being with children’s schools and school programs and services?

C24. How well do the professionals who work with CHILD communicate with each other about his/her needs and services? Do you think their communication is excellent, good, fair, or poor?

74. How much do you agree or disagree with each of the following statements concerning your 8^th grader’s school? The homework assigned is worthwhile; my 8^th grader: is challenged at school; is working hard at school, enjoys school. The standards set by the school are realistic, the school is: preparing students well for h.s.; preparing students well for college. Parents have an adequate say in setting school policy; parents work together in supporting school policy. (4 cats.)

PE1. Please tell me whether you strongly agree, agree, disagree, or strongly disagree with the following statements: CHILD is challenged at school. CHILD enjoys school. CHILD’s teachers maintain good discipline in the classroom. In CHILD’s school, most students and teachers respect each other. The principal and assistant principal maintain good discipline at CHILD’s school. CHILD’s school welcomes my family’s involvement with the school. CHILD’s school makes it easy to be involved there.

P83. Would you say that you are very satisfied, somewhat satisfied, somewhat dissatisfied, or very satisfied . . .Wwith the school CHILD attends this year? With the teachers CHILD has this year? With the academic standards of the school? With the order and discipline at the school?

C25. Do you feel you were offered services that were highly individualized to your child’s needs, somewhat individualized, or not individualized at all?

75. How satisfied are you with the education your 8^th grader has received up to now? very, somewhat, not at all.

PE2. Is CHILD’s school understanding of the needs of families who don’t speak English?

IIG11j. How satisfied are you with this (physical or occupational) therapy? (4 cats.)

C29. I have good feelings about the professionals who work with children with special needs and their families. The EI professionals giving services to my family: respect the values and cultural background of my family; ignore my opinions; make me feel optimistic and hopeful about CHILD’s future. (Strongly agree to strongly disagree)

PF6. For each statement that I read you, please tell me how well CHILD’s school has been doing the following things during this school year? Lets you know between report cards how CHILD is doing in school. Helps you understand what children at CHILD’s age are like. Would you say the school does this very well, just OK, or doesn’t do it at all?

NEILS

NLTS

NELS:88

NHES: 96 Parent/ Family Involvement in Ed.

NHIS

ECLS-K

School Safety

NHES:1995 EC Program Participation

How satisfied do parents of students in special education report being with children’s schools and school programs and services (continued)?

C55. How satisfied are you with the process of leaving EI? 4 cats.

D2. Overall, how would you rate the help and information your family has received through EI? 4 cats.

C5. How did you feel about your involvement in the decisions about CHILD’s services? Do you feel you wanted to be more involved, were involved about the right amount, or wanted to be less involved?

C21a. How would you rate the amount of therapy services CHILD is getting. Would you say it is more than needed, about the right amount, or less than needed? C22a. Same question for "other early intervention services

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What are students’ identified disabilities?

B. What is his/her primary disability (for purposes of classifying special education students)?

1. Which of the following best describes the disability(ies) for which this student received special education this school year?

What is the pattern over time of students’ special education disability classification?

A14. Does this student receive special education services? (In other words, does this student have a current IEP and/or receive special education or related services, including monitoring by special education staff?)

What are the broader treatment histories of students in special education?

Before kindergarten; During kindergarten; During grade 1; Don’t know Other (please specify)

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General

What are students’ grade levels?

A2. What is this student’s current grade level?

Classroom Characteristics

What are all of the settings in which students spend their school days and how is time distributed among them?

D1. Does this student now spend any part of the school day in regular education academic classes (where the majority are non-special education students)?

5. Was this student’s primary placement a general education classroom?

Other (please describe)

6. Approximately what percentage of the total weekly hours in school did this student receive special education and related services outside of a general education classroom?

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What are the characteristics of the classrooms where students in special education are instructed?

c. How many of your current students have particularly severe physical or sensory impairments? d. How many of your current students have particularly challenging feeding and toileting needs, or require ongoing monitoring due to health needs (for example, seizures)? e. How many of your current students have particularly challenging behavior problems f. How many of your current students do you perceive to be "limited English proficient"? g. In addition to your special education students, approximately how many non-special education students do you work with in some capacity during a typical week?

Equal amount of time in two or more settings circled in column A (specify the settings)

2.6 How many Limited English Proficiency (LEP) students are assigned to this class?

9. How many of these students have a disability?

7. As of today’s date, how many boys and girls are there in each of your classes?

4. What is the writing ability level of the students in this class?

Not applicable

Group behaves exceptionally well.

Bilingual; None of the above

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What are the characteristics of the classrooms where students in special education are instructed (continued)?

43. During your most recent FULL WEEK of teaching - How many students in the class(es) you teach were tardy? How many times did you have to interrupt your class(es) to deal with student misbehavior or disruption?

Curriculum and Instruction

To what extent are students in special education exposed to the regular education curriculum?

Handicap support service: physical therapy or mobility training; mental health or social work services; speech therapy; communication services for hearing or visual impairments; tutoring; other (please specify).

d. physical education

8. Which of the following best describes the curriculum materials used with this student? (CIRCLE ONE FOR THE GENERAL EDUCATION CLASSROOM AND ONE FOR THE SPECIAL EDUCATION CLASS-ROOM). General education curriculum materials were used without modification; Some modifications in general education curriculum materials were made; Substantial modifications in general education curriculum materials were made; Specially designed commercial materials were used Student not in this setting.

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What are the characteristics of instructional practices used with students in special education?

Other; I don’t create groups for reading in this class.

How often did : Use Instruction to whole class? Facilitate a discussion? Use the board or projector? Work with individual students? Use electronic medium?. Lecture? Use work with small groups? Lead question/answer sessions Demo with tools or objects Administer short quizzes Administer full period quizzes

Self-management. Behavior management. Did not deliver instruction

Computer software for reading instruction; A variety of books (e.g., novels, collections of poetry, nonfiction); Materials from other subject areas

conducting lab periods.

41 The following is a list of activities to complete at home or homework you might have assigned your students. Although the list is not exhaustive, most activities could be considered variations of those listed below. For each activity described below, indicate the frequency with which you assigned each over the last semester in your designated class. a. How often did you assign: write a journal entry; b Prepare a written report; c. Work problems with no obvious solution; d. Reading assignment. e Apply concepts to different situations; f. Supplementary reading g. Workbook exercises; h. Work on a project i. Prepare an oral report; j. Short writing assignment

Miscellaneous Instruments*

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ICD

ECLS

What are the characteristics of instructional practices used with students in special education? (continued)

Grammar or skill-based instruction; Writing process instruction; Integrating reading and writing; writing about literature; Writing across other subject areas.

Lectured, including brief student input; Demonstrated a concept, using two-dimensional graphics such as drawings on the board, an overhead projector, or a computer; Observed or monitored student-led whole class discussions or demonstrations related to mathematics; Provided individual or small group tutoring as needed during individual seatwork or small group activities; Worked on administrative tasks such as record keeping, while students worked on assignments; Administered a test or quiz; Stimulated student discussions of approaches to solving problems, explanations of their mathematical thinking, or open-ended questions; demonstrated applications of tech-nology in mathematics; coached students as they used computers in math. demonstrated how to solve a problem

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What are the characteristics of instructional practices used with students in special education? (continued)

4-47. How often do you do the following things as a part of reading instruction with this class? (Same categories as above): Help students understand new words; Ask students to read aloud; Ask students to read silently; Ask students to talk with each other about what they have read; Ask students to work in a reading workbook or on a work-sheet; Give students time to read books they have chosen themselves; Ask students to do a group activity or project about what they have read; Ask students to explain or support their understanding of what they have read; Watch movies, videos, filmstrips, or television; or listen to tapes, compact discs, or records; Ask students to answer questions about what they have read in writing; Ask students to make predictions about what they have read as they are reading it; Ask students to make generalizations and draw inferences based on what they have read; Ask students to describe the style or structure of the text they have read.

Used calculators to solve problems

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What are the characteristics of instructional practices used with students in special education? (continued)

Read stories or do work related to reading instruction

Effort; Individual progress over past performance. Absolute level of achievement; Achievement relative to class Class participation; Completion of homework Consistent attendance; Results of tests outside the school, Results of test results w/open-ended items; Results multiple choice item. Performance on projects; Own observation of students. Items collected in student portfolios

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NELS

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ICD

ECLS-K

What are the characteristics of instructional practices used with students in special education? (continued)

I generally use individualized instruction for reading.

TB16. To what extent do you use each of the following strategies when working with students of different achievement levels in any of your classes? How about homogeneous grouping? Would you say not at all, to a small extent, to a moderate extent, or to a great extent? Extra time with low performers? Instructional materials at different levels? One-on-one instruction? Frequent assessments of performance? Higher achieving students working with lower achieving students? Enrichment instruction?

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What are the characteristics of instructional practices used with students in special education? (continued)

TB2. Approximately how often do the typical students in your reading class: Read materials or a paragraph or longer? Would you say almost never, once or twice a month, once or twice a week, or almost daily? Read books they choose themselves? Read information materials (such as everyday documents or content area materials). Read aloud. Talk with one another in pairs or small groups about something they read? Write about something they read? Write about something read to them? Complete reading workbooks or skill-sheet assignments? Practice phonics? Practice word attack? Practice vocabulary? Work at a computer?

TB8. Approximately how often do the typical students in your (random class number) language arts class: Read silently in class? Would you say almost never, once or twice a month, once or twice a week, or almost daily? Answer text comprehensive questions in writing? Participate in independent silent reading in a library? Listen to students reading aloud? Discuss books? Systematically learn new vocabulary from lists. Learn new vocabulary from texts. Learn library skills. Read plays or dramas? Summarize their reading? Relate experiences to reading? Read and critique other students’ writing? Study the style or structure of a text? Write in response to reading? Participate in a discussion of texts led by students? Learn to use illustrations to understand text (such as graphs, diagrams, or tables)? Learn writing skills?

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ICD

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What vocational experiences are included in the curriculum for students in special education?

None of the above

To what extent are community-based (other than vocational) experiences included in the curriculum?

B7. About how often is this student supervised by the school in his/her community-based work experience?

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NELS

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ICD

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Student Assessment

How is student progress evaluated?

Teacher made and scored assessments; National, standardized, norm-referenced or criterion referenced; State, standardized, norm-referenced or criterion referenced; District standardized assessments. Other

Given grades that are based on the same standards as grades given regular education students. Given grades that are based on a different standard than regular education students. Not graded in these classes. Other (please describe)

Ability to follow directions. Other method used in evaluating children (please specify)

D16. Please complete the following information regarding your school’s standardized norm-referenced testing program during the 1991-92, 1992-93, and 1993-94 school years

Required to follow the same procedures and meet the same standards for successful completion as regular education students Provided special assistance in taking the test. Provided with a modified version of the test. Allowed to meet different standards for successful completion than regular education students.

I hold the same standards for everyone in my class.

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How is student progress evaluated? (continued)

Whether they accomplished the purpose of the writing.

Has the student taken a minimum competency or proficiency test at any time during his/her secondary school attendance? (please circle one number) yes, (please answer question 11; no, student has been exempted from the test; no, school/district doesn’t give a minimum competency test at these grade levels or at the student’s grade level. Did he/she meet all, part or none of the minimum competency requirement? Met all of the requirements (i.e., passed all minimum competency tests). Met part of the requirements (i.e., passed some, but not all sections or tests). Did not meet any part of the requirements (e.g., did not pass any test) Don’t know

Other (specify)

Wechsler Intelligence Scale for Children–Revised. Wechsler Adult Intelligence Scale-Revised . Stanford Binet. Peabody picture vocabulary test. No indication of the test taken, only IQ score given (please specify score). No data given. What overall test score or IQ score did the student receive on the test indicated in Question 12? If the IQ or overall test score is not given, indicate the mental age or grade equivalent score if provided.

12. Did this student receive special accommodations to participate in the school’s testing or assessment program?

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Accommodations, Adaptations, Enrichments, Or Compensations

What educational assistive devices do students use at school (e.g., calculators, learning software)?

E16. In the past 12 mos. has CHILD used any of the following because of his/her disability: a seeing- eye dog, large-print or Braille readers, an opticon or optical scanner, a computer designed to compensate for a disability, any other device to help with problems seeing?

Don’t know

computer software adapted for child’s unique needs (e.g., alternate keyboards, switch interface); Other (please specify)

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What accommodations or modifications do students receive in instruction and assessment, including grading?

Removed architectural barriers or changed furniture to give handicapped students full access? Purchased any special equipment to help handicapped students? Provided readers or interpreters to help blind or speech-and hearing-impaired students? Provided aides for students to help with personal care needs while at school? Adapted or modified its teaching procedures to make the subject matter accessible to handicapped students? Adapted or modified its testing procedures?

Teachers decide how to use; Other (specify)

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What accommodations or modifications do students receive in instruction and assessment, including grading? (continued)

Assessment coordinator; Parent; Other (specify)

No accommodations necessary

What related services do students in special education receive as part of their special education programs?

Occupational therapy; Assistive devices or physical adaptations; Special transportation because of disability; Mental health services, personal/group counseling, therapy or psychiatric care; Social work services; Speech or language therapy; Communication services; Tutoring; Reader or interpreter; Adaptive physical education; Health services; Diagnostic testing; None of the above

Miscellaneous Instruments*

NLTS

NELS

SASS

ICD

ECLS-K

IEPs

In what domains do students have IEP goals?

Physical/mobility; Other (please specify)

Transitions

What preparation or support for the transition from elementary to middle and middle to high schools do students in special education receive? How well did it prepare students for the transition?

What is postsecondary transition planning like?

A6. Is the student’s transition plan written?

Modified diploma; Certificate of attendance or completion; Regular high school diploma Adult high school diploma; Other (specify) Not applicable

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What is postsecondary transition planning like? (continued)

A7. For the period immediately after high school, the primary goal of this student’s educational program is to prepare him/her to: Attend a 2 or 4 year college Attend a postsecondary vocational training program. Get competitive employment (includes military). Get into sheltered employment (where most other workers are also disabled). Get supported employment (similar to competitive employment, but where supervision/ training is provided by an agency/ individual other than the employer). Become as self-sufficient as possible; Other (please describe). School does not set goals for students beyond their graduation from high school.

36. At what point in your (school/school district) does vocational or other post-secondary planning begin for students with handicaps? Would you say: junior high, beginning of high school, end of high school, on graduation, or no planning?

Other agencies (please describe)

38. Compared with non-handicapped children, do children with handicaps in your (school/school district) have better, the same, or worse access to guidance counselors?

A17. Did your school provide information to this student’s parents/ guardians on the kinds of services available after high school for students with his/her type of disability?

39. And, how useful do you consider the guidance counselor’s advice in career planning and selection of future educational and vocational sites–very useful, somewhat useful, not too useful, not at all useful?

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Family Involvement

What is the level of contact between teachers and students’ families?

none; 1-4 kids’ parents; 5-9 kid’s parents; 10-19 kid’s parents; 20-29 kid’s parents; 30-39 kids’ parents; 40-59 kid’s parents; 60+ kids’ parents; don’t know

15. Approximately how often have you communicated with this student’s parents during this school year about this student’s program or progress (by phone, in person, or in writing)? (CIRCLE ONE)

To what extent do families participate in IEP meetings?

A9. Do this student’s parents/guardians usually attend parent/teacher conferences and/or IEP meetings? (Yes, no, don’t know)

Personnel

What are the characteristics of teachers who serve students in special education?

TF1A. Finally, I am gong to ask you a few questions about your background? Do you consider yourself to be of Hispanic origin? Do you consider yourself American Indian or Alaskan Native, Asian, Black or African American, Native Hawaiian or other Pacific Islander, or White. (Other) Please indicate one or more.

3.3 What is the date of your birth?

American Indian or Native Alaskan

21a. What is your MAIN teaching assignment at this school, that is, the field in which you teach the most classes? Record the two-digit code from the list above and the field name. If your teaching schedule is divided equally between two fields, record either field as your main assignment, mark (x) on line 1, and report the other field in item 21c.

Physical therapy assistant or aide. Occupational therapist. Occupational therapy assistant or aide. School psychologist; Special education classroom aide Other (please specify)

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How well prepared are teachers who serve students in special education?

TF5. What is the highest degree you have earned? Bachelor’s degree; Master’s degree; Specialist degree, Doctoral degree

5. Counting this school year, how many years have you been working with students receiving special education or related services?

28-39 What were your graduate major and minor fields of study? Fill in all ovals that apply.

School psychology

Ability grouping; Interdisciplinary instruction; Assessment; Teaching higher-order or critical thinking skills; Teaching students from different cultural backgrounds; Teaching students who are Limited English Proficient; Teaching students with disabilities; Classroom management and organization; Team teaching.

31. How confident do you feel about your ability to make educational decisions concerning special education students: very confident, somewhat confident, not too confident, or not at all confident?

Emergency credential; Disability-specific credential or endorsement; Special education credential or endorsement (for more than one disability category); General education credential; Speech/language license; Physical therapy license; Occupational license; Other professional license, credential, or endorsement (please specify) Don’t have special education or other professional credential, endorsement, or license.

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How well prepared are teachers who serve students in special education? (continued)

IEP development and implementation; Behavior management; Parent partnership; Curriculum development; Modifying curriculum to meet inclusion practices; Transition services; Assessing student performance/progress; Adapting instructional skills to meet inclusion; Student learning styles/thinking skills; Facilitating students’ social/personal development; Regular and special education collaborative planning; Identification of handicapping conditions; Vocational/ secondary level instruction; Special education rules and regulations; Cognitive learning theory; Authentic assessment; Stress and time management; Managing records and paperwork; Outcomes based education; Team teaching; Supervising aides and paraprofessionals; Teaching in other disability areas; Cooperative learning

2.14. How adequately prepared do you feel to teach the subject matter covered in this course?

22.Have you had any in-service training to help you teach children with disabilities?

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What professional development is provided to teachers who serve students in special education?

Literature or the teaching of literature.

8. Have staff from your school received in-service training on issues related to the transition of special education students from secondary school to the community?

3.19. During the last 12 months, what is the total amount of time you have spent on in-service education in the subject you teach the majority of the time?

SCHOOL DISTRICT sponsored workshops or in-service programs; SCHOOL sponsored workshops or in-service programs. University extension or adult education courses. College courses in your subject field Professional growth activities sponsored by professional associations Committee to integrate academic skills into the vocational curriculum. Other curriculum committee. Committee on selecting textbooks or material. i. None of the above

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What professional development is provided to teachers who serve students in special education? (continued)

TD1. Have you received any professional development in the past 12 months? TD1A. I am going to read a list of professional development activities. If you have received this type of professional development in the past 12 months, please tell me whether it was a 1-time activity, part of an ongoing activity this year only, or part of an ongoing activity that continues for more than one year. Did you participate in a professional development activity that focused on: Content in your subject area. Instructional strategies. Approaches to assessment. Strategies for using assessment results. Strategies to enable you to teach to content standards. Instructional strategies for teaching low achieving students. For LEP students. For migrant students. For Native American Students. Strategies to increase or strengthen parent involvement. Strategies for managing discipline. Leadership development. .Adapting teaching to meet reading assessment requirements. Use of technology Use of an externally developed school reform model such as "Success for All" or "Accelerated Schools." How many hours of professional development in this content area have you received in the last 12 months?

3.20 What type(s) of support have you received in the last 12 months for in-service education in the subject you teach the majority of the time?

Other (please specify)

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What professional development is provided to teachers who serve students in special education? (continued)

33. What types of support have you received during the current school year for in-service education or professional development in your MAIN teaching assignment field? Rreleased time from teaching. Scheduled time (i.e., time built into your schedule for professional development). Ttravel and/or per diem expenses. Ttuition and/or fees. Professional growth credits. None of the above

Student assessment; Cooperative learning in the classroom

To what extent are paraprofessionals used as direct service providers to students?

d. provided aides for students to help with personal care needs while at school?

Teachers and teacher aides

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General

What are the characteristics of schools that serve students in special education (e.g., type, size)?

2. Based on the number of students enrolled at the beginning of the year, about what percentage of students moved away from your school in the 1992-93 school year?

7. About how many students usually attend your school on given day?

8. What was the total number of students enrolled in the school around the first of October?

8. About what percentage of students at your school were classified as special education students in SCHOOL YEAR

White (non-Hispanic); Black (non-Hispanic); Hispanic (Spanish speaking or Spanish surnamed); Asian or Pacific Islander; American Indian/Alaskan Native

9. Around the first of October, how many students were: American Indian or Alaska native; Asian or Pacific Islander; Hispanic, regardless of race; Black, not of Hispanic origin; White, not of Hispanic origin

D9. In October of the 1993-94 and 1994-95 school years on the CBEDS reporting day, how many unexcused absences were there? In October of the 1993-94 and 1994-95 school years on the CBEDS reporting day, how many excused absences were there?

F2. For purposes of receiving state school aid, is your school district considered to be of above average wealth, average wealth, or below average wealth?

PSC11. How many migrant students are enrolled in your school?

School that only serves students with handicaps; School primarily for students with a particular interest or talent; Vocational technical school; Continuation or alternative school; General or comprehensive school that serves a wide variety of students with a variety of educational programs; Another type of school (please describe)

Elementary or secondary with special program emphasis; Special education school. Vocational/technical school; Alternative

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E

What are the characteristics of schools that serve students in special education (e.g., type, size)? (continued)

Rural area (less than 2500)

43b. How many of these IEP students are in each of the following instructional settings? All day in a regular education classroom. Most of the day in a regular classroom (1-20% of the school day receiving special education and related services outside the regular classroom). Some of the day in regular classroom (21-60% of the school day receiving special education and related services outside the regular classroom); Little or none of the day in a regular classroom (61-100% of the school day receiving special education and related services outside the regular classroom); Other (describe)

% American Indian or Alaska Native; %Other (specify) % students receiving free or reduced lunch % students identified as limited English proficient and receiving additional education services for second language acquisition

27c. In head counts, how many Chapter 1 teachers and teacher aides were teaching at this school around the first of October?

Miscellaneous Instruments*

NLTS

NELS

SASS