Charter Schools and Students with Disabilities How are we doing?

1. Charter Schools and Students with DisabilitiesHow are we doing? 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

2. Charter School Policies and Procedures Project (CSPPP) • Funded 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

3. Sample • 463 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)

4. Description of Schools • 26% 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

5. Description of Schools (Region)

6. How Schools Were Formed

7. Characteristics of Families (Parent Survey) • 1138 parents of students with disabilities in charter schools were surveyed • 86% mothers • 5% fathers • 6% other family members

8. Parents’ Education • 9% did not complete high school • 55% completed high school • 26% completed college • 9% have a graduate degree

9. Characteristics of Families • 34% 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

10. Characteristics of Students • 734 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”

11. 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?

12. 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?

13. Directors’ Perceptions: Why Do Parents of Students with Disabilities Choose Charter Schools?

14. Parents’ Perceptions: Why Do Parents of Students with Disabilities Choose Charter Schools?

15. Parents’ Perceptions: Why Do Parents of Students with Disabilities Choose Charter Schools?

16. Referral Sources for Parents of Students with Disabilities

17. Referral Sources for Parents of Students with Disabilities

18. Number of Students with Disabilities in Charter Schools • 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

19. Number of Students with Disabilities from Survey • 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

20. Underidentification of Students with Disabilities • 60% of Directors reported that they had at least one student that had “special learning challenges for whom they did not receive money” • WHY?

21. Reasons for Schools not Receiving Money for Students with Special Needs • 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”

22. 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 cracks

23. Parents’ Report of Students’ Disabilities

24. Students with Disabilities Participation in General Education Curriculum • Directors 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)

25. Participation with Non-disabled Peers Percentage of schools who said 100% of students with disabilities were in the following placements:

26. Percentage of parents who reported their child has been “Very Successful”

27. Parent Satisfaction with Charter Schools

28. Parent Satisfaction with Charter Schools

29. Percentage of Parents Endorsing “Very True”

30. Percentage of Parents Endorsing “Very True”

31. Teacher Characteristics *Sample Size 652

32. Teacher Characteristics

33. Teacher Characteristics

34. Communication with Parents of Students with Disabilities

35. Communication with Parents Initiated by Teachers

36. Parent Involvement

37. Individualized Instruction in the School

38. Individualized Instruction Provided by You (Teacher)

39. How Much Effort Provided by You Leads to Students’ Success

40. Skills Needed to Help Students Progress in Academic Learning

41. Skills Needed to Help Students Progress in Social Development

42. Support Needed to Help Students Progress in Academic Learning

43. Support Needed to Help Students Progress in Social Development

44. Conclusion • Yours • Ours