Special Education Teacher and Related Service Provider - Part I (132 KB)

Sections 1 through 6 in this questionnaire are devoted to obtaining details about the nature of service delivery and direct contact time with students. The sections request basic descriptive information as well as data items that will permit us to assess the intensity of services and the ways in which services are provided to students with disabilities. These data will be used both independently and in combination with the staffing information obtained in Part III of the District and School Questionnaires to determine expenditures on specific types of services. These data will also be combined with the information in Section II of the Special Education Teacher Questionnaire that describes the composition of students with disabilities served. As a result, we will be able to assess the expenditures for different categories of students.

Section IV of the special education teacher and related service provider questionnaire also provides information on how professional staff spend their non-contact time-that is, the time spent on activities other than direct service. These data will help us determine how much time is spent on pre-referral, assessment, evaluation, and development of IEPs (individual educational programs). These data will help us estimate expenditures for some of the support services and activities necessary for the operation of the special education program.

General Education Teacher - Part IIA (100 KB)
This questionnaire focuses on obtaining information on the details of service delivery arrangements from the perspective of the general education teacher. The first part of this questionnaire gathers basic information about job titles and terms of employment which, when combined with the compensation and personal background characteristics, provides a foundation for analysis of variations in wage levels for these categories of personnel. This will help us sort out the differences in wage rates due to experience, background training, and regional factors that affect variations in compensation across the U.S. Moreover, this can be used to explore differences between general and special education staff.

Sections 1 through 3 in this questionnaire are devoted to obtaining details about the nature of service delivery and direct contact time with general education and special education students. These sections provide some basic descriptive information as well as data items that will permit us to assess the intensity of services to general and special education students and the ways in which services are provided to students with disabilities. These data will be used both independently and in combination with the staffing information obtained in Part III of the District and School Questionnaire to determine the expenditures on specific types of general education services. These data will also be combined with the information in Section II of the General Education Teacher Questionnaire that describes the composition of students with disabilities being served. This will enable us to assess the expenditures for students with different needs.

Section IV of the general education teacher questionnaire also provides information on how teachers spend their non-contact time-that is, the time spent on activities other than direct service. We are particularly interested in determining the extent to which general education teachers are involved in certain activities such as pre-referral, assessment, evaluation, and development of IEPs (individual educational programs). These data will help us estimate expenditures for some of the support services and activities necessary for the operation of the special education program.

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