lmsd/cse iep survey results

LMSD/CSE IEP Survey Results

October 2012By CSE Co-Presidents

Sheila Kineke & Vicki Peetros

Introduction

• Provide background of the survey• Review results of the survey• Outline next steps

Background of Survey

• Purpose: to gather family input in a systematic way to–Determine issues of interest for CSE

programming–Identify areas of strength in SPED–Identify areas needing additional

development

Process

• District approval (July 2011)• Parent Survey Sub-Committee

formed (Sept. 2011)• Collaboration between district and

CSE (Sept. 2011-Aug. 2012)• Ideas for an action plan (Aug. 2012)

Survey Preview

• Received 305 completed surveys out of the 1,120 that were sent out (27.2%)

• Most responses were positive and most comments were positive or mixed

• Some notable differences between AS families and other families were observed

• Action items: Transition, communication, progress reporting, staff issues/training issues

Response Rates

Learning Su

pport

Speech

& La

nguage

Autistic S

upport

Other Rel. S

ervice

s

Emotional Support

Life Sk

ills Su

pport

Physica

l Support

Hearing Im

paired

Multiple Disabiliti

es

Visual Im

paired

050

100150200250300350400450500

Total served

Respondents

Evaluation/IEP ProcessFamily input sought in ER

Parent input documented in ER

Child's strengths/needs identified

ER Results explained to parents

Able to ask questions about ER

ER results included in IEP

Parents valued members of IEP team

Opportunities to ask questions of IEP

Parent input incorporated in IEP

Discussion of Inclusion in Gen. Ed.

Child included at appropriate level

0 10 20 30 40 50 60 70 80 90 100

Strongly AgreeAgreeOther

Non-AS families more satisfied with accommodations in gen. ed.

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Don't knowStrongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Autistic Support Non-Autistic Support

Progress Reporting: Measurable? Understandable?

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Don't know

Sample Progress Report

Transition Confusion

Don't know Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Don't know

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Getting info you need about community –based agencies?

Getting info you need about transition svcs?

Is your child getting needed transition services?

Don't know

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree Don't know

Disagree

Neutral

Agree

Strongly Agree

Transition svcs in IEP implemented by school staff?

Transition svcs appropriate to child’s needs?

COMMENTS

• Broken down into 3 main categories to avoid counting the same comment multiple times.

• Will give first as a breakdown into Learning Support, Autistic Support and Speech Support

• Then common threads.

Positive

Mixed

Negative

Learning Support Comments

• Staff/training issues

• Parents must push for appropriate services

• Evaluation • Communication

•Parents happy with services overall•Focus on individual staff who are making a positive difference•Mixed

Autistic Support Comments

Positive

Mixed

Negative

• Staff issues/training issues

• Communication/Team issues

• Individualizing needed

• Need to push for appropriate services

• Generally positive

• Identifies individuals who make a difference

• Mixed

Speech and Language Support Comments

Positive

Mixed

Negative

•Generally positive

•Specific to staff

•Mixed

Common themes• Staff training issues• Issues around getting enough information to evaluate

child’s program• Issues around parent input being respected and

incorporated into the education plan• Many of these issues dovetail: families need input into the

child’s education program so that it can be individualized enough so the child can make progress; need communication (including measurable progress) so they can tell whether child is making meaningful progress.

CSE’s suggestions for Next Steps for LMSD/CSE partnership

• Develop an action plan for improving ongoing communication, including clearer progress reporting

• Convene a Transition Focus Group• Create surveys for 504s, GIEPs

Suggestions for Meeting Topics/Trainings

• In order of frequency of suggestion:• -transition topics• -LD/Reading topics• -stress/emotional needs/coping• -IEP/individualizing• Other suggestions: technology for sped;

inclusion; ESY (summer services); home instruction, behavior support.