Preliminary Measures
Below are preliminary scales and measures developed by SII researchers. Over time, items used in scales, and even names of constructs changed. The reported reliabilities were produced using Rasch scaling methods, where measures were anchored on Year 1 participants’ responses.
Planning Process
The SLQ “Plan Targets” represent standardized single items originally measured on
SLQ- Plan targets: attendance climate facilities Media/Library Parent participation Students’ health & welfare
SLQ – Adopting new curriculum – math (mnewcur) 0.73 0.73 0.74 0.75 SL1_30B SL2_33B SL3_33B SL4_33B A new mathematics curriculum was developed or was in the early stages of implementation SL1_30C SL2_33C SL3_33C SL4_33C New standards for student learning in math were developed SL1_30D SL2_33D SL3_33D SL4_33D Teachers learned to use new math curricular materials SL1_30E SL2_33D SL3_33F SL4_33F New curriculum-referenced examinations or tests were introduced
SLQ – Adopting new curriculum – reading (rnewcur) 0.70 0.75 0.76 0.76 SL1_23B SL2_26B SL3_26B SL4_26B A new reading/language arts curriculum developed SL1_23C SL2_26C SL3_26C SL4_26C New standards for student learning in reading/language arts developed SL1_23D SL2_26D SL3_26D SL4_26D Teachers learned to use new reading/language arts curricular materials SL1_23E SL2_26E SL3_26E SL4_26E New curriculum-referenced examinations or tests were introduced
SLQ – Specificity of Plan (specpln) 0.80 0.82 0.82 0.82 SL1_16C SL2_19C SL3_19C SL4_19C School has a detailed plan SL1_16F SL2_19F SL3_19F SL4_19F School improvement efforts at this school have been carefully staged and sequenced SL1_16K SL2_19I SL3_19I SL4_19I School passes up improvement opportunities that do not fit improvement goals SL1_16L SL2_19J SL3_19J SL4_19J The steps teachers are expected to take to promote classroom improvement are clear SL1_16Q SL2_19O SL3_19O SL4_19O Identify clear steps for improving home-school relations and parent participation SL1_16N SL2_19L SL3_19L SL4_19L Our school improvement efforts define specific instructional goals for students
SLQ – School improvement implementation process (imp_proc) 0.86 0.87 0.87 0.87 SL1_16A SL2_19A SL3_19A SL4_19A This school has a set of shared values that guide school improvement efforts SL1_16E SL2_19E SL3_19E SL4_19E A careful review process guarantees programs brought compatible with goals SL1_16I SL2_19H SL3_19H SL4_19H The next steps for organizing and staffing our instructional program are clear SL1_16B SL2_19B SL3_19B SL4_19B Decisions: alternatives are always carefully researched SL1_16M SL2_19K SL3_19K SL4_19K Use process: identifying issues for school improvement SL1_16P SL2_19N SL3_19N SL4_19N Group investigation and problem-solving
TQ – Specificity of Plan (pimpln) 0.87 0.86 0.87 0.87 tq1_47a tq2_48a tq3_45a tq4_48a Detailed plan for improving instruction in our school tq1_47b tq2_48b tq3_45b tq4_48b Steps for improving instruction are carefully staged and sequenced tq1_47c tq2_48c tq3_45c tq4_48c Steps to promote classroom improvement are clearly outlined tq1_47d tq2_48d tq3_45d tq4_48d Instructional goals for students are clearly defined tq1_47e tq2_48e tq3_45e tq4_48e Exposed me to program examples – student work tq1_47f tq2_48f tq3_45f tq4_48f Exposed me to program examples of classroom teaching
Adaptability
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SLQ – Clear school district curriculum guidelines (dstspec) 0.85 0.85 0.85 0.86 SL1_19A SL2_22A SL3_22A SL4_22A School district’s curriculum frameworks are specific and clear SL1_19B SL2_22B SL3_22B SL4_22B School district’s assessment program provides specific and clear information SL1_19C SL2_22C SL3_22C SL4_22C District’s instructional policies give teachers clear information about what and how to teach SL1_19D SL2_22D SL3_22D SL4_22D District standards for student learning drive much of our improvement agenda in this school
SLQ – District level resources and support for improvement program (dstspt) 0.71 0.75 0.75 0.76 SL1_19E SL2_22E SL3_22E SL4_22E District important source of funding for improvement agenda SL1_19F SL2_22F SL3_22F SL4_22F District provides flexibility in how resources are allocated SL1_19G SL2_22G SL3_22G SL4_22G District’s staff provide important information and expertise SL1_19I SL2_22I SL3_22I SL4_22I Strong consensus among district leaders about priorities for school improvement
SLQ – State guidelines, resources, and policies support improvement agenda (stspec) 0.77 0.80 0.77 0.79 SL1_21A SL2_24A SL3_24A SL4_24A State curriculum guides or frameworks are specific and clear SL1_21B SL2_24B SL3_24B SL4_24B State’s assessment program provides specific and clear information SL1_21C SL2_24C SL3_24C SL4_24C Special funds from the state are an important source of supports SL1_21D SL2_24D SL3_24D SL4_24D Personnel from the state education agency regularly provide us with information and expertise SL1_21F SL2_24F SL3_24F SL4_24F Strong consensus among state leaders about priorities for school improvement SL1_21H SL2_24H SL3_24H SL4_24H School improvement agenda is consistent with state education policies and priorities
SLQ – State/district curriculum in alignment (standrd) 0.84 0.84 0.83 0.84 SL1_19A SL2_22A SL3_22A SL4_22A School district’s curriculum frameworks are specific and clear SL1_19B SL2_22B SL3_22B SL4_22B School district’s assessment program provides specific and clear information SL1_19C SL2_22C SL3_22C SL4_22C District’s instructional policies give teachers clear information about what and how to teach SL1_19D SL2_22D SL3_22D SL4_22D District standards for student learning drive much of our improvement agenda in this school SL1_21A SL2_24A SL3_24A SL4_24A State curriculum guides or frameworks are specific and clear SL1_21B SL2_24B SL3_24B SL4_24B State’s assessment program provides specific and clear information
SLQ – State and District Policy Coherence (cohere) all items reversed 0.69 0.68 0.70 0.70 SL1_19J SL2_22J SL3_22J SL4_22J Central office policies and procedures change frequently in this district SL1_19K SL2_22K SL3_22K SL4_22K District’s improvement agenda not tailored to the specific needs of this school SL1_19L SL2_22L SL3_22L SL4_22L Personnel policies make it difficult to hire staff SL1_21E SL2_24E SL3_24E SL4_24E Constant change in state education policies, procedures, and/or personnel SL1_21G SL2_24G SL3_24G SL4_24G State education agency’s agenda makes it difficult
TQ – Lack of Program Clarity (pincohe) 0.80 0.78 0.79 0.79 tq1_3a tq2_3a tq3_3a tq4_3a Policies about how I should teach are often contradictory tq1_3b tq2_3b tq3_3b tq4_3b Have difficulty choosing what to do (classroom) out of all options tq1_3c tq2_3c tq3_3c tq4_3c Out of all the information about teaching, unsure about priorities tq1_3d tq2_3d tq3_3d tq4_3d Instructional policies I am supposed to follow seem inconsistent
Instructional Coordination
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SLQ – Coordination of remedial services – Reading (rmdcrdr) 0.87 0.86 0.85 0.84 SL1_26A SL2_25A SL3_25A SL4_25A Coordinate instructional strategies SL1_26B SL2_25B SL3_25B SL4_25B Materials of texts they use complement those used in the regular class SL1_26C SL2_25C SL3_25C SL4_25C Regular classroom teachers meet frequently with aides, tutors, or specialists
SLQ – Coordination of remedial services – Math (rmdcrdm) 0.84 0.82 0.82 0.82 SL1_33A SL2_36A SL3_36A SL4_36A Coordinate instructional strategies SL1_33B SL2_36B SL3_36B SL4_36B Materials of texts they use complement those used in the regular class SL1_33C SL2_36C SL3_36C SL4_36C Regular classroom teachers meet frequently with aides, tutors, or specialists
SLQ – Teacher Autonomy – private practice (tchindv) 0.75 0.77 0.77 0.79 SL1_27A SL2_30A SL3_30A SL4_30A Teachers develop their own ‘teaching style’ – Reading SL1_27B SL2_30B SL3_30B SL4_30B Teachers pick and choose the curricular content – Reading SL1_34A SL2_37A SL3_37A SL4_37A Teachers develop their own ‘teaching style’ – Math SL1_34B SL2_37B SL3_37B SL4_37B Teachers pick and choose the curricular content – Math
SLQ – Consensus on learning expectations (xptcnsu) – “C” series reversed 0.84 0.84 0.85 0.84 SL1_27Cr SL2_30Cr SL3_30Cr SL4_30Cr Teachers have different expectations about what sdnts can learn – Reading SL1_27F SL2_30F SL3_30F SL4_30F Teachers have common expectations about what sdnts should learn – – Reading SL1_34Cr SL2_37Cr SL3_37Cr SL4_37Cr Teachers have different expectations about what sdnts can learn – Math SL1_34F SL2_37F SL3_37F SL4_37F Teachers have common expectations about what sdnts should learn – – Math
SLQ – Standardization of instructional practice (corinst) 0.72 0.71 0.71 0.71 SL1_27D SL2_30D SL3_30D SL4_30D Use the same or similar instructional practices – Reading SL1_27E SL2_30E SL3_30E SL4_30E Teachers expected to follow the same curriculum – Reading SL1_34D SL2_37D SL3_37D SL4_37D Use the same or similar instructional practices – Math SL1_34E SL2_37E SL3_37E SL4_37E Teachers expected to follow the same curriculum – Math
SLQ – Student learning outcomes used in improvement planning (acprog) 0.82 0.76 0.77 0.75 SL1_18D SL2_21D SL3_21D SL4_21D Student grades and report cards SL1_18F SL2_21F SL3_21F SL4_21F Informal assessments conducted by teachers SL1_18G SL2_21G SL3_21G SL4_21G Learning or curriculum standards SL1_18H SL2_21H SL3_21H SL4_21H Samples of students’ academic work SL1_18I SL2_21I SL3_21I SL4_21I Your own and others’ observations in classrooms
variables used as individual items SL1_9F SL2_8F SL3_8F SL4_8F Standardized, norm- or curriculum-referenced test results to plan instructional changes SL1_9G SL2_8G SL3_8G SL4_8G Promoting alignment between the assessments used and what is taught in classrooms
SLQ – Instructional coordination – school & grade (instcrd) 0.74 0.72 0.75 0.74 SL1_9H SL2_8H SL3_8H SL4_8H Promoting instructional coordination across grade levels in the school SL1_9I SL2_8I SL3_8I SL4_8I Promoting instructional coordination across regular and compensatory programs SL1_9J SL2_8J SL3_8J SL4_8J Promoting integration of the school’s curriculum
TQ – Instructional Coordination and Sequencing (pintcrd) 0.76 0.76 0.74 0.75 tq1_4a tq2_4a tq3_4a tq4_4a Detailed knowledge – content/methods used by other teachers tq1_4b tq2_4b tq3_4b tq4_4b New students – detailed knowledge of that learned previously tq1_4c tq2_4c tq3_4c tq4_4c Other teachers know what students learned in my class tq1_4d tq2_4d tq3_4d tq4_4d Frequently plan and coordinate instruction w/ other teachers tq1_4e tq2_4e tq3_4e tq4_4e Teachers use similar methods / cover the same content tq1_4f tq2_4f tq3_4f tq4_4f Students master content before moving on
TQ – Teacher Collaboration on Instructional Program (ptchcll) 0.81 0.80 0.81 0.81 tq1_53a tq2_54a tq3_51a tq4_54a Clarifying standards for student learning tq1_53b tq2_54b tq3_51b tq4_54b Developing thematic units. integrating instruction across curricular areas tq1_53c tq2_54c tq3_51c tq4_54c Examining/changing the scope/sequence of specific curric. topics tq1_53d tq2_54d tq3_51d tq4_54d Examining the alignment of curricular materials and student assessments… tq1_53e tq2_54e tq3_51e tq4_54e Learning how to set up and use instructional grouping strategies…
Leadership
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SLQ – Setting and communicating school improvement goals 0.82 0.76 0.77 0.80 SL1_9A SL2_8A SL3_8A SL4_8A Framing and communicating broad goals for school improvement SL1_9B SL2_8B SL3_8B SL4_8B Examining the school’s overall progress toward its school improvement goals SL1_9C SL2_8C SL3_8C SL4_8C Setting explicit timelines for instructional improvement SL1_9D SL2_8D SL3_8D SL4_8D Clarifying expectations or standards for students’ academic performance
SLQ – Monitor instruction (monitor) 0.84 0.85 0.85 0.85 SL1_8B SL2_7B SL3_7B SL4_7B Observe teacher trying new instructional practices or using new curricular materials SL1_9M SL2_8M SL3_8M SL4_8M Troubleshooting or supporting the implementation of school improvement efforts SL1_9N SL2_8N SL3_8N SL4_8N Monitoring or supervising the implementation of school improvement efforts SL1_15A SL2_18A SL3_18A SL4_18A Monitor curriculum–see that it reflects the schools’ improvement efforts SL1_15B SL2_18B SL3_18B SL4_18B Monitor classroom instructional practices to see that they reflect the school’s improvement efforts SL1_15C SL2_18C SL3_18C SL4_18C Observe in classrooms in order to examine what students are learning SL1_15D SL2_18D SL3_18D SL4_18D Evaluate teachers using criteria directly related to the school’s improvement efforts
SLQ – Instructional leadership 0.84 0.82 0.82 0.81 SL1_8A SL2_7A SL3_7A SL4_7A Demonstrate instructional practices and/or the use of curricular materials in a classroom SL1_8B SL2_7B SL3_7B SL4_7B Observe a teacher who was trying new instructional practices or using new curricular materials SL1_8C SL2_7C SL3_7C SL4_7C Share information or advice about classroom practices with a teacher SL1_8D SL2_7D SL3_7D SL4_7D Examine/discuss what students were working on during a teacher’s lesson
SLQ – Staff development (stfdev) 0.70 0.66 0.68 0.67 SL1_9E SL2_8E SL3_8E SL4_8E Examining and discussing exemplars of students’ academic work SL1_9K SL2_8K SL3_8K SL4_8K Developing the staff development program in the school SL1_9L SL2_8L SL3_8L SL4_8L Personally providing staff development SL1_9O SL2_8O SL3_8O SL4_8O Working on plans to improve the teaching of specific curricular units or objectives
SLQ – Publicly recognize and praise (praise) 0.71 0.71 0.70 0.71 SL1_15E SL2_18E SL3_18E SL4_18E I praise, publicly recognize, and/or provide tangible rewards to teachers SL1_15F SL2_18F SL3_18F SL4_18F I praise, publicly recognize, and/or provide tangible rewards to students who succeed academically
Professional Developement
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SLQ – OTL Perceived value of professional development 0.85 0.87 0.85 0.85 SL1_46A SL2_49A SL3_49A SL4_49A Gave me many opportunities to improve aspects of my work SL1_46B SL2_49B SL3_49B SL4_49B Provided useful knowledge or information SL1_46C SL2_49C SL3_49C SL4_49C Were coherently related to each other SL1_46D SL2_49D SL3_49D SL4_49D Allowed me to focus on a problem over an extended period of time
SLQ – OTL Professional development led to change in leader practice 0.82 0.78 0.76 0.82 SL1_46F SL2_49F SL3_49F SL4_49F Provided me with useful feedback about my practice or work SL1_46G SL2_49G SL3_49G SL4_49G Made me pay closer attention to particular things I was doing in my work SL1_46H SL2_49H SL3_49H SL4_49H Led me to seek out additional information from other school professionals SL1_46I SL2_49I SL3_49I SL4_49I Led me to think about an aspect of my work in a new way SL1_46J SL2_49J SL3_49J SL4_49J Led me to try new things in my practice or work
TQ – Professional development focused on instructional improvement (pinstpd) 0.82 0.81 0.80 0.82 tq1_50a tq2_51a tq3_48a tq4_51a Pd on student assessment tq1_50b tq2_51b tq3_48b tq4_51b Pd on curriculum materials tq1_50c tq2_51c tq3_48c tq4_51c Pd on perform standards tq1_50d tq2_51d tq3_48d tq4_51d Pd on teaching methods
TQ – Observed another teacher as part of development activities (pobstch) 0.64 0.62 0.62 0.61 tq1_54a tq2_55a tq3_52a tq4_55a Time watched another tchr tq1_54b tq2_55b tq3_52b tq4_55b Time another tchr watched tq1_54c tq2_55c tq3_52c tq4_55c Time watch another with fdbck
TQ – Observe instructional leader as part of development activities (pobsldr) 0.71 0.71 0.72 0.96 tq1_55a tq2_56a tq3_53a tq4_56a Time watch instr. leader tq1_55b tq2_56b tq3_53b tq4_56b Instr lead watch teach technq tq1_55c tq2_56c tq3_53c tq4_56c Instr lead watch use of cur mater tq1_55d tq2_56d tq3_53d tq4_56d Instr lead study std work
TQ – Perceived value of professional development (pprvide) 0.84 0.82 0.83 0.83 tq1_56a tq2_57a tq3_54a tq4_57a OTL Gave me opportunities to work on aspects of my teaching tq1_56b tq2_57b tq3_54b tq4_57b OTL Provided me with useful knowledge/information tq1_56c tq2_57c tq3_54c tq4_57c OTL Were coherently related to each other tq1_56d tq2_57d tq3_54d tq4_57d OTL Allowed me to focus on a problem – extended period tq1_56f tq2_57f tq3_54f tq4_57f OTL Provided me with useful feedback about my teaching
TQ – Professional development led to change in instructional practice (pchange) 0.69 0.68 0.69 0.66 tq1_56g tq2_57g tq3_54g tq4_57g OTL Made me pay closer attention to particular things tq1_56h tq2_57h tq3_54h tq4_57h OTL Led me to seek out add’l info tq1_56i tq2_57i tq3_54i tq4_57i OTL Led me to think about an aspect of my teaching tq1_56j tq2_57j tq3_54j tq4_57j OTL Led me to try new things in the classroom
Professional Community
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TQ – Trust and respect among faculty 0.83 0.81 0.78 0.78 tq1_1a tq2_1a tq3_1a tq4_1a Teachers respect colleagues who are expert in their craft tq1_1b tq2_1b tq3_1b tq4_1b Teachers in this school trust each other tq1_1c tq2_1c tq3_1c tq4_1c Teachers in this school really care about each other tq1_1d tq2_1d tq3_1d tq4_1d Teachers respect other teachers who take lead school improvement
TQ – Critical discourse among faculty (pcritds) 0.78 0.77 0.76 0.76 tq1_1e tq2_1e tq3_1e tq4_1e Many teachers openly express professional views at meetings tq1_1f tq2_1f tq3_1f tq4_1f Teachers are willing to question one another’s views tq1_1g tq2_1g tq3_1g tq4_1g Good job of talking through views, opinions, and values
TQ – Innovative Climate (pinnclm) 0.77 0.78 0.79 0.78 tq1_1h tq2_1h tq3_1h tq4_1h Teachers expected to continually learn and seek out new ideas tq1_1i tq2_1i tq3_1i tq4_1i Teachers are encouraged to experiment in their classrooms tq1_1j tq2_1j tq3_1j tq4_1j Teachers encouraged to take risks to improve their teaching
TQ – Academic Press (pacadpr) 0.78 0.79 0.77 0.78 tq1_1k tq2_1k tq3_1k tq4_1k Teachers expect students to complete every assignment tq1_1l tq2_1l tq3_1l tq4_1l Teachers encourage students to keep trying tq1_1m tq2_1m tq3_1m tq4_1m Teachers set high expectations for academic work tq1_1n tq2_1kn tq3_1n tq4_1n Teachers think it’s important that all students do well
TQ – Efficacy and Motivation (effcy) 0.69 0.69 0.67 0.69 tq1_48a tq2_49a tq3_46a tq4_49a Capable of making changes called for by program tq1_48b tq2_49b tq3_46b tq4_49b Changes called for by program helps students’ achievement tq1_48d tq2_49d tq3_46d tq4_49d Value the changes called for by program
Additional Items
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SLQ – Class management/arrangement – independent work 0.76 0.72 0.72 0.72 SL1_32B SL2_35A SL3_35A SL4_35A Arranging classroom materials to ensure independent use by students – Math SL1_32D SL2_35B SL3_35B SL4_35B Establishing classroom routines that teach students how to work independently – Math SL1_25B SL2_28A SL3_28A SL4_28A Arranging classroom materials to ensure independent use by students – ELA SL1_25D SL2_28B SL3_28B SL4_28B Establishing classroom routines that teach students how to work independently – ELA
SLQ – Class management/arrangement – cooperative grouping 0.72 0.62 0.62 0.62 SL1_25E SL2_28C SL3_28C SL4_28C Establishing classroom routines that teach students how to work in cooperative groups – ELA SL1_32E SL2_35C SL3_35C SL4_35C Establishing classroom routines that teach students how to work in cooperative groups – Math
SLQ – Behavioral information used in evaluating improvement (bhvinfo) 0.82 0.82 0.82 0.81 SL1_18J SL2_21J SL3_21J SL4_21J Statistical reports of discipline problems and behavioral referrals SL1_18K SL2_21K SL3_21K SL4_21K Attendance reports
SLQ – Outreach to parents (outrch) 0.88 0.88 0.87 0.87 SL1_20A SL2_23A SL3_23A SL4_23A Parents are kept informed about school improvement activities at this school SL1_20B SL2_23B SL3_23B SL4_23B Teachers at this school use well-developed routines to communicate with parents SL1_20C SL2_23C SL3_23C SL4_23C Provide detailed information to parents how they can support students’ work SL1_20D SL2_23D SL3_23D SL4_23D Parents and guardians understand the academic standards and expectations
SLQ – Community outreach (commrch) 0.74 0.69 0.69 0.72 SL1_20E SL2_23E SL3_23E SL4_23E Community members work as tutors or classroom aides SL1_20F SL2_23F SL3_23F SL4_23F Workshops that help parents work with their children are held regularly at this school SL1_20G SL2_23G SL3_23G SL4_23G Home visits by teachers are an important element of out school improvement program SL1_20I SL2_23I SL3_23I SL4_23I Staff regularly take advantage of the resources and support offered by community
SLQ – Meets with external groups (xtrngrp) 0.78 0.76 0.79 0.78 SL1_7F SL2_6F SL3_6F SL4_6F Attend district- and board-organized meetings SL1_7G SL2_6G SL3_6G SL4_6G Seek resources outside the school SL1_7H SL2_6H SL3_6H SL4_6H Work with local community members or community organizations
SLQ – Promotion requirements (promote) 0.77 0.77 0.80 0.80 SL1_24C SL2_27C SL3_27C SL4_27C End-of-year or standardized tests are used as a basis for promotion – Reading SL1_28E SL2_31C SL3_31C SL4_31C Fail to meet grade-level expecs not promoted – Reading SL1_31C SL2_34C SL3_34C SL4_34C End-of-year or standardized tests are used as a basis for promotion – Math SL1_35D SL2_38B SL3_38B SL4_38B End Fail to meet grade-level expecs not promoted – Math
SLQ – Demonstrate mastery (mastery) 0.80 0.79 0.77 0.79 SL1_28A SL2_31A SL3_31A SL4_31A Students must demonstrate mastery (reading) before receiving instruction at the next level SL1_28B SL2_31B SL3_31B SL4_31B Students must demonstrate mastery (writing) before receiving instruction at the next level SL1_35A SL2_38A SL3_38A SL4_38A Students must demonstrate mastery (math) before receiving instruction at the next level
SLQ – Personnel Selection (prssnnel) 0.70 0.73 0.73 0.73 SL1_17A SL2_20A SL3_20A SL4_20A Hiring new administrative or support staff that support this school’s improvement activities SL1_17B SL2_20B SL3_20B SL4_20B Hiring new teachers whose expertise and interests support the school’s improvement activities SL1_17C SL2_20C SL3_20C SL4_20C Changing instructional assignments to match teachers’ expertise with student needs SL1_17E SL2_20E SL3_20AE SL4_20E Administrators and other school leaders deliberately aligned with the school’s improvement program
SLQ – Manage day-to-day administrative tasks (manage) 0.79 0.79 0.79 0.79 SL1_7A SL2_6A SL3_6A SL4_6A Supervise clerical, cafeteria, and maintenance staff SL1_7B SL2_6B SL3_6B SL4_6B Monitor public spaces, such as the cafeteria, hallways, playgrounds, etc. SL1_7C SL2_6C SL3_6C SL4_6C Deal with emergencies and other unplanned circumstances SL1_7D SL2_6D SL3_6D SL4_6D Work with students and their parents on discipline/attendance issues
TQ – Collective responsibility among faculty (pcollrs) 0.85 0.85 0.84 0.83 tq1_2a tq2_2a tq3_2a tq4_2a Teachers take responsibility for helping one another do well tq1_2b tq2_2b tq3_2b tq4_2b Teachers help maintain positive student behavior in the entire school tq1_2c tq2_2c tq3_2c tq4_2c Teachers take responsibility for improving the overall quality of teaching
TQ – Professional development focused on math improvement (pimpmth) 0.90 0.91 0.91 0.90 tq1_51b tq2_52b tq3_49b tq4_52b PD designing mathematics tasks for my students tq1_51c tq2_52c tq3_49c tq4_52c PD Improving my knowledge of number concepts tq1_51d tq2_52d tq3_49d tq4_52d PD Improving knowledge of how computational procedures work tq1_51e tq2_52e tq3_49e NA PD Improving my knowledge of patterns, functions, or algebra tq1_51f tq2_52f tq3_49f tq4_52f PD Extending knowledge of representations for number concepts tq1_51g tq2_52g tq3_49g tq4_52g PD Extending knowledge of representations for operations/computation tq1_51h tq2_52h tq3_49h NA PD Extending knowledge representations for patterns/func./algebra
TQ – Professional development focused on reading improvement (pimpeng) 0.86 0.86 0.85 0.86 tq1_52a tq2_53a tq3_50a tq4_53a Pd on LA curriculum tq1_52b tq2_53b tq3_50b tq4_53b Pd on miscue analysis tq1_52c tq2_53c tq3_50c tq4_53c Pd on design std LA tasks tq1_52d tq2_53d tq3_50d tq4_53d Pd on knldg of phonetics tq1_52e tq2_53e tq3_50e tq4_53e Pd on knldg of guide read tq1_52f tq2_53f tq3_50f tq4_53f Pd on knldg of writing tq1_52g tq2_53g tq3_50g tq4_53g Pd on knldg of blend sounds tq1_52h tq2_53h tq3_50h tq4_53h Pd on knldg of comprehension
TQ – Professional development focused on social climate (pothd) 0.76 0.76 0.73 0.73 tq1_50f tq2_51f tq3_48f tq4_51f Pd on diversity issues tq1_50g tq2_51g tq3_48g tq4_51g Pd on class management tq1_50h tq2_51h tq3_48h tq4_51h Pd on governance tq1_50i tq2_51i tq3_48i tq4_51i Pd on goal setting tq1_50j tq2_51j tq3_48j tq4_51j Pd on social services for std tq1_50k tq2_51k tq3_48k tq4_51k Pd on school climate tq1_50l tq2_51l tq3_48l tq4_51l Pd on prnt involvement
SLQ – Curriculum Modified (currmod) 0.72 0.73 0.71 0.74 SL1_23A SL2_26A SL3_26A SL4_26A Existing curriculum materials organized into a sequence SL1_23F SL2_26F SL3_26F SL4_26F Teacher-made assessments reflect learning standards and curriculum goals SL1_23G SL2_26G SL3_26G SL4_26G Textbook assessments/assignments reflect learning standards/goals SL1_30A SL2_33A SL3_33A SL4_33A Existing curriculum materials organized into a sequence SL1_30F SL2_33F SL3_33F SL4_33F Teacher-made assessments reflect learning standards and curriculum goals SL1_30G SL2_33G SL3_33G SL4_33G Textbook assessments/assignments reflect learning standards/goals
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