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 3 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?
What percentage of your time is allocated to a teaching assignment?
[What percentage of time to program roles...] Accelerated Schools Coach/Facilitator
[What percentage of time to program roles...] America's Choice Design Coach
[What percentage of time to program roles...] America's Choice Literacy Coordinator
[What percentage of time to program roles...] America's Choice Math Lead Teacher
[What percentage of time to program roles...] America's Choice Parent/Community Outreach Coordinator
[What percentage of time to program roles...] Success for All Reading Facilitator
[What percentage of time to program roles...] Success for All Mathematics Facilitator
[What percentage of time to program roles...] Success for All Family Support Coordinator
[What percentage of time to program roles...] Other
[What percentage of time formally assigned to...] Special Program Coordinator (e.g. Title I)
[What percentage of time formally assigned to...] Reading/Literacy Program Coordinator
[What percentage of time formally assigned to...] Math Program Coordinator
[What percentage of time formally assigned to...] Other Subject Area Program Coordinator
[What percentage of time formally assigned to...] School Improvement Coordinator
[What percentage of time formally assigned to...] Master/Mentor Teacher
[What percentage of time formally assigned to...] Teacher Consultant
[What percentage of time formally assigned to...] Other
[How often did you...] Supervise clerical, cafeteria, and maintenance staff
[How often did you...] Monitor public spaces, such as the cafeteria, hallways, playgrounds, etc.
[How often did you...] Deal with emergencies and other unplanned circumstances
[How often did you...] Work with students and their parents on discipline/attendance issues
[How often did you...] Complete routine paperwork (such as reports and record keeping)
[How often did you...] Attend district- and board-organized meetings
[How often did you...] Seek resources outside the school (e.g. from local businesses, school improvement programs, universities, or funding agencies)
[How often did you...] Work with local community members or community organizations
[When working with teachers, how often did you...] Demonstrate instructional practices and/or the use of curricular materials in a classroom
[When working with teachers, how often did you...] Observe a teacher who was trying new instructional practices or using new curricular materials
[When working with teachers, how often did you...] Share information or advice about classroom practices with a teacher
[When working with teachers, how often did you...] Examine and discuss what students were working on during a teacher's lesson
[When working with teachers, how often did you...] Examine and discuss the standardized norm-referenced or curriculum-referenced test results of students...
[How much priority did you give to...] Framing and communicating broad goals for school improvement
[How much priority did you give to...] Examining the school's overall progress toward its school improvement goals
[How much priority did you give to...] Setting explicit timelines for instructional improvement
[How much priority did you give to...] Clarifying expectations or standards for students' academic performance
[How much priority did you give to...] Examining and discussing exemplars of students' academic work
[How much priority did you give to...] Using the school's standardized, norm-or curriculum-referenced test results to plan instructional changes
[How much priority did you give to...] Promoting alignment between the assessments used to evaluate the school's instructional program and what is taught in classrooms
[How much priority did you give to...] Promoting instructional coordination across grade levels in the school
[How much priority did you give to...] Promoting instructional coordination across regular and compensatory/special education programs in the school
[How much priority did you give to...] Promoting integration of the school's curriculum (e.g., mathematics and science, or reading/language arts and social studies)
[How much priority did you give to...] Developing the staff development program in the school
[How much priority did you give to...] Personally providing staff development
[How much priority did you give to...] Troubleshooting or supporting the implementation of school improvement efforts
[How much priority did you give to...] Monitoring or supervising the implementation of school improvement efforts
[How much priority did you give to...] Working on plans to improve the teaching of specific curricular units or objectives
[How often do you interact with members of the leadership team...] In formally scheduled meetings
[How often do you interact with members of the leadership team...] In informal meetings (for example, stopping by each other's classrooms or...)
Members of the leadership team openly express their professional views during meetings
Members of the leadership team are willing to question one another's views
We do a good job of talking through views, opinions, and values
Members of the team work together closely to lead this school
Power to make decisions is equally shared among members of the leadership team
The team usually tries to come to consensus when making decisions
A few people in the team seem to dominate the decision making process
I am not usually involved in the decision making process
Does your school have a written school improvement plan?
For how many years has this school had a school improvement a plan?
[Please indicate which was a priority this year...] Improving the school's facilities
[Please indicate which was a priority this year...] Improving school climate (e.g. making school safer, fostering respect for others)
[Please indicate which was a priority this year...] Improving parent participation
[Please indicate which was a priority this year...] Improving student attendance
[Please indicate which was a priority this year...] Improving the health and welfare of students
[Please indicate which was a priority this year...] Improving the reading/language arts program
[Please indicate which was a priority this year...] Improving the mathematics program
[Please indicate which was a priority this year...] Improving the school's library, technology, or media
[Please indicate which was a priority this year...] Improving another academic program or programs
[Was this school formally identified as 'in need of improvement' or placed in a formal status requiring school improvement by...] The state education agency
[Was this school formally identified as 'in need of improvement' or placed in a formal status requiring school improvement by...] The federal Title I program
[Was this school formally identified as 'in need of improvement' or placed in a formal status requiring school improvement by...] The school district
[Was this school formally identified as 'in need of improvement' or placed in a formal status requiring school improvement by...] Other agency
Does your school participate in a comprehensive and/or research based model of school reform (for example, Accelerated Reading, Accelerated Schools Project...)
[How often did you discuss with a representative...] Aspects of the reform model your school is implementing successfully
[How often did you discuss with a representative...] Areas of implementation of the reform model in which your school needs to improve
[How often did you discuss with a representative...] Specific ways in which teachers should be changing their teaching to implement the model better
[How often did you discuss with a representative...] Using student assessments for data-based decision making
[How often did you discuss with a representative...] Ways in which professional development could offer better support for implementation of the program
Our school district has a formal procedure for school improvement planning
Our school district is encouraging us to adopt a comprehensive school reform model or similar research-based program
The availability of additional funds for school improvement has increased in the last couple of years
There is a great deal of dissatisfaction with student achievement among staff members at this school
Staff at this school press each other to become engaged in school improvement activities
Staff at this school have seen clear evidence of successful school improvement in other schools
Staff here feel the school has a poor reputation
Parents and/or community groups have demanded improvement at this school
Our school receives monetary rewards for improving school achievement scores
Personnel in this school are evaluated and/or rewarded on the basis of student achievement
Taking a leadership role in instructional improvement is a good way to move ahead in one's career
I monitor the curriculum used in classrooms to see that it reflects the school's improvement efforts
I monitor classroom instructional practices to see that they reflect the school's improvement efforts
As part of improvement efforts in this school, I observe in classrooms in order to examine what students are learning
I evaluate teachers using criteria directly related to the school's improvement efforts
I praise, publicly recognize, and/or provide tangible rewards to teachers whose instructional practices support the school's improvement efforts
As part of improvement efforts in this school, I praise, publicly recognize, and/or provide tangible rewards to students who succeed academically
This school has a set of shared values that guide school improvement efforts
Before making school improvement decisions, alternatives are always carefully researched
This school has a detailed plan that clearly spells out what administrators, teachers, and students are supposed to do
I worry that we are adopting too many different programs and practices in this school
A careful review process guarantees that all new programs brought into the school are compatible with our overall improvement goals
School improvement efforts at this school have been carefully staged and sequenced
Decisions about school improvement are always based upon a school improvement plan or similar kind of goal statement
The next steps for organizing and staffing our instructional program are clear
This school passes up many school improvement opportunities that do not fit with our improvement goals
The steps teachers are expected to take to promote classroom improvement are clear
This school uses a well-developed process for identifying issues to be addressed by our school improvement efforts
Our school improvement efforts define specific instructional goals for students
There are strict rules and guidelines that govern which improvement initiatives are allowed to be brought into the school
Group investigation and problem-solving are central to achieving our school improvement goals
Our school improvement efforts identify clear steps for improving home-school relations and parent participation
[To what extent have activities placed emphasis on...] Hiring new administrative or support staff with instructional expertise and interests that support this school's...
[To what extent have activities placed emphasis on...] Hiring new teachers whose expertise and interests support the school's improvement activities
[To what extent have activities placed emphasis on...] Changing instructional assignments to match teachers' expertise with student needs
[To what extent have activities placed emphasis on...] Providing teachers with professional development opportunities that are deliberately aligned with...
[To what extent have activities placed emphasis on...] Providing administrators and other school leaders with professional development that is deliberately aligned with...
[To what extent do you use...] Results from your district's assessment program
[To what extent do you use...] Results from your state's assessment program
[To what extent do you use...] Reports prepared by state and/or federal agencies regarding your school's progress on instructional improvement initiatives
[To what extent do you use...] Student grades and report cards
[To what extent do you use...] Results from standardized, curriculum-referenced testing (e.g., periodic criterion-referenced assessments)
[To what extent do you use...] Informal assessments conducted by teachers (e.g., portfolios, student conferences, reading inventories, running records)
[To what extent do you use...] Learning or curriculum standards
[To what extent do you use...] Samples of students' academic work
[To what extent do you use...] Your own and others' observations in classrooms
[To what extent do you use...] Statistical reports of discipline problems and behavioral referrals
[To what extent do you use...] Attendance reports
[To what extent do you use...] Information about effective instructional practices gained from professional readings, workshops, or seminars
[To what extent do you use...] Information about curriculum programs or materials gained from professional readings, workshops, publishers, etc.
[To what extent do you use...] Information about student learning processes gained from professional readings, workshops, publishers, etc.
[To what extent do you use...] Practices found to be successful in other schools in the district
[To what extent do you use...] Visits to schools outside your district
[To what extent do you use...] Input from community members or community groups
The school district's curriculum frameworks are specific and clear
The school district's assessment program provides specific and clear information about what students should know and be able to do
The school district's instructional policies give teachers clear information about what and how to teach
District standards for student learning drive much of our improvement agenda in this school
The school district is an important source of funding for our school improvement agenda
The school district provides flexibility in how resources are allocated at this school (e.g., time, materials, personnel)
The school district's staff provide important information and expertise that support our school improvement efforts
There is a great deal of turnover in the central office in the district
There is a strong consensus among district leaders about priorities for school improvement
Central office policies and procedures change frequently in this 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
The district's personnel policies and practices make it difficult to hire staff with the expertise and interest we need for school improvement
Parents are kept well informed about school improvement activities at this school
Teachers at this school use well-developed routines to communicate with parents and guardians on a regular basis
Teachers at this school provide detailed information to parents or guardians about how they can support students' work at home
Parents and guardians understand the academic standards and expectations teachers hold for students
Community members work as tutors or classroom aides or provide other kinds of instructional support in the school
Workshops that help parents work with their children are held regularly at this school
Teachers from this school often visit students' homes
Most parents and community members agree with the changes being made in this school
School staff regularly take advantage of the resources and support offered by community organizations and agencies
State curriculum guides or frameworks are specific and clear
The state's assessment program provides specific and clear information about what students should know and be able to do
Special funds from the state are an important source of support for our school's improvement efforts
Personnel from the state education agency regularly provide us with information and expertise that support our school improvement efforts
Constant change in state education policies, procedures, and/or personnel have made school improvement difficult here
There is a strong consensus among state leaders about priorities for school improvement
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
Our school improvement agenda is consistent with state education policies and priorities
[Reading/Language Arts] Teachers who provide low-achieving students with extra assistance in reading work closely with regular classroom teachers to coordinate...
[Reading/Language Arts] Teachers who provide extra assistance in reading work with regular classroom teachers to ensure that the materials or texts they use complement...
[Reading/Language Arts] Regular classroom teachers meet frequently with aides, tutors, or specialists to discuss the reading needs of specific students
[Reading/Language Arts] Existing curriculum materials were organized into a sequenced structure of curricular units
[Reading/Language Arts] A new reading/language arts curriculum was developed or was in the early stages of implementation
[Reading/Language Arts] New standards for student learning in reading/language arts were developed or were in the early stages of use
[Reading/Language Arts] Teachers learned to use new reading/language arts curricular materials
[Reading/Language Arts] New curriculum-referenced examinations or tests were introduced
[Reading/Language Arts] Teacher-made assessments were improved or adapted to reflect the learning standards and curriculum goals in place at the school
[Reading/Language Arts] Textbook assessments and assignments were changed to reflect the learning standards and curricular goals in place at the school
[Reading/Language Arts] Curriculum-referenced assessments are used on a frequent basis to place students in achievement-based instructional groups for reading
[Reading/Language Arts] Curriculum-referenced assessments are used on a frequent basis to develop individualized instructional prescriptions for students
[Reading/Language Arts] End-of-year or standardized tests are used as a basis for promotion to the next grade level
[Reading/Language Arts] Trade books and other reading materials are 'leveled' to assure that students are reading materials closely matched to their level of... fluency
[Reading/Language Arts] To what extent do staff use... Arranging classroom materials to ensure independent use by students
[Reading/Language Arts] To what extent do staff use... Establishing classroom routines that teach students how to work independently
[Reading/Language Arts] To what extent do staff use... Establishing classroom routines that teach students how to work in cooperative groups
[Reading/Language Arts] The reading/language arts program at this school needs major improvement
[Reading/Language Arts] The reading/language arts instruction provided to students is much better than it was last year
[Reading/Language Arts] Teachers at this school are encouraged to develop a 'teaching style' that is adapted to their own strengths and preferences
[Reading/Language Arts] Teachers at this school often pick and choose the curricular content they want to teach
[Reading/Language Arts] Teachers at this school have very different expectations about what students can learn
[Reading/Language Arts] Teachers at this school are encouraged to use the same or similar instructional practices
[Reading/Language Arts] Within a particular grade, teachers are expected to follow the same curriculum
[Reading/Language Arts] Teachers at this school have common expectations about what students should learn
[Reading/Language Arts] At this school, students must demonstrate mastery at one level of the reading curriculum before receiving instruction at the next level
[Reading/Language Arts] At this school, students must demonstrate mastery at one level of the writing curriculum before receiving instruction at the next level
[Reading/Language Arts] Students who fail to meet grade-level expectations in reading/language arts are not promoted to the next grade
[Mathematics] The mathematics program at this school needs major improvement
[Mathematics] The mathematics instruction being provided to students is much better than it was last year
[Mathematics] A new mathematics curriculum was developed or was in the early stages of implementation
[Mathematics] New standards for student learning in mathematics were developed or were in the early stages of use
[Mathematics] Teachers learned to use new mathematics curricular materials
[Mathematics] Existing curriculum materials were organized into a sequenced structure of curricular units
[Mathematics] New curriculum-referenced examinations or tests were introduced
[Mathematics] Teacher-made assessments were improved or adapted to reflect the learning standards and curriculum goals in place at the school
[Mathematics] Textbook assessments and assignments were changed to reflect the learning standards and curricular goals in place at the school
[Mathematics] Curriculum-referenced tests are used on a frequent basis to place students in 'achievement-based' instructional groups for mathematics
[Mathematics] Curriculum-referenced tests are used on a frequent basis to develop individualized instructional prescriptions for students
[Mathematics] End-of-year or standardized tests are used as a basis for promotion to the next grade level
[Mathematics] How much emphasis do staff at this school give to... Arranging classroom materials to ensure independent use by students
[Mathematics] How much emphasis do staff at this school give to... Establishing classroom routines that teach students how to work independently
[Mathematics] How much emphasis do staff at this school give to... Establishing classroom routines that teach students how to work in cooperative groups
[Mathematics] Teachers who provide low-achieving students with extra assistance in mathematics work closely with regular classroom teachers to coordinate...
[Mathematics] Teachers who provide extra assistance in mathematics work with regular classroom teachers to ensure that the materials or texts they use...
[Mathematics] Regular classroom teachers meet frequently with aides, tutors, or specialists to discuss the mathematics learning needs of specific students
[Mathematics] Teachers at this school are encouraged to develop a 'teaching style' that is adapted to their own strengths and preferences
[Mathematics] Teachers at this school often pick and choose the curricular content they want to teach
[Mathematics] Teachers at this school have very different expectations about what students can learn
[Mathematics] Teachers at this school are encouraged to use the same or similar instructional practices
[Mathematics] Within a particular grade, teachers are expected to follow the same curriculum
[Mathematics] Teachers at this school have common expectations about what students should learn
[Mathematics] At this school, students must demonstrate mastery at one level of the mathematics curriculum before receiving instruction at the next level
[Mathematics] Students who fail to meet grade-level expectations in mathematics are not promoted to the next grade
[Mathematics] Students at different levels of performance in mathematics are placed in achievement-based groups that provide instruction in skills or objectives...
[SEX] Are you:
[RACE/ETHNICITY] Are you:
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.)?
[How many college/univ. classes have you taken in...] English or a related language arts field
[How many college/univ. classes have you taken in...] Methods of teaching reading, English, and/or language arts
[How many college/univ. classes have you taken in...] Mathematics
[How many college/univ. classes have you taken in...] Methods of teaching mathematics
[Please indicate time spent in prof. dev. activities planned by...] Your school district
[Please indicate time spent in prof. dev. activities planned by...] The state education agency
[Please indicate time spent in prof. dev. activities planned by...] An intermediate education agency
[Please indicate time spent in prof. dev. activities planned by...] A professional association
[Please indicate time spent in prof. dev. activities planned by...] A university/college
[Please indicate time spent in prof. dev. activities planned by...] A school reform program
[Please indicate time spent in prof. dev. activities planned by...] Your school
[Please mark whether a focus this year] Developing a school mission or shared vision
[Please mark whether a focus this year] Planning strategies
[Please mark whether a focus this year] Working productively with groups or teams
[Please mark whether a focus this year] Promoting shared decision making
[Please mark whether a focus this year] Improving parent involvement
[Please mark whether a focus this year] Improving school-community relations
[Please mark whether a focus this year] Fund raising/grant writing
[Please mark whether a focus this year] Organizing the school's instructional program
[Please mark whether a focus this year] Your school's reading/language arts curriculum and materials
[Please mark whether a focus this year] Your school's mathematics curriculum and materials
[Please mark whether a focus this year] Specific methods for improving reading/language arts instruction
[Please mark whether a focus this year] Specific methods for improving mathematics instruction
[Please mark whether a focus this year] How to adapt or individualize instruction
[Please mark whether a focus this year] Your knowledge of reading/language arts
[Please mark whether a focus this year] Your knowledge of mathematics
[Please mark whether a focus this year] How to observe and monitor classroom instruction
[Please mark whether a focus this year] How to promote standards-based learning
[Please mark whether a focus this year] New procedures to assess student learning
[Please mark whether a focus 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