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' = @BA?%,( < +O%,( < +D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(+v* & ))(>)(  r"  S 8 $   k(   > #":.   8 7 < ?"`'f _ VNF___PPT9(  X21 (5)6(" d#8 6 <ب ?"`l f '_ VNF___PPT9(  X22 (4)6(" d#8 5 <Ԫ ?"`f l _ VNF___PPT9(  XScience 4 " d#8 2 <  ?"`'t m VNF___PPT9(  X38 (3)6(" d#8 1 < ?"`l t 'm VNF___PPT9(  X27 (5)6(" d#4 0 <0 ?"`t l m VNF___PPT9(  TMath4 " d#8 ( <ܽ ?"`'{ t VNF___PPT9(  X36 (0)6(" d#8 ' < ?"`l { 't VNF___PPT9(  X29 (2)6(" d#: & <|Ü ?"`{ l t VNF___PPT9(  Z Assemblies4 " d #8 # <ǜ ?"`'{ VNF___PPT9(  X44 (1)6(" d#8 " <̜ ?"`l '{ VNF___PPT9(  X39 (1)6(" d#; ! <М ?"`l { VNF___PPT9(  [ Field Trips4 " d #8  <\՜ ?"`'VNF___PPT9(  X46 (0)6(" d#8  <tܜ ?"`l 'VNF___PPT9(  X41 (1)6(" d#<  <ޜ ?"`l VNF___PPT9(  \ Recess/Lunch4 " d #* @ < ?'Q VNF___PPT9(  X25 (0)6(" d#* ? <?l Q' VNF___PPT9(  X20 (1)6(" d#K > <d?Ql VNF___PPT9(  y)Before/After School Programs/Sports/Clubs4* " d)#* 4 <g?'XQVNF___PPT9(  X24 (4)6(" d#* 3 <x?l X'QVNF___PPT9(  X20 (4)6(" d#) 2 <?Xl QVNF___PPT9(  WHistory4 " d#* . <?'_ XVNF___PPT9(  X18 (6)6(" d#* - <l?l _ 'XVNF___PPT9(  X20 (6)6(" d#) , < ?_ l XVNF___PPT9(  WWriting4 " d#* ( <<?'m f VNF___PPT9(  X30 (4)6(" d#* ' <?l m 'f VNF___PPT9(  X26 (4)6(" d#* & <?m l f VNF___PPT9(  XReading 4 " d#2 % <?'VNF___PPT9(  `NC Percentage6(" d#S $ <?l 'VNF___PPT9(  National PercentageR (" d ( " d#< # <!?l VNF___PPT9(  j Social and Academic Areas4 " d#ZB A s *o ?ZB B s *o ?  ZB C s *1 ?ZB D s *1 ?ZB Ɉ s *1 ? ZB ͈ s *1 ? ZB  s *o ?H  0޽h ? 3fffff3̙3f̙___PPT10i.̄+D=' = @B +n  }<(  r"  S ,' $   c `] < #"<`] $  <h?@ `]VNF___PPT9(  R 292(" d!$  <? @]VNF___PPT9(  R 392(" d!  <\ ? ]F>6___PPT9 uIf your child had an IEP at a previous school, how does the process of creating the IEP differ at the charter school?&v " dv!$  <H?@ ` VNF___PPT9(  R 582(" d!$  <PJ? @ VNF___PPT9(  R 622(" d!  <N? F>6___PPT9 Is your child s experience at the charter school better or worse than at the previous school?&^ " d^!t  <X?@` VNF___PPT9(  8NC Percentage  Much Better N(" d( " d!~  <]? @ VNF___PPT9(  BNational Percentage  Much Better N (" d( " d!!  <d?  @ @`ZB  s *o ?`ZB  s *o ?]`]HB  C  HB  C `` HB , C   HB . C ` ` HB / C  ]HB 0 C ` `]ZB 8 s *o ? ` H  0޽h ? 3fffff3̙3f̙___PPT10i.־-+D=' = @B + ' .&>(  r"  S  $     m > #"m $  <|?p mVNF___PPT9(  R 402(" d!$  <? pmVNF___PPT9(  R 442(" d!  <,? mVNF___PPT9(  *I think this school makes the appropriate accommodations for my child s disabilities during tests.4c " db# H$  <X?pI VNF___PPT9(  R 272(" d!$  <? Ip VNF___PPT9(  R 292(" d!  <?I VNF___PPT9(  ,I think the testing and assessment practices used in this school accurately measure my child s ability.4h " dg#t  <`?pIVNF___PPT9(  4NC Percentage  Very True R(" d ( " d#~  <? pIVNF___PPT9(  >National Percentage  Very True R (" d( " d#  <p? I B @`ZB  s *o ?ZB  s *o ?mmHB  C IHB  C IHB + C I HB - C I HB . C  mHB / C  mZB 7 s *o ?IIH  0޽h ? 3fffff3̙3f̙___PPT10i.ھl+D=' = @B + ( )(  r"  S 4ŝ $     ) #""\\ F  <Tڝ ?"`  VNF___PPT9(  f622(" d! @`F  < ?"`V  VNF___PPT9(  f672(" d! @`v  < ?"` V F>6___PPT9 NI feel welcome in my child s classroom.&( " d(! @`F  < ?"` VNF___PPT9(  f822(" d! @`F   <> ?"`V  VNF___PPT9(  f762(" d! @`_   < > ?"`V F>6___PPT9 7I am allowed to volunteer when it is convenient for me.&8 " d8! @`9 R <P >? VNF___PPT9(  g 672(" d! @`9 Q <D>?V VNF___PPT9(  g 632(" d! @` P <x>? V VNF___PPT9(  ]I feel comfortable talking to the director about my questions or concerns regarding my child.0^ " d]! @`C O <2>?VNF___PPT9(  q NC Percentage2(" d ! @`f N <5>?V VNF___PPT9(  National Percentage N (" d ( " d! @` M <I>?V  @ @`ZB e s *o ?ZB f s *o ?TB g c $ ?TB h c $ ?TB  c $ ?TB  c $ ?ZB  s *o ?H  0޽h ? 3fffff3̙3f̙___PPT10i.޾X+D=' = @B +. ) E=2X(  Xx" X c $L> $  >  - 2X #"& - ><  X <P>?t -VNF___PPT9(  j256(" d# @`<  X <4>?@t -VNF___PPT9(  j246(" d# @`N  X <r>?t @-F>6___PPT9 2I get to choose classes and programs for my child.(3 " d3# @`<  X <P}>?{ t VNF___PPT9(  j316(" d# @`< X <Z>?@{ t VNF___PPT9(  j426(" d# @`E X <>?{ @t F>6___PPT9 )I get to set academic goals for my child.(* " d*# @`= X <>? { VNF___PPT9(  k 576(" d# @`= X <>?@ { VNF___PPT9(  k 576(" d# @` X <\>? @{ F>6___PPT9 I am happy with the amount of communication I have with child s school.(H " dH# @`= X <>?I VNF___PPT9(  k 676(" d# @`= X <H>?@I VNF___PPT9(  k 626(" d# @` X <>?I@ F>6___PPT9 gI feel comfortable talking to other school personnel about my questions or concerns regarding my child.(h " dh# @`G X <D>?IVNF___PPT9(  u NC Percentage6(" d # @`j X <>?@IVNF___PPT9(  National Percentage R (" d ( " d# @` X <>?@I B @`ZB X s *o ?ZB X s *o ?--TB X c $ ? TB X c $ ? TB $X c $ ? { TB %X c $ ? { TB &X c $ ?{ t TB 'X c $ ?{ t TB (X c $ ?t -TB )X c $ ?t -ZB *X s *o ?IIH X 0޽h ? 3fffff3̙3f̙___PPT10i.޾X+D=' = @B +] * tl"(  r"  S ,? $  ?     " #""r  ? ~ <, ??  B  @` | < ??@   B  @` z <??@  B  @` p <&??  ZNC Percentage( @` n </??@   `National* Percentage( @` l <*??@  Q Gender  @` O <A??@    N14( @` M <J??@    N86( @`   <S??    R 8 ( @`   <\?? @  PMale   @`   <$f??   O72 ( @`   <,o??@   PFemale  @`ZB ' s *o ?ZB 8 s *o ?  `B 9 0o ?`B ; 0o ?`B  0o ? `B  0o ? `B  0o ?  `B  0o ?  ZB  s *o ? ! 0 s? `  F*Sample Size 652 2H  0޽h ? 3fffff3̙3f̙___PPT10i.`w+D=' = @B + + .~T(  x"  c $t? $0  ?  ` ~ #"2&` ?  <??P` ZNC Percentage( @`  <$?? P _National Percentage( @`   <0??  O Race  @`  <`?? P M2( @`  <Lv?? p P N81( @`  <?? Q Pp  M2( @`  <?? 2 PQ  M1( @`  <??  P2  M5( @`  <?? P  M2( @`  <?? P M6( @` $ <??P` M1( @` % <??  OOther  @` & <??Pp ` N93( @` ' <A?p  OWhite  @` ( < A?PQ `p  M3( @` ) <A?Q p  V Multi-Racial    @` * <A?P2 `Q  M0( @` + <X&A?2 Q  XMiddle-Eastern  @` , <0/A?P `2  M0( @` - <0A? 2  YHispanic/Latino  @` . <@A?P`  M0( @` / <2A?   w Asian/Hmong    @` 0 <SA?P` M4( @` 1 <UA?  ZAfrican American  @`ZB : s *o ?`ZB ; s *o ?``B < 0o ?`B = 0o ?```B > 0o ?`B ? 0o ?```B J 0o ? `B K 0o ?`` `B L 0o ? 2 `B M 0o ?` `2 `B N 0o ?2 Q `B O 0o ?`2 `Q `B P 0o ?Q p `B Q 0o ?`Q `p `B R 0o ?p `B S 0o ?`p ``B T 0o ?`B U 0o ?``ZB m s *o ?`H  0޽h ? 3fffff3̙3f̙___PPT10i.`w+D=' = @B + , 3+(  x"  c $4A $0  A   0  #"&0 A  <zA?0 ZNC Percentage( @`  <A?  _National Percentage( @`   <ȅA?  e Highest Level of Education  @`   <A?   N41( @`   <A?   N52( @`   <|A?   M5( @`   <4A?   M1( @`  <A? 0  N55( @`  <xA?    ZCollege graduate  @`  <tA? 0 N28( @`  <A?   dMasters or advanced degree  @`  <A? 0  N15( @`  <A?   V Some college    @`   <A?0  M3( @` ! <XA?  ^High School graduate  @`ZB : s *o ?0ZB ; s *o ?0`B < 0o ?`B = 0o ?00`B Z 0o ?  `B [ 0o ?0 0 `B \ 0o ?  `B ] 0o ?0 0 `B ^ 0o ? `B _ 0o ?0 0`B { 0o ? `B  0o ?00 ZB  s *o ?0H  0޽h ? 3fffff3̙3f̙___PPT10i.`w+D=' = @B +     (  x"  c $hA $ppP  B     #"& <$D 0 Am  BB?  F>6___PPT9 O 2(3) 15(5) 35(23) 31(46) 13(23)$P " dP @` F B\"B? F>6___PPT9 xNational Percentages with NC Percentages in parentheses Not at All Very Little Somewhat A Lot A Whole Lot L8(" dA " d8 A @`ZB j s *o ?ZB k s *o ?  ZB l s *1 ? ZB m s *1 ? ZB  s *o ?  H  0޽h ? 3fffff3̙3f̙___PPT10z..`w+ͰDB' = @B D' = @BA?%,( < +O%,( < +D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(+     p(  px" p c $;B $p@   B    p# #"& <$D 0 Bm p BxEB?  F>6___PPT9 O 1(3) 4(1) 32(30) 44(53) 14(13)$P " dP @` p BQB? F>6___PPT9 xNational Percentages with NC Percentages in parentheses Not at All Very Little Somewhat A Lot A Whole Lot L8(" dA " d8 A @`ZB p s *o ?ZB p s *o ?  ZB p s *1 ? ZB  p s *1 ? ZB  p s *o ?  H p 0޽h ? 3fffff3̙3f̙___PPT10n.`w+YDB' = @B D' = @BA?%,( < +O%,( < +D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*p%(+    @ |(  |x" | c $ gB $p@   B    |# #"& <$D 0 Bn | B|sB?  F>6___PPT9 P 1(1) 14(9) 38(30) 29(43) 12(15)$Q " dQ @` | B}B? F>6___PPT9 xNational Percentages with NC Percentages in parentheses Not at All Very Little Somewhat A Lot A Whole Lot L8(" dA " d8 A @`ZB | s *o ?ZB | s *o ?  ZB | s *1 ? ZB  | s *1 ? ZB  | s *o ?  H | 0޽h ? 3fffff3̙3f̙___PPT10n.`w+YDB' = @B D' = @BA?%,( < +O%,( < +D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*|%(+     ` (  x"  c $B $p@   B    # #"& <$D 0 Bo  BlB?  F>6___PPT9 Q 1(0) 7(4) 30(35) 39(40) 18(21)$R " dR @`  BȨB? F>6___PPT9 xNational Percentages with NC Percentages in parentheses Not at All Very Little Somewhat A Lot A Whole Lot L8(" dA " d8 A @`ZB  s *o ?ZB  s *o ?  ZB  s *1 ? ZB   s *1 ? ZB   s *o ?  H  0޽h ? 3fffff3̙3f̙___PPT10n.`w+YDB' = @B D' = @BA?%,( < +O%,( < +D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(+     (  x"  c $B $p@   B    # #"& <$D 0 Bo  B@B?  F>6___PPT9 Q 2(1) 8(5) 32(31) 35(43) 19(20)$R " dR @`  BB? F>6___PPT9 xNational Percentages with NC Percentages in parentheses Not at All Very Little Somewhat A Lot A Whole Lot L8(" dA " d8 A @`ZB  s *o ?ZB  s *o ?  ZB  s *1 ? ZB   s *1 ? ZB   s *o ?  H  0޽h ? 3fffff3̙3f̙___PPT10n.`w+YDB' = @B D' = @BA?%,( < +O%,( < +D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(+     (  x"  c $B $p@   B    # #"& <$D 0 Bo  BB?  F>6___PPT9 Q 2(1) 8(5) 32(31) 35(43) 19(20)$R " dR @`  B8 D? F>6___PPT9 xNational Percentages with NC Percentages in parentheses Not at All Very Little Somewhat A Lot A Whole Lot L8(" dA " d8 A @`ZB  s *o ?ZB  s *o ?  ZB  s *1 ? ZB   s *1 ? ZB   s *o ?  H  0޽h ? 3fffff3̙3f̙___PPT10n.`w+YDB' = @B D' = @BA?%,( < +O%,( < +D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(+     (  x"  c $!D $p@   D    # #"& <$D 0 Do  B\$D?  F>6___PPT9 Q 1(1) 7(9) 40(45) 35(33) 16(11)$R " dR @`  B-D? F>6___PPT9 xNational Percentages with NC Percentages in parentheses Not at All Very Little Somewhat A Lot A Whole Lot L8(" dA " d8 A @`ZB  s *o ?ZB  s *o ?  ZB  s *1 ? ZB   s *1 ? ZB   s *o ?  H  0޽h ? 3fffff3̙3f̙___PPT10n.`w+YDB' = @B D' = @BA?%,( < +O%,( < +D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(+     (  x"  c $DMD $p@   D    # #"& <$D 0 Do  BWD?  F>6___PPT9 Q 1(1) 6(4) 32(35) 43(49) 17(11)$R " dR @`  BcD? F>6___PPT9 xNational Percentages with NC Percentages in parentheses Not at All Very Little Somewhat A Lot A Whole Lot L8(" dA " d8 A @`ZB  s *o ?ZB  s *o ?  ZB  s *1 ? ZB   s *1 ? ZB   s *o ?  H  0޽h ? 3fffff3̙3f̙___PPT10n.`w+YDB' = @B D' = @BA?%,( < +O%,( < +D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(+    (  x"  c ${D $p@   D      #"& <$D 0 Do  BxD?  F>6___PPT9 Q 2(0) 10(15) 28(23) 42(43) 17(20)$R " dR @`  B̐D? F>6___PPT9 xNational Percentages with NC Percentages in parentheses Not at All Very Little Somewhat A Lot A Whole Lot L8(" dA " d8 A @`ZB  s *o ?ZB  s *o ?  ZB  s *1 ? ZB   s *1 ? ZB   s *o ?  H  0޽h ? 3fffff3̙3f̙___PPT10n.`w+QDB' = @B D' = @BA?%,( < +O%,( < +D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* %(+      (  x"  c $0D $p@   D    # #"& <$D 0 Do  B|D?  F>6___PPT9 Q 2(0) 10(10) 29(31) 40(41) 17(18)$R " dR @`  BD? F>6___PPT9 xNational Percentages with NC Percentages in parentheses Not at All Very Little Somewhat A Lot A Whole Lot L8(" dA " d8 A @`ZB  s *o ?ZB  s *o ?  ZB  s *1 ? ZB   s *1 ? ZB   s *o ?  H  0޽h ? 3fffff3̙3f̙___PPT10n.`w+YDB' = @B D' = @BA?%,( < +O%,( < +D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(+} - $(  r"  S D $`  D r  S $D $ D H  0޽h ? 3fffff3̙3f̙___PPT10i.MQ+D=' = @B +} .  $(   r"   S ,D $`  D r   S D $ D H   0޽h ? 3fffff3̙3f̙___PPT10i.x+D=' = @B +n  0   P~ (  ^  S XK      c $l )   t  As charter schools began certain questions arose about how schools were serving students with disabilities. The goal of this project was to answer some of these questions. Why are parents of students with disabilities choosing charter schools? As a community we have a better idea of this now, but we will talk a little about this. Number of students with disabilities in charter schools-when charter schools began, there were two schools of thought, one was that charter schools would skim all the gifted students from traditional public schools because their parents are likely to be actively looking at school choice, and therefore charter schools would have a disproportionate amount of high achieving students. However, some argued that charter schools would receive a disproportionate amount of students with disabilities, as they are counseled by their neighborhood schools to look at the charter school as an option. Again, these are parents who are likely looking for other options for their children. Are students with disabilities in charter schools underidentified? Due to small class size, are students with disabilities being served without being identified? To what degree are students with disabilities participating in the general ed curriculum? How many schools report that students are  fully included? When they aren t why not? ZGZZZZGY<kC^[V &H  0.k ? 3380___PPT10.1`%[ 0 6.8(  8^ 8 S XK   ( 8 c $x )   We asked Directors how many students do you think have special learning challenges that you do not receive special money for from federal, state, or local authorities? H 8 0.k ? 3380___PPT10.+/!$ 0 @4(  @^ @ S XK    @ c $(͙ )   *These Percentages are from schools who reported that they have students for whom they don t receive money, so these are out of 260 schools.H @ 0.k ? 3380___PPT10.,`G 0 H+(  H^ H S XK    H c $ )   ! Other answersH H 0.k ? 3380___PPT10.,0 0 RJx(  xd x c $XK   > x s * )   Only 8Percent of the charter school directors indicated that they specifically recruited students with disabilities. For most of those who did, it was because the focus of their charter school is to serve students with disabilities. Thirty-five parents provided a response that was not one of the choices. Some of these included hearing about the school from the child s doctor, psychologist or other professional, the parent worked at the school, the child was at the school before it became a charter school, or the parent happened to drive by the school or see a sign about it. $GtH x 0.k ? 3380___PPT10.Y 0 P(  ^  S XK     c $ )   uThe schools enrollment ranged from 3 to 3000 students, with typical school serving 200 (both median and mode = 200). H  0.k ? 3380___PPT10.02x 0 (  ^  S XK     c $} )   ~jParents whose children had been to a school previous to the charter school were asked  Is your child s experience at the charter school better or worse than at the previous school? H  0.k ? 3380___PPT10.ؾ/S) 0 RJP(  Pd P c $XK   > P s *v )   Only 8Percent of the charter school directors indicated that they specifically recruited students with disabilities. For most of those who did, it was because the focus of their charter school is to serve students with disabilities. Thirty-five parents provided a response that was not one of the choices. Some of these included hearing about the school from the child s doctor, psychologist or other professional, the parent worked at the school, the child was at the school before it became a charter school, or the parent happened to drive by the school or see a sign about it. $GtH P 0.k ? 3380___PPT10.Y# 0 NFl(  lX l C XK   BF l S <+B )  B ~In general, when working with the parents of your students with disabilities, to what degree do parents communicate with you? F~ -!!1!H l 0.k ? 3380___PPT10.POFo0 0 g_ t(  t^ t S XK   BY t c $IB )  B yWhen you communicate with parents of your students with disabilities, how much of the communication is initiated by you? Xy %##4#H t 0.k ? 3380___PPT10.POFoF1 0 PV(  ^  S XK   B  c $ B )  B LOverall, how involved are parents of your students with disabilities in their children s education? hd ####H  0.k ? 3380___PPT10.POFo2 0 mep(  ^  S XK   B_  c $B )  B oOverall, to what degree do your students with disabilities receive individualized instruction in your school? ho #<#)##H  0.k ? 3380___PPT10.POFo3 0 g_(  ^  S XK   BY  c $(B )  B [To what degree do you provide your students with disabilities individualized instruction? v[ ##)###H  0.k ? 3380___PPT10.POFo4 0 D<(  ^  S XK   D6  c $D )  D tTo what degree do you think the effort you put into working with students with disabilities leads to their success? :t s#H  0.k ? 3380___PPT10.POFo5 0 og(  ^  S XK   Da  c $ CD )  D qDo you feel you have the skills you need to help students with disabilities progress in their academic learning? hq ##>##H  0.k ? 3380___PPT10.POFo6 0 ph(  ^  S XK   Db  c $rD )  D rDo you feel you have the skills you need to help students with disabilities progress in their social development? hr ##?##H  0.k ? 3380___PPT10.POFo7 0 ph(  ^  S XK   Db  c $ԞD )  D rDo you feel you have the support you need to help students with disabilities progress in their academic learning? hr ##=##H  0.k ? 3380___PPT10.POFo8 0 qi0(  ^  S XK   Dc  c $dD )  D sDo you feel you have the support you need to help students with disabilities progress in their social development? hs ##=##H  0.k ? 3380___PPT10.POFo' 0 zrP (  X  C XK   r  S v )   H  0.k ? 3380___PPT10.c^h@ 0 zr` (  X  C XK   r  S ̓ )   H  0.k ? 3380___PPT10.c^9k@ 0 zrp (  X  C XK   r  S  )   H  0.k ? 3380___PPT10.c^9k@ 0 zr (  X  C XK   r  S  )   H  0.k ? 3380___PPT10.c^9k@ 0 zr (  X  C XK   r  S  E )   H  0.k ? 3380___PPT10.c^9k@ 0 zr (  X  C XK   r  S s )   H  0.k ? 3380___PPT10.c^9k@ 0 zr (  X  C XK   r  S G )   H  0.k ? 3380___PPT10.c^9k@ 0 zr (  X  C XK   r  S  )   H  0.k ? 3380___PPT10.c^9k@ 0 zr (  X  C XK   r  S , )   H  0.k ? 3380___PPT10.c^m@ 0 zr (  X  C XK   r  S  )   H  0.k ? 3380___PPT10.c^m@ 0 zr (  X  C XK   vr  S sv )  v H  0.k ? 3380___PPT10.c^er@ 0 zr (  X  C XK   wr  S pw )  w H  0.k ? 3380___PPT10.c^er@( 0 zr (  X  C XK   r  S K )   H  0.k ? 3380___PPT10.c^er@  0 zr  (  X  C XK   r  S T )   H  0.k ? 3380___PPT10.c^t@ 0 zr0 (  X  C XK   r  S Ԧ )   H  0.k ? 3380___PPT10.c^t@* 0 zr@ (  X  C XK   r  S t6 )   H  0.k ? 3380___PPT10.c^t@ 0 zrP (  X  C XK   r  S @< )   H  0.k ? 3380___PPT10.c^t@ 0 zr` (  X  C XK   r  S 0 )   H  0.k ? 3380___PPT10.c^ w@A 0 p Q(   X   C XK      S   )   S%Parentheses are Not at all Successful H   0.k ? 3380___PPT10.c^ w@ 0 zr (  X  C XK   r  S ͝ )   H  0.k ? 3380___PPT10.c^ w@ 0 zr (  X  C XK   >r  S D&> )  > H  0.k ? 3380___PPT10.c^ w@+ 0 zr (  X  C XK   >r  S > )  > H  0.k ? 3380___PPT10.c^y@  0 zr (  X  C XK   ?r  S y? )  ? H  0.k ? 3380___PPT10.c^y@! 0 zr  (   X   C XK   Ar   S  0A )  A H   0.k ? 3380___PPT10.c^y@" 0 zr$ (  $X $ C XK   Br $ S ȰA )  B H $ 0.k ? 3380___PPT10.c^y@% 0 zr( (  (X ( C XK   Dr ( S D )  D H ( 0.k ? 3380___PPT10.c^p@& 0 zr, (  ,X , C XK   Dr , S D )  D H , 0.k ? 3380___PPT10.c^p@rpWK2Af=M `]?OBܿE6RG~0N|$ϲٷ^Ta*3Q;M^}w,P4A-/c(*sTDb@0[Sc^DPRaNdMgLjKPmJ GpI?sB"7v0y2{4}68:<>@BDFHJLNPRTen0=(@ .   v,http://www.puckett.oOh+'0 hp    ,4/Charter Schools and Students with Disabilitieserhowse  Capsuleschorhowses93wMicrosoft PowerPointtud@Fm@B/@pc^ Gg   T  --$--'̙--$SS--'--0$^^StSoSgTdVbX_Y\\Z^XaWdUgTjTmSsS22S2^^--'3f--$ BBBBAAAAB--'--,$.*&""&*.DD.--'@Arial-.  2 1."System@-@Arial-. ffL2 ].Charter Schools and Students with Disabilities            .-@Arial-. ff!2 [How are we doing?    .-@Century Schoolbook-. 3f2 (_ Robin B.  .-@Century Schoolbook-. 3f2 (Howse0.-@Century Schoolbook-. 3f2 (C, Ph.D..-@Century Schoolbook-. 3f+2 LUCarol M. Trivette, Ph.D.   .-@Century Schoolbook-. 3f62 qOrelena Hawks Puckett Institute      .-@Century Schoolbook-. 3f(2 h128 S. Sterling Street    .-@Century Schoolbook-. 3f$2 fMorganton, NC 28655e .-@Century Schoolbook-. 3f(2 Yhttp://www.puckett.org  .-3f-Y-@Century Schoolbook-. 3f2  (828) 432  .-@Century Schoolbook-. 3f 2 - .-@Century Schoolbook-. 3f 2 $0065.-@Century Schoolbook-. 3f2 1 October 2  .-@Century Schoolbook-. 3f 2 1-.-@Century Schoolbook-. 3f2 14, 2005.-@Century Schoolbook-. 3f 2 R8.-@Century Schoolbook-. 3f 2 Kth .-@Century Schoolbook-. 3f?2 R%Annual NC Charter Schools Conference      .-@Century Schoolbook-. 3fT2 s3Enlightening Young Minds to Empower their Futures            .-@Century Schoolbook-. 3fK2 -Sheraton Imperial Hotel and Convention Center          .-@Century Schoolbook-. 3f.2 JResearch Triangle Park, NC     .-Root EntrydO)`bV=>% Current User,ASummaryInformation(PowerPoint Document(  !"#$%&'()*+-     sedDesign Template Slide Titles, 8@ _PID_HLINKSAhhttp://www.puckett.org/#_ Robin HowseRobin HowsesedDesign Template Slide Titles, 8@ _PID_HLINKSAhhttp://www.puckett.org//_M! rhowserhowse  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root EntrydO)0Zc^@ Current User,2SummaryInformation(PowerPoint Document(DocumentSummaryInformation8       rg.http://www.puckett.org// 00DArialy Sc20B 0DWingdings20B 0 DTimes New Roman0B 00DCentury Schoolbook0B 0@ .  @n?" dd@  @@`` h,l\    "u  !?#$%&'()*+,-=./?0*76 8#:;<?ABCEFVHHGIJK37777PQRT UV WX YZ [\ ]^ _` ab cdefghijklmnopqrstuvwxyz{|}~ 0AA3f@8  3[E1 ʚ;n4ʚ;g4KdKd B 0ppp@ <4ddddLpC 02 80___PPT10 ?  O  =.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( / "+9@ B E G IKMOQSTUVWXYZ[\]^_` a!b"c#d$e%f&g'h(i)j*k+l,m-rq%eMn5   !"#$%&'()*+՜.+,D՜.+,L       On-screen ShowPuckett InstitutecX,, 1Arial WingdingsTimes New RomanCentury Schoolbook CapsulesBCharter Schools and Students with Disabilities How are we doing?7Charter School Policies and Procedures Project (CSPPP)SampleDescription of Schools Description of Schools (Region)How Schools Were Formed-Characteristics of Families (Parent Survey)Parents EducationCharacteristics of FamiliesCharacteristics of StudentsQuestions to be Addressed Questions to be Addressed ^Directors Perceptions: Why Do Parents of Students with Disabilities Choose Charter Schools?\Parents Perceptions: Why Do Parents of Students with Disabilities Choose Charter Schools?\Parents Perceptions: Why Do Parents of Students with Disabilities Choose Charter Schools? Slide 16 Slide 179Number of Students with Disabilities in Charter Schools2Number of Students with Disabilities from Survey3Underidentification of Students with DisabilitiesHReasons for Schools not Receiving Money for Students with Special Needs%Why Schools are not Receiving Money Slide 23JStudents with Disabilities Participation in General Education Curriculum&Participation with Non-disabled PeersKPercentage of parents who reported their child has been Very Successful*Parent Satisfaction with Charter Schools*Parent Satisfaction with Charter Schools,Percentage of Parents Endorsing Very True,Percentage of Parents Endorsing Very TrueTeacher CharacteristicsTeacher CharacteristicsTeacher Characteristics9Communication with Parents of Students with Disabilities1Communication with Parents Initiated by TeachersParent Involvement)Individualized Instruction in the School5Individualized Instruction Provided by You (Teacher);How Much Effort Provided by You Leads to Students Success=Skills Needed to Help Students Progress in Academic Learning>Skills Needed to Help Students Progress in Social Development>Support Needed to Help Students Progress in Academic Learning?Support Needed to Help Students Progress in Social Development Conclusion  Fonts U