VII. REQUERIMIENTOS FUNCIONALES DETALLADOS
7.13 CONCILIACIÓN BANCARIA
7.13.2 Conciliación Bancaria Manual
#3 Average ratio of students with disabilities to special education teachers
One district reported to be <10:1, not a choice
Insert: • 10:1
To provide this option not previously considered
DID NOT EXIST Several participants thought knowing about the type of district would be important, for example, X has very few students with paraprofessionals and use collaborative almost exclusively; Y has so few students that the use of paraprofessionals Is minimal.
Insert as #5
In the continuum of services for children with severe
disabilities, do you most often provide your student services *In general education classrooms *In separate classrooms *In collaborative *In outplacements OTHER: Insert as #6 What is the approximate percent of paraprofessionals working with students with disabilities without the presence of a special educator for some or all parts of the day?
*0-25% *26-50% *51-75% *76-100%
In one case within the EDCO group, the size of the district mattered, in another, the model was to send to collaborative rather than provide paraprofessionals in general education, so asking rural, urban, etc. would not get to the core of the use. This option of identifying the use of paraprofessionals in general education, if at all, seemed important
information to identify at the beginning of the survey.
New Heading before 7
Use:
SEAs found shifting topics would be less confusing with headings to indicate a topic
Insert before #7 Use of Paraprofessionals
To help people to change their frame of mind
#7 & 8
paraprofessional
SEAs complained that as they went along they “forgot” that
paraprofessionals meant only those separate from the special educator.
Insert:
Paraprofessionals who work without the presence of the special educator for some or all parts of the school day.
This is place several times throughout as a reminder. I thought that may be insulting but they said NO – include reminders.
#8 People thought they would like the opportunity to provide comments if they wished
Insert: OTHER
To give SEAs the chance to clarify if they wished. Most questions with lists and multiple choices have “other” so they can add their own or comment.
Training,
Support, and Supervision
Headings will help and this heading does not match the question
Insert heading: Responsibilities
SEAs wanted help to change topics within the survey
#9 Response: Contribute to writing interim reports.
At least one SEA was not familiar with this term but thought it meant progress
Insert:
Contribute to writing progress reports.
Everyone will understand progress reports rather than interim
#9 NO OTHER People thought they
would like the opportunity to provide comments and other if they wished
Insert: Other
To give SEAs the chance to clarify if they wish
No HEADING Headings will help
and there was no heading here
Insert heading: Training
SEAs wanted help to change topics within the survey #10 topics for
training
paraprofessionals
SEAs stated that much training was on the spot,
embedded, provided for some/ not all
Insert the word: District wide, formal training
I am not interested in embedded training, in situ training, on the job training. I am interested in formal, district wide training.
NO HEADING Headings will help
and there was no heading here
Insert heading: Evaluation
SEAs wanted help to change topics within the survey and they needed clarity about supervision vs. evaluation so this will distinguish this as a
topic #11
paraprofessionals evaluated
This was confused with observed/ met with /supervised
Insert:
paraprofessionals formally evaluated
This will distinguish evaluation from
observation/supervision #12 of the person
who conducts the evaluation
SEAs were confused if it were done by more than one person and added suggestions of Department Heads, Sped coordinator, assistant principal
Insert:
Please indicate the role of the person who is involved in conducting the evaluation.
And offer
*Department Head *Assistant Principal
This point is supported in the literature review as often more than one person conducts so this is a good addition. Special Education Coordinator is too generic a term so I did not choose that.
NO HEADING Headings will help
and there was no heading here
Insert heading: Supervision
SEAs wanted help to change topics within the survey and they needed clarity about supervision vs. evaluation so this will distinguish this as a topic
#13 No description of supervision
SEAs wanted this clear; formal meetings made people think of collaboration time with other team members as well.
Insert:
For purposes of this survey, supervision refers to day-to-day support, guidance, and oversight provided to a paraprofessional by a special educator.
This was a large concern as some thought it could be a principal, for example, supervising the
paraprofessional. However, this speaks to the
requirement of a
paraprofessional working under the direction of a special educator, however, I do not want to note this as a mandate in the survey. RESPONSE
OPTIONS:
Added into the Other was 2 x a month so that should be just added
Insert:
*twice a month
Rather than have people fill that in – offer it.
NO HEADING Headings will help
and there was no heading here
Insert heading: Policies and Practice
SEAs wanted help to change topics within the survey #18
paraprofessional
SEAs complained that as they went along they “forgot” that
Insert:
Paraprofessionals who work without the presence of the special
This is place several times throughout as a reminder. I thought that may be insulting but they said NO – include
paraprofessionals meant only those separate from the special educator.
educator for some or all parts of the school day. reminders. #20 Response choice The disability of the student. SEA suggested “needs” for “disability” Substitute: Needs
This is a more appropriate description.
#21 Response: We have an
appropriate number of paraprofessionals.
Does not offer the choice to say they have too many, too few, or just right.
Insert:
*We have too many paraprofessionals. *We have too few paraprofessionals. *We have the right number of
paraprofessionals.
If they say appropriate, it is a vague term and having the three choices will provide more clear data for comparison. Also this will give a chance to see if folks answer in a contradictory manner for reliability.
Heading on final page: Information on obtaining summary of findings and thank you. Suggestion was made to have all who participate receive the findings. And they need not contact me.
Thank you so very much for participating in this survey. Having your district
information
represented in the data will enrich and enhance the research findings.
Email me at [email protected] if you would the findings of the research.
To ensure confidentiality and anonymity.
Appendix F Survey
Appendix G
Notification Letter of Forthcoming Survey Dear Special Education Administrator,
I am conducting a survey of Special Education Administrators in Massachusetts to gather data on the use of paraprofessionals to support children with disabilities in general education settings. The research is a dissertation project and is being done under the supervision of Professor Donna Lehr at the School of Education at Boston University. The findings of the statewide research will be shared with my Dissertation Committee and respondents who request a summary of the findings by emailing me at
In a week, I will be sending to this email address a link to an online survey to gather data about the policies and practices utilized in your district for the use of paraprofessional. If you are not the Special Education Administrator in your district, kindly forward this to the person who presently holds the position. I anticipate that it will take approximately fifteen minutes of your time to answer the survey questions.
Your survey responses will be confidential. The findings reported will not identify individual district or respondent names in any way. I hope you participation in this survey provides you a brief opportunity to reflect upon the policies and practices in your district related to the use of paraprofessionals. It is hoped that the findings will contribute to our better understanding of the use of paraprofessionals in the education of students with disabilities in general education settings. Thank you so very much for your time and contribution to this research.
Sincerely,
Mary Lou McDonough Boston University
Appendix H
Email to Subjects with Link to Survey Dear Special Education Administrator,
I am conducting a survey of Special Education Administrators in Massachusetts to gather data on the use of paraprofessionals to support children with disabilities in general education settings. The research is a dissertation project and is being done under the supervision of Professor Donna Lehr at the School of Education at Boston University. The findings of the statewide research will be shared with my Dissertation Committee and respondents who email me their request at [email protected].
If you are not the Special Education Administrator in your district, kindly forward this to the person who presently holds the position. I anticipate that it will take
approximately fifteen minutes of your time to answer the survey questions.
Your survey responses will be confidential. The findings reported will not identify individual district or respondent names in any way.
I hope your participation in this survey provides you a brief opportunity to reflect upon the policies and practices in your district related to the use of paraprofessionals. It is hoped that the findings will contribute to our better understanding of the use of
paraprofessionals in the education of students with disabilities in general education settings.
Thank you so very much for your time and contribution to this research. To take the survey please go to Survey of Massachusetts Special Education Administrators
This survey is voluntary and you can stop the survey at any time. You may contact me at any time at [email protected] or Dr. Lehr at [email protected].
You may obtain further information about your rights as a research subject by calling the BU CRC IRB Office at 617-358-6115.
Sincerely,
Mary Lou McDonough Boston University Doctoral Student
Appendix I
Reminder Email to Administrators Dear Special Education Administrator,
If you have already taken the Statewide Survey of Special Education Administrators on the Use of Paraprofessionals, I thank you.
If you have not, would you please kindly consider taking the time from your busy schedule to contribute to this statewide research on the use of paraprofessionals? Your participation is confidential, important, and much appreciated.
Please access this link to the survey:
http://www.surveymonkey.com/s/9Y3RGZB
Thank you for your contribution to this research. Please let me know at [email protected] if you wish a copy of the findings.
Sincerely,
Mary Lou McDonough Boston University Doctoral Student
Appendix J
The fill-in responses to Question 12 included:
• Assistant Special Education Administrator and Curriculum Director in collaboration with the special education director
• Input from the special education and general education teachers • Team Chairperson
• Teacher provide input into the evaluations to the appropriate administrator • Collaborative evaluation roles
• Special education teacher
• Special education teacher with building principals
• Special Education Administrator collaborate with principal • In conjunction with building principal
• Special Education Supervisor
• In process of negotiating evaluation instrument with union
• With input from the building Special Education Coordinator and teachers
• The above differences are relevant to the administrative structure of the buildings • Special education teacher provides input to building principal who writes the
Appendix K Correlation Summary Q1 Q2 Q3 Q4 Q5 Q6 Q11 Q13 Q15 Q1 1.00 -0.09 -0.01 0.56 0.02 -0.04 0.06 -0.09 0.03 Q2 -0.09 1.00 0.20 0.16 0.04 -0.07 0.11 0.14 0.23 Q3 -0.01 0.20 1.00 0.05 -0.11 0.07 0.05 -0.01 -0.02 Q4 0.56 0.16 0.05 1.00 0.14 -0.01 0.10 -0.06 0.10 Q5 0.02 0.04 -0.11 0.14 1.00 -0.06 0.35 0.90 0.49 Q6 -0.04 -0.07 0.07 -0.01 -0.06 1.00 0.01 -0.08 -0.09 Q11 0.06 0.11 0.05 0.10 0.35 0.01 1.00 0.22 0.18 Q13 -0.09 0.14 -0.01 -0.06 0.90 -0.08 0.22 1.00 0.39 Q15 0.03 0.23 -0.02 0.10 0.49 -0.09 0.18 0.39 1.00
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