The Parent Involvement Priority Project (PIPP) Survey

by Dale Pennell, C.A.S., and Tina Spencer, M.S.

The federal Office of Special Education Programs (OSEP) annually collects information from each school division in every state in order to meet the monitoring requirements of the Individuals with Disabilities Education Improvement Act 2004 (IDEA). One area for which information is collected, Federal Monitoring Indicator Eight, measures parents' satisfaction with school divisions' efforts to involve parents in planning appropriate special education services for their children. In Virginia this information is collected via a survey administered through the Virginia Department of Education (VDOE) Parent Involvement Priority Project (PIPP). PIPP's survey, statements to which respondents answer, "Strongly Agree," "Agree," "Disagree," or "Strongly Disagree," includes the following items:

  1. I am considered an equal partner with teachers and other professionals in planning my child's program.

  2. At the IEP meeting, we discussed how my child will participate in state assessments.

  3. In preparation for my child's transition planning meeting, I was given information about options my child will have after high school.

  4. At the IEP meeting, we discussed accommodations and modifications that my child would need.

  5. My concerns and recommendations were documented on the IEP.

  6. Written justification was given for the extent that my child would not receive services in the regular classroom.

  7. I was given information about organizations that offer support for parents of students with disabilities (SWD).

  8. I have been asked for my opinion about how well special education services are meeting my child's needs.

  9. I have a good working relationship with my child's teachers.

  10. My child's evaluation report is written in terms I understand.

  11. Written information I receive is written in an understandable way.

  12. Teachers are available to speak with me.

  13. Teachers treat me as a team member.

  14. Teachers and administrators seek out parent input.

  15. Teachers and administrators show sensitivity to the needs of SWD and their families.

  16. Teachers and administrators encourage me to participate in the decision-making process.

  17. Teachers and administrators respect my cultural heritage.

  18. Teachers and administrators willingly accept information that I offer about my child.

  19. Teachers and administrators ensure that I have fully understood the Procedural Safeguards.

  20. The school has a person on staff who can answer parents' questions.

  21. The school communicated regularly with me regarding my child's progress on IEP goals.

  22. The school gives me information with regard to services that address my child's needs.

  23. The school offers parents training about special education issues.

  24. The school offers parents ways to communicate with teachers.

  25. The school gives parents the help they may need to play an active role in their child's education.

  26. The school provides information on agencies that can assist my child in the transition from school.

  27. The school explains what options parents have if they disagree with a decision of the school.

The PIPP survey was mailed in August 2007, to approximately 150,000 parents of students with disabilities. Results will be compiled and reported to school divisions and the public for the first time in spring 2008. School divisions that do not meet Indicator Eight's requirements will have one year to develop and implement corrective action plans designed to improve parent involvement. Such action plans may include requests for assistance from PIPP consortium agencies that provide training and technical assistance to parents of students with disabilities. (For a complete listing of these agencies, refer to the September-October Link Lines Parent Partnership article entitled The Virginia Parent Involvement Project. Success of divisions' action plans will be assessed through the 2008 administration of the PIPP survey.

Date: November/December 2007