May, 1999

 

  SPECIAL EDUCATION ELEMENTARY LONGITUDINAL STUDY (SEELS)
   
  DRAFT SCHOOL BACKGROUND SURVEY
   
 
   
   
   
  SRI Project 3421
   
   
   


 

THE SPECIAL EDUCATION ELEMENTARY LONGITUDINAL STUDY (SEELS)

Survey of School Characteristics

 

Dear Principal:

We urge you to take about XX minutes to complete this survey about your school. The Special Education Elementary Longitudinal Study (SEELS), funded by the U.S. Department of Education, is studying the school experiences and outcomes of a variety of students, including students in special education. The study will give educators, policy-makers, practitioners, and parents important information about studentsí experiences and how they contribute to student performance. A brochure describing SEELS is enclosed.

More than 14,000 students nationwide are included in SEELS. They were in elementary and/or early middle school when SEELS began in the 1999-2000 school year; the study will follow these students through the 2003-2004 school year as they transition into middle and high school. One or more SEELS students attend your school this year.

Please return the completed survey as soon as possible in the enclosed postage-paid envelope. A $XX (gift certificate/check) will be mailed to you when we receive the completed survey and you will be eligible to be chosen to receive a thank you gift ofÖÖÖÖ.

Please be assured that your answers will be completely confidential. No information will be reported that identifies you or this school.

If you have any questions about the study or the survey, please feel free to call the SEELS hotline toll free at 1-800-XXX-XXXX, send e-mail to (address), or visit the SEELS Web site at (URL).

Thank you in advance for your contribution to this important study.

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

 

A. School and community characteristics

 

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

1

A regular elementary or secondary school that serves a wide variety of students

2

School that serves only students with disabilities

3

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

4

Vocational-technical school

5

Alternative school

6

Charter school

7

Juvenile justice facility

8

Another kind of school (please describe): _________________________________

 

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

1

Public school

2

Private school

3

Residential/boarding school

 

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

0

Prekindergarten

4

4th grade

9

9th grade

K

Kindergarten

5

5th grade

10

10th grade

1

1st grade

6

6th grade

11

11th grade

2

2nd grade

7

7th grade

12

12th grade

3

3rd grade

8

8th grade

0

Ungraded

 

A4. As of October 1, how many students were enrolled at your school?

_______________

Number of students enrolled

 

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

1

Rural community

6

A suburb of a large city

2

Small city or town

7

A very large city

3

A medium-sized city

8

A suburb of a very large city

4

A suburb of a medium-sized city

9

A military base or station

5

A large city

10

An Indian reservation

B. STUDENT CHARACTERISTICS

 

B1. On October 1, about how many students in your school belong to each of the following ethnic groups?

Number of Students

 

____________

African-American or Black

____________

American Indian or Alaskan Native

____________

Asian, native Hawaiian, or other Pacific Islander

____________

Caucasian or White

____________

Hispanic, Latino, or other Spanish origin (regardless of race)

____________

Other

 

B2. On October 1, about how many students who attend this school were in each of the following disability categories? PLEASE ENTER ONE NUMBER ON EACH LINE THAT REPRESENTS THE DISABILITIES OF STUDENTS ATTENDING THIS SCHOOL.

Number of students who receive special education services

 

____________

Autism

____________

Deaf-blindness

____________

Developmental delay

____________

Emotional or behavioral impairment

____________

Hearing impairment/deafness

____________

Learning disability

____________

Mental retardation

____________

Orthopedic impairment

____________

Other health impairment

____________

Multiple disabilities

____________

Speech or language impairment

____________

Traumatic brain injury

____________

Visual impairment/blindness

____________

Other:___________________________________

 

B3. On October 1, about how many students are identified as English-language learners, or are limited English proficient (LEP)?

_______________

Number of students identified as ELL or LEP

B4. How many students were absent (excused and unexcused) on the most recent school day? PLEASE RECORD ONE NUMBER ON EACH LINE.

Number of:

 

____________

Excused absences

____________

Unexcused absences

 

B5. About what percentage of your schoolís students are from low income families (e.g., having a child in the free or reduced price lunch program)? PLEASE CIRCLE ONE NUMBER.

1

More than 75%

2

51%-75%

3

26-50%

4

Less than 25%

 

B6. In the 1998-99 school year, about what percentage of students who enrolled at the beginning of the year moved away from your school during the school year?

___________

Percentage of students who moved

c. STAFF, programs, and resources

 

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

Approximate total FTE working in a typical week

 

____________

General education classroom teachers

____________

Special education self-contained classroom teachers

____________

Special education resource room teachers

____________

Reading specialists

____________

Speech/communication therapists or pathologists

____________

Nursing/medical personnel

____________

School psychologist or other diagnostic personnel

____________

Guidance counselors

____________

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

____________

Paid teacher aides

____________

Librarians/library aides or library staff

____________

Itinerant personnel not already accounted for above (e.g., district music or physical education personnel who teach a specific subject at multiple schools)

___________

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

____________

Volunteers

C2. Which of the following services, resources, or programs does your school have this school year, either as part of the curriculum, or before or after school hours? PLEASE CIRCLE ALL THAT APPLY.

 

Additional Academic Programs

1

Supplemental instructional services in reading or language arts

2

Supplemental instructional services in math

3

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

4

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

5

Programs for gifted and talented students

 

Enrichment and Recreation Programs

6

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

8

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

9

Weekend program for students

10

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

11

Organized school sports activities during or after school

 

Health/Mental Health Services

12

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

13

Counseling or pupil services

 

Parent or Community Programs

14

A family literacy program

15

Parent education or other classes for parents

16

A parent liaison

17

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

18

Services for out-of-school youth

19

School-to-work activities

 

Language-Learning Programs

20

Instruction in English for English-language-learners, such as ESL

21

Instruction in languages other than English, such as bilingual education

 

Other Programs/Initiatives

22

Title 1

23

A class size reduction initiative

24

A school-wide improvement program (e.g., Success for All, Comer Schools, Accelerated Schools)

25

Conflict resolution/conflict management program

 

C3. What percentage of teachers in your school are fully credentialed for their primary teaching assignments?

____________

Percentage fully credentialed

C4. What percentage of teachers are new to this school this year?

____________

Percentage new this school year

 

C5. What percentage of your teaching staff has fewer than 3 years total of teaching experience?

____________

Percentage with less than 3 years teaching experience

 

C6. Which of the following placement options does your school have for special education students? PLEASE CIRCLE ALL THAT APPLY.

1

General education

2

Part-time resource room for special education students

3

Self-contained special education classrooms

4

Other :_____________________________________________________________

D. more about the school

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

1

A great deal of pressure

2

A fair amount of pressure

3

Little pressure

4

No pressure at all

 

D2. In a typical month, about how many incidents of violence (e.g., student fights, other acts of violence) occurred at your school?

 

_______________

Number of incidents of violence per month

 

 

D3. So far, this school year, how many incidents involving the following disciplinary actions have been taken?

 

Number of incidents

Expulsions

 

Out-of-school suspensions

 

In-school suspensions

 

 

 

E. special education Policies and Practices

E1. Do you have a formal and systematic written procedure for providing alternatives to special education services for students who are identified with learning problems (i.e., prereferral interventions)?

1

Yes PLEASE CONTINUE WITH QUESTION E1b.

2

No PLEASE GO TO QUESTION E2.

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

1

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

2

Individual consultation provided to teachers by a specialist

3

Special education pre-referral intervention team

4

Other:_____________________________________________________________

 

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

1

Consultation by special education staff or other staff

2

Special materials to use with the special education students

3

Inservice training on the needs of the special education students

4

Teacher aides, instructional assistants, or aides for individual students

5

Smaller student load or class size

6

Other:______________________________________________________________

7

None of these

 

E3. When students take standardized tests or performance assessments, what percentage of students with high incidence disabilities participate (e.g., students with learning, speech, or emotional disabilities or mild mental retardation)? PLEASE CIRCLE ONE NUMBER.

1

More than 90%

2

75%-90%

3

51%-74%

4

26%-50%

5

Less than 25%

6

Do not have students with high incidence disabilities

 

E4. When students in your school take mandated standardized or tests performance assessments, what percentage of students with low incidence disabilities participate (e.g., students who are deaf, blind, significant cognitive impairments, or have physical impairments)? PLEASE CIRCLE ONE NUMBER.

1

More than 90%

2

75%-90%

3

51%-74%

4

26%-50%

5

Less than 25%

6

Do not have students with low incidence disabilities

 

E5. How are exemptions from mandated standardized tests or performance assessments granted for individual students with disabilities? PLEASE CIRCLE ALL THAT APPLY.

0

Not applicable; no students with disabilities were exempted from tests or no students with disabilities attend this school

1

Principal decision

2

IEP committee decision

3

Individual general education teacher(s) decision

4

Individual special education teacher(s) decision

5

Parental request

6

Other:______________________________________________________________

 

E6. Which of the following statements best characterizes your schoolís practice regarding special education students who take mandated standardized tests or performance assessments? PLEASE CIRCLE ALL THAT APPLY.

When standardized assessments are mandated, special education students are . . .

1

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

2

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

3

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

4

Complete an alternate assessment

 

 

E7. In the most recent reporting of your schoolís mandated standardized test scores, were the test scores of special education students included with the test scores of general education students in the school?

1

Yes: All special education student test scores reported.

2

Yes: Some special education student test scores reported

3

No

 

E8a. Standards-based reform is being implemented in various ways around the country. Are students with disabilities addressed in your schoolís academic content standards (e.g., for math, reading)?

0

Not applicable; our school does not use specific content standards

1

Yes PLEASE GO ON TO QUESTION E8b

2

No PLEASE GO TO QUESTION E9

b. How are students with disabilities addressed? PLEASE CIRCLE ONE NUMBER.

1

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

2

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

3

Specific written accommodations and adaptations

4

Individual students handled on a case-by-case basis

5

No special references to students with disabilities

6

Other:______________________________________________________________

 

E9. Does your school arrange alternative services or placements for special education students who are expelled and/or suspended from your school,? PLEASE CIRCLE ONE NUMBER.

0

Not applicable; special education students are not expelled or suspended or do not attend this school

1

Yes

2

No

 

E10. Does your school have a policy that prohibits the promotion of students who are performing poorly (i.e., social promotions)?

   

YES

NO

 

a

For general education students?

1

2

 

b

For special education students?

1

2

3

N/A (no special education students attend this school)

 

F. Parent involvement

 

F1. Which of the following does your school offer to promote parent involvement? PLEASE CIRCLE ALL THAT APPLY.

1

Open house or "back to school night"

2

Regularly scheduled school-wide parent-teacher conferences

3

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

4

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

5

Parent education workshops or courses

6

Written contract between school and parent

7

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

8

Parents as volunteers in the school

9

Parents as paid classroom aides

10

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

11

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

12

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

13

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

14

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

15

Other:_____________________________________________________________

16

None of these

 

F2. Which of the following forms of communication between parents and staff occur at your school? PLEASE CIRCLE ALL THAT APPLY.

1

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

2

Parents are asked to sign off on homework.

3

Parents are given positive phone calls or notes from teachers.

4

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

5

Parents are given examples of work that meet high standards.

6

Parents have access to the schoolís Web site with information specific to them.

7

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

8

None of these

 

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

1

Strongly agree

2

Agree

3

Disagree

4

Strongly disagree

If your school is an elementary or middle school, please complete Section G below. If your school is a high school, please go to Section H, page 12

G. MOVING ON (FOR ELEMENTARY AND MIDDLE SCHOOLS ONLY)

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

1

Groups of students visit their next school before school starts.

2

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

3

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

4

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

5

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

6

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

7

Other:______________________________________________________________

8

None of these

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

Name of School: ________________________________________________________

Address:_______________________________________________________________

Name of School: ________________________________________________________

Address:_______________________________________________________________

 

THANK YOU FOR COMPLETING THIS QUESTIONNAIRE!

Please return it in the postage-paid envelope to:

The Special Education Elementary Longitudinal Study (SEELS)

SRI International

Center for Education and Human Services

333 Ravenswood Avenue

Menlo Park, CA 94025

 

 

H. about High Schools

 

H1a. During the previous school year, how many 12th grade students were enrolled at your school?

_________

Number of 12th grade students enrolled

b. How many of these were special education students?

_________

Number of 12th grade special education students enrolled

 

H2a. During the previous school year, how many 12th grade students graduated with a regular diploma from your school?

_________

Number of 12th grade students who graduated

b. How many of these were special education students?

_________

Number of 12th grade special education students who graduated

 

H3. During the previous school year, about how many students who had been enrolled in your school were considered to be drop-outs by the end of that year? Please give your best estimate.

_________

Number of total students who dropped out the previous year

b. How many of these were special education students?

_________

12th grade special education students who dropped out

 

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

 

Age of students

 

 

THANK YOU FOR COMPLETING THIS QUESTIONNAIRE!

Please return it in the postage-paid envelope to:

The Special Education Elementary Longitudinal Study (SEELS)

SRI International

Center for Education and Human Services

333 Ravenswood Avenue

Menlo Park, CA 94025

 

SEELS DESIGN DOCUMENTS