ࡱ> =(@ .   v,http://www.puckett.org.http://www.puckett.org// 00DArialy Sc2(0(B 0 DWingdings2(0(B 0  DTimes New Roman(0(B 0 0DCentury Schoolbook0(B 0 @ .  @n?" dd@  @@`` h,r^    "u  !?#$%&'()*+,-=./?0*76 8#:;<?@ABCEFVHHGIJK37777PQRT UV WX YZ [\ ]^ _` ab cdefghijklmnopqrstuvwxyz{|}~ 0AA3f@8  3[E1 ʚ;n4ʚ;g4KdKd@B 0ppp@ <4ddddlpC 02 80___PPT10 ?  O  =t/6'ACharter Schools and Students with Disabilities How are we doing?*B/ Robin B. Howse, Ph.D. Carol M. Trivette, Ph.D. Orelena Hawks Puckett Institute 128 S. Sterling Street Morganton, NC 28655 http://www.puckett.org (828) 432-0065 October 2-4, 2005 8th Annual NC Charter School s Conference  Enlightening Young Minds to Empower their Futures Sheraton Imperial Hotel and Convention Center Research Triangle Park, NC OZRKZ/ + * ld 0z6Charter School Policies and Procedures Project (CSPPP)77 EFunded by the U.S. Department of Education-Grant number H324D020045 Purpose is to examine how students with disabilities are served in charter schools A national sample of charter schools Respondents: Charter school directors/principals Charter school teachers Parents of children with disabilities attending a charter school.Z}Z}#Sample463 directors/principals completed survey about their school 55% serve students in the elementary grades (K-5th) 68% serve students in the middle school grades (6th-8th) 39% serve students in the high school grades (9th-12th) nZm42!Description of Schools26% serve fewer than 100 students 26% serve 100-199 students 18% serve 200-299 students 10% serve 300-399 students 5% serve 400-499 students 15% serve 500-3,000 students $Description of Schools (Region)   %How Schools Were Formed&,Characteristics of Families (Parent Survey)-- {1138 parents of students with disabilities in charter schools were surveyed 86% mothers 5% fathers 6% other family members)$Parents Educationk9% did not complete high school 55% completed high school 26% completed college 9% have a graduate degree &kk'Characteristics of Families34% reported a total family income of less than $29,999 36% fell between $30,000 and $69,999 25% reported family income as $70,000 or above (Characteristics of StudentsH734 male, 399 female 58% White 23% African American 8% Multi-racial 8% Hispanic, <1% Asian <1% Middle Eastern 1.5% described the race of their children as  other Questions to be Addressed%Why are parents of students with disabilities choosing charter schools? Number of students with disabilities in charter schools Are students with disabilities in charter schools underidentified? To what degree are students with disabilities participating in the general education curriculum?RC/4 C/4e Questions to be Addressed  How successful are students with disabilities in charter schools socially and academically? How happy are families with their experiences in charter schools?Directors Perceptions: Why Do Parents of Students with Disabilities Choose Charter Schools?,^ F Parents Perceptions: Why Do Parents of Students with Disabilities Choose Charter Schools?"\T7(Parents Perceptions: Why Do Parents of Students with Disabilities Choose Charter Schools?"\T8) 8Number of Students with Disabilities in Charter Schools99 Latest report on charter schools by the U.S. Department of Education found that in 1999-2000 9% of students in charter schools had an IEP 12% of students in traditional public schools had an IEP&^f^f1Number of Students with Disabilities from Survey22 22% (N=101) of the schools reported that 0-5% of their students had disabilities 32% (N=149) of the schools reported that 6-10% of their students had disabilities 21% (N=95) of the schools reported that 11-15% of their students had disabilities T*)**)+ 2Underidentification of Students with Disabilities33  60% of Directors reported that they had at least one student that had  special learning challenges for whom they did not receive money WHY? GReasons for Schools not Receiving Money for Students with Special NeedsHH  47% of directors reported that these students  Do not fit official eligibility criteria 60% of directors reported that  Parents do not want the student labeled 60% of directors reported that  School s philosophy allows them to be served without being labeled $Why Schools are not Receiving Money %% Students have 504 plans Money ends up in district Students aren t identified due to language issues Students aren t identified due to lack of communication from previous school Transient population Fell through the cracksZ:*IStudents with Disabilities Participation in General Education CurriculumJJDirectors were asked  What percentage of your students with disabilities are in the following placements? Full inclusion (100% of the day with non-disabled peers) Mostly in regular classes (80-99% of the day with non-disabled peers) Resource classes (49-79% of the day with non-disabled peers) Separated (39% or less of the day with non-disabled peers) *kk%Participation with Non-disabled Peers&&Percentage of parents who reported their child has been  Very Successful KK*)Parent Satisfaction with Charter Schools** ,)Parent Satisfaction with Charter Schools** -VPercentage of Parents Endorsing  Very True ,, ;+VPercentage of Parents Endorsing  Very True ,, / Teacher Characteristics0!Teacher Characteristics1"Teacher Characteristics2#8Communication with Parents of Students with Disabilities99 A00Communication with Parents Initiated by Teachers11 D1Parent Involvement F2(Individualized Instruction in the School)) H34Individualized Instruction Provided by You (Teacher)55 J4tHow Much Effort Provided by You Leads to Students Success;; L5<Skills Needed to Help Students Progress in Academic Learning== N6=Skills Needed to Help Students Progress in Social Development>> P7=Support Needed to Help Students Progress in Academic Learning>> R8>Support Needed to Help Students Progress in Social Development?? 4% Conclusion   Yours Ours( 5&Next Questions/ "+9@ B E G IKMOQSTUVWXYZ[\]^_` a!b"c#d$e%f&g'h(i)j*k+l,m-n.0 ` 3fffff3̙3f̙` ̙3f` ff3f` f33f3f` 3ffƍ` fff3` f33̙` 3f|>?" dZ@$?lKd@   l@  P`lA n?" dd@   @@``PT   @ ` `p>>    $ (  $.T  $ "\\  $ "h $ s *" $  $0e0e BCDELF>5%8c8c     ?1d0u0@Ty2 NP'p<'p@A)BCD|E?|b4"%>Ul @   `c"$  f\  $ "n" $ 0G"r $B T??"  $ <4GH "`  T Click to edit Master title style! !*  $ 6䖟 "  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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VNF___PPT9(  ^Friend or relative0 " d!B "t < ?"` pVNF___PPT9(  bNational Percentage 2(" d! #t <? F>6___PPT9 R Referral Source& " d!ZB $t s *o ?ZB %t s *o ?  HB &t C HB 't C ZB (t s *o ?HB )t C HB *t C  HB +t C   HB ,t C   HB -t C   HB 3t C HB 4t C  HB 5t C   HB 6t C   HB 7t C    =t 0 <Referral Sources for Parents of Students with Disabilities .= ;H t 0޽h ? 3fffff3̙3f̙___PPT10z..Xcp+&KDB' = @B D' = @BA?%,( < +O%,( < +D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*tt%(+K  QI"FL(  L @  FL #"*t@ <$D 0 / L < ?"`p! @ VNF___PPT9(  O52(" d!/ L <! ?"`p ! VNF___PPT9(  O02(" d!/ L <$$ ?"`p  VNF___PPT9(  O72(" d!/ L < ?"`p VNF___PPT9(  O12(" d!/ L <͘ ?"`pVNF___PPT9(  O72(" d!;  L < ?"`pVNF___PPT9(  [ NC Percentage2(" d !/ L <0 ?"` ! p@ VNF___PPT9(  O32(" d!1 L <3?! @ VNF___PPT9(  _Television or radio0 " d!/ L <`9 ?"`  p! VNF___PPT9(  O32(" d!& L <,? ! VNF___PPT9(  TInternet0 " d!/ L <? ?"` p VNF___PPT9(  O42(" d!$ L <-?  VNF___PPT9(  RChurch0 " d!/ L <H ?"` p VNF___PPT9(  O42(" d!. L <XF? VNF___PPT9(  \Community center0 " d!/ L <N ?"` pVNF___PPT9(  O52(" d!" L <S? VNF___PPT9(  PWork0 " d!B "L <W ?"` pVNF___PPT9(  bNational Percentage 2(" d! #L <Z? F>6___PPT9 R Referral Source& " d!ZB $L s *o ?ZB %L s *o ?@ @ HB &L C HB 'L C ZB (L s *o ?HB /L C  HB 0L C   HB 1L C  ! HB 2L C ! @ HB 9L C  HB :L C   HB ;L C  ! HB +B#style.visibility<*FL%(+  ! l\(  lx" l c $܂ $    l c $| $<$ 0  H l 0޽h ? 3fffff3̙3f̙___PPT10..`5+[W_D1' = @B D' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*l^%(D' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*l^%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*l%(+8+0+l +\ " p\(  px" p c $ $    p c $ $<$ 0  H p 0޽h ? 3fffff3̙3f̙8 0 ___PPT10 .*+FD ' = @B Dg ' = @BA?%,( < +O%,( < +D' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*p*%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*p*S%(D' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*pS}%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*p}%(D' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*p%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*p%(+8+0+p +  4P(  4r" 4 S 8 $    4 S 4 $<$D 0  H 4 0޽h ? 3fffff3̙3f̙___PPT10.*+YD~' = @B D9' = @BA?%,( < +O%,( < +D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*4%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*4%(+   <P(  <r" < S  $`    < S p $<$ 0  H < 0޽h ? 3fffff3̙3f̙me___PPT10E.+=+[W_D' = @B D' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*<Y%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*<Y%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*<%(+8+0+< +`  DP(  Dr" D S ϙ $`    D S Й $<$ 0  H D 0޽h ? 3fffff3̙3f̙H@___PPT10 .,0_+[W_D' = @B Dw' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*D%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*D2%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*D2d%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*Dd%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*D%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*D%(+8+0+D + #   TT (  T(   T# #"  T <T ?"` }-15 15 12 12 9 6 5 5 4 3 3 3 1 1 1 1 .6 .3 .3 .8b.  @` T <L ?"` cNational Percentage8_ @` T <? y)9 8 10 28 4 13 4 1 6 0 1 5 1 4 0 0 0 0 0 *8b*  @`- T <x? kSpeech or Language Impairment Learning Disability - Unspecified ADHD Only Language Arts Disability (Reading, Writing, Spelling) Autism Learning Disability (Specified or Unspecified) with ADHD Behavioral Emotional Disturbances Mental Retardation/Cognitive Disability Processing Deficits/Learning Disabilities that globally affect learning Learning Disability in Multiple Areas (Specified) Orthopedic Impairment Other Health Impairment Hearing Impairment/Deaf Math Disability Multiple Disabilities Developmentally Delayed (Ages 3 to 5) ADHD with Speech/Language Impairment Visual Impairment/Blind Traumatic Brain Injuryl0bl  @` T <? ] NC Percentage8_ @` T <@&? a Type of Disability0_ @`ZB  T s *o ?ZB  T s *o ?ZB  T s *o ?`B  T 0o ?`B  T 0o ?`B T 0o ?`B T 0o ? T 0)P RParents Report of Students Disabilities* 2*H T 0޽h ? 3fffff3̙3f̙___PPT10i.U8B+D=' = @B +} $ $(  r"  S \ $ @   r  S 0 $  H  0޽h ? 3fffff3̙3f̙___PPT10i.F/+D=' = @B +] % c[ (  r"  S 0? $   B  0  #"& 0<$D 0 % " <1?@*0VNF___PPT9(  S06(" d#% ! <@? *@VNF___PPT9(  S36(" d#]   <F?* VNF___PPT9(  ;Segregated (39% or less of the day with non-disabled peers)4< " d;#&  <DK?@q 0*VNF___PPT9(  T 46(" d#&  <R? q @*VNF___PPT9(  T 36(" d#^  <W?q *VNF___PPT9(  <Resource classes (49-79% of the day with non-disabled peers)4= " d<#'  <?@ 0q VNF___PPT9(  U 146(" d#'  <]? @q VNF___PPT9(  U 146(" d#d  <^? q VNF___PPT9(  BMostly regular classes (80-99% of the day with non-disabled peers)4C " dB#&  <dh?@0 VNF___PPT9(  T396(" d#&  <|j? @ VNF___PPT9(  T296(" d#Z  <q? VNF___PPT9(  8Full inclusion (100% of the day with non-disabled peers)49 " d8#7  <s?@ 0VNF___PPT9(  e NC Percentage<(" d cCY  <w? @VNF___PPT9(  National PercentageX (" d ( " dcC  <T?   c Placements&   @`ZB # s *3fo ? 0 ZB $ s *3fo ?0ZB % s *1 ? ZB & s *1 ?0 0ZB r s *1 ? ZB v s *1 ?00 ZB x s *1 ? q ZB | s *1 ?0 0q ZB ~ s *1 ?q *ZB  s *1 ?0q 0*ZB  s *1 ?*ZB  s *1 ?0*0ZB  s *o ?0  00 cPercentage of schools who said 100% of students with disabilities were in the following placements:d dH  0޽h ? 3fffff3̙3f̙___PPT10z..Q+vtDB' = @B D'