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    Intent to Return In-Person Survey Results
    Posted on 02/12/2021

    Intent to Return In-Person Survey Results

    Between January 5-19, families of students in preschool through first grade and Special Education Intensive Service Pathways responded to confirm their intent to return to school in-person beginning in March or remain 100% remote. Thank you to the families who responded to share questions and concerns to help guide our planning as we work to reopen SPS buildings.

    Family responses have helped staff confirm operational logistics including creating schedules, building transportation routes, and a plan for personal protection equipment (PPE) distribution, and other supplies. Responses for 9,419 students have been received from families and 46.8% stated they would like their student to return to in-person learning.

    About 30% of staff, including all classroom teachers (PreK and K-5), elementary specialists, elementary academic intervention specialists (reading and math), Special Education teachers (PreK – 12), Special Education IAs, English Language teachers, EL IAs, PreK IAs, head teachers, family educators, counselors, social workers, ESAs and SAEOPs have shared they will need to request an accommodation and continue teaching remotely.

    Family and educator responses were used to develop proposed instructional models and create sample illustrative schedules that have been proposed to Seattle Education Association (SEA) in the ongoing negotiations. An increase of in-person instruction requires we negotiate working conditions with Seattle Education Association within the context of COVID-19 and come to agreement around key topics.

    SPS values the opinions and experiences of our families and students and we recognize that the survey data doesn't give the district information about why families chose to say remote. We will work to gather this important information through a variety of remote meetings over the next couple months.

    Summary of findings

    • For all students, 46.8% of families would like their student to return to in-person learning and 40.9% prefer to remain in the remote model. 12.3% require additional follow up.
    • 42.6% of families of students furthest from educational justice selected remote learning as the preferred option compared to 38.1%, who preferred in-person. 19.2% require additional follow up.
    • Asian, Black, Native American, and Pacific Islander families, families of English Language Learners, and families of African American male students chose to stay in the remote model at a higher percentage, though follow up is needed with many families. Asian families (55.8%) and Native American families (52.8%) had the highest selection of the remote model.
    • White families and families with students receiving Highly Capable services were more likely to choose in-person learning over the remote model. Of the 4,587 white students, 56.3% opted for in-person while 36.1% selected to remain remote. Follow up is needed for 7.6%.
    • For students with IEPs, findings were largely consistent. Of these families who were surveyed, about half opted for in-person and half opted for the remote model, with this group slightly preferring in-person. Families of color in this group slightly preferred the remote model, as opposed to in-person.

     

    Students Receiving Special Education Services in Intensive Service Pathways
    Student by Demographics In-Person Remote Survey Not Returned Total # of Students
    All students served in Special Education Intensive Pathways 36.7% 28.0% 28.0% 1,824
    Students of Color furthest from educational justice who are served in the Special Education Intensive Pathways 31.2% 34.1% 34.7% 1,016

     

    All PreK-1 Students and Students Receiving Special Education Services in Intensive Pathways
    Student by Demographics In-Person Remote Survey Not Returned Total # of Students
    All SPS Students 46.8% 40.9% 12.3% 10,742
    Asian 33% 56% 11% 1,260
    Black 33% 44% 23% 1,881
    Hispanic 46.5% 37.9% 15.5% 1,429
    Multiracial 48.1% 40.9% 11.0% 1,442
    Native American 28.3% 52.8% 18.9% 53
    Pacific Islander 34.2% 39.5% 26.3% 38
    White 56% 36% 8% 4,587
    Students of Color furthest from educational justice 38.1% 42.6% 19.2% 3906
    African American male students 33.6% 40.9% 25.5% 1,060
    Students receiving English Learner services 36% 47% 18% 1,845
    Students receiving Highly Capable services 55% 38% 7% 119
    Students receiving special education services (Intensive Service Pathways and all students with IEPs in PreK-1) 40.6% 35.6% 23.8% 2,505
    Students with a 504 accommodation 16.7% 58.3% 25.0% 12
    Students experiencing homelessness 39.4% 37.9% 22.7% 409

     

    Next steps

    The district is currently proposing two full days of instruction for PreK-1 students. The other three days will be spent learning remotely and/or asynchronously. The district is also currently proposing four days of full-time instruction for students enrolled in an Intensive Service Pathway (M/T/Th/F). Wednesdays will focus on remote and/or asynchronous learning. This model may not work for all families and students. Families will have the option of confirming or changing their instructional model preference (100% remote or in-person). The district will re-survey families once bargaining with Seattle Education Association is complete.