Data Collection

A variety of data collection strategies were used to collect and prepare data-based descriptions of each of the schools. In addition to developing individual case studies, common themes across the school sites were identified. The data collection strategies used to collect information about the schools include —

• Data on student achievement, documents such as school improvement plans, and staff development activities were reviewed.
• Classroom observations were conducted using a computerized data collection system. Data were collected on teacher and student behaviors as well as the ecological context, such as instructional setting, classroom design, and so on.
• Teacher surveys were conducted to identify personal teaching styles, behavior expectations, assessment and reporting strategies, instruction, instructional support, role of special educators, collaboration between general and special education teachers, satisfaction, and curriculum coordination.
• Individualized Education Programs (IEP) were analyzed to identify the extent to which references to general education are included in IEP documents.
• Interviews and focus groups were held with district and state level administrators, school administrators, teachers, parents, students, and community representatives.

Baldrige Categories

Because the purpose of this study was research, the definitions of the seven Baldrige categories — designed as criteria for recognizing schools deserving awards — were adapted to this study's research purposes. The category definitions used as a framework for organizing data are listed below. These definitions were used to code all of the data from the interviews and focus groups conducted at the schools.

1. Leadership — School-based leadership system and actions of the leaders.
2. Strategic Planning — How the school sets its directions, identifies priorities, allocates resources, takes actions to meet a goal, and plans to track progress.
3. Student and Stakeholder Focus — The manner in which the school addresses the needs and expectations of all stakeholders.
4. Information and Analysis — The way in which a school uses data and other information to monitor and improve its performance.
5. Faculty and Staff Focus — Characteristics of faculty and staff when tied to job (hard working, committed), process for hiring, faculty and staff development, expectations for job performance, physical/social/ emotional design of the work environment to meet faculty needs, and faculty satisfaction.
6. Educational and Support Process Management — School efforts regarding supporting the needs of students (educational program, teaching methods, support practices).
7. School Performance Results — Specific data or other results used by the school to assess its performance.

The Baldrige criteria consider performance of the school as a whole, including all students, staff, faculty, and administrators. The Beacons project selected schools that were making efforts to include students with disabilities in general education environments. A goal of the project was to examine schools as a whole to see how they meet the needs of the student population as a whole. A highly separate system of special education would have been inconsistent with that goal, as well as with the tenets of standards-based reform.

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