special education Surveys
graduates for first time
release date: October 15, 2010
Contact: Carol d’Estienne, Principal, 518-464-6305
The first year of an annual survey of students and alumni who attended Special Education Division classes has shown a high level of satisfaction and post-graduate success.
The surveys, which were co-created by Special Education Principal Carol d’Estienne and her teaching staff along with Nancy Jones, BOCES school improvement and systems analyst, are a significant step toward verifying the effectiveness of Special Education programs and will also help educators identify gaps in education and support services that could be better addressed while students are still in school. The students surveyed were regular assessment high school students, meaning students who are in classes that prepare them to take Regents or Regents Competency Tests (RCTs).
"For years, the staff and I have been informally tracking our students' satisfaction and post-secondary plans," explained d’Estienne. "Now, we have the opportunity to learn in a more formal way what of their Special Education programs had the most impact for them and how their goals and dreams are actually translating to reality."
With just one year’s data, it is too soon to make generalizations or determine trends. However, educators are encouraged by participants' responses and optimistic about the usefulness of subsequent years' survey data in helping shape special education within the division.
Results from 2009-2010 seniors
Highlights from the 2009-10 senior survey include:
Of
the 31 exiting students surveyed, 25 (80%) said
their Capital Region BOCES Special Education classes had challenged
them academically.
The
overall quality of the Special Education programs were given high
marks, with 19 students (61%) saying their programs were
excellent and 9 (29%) saying their classes were good.
More
than 80% of the students surveyed felt they had worked to the
best of their abilities while in BOCES Special Education, were proud
of their accomplishments and had received the academic and personal
support/encouragement from staff to be successful in school.
With
regard to academic preparation, 26 students surveyed (84%) believe
they were graduating as skilled readers and writers, 23 (74%)
believe they had stronger math and science skills and 23 (74%) felt
well prepared with technology and computer skills.
Regarding
post-high-school planning, 28 students (91%) agreed that the
Capital Region BOCES staff had helped them plan well for their
future. All of the students surveyed believe their BOCES teachers
and other staff genuinely cared about their post-high school
success.
Approximately
one-quarter of the students surveyed were also enrolled in
coursework at the Career and Technical school (CTE) during their
time with the Special Education program. Of these students, 5 (71%) said the CTE program encouraged them to stay in school, 3
(43%) felt the CTE program helped improve their grades and 6
(86%) agreed that their CTE experience had helped them choose
a post-school career.
Of
the 24 students who answered the question regarding future plans:
4
(17%) planned to continued their education at a trade or technical
school;
5
(21%) planned to attend a 2-year college;
4
(4%) planned to attend a 4-year college;
4
(4%) planned to go to a 2-year college, then transfer to a 4-year
college;
2
(8%) planned to take additional job training courses;
5
(21%) expressed other plans.
26
of the students (84%) said they were sure of what they wanted to do
and were feeling positive (87 %) about their lives beyond
high school. They expressed plans as varied as attending a
day-habilitation program or pursing a vocation such as construction
or auto mechanics to becoming music, special education and physical
education teachers.
Testimonial quotes from 2009-2010 seniors and alumni student participants with Special Education senior/alumni surveys included:
“The
Capital Region BOCES helped me transform my life from ninth grade
on. It gave me the confidence I needed to look at life in a positive
view.”
"If
I was at my other school, they wouldn’t really care where I went in
life…here they gave me hope and enrolled me in a special class for
my disability…I am thankful they have this class for my needs.”
"They
made me feel as though I [was] more than just another student. They
individualized a plan to help me succeed.”
"The
teachers have been most helpful and understanding, helping me find
what I need and planning my future. They also gave me the skills
that will help me throughout life.”
"I
feel comfortable knowing that people are helping me get through the
toughest four years of my life.”
Results from alumni students
The survey also asked alumni's current activities. In total, 22 alumni (who graduated during the 2008-2009 school year) were surveyed; of those students:
2
are now enrolled in a four-year college;
3
are enrolled in a two-year college;
2
are attending a trade or vocational school;
1
is enrolled in job training courses;
10
are not pursuing further education at this time;
4
are pursuing other plans.
Other highlights include:
4
(18%) are working full-time, 8 are working part-time, 4 are looking
for employment, 5 are neither working or looking for work and 1
indicated other pursuits.
82% of the alumni surveyed expressed satisfaction with what they
are now doing.
14
alumni (64%) said their Special Education programs had definitely
prepared them for what they are now doing and an additional 4 (18%)
said their Special Education programs were of some help.
Two-thirds
of the alumni surveyed believe the transition services they received
while in the Special Education program helped them achieve their
post-graduate goals. Of the alumni eligible for VESID services, more
than half have accessed these supports as post-graduates for
assistance such as tutoring while in college, driving instruction,
help finding work and job coaching.
Roughly
half of the alumni surveyed are following their intended
post-graduate plans, while the others say their plans have changed
somewhat or significantly.
