CAPITULO IV:APLICACIÓN AL CASO DE ESTUDIO PÁGINA
1.2. Definición de los Bienes inmuebles muestra del área de
October 21, 2010
Dear Cambridge Public Schools Educators and Instructional Staff:
As you may already be aware, last spring the Cambridge Public Schools contracted with WestEd, an independent consulting group, to conduct a Special Education Program Review. This review is expected to be completed by December 2010.
The district has asked WestEd to provide recommendations in the following areas: • Recommendations for strengthening of CPS special education programs
(substantially separate and inclusion).
• Recommendations for improving communication with the public in order to build
confidence in our programming, staffing, and organization around special education.
• Recommendations for cost containment measures which do not compromise the
quality of services provided.
• Recommendations for the development of additional programs to serve students who
currently receive services outside of the district.
• Clear definitions of terminology, such as full inclusion.
As part of the review, WestEd would like to hear from CPS education and instructional staff regarding your perceptions of the special education programs and services in Cambridge and how they are implemented.
Please complete this short survey by clicking on the link below. It should take you about 15-20 minutes. The survey will “close” on Monday, November 1, 2010.
Clink on this link: http://www.surveymonkey.com/s/CPSSurvey
It is important for you to know that your participation in this survey is completely voluntary and confidential. The survey link and results come back to WestEd, not to the district. No individual responses will be shared with the Cambridge Public Schools. Survey responses will be the property of WestEd. Your responses will be summarized with all other responses so we can provide results to the district. No personally identifiable information will be shared with the district. Your
responses will remain completely confidential.
If you have questions about the survey, please contact: Kristin Reedy at [email protected] or 802- 951-8218.
Thanks very much!
Cambridge Public Schools –Final Draft
(This survey was entered into Survey Monkey and a link to the survey disseminated to staff via email.)
Educator Survey
Demographic Information:
1. At which school(s) is your main teaching/work assignment?________
Amigos Baldwin Cambridgeport Fletcher-Maynard Graham & Parks Haggerty
Kenney-Longfellow King Open Martin Luther King
Morse Peabody Tobin
CRLS High School Extension Program
2. Counting this school year, how many years have you worked in this school or in the district WRITE IN YEARS BELOW
1-5 6-10 greater than 10 years
3. Counting this school year, how many years have you been teaching/working in the education field? WRITE IN YEARS BELOW
1-5 6-10 greater than 10 years
4. Counting this school year, how many years have you been working with or on behalf of students receiving special education services?
1-5 6-10 greater than 10 years
5. How do you classify your main assignment at this school? (Check the box that represents
your primary job assignment. Check only one option.)
General Ed. Teacher Long-term substitute Special education teacher, substantially
separate class
Related Services Provider (e.g., OT/PT, Speech/Language, etc.)
Inclusion Specialist Paraprofessional Preschool General Ed. Instructional Coach Preschool Special Ed. Title I Teacher School Psychologist Teacher in Charge
Guidance Counselor School Adjustment Counselor Principal or other administrator Other (Please specify)
Itinerant special education teacher (your assignment requires you to provide instruction/services at more than one school)
6. What is the highest level of education you have completed? High school diploma or GED
Associate’s degree Bachelor’s degree
At least one year of course work beyond a B.A., but not a graduate degree Master’s degree
_______Specialist _______Doctorate
To what degree to the following statements reflect your experience and observations of special education programs and services in the Cambridge Public Schools.
To a great extent = 4 Somewhat/Sometimes = 3 Seldom/Rarely = 2 Not at all = 1
Item
Not at all Seldom/ Rarely
Somewhat/S ometimes To a great
extent
Don’t Know
Achievement Gap
1. Staff at our school have high expectations for all students, including students on Individualized Education Programs (IEPs).
1 2 3 4
2. Curriculum and instructional methods/implementation are consistent across schools.
1 2 3 4 3. Special education service delivery models in my school
provide access to the general curriculum for students with disabilities.
1 2 3 4
4. Accommodations for students with disabilities are fully implemented across all subject and content classes.
1 2 3 4 5. Students with disabilities receive the services they need to
meet IEP goals.
1 2 3 4 6. Students’ IEP goals and objectives are aligned with the
general education curriculum.
1 2 3 4 7. [OPEN-ENDED QUESTION] What do you think is most
needed to close the achievement gap?
1 2 3 4
Continuum of Services
8. Across the district, we have a full continuum of
placement options to meet the diverse needs of our students with disabilities.
1 2 3 4
9. Placement decisions are based on the individual student’s educational needs.
1 2 3 4 10. Criteria for entering placements along the continuum
are clear.
1 2 3 4 11. Criteria for exiting placements along the continuum are
clear.
12. Special education resources are equitable within schools across the district.
13. [OPEN-ENDED QUESTION]
Are there any gaps in the continuum of services within the
Cambridge Public Schools?____Yes___No If yes, what are they?
General Education Capacity to Support all Students
14. Teachers at our school are provided with the resources they need to develop appropriate instructional programs for students with disabilities.
1 2 3 4
15. General education teachers know how to differentiate instruction to accommodate diverse learning styles of students in their classrooms.
1 2 3 4
16. I know when and how to refer a student to a Teacher Assistance Teams (TAT).
1 2 3 4 17. When I ask for assistance from the TAT, I receive the
support I need.
1 2 3 4 18. The TAT in my school is operating effectively to address
the instructional needs of students who are struggling.
1 2 3 4 19. My school has the capacity to implement Response to
Intervention (RTI).
1 2 3 4 20. My school has the capacity to implement a schoolwide
system of Positive Behavior Interventions and Supports (PBIS).
Staff Roles and Responsibilities
21. Special education staff have a common understanding of their roles and responsibilities.
1 2 3 4 22. There is consistency among special education staff with
how they perform their duties.
1 2 3 4 23. The workload is equitably distributed across special
education staff across the district.
1 2 3 4
Communication and Collaboration
24. School administrators at my school deliver consistent messages regarding special education administrative policies and procedures.
1 2 3 4
25. The Office of Special Education (OSE) administrators deliver consistent messages regarding special education administrative policies and procedures.
1 2 3 4
26. OSE administrators are available to support schools in the implementation of special education programs and services.
1 2 3 4
27. There is consistency across schools regarding the interpretation of special education policies and procedures.
1 2 3 4 28. There are opportunities for special education staff to
share expertise with each other across the district.
1 2 3 4 29. A common planning time for special education and
general education is allocatedfor teachers to collaboratively plan instruction.
Professional Development
30. Professional development opportunities for all teachers are aligned with district priorities for improving student achievement.
1 2 3 4
31. Special education staff are included in district-wide professional development opportunities that are offered for general education teachers.
1 2 3 4
32. There are ongoing opportunities for paraprofessionals to attend district-wide professional development.
1 2 3 4 33. The school administration uses the staff evaluation
process to identify needs for professional development.
1 2 3 4 34. There are sufficient opportunities for general education
teachers to learn about how to address the instructional needs of students with disabilities who are placed in the general education classroom.
1 2 3 4
35. There are sufficient opportunities for special education teachers to learn about the general education curriculum and general education instructional programs.
1 2 3 4
36. [OPEN ENDED QUESTION]
I would like more professional development in the area of:
Differentiated Instruction; Co-teaching; Flexible Grouping; Classroom Management; Response to Intervention; Positive Behavior Intervention and Supports; Cross
Communication and collaboration; Data Analysis for Guiding Instruction etc.; Literacy; Mathematics
Parent and Community Involvement
37. Teachers at our school encourage parental involvement in determining instructional goals for students with
disabilities.
1 2 3 4
38. Teachers at our school consider parents as equal partners in planning their child’s IEP.
1 2 3 4 39. All parent requests are considered equitably. 1 2 3 4
40. Our teachers do a good job of helping parents
understand the special education evaluation and eligibility determination process.
1 2 3 4
41. Parents know their rights and are able to exercise them. 1 2 3 4 42. [OPEN-ENDED QUESTION]
What in your experience has been the biggest barrier to involving parents in their child’s education?
43. [OPEN-ENDED QUESTION]
What is the most successful strategy you have used to engage and involve parents?