Yazoo County School District

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* 1. Students with disabilities are represented on building committees (i.e., parent advisory committees).

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* 2. All licensed special educators & regular educators have a preparation period during the week to plan lessons together.

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* 3. Students with IEPs are scheduled for regular education & special education services according to their needs.

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* 4. All licensed special education staff have adequate working technology
equivalent to rest of staff (e.g., laptop, computer, network access for e-mail and IEP writing, etc.)

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* 5. Classroom supplies (e.g., paper, pencils, markers, etc.) are available to all licensed special educators.

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* 6. Licensed special educators are able to request instructional materials in their building to purchase materials specifically for special education students.

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* 7. Licensed special educators have assigned classrooms that do not
change during the day and are equivalent to those of other teachers.

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* 8. OTs, speech clinicians, PTs, itinerant teachers, school psychologists,
(who are not present in the building all day, every day) have assigned
space in which to work whenever they are in the building.

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* 9. All licensed special education staff have scheduled time in the
instructional day for evaluations, re-evaluations, and other special education responsibilities.

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* 10. Staff development funds are available to special education
staff in amounts equal to general education staff.

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* 11. Special education staff are released to attend staff development
activities essential to effective practice in area of licensure or
assignment, that are paid for or sponsored by the district’s or 
special education department.

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* 12. The principal is aware of the issues of special educator workloads and
how they are determined for all special educators in the building.

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* 13. The principal is aware of how special education staff are allocated to the building, the district’s expectation for workload, and how to analyze a workload to determine reasonableness.

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* 14. The contributions special educators make to the school are recognized, included, and overtly supported, and opportunities for meaningful
connections between general and special education staff and students are created.

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* 15. The multiple roles of special education teachers are understood by
general education teachers and administrators.

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* 16. Principal has clearly communicated the responsibility for directing the work of paraprofessionals.

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* 17. When students with IEPs are suspended and/or disciplined, the
appropriate special education staff are notified in systematic manner.

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* 18. The principal is aware of special education staff who have variances
to teach special education, the extent of their skills, and the responsibility for supervision.

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* 19. General education staff:

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* 20. General education teachers have regular updates or staff development
about their responsibilities for students with IEPs.

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* 21. New special education teachers tend to stay or express a desire to stay in this building.

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* 22. The area that I need training in the most is: (Check all that apply)

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