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 4 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 with students at the same achievement level use similar methods and cover the same content
Students at this school are expected to master the content they are working on before moving to new topics
Please estimate the percentage of students in your classes who are... Limited English Proficient (LEP) or use English as a Second Language (ESL)
Please estimate the percentage of students in your classes who are... Severely emotionally impaired or behaviorally disordered
Please estimate the percentage of students in your classes who are... Learning Disabled or Mentally Impaired
Do you teach reading as part of your assignment?
Did you teach reading to more than one group of students each day (for example, you are a reading specialist)?
Did you teach reading to several different groups of students who were periodically reassigned to a different reading teacher throughout this year?
Did you teach reading to only one class of students this year (e.g. you taught reading to a self-contained classroom)?
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?
How does the reading comprehension performance of your target reading class compare to the national average of students in the grade you checked in question 11?
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 reading class?
[Reading] How often do you use... Whole class grouping (e.g., all students are taught the same thing at the same time)
[Reading] How often do you use... Ability or achievement grouping (e.g., the most proficient readers are in one group, the next most proficient are in a second group, ...)
[Reading] How often do you use... Mixed ability grouping (e.g., students are grouped according to interest/genre, cooperative-learning groups, etc.)
[Reading] How often do you use... Individualized instruction (e.g., students work individually on learning assignments specifically tailored...)
[How often a primary focus this year...] Word Analysis (e.g., decoding, word families, context cues, sight words)
[How often a primary focus this year...] Reading fluency (e.g., repeated readings, 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)
[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 blending
[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...] Common 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...] Students generating their own questions
[How often a primary focus this year...] Summarizing important or critical details
[How often a primary focus this year...] Analyzing or evaluating text
[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 or 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 only 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 your class work on listening comprehension using...] Informational text
[How often did your class work on listening comprehension using...] Chapter book
[How often did your class work on reading comprehension using...] Informational text
[How often did your class work on reading comprehension using...] Narrative text with patterned or predictable language
[How often did your class work on reading comprehension using...] Narrative text with controlled vocabulary (sight words and/or easily sounded out)
[How often did your class work on reading comprehension using...] Short narrative text without any attempt to control vocabulary (literature-based or thematic)
[How often did your class work on reading comprehension using...] Chapter book
[To help these students increase their reading fluency, what should Mrs. Jones do?] Engage the students in repeated readings of easy text passages.
[To help these students increase their reading fluency, what should Mrs. Jones do?] Teach the students which parts of a passage to skip...
[To help these students increase their reading fluency, what should Mrs. Jones do?] Read aloud to the students more frequently to increase interest...
[To help these students increase their reading fluency, what should Mrs. Jones do?] Provide the student with high-interest library books and freedom to choose...
[For each word below, consider whether it is high frequency...] said
[For each word below, consider whether it is high frequency...] and
[For each word below, consider whether it is high frequency...] bear
[For each word below, consider whether it is high frequency...] was
[For each word below, consider whether it is... irregularly spelled.] said
[For each word below, consider whether it is... irregularly spelled.] and
[For each word below, consider whether it is... irregularly spelled.] bear
[For each word below, consider whether it is... irregularly spelled.] was
[Which choices capture the meaning of this fable?] Birds of a feather flock together.
[Which choices capture the meaning of this fable?] One can not escape one's own evil deeds.
[Which choices capture the meaning of this fable?] The gods help those that help themselves.
[Which choices capture the meaning of this fable?] The hero is brave in deeds as well as words.
Do you teach mathematics as part of your assignment?
Did you teach mathematics to more than one class of students each day (for example, you are a mathematics specialist)?
Did you teach mathematics to several different groups of students who were periodically reassigned to a different mathematics teacher throughout the year?
Did you teach mathematics to only one class of students this year (e.g. you taught mathematics to a self-contained classroom)?
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 is the grade level of the majority of the students in your target math class?
How does the mathematics performance of your target math class compare to the national average of students in the grade you checked in question 32?
Most of the students in my target class can learn what I am supposed to teach them
I feel a great deal of satisfaction when students in my target math class 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 (e.g., all students are taught the same thing at the same time)
[Math] How often do you use... Ability or achievement grouping (e.g., the most proficient students are in one group, the next most proficient are in a second group,...)
[Math] How often do you use... Mixed ability grouping (e.g., students are grouped according to interest/genre, cooperative-learning groups, etc.)
[Math] How often do you use... Individualized instruction (e.g., students work individually on learning assignments specifically tailored...)
How frequently did your instruction focus on... Only whole numbers 0-20
How frequently did your instruction focus on... Whole numbers 0-100
How frequently did your instruction focus on... Whole numbers > 100
How frequently did your instruction focus on... Negative numbers
How frequently did your instruction focus on... Fractions
How frequently did your instruction focus on... Decimals
[How many lessons a primary focus this year...] Counting
[How many lessons a primary focus this year...] Number concepts with whole numbers
[How many lessons a primary focus this year...] Number concepts with fractions and decimals
[How many lessons a primary focus this year...] Addition
[How many lessons a primary focus this year...] Subtraction
[How many lessons a primary focus this year...] Multiplication
[How many lessons a primary focus this year...] Division
[How many lessons a primary focus this year...] Creating, continuing, or explaining patterns or sequences
[How many lessons a primary focus this year...] Functions or algebra
[How many lessons a primary focus this year...] Geometry or spatial sense
[How many lessons a primary focus this year...] Measurement
[How many lessons a primary focus this year...] Creating or using tables, tallies, graphs or charts
[How often were topics in operations a primary focus...] The meaning or properties of an operation
[How often were topics in operations a primary focus...] Methods or strategies for finding answers to basic facts
[How often were topics in operations a primary focus...] Practicing basic facts for speed or accuracy
[How often were topics in operations a primary focus...] Why a conventional computational procedure works
[How often were topics in operations a primary focus...] How to carry out the steps of a conventional computation procedure
[How often were topics in operations a primary focus...] Practicing computational procedures for speed, accuracy, or ease of use
[How often were topics in operations a primary focus...] Developing transitional, alternative, or non-conventional methods for doing computation
[How often were topics in operations a primary focus...] Applying basic facts or computation to solve word problems
[How often were topics in operations a primary focus...] Estimating the answer to a computation problem
[This year, how often did students do the following?] Listen to me present the definition for a term or the steps of a procedure
[This year, how often did students do the following?] Perform tasks requiring methods or ideas already introduced to students
[This year, how often did students do the following?] Assess a problem and choose a method to use from those already introduced to the students
[This year, how often did students do the following?] Perform tasks requiring methods or ideas not already introduced to the students
[This year, how often did students do the following?] Explain an answer or a solution method for a particular problem
[This year, how often did students do the following?] Analyze similarities and differences among representations, solutions, or methods
[This year, how often did students do the following?] Prove that a method works for all similar cases
[This year, how often did students do the following?] Work on mathematics problems that have multiple answers or solution methods
[This year, how often did students do the following?] Discuss mathematics ideas, problems, solutions, or methods
[This year, how often did students do the following?] Write extended explanations of mathematical ideas, solutions, or methods
[This year, how often did students do the following?] Work on a mathematics investigation, problem, or project for several days
Please write the name and/or publisher of the materials you use most often in your mathematics teaching.
[Which of the following ways to represent 391 should she accept as correct?] 2 hundreds + 19 tens + 1 one
[Which of the following ways to represent 391 should she accept as correct?] 3 hundreds + 9 tens + 10 tenths
[Which of the following ways to represent 391 should she accept as correct?] 39 tens + 1 one
Mr. Linden asked: 'If we were to group by sixes instead of by tens, how would we write the number 72? More specifically, how would you write 72 in base six?' He got one of the following answers: 12, 200, 20, and 120. Which answer is correct?
Mr. Allen found himself a bit confused one morning as he prepared to teach. Realizing that ten to the second power equals one hundred, he puzzled about what power of 10 equals 1. He asked Ms. Berry, next door. What should she tell him?
[Ms. Lawrence... wants to write a word problem for 3 [divided by] 1/2. Which word problems can she include?] Melissa has 3 pizzas and she wants to give half of them to her friend...
[Ms. Lawrence... wants to write a word problem for 3 [divided by] 1/2. Which word problems can she include?] Dan has 3 cups of chocolate chips. He wants to bake cookies, and each batch requires 1/2 cup of chocolate chips...
[Ms. Lawrence... wants to write a word problem for 3 [divided by] 1/2. Which word problems can she include?] Three friends each have half of a cookie...
[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 that is 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 comprehensive school reform program provided me with many useful ideas and resources for changing my classroom practices
I am capable of making the kinds of changes called for by the school improvement program
The kinds of 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...] 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, decision making)
[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 and effort did you devote to...] Analyzing or studying mathematics curriculum materials
[How much time and effort did you devote to...] Improving my skills at designing mathematics tasks for my students
[How much time and effort did you devote to...] Improving my knowledge of number concepts (e.g., even and odd numbers, divisibility, place value, fraction concepts)
[How much time and effort did you devote to...] Improving my knowledge of how particular computational procedures work
[How much time and effort did you devote to...] Extending my knowledge of different representations for number concepts
[How much time and effort did you devote to...] Extending my knowledge of different representations for operations or computation
[How much time and effort did you devote to...] Analyzing or studying reading/language arts curriculum materials
[How much time and effort did you devote to...] Improving my skills at doing miscue analysis
[How much time and effort did you devote to...] Improving my skills at designing reading/language arts tasks for my students
[How much time and effort did you devote to...] Improving my knowledge of phonetics
[How much time and effort did you devote to...] Improving my knowledge of guided reading strategies that help students use context clues
[How much time and effort did you devote to...] Improving my knowledge of the writing process
[How much time and effort did you devote to...] Extending my knowledge about different ways to help students blend and segment sounds
[How much time and effort did you devote to...] Extending my knowledge about different reading comprehension strategies such as KWL or reciprocal reading
[How often did you work with faculty/staff on...] Clarifying standards for student learning through in-depth discussion and analysis of students' classroom work
[How often did you work with faculty/staff on...] Developing thematic units or other approaches to integrating instruction across curricular areas
[How often did you work with faculty/staff on...] Examining or changing the scope or sequence of the coverage of specific curricular topics
[How often did you work with faculty/staff on...] Examining the alignment of curricular materials and student assessments at this school
[How often did you work with faculty/staff on...] Learning how to set up and use particular instructional grouping strategies (e.g., cooperative grouping, multi-age grouping)
[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, or facilitator) model instruction
[How often did the following occur:] An instructional leader observed me teach and gave me feedback about improving my teaching techniques
[How often did the following occur:] An instructional leader... observed me teach and gave me feedback about my use of curriculum materials
[How often did the following occur:] An instructional leader studied my students' work and commented on ways I could improve their learning of subject matter
My learning experiences this year... Gave me many opportunities to work on aspects of my teaching that I am trying to develop
My learning experiences this year... Provided me with knowledge or 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 additional information from other teachers, an instructional leader, or some other source
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
[SEX] 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 CERTIFICATION
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 undergraduate or graduate classes have you taken in...] English or a related language arts field
[How many undergraduate or graduate classes have you taken in...] Methods of teaching reading, English, and/or language arts
[How many undergraduate or graduate classes have you taken in...] Mathematics
[How many undergraduate or graduate classes have you taken in...] Methods of teaching mathematics
[How many hours of non-university based professional development have you taken in...] Reading/language arts