K-12 parent survey (Read-Only) - Killeen High School parent survey.pdf · © 2016...

© 2016

Results and Analysis

Special Education Satisfaction for Parents

Killeen ISD School District

Jan. 12–26, 2016

© 2016

Purpose of the Study

It is essential that school districts provide a quality education to students receiving special education services. Parental satisfaction with district special education programs fosters a collaborative relationship between school and home.

In the Special Education Satisfaction Survey for Parents, Killeen ISD asked parents for feedback on the special education program. Results will be used to identify ways to improve the special education program.

K12 Insight partnered with Diana Miller, Assistant Superintendent of Curriculum and Instruction, to develop the Special Education Satisfaction Survey for Parents. The survey was also developed based on results from focus groups with parents of children receiving special education services from Killeen ISD. The survey addressed the following topics:

• Quality of special education information• Parental understanding of special education topics• Communication• Parent experience in IEP meetings• Perception of IEP implementation• Instruction, expectations, and access• Transition planning

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Details of the Study

K12 Insight emailed individual invitations with survey links to parents of Killeen ISD students receiving special education services. Parents for whom the district did not have an email address were able to take the survey at their child’s school through a custom url.

The survey was open from Jan. 12–26, 2016.

Participants learned about the survey via a letter home. Reminders were sent Jan. 15, 20 and 25 using email. The survey was available in Spanish.

This report summarizes survey results and breaks them down by school level and high and low incidence of disability. High incidence is defined as students who receive special education services under the category of emotional disability, other health impairment, specific learning disability, or speech or language disability. Low incidence is defined as students who receive special education services under the category of autism, deaf-‐blindness, deafness, intellectual disability, multiple disabilities, orthopedic impairment, traumatic brain injury, or visual impairment. Reports for each school are included in this project.

Results do not reflect random sampling; therefore, they should not be generalized to all parents of students receiving special education services. Rather, results reflect only the perceptions and opinions of survey participants.

Findings for each item in the report exclude participants who did not answer. In some charts and graphs, data labels less than 5 percent are not shown.

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Survey Participation

4

Emails Delivered

Responses from Emails

Link for Additional Children

Public URL Total Responses Received

3,894 551 23 10 584

-‐-‐ 94% 4% 2% 100%

Surveys Takenin English

Surveys Taken in Spanish

569 15

97% 3%

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Survey Participation (Continued)

Please select your child's school. (N=566) What is your child's primary disability category for which they receive special education services? (N=462)

5

21%0%1%4%1%5%8%

1%10%

24%18%

1%1%6%

0% 20% 40% 60% 80% 100%

AutismDeaf-‐Blindness

DeafnessEmotional DisabilityHearing ImpairmentIntellectual DisabilityMultiple Disabilities

Orthopedic ImpairmentOther Health Impairment

Specific Learning DisabilitySpeech or Language Disability

Traumatic Brain InjuryVisual Impairment

Don't Know

50%

24%

26%

0% 20% 40% 60% 80% 100%

Elementary Schools

Middle Schools

High Schools

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Dimension Overview

6

3.06

2.49

3.05

2.91

2.87

2.75

2.96

1 2 3 4

Understanding Special Education (N=544)

Special Education Information (N=527)

IEP Meeting (N=572)

IEP Content (N=574)

IEP Implementation (N=542)

Communication (N=572)

Instruction (N=376)

Weighted Score

Note: This graph shows the weighted score for each topic covered in the survey. The weighted score is calculated based on how participants responded to each question, with Strongly Agree receiving 4 points, Agree receiving 3 points, Disagree receiving 2 points and Strongly Disagree receiving 1 point.

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Dimension Overview – By School Level

7

3.14

2.6

3.14

3.02

3.06

2.92

3.09

3.00

2.45

2.99

2.85

2.77

2.68

2.88

3.01

2.4

2.92

2.79

2.62

2.5

2.82

1 2 3 4

Understanding Special Education

Special Education Information

IEP Meeting

IEP Content

IEP Implementation

Communication

Instruction

Weighted ScoreElementary School (N=266) Middle School (N=130) High School (N=138)

Note: This graph shows the weighted score for each topic covered in the survey. The weighted score is calculated based on how participants responded to each question, with Strongly Agree receiving 4 points, Agree receiving 3 points, Disagree receiving 2 points and Strongly Disagree receiving 1 point.

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Service and Support

8

On a scale of 1–10, how would you rate the quality of special education support your child receives? (N=565)

11%

5%

7%

7%

11%

7%

10%

14%

12%

16%

0% 20% 40% 60% 80% 100%

1 -‐ Poor

2

3

4

5

6

7

8

9

10 -‐ Excellent

52%

The average score for the quality of special education support is 6.2.

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Satisfaction

9

17%

28%

27%

22%

17%

34%

38%

39%

39%

32%

18%

15%

16%

16%

19%

20%

12%

11%

13%

18%

12%

8%

7%

10%

14%

0% 20% 40% 60% 80% 100%

Overall, how satisfied or dissatisfied are you with the quality of the special education information the school district provides? (N=527)

Overall, how satisfied or dissatisfied are you with your level of participation in developing your child's current IEP? (N=560)

Overall, how satisfied or dissatisfied were you with your child's most recent eligibility determination meeting? (N=572)

Overall, how satisfied or dissatisfied are you with the content of your child's current IEP? (N=572)

Overall, how satisfied or dissatisfied are you with the district's communication about your child? (N=570)

Completely Satisfied Satisfied Neither Satisfied nor Dissatisfied Dissatisfied Completely Dissatisfied

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Satisfaction – By School Level

10

59%

70%

72%

67%

58%

46%

67%

66%

61%

45%

41%

55%

55%

52%

39%

0% 20% 40% 60% 80% 100%

Overall, how satisfied or dissatisfied are you with the quality of the special education information the school district provides?

Overall, how satisfied or dissatisfied are you with your level of participation in developing your child's current IEP?

Overall, how satisfied or dissatisfied were you with your child's most recent eligibility determination meeting?

Overall, how satisfied or dissatisfied are you with the content of your child's current IEP?

Overall, how satisfied or dissatisfied are you with the district's communication about your child?

Percentage Completely Satisfied or Satisfied

Elementary School (N=270) Middle School (N=129) High School (N=136)

Answer options: Completely Satisfied, Satisfied, Neither Satisfied nor Dissatisfied, Dissatisfied, Completely Dissatisfied

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Understanding Special Education

11

Killeen ISD wants to know how well the district provides you with information about special education. Your responses will help us identify topics for future special education training. How strongly do you agree or disagree with the following statements?

30%

34%

34%

35%

33%

35%

50%

44%

48%

47%

47%

46%

9%

10%

8%

9%

11%

10%

10%

11%

9%

9%

9%

8%

0% 20% 40% 60% 80% 100%

The district explained how my child becomes eligible for special education services. (N=543)

The district explained my rights as the parent of a child receiving special education services. (N=544)

The district explained the IEP/ARD meeting process. (N=543)

The district explained the IEP/ARD meeting topics. (N=542)

The district explained the IEP/ARD meeting roles. (N=541)

The district explained the IEP/ARD meeting's purpose and what would be decided. (N=544)

Strongly Agree Agree Disagree Strongly Disagree Don’t Know

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Special Education Information

12

Killeen ISD wants your feedback on how well we share information. Your feedback will help us better communicate with parents of children receiving special education services. How strongly do you agree or disagree with the following statements?

18%

19%

18%

15%

10%

17%

41%

37%

39%

26%

20%

32%

22%

23%

25%

27%

29%

25%

15%

17%

15%

23%

22%

22%

9%

18%

0% 20% 40% 60% 80% 100%

I know where to find information about the district's special education services. (N=529)

The district provides adequate special education information. (N=529)

The special education information the district provides is easy to understand. (N=527)

The district provides adequate information about organizations that help parents of students with disabilities. (N=528)

Parent training on special education is provided by the school or district. (N=528)

I receive information and resources from my child's school that help me understand my child's special needs and development. (N=527)


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Special Education Information – By School Level

13

Information Killeen ISD wants your feedback on how well we share information. Your feedback will help us better communicate with parents of children receiving special education services. How strongly do you agree or disagree with the following statements?

64%

62%

63%

45%

34%

56%

55%

55%

55%

40%

30%

49%

56%

52%

50%

36%

29%

40%

0% 20% 40% 60% 80% 100%

I know where to find information about the district's special education services.

The district provides adequate special education information.

The special education information the district provides is easy to understand.

The district provides adequate information about organizations that help parents of students with disabilities.

Parent training on special education is provided by the school or district.

I receive information and resources from my child's school that help me understand my child's special needs and development.

Percentage Strongly Agree or Agree


Answer Options: Strongly Agree, Agree, Disagree, Strongly Disagree, Don’t Know

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IEP Meeting

14

Killeen ISD would like to know about your IEP/ARD meeting experiences. Please answer these questions based on your child's last annual IEP/ARD meeting. How strongly do you agree or disagree with the following statements?

40%

31%

39%

32%

35%

39%

43%

39%

42%

40%

42%

41%

6%

15%

9%

14%

13%

11%

11%

12%

10%

12%

9%

8%

0% 20% 40% 60% 80% 100%

The IEP/ARD team meeting was scheduled at a time and place that met my needs. (N=573)

I was provided with relevant documents prior to the IEP/ARD meeting. (N=573)

I felt comfortable asking questions and expressing concerns during the IEP/ARD meeting. (N=570)

My ideas were considered when developing the IEP. (N=570)

School staff members asked for my feedback during the IEP/ARD meeting. (N=568)

My child's teachers and other service providers treated me like a respected partner in my child's education. (N=570)


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IEP Meeting (Continued)

15


34%

37%

36%

34%

37%

37%

44%

43%

43%

41%

15%

9%

12%

12%

9%

13%

8%

8%

9%

11%

0% 20% 40% 60% 80% 100%

I trusted the school staff members to develop an IEP/ARD that meets my child’s needs. (N=567)

My child's strengths and needs were discussed during the IEP/ARD meeting. (N=571)

Information in the IEP/ARD meeting was clearly presented to me. (N=570)

The special education services in my child's IEP were fully explained to me. (N=569)

There was adequate time provided for the meeting. (N=572)


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IEP Meeting – By School Level

16


85%

72%

82%

76%

78%

81%

81%

69%

80%

69%

75%

82%

80%

65%

79%

66%

74%

75%

0% 20% 40% 60% 80% 100%

The IEP/ARD team meeting was scheduled at a time and place that met my needs.

I was provided with relevant documents prior to the IEP/ARD meeting.

I felt comfortable asking questions and expressing concerns during the IEP/ARD meeting.

My ideas were considered when developing the IEP.

School staff members asked for my feedback during the IEP/ARD meeting.

My child's teachers and other service providers treated me like a respected partner in my child's education.




© 2016

IEP Meeting – By School Level (Continued)

17


74%

84%

81%

80%

81%

69%

81%

79%

80%

77%

64%

77%

74%

70%

73%

0% 20% 40% 60% 80% 100%

I trusted the school staff members to develop an IEP/ARD that meets my child’s needs.

My child's strengths and needs were discussed during the IEP/ARD meeting.

Information in the IEP/ARD meeting was clearly presented to me.

The special education services in my child's IEP were fully explained to me.

There was adequate time provided for the meeting.




© 2016

IEP Meeting – By Incidence

18


Answer Options: Strongly Agree, Agree, Disagree, Strongly Disagree, Don’t KnowNote: Only the responses of parents who indicated the type of disability for which their child receives special education services are included in this graph.

84%

73%

83%

74%

81%

84%

85%

63%

79%

69%

75%

78%

0% 20% 40% 60% 80% 100%

The IEP/ARD team meeting was scheduled at a time and place that met my needs.

I was provided with relevant documents prior to the IEP/ARD meeting.

I felt comfortable asking questions and expressing concerns during the IEP/ARD meeting.

My ideas were considered when developing the IEP.

School staff members asked for my feedback during the IEP/ARD meeting.

My child's teachers and other service providers treated me like a respected partner in my child's education.


High Incidence (N=250) Low Incidence (N=173)

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IEP Meeting – By Incidence (Continued)

19


76%

85%

82%

84%

83%

65%

79%

76%

72%

73%

0% 20% 40% 60% 80% 100%

I trusted the school staff members to develop an IEP/ARD that meets my child’s needs.

My child's strengths and needs were discussed during the IEP/ARD meeting.

Information in the IEP/ARD meeting was clearly presented to me.

The special education services in my child's IEP were fully explained to me.

There was adequate time provided for the meeting.




© 2016

IEP Content

20

Killeen ISD would like to know what you think about the content of your child's IEP. Please answer these questions for your child's current IEP. How strongly do you agree or disagree with the following statements?

27%

28%

29%

28%

27%

48%

47%

40%

43%

40%

12%

11%

17%

14%

16%

9%

9%

12%

11%

13%

5%

0% 20% 40% 60% 80% 100%

My child's IEP accurately reflects the decisions made at the IEP meeting. (N=576)

Data was used to make decisions about my child's goals, services and placement. (N=577)

I feel all concerns were addressed during the IEP meeting. (N=576)

My child's IEP has addressed his or her academic needs. (N=576)

My child's IEP has addressed his or her social/behavioral needs. (N=574)


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IEP Content – By School Level

21


80%

80%

74%

75%

72%

69%

73%

68%

69%

65%

74%

68%

63%

63%

63%

0% 20% 40% 60% 80% 100%

My child's IEP accurately reflects the decisions made at the IEP meeting.

Data was used to make decisions about my child's goals, services and placement.

I feel all concerns were addressed during the IEP meeting.

My child's IEP has addressed his or her academic needs.

My child's IEP has addressed his or her social/behavioral needs.




© 2016

IEP Content – By Incidence

22


81%

82%

74%

76%

75%

73%

70%

65%

67%

62%

0% 20% 40% 60% 80% 100%

My child's IEP accurately reflects the decisions made at the IEP meeting.

Data was used to make decisions about my child's goals, services and placement.

I feel all concerns were addressed during the IEP meeting.

My child's IEP has addressed his or her academic needs.

My child's IEP has addressed his or her social/behavioral needs.




© 2016

IEP Implementation

23

Killeen ISD wants to know how well your child's IEP is being implemented. Please answer these questions based on your child's current IEP. How strongly do you agree or disagree with the following statements?

25%

25%

25%

26%

24%

40%

35%

35%

38%

36%

14%

16%

13%

11%

17%

11%

13%

12%

10%

10%

10%

11%

15%

15%

13%

0% 20% 40% 60% 80% 100%

All special education and related services (speech, counseling, etc.) in my child's IEP are being provided. (N=544)

The modifications and accommodations in my child's IEP (extended time, small group settings, etc.) are consistently

provided. (N=548)

Special education staff members are tracking the IEP goals progress as written in my child's IEP. (N=547)

The time my child is spending in different educational settings (general education classroom, resource room, etc.) is consistent

with the IEP. (N=542)

Overall, my child's current IEP is being fully implemented. (N=546)

Strongly Agree Agree Disagree Strongly Disagree Don't Know

© 2016

IEP Implementation – By School Level

24

Killeen ISD wants to know how well your child's IEP is being implemented. Please answer these questions based on your child's current IEP. How strongly do you agree or disagree with the following statements?

74%

67%

68%

68%

66%

55%

54%

57%

64%

55%

57%

53%

47%

58%

50%

0% 20% 40% 60% 80% 100%

All special education and related services (speech, counseling, etc.) in my child's IEP are being provided.

The modifications and accommodations in my child's IEP (extended time, small group settings, etc.) are consistently provided.

Special education staff members are tracking the IEP goals progress as written in my child's IEP.

The time my child is spending in different educational settings (general education classroom, resource room, etc.) is consistent with the IEP.

Overall, my child's current IEP is being fully implemented.




© 2016

Communication

25

Killeen ISD wants to know your views of communication about your child's special education services. How strongly do you agree or disagree with the following statements?

20%

23%

25%

25%

24%

23%

25%

30%

38%

38%

43%

44%

35%

35%

15%

20%

17%

13%

15%

19%

17%

15%

16%

16%

10%

13%

19%

17%

20%

8%

6%

0% 20% 40% 60% 80% 100%

General education and special education staff members effectively communicate with each other about my child's IEP. (N=576)

Special education staff members keep me informed about my child's academic progress. (N=576)

General education staff members keep me informed about my child's academic progress. (N=572)

Special education staff members respond to my questions in a timely manner. (N=576)

School staff members clearly explain how and why decisions are made about my child's educational program. (N=577)

Special education staff members help me understand how to improve my child's skills. (N=576)

Special education staff members share concerns about my child as they occur. (N=572)


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Communication – By School Level

26

Killeen ISD wants to know your views of communication about your child's special education services. How strongly do you agree or disagree with the following statements?

57%

67%

69%

73%

75%

67%

67%

45%

56%

60%

66%

64%

52%

54%

38%

50%

54%

61%

60%

50%

53%

0% 20% 40% 60% 80% 100%

General education and special education staff members effectively communicate with each other about my child's IEP.Special education staff members keep me informed about my

child's academic progress.General education staff members keep me informed about my

child's academic progress.Special education staff members respond to my questions in a

timely manner.School staff members clearly explain how and why decisions

are made about my child's educational program.Special education staff members help me understand how to

improve my child's skills.Special education staff members share concerns about my child

as they occur.

Percentage Strongly Agree or AgreeElementary School (N=277) Middle School (N=134) High School (N=144)


© 2016

Instruction, Expectations, and Access

27

Killeen ISD wants to know your opinion about your child's education. Please consider your child's experiences during the current school year. How strongly do you agree or disagree with the following statements?

27%

26%

27%

29%

30%

35%

24%

45%

43%

44%

46%

49%

42%

30%

12%

13%

16%

12%

6%

6%

13%

10%

10%

11%

11%

8%

10%

13%

5%

8%

7%

6%

20%

0% 20% 40% 60% 80% 100%

Teachers set clear academic expectations for my child. (N=528)

Teachers set high academic expectations for my child. (N=527)

My child is making academic progress each year. (N=527)

My child is making social/behavioral progress each year. (N=526)

My child has access to the general education curriculum. (N=528)

My child has access to the same activities — sports, clubs and field trips — as every other student. (N=527)

My child’s programming is preparing him or her for post-‐secondary goals/outcomes. (High School Parents Only) (N=376)


© 2016

Instruction, Expectations, and Access – By School Level

28


82%

75%

76%

80%

80%

75%

69%

65%

70%

71%

80%

79%

58%

60%

62%

70%

77%

81%

0% 20% 40% 60% 80% 100%

Teachers set clear academic expectations for my child.

Teachers set high academic expectations for my child.

My child is making academic progress each year.

My child is making social/behavioral progress each year.

My child has access to the general education curriculum.

My child has access to the same activities — sports, clubs and field trips — as every other student.




© 2016

Instruction, Expectations, and Access – By Incidence

29


80%

74%

78%

82%

87%

85%

66%

63%

66%

69%

71%

69%

0% 20% 40% 60% 80% 100%

Teachers set clear academic expectations for my child.

Teachers set high academic expectations for my child.

My child is making academic progress each year.

My child is making social/behavioral progress each year.

My child has access to the general education curriculum.

My child has access to the same activities — sports, clubs and field trips — as every other student.


High Incidence (N=176) Low Incidence (N=112)Answer Options: Strongly Agree, Agree, Disagree, Strongly Disagree, Don’t KnowNote: Only the responses of parents who indicated the type of disability for which their child receives special education services are included in this graph.

© 2016

Transition

How strongly do you agree or disagree with the following statements?

30

17%

19%

17%

37%

39%

36%

17%

24%

23%

13%

16%

17%

16%

7%

0% 20% 40% 60% 80% 100%

My child has a postsecondary goal in his or her IEP. (N=167)

Planning for transition to adulthood was introduced at my child's last IEP meeting. (N=167)

My child participated in developing his or her transition plan. (N=166)


Note: Only parents who indicated their child was at least 14 years old at their last IEP/ARD meeting were given the opportunity to respond to these items.

© 2016

Transition – By Incidence


31

62%

64%

60%

50%

52%

46%

0% 20% 40% 60% 80% 100%

My child has a postsecondary goal in his or her IEP.

Planning for transition to adulthood was introduced at my child's last IEP meeting.

My child participated in developing his or her transition plan.



Answer Options: Strongly Agree, Agree, Disagree, Strongly Disagree, Don’t KnowNotes: • Only parents who indicated their child was at least 14 years old at his or her last IEP/ARD meeting were given the opportunity to respond to these items.• Note: Only the responses of parents who indicated the type of disability for which their child receives special education services are included in this graph.

© 2016

Transition (Continued)


32

27%

17%

10%

48%

35%

21%

12%

27%

31%

10%

15%

22%

6%

16%

0% 20% 40% 60% 80% 100%

The school district actively encourages my child to attend and participate in IEP/ARD meetings. (N=125)

My child's IEP identifies goals related to employment and/or post-‐secondary education, independent living and community

participation, if appropriate. (N=124)

When appropriate, outside agencies have been invited to participate in secondary transition planning, such as the

Department of Assistive and Rehabilitative Services (DARS). (N=125)


Note: Only parents who indicated their child was at least 15 years old at his or her last IEP/ARD meeting were given the opportunity to respond to these items.

© 2016

Transition (Continued) – By Incidence


33

79%

55%

33%

73%

45%

25%

0% 20% 40% 60% 80% 100%

The school district actively encourages my child to attend and participate in IEP/ARD meetings.

My child's IEP identifies goals related to employment and/or post-‐secondary education, independent living and community

participation, if appropriate.

When appropriate, outside agencies have been invited to participate in secondary transition planning, such as the

Department of Assistive and Rehabilitative Services (DARS).

Percentage Strongly Agree or AgreeHigh Incidence (N=57) Low Incidence (N=44)

Answer Options: Strongly Agree, Agree, Disagree, Strongly Disagree, Don’t KnowNotes: • Only parents who indicated their child was at least 14 years old at his or her last IEP/ARD meeting were given the opportunity to respond to these items.• Note: Only the responses of parents who indicated the type of disability for which their child receives special education services are included in this graph.

© 2016

Staff Knowledge

34

How strongly do you agree or disagree with the following statement?

26%

21%

37%

26%

12%

10%

13%

11%

12%

33%

0% 20% 40% 60% 80% 100%

The special education staff members at my child’s school know how to educate children with his or her disability. (N=571)

Special education staff members at my child’s school use behavioral management strategies that benefit students with

disabilities. (N=560)


© 2016

Transfers

Did your child transfer into Killeen ISD with an IEP from another school district? (N=562)

Overall, how satisfied or dissatisfied were you with the content of your child’s IEP after the ARD process was completed with Killeen ISD? (N=187)

35

33%

67%

Yes No

Note: Parents who indicated their child transferred into KISD with an IEP from another district were given the opportunity to respond to the question on the right.

19%

31%

18%

18%

14%

0%

20%

40%

60%

80%

100%

Completely Dissatisfied

Dissatisfied

Neither Satisfied nor Dissatisfied

Satisfied

Completely Satisfied

© 2016

Key Insights

§ More than half of the parents who took the survey rated the quality of special education services their child receives as a 7 or higher, indicating that most parents are pleased with the quality of services their child receives.

§ Only 41 percent of parents agreed or strongly agreed the district provides information about organizations that will help parents of children with disabilities, 30 percent agreed or strongly agreed that the district provides training on special education, and 49 percent agreed or strongly agreed that they receive resources from the district that help them understand their child’s special needs.

§ Throughout the majority of the survey, high school parents had lower rates of agreement and satisfaction than elementary and middle school parents. The high schools may benefit from additional support in working with parents of students receiving special education services.

§ Parents of children with low incidence disabilities had lower levels of agreement regarding IEP content than parents of children with high incidence disabilities. Because the IEP for the low incidence population may be more complex, it’s essential that staff members explain how data are used to develop the IEP.

§ Parents of children with low incidence disabilities had lower levels of agreement regarding instruction, expectations, and access than parents of children with high incidence disabilities.

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Recommendations

• Establish a Special Education Advisory Committee (SEAC) that is composed of both parents and staff members. The purpose of this committee is to identify areas of improvement for the district and collaboratively develop solutions.

• Conduct parent trainings on special education topics. The topics can be generated by the SEAC to help parents understand their child’s needs and the resources that may be available to help them. Based on the survey findings, these topics should include the following:• Educating parents about their child’s specific special needs• What data are used to determine their child’s academic levels• How the IEP goals intend to meets students’ academic and social/behavioral needs

• Create a Parent Resource Center (PRC) in the district with materials that will help parents understand special education rights, services, and processes. Market the availability of the PRC throughout the district.

• Train staff on how to use data to develop the IEP and how to communicate how those data are used to parents.

• Provide a system of ongoing, two-‐way dialogue between parents and staff. This system should provide an opportunity for parents to ask a question or voice a concern and receive a timely response, as well as set expectations for how frequently staff will update parents on their child’s progress.

• Share the survey results with the community including any proposed changes the district will make based on what was learned through this project.

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