RESPONDENT ID: GEOSITE (2) + DISTRICT (3) + SCHOOL (4) + TEACHER (3) + 'T'
GEOSITE ID
DISTRICT ID: GEOSITE (2) + DISTRICT (3)
SCHOOL ID: GEOSITE (2) + DISTRICT (3) + SCHOOL (4)
SCHOOL IMPROVEMENT PROGRAM
DATA COLLECTION YEAR
YEAR 1 PARTICIPATION STATUS
RESULT DATE
What is your primary role at this school?
How many years have you been working in this role at this school?
Does your role in this school include a teaching assignment?
What percentage of your time is allocated to your teaching assignment?
Please indicate whether you have been designated to perform any of the following school reform program roles. If yes, please indicate how long you have been working in the role... Accelerated Schools Coach
Please indicate whether you have been designated to perform any of the following school reform program roles. If yes, please indicate how long you have been working in the role... Accelerated Schools Coach -- YEARS
Please indicate whether you have been designated to perform any of the following school reform program roles. If yes, please indicate how long you have been working in the role... Accelerated Schools Coach -- MONTHS
Please indicate whether you have been designated to perform any of the following school reform program roles. If yes, please indicate how long you have been working in the role... America's Choice Design Coach
Please indicate whether you have been designated to perform any of the following school reform program roles. If yes, please indicate how long you have been working in the role... America's Choice Design Coach -- YEARS
Please indicate whether you have been designated to perform any of the following school reform program roles. If yes, please indicate how long you have been working in the role... America's Choice Design Coach -- MONTHS
Please indicate whether you have been designated to perform any of the following school reform program roles. If yes, please indicate how long you have been working in the role... America's Choice Literary Coordinator
Please indicate whether you have been designated to perform any of the following school reform program roles. If yes, please indicate how long you have been working in the role... America's Choice Literary Coordinator -- YEARS
Please indicate whether you have been designated to perform any of the following school reform program roles. If yes, please indicate how long you have been working in the role... America's Choice Literary Coordinator -- MONTHS
Please indicate whether you have been designated to perform any of the following school reform program roles. If yes, please indicate how long you have been working in the role... America's Choice Community Outreach Coordinator
Please indicate whether you have been designated to perform any of the following school reform program roles. If yes, please indicate how long you have been working in the role... America's Choice Community Outreach Coordinator -- YEARS
Please indicate whether you have been designated to perform any of the following school reform program roles. If yes, please indicate how long you have been working in the role... America's Choice Community Outreach Coordinator -- MONTHS
Please indicate whether you have been designated to perform any of the following school reform program roles. If yes, please indicate how long you have been working in the role... Success for All Reading Facilitator
Please indicate whether you have been designated to perform any of the following school reform program roles. If yes, please indicate how long you have been working in the role... Success for All Reading Facilitator -- YEARS
Please indicate whether you have been designated to perform any of the following school reform program roles. If yes, please indicate how long you have been working in the role... Success for All Reading Facilitator -- MONTHS
Please indicate whether you have been designated to perform any of the following school reform program roles. If yes, please indicate how long you have been working in the role... Success for All Mathematics Facilitator
Please indicate whether you have been designated to perform any of the following school reform program roles. If yes, please indicate how long you have been working in the role... Success for All Mathematics Facilitator -- YEARS
Please indicate whether you have been designated to perform any of the following school reform program roles. If yes, please indicate how long you have been working in the role... Success for All Mathematics Facilitator -- MONTHS
Please indicate whether you have been designated to perform any of the following school reform program roles. If yes, please indicate how long you have been working in the role... Success for All Family Support Coordinator
Please indicate whether you have been designated to perform any of the following school reform program roles. If yes, please indicate how long you have been working in the role... Success for All Family Support Coordinator -- YEARS
Please indicate whether you have been designated to perform any of the following school reform program roles. If yes, please indicate how long you have been working in the role... Success for All Family Support Coordinator -- MONTHS
Please indicate whether you have been designated to perform any of the following school reform program roles. If yes, please indicate how long you have been working in the role... Other
Please indicate whether you have been designated to perform any of the following school reform program roles. If yes, please indicate how long you have been working in the role... Other -- YEARS
Please indicate whether you have been designated to perform any of the following school reform program roles. If yes, please indicate how long you have been working in the role... Other -- MONTHS
In addition to any of the roles you might have checked in question 5, are you formally assigned any of the following responsibilities...? If yes, indicate how long... Special Program Coordinator (e.g., Title I)
In addition to any of the roles you might have checked in question 5, are you formally assigned any of the following responsibilities...? If yes, indicate how long... Special Program Coordinator (e.g., Title I) -- YEARS
In addition to any of the roles you might have checked in question 5, are you formally assigned any of the following responsibilities...? If yes, indicate how long... Special Program Coordinator (e.g., Title I) -- MONTHS
In addition to any of the roles you might have checked in question 5, are you formally assigned any of the following responsibilities...? If yes, indicate how long... Reading/Literacy Program Coordinator
In addition to any of the roles you might have checked in question 5, are you formally assigned any of the following responsibilities...? If yes, indicate how long... Reading/Literacy Program Coordinator -- YEARS
In addition to any of the roles you might have checked in question 5, are you formally assigned any of the following responsibilities...? If yes, indicate how long... Reading/Literacy Program Coordinator -- MONTHS
In addition to any of the roles you might have checked in question 5, are you formally assigned any of the following responsibilities...? If yes, indicate how long... Math Program Coordinator
In addition to any of the roles you might have checked in question 5, are you formally assigned any of the following responsibilities...? If yes, indicate how long... Math Program Coordinator -- YEARS
In addition to any of the roles you might have checked in question 5, are you formally assigned any of the following responsibilities...? If yes, indicate how long... Math Program Coordinator -- MONTHS
In addition to any of the roles you might have checked in question 5, are you formally assigned any of the following responsibilities...? If yes, indicate how long... Other Subject Area Program Coordinator
In addition to any of the roles you might have checked in question 5, are you formally assigned any of the following responsibilities...? If yes, indicate how long... Other Subject Area Program Coordinator -- YEARS
In addition to any of the roles you might have checked in question 5, are you formally assigned any of the following responsibilities...? If yes, indicate how long... Other Subject Area Program Coordinator -- MONTHS
In addition to any of the roles you might have checked in question 5, are you formally assigned any of the following responsibilities...? If yes, indicate how long... School Improvement Coordinator
In addition to any of the roles you might have checked in question 5, are you formally assigned any of the following responsibilities...? If yes, indicate how long... School Improvement Coordinator -- YEARS
In addition to any of the roles you might have checked in question 5, are you formally assigned any of the following responsibilities...? If yes, indicate how long... School Improvement Coordinator -- MONTHS
In addition to any of the roles you might have checked in question 5, are you formally assigned any of the following responsibilities...? If yes, indicate how long... Master/Mentor Teacher
In addition to any of the roles you might have checked in question 5, are you formally assigned any of the following responsibilities...? If yes, indicate how long... Master/Mentor Teacher -- YEARS
In addition to any of the roles you might have checked in question 5, are you formally assigned any of the following responsibilities...? If yes, indicate how long... Master/Mentor Teacher -- MONTHS
In addition to any of the roles you might have checked in question 5, are you formally assigned any of the following responsibilities...? If yes, indicate how long... Teacher Consultant
In addition to any of the roles you might have checked in question 5, are you formally assigned any of the following responsibilities...? If yes, indicate how long... Teacher Consultant -- YEARS
In addition to any of the roles you might have checked in question 5, are you formally assigned any of the following responsibilities...? If yes, indicate how long... Teacher Consultant -- MONTHS
In addition to any of the roles you might have checked in question 5, are you formally assigned any of the following responsibilities...? If yes, indicate how long... Other
In addition to any of the roles you might have checked in question 5, are you formally assigned any of the following responsibilities...? If yes, indicate how long... Other -- YEARS
In addition to any of the roles you might have checked in question 5, are you formally assigned any of the following responsibilities...? If yes, indicate how long... Other -- MONTHS
During the current school year, about how often did you do any of the following? -- Supervise clerical, cafeteria, and maintenance staff
During the current school year, about how often did you do any of the following? -- Monitor public spaces, such as the cafeteria, hallways, playgrounds, etc.
During the current school year, about how often did you do any of the following? -- Deal with emergencies and other unplanned circumstances
During the current school year, about how often did you do any of the following? -- Work with students and their parents on discipline/attendance issues
During the current school year, about how often did you do any of the following? -- Complete routine paperwork (such as reports and record keeping)
During the current school year, about how often did you do any of the following? -- Attend district- and board-organized meetings
During the current school year, about how often did you do any of the following? -- Seek resources outside the school (e.g., from local businesses, school improvement programs, universities, or funding agencies)
During the current school year, about how often did you do any of the following? -- Work with local community members or community organizations
When working directly with teachers this year, how often did you do any of the following? -- Demonstrate instructional practices and/or the use of curricular materials in a classroom
When working directly with teachers this year, how often did you do any of the following? -- Observe a teacher who was trying new instructional practices or using new curricular materials
When working directly with teachers this year, how often did you do any of the following? -- Share information or advice about classroom practices with a teacher
When working directly with teachers this year, how often did you do any of the following? -- Examine and discuss what students were working on during a teacher's lesson
When working directly with teachers this year, how often did you do any of the following? -- Examine and discuss the standardized norm-referenced test results of students in a teacher's class
...In your work during the current school year, how much priority did you give to each of the following issues? -- Framing and communicating broad goals for school improvement
...In your work during the current school year, how much priority did you give to each of the following issues? -- Examining the school's overall progress toward its school improvement goals
...In your work during the current school year, how much priority did you give to each of the following issues? -- Setting explicit timelines for instructional improvement
...In your work during the current school year, how much priority did you give to each of the following issues? -- Clarifying expectations or standards for students' academic performance
...In your work during the current school year, how much priority did you give to each of the following issues? -- Examining and discussing exemplars of students' academic work
...In your work during the current school year, how much priority did you give to each of the following issues? -- Using the school's standardized, norm- or curriculum-referenced test results to plan instructional changes
...In your work during the current school year, how much priority did you give to each of the following issues? -- Promoting alignment between the assessments used to evaluate the school's instructional program and what is taught in classrooms
...In your work during the current school year, how much priority did you give to each of the following issues? -- Promoting instructional coordination across grade levels in the school
...In your work during the current school year, how much priority did you give to each of the following issues? -- Promoting instructional coordination across regular and compensatory/special education programs in the school
...In your work during the current school year, how much priority did you give to each of the following issues? -- Promoting integration of the school's curriculum (e.g., mathematics and science, or reading/language arts and social studies)
...In your work during the current school year, how much priority did you give to each of the following issues? -- Developing the staff development program in the school
...In your work during the current school year, how much priority did you give to each of the following issues? -- Personally providing staff development
...In your work during the current school year, how much priority did you give to each of the following issues? -- Troubleshooting or supporting the implementation of school improvement efforts
...In your work during the current school year, how much priority did you give to each of the following issues? -- Monitoring or supervising the implementation of school improvement efforts
...In your work during the current school year, how much priority did you give to each of the following issues? -- Working on plans to improve the teaching of specific curricular units or objectives
Does your school have a written school improvement plan?
For how many years has this school had a school improvement plan?
Please indicate the extent to which each of the following was an important priority in your school's improvement plan this year -- Improving the school's facilities
Please indicate the extent to which each of the following was an important priority in your school's improvement plan this year -- Improving school climate (e.g., making school safer, fostering respect for others)
Please indicate the extent to which each of the following was an important priority in your school's improvement plan this year -- Improving parent participation
Please indicate the extent to which each of the following was an important priority in your school's improvement plan this year -- Improving student attendance
Please indicate the extent to which each of the following was an important priority in your school's improvement plan this year -- Improving the health and welfare of students
Please indicate the extent to which each of the following was an important priority in your school's improvement plan this year -- Improving the reading/language arts program
Please indicate the extent to which each of the following was an important priority in your school's improvement plan this year -- Improving the mathematics program
Please indicate the extent to which each of the following was an important priority in your school's improvement plan this year -- Improving the school's library, technology, or media
Please indicate the extent to which each of the following was an important priority in your school's improvement plan this year -- Improving another academic program or programs
During the current school year, was this school formally identified as 'in need of improvement' or placed in a formal status requiring school improvement by any of the following agencies -- The state education agency
During the current school year, was this school formally identified as 'in need of improvement' or placed in a formal status requiring school improvement by any of the following agencies -- The federal Title I program
During the current school year, was this school formally identified as 'in need of improvement' or placed in a formal status requiring school improvement by any of the following agencies -- The school district
During the current school year, was this school formally identified as 'in need of improvement' or placed in a formal status requiring school improvement by any of the following agencies -- Other agency
To what extent do you agree or disagree with the following statements -- Our school district has a formal procedure for school improvement planning
To what extent do you agree or disagree with the following statements -- Our school district is encouraging us to adopt a comprehensive school reform model or similar research-based program
To what extent do you agree or disagree with the following statements -- The availability of additional funds for school improvement has increased in the last couple of years
To what extent do you agree or disagree with the following statements -- There is a great deal of dissatisfaction with student achievement among staff members at this school
To what extent do you agree or disagree with the following statements -- Staff at this school press each other to become engaged in school improvement activities
To what extent do you agree or disagree with the following statements -- Staff at this school have seen clear evidence of successful school improvement in other schools
To what extent do you agree or disagree with the following statements -- Staff here feel the school has a poor reputation
To what extent do you agree or disagree with the following statements -- Parents and/or community groups have demanded improvement at this school
To what extent do you agree or disagree with the following statements -- Our school receives monetary rewards for improving student achievement scores
To what extent do you agree or disagree with the following statements -- Personnel in this school are evaluated and/or rewarded on the basis of student achievement
To what extent do you agree or disagree with the following statements -- Taking a leadership role in instructional improvement is a good way to move ahead in one's career
How often do you engage in the following activities as part of your regular duties -- I monitor the curriculum used in classrooms to see that it reflects the schools' improvement efforts
How often do you engage in the following activities as part of your regular duties -- I monitor classroom instructional practices to see that they reflect the school's improvement efforts
How often do you engage in the following activities as part of your regular duties -- As part of improvement efforts in this school, I observe in classrooms in order to examine what students are learning
How often do you engage in the following activities as part of your regular duties -- I evaluate teachers using criteria directly related to the school's improvement efforts
How often do you engage in the following activities as part of your regular duties -- I praise, publicly recognize, and/or provide tangible rewards to teachers whose instructional practices support the school's improvement efforts
How often do you engage in the following activities as part of your regular duties -- As part of improvement efforts in this school, I praise, publicly recognize, and/or provide tangible rewards to students who succeed academically
To what extent do you agree or disagree with the following statements about the school improvement process at this school -- This school has a set of shared values that guide school improvement efforts
To what extent do you agree or disagree with the following statements about the school improvement process at this school -- Before making school improvement decisions, alternatives are always carefully researched
To what extent do you agree or disagree with the following statements about the school improvement process at this school -- This school has a detailed plan that clearly spells out what administrators, teachers, and students are supposed to do
To what extent do you agree or disagree with the following statements about the school improvement process at this school -- I worry that we are adopting too many different programs and practices in this school
To what extent do you agree or disagree with the following statements about the school improvement process ... -- A careful review process guarantees that all new programs brought into the school are compatible with our overall improvement goals
To what extent do you agree or disagree with the following statements about the school improvement process at this school -- School improvement efforts at this school have been carefully staged and sequenced
To what extent do you agree or disagree with the following statements about the school improvement process ... -- Teachers are given a great deal of flexibility to pursue improvement initiatives that serve their unique interests and skills
To what extent do you agree or disagree with the following statements about the school improvement process at this school -- Decisions about school improvement are always based upon a school improvement plan or similar kind of goal statement
To what extent do you agree or disagree with the following statements about the school improvement process at this school -- The next steps for organizing and staffing our instructional program are clear
To what extent do you agree or disagree with the following statements ... -- Staff at this school think it will be difficult to achieve our school improvement goals unless we think more creatively and work more collaboratively
To what extent do you agree or disagree with the following statements about the school improvement process at this school -- This school passes up many school improvement opportunities that do not fit with our improvement goals
To what extent do you agree or disagree with the following statements about the school improvement process at this school -- The steps teachers are expected to take to promote classroom improvement are clear
To what extent do you agree or disagree with the following statements about the school improvement process at this school -- This school uses a well-developed process for identifying issues to be addressed by our school improvement efforts
To what extent do you agree or disagree with the following statements about the school improvement process at this school -- Our school improvement efforts define specific instructional goals for students
To what extent do you agree or disagree with the following statements about the school improvement process ... -- There are strict rules and guidelines that govern which improvement initiatives are allowed to be brought into the school
To what extent do you agree or disagree with the following statements about the school improvement process at this school -- Group investigation and problem-solving are central to achieving our school improvement goals
To what extent do you agree or disagree with the following statements about the school improvement process at this school -- Our school improvement efforts identify clear steps for improving home-school relations and parent participation
To what extent have school improvement activities at this school placed special emphasis on... Hiring new administrative or support staff with instructional expertise and interests that support this school's improvement activities
To what extent have school improvement activities at this school placed special emphasis on... Hiring new teachers whose expertise and interests support the school's improvement activities
To what extent have school improvement activities at this school placed special emphasis on... Changing instructional assignments to match teachers' expertise with student needs
To what extent have school improvement activities at this school placed special emphasis on... Providing teachers with professional development opportunities that are deliberately aligned with the school's improvement program
To what extent have school improvement activities at this school placed special emphasis on... Providing administrators and other school leaders with professional development that is deliberately aligned with the school's improvement program
To what extent do you use the following kinds of information in planning for and evaluating school improvement activities at this school -- Results from your district's assessment program
To what extent do you use the following kinds of information in planning for and evaluating school improvement activities at this school -- Results from your state's assessment program
To what extent do you use the following ... information in planning for/evaluating school improvement activities ... -- Reports prepared by state and/or federal agencies regarding your school's progress on instructional improvement initiatives
To what extent do you use the following kinds of information in planning for and evaluating school improvement activities at this school -- Student grades and report cards
To what extent do you use the following kinds of information in planning for and evaluating school improvement activities ... -- Results from standardized, curriculum-referenced testing (e.g., periodic criterion-referenced assessments)
To what extent do you use the following ... information in planning for and evaluating school improvement activities ... -- Informal assessments conducted by teachers (e.g., portfolios, student conferences, reading inventories, running records)
To what extent do you use the following kinds of information in planning for and evaluating school improvement activities at this school -- Learning or curriculum standards
To what extent do you use the following kinds of information in planning for and evaluating school improvement activities at this school -- Samples of students' academic work
To what extent do you use the following kinds of information in planning for and evaluating school improvement activities at this school -- Your own and others' observations in classrooms
To what extent do you use the following kinds of information in planning for and evaluating school improvement activities at this school -- Statistical reports of discipline problems and behavioral referrals
To what extent do you use the following kinds of information in planning for and evaluating school improvement activities at this school -- Attendance reports
To what extent do you use the following kinds of information in planning for and evaluating school improvement activities ... -- Information about effective instructional practices gained from professional readings, workshops, or seminars
To what extent do you use the following kinds of information in planning for and evaluating school improvement activities ... -- Information about curriculum programs or materials gained from professional readings, workshops, publishers, etc.
To what extent do you use the following kinds of information in planning for and evaluating school improvement activities ... -- Information about student learning processes gained from professional readings, workshops, publishers, etc.
To what extent do you use the following kinds of information in planning for and evaluating school improvement activities at this school -- Practices found to be successful in other schools in the district
To what extent do you use the following kinds of information in planning for and evaluating school improvement activities at this school -- Visits to schools outside your district
To what extent do you use the following kinds of information in planning for and evaluating school improvement activities at this school -- Input from community members or community groups
To what extent do you agree or disagree with the following statements about your school district -- The school district's curriculum frameworks are specific and clear
To what extent do you agree or disagree with the following statements about your school district -- The school district's assessment program provides specific and clear information about what students should know and be able to do
To what extent do you agree or disagree with the following statements about your school district -- The school district's instructional policies give teachers clear information about what and how to teach
To what extent do you agree or disagree with the following statements about your school district -- District standards for student learning drive much of our improvement agenda in this school
To what extent do you agree or disagree with the following statements about your school district -- The school district is an important source of funding for our school improvement agenda
To what extent do you agree or disagree with the following statements about your school district -- The school district provides flexibility in how resources are allocated at this school (e.g., time, materials, personnel)
To what extent do you agree or disagree with the following statements about your school district -- The school district's staff provide important information and expertise that support our school improvement efforts
To what extent do you agree or disagree with the following statements about your school district -- There is a great deal of turnover in the central office in the district
To what extent do you agree or disagree with the following statements about your school district -- There is a strong consensus among district leaders about priorities for school improvement
To what extent do you agree or disagree with the following statements about your school district -- Central office policies and procedures change frequently in this district
To what extent do you agree or disagree with the following statements about your ... district -- The school district's improvement agenda makes it difficult for us to create a school improvement plan tailored to the specific needs of this school
To what extent do you agree or disagree with the following statements about your ... district -- The district's personnel policies and practices make it difficult to hire staff with the expertise and interest we need for school improvement
To what extent do you agree or disagree with the following statements about school-community relations at this school -- Parents are kept well informed about school improvement activities at this school
To what extent do you agree or disagree with the following statements about school-community relations at this school -- Teachers at this school use well-developed routines to communicate with parents and guardians on a regular basis
To what extent do you agree or disagree with the following statements about school-community relations ... -- Teachers at this school provide detailed information to parents or guardians about how they can support students' work at home
To what extent do you agree or disagree with the following statements about school-community relations at this school -- Parents and guardians understand the academic standards and expectations teachers hold for students
To what extent do you agree or disagree with the following statements about school-community relations at this school -- Community members work as tutors or classroom aides or provide other kinds of instructional support in the school
To what extent do you agree or disagree with the following statements about school-community relations at this school -- Workshops that help parents work with their children are held regularly at this school
To what extent do you agree or disagree with the following statements about school-community relations at this school -- Home visits by teachers are an important element of our school improvement program
To what extent do you agree or disagree with the following statements about school-community relations at this school -- Most parents and community members agree with the changes being made in this school
To what extent do you agree or disagree with the following statements about school-community relations at this school -- School staff regularly take advantage of the resources and support offered by community organizations and agencies
To what extent do you agree or disagree with the following statements about state education policies governing your school -- State curriculum guides or frameworks are specific and clear
To what extent do you agree or disagree with the following statements about state education policies governing your school -- The state's assessment program provides specific and clear information about what students should know and be able to do
To what extent do you agree or disagree with the following statements about state education policies governing your school -- Special funds from the state are an important source of support for our school's improvement efforts
To what extent do you agree or disagree with the following statements about state education policies ... -- Personnel from the state education agency regularly provide us with information and expertise that support our school improvement efforts
To what extent do you agree or disagree with the following statements about state education policies ... -- Constant change in state education policies, procedures, and/or personnel have made school improvement difficult here
To what extent do you agree or disagree with the following statements about state education policies governing your school -- There is a strong consensus among state leaders about priorities for school improvement
To what extent do you agree or disagree with the following ... -- The state education agency's school improvement agenda makes it difficult for us to create a school improvement plan tailored to the specific needs of this school
To what extent do you agree or disagree with the following statements about state education policies governing your school -- Our school improvement agenda is consistent with state education policies and priorities
To what extent do you agree or disagree with the following statements about the reading/language arts program at this school -- The reading/language arts program at this school needs major improvement
To what extent do you agree or disagree with the following statements about the reading/language arts program at this school -- The reading/language arts instruction provided to students is much better than it was last year
To what extent do you agree or disagree with the following statements about the reading/language arts program at this school -- The word attack skills of most students in this school are at or above grade level
To what extent do you agree or disagree with the following statements about the reading/language arts program at this school -- The reading comprehension skills of most students in this school are at or above grade level
To what extent do you agree or disagree with the following statements about the reading/language arts program at this school -- The ability of students in this school to write for a variety of purposes and audiences is at or above grade level
To what extent did the following kinds of changes in reading/language arts curriculum and assessment occur this year -- Existing curriculum materials were organized into a sequenced structure of curricular units
To what extent did the following kinds of changes in reading/language arts curriculum and assessment occur this year -- A new reading/language arts curriculum was developed or was in the early stages of implementation
To what extent did the following kinds of changes in reading/language arts curriculum and assessment occur this year -- New standards for student learning in reading/language arts were developed or were in the early stages of use
To what extent did the following kinds of changes in reading/language arts curriculum and assessment occur this year -- Teachers learned to use new reading/language arts curricular materials
To what extent did the following kinds of changes in reading/language arts curriculum and assessment occur this year -- New curriculum-referenced examinations or tests were introduced
...did the following kinds of changes in reading/language arts curriculum and assessment occur this year -- Teacher-made assessments were improved or adapted to reflect the learning standards and curriculum goals in place at the school
...did the following kinds of changes in reading/language arts curriculum and assessment occur this year -- Textbook assessments and assignments were changed to reflect the learning standards and curricular goals in place at the school
...how much do staff ... use the following practices for organizing instruction in reading/language arts -- Curriculum-referenced assessments are used on a frequent basis to place students in achievement-based instructional groups for reading
...how much do staff ... use the following practices for organizing instruction in reading/language arts -- Curriculum-referenced assessments are used on a frequent basis to develop individualized instructional prescriptions for students
In your view, how much do staff at this school use the following practices for organizing instruction in reading/language arts -- End-of-year or standardized tests are used as a basis for promotion to the next grade level
... use the following practices for organizing instruction in reading/language arts -- Trade books and other reading materials are 'leveled' to assure that students are reading materials closely matched to their level of reading fluency
To what extent do staff at this school use the following classroom management practices in the reading/language arts program -- Arranging classroom space and facilities to support a wide range of instructional activities
To what extent do staff at this school use the following classroom management practices in the reading/language arts program -- Arranging classroom materials to ensure independent use by students
To what extent do staff at this school use the following classroom management practices in the reading/language arts program -- Establishing classroom routines that reduce problems of classroom management
To what extent do staff at this school use the following classroom management practices in the reading/language arts program -- Establishing classroom routines that teach students how to work independently
To what extent do staff at this school use the following classroom management practices in the reading/language arts program -- Establishing classroom routines that teach students how to work in cooperative groups
...agree/disagree w/ the following [re:] reading instruction ... -- Teachers who provide low-achieving students with extra assistance in reading work closely with regular classroom teachers to coordinate their instructional strategies
...agree/disagree w/ the following [re:] reading instruction ... -- Teachers who provide extra assistance in reading work with regular classroom teachers to ensure that the materials of texts they use complement those used in the regular class
...agree/disagree w/ the following [re:] reading instruction ... -- Regular classroom teachers meet frequently with aides, tutors, or specialists to discuss the reading needs of specific students
...agree or disagree with the following statements about instructional practices in the reading/language arts program -- Teachers at this school are encouraged to develop a 'teaching style' that is adapted to their own strengths and preferences
To what extent do you agree or disagree with the following statements about instructional practices in the reading/language arts program -- Teachers at this school often pick and choose the curricular content they want to teach
To what extent do you agree or disagree with the following statements about instructional practices in the reading/language arts program -- Teachers at this school have very different expectations about what students can learn
To what extent do you agree or disagree with the following statements about instructional practices in the reading/language arts program -- Teachers at this school are encouraged to use the same or similar instructional practices
To what extent do you agree or disagree with the following statements about instructional practices in the reading/language arts program -- Within a particular grade, teachers are expected to follow the same curriculum
To what extent do you agree or disagree with the following statements about instructional practices in the reading/language arts program -- Teachers at this school have common expectations about what students should learn
...agree/disagree [re:] how instruction in the reading/language arts program is sequenced ... -- At this school, students must demonstrate mastery at one level of the reading curriculum before receiving instruction at the next level
...agree/disagree [re:] how instruction in the reading/language arts program is sequenced ... -- At this school, students must demonstrate mastery at one level of the writing curriculum before receiving instruction at the next level
...agree/disagree w/ the following statements about how instruction in the reading/language arts program is sequenced ... -- Students at this school work on individualized programs in reading and writing
...agree/disagree w/ the following statements about how instruction in the reading/language arts program is sequenced ... -- The reading/language arts curriculum at this school is organized around grade-level expectations
...agree/disagree w/ the following statements about how instruction in the reading/language arts program is sequenced ... -- Students who fail to meet grade-level expectations in reading/language arts are not promoted to the next grade
...agree/disagree [re:] how instruction in the reading/language arts program is sequenced ... -- Students are placed in achievement-based groups that provide instruction in skills or objectives that students have not yet mastered
[reading/language arts program sequencing] -- The reading/language arts curriculum at this school is spiraled such that students who do not master a particular curricular topic in one year have a chance to master that topic in subsequent years
To what extent do you agree or disagree with the following statements about the mathematics program in this school -- The mathematics program at this school needs major improvement
To what extent do you agree or disagree with the following statements about the mathematics program in this school -- The mathematics instruction being provided to students is much better than it was last year
To what extent do you agree or disagree with the following statements about the mathematics program in this school -- In this school, students' understanding of number concepts is at or above grade level
To what extent do you agree or disagree with the following statements about the mathematics program in this school -- In this school, students' understanding of mathematical operations is at or above grade level
To what extent do you agree or disagree with the following statements about the mathematics program in this school -- In this school, students' understanding of patterns, functions, or algebra is at or above grade level
To what extent did the following kinds of changes in curriculum and assessment occur this year in the school's mathematics program -- A new mathematics curriculum was developed or was in the early stages of implementation
To what extent did the following kinds of changes in curriculum and assessment occur this year in the school's mathematics program -- New standards for student learning in mathematics were developed or were in the early stages of use
To what extent did the following kinds of changes in curriculum and assessment occur this year in the school's mathematics program -- Teachers learned to use new mathematics curricular materials
To what extent did the following kinds of changes in curriculum and assessment occur this year in the school's mathematics program -- Existing curricular materials were organized into a sequenced structure of curricular units
To what extent did the following kinds of changes in curriculum and assessment occur this year in the school's mathematics program -- New curriculum-referenced examinations or tests were introduced
...did the following kinds of changes in curriculum/assessment occur this year in the school's mathematics program -- Teacher-made assessments were improved or adapted to reflect the learning standards and curriculum goals in place at the school
...did the following kinds of changes in curriculum/assessment occur this year in the school's mathematics program -- Textbook assessments and assignments were changed to reflect the learning standards and curricular goals in place at the school
...how much do staff at this school use the following practices for organizing instruction in mathematics -- Curriculum-referenced tests are used on a frequent basis to place students in 'achievement-based' instructional groups for mathematics
In your view, how much do staff at this school use the following practices for organizing instruction in mathematics -- Curriculum-referenced tests are used on a frequent basis to develop individualized instructional prescriptions for students
In your view, how much do staff at this school use the following practices for organizing instruction in mathematics -- End-of-year or standardized tests are used as a basis for promotion to the next grade level
In your view, how much emphasis do staff at this school give to the following classroom management practices in mathematics -- Arranging classroom space and facilities to support a wide range of instructional activities
In your view, how much emphasis do staff at this school give to the following classroom management practices in mathematics -- Arranging classroom materials to ensure independent use by students
In your view, how much emphasis do staff at this school give to the following classroom management practices in mathematics -- Establishing classroom routines that reduce problems of classroom management
In your view, how much emphasis do staff at this school give to the following classroom management practices in mathematics -- Establishing classroom routines that teach students how to work independently
In your view, how much emphasis do staff at this school give to the following classroom management practices in mathematics -- Establishing classroom routines that teach students how to work in cooperative groups
...agree/disagree [re:] mathematics instruction in this school -- Teachers who provide low-achieving students with extra assistance in mathematics work closely with regular classroom teachers to coordinate their instructional strategies
...agree/disagree [re:] mathematics instruction ... -- Teachers who provide extra assistance in mathematics work with regular classroom teachers to ensure that the materials or texts they use complement those used in the regular classroom
...agree/disagree [re:] mathematics instruction in this school -- Regular classroom teachers meet frequently with aides, tutors, or specialists to discuss the mathematics learning needs of specific students
...agree or disagree with the following statements about instructional practices in the mathematics program -- Teachers at this school are encouraged to develop a 'teaching style' that is adapted to their own strengths and preferences
To what extent do you agree or disagree with the following statements about instructional practices in the mathematics program -- Teachers at this school often pick and choose the curricular content they want to teach
To what extent do you agree or disagree with the following statements about instructional practices in the mathematics program -- Teachers at this school have very different expectations about what students can learn
To what extent do you agree or disagree with the following statements about instructional practices in the mathematics program -- Teachers at this school are encouraged to use the same or similar instructional practices
To what extent do you agree or disagree with the following statements about instructional practices in the mathematics program -- Within a particular grade, teachers are expected to follow the same curriculum
To what extent do you agree or disagree with the following statements about instructional practices in the mathematics program -- Teachers at this school have common expectations about what students should learn
...agree/disagree w/ the following [re:] how instruction in the mathematics program is sequenced ... -- At this school, students must demonstrate mastery at one level of the mathematics curriculum before receiving instruction at the next level
To what extent do you agree or disagree with the following statements about how instruction in the mathematics program is sequenced at this school -- Students at this school work on individualized programs in mathematics
To what extent do you agree or disagree with the following statements about how instruction in the mathematics program is sequenced at this school -- The mathematics curriculum at this school is organized around grade-level expectations
...agree or disagree with the following statements about how instruction in the mathematics program is sequenced at this school -- Students who fail to meet grade-level expectations in mathematics are not promoted to the next grade
[re: sequencing of instruction in the mathematics program] -- Students at different levels of performance in mathematics are placed in achievement-based groups that provide instruction in skills or objectives that students have not yet mastered
[re sequencing of instruction in the mathematics program] - The mathematics curriculum at this school is spiraled so that students who do not master a particular curricular topic in one year have a chance to master that topic in subsequent years
[GENDER]
[RACE/ETHNICITY]
Which best describes your employment status in this school system?
How many years have you worked as an administrator?
How many years have you worked as a teacher?
What was your _undergraduate_ major field of study?
What was your major field of study for your highest _graduate_ degree (e.g., masters degree or Ph.D.)?
About how many college/university classes have you taken in the following areas -- English or a related language arts field
About how many college/university classes have you taken in the following areas -- Methods of teaching reading, English, and/or language arts
About how many college/university classes have you taken in the following areas -- Mathematics
About how many college/university classes have you taken in the following areas -- Methods of teaching mathematics
...please indicate how much time you spent this school year in organized professional development activities (e.g., workshops, seminars, institutes, courses) planned and organized by the following kinds of organizations -- Your school district
...please indicate how much time you spent this school year in organized professional development activities (e.g., workshops, seminars, institutes, courses) planned and organized by the following ... organizations -- The state education agency
...please indicate how much time you spent this school year in organized professional development activities (e.g., workshops, seminars, institutes, courses) planned/organized by the following ... organizations - An intermediate education agency
...please indicate how much time you spent this school year in organized professional development activities (e.g., workshops, seminars, institutes, courses) planned and organized by the following ... organizations -- A professional association
...please indicate how much time you spent this school year in organized professional development activities (e.g., workshops, seminars, institutes, courses) planned and organized by the following kinds of organizations -- A university/college
...please indicate how much time you spent this school year in organized professional development activities (e.g., workshops, seminars, institutes, courses) planned and organized by the following ... organizations -- A school reform program
...please indicate how much time you spent this school year in organized professional development activities (e.g., workshops, seminars, institutes, courses) planned and organized by the following kinds of organizations -- Your school
Please mark whether any of the following topics were a focus of your professional development activities this year -- Developing a school mission or shared vision
Please mark whether any of the following topics were a focus of your professional development activities this year -- Planning strategies
Please mark whether any of the following topics were a focus of your professional development activities this year -- Working productively with groups or teams
Please mark whether any of the following topics were a focus of your professional development activities this year -- Promoting shared decision making
Please mark whether any of the following topics were a focus of your professional development activities this year -- Improving parent involvement
Please mark whether any of the following topics were a focus of your professional development activities this year -- Improving school-community relations
Please mark whether any of the following topics were a focus of your professional development activities this year -- Fund raising/grant writing
Please mark whether any of the following topics were a focus of your professional development activities this year -- Organizing the school's instructional program
Please mark whether any of the following topics were a focus of your professional development activities this year -- Your school's reading/language arts curriculum and materials
Please mark whether any of the following topics were a focus of your professional development activities this year -- Your school's mathematics curriculum and materials
Please mark whether any of the following topics were a focus of your professional development activities this year -- Specific methods for improving reading/language arts instruction
Please mark whether any of the following topics were a focus of your professional development activities this year -- Specific methods for improving mathematics instruction
Please mark whether any of the following topics were a focus of your professional development activities this year -- How to adapt or individualize instruction
Please mark whether any of the following topics were a focus of your professional development activities this year -- Your knowledge of reading/language arts
Please mark whether any of the following topics were a focus of your professional development activities this year -- Your knowledge of mathematics
Please mark whether any of the following topics were a focus of your professional development activities this year -- How to observe and monitor classroom instruction
Please mark whether any of the following topics were a focus of your professional development activities this year -- How to promote standards-based learning
Please mark whether any of the following topics were a focus of your professional development activities this year -- New procedures to assess student learning
Please mark whether any of the following topics were a focus of your professional development activities this year -- Working with students to improve instruction
...My professional development experiences this year... Gave me many opportunities to improve aspects of my work
...My professional development experiences this year... Provided me with knowledge or information that is very useful to me in my work
...My professional development experiences this year... Were coherently related to each other
...My professional development experiences this year... Allowed me to focus on a problem over an extended period of time
...My professional development experiences this year... Focused on too many topics
...My professional development experiences this year... Provided me with useful feedback about my practice or work
...My professional development experiences this year... Made me pay closer attention to particular things I was doing in my work
...My professional development experiences this year... Led me to seek out additional information from another school leader, teacher, or some other source
...My professional development experiences this year... Led me to think about an aspect of my work in a new way