MNCIMP Stakeholder Survey 2011 Results for Austin Public Schools

SpEdPara Response Summary 100% Responses (N=47) State 99.37% For each of the items Austin’s SpEdPara’s had a higher agree rate (80% or higher) than the state average The only item that dropped below or close to 60% was “I discuss special education issues or concerns with my building administrator. 61% (State Average 51%)

Thoughts about future actions: It would be interesting to know if the question had been worded “with my special education administrator” if the results could have been different. In the future, may think about the possible need to build relationships with and communication avenues between the SpEdParas and their building administrators.

SpEdLic Responses Summary 100% Responses (N=44) State 99.15%

Majority of the responses were 80% or higher agreement Items that fell below 80% agreement I participate in child study teams to discuss pre-referral interventions prior to referral to special education for evaluation. – 63% (State average 81%) Check and see what roles the SpEdLic teachers play in the pre-referral process – is there a way they can participate without adding to their workload? Is it important to our district that they be part of this process or is it critical that they maintain their distance. I receive training on assistive technology that is available through my district. 64% (State average 68%) What resources are available for SpEdLic teachers to learn about district utilized AT – what processes are in place to ensure that everyone in the district is aware of the AT resources available and are trained with them? I understand how to access the mental health services needed by the students I serve. 73% (State average 80%) Mental Health services how are these discriminated to the staff? What supports can be provided to ensure that more of our teachers are aware of these resources and the “symptoms” that match the services? I provide service to children, ages birth to three, in natural settings i.e. home, childcare. 56% (State average 66%) Explore why services to birth to three children would not be provided in the natural setting? – do we have a center based specialized program? Is this a concern? I utilize adult service providers for students 14 and above. 76% (State average 79%) What supports regarding transition services and adult services providers do we have currently available – are more needed? Or do we just need to ensure those working with this population have access to the current resources?

Items that had a difference greater than 5% from State Average I observe that special education students are integrated fully in regular education. 93% (State average 85%) This is great news – what are we doing right and how can we be sure to keep it working? Page 2 MNCIMP Stakeholder Survey 2011 Results for Austin Public Schools

I have the essential resources and books I need to provide specialized instruction to the students I serve. 86% (State average 79%) While this is better than the state average – I would hope that 90% of the SpEdLic Educators would feel they had the essential resources and books needed to provide the instruction their students need. What do they feel is missing – is it something we can provide or something the whole field is lacking? How can we ensure they know about all of the resources we do have available for them? I create a summary regarding the academic achievement and functional performance for all special education students on my caseload when they graduate or age-out of special education. 86% (State average 93%) I receive training regarding confidentiality of student information. 93% (State average 88%) This is great news – what are we doing right and how can we be sure to keep it working? I am aware of assistive technology available through my district. 91% (State average 85%) Ok they are aware of the AT available but don’t feel they are receiving the training needed – is this a matter of individual comfort level or lack of training sessions or personal selection to not attend. I provide adequate support to community program staff to ensure preschool children with disabilities are successful in community placements. 92% (State average 83%) This is great news – what are we doing right and how can we be sure to keep it working? I use multiple age-appropriate transition assessments as a basis for developing appropriate IEP goals, objectives and needed services for transition. 95% (State average 91%) This is great news – what are we doing right and how can we be sure to keep it working?

GenEd Responses Summary 100% Responses (N=69) State 98.89%

Majority of the responses were 80% or higher agreement Items that fell below 80% agreement I receive adequate training in how to document pre-referral interventions. 57% (State average 62%) May be there is a way to connect this training to the SpEdLic participation in the pre-referral process? I receive support from administration to explore ways to increase the participation of students with disabilities in general education. 74% (State average 74%) Right on track it looks like but if new ways appear to increase general education participation it would be good to ensure opportunities are explored. I discuss special education issues or concerns with my building administrator. 72% (State average 73%) I discuss special education issues or concerns with my district/cooperative special education administration. 49% (State average 57%) I receive assistance with my questions and concerns from my district/cooperative special education administration. 62% (State average 68%) Not too concerned on these administrator items – given the level of communication between administrators and the closeness to state average these items maintain. I am aware of the mental health services available in my district. 70% (State average 69%) I understand how to access the mental health services needed by my students served in special education. 59% (State average 62%) This was a topic that came up with the SpEdLic participants as well – may be a need to increase awareness of what services are available and how to connect students to these services.

Items that had a difference greater than 5% from State Average I am given timely notice of IEP meetings for special education students in my class. 84% (State average 89%)

I assist in the development of special education students' IEPs and give input that is valued by IEP team members. 85% (State average 79%) Of the two I am glad the second one is higher than the first – timely is such a relative term given the timelines that often have to be satisfied with IEPs but could look at how soon are GenEd participants notified of the meetings?