Characteristics of School Programs and schools
(Tables 3 and 4)
Three school-based sources of data will be accessed regarding students school programs:
Data will be collected on schools and school programs in years 2, 3, and 5 of the 5-year data collection cycle. Student direct assessments and other school-reported outcomes will be collected in those same years. Thus, analyses of year 2 data will explore the relationships between variations in schools/school programs and variations in student outcomes. Analyses of data for year 3 can explore the relationships between variations in year 3 schools/school programs and the growth in student performance measured as change from year 2 to year 3. Analyses of year 5 can focus on trends in school experiences over the 5-year period, as well as look for relationships of school programs to both variations and growth in student performance.
Table 3 RESEARCH QUESTIONS School Programs |
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High Priority |
Lower Priority |
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General |
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k What are students current grade levels? |
P |
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Program Participation |
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k To what extent do students who had been in special education exit from special education over time? |
P |
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k What are the other school programs in which students in special education participate? |
P |
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Classroom Characteristics |
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k What are all of the settings in which students spend the school day, and how is time distributed among them, as reported by school staff? |
P |
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k What are the characteristics of the classrooms in which students in special education are instructed in language arts, as indicated by: |
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P |
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P |
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P |
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P |
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k To what extent do language arts teachers report using positive approaches to discipline in the classroom, in terms of: |
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6 |
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6 |
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6 |
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6 |
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Curriculum and Instruction |
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k To what extent are students in special education exposed to the regular education curriculum, as indicated by: |
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P |
Table 3 |
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RESEARCH QUESTIONS School Programs (Continued) |
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High Priority |
Lower Priority |
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P |
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6 |
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P |
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P |
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k What vocational experiences are included in the curriculum for students in special education in terms of school staff report of: |
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P |
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P |
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P |
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k To what extent are community-based (other than vocational) experiences included in the curriculum? |
P |
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Student Assessment |
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k How is student progress evaluated in terms of teacher reports of: |
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P |
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P |
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P |
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6 |
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P |
Table 3 |
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RESEARCH QUESTIONS School Programs (Continued) |
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High Priority |
Lower Priority |
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Use of Accommodations, Adaptations, Enrichments, or Compensations to Achieve Outcomes |
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k What medical or other disability-related assistive devices do students use, including: |
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P |
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6 |
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P |
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P |
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6 |
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P |
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P |
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k What accommodations or modifications do teachers report that students receive in: |
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P |
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P |
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k What related services do students in special education receive as part of their special education programs, in terms of: |
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P |
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P |
Table 3 |
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RESEARCH QUESTIONS School Programs (Continued) |
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High Priority |
Lower Priority |
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IEPs |
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k What are students IEPs like, in terms of school staff reports of: |
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P |
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6 |
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P |
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Transitions |
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k What preparation or support for the transition from elementary to middle and middle to high schools do students in special education receive, as reported by school staff? |
P |
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k What is postsecondary transition planning like for students, in terms of school staff reports of: |
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P |
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P |
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P |
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Family Involvement |
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k What is the level of contact between teachers and the students families, in terms of: |
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P |
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P |
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6 |
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P |
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P |
Table 3 |
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RESEARCH QUESTIONS School Programs (Concluded) |
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High Priority |
Lower Priority |
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Personnel |
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k What are the characteristics of language arts teachers who serve students in special education, in terms of: |
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P |
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P |
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6 |
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P |
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P |
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P |
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6 |
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P |
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6 |
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P |
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P |
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k What professional development is provided to language arts teachers who serve students in special education, in terms of: |
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P |
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P |
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k Do students have a case manager at school? |
P |
Table 4 |
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RESEARCH QUESTIONS School Characteristics |
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High Priority |
Lower Priority |
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General |
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k What are the schools like that serve students in special education, in terms of: |
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P |
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P |
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P |
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P |
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P |
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P |
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P |
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P |
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School Climate |
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k What are the characteristics of principal leadership as indicated by teacher reports of such factors as the principals providing adequate support for teachers, frequently being present in the classroom, using evaluation/feedback regularly and appropriately, sharing decision-making and problem solving? |
P |
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k How safe are the schools, as indicated by: |
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P |
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P |
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P |
Table 4 |
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RESEARCH QUESTIONS School Characteristics (Concluded) |
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High Priority |
Lower Priority |
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k To what extent do teachers and principals report feeling pressure to have students succeed academically/focus on instruction as highest priority? |
P |
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Policies |
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k What policies and practices related to special education are pursued by schools, in terms of principals reports of: |
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P |
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P |
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P |
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P |
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P |
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P |
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Resources |
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k What placement options are available at the school for students in special education? |
P |
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k What other school options are available in the district? |
P |
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k What programs operate at the school to support student learning and well-being (e.g., Chapter 1, Reading Recovery, Accelerated Schools, school-based health services, after-school care, after-school enrichment activities, consultation for teachers)? |
P |
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k To what extent are paraprofessionals used as direct service providers to students? |
P |
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k What personnel resources are at the school to support student learning and well-being (e.g., reading specialist, school counselor, school nurse)? |
P |
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k What specific special education interventions are in use in the schools? |
P |
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k How large a student caseload is carried by special education teachers? |
P |
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Family Involvement |
P |
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k What actions do schools take to encourage/support family involvement in the school (e.g., provide transportation to IEP meetings, holding parent meetings at places convenient to the parent, providing child care for schoolwide events or parent meetings)? |
P |
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Reforms |
P |
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k What schoolwide reforms have schools implemented, and how are students in special education included in them? |
P |
BACK |