Instrument 2 Phase 2 Survey of EHS/HS Disability Services Coordinators
Study of Disabilities Services and Inclusion in Head Start
Study of Disability Services Coordinators and Inclusion
in Head Start, 2019-2024
Instrument 2 Phase 2
Survey of EHS/HS Disability Services Coordinators
September 27, 2021
NOTE: This questionnaire is annotated to show (1) headers for each module and the objective for that section; and (2) question numbers and instructions to the online survey programmer (in red). This text will not appear in the online survey.
Thank you for agreeing to participate in the Survey of EHS/HS Disability Services Coordinators (DSCs).
We recognize that programs talk about this role in different ways. We use ‘DSC’ throughout the survey but please know that this refers to any staff member that oversees disability services in your program, although you may have a different title.
In the survey, you will be asked to answer questions on the following topics:
Roles and responsibilities of DSCs
Recruitment, screening, referral, evaluation, and ongoing assessment of children with disabilities and suspected delays, including 504 plans and IFSP/IEPs
Collaborating with families of children with disabilities and suspected delays
Services for children with disabilities or suspected delays in your program
Collaborating with Part C, LEA, and community partners
Training program staff to support the inclusion of children with disabilities and suspected delays
Transitioning children with disabilities from your program to other settings
Disability and inclusion-related trainings and other professional development opportunities
Personal characteristics of DSCs
We recognize that you may be new to your role as a DSC. Your input is still valuable to us! Please do your best to provide as much information as you can about disability services in HS. You are welcome to consult with other program staff, if needed, prior to submitting your responses.
At the end of the survey, you will have the opportunity to share any additional information about your role as a DSC that we did not capture or to elaborate on your survey responses.
Please
remember that your responses will not be used for monitoring purposes
and will not be shared with your supervisor. ACF funding for your
program will not be impacted by your responses.
SURVEY TIPS:
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Definitions of Terms Used in Survey
Programmer’s note: Include these definitions as a pop-up or roll-over that it accessible on every page of the survey. (If we are unable to program floating definitions, then every time we mention EHS, HS, or EHS/HS, we will have to note that they support children from birth to 3 years old, 3 to 5 years old, and birth to 5 years old, respectively.)
Program: refers to a grantee or delegate of Early Head Start (EHS), Head Start (HS), and combination EHS/HS programs
Option: refers to the location where children and families receive EHS or HS services, including center-based classrooms, family child care (FCC) homes, and families’ homes or places within their community where home visits are conducted
Disability services: refers to activities related to the identification of children’s developmental, physical, behavioral, or health care needs and the coordination and provision of services for children with identified disabilities or suspected delays, regardless of whether they qualify for disability services under the Individuals with Disabilities Education Act (IDEA)
Instructions on screen. This first set of questions asks about disability services in Early Head Start (EHS) and Head Start (HS), including staffing and management of disability services and inclusion, training and education opportunities provided to staff, and composition of and interactions with the disabilities or inclusion team.
As a reminder, while we are primarily interested in your perspective, you are welcome to confer with colleagues, as needed, to get answers to the survey questions.
Besides Disability Services Coordinator (DSC), what other roles, if any, do you fulfill within your program? Select all that apply.
Teacher
Teacher’s aide/instructional aide
Education coordinator/manager
Coach/trainer (topics not about disability, inclusion)
Family service worker/family support worker
Home visitor
Outreach staff/recruiter/enrollment coordinator
Counselor
Health manager
Family services coordinator/Family services manager
Mental health coordinator/consultant
Nutrition coordinator
Culinary or food services staff
Receptionist/office/administrative staff
Bus driver or related transportation
Center director, associate center director, or another program manager
Facilities manager
Other (specify): ________________________________
None of the above Programmer note: If selected, do not allow R to select any other response options.
Counting this program year, how many years of experience do you have working as a DSC at your current EHS/HS program?
Less than 1 year
1-2 years
3-5 years
6-10 years
11-24 years
25 or more years
Counting this program year, how many years of experience do you have working as a DSC at your other EHS/HS program(s)?
Less than 1 year
1-2 years
3-5 years
6-10 years
11-24 years
25 or more years
Not applicable – I’ve only worked as a DSC for my current EHS/HS program.
In your role as a DSC, what ACF Regions do you serve? Select all that apply.
Region I
Region II
Region III
Region IV
Region V
Region VI
Region VII
Region VIII
Region IX
Region X
Region XI (AIAN)
Region XII (MSHS)
In which U.S. state(s), district, and/or territories are the EHS/HS programs you serve as a DSC? Select all that apply.
STATES DISTRICT TERRITORIES
Alabama District of Columbia (DC) American Samoa
Alaska Guam
Arizona Northern Mariana Islands
Arkansas Puerto Rico
California U.S. Virgin Islands
Colorado
Connecticut Republic of Palau (independent affiliate)
Delaware
Florida
Georgia
Hawaii
Idaho
Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryland
Massachusetts
Michigan
Minnesota
Mississippi
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jersey
New Mexico
New York
North Carolina
North Dakota
Ohio
Oklahoma
Oregon
Pennsylvania
Rhode Island
South Carolina
South Dakota
Tennessee
Texas
Utah
Vermont
Virginia
Washington
West Virginia
Wisconsin
Wyoming
In your role as a DSC, what age children are served by your Office of Head Start (OHS)-funded program(s)? Programmer’s note: Allow selection of only one response. Use responses to this question to determine which program-specific questions to administer throughout the survey.
Birth to 3 years old
3 to 5 years old
Birth to 5 years old
Programmer’s note: If DSCR06 = c include the following instructions on screen:
You have indicated that you serve both EHS and HS children. For the purpose of this survey, we ask you to concentrate on the DSC work that you do for [(infants/toddlers in your EHS programs) or (preschoolers in your HS programs)]. This option was randomly selected so you do not have to respond to questions about both EHS and HS disability services.
How many weeks per year do you work (in total, across all roles) for the EHS and/or HS program?
_______ weeks per year
How many hours per week do you usually work (in total, across all roles) for the EHS and/or HS program?
_______ hours per week
How many hours per week do you usually work as a DSC for the EHS and/or HS program?
_______ hours per week
How much time, on average, do you spend traveling from your primary location or office to your other program locations each week?
________ hour(s) per week
Instructions on screen: The next set of questions asks about a range of disability services coordination tasks that might be done by DSCs, other EHS/HS management or staff, or an outside consultant. We want to understand how disability services coordination tasks vary across programs. For each set of tasks, we will ask you to indicate who is responsible.
Recruitment, screening, referral, and ongoing assessment tasks
Who is responsible for these recruitment, screening, referral, and ongoing assessment tasks?
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Which of the following types of program staff are involved in the recruitment, screening, and ongoing assessment tasks related to disabilities that are done in your program? Select all that apply.
☐ Education manager/coordinator
☐ Family services manager/coordinator
☐ Family services staff
☐ Health manager/coordinator
☐ EHS/HS program director
☐ Center director
☐ Mental health coordinator/professional
☐ Other DSCs
☐ Education staff (teachers, home visitors, other direct service staff)
☐ Administrative staff
☐ Other program staff not listed above
☐ Don’t know Programmer note: If selected, do not allow R to select any other response options.
Family collaboration tasks
Who is responsible for family collaboration tasks?
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Task not done |
Don’t know |
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Which of the following types of program staff are involved in the family collaboration tasks related to disabilities that are done in your program? Select all that apply.
☐ Education manager/coordinator
☐ Family services manager/coordinator
☐ Family services staff
☐ Health manager/coordinator
☐ EHS/HS program director
☐ Center director
☐ Mental health coordinator/professional
☐ Other DSCs
☐ Education staff (teachers, home visitors, other direct service staff)
☐ Administrative staff
☐ Other program staff not listed above
☐ Don’t know Programmer note: If selected, do not allow R to select any other response options.
Collaboration and teaming tasks
Who is responsible for collaboration and teaming tasks?
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I share responsibility with others |
I’m not responsible; it is done by others |
Task not done |
Don’t know |
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Which of the following types of program staff are involved in the collaboration and teaming tasks related to disabilities that are done in your program? Select all that apply.
☐ Education manager/coordinator
☐ Coach/trainer
☐ Family services manager/coordinator
☐ Family services staff
☐ Health manager/coordinator
☐ EHS/HS program director
☐ Center director
☐ Mental health coordinator/professional
☐ Other DSCs
☐ Education staff (teachers, home visitors, other direct service staff)
☐ Administrative staff
☐ Other program staff not listed above
☐ Don’t know Programmer note: If selected, do not allow R to select any other response options.
Teacher training and support tasks
Who is responsible for the following teacher training and support tasks?
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I am solely responsible |
I share responsibility with others: |
I’m not responsible; it is done by others: |
Task not done |
Don’t know |
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Which of the following types of program staff are involved in the teacher training and support tasks related to disabilities that are done in your program? Select all that apply.
☐ Education manager/coordinator
☐ Coach/trainer
☐ Family services manager/coordinator
☐ Family services staff
☐ Health manager/coordinator
☐ EHS/HS program director
☐ Center director
☐ Mental health coordinator/professional
☐ Other DSCs
☐ Education staff (teachers, home visitors, other direct service staff)
☐ Administrative staff
☐ Other program staff not listed above
☐ Don’t know Programmer note: If selected, do not allow R to select any other response options.
Transition tasks
Note: By transition tasks we mean how your program supports children with disabilities and their families in the transition from your program to another program. Receiving programs may include other EHS programs, other non-EHS infant/toddler care settings, HS programs, or other non-HS preschools/Pre-K programs.
Who is responsible for transition tasks?
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I share responsibility with others |
I’m not responsible; it is done by others |
Task not done |
Don’t know |
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Which of the following types of program staff are involved in the transition tasks that are done in your program? Select all that apply.
☐ Education manager/coordinator
☐ Family services manager/coordinator
☐ Family services staff
☐ Health manager/coordinator
☐ EHS/HS program director
☐ Center director
☐ Mental health coordinator/professional
☐ Other DSCs
☐ Education staff (teachers, home visitors, other direct service staff)
☐ Transportation manager
☐ Staff in the receiving program
☐ Other program staff not listed above
☐ Don’t know Programmer note: If selected, do not allow R to select any other response options.
Instructions on screen. To help us better understand how programs vary in DSC activities, please let us know the ways your program identifies, recruits, screens, and refers for evaluation, children with disabilities.
As a reminder, while we are primarily interested in your perspective, you are welcome to confer with colleagues, as needed, to get answers to the survey questions.
Instructions on screen: First we would like you to think about how your program recruits children with disabilities or suspected delays.
How easy or difficult is it for your program to meet the EHS/HS 10 percent requirement for the enrollment of children with disabilities?
a. Very difficult
b. Difficult
c. Easy
d. Very Easy
e. Don’t know
To what extent do the following factors make it challenging for your program to meet the 10 percent requirement?
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Not at all Challenging
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A little Challenging
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Somewhat Challenging
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Very Challenging
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Extremely Challenging
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Don’t Know |
N/A |
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Which of the following strategies does your program use to recruit children with disabilities or suspected delays to your program? Select all that apply.
☐ Outreach to or referrals from hospitals and/or neonatal providers
☐ Outreach to or referrals from pediatricians
☐ Outreach to or referrals from Part C
☐ Outreach to or referrals from Local Education Agencies (LEAs or school systems)
☐ Outreach to or referrals from local social services or mental health providers
☐ Outreach to or referrals from local disability services providers (e.g., speech/language therapists, occupational therapists, physical therapists)
☐ Child Find Events
☐ Program website and/or social media
☐ Word of mouth (families or HS staff recommend other families participate)
☐ Walk-ins (families walk into your center or program)
Of the strategies your program uses to recruit children with disabilities or suspected delays, which are the most successful? Select up to three strategies. Programmer note: Populate response options per selections in RSEA 03. Allow respondent to select up to three.
☐ Outreach to or referrals from hospitals and/or neonatal providers
☐ Outreach to or referrals from pediatricians
☐ Outreach to or referrals from Part C
☐ Outreach to or referrals from Local Education Agencies (LEAs or school systems)
☐ Outreach to or referrals from local social services or mental health providers
☐ Outreach to or referrals from local disability services providers (e.g., speech/language therapists, occupational therapists, physical therapists)
☐ Child Find Events
☐ Program website and/or social media
☐ Word of mouth (families or HS staff recommend other families participate)
☐ Walk-ins (families walk into your center or program)
Programmer’s note: Administer the next set of questions (RSEA05 to RSEA09) only if DSCR06 = a or c.
Instructions on Screen: The next set of questions is about the process of referring children with suspected disabilities for Part C evaluation in your Early Head Start (EHS) program.
Which of the following methods do you use to refer children in your EHS program to Part C for evaluation? Select all that apply.
☐ We use a form/online system developed by Part C to refer children to Part C
☐ We use an internal program form or our own system to refer children to Part C
☐ We use a phone call or email to refer children
☐ Other methods not listed above
☐ I don’t know Programmer note: If selected, do not allow R to select any other response options.
For children enrolled in your EHS program, who usually initiates the referral process to Part C for evaluation?
DSC
Other program staff
Others outside the program (for example, health care provider or social worker)
Families
Don’t know
In your EHS program, how often do families ask the DSC or other program staff to make the referral to Part C for evaluation?
Never
Rarely
Sometimes
Often
Always
Don’t know
In your EHS program, how often do you or other program staff engage in the following referral and evaluation activities?
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Often |
Always |
Don’t know |
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How often has the Part C agency’s level of culturally and linguistically responsiveness posed a challenge to completing the evaluation process?
Never Challenging
Rarely Challenging
Sometimes Challenging
Often Challenging
Always Challenging
Don’t know
RSEA 09a. In what ways, do you and your Part C agency, work to be responsive to the culture and language of families of children with disabilities in your program? Please describe challenges and/or solutions that you have.
[TEXT BOX]
Programmer’s note: Administer the next set of questions (RSEA10 to RSEA14) only if DSCR06 = b or c.
Instructions on Screen: Programs vary in how they refer children for evaluation. The next set of questions is about the process of referring children with suspected disabilities to the Local Education Agency (LEA) for evaluation in your HS program.
Which of the following methods do you use to refer children in your HS program to LEA for evaluation? Select all that apply.
We use a form/online system developed by an LEA to refer children to the LEA
We use an internal program form or our own online system to refer children to the LEA
We use emails or a phone call to refer children to the LEA
Other methods not listed above
I don’t know Programmer note: If selected, do not allow R to select any other response options.
For the children enrolled in your HS program, who usually initiates the referral process to the LEA for evaluation?
DSC
Other program staff
Others outside the program (for example, health care provider or social worker)
Families
Don't know
In your HS program, how often do families ask the DSC or other program staff to make the referral to the LEA for evaluation?
Never
Rarely
Sometimes
Often
Always
Don’t know
In your HS program, how often do you or other program staff engage in each of the following referral and evaluation activities?
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Often |
Always |
Don’t know |
a. Attend the evaluation for LEA eligibility |
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c. Attend eligibility meetings |
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d. Review results of evaluation with the family |
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e. Support communication and logistics with LEA (e.g., scheduling, transportation, follow-up) |
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How often has the LEA’s level of cultural and linguistic responsiveness posed a challenge to completing the evaluation process?
Never Challenging
Rarely Challenging
Sometimes Challenging
Often Challenging
Always Challenging
Don’t know
RSEA 14a. In what ways, if at all, do you and your LEA agency, work to be responsive to the culture and language of families of children with disabilities in your program? Describe challenges and/or solutions that you have.
Instructions on screen. Now we would like you to think about the ongoing assessment of children’s learning and development in your program.
Some DSCs are involved in engaging families in the ongoing assessment process and others are not. (NOTE: Now we are asking about ongoing assessment of the children’s progress, not the Part C/LEA evaluation).
To help us better understand the variations in DSC roles, please indicate the frequency with which you conduct the following activities in your program:
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How do you support staff in their ongoing assessment of learning and development of children with identified disabilities or possible delays? Select all that apply.
I integrate IFSP/IEP goals into the child ongoing assessment process and collaborate with teachers/home visitors to implement it.
I adapt assessment tools based on children’s individualized needs.
I train staff to individualize their own assessment practices.
I connect with service providers to check children’s progress towards IFSP/IEP goals
I give feedback to teacher/home visitors’ based on observation of their individualized assessments.
I train staff on communicating with families about the child’s individualized assessment and results.
I communicate directly with families about individualizing, and the child assessment process and results.
How does your program track activities related to IFSPs and/or IEPs, such as timelines, meetings, and due dates? Select all that apply.
We enter information into a data management system (e.g. Child Plus, PROMIS, MyHeadStart)
We enter information into an Excel file or other spreadsheet program
We give data to a data manager at my program
We use paper documentation/files
Another tracking system not listed above
I don’t know Programmer note: If selected, do not allow R to select any other response options.
How easy or difficult is it to access the following types of data reports?
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Easy |
Very easy |
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Instructions on screen. We are interested in how programs vary in their collaboration with families. The next questions are about the ways that you work with families of children with identified or suspected disabilities. We may also ask about children who were not found eligible under IDEA, but who need additional supports.
As a reminder, while we are primarily interested in your perspective, you are welcome to confer with colleagues, as needed, to get answers to the survey questions.
For this section, please think about the way that you communicate with the average family of a child with disabilities or suspected delays.
On average, how frequently do you have scheduled meetings (meaning intentionally, pre-planned appointments) with a family of a child with disabilities or suspected delays?
Never (SKIP TO FAMCLB 04)
Once per year
Twice per year
Quarterly
Every other month
1-2 times per month
3-4 times per month
More than 4 times per month
On average, how frequently do you use each of the following methods of communication for the scheduled, pre-planned meetings with a family of a child with disabilities or suspected delays?
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How often do families of children with disabilities or suspected delays typically attend their scheduled, pre-planned meetings with you?
Never
Rarely
Sometimes
Often
Always
On average, how frequently do you have an unscheduled meeting or check-in meeting with a family of a child with disabilities or suspected delays?
Never (SKIP TO FAMCLB 06)
Once per year
Twice per year
Quarterly
Every other month
1-2 times per month
3-4 times per month
More than 4 times per month
On average, how frequently do you use the following methods for unscheduled meetings or check-ins with a family of a child with disabilities or suspected delays?
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Never |
Rarely |
Sometimes |
Often |
Always |
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On average, how frequently do you communicate with a family in other ways besides a meeting, such as email, text, or sending notes home with the child?
Never (skip to FAMCLB 08)
Less than once per year
1-2x per year
1x every 1-2 months
2-3x per month
1x per week
2-4x per week
Daily
On average, how frequently do you use the following methods to communicate with a family of a child with disabilities or suspected delays?
|
Never |
Rarely |
Sometimes |
Often |
Always |
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FAMCLB 08. What languages do you use when working with families with children with disabilities or suspected delays? (select all that apply)
English
French/Francés
Spanish/Español
Cambodian (Khmer)/Camboyano (Khmer)
Chinese/Chino
Haitian Creole/Creole Haitiano
Hmong/Hmong
Japanese/Japonés
Korean/Coreano
Vietnamese/Vietnamita
Arabic/Arabe
African Language (e.g., Somali, Swahili, Hausa, Yoruba, Laal, Shabo, Afrikaans, Awing, Bargu, Tumbuku, Teso, and Daholo)/Lengua African (por ejemplo, Somali, Swahili, Hausa, Yoruba, Laal, Shabo, Africaans, Awing, Bargu, Tumbuku, Teso, Y Daholo)
Native American or Alaskan language/lengua de Native Americano o de Alaska
A Filipino language/un idioma Filipino
Other (please specify): __________________________
How comfortable are you using the following strategies for working with families?
|
Not comfortable |
Somewhat comfortable |
Very comfortable |
Not applicable |
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To what extent do you agree or disagree with the following statements about communicating with families of children with disabilities or suspected delays?
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Strongly agree |
Agree |
Disagree |
Strongly disagree |
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To what extent do you agree or disagree with each of the following statements about the role of families in advocating for children with disabilities or suspected delays?
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Strongly agree |
Agree |
Disagree |
Strongly disagree |
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How easy or difficult is it for you to get support and guidance on the cultural beliefs, practices, customs, and traditions of all the diverse families of children with disabilities and suspected delays served?
Very difficult
Difficult
Easy
Very easy
Who provides your program with guidance on cultural beliefs, practices, customs, and traditions to help you be more culturally and linguistically responsive to diverse families of children with disabilities or suspected delays? Select all that apply.
☐ a. Teachers
☐ b. Other program staff
☐ c. Families of children in our program
☐ d. External consultants
☐ e. Community leaders and/or elders
☐ f. Parent Policy Council members
☐ g. Someone else
☐ h. None of the above Programmer note: If selected, do not allow R to select any other response options.
Instructions on screen. The next section asks about the services that are provided to children who are found eligible under the Individuals with Disabilities Education Act (IDEA). We are interested in services that are provided at your program, as well as services provided elsewhere.
As a reminder, while we are primarily interested in your perspective, you are welcome to confer with colleagues, as needed, to get answers to the survey questions.
Instructions on screen: DSCs can work in a variety of ways with children found eligible for services under the Individuals with Disabilities Education Act (IDEA). We are interested in learning about the services provided to IDEA-eligible children in your program.
Programmer’s note: Ask SVCS01 only if DSCR06=a or c.
For children with disabilities in your program found eligible under IDEA, how often are Part C services provided in their EHS classrooms or in their home visiting settings?
Never
Rarely
Sometimes
Often
Always
Don’t know
Programmer’s note: Ask SVCS02 only if DSCR06=b or c.
For children with disabilities in your program found eligible under IDEA, how often are LEA services provided in their HS classrooms or in their home visiting settings?
Never
Rarely
Sometimes
Often
Always
Don’t know
Which factors affect your program’s ability to provide disabilities-related services within the classroom or home visiting setting? Select all that apply.
☐ a. Space
☐ b. Equipment or lack of accessibility
☐ c. Noise or distractions
☐ d. Insufficient number of staff support
☐ e. Service provider availability, skills, or preference
☐ f. Family preference
☐ g. Teacher/home visitor abilities or skills
☐ h. Teacher/home visitor reluctance
☐ i. Other factors not listed above
☐ j. Don’t know Programmer note: If selected, do not allow R to select any other response options.
In the past 12 months, to what extent have the following factors made it challenging to deliver disability and inclusion-related services or provide supports to children who are eligible under IDEA?
|
Not at all challenging |
A little challenging |
Somewhat challenging |
Very challenging |
Extremely challenging |
Don’t know |
Accessing services in the IFSP/IEP |
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Coordination with external partners |
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Coordination with internal team |
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Instructions on screen. Programs vary in their services for children who are not found eligible under the Individuals with Disabilities Education Act (IDEA). For these next questions, please think about services that are provided by your program to children with suspected delays who are not eligible under IDEA but who do have service needs.
For children in your program on a 504 plan or with accommodations under the Americans with Disabilities Act (ADA), how often are services provided in their classrooms or in their home visiting settings?
Never
Rarely
Sometimes
Often
Always
Don’t know
In the last 12 months, which services were provided to children with suspected delays found ineligible under IDEA in your program? Select all that apply.
|
Provided by EHS/HS staff |
Provided by external partners or consultants |
Needed but not available |
Not currently needed |
Don’t know |
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In the last 12 months, how have the following factors impacted service delivery (for example, private speech therapy) for children in your program who are not eligible under IDEA? Select one response per row.
|
Never challenging |
Rarely challenging |
Sometimes challenging |
Often challenging |
Always challenging |
Don’t know |
Accessing service for children non-eligible under IDEA |
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Coordination with external partners for services for children non-eligible under IDEA |
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Coordination with internal team for services for children non-eligible under IDEA |
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Instructions on screen. This next set of questions asks about collaboration within your program and collaboration with external partners such as Part C providers, Local Education Agencies (LEAs), and other community partners to meet the needs of children with disabilities and their families.
As a reminder, while we are primarily interested in your perspective, you are welcome to confer with colleagues, as needed, to get answers to the survey questions.
Which of the following topics are typically included in the Memoranda of Understanding (MOUs) or Interagency Agreements your program has in place with Part C partners? Select all that apply. Programmer’s note: Include only if DSCR06 = a or c.
☐ EHS participation in Child Find
☐ Joint training available for staff and families
☐ Procedures for referral for evaluation
☐ Procedures for Individualized Family Service Plan (IFSP) meetings
☐ Procedures to determine where services will be provided
☐ Coordination of services provided at the EHS setting/families’ homes
☐ Transition planning as children with disabilities deemed eligible under IDEA move from EHS to other setting
☐ Sharing resources
☐ Procedures for developmental screening
☐ Financial responsibility
☐ We don’t have any MOUs or Interagency Agreements with Part C
☐ Don’t know Programmer note: If selected, do not allow R to select any other response options.
Which of the following topics are typically included in MOUs or Interagency Agreements your program has in place with LEA partners? Select all that apply. Programmer note: Include only for DSCs who support HS programs (DSCR06 = b or c).
☐ HS participation in Child Find
☐ Joint training available for staff and families
☐ Procedures for referral for evaluation
☐ Procedures for IFSP/IEP meetings
☐ Procedures for placement decisions
☐ Coordination of services provided at the HS setting/families’ homes
☐ Transition planning as children with disabilities deemed eligible to receive services under IDEA move from HS to kindergarten
☐ Sharing resources
☐ Procedures for developmental screening
☐ Financial responsibility
☐ We don’t have any MOUs or Interagency Agreements with Part C
☐ Don’t know Programmer note: If selected, do not allow R to select any other response options.
Our program’s MOUs/Interagency Agreements with Part C and/or LEA are:
All formally reviewed on a regular basis (e.g., annually, semi-annually, etc.)
Some formally reviewed on regular basis/some reviewed and updated only as needed
All reviewed and updated on an as-needed basis
Don’t know
To what degree are you involved in identifying, developing, or establishing the MOUs/Interagency Agreements with the LEA and/or Part C related to children with disabilities or suspected delays?
Not at all involved
Somewhat involved
Highly involved
Are Part C partners meeting the needs of your program’s IDEA-eligible children? Programmer’s note: Ask this question only of DSCR06 = a or c.
All of the time
Most of the time
Some of the time
Seldom
Never
Don’t know
Are LEA partners meeting the needs your program’s IDEA-eligible children? Programmer’s note: Ask this question only if DSCR06 = b or c.
All of the time
Most of the time
Some of the time
Seldom
Never
Don’t know
In the past 12 months, how often has your program engaged in the following activities with Part C partners? Programmer’s note: Ask this question only if DSCR06 = a or c.
|
Never |
Once |
Twice |
Three or more times |
Don’t Know |
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Are your Part C partners able to meet with your program when needed? Programmer’s note: Ask this question only if DSCR06 = a or c).
Yes
No
Don’t know
In the past 12 months, how often has your program engaged in the following activities with LEA partners? Programmer’s note: Ask this question only if DSCR06= b or c.
|
Never |
Once |
Twice |
Three or more times |
Don’t Know |
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Are LEA partners able to meet with your program when needed? Programmer’s note: Ask this question only if DSCR06 = b or c.
Yes
No
Don’t know
Instructions on screen. The next few questions are about your program’s community partners aside from the Part C and Local Education Agencies (LEAs) or school systems in your area. These partners would provide services to children found ineligible under the Individuals with Disabilities Education Act (IDEA) but still need services. We are interested in if your program pursues such partnerships.
In the last 12 months, please indicate whether you have collaborations or partnerships with the following entities and service providers (for serving children who are not eligible under IDEA). Select all that apply.
Community health centers and/or local hospitals
Community behavioral or mental health center
Behavioral/mental health providers
Speech therapists
Physical therapists
Occupational therapists
Colleges or universities
Foundations
Community boards supporting children with disabilities and their families
Other parent and caregiver supports (for example, Parent Training and Information Centers (PTICs); Community Parent Resource centers)
Other types of entities or providers not listed above
None Programmer note: If selected, do not allow R to select any other response options.
Please indicate whether your program could benefit from additional collaborations or partnerships with the following entities and service providers (for serving children who are not eligible under IDEA), regardless of what is available. Select all that apply.
Community health centers and/or local hospitals
Community behavioral or mental health center
Behavioral/mental health providers
Speech therapists
Physical therapists
Occupational therapists
Colleges or universities
Foundations
Community boards supporting children with disabilities and their families
Other parent and caregiver supports (for example, Parent Training and Information Centers (PTICs); Community Parent Resource centers)
Other types of entities or providers not listed above
Instructions on screen. This section asks about the training and supports provided to staff in your program to support the inclusion of children with disabilities and suspected delays.
As a reminder, while we are primarily interested in your perspective, you are welcome to confer with colleagues, as needed, to get answers to the survey questions.
Which of the following methods, if any, do you use to provide feedback, guidance, and/or support to teachers/home visitors?
In-person
Web-based audio or telephone
Web-based videoconferencing / online face-to-face
Sharing documents / videos
Other methods not listed above
When a new child with disabilities is enrolled in your program, how often do you do each of the following?
|
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Rarely |
Sometimes |
Often |
Always |
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What kinds of support does your program provide to the staff responsible for children’s developmental screening and ongoing assessment? Select all that apply.
Training on conducting the screening
Training on conducting the ongoing assessment
Training on interpretation and use of the results of the screening/assessment
Training in communicating with families regarding children’s screening/assessment results
Supervision and/or support from the Education Coordinator, DSC, or Coach
Other kinds of support not listed above
None of the above
Don’t know Programmer note: If selected, do not allow R to select any other response options.
In the past 12 months, has your program arranged for or provided training to other program staff on the following disability and inclusion-related topics?
|
No
|
Yes, I solely provided the training |
Yes, I provided the training with others |
Yes, others provided the training |
Don’t know |
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In the previous question, you indicated that in the past 12 months, your program did not arrange for or provide training to other program staff on the following disability and inclusion-related topics. For each, please indicate whether this is because the training was not needed or the training was needed but not available.
Programmer’s note: Populate response options if SPRT04 = No. Allow respondent to select only one response.
|
Not needed
|
Needed but training not available (insufficient funds, time, or training doesn’t exist) |
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You indicated that, in the past 12 months, for at least one disability and inclusion-related training, you “provided training with others”. Please indicate which types of people were involved in providing the training. Select all that apply.
Programmer’s note: Only ask if SPRT04 = Yes, I provided the training with others.
Program staff
LEA
Part C
Consultant(s)
Other
You indicated that, in the past 12 months, for at least one disability and inclusion-related training “others provided training”. Please indicate which types of people were involved in providing the training. Select all that apply.
Programmer’s note: Only ask if SPRT04 = Yes, others provided training.
Program staff
LEA
Part C
Consultant(s)
Other
Overall, for your program, how supportive of inclusion (such as providing disability services in the classroom or the home visit) for children with disabilities and suspected delays are each of the following:
|
Not at all supportive |
A little supportive |
Somewhat supportive |
Very supportive |
Extremely supportive |
|
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Instructions on Screen: This set of questions asks about how you or your program facilitate successful transitions for children with disabilities or suspected delays. This includes transitions from Part C to LEA when a child turns 3 years old as well as transition from your EHS program to an HS program or another setting.
As a reminder, while we are primarily interested in your perspective, you are welcome to confer with colleagues, as needed, to get answers to the survey questions.
Programmer’s note: Field this section only if DSCR06= a or c
When transitioning a child with disabilities or suspected delays from your EHS program, how challenging is it to collaborate with each of the following receiving program?
|
Never Challenging |
Rarely Challenging |
Sometimes Challenging |
Often Challenging |
Always Challenging |
N/A |
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When transitioning a child with disabilities or suspected delays from Part C to the LEA, how challenging is it?
Never challenging
Rarely challenging
Sometimes challenging
Often challenging
Always challenging
I don’t know because I’m a new DSC.
Sometimes families are not involved in planning the transition from your EHS program to receiving programs. What are the reason(s) that families in your EHS program are not involved in planning the transition for their children with disabilities? Choose all that apply.
Families’ lack of availability
Cultural barriers
Linguistic barriers
Families’ lack of understanding about their role in the transition process
Families’ opinions about the importance of transition
Insufficient time for DSC/program staff to coordinate with family
Other reasons not listed above
Don’t know
How often does your EHS program engage in the following activities with receiving programs to transition a child with disabilities or suspected delays?
Note: Receiving programs may include other EHS programs, other non-EHS infant/toddler care settings, HS programs, or other non-HS preschools/Pre-K programs.
|
Never |
Rarely |
Sometimes |
Often |
Always |
Don’t know |
N/A |
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How does your program support a family whose child with disabilities or suspected delays is transitioning from your EHS program to another program?
|
Never |
Rarely |
Sometimes |
Often |
Always |
Don’t know |
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How satisfied are you with the transition of IDEA-eligible children with disabilities from your EHS program into each of the following receiving settings?
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A little satisfied |
Somewhat satisfied |
Very satisfied |
Extremely satisfied |
Don’t know |
N/A |
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How satisfied are you with the transition of children found ineligible by Part C from your EHS program into each of the following receiving programs?
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Not at all satisfied |
A little satisfied |
Somewhat satisfied |
Very satisfied |
Extremely satisfied |
Don’t know |
N/A |
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To what extent do each of the following factors make it challenging to implement a transition plan for EHS children with disabilities and suspected delays?
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Extremely Challenging |
Don’t know |
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Instructions on screen: This section of the survey asks questions about how your program supports children with disabilities and their families in the transition from HS to another program. Programmer’s note: Field this section only if DSCR06 = b or c.
When transitioning a child with disabilities or suspected delays from your HS program, how challenging is it to collaborate with each of the following receiving programs?
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Never Challenging |
Rarely Challenging |
Sometimes Challenging |
Often Challenging |
Always Challenging |
N/A |
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Sometimes families are not involved in planning the transition from your HS program to receiving programs. What are the reason(s) that families in your HS program are not involved in planning the transition for their children with disabilities? Choose all that apply.
Families’ lack of availability
Cultural barriers
Linguistic barriers
Families’ lack of understanding about their role in the transition process
Families’ opinions about the importance of transition
Insufficient time for DSC/program staff to coordinate with family
Other reasons not listed above
Don’t know
How often does your HS program engage in the following activities with receiving programs to transition a child with disabilities or suspected delays?
Note: Receiving programs may include other HS programs, other non-HS preschools/Pre-K programs, or kindergartens.
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Never |
Rarely |
Sometimes |
Often |
Always |
Don’t know |
N/A |
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How does your program support a family whose child with disabilities or suspected delays is transitioning from your HS program to another program?
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Never |
Rarely |
Sometimes |
Frequently |
Always |
Don’t know |
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How satisfied are you with the transition of IDEA-eligible children with disabilities from your HS program into each of the following receiving settings?
|
Not at all satisfied |
A little satisfied |
Somewhat satisfied |
Very satisfied |
Extremely satisfied |
Don’t know |
N/A |
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How satisfied are you with the transition of children with disabilities with 504 plans or accommodations to meet requirements of the Americans with Disabilities Act (ADA) (i.e., not IDEA-eligible) from your HS program into each of the following receiving programs?
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Not at all satisfied |
A little satisfied |
Somewhat satisfied |
Very satisfied |
Extremely satisfied |
Don’t know |
N/A |
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To what extent do each of the following factors make it challenging to implement a transition plan for HS children with disabilities and suspected delays?
|
Not at all challenging |
A little challenging |
Somewhat challenging |
Very challenging |
Extremely challenging |
Don’t know |
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Instructions on screen. The next questions are about the orientation you received to your role as a DSC, including any training, in the first 6 months.
As a reminder, while we are primarily interested in your perspective, you are welcome to confer with colleagues, as needed, to get answers to the survey questions.
We are interested in how your program oriented you to your role as a DSC. Please indicate (yes/no) whether you received the following types of information and observational opportunities within your first 6 months as a DSC. Note: If you have been a DSC for fewer than 6 months, please respond based on the information and observational opportunities you’ve received to-date.
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Yes |
No |
I don’t remember |
Materials/Information Shared |
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Observational Opportunities |
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Did you want or need additional information or training within your first 6 months as a DSC? Select all that apply.
Orientation materials and links to resources describing my role
HS Program Performance Standards for disabilities
Definition of disabilities/eligibility requirements
Inclusion practices
Information regarding Part C/LEA for your state
Opportunities to review MOUs/IAs
Overview of IFSP/IEPs
Culturally and linguistically responsive practices
Social/emotional supports
Behavior management/addressing challenging behaviors
Opportunities to shadow other DSC(s)
Opportunities to shadow other program staff
Observation of classroom/home visits
Invitation to observe inclusion practices
Other (specify): _____________________________________________
I don’t remember Programmer note: If selected, do not allow R to select any other response options.
No additional training needed within first 6 months Programmer note: If selected, do not allow R to select any other response options.
Please indicate whether you currently need additional training on the following topics.
|
Currently Needed |
Not Needed |
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Are there any other DSC-related trainings you are interested in receiving at this time?
[SHORT TEXT BOX]
Which of the following resources do you use for support and information for your work as a DSC? Select all that apply.
MyPeers forum
National TA center website
Early Childhood Learning and Knowledge Center website (ECLKC; Office of Head Start website)
Early Childhood Technical Assistance Center (ECTA; Department of Education)
State or national professional association (for example, National Head Start Association, State Head Start Association, National Association for the Education of Young Children, Division for Early Childhood of the Council for Exceptional Children, National Indian Head Start Directors Association, or National Family Child Care Association)
State TA Network or Child Care Resource and Referral Agency
Parent Training and Information Centers (PTICs)
Colleges or universities
Conferences
Consultants
Other resources not listed above
PDV 06. What language do you prefer for trainings and materials to support you in your DSC role?
English
French/Francés
Spanish/Español
Cambodian (Khmer)/Camboyano (Khmer)
Chinese/Chino
Haitian Creole/Creole Haitiano
Hmong/Hmong
Japanese/Japonés
Korean/Coreano
Vietnamese/Vietnamita
Arabic/Arabe
African Language (e.g., Somali, Swahili, Hausa, Yoruba, Laal, Shabo, Afrikaans, Awing, Bargu, Tumbuku, Teso, and Daholo)/Lengua African (por ejemplo, Somali, Swahili, Hausa, Yoruba, Laal, Shabo, Africaans, Awing, Bargu, Tumbuku, Teso, Y Daholo)
Native American or Alaskan language/lengua de Native Americano o de Alaska
A Filipino language/un idioma Filipino
Other (please specify): __________________________
Instructions on screen. These next questions ask about your background including education and work experience.
What is the highest level of education that you have completed?
Some high school/equivalent (GED)
High school diploma/GED
Some vocational/technical program but no certification
Vocational/technical certification
Some college, but no degree
Associate’s degree
Bachelor’s degree
Some graduate or professional school but no degree
Master’s degree (e.g., MA, MS, MPH, MSN, MBA)
Doctorate degree (e.g., Ph.D., Ed.D.)
Other Postgraduate Degree (e.g., MD, DDS, JD)
DSCB 02. What language do you prefer for trainings and materials to support you in your DSC role?
English
French/Francés
Spanish/Español
Cambodian (Khmer)/Camboyano (Khmer)
Chinese/Chino
Haitian Creole/Creole Haitiano
Hmong/Hmong
Japanese/Japonés
Korean/Coreano
Vietnamese/Vietnamita
Arabic/Arabe
African Language (e.g., Somali, Swahili, Hausa, Yoruba, Laal, Shabo, Afrikaans, Awing, Bargu, Tumbuku, Teso, and Daholo)/Lengua African (por ejemplo, Somali, Swahili, Hausa, Yoruba, Laal, Shabo, Africaans, Awing, Bargu, Tumbuku, Teso, Y Daholo)
Native American or Alaskan language/lengua de Native Americano o de Alaska
A Filipino language/un idioma Filipino
Other (please specify): __________________________
Counting this program year, how many years of experience do you have working in the following roles and with the following populations?
|
None |
Less than 1 year |
1-2 years |
3-5 years |
6-10 years |
11-24 years |
25 or more years |
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Please indicate how confident you are in your ability to do the following:
|
Not at all confident |
A little confident |
Somewhat confident |
Very confident |
Extremely confident |
|
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To what extent do you agree or disagree with each of the following statements?
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Strongly agree |
Agree |
Disagree |
Strongly disagree |
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Are you Hispanic, Latino/a, or of Spanish origin? Select all that apply.
Yes, Mexican, Mexican American, Chicano/a
Yes, Puerto Rican
Yes, Cuban
Yes, another Hispanic, Latino/a or Spanish origin
No
Don’t know
Prefer not to answer
What is your race? Select all that apply.
White
Black or African American
American Indian or Alaska Native
Asian
Native Hawaiian or other Pacific Islander
What is your annual income (before taxes) from EHS/HS?
Less than $10,000
$10,000 – $20,000
$20,001 – $30,000
$30,001 – $40,000
$40,001 – $50,000
$50,001 – $60,000
$60,001 – $70,000
$70,001 – $80,000
$80,001 – $90,000
More than $90,001
Prefer not to answer
Please indicate the degree to which you agree or disagree with the following statements about your role as a DSC.
|
Strongly Agree |
Agree |
Disagree |
Strongly Disagree |
|
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During the COVID pandemic (since March 2020), what challenges have you experienced in your role as a DSC?
|
Not at all challenging |
A little challenging |
Somewhat challenging |
Very challenging |
Extremely challenging |
Don’t know |
a. Recruiting new families |
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b. Retaining current families |
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c. Communicating with families about developmental concerns |
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d. Providing disability-related trainings to EHS/HS staff |
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e. Communicating with staff about children with disabilities or suspected delays |
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Programmer’s Note: Include only if DSCR06=b or c. |
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Programmer’s Note: Include only if DSCR06=a or c. |
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Programmer’s Note: Include only if DSCR06=a or c. |
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Please share any example you have of how you worked to overcome one of these challenges you experienced.
[TEXT BOX]
Please use the text box below to provide any additional information about your role as a DSC that we did not capture or to elaborate on your survey responses.
[TEXT BOX]
FOLLOW UP
Instructions on screen: We will be conducting telephone interviews with a small number of DSCs who completed this survey. As such, we may want to contact you to invite you to participate in the interview portion of the study. If you are selected, you will have an opportunity at that time to decide whether or not you would like to participate.
FUP01. We reached you at [email address]. Is this the best email address to reach you? If no, please enter your preferred email address.
Yes
No → [ @ ]
FUP02. What is the best phone number to reach you during business hours?
( ) -________
FUP03. What is the best time of day for our study staff member to call you? Select all that apply.
8 to 10 am
10 am to 12 pm
12 to 2 pm
2 to 4 pm
4 to 6 pm
Display on screen: Thank you for completing this survey. We appreciate the time and thought you put into your responses.
| File Type | application/vnd.openxmlformats-officedocument.wordprocessingml.document |
| Author | RAND Authorized User |
| File Modified | 0000-00-00 |
| File Created | 2022-02-17 |