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I wonder how we could help families of students with special needs feel more engaged. I think when we talk about equity and inclusion - we should include this population of students in the discussion. 

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I wonder how we could help families of students with special needs feel more engaged. I think when we talk about equity and inclusion - we should include this population of students in the discussion. 

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I learned that the two areas where special ed scores below general ed are 1. families feeling like they are engaged and can influence decision making and 2. feeling like school is a safe place for their child.

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I learned that the two areas where special ed scores below general ed are 1. families feeling like they are engaged and can influence decision making and 2. feeling like school is a safe place for their child.

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I learned that Sped families don't think that the school is a safe place for their kids. This was surprising because I see the school as being a really safe place...lots of supervision, a minimum of threats and altercations, no outside intruders, etc.

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I was disappointed to see the low rating on parent engagement. I wonder how we can have parents more engaged and perceiving that they are more engaged than the current results show. Perhaps a focus group in the fall to explore this would give us some direction.

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It would be helpful for the data to be Just Middle School to Middle School because we operate much differently than Elementary School and High School Sped programs.

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I wonder how we can do a better job of communicating the good things we are doing to support our students in their learning so parents can be more aware of the gains they are making.

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We could review the results of the survey in August and set some goals for areas where we need to be more responsive to our community and then measure that over the year.

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I suggest adopting specific interventions for specific concerns/IEP goals, and implementing them during LC. Linking one SPED teacher with one IA-II to allow for greater collaboration to implement the interventions. Continued weekly special education teacher meetings during shared prep. Form letters with our IEP progress reports and regular connections with our families (email? telephone?).

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I wonder how we can help our families feel more included in the IEP process. What steps can we take as a department to create time and space for parent voice at our IEP, respond to parent requests, and reflect these voices/input in student IEPs?

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I learned that most parents don't feel empowered to engage in decision making at our school. Within the purview of special education, this has certain implications because we are required to include parents and families in the decision making process.

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I like that our parents of students with special needs feel treated with respect by teachers. I also like that the data indicates that special education teachers and students with IEPs care about each other.

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I also wonder if we could improve the way they feel about approaching us to talk with some office hours or some sort of check in at different times. It's interesting how that was reported, but the parents tend to not show up to Back to School Night, Conferences, or Open House. It makes it difficult to connect, but interesting that they feel they can't connect. Is there another way we could connect with them where they're at without them having to commit to more than they're already doing?

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I liked how supported our parents felt. How they felt seen and part of our community.

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I suggest that perhaps we consider a special meeting, similar to an ELAC, to hear from parents of special ed. students to hear what could be improved more broadly, and also on a few areas where they scored lower.

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I suggest that perhaps we consider a special meeting, similar to an ELAC, to hear from parents of special ed. students to hear what could be improved more broadly, and also on a few areas where they scored lower.

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I learned I could do a better job sharing progress with families. I know the documentation we provide (report cards and progress reports) are pretty confusing, but with time constraints I've stopped sending home extra report cards. Maybe it's time to start back up again.

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I liked how in many areas, parents of special education students are feeling better than parents of general education students and that the marks for both were quite high!

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I liked how in many areas, parents of special education students are feeling better than parents of general education students and that the marks for both were quite high!

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I wonder how many families participated.