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
Teachers at this school respect colleagues who are expert in their craft
Teachers in this school trust each other
Teachers in this school really care about each other
Teachers respect other teachers who take the lead in school improvement efforts
Many teachers openly express their professional views at faculty meetings
Teachers in this school are willing to question one another's views on issues of teaching and learning
We do a good job of talking through views, opinions, and values
Teachers are expected to continually learn and seek out new ideas in this school
Teachers are encouraged to experiment in their classrooms in this school
Teachers are encouraged to take risks in order to improve their teaching
Teachers in this school expect students to complete every assignment
Teachers in this school encourage students to keep trying even when the work is challenging
Teachers in this school set high expectations for academic work
Teachers in this school think it's important that all students do well in their classes
How many teachers in this school... Take responsibility for helping one another do well
How many teachers in this school... Help maintain positive student behavior in the entire school
How many teachers in this school... Take responsibility for improving the overall quality of teaching in the school
Policies about how I should teach are often contradictory
I often have difficulty choosing what to do in my classroom out of all the options I hear about
Out of all the information about teaching I receive, I am often unsure about how to prioritize things
Overall, the instructional policies I am supposed to follow in my classroom seem inconsistent
I have detailed knowledge of the content covered and instructional methods used by other teachers at this school
When I begin working with a new group of students, I have detailed knowledge of what those students learned previously
It's easy for other teachers in this school to know what students learned in my class
I frequently plan and coordinate instruction with my students' other teachers
In this school, teachers who work w/ students at the same achievement level use similar methods / cover the same content
Students at this school are expected to master the content they are working on before moving to new topics
Do you teach reading as part of your assignment?
Did you only teach reading to your homeroom students this year (i.e., you taught reading to a self-contained classroom)?
Did you teach reading to several diff. groups of students who were periodically reassigned to a diff. reading teacher...
Did you teach reading to more than one class of students each day (for example, you are a reading specialist)?
How many students are in your target reading class?
How are the students in your target reading class assigned to you?
How often does the group of students to whom you teach reading change?
What is the grade level of the majority of the students in your target reading class?
Most of the students in my target reading class can learn what I am supposed to teach them
By trying different methods, I can significantly affect my students' achievement level
I feel a great deal of satisfaction when students in my target reading class learn what I am supposed to teach them
On a typical day, how many minutes do you teach reading/language arts to your target class?
[Reading] How often do you use... Whole class grouping (i.e., all students are taught the same thing at the same time)
[Reading] How often do you use... Ability or achievement grouping (the most proficient readers are in one group, etc)
[Reading] How often do you use...Mixed ability grouping (grouped according to interest, cooperative-learning group, etc)
[Reading] How often do you use... Individualized instruction (students work [on] assignments specifically tailored...)
[The instructional reading materials I use most often] contain useful information for me about the content I am teaching
[The instructional reading materials I use most often] provide useful info. about how to teach skills, strategies...
[The instructional reading materials I use most often] provide me with useful info about what students typically know...
[Reading] I frequently refer to and use information found in curriculum frameworks or standards documents
[Reading] I frequently refer to/use info. from the teachers' guides assoc. w curriculum materials adopted by this school
[Reading] I frequently refer to the content of assessments
[How often a primary focus this year...] Word analysis (e.g., decoding, word families, context clues, sight words)
[How often a primary focus this year...] Reading fluency (e.g., repeated reading, guided oral reading)
[How often a primary focus this year...] Listening comprehension
[How often a primary focus this year...] Reading comprehension
[How often a primary focus this year...] Grammar
[How often a primary focus this year...] Spelling
[How often a primary focus this year...] Written composition (e.g., writing sentences, paragraphs, stories)
[A primary focus this year w non-target students...] Word analysis (decoding, word families, context clues, sight words)
[A primary focus this year w/ non-target students...] Reading fluency (e.g., repeated reading, guided oral reading)
[A primary focus this year w/ non-target students...] Listening comprehension
[A primary focus this year w/ non-target students...] Reading comprehension
[A primary focus this year w/ non-target students...] Grammar
[A primary focus this year w/ non-target students...] Spelling
[A primary focus this year w/ non-target students...] Written composition (e.g., writing sentences, paragraphs, stories)
[How often a primary focus this year...] Using phonics based or letter-sound relationships to read words in sentences
[How often a primary focus this year...] Using context, pictures, and/or sentence meaning and structure to read words
[How often a primary focus this year...] Sound segmenting, such as writing the individual sounds students hear in words
[How often a primary focus this year...] Sound blending
[How often a primary focus this year...] Sight word recognition
[How often a primary focus this year...] Activating prior knowledge or making personal connections to text
[How often a primary focus this year...] Making predictions, previewing, or surveying text
[How often a primary focus this year...] Students generating their own questions
[How often a primary focus this year...] Summarizing important or critical details
[How often a primary focus this year...] Examining literary techniques
[How often a primary focus this year...] Identifying the author's purpose
[How often a primary focus this year...] Using concept maps, story maps, or text structure frames
[How often a primary focus this year...] Answering questions that have answers directly stated in the text
[How often a primary focus this year...] Answering questions that require inferences
[How often did students demonstrate comprehension...] Wrote brief answers to questions
[How often did students demonstrate comprehension...] Wrote extensive answers to questions
[How often did students demonstrate comprehension...] Did a think-aloud or explained how they applied a skill / strategy
[How often did students demonstrate comprehension...] Worked on a written literature extension project
[How often did students work on...] Editing the capitalization, punctuation, or spelling of their own writing
[How often did students work on...] Editing the word use, grammar, or syntax of their own writing
[How often did students work on...] Revising their writing by elaborating and extending what they wrote
[How often did students work on...] Revising their writing by reorganizing or refining what they wrote
[This year, how often did students write...] Using letter strings or words (with or without illustrations)
[This year, how often did students write...] An individual sentence or separate sentences (with or without illustrations)
[This year, how often did students write...] An individual paragraph or separate paragraphs
[This year, how often did students write...] Two or more connected paragraphs
[How often did students work on comprehension using...] Informational text
[How often did students work on comprehension using...] Narrative text with patterned or predictable language
[How often did students work on comprehension using...] Narrative text with controlled vocabulary (sight words [etc.])
[How often did students work on comprehension using...] Short narrative text without any attempt to control vocab. ...
[How often did students work on comprehension using...] Chapter book
[Number of phonemes contained in each word:] battle
[Number of phonemes contained in each word:] exit
[Number of phonemes contained in each word:] ship
[Number of phonemes contained in each word:] terse
[Number of phonemes contained in each word:] nation
Which questions would you select: Where does Jen hide?
Which questions would you select: What do you like to do with your friends?
Which questions would you select: What other kinds of things do you think the main character would like to do?
Which questions would you select: Is Bess a child?
Do you teach mathematics as part of your assignment?
How many students are in your target math class?
How are the students in your target math class assigned to you?
How often does the group of students to whom you teach mathematics change?
What are the grade levels of the majority of the students in your target mathematics class?
Most of the students in my target class can learn what I am supposed to teach them
By trying different methods, I can significantly affect my students' achievement levels
I feel a great deal of satisfaction when students learn what I am supposed to teach them
On a typical day, how many minutes do you teach mathematics to your target math class?
[Math] How often do you use... Whole class grouping (i.e., all students are taught the same thing at the same time)
[Math] How often do you use... Ability or achievement grouping (the most proficient readers are in one group, etc.)
[Math] How often do you use... Mixed ability grouping (grouped according to interest, cooperative-learning group, etc.)
[Math] How often do you use... Individualized instruction (students work [on] assignments specifically tailored...)
[The instructional math materials I use most often] contain useful info. for me about underlying mathematical ideas
[The instructional math materials I use most often] provide useful info. about how to teach particular math. ideas...
[The instructional math materials I use most often] provide me with useful info. about what students typically know...
[Math] I frequently refer to and use information found in curriculum frameworks or standards documents
[Math] I frequently refer to/use info. from the teachers' guides assoc. w/ curriculum materials adopted by this school
[Math] I frequently refer to the content of assessments
[How often a primary focus this year...] Writing, reading, or recognizing whole numbers, decimals, or fractions
[How often a primary focus this year...] Counting
[How often a primary focus this year...] Comparing or ordering two or more quantities
[How often a primary focus this year...] Properties of whole numbers (e.g., even and odd, prime, square)
[How often a primary focus this year...] Factors, multiples, or divisibility with whole numbers
[How often a primary focus this year...] Composing or decomposing (grouping) whole numbers or decimals
[How often a primary focus this year...] The meaning of fractions
[How often a primary focus this year...] Relationships between decimals and fractions
[How often a primary focus this year...] Estimating the size of quantities or rounding off numbers
[How often a primary focus this year...] The meaning or properties of an operation
[How often a primary focus this year...] Methods or strategies for finding answers to basic facts
[How often a primary focus this year...] Practicing basic facts for speed or accuracy
[How often a primary focus this year...] Why a conventional computational procedure works
[How often a primary focus this year...] How to carry out the steps of a conventional computational procedure
[How often a primary focus this year...] Practicing computational procedures for speed, accuracy, or ease of use
[How often a primary focus...] Developing transitional, alternative, or non-conventional methods for doing computation
[How often a primary focus this year...] Applying basic facts or computation to solve word problems
[How often a primary focus this year...] Estimating the answer to a computation problem
[How often a primary focus this year...] Organizing objects by size, number, or other properties
[How often a primary focus this year...] Creating/continuing/explaining repeating patterns/sequences (e.g., 2,1,2,1...)
[How often a primary focus this year...] Finding and explaining other patterns (e.g., patterns in the hundreds chart...)
[How often a primary focus this year...] Understanding and using formulas and equations expressed in symbolic form
[How often a primary focus this year...] Expressing a function or sequence as a general rule using words/tables/formulas
How often did students do the following:] Listen to me present the definition of a term or the steps of a procedure
How often did students do the following:] Perform tasks requiring methods or ideas already introduced to students
How often did students do the following:] Assess a problem and choose a method to use from those already introduced...
How often did students do the following:] Perform tasks requiring methods or ideas not already introduced to students
How often did students do the following:] Explain an answer or a solution method for a particular problem
How often did students do the following:] Analyze similarities and differences among representations/solutions/methods
How often did students do the following:] Prove that a solution is valid or that a method works for all similar cases
[How often did students...] Work on mathematics textbook, worksheet, or board work exercises for practice or review
[How often did students...] Work on mathematics problems that have multiple answers or solution methods
[How often did students...] Discuss mathematical ideas, problems, solutions, or methods in pairs or small groups
[How often did students...] Write extended explanations of mathematical ideas, solutions or methods
[How often did students...] Work on a mathematics investigation, problem, or project for several days
[Which statements should the sisters select as being true?] 0 is an even number
[Which statements ... select as being true?] 0 is not really a number. It is a placeholder in writing big numbers
[Which statements should the sisters select as being true?] The number 8 can be written as 008
[Which statements should the sisters select as being true?] You can't subtract a number from 0
[Which statements should the sisters select as being true?] Dividing any number by 0 results in an answer of 0
[How many ways can 72 be written as a sum of tens and ones?] Which do you think is correct?
[How would you write 72 in base six?] Which answer is correct?
[Which decimal is the largest?] Which answer is correct?
[What power of 10 equals 1?] What should she tell him?
Which of these students is using a method that could be used to multiply any two whole numbers? Student A
Which of these students is using a method that could be used to multiply any two whole numbers? Student B
Which of these students is using a method that could be used to multiply any two whole numbers? Student C
Which of these students is using a method that could be used to multiply any two whole numbers? Student D
[Did you participate in any of the following... models of school reform this year?] Accelerated Schools Project
[Did you participate in any of the following... models of school reform this year?] America's Choice
[Did you participate in any of the following... models of school reform this year?] Roots and Wings
[Did you participate in any of the following... models of school reform this year?] Success for All
[Did you participate in any of the following... models of school reform this year?] ...a program not listed here
There is a detailed plan for improving instruction in our school
The steps for improving instruction are carefully staged and sequenced
Steps that teachers should take to promote classroom improvement are clearly outlined
Instructional goals for students are clearly defined
My participation has exposed me to many examples of the kinds of student work the program is aiming for
My participation has exposed me to many examples of the kinds of classroom teaching the program seeks to foster
The staff of a ... reform program provided me with many useful ideas/resources for changing my classroom practices
I am capable of making the kinds of changes called for by the school improvement program
The ... changes called for by the school improvement program are helping my students reach higher levels of achievement
The school improvement program in this school requires me to make major changes in my classroom practice
I strongly value the kinds of changes called for by the school improvement program
This year, what was the total number of hours of professional development you received?
[Professional development sessions focused on...] Student assessment
[Professional development sessions focused on...] Curriculum materials or frameworks
[Professional development sessions focused on...] Content or performance standards
[Professional development sessions focused on...] Teaching methods
[Professional development sessions focused on...] Use of technology in instruction
[Professional development sessions focused on...] Multicultural or diversity issues
[Professional development sessions focused on...] Classroom management and/or student discipline
[Professional development sessions focused on...] School governance (e.g. local school council, site-based management...)
[Professional development sessions focused on...] School improvement planning or goal setting
[Professional development sessions focused on...] Social services for students
[Professional development sessions focused on...] Safety or school climate issues
[Professional development sessions focused on...] Parent involvement and/or community relations
[How much time/effort did you devote to...] Analyzing or studying mathematics curriculum materials
[How much time/effort did you devote to...] Improving my skills at designing mathematics tasks for my students
[How much time/effort did you devote to...] Improving my knowledge of number concepts (e.g., even and odd numbers, etc.)
[How much time/effort did you devote to...] Improving my knowledge of how particular computational procedures work
[How much time/effort did you devote to...] Improving my knowledge of patterns, functions, or algebra
[How much time/effort did you devote to...] Extending my knowledge of different representations for number concepts
[How much time/effort did you devote to...] Extending my knowledge of diff. representations for operations/computation
[How much time/effort did you devote to...] Extending my knowledge of diff. representations for patterns/func./algebra
[How much time/effort did you devote to...] Analyzing or studying reading/language arts curriculum materials
[How much time/effort did you devote to...] Improving my skills at doing miscue analysis
[How much time/effort did you devote to...] Improving my skills at designing reading/language arts tasks for my students
[How much time/effort did you devote to...] Improving my knowledge of phonetics
[How much time/effort did you devote to...] Improving my knowledge of guided reading strategies ... context clues
[How much time/effort did you devote to...] Improving my knowledge of the writing process
[How much time/effort did you devote to...] Extending my knowledge about diff ways to help students blend/segment sounds
[How much time/effort did you devote to...] Extending my knowl. about diff reading comprehension strategies [e.g., KWL]
[How often work w/ other staff on...] Clarifying standards for student learning through in-depth discussion/analysis...
[How often work w/ other staff on...] Developing thematic units... [for] integrating instruction across curricular areas
[How often work w/ other staff on...] Examining/changing the scope/sequence of the coverage of specific curric. topics
[How often work w/ other staff on...] Examining the alignment of curricular materials and student assessments...
[How often work w/ other staff on...] Learning how to set up and use particular instructional grouping strategies...
[How often did the following occur:] I watched another teacher model instruction
[How often did the following occur:] Another teacher observed me teach and gave me feedback
[How often did the following occur:] I watched another teacher teach and gave him or her feedback
[How often did the following occur:] I watched an instructional leader (e.g., coach, coordinator...) model instruction
[How often did the following occur:] An instructional leader... gave me feedback about improving my teaching techniques
[How often did the following occur:] An instructional leader... gave me feedback about my use of curriculum materials
[How often did the following occur:] An instructional leader studied my students' work/commented on ways to improve...
My learning experiences this year... Gave me opportunities to work on aspects of my teaching that I am trying to develop
My learning experiences this year... Provided me with knowledge/information that is very useful to me in the classroom
My learning experiences this year... Were coherently related to each other
My learning experiences this year... Allowed me to focus on a problem over an extended period of time
My learning experiences this year... Focused on too many topics
My learning experiences this year... Provided me with useful feedback about my teaching
My learning experiences this year... Made me pay closer attention to particular things I was doing in the classroom
My learning experiences this year... Led me to seek out add'l info. from other teachers, an instructional leader, etc.
My learning experiences this year... Led me to think about an aspect of my teaching in a new way
My learning experiences this year... Led me to try new things in the classroom
[GENDER] Are you:
[RACE/ETHNICITY] Are you:
Which best describes your employment status in this school system?
Which best describes your MAIN teaching assignment?
(Specialist Teacher)Which best describes your MAIN teaching assignment: Mark below your primary subject area assignment this year
How many years have you worked as a teacher?
How many years have you taught at THIS school?
What was your undergraduate major field of study?
What was your major field of study for your highest graduate degree?
What type of teaching certification do you hold from the state where you teach? - Permanent or standard certification
What type of teaching certification do you hold from the state where you teach? - Probationary certification
What type of teaching certification do you hold from the state where you teach? - Temporary/provisional/emergency certif
What type of teaching certification do you hold from the state where you teach? - Alternative certification
What type of teaching certification do you hold from the state where you teach? - Not certified
[How many graduate/undergraduate classes have you taken in...] English or a related language arts field
[How many graduate/undergraduate classes have you taken in...] Methods of teaching reading, English, and/or lang. arts
[How many graduate/undergraduate classes have you taken in...] Mathematics
[How many graduate/undergraduate classes have you taken in...] Methods of teaching mathematics
[How many hours of non-univ. professional development have you taken in...] Reading/language arts