{"id":448,"date":"2026-06-18T12:59:05","date_gmt":"2026-06-18T12:59:05","guid":{"rendered":"https:\/\/sites.marsal.umich.edu\/sii\/?page_id=448"},"modified":"2026-06-23T17:39:47","modified_gmt":"2026-06-23T17:39:47","slug":"preliminary-measures","status":"publish","type":"page","link":"https:\/\/sites.marsal.umich.edu\/sii\/preliminary-measures\/","title":{"rendered":"Preliminary Measures"},"content":{"rendered":"\n

Below are preliminary scales and measures developed by SII researchers. Over time, items used in scales, and even names of constructs changed. The reported reliabilities were produced using Rasch scaling methods, where measures were anchored on Year 1 participants’ responses.<\/p>\n\n\n\n

Planning Process<\/h3>\n\n\n\n

The SLQ “Plan Targets” represent standardized single items originally measured on
a three-point scale: 1 = not in plan, 2 = in plan, not top priority, 3 = a top priority<\/p>\n\n\n\n

SLQ- Plan targets:<\/td><\/td><\/td><\/td><\/td><\/td><\/tr>
attendance<\/td>climate<\/td>facilities<\/td>Media\/Library<\/td>Parent participation<\/td>Students’ health & welfare<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
SLQ – Adopting new curriculum – math (mnewcur)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.73<\/td>0.73<\/td>0.74<\/td>0.75<\/td><\/td><\/tr>
SL1_30B<\/td>SL2_33B<\/td>SL3_33B<\/td>SL4_33B<\/td>A new mathematics curriculum was developed or was in the early stages of implementation<\/td><\/tr>
SL1_30C<\/td>SL2_33C<\/td>SL3_33C<\/td>SL4_33C<\/td>New standards for student learning in math were developed<\/td><\/tr>
SL1_30D<\/td>SL2_33D<\/td>SL3_33D<\/td>SL4_33D<\/td>Teachers learned to use new math curricular materials<\/td><\/tr>
SL1_30E<\/td>SL2_33D<\/td>SL3_33F<\/td>SL4_33F<\/td>New curriculum-referenced examinations or tests were introduced<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
SLQ – Adopting new curriculum – reading (rnewcur)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.70<\/td>0.75<\/td>0.76<\/td>0.76<\/td><\/td><\/tr>
SL1_23B<\/td>SL2_26B<\/td>SL3_26B<\/td>SL4_26B<\/td>A new reading\/language arts curriculum developed<\/td><\/tr>
SL1_23C<\/td>SL2_26C<\/td>SL3_26C<\/td>SL4_26C<\/td>New standards for student learning in reading\/language arts developed<\/td><\/tr>
SL1_23D<\/td>SL2_26D<\/td>SL3_26D<\/td>SL4_26D<\/td>Teachers learned to use new reading\/language arts curricular materials<\/td><\/tr>
SL1_23E<\/td>SL2_26E<\/td>SL3_26E<\/td>SL4_26E<\/td>New curriculum-referenced examinations or tests were introduced<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
SLQ – Specificity of Plan (specpln)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.80<\/td>0.82<\/td>0.82<\/td>0.82<\/td><\/td><\/tr>
SL1_16C<\/td>SL2_19C<\/td>SL3_19C<\/td>SL4_19C<\/td>School has a detailed plan<\/td><\/tr>
SL1_16F<\/td>SL2_19F<\/td>SL3_19F<\/td>SL4_19F<\/td>School improvement efforts at this school have been carefully staged and sequenced<\/td><\/tr>
SL1_16K<\/td>SL2_19I<\/td>SL3_19I<\/td>SL4_19I<\/td>School passes up improvement opportunities that do not fit improvement goals<\/td><\/tr>
SL1_16L<\/td>SL2_19J<\/td>SL3_19J<\/td>SL4_19J<\/td>The steps teachers are expected to take to promote classroom improvement are clear<\/td><\/tr>
SL1_16Q<\/td>SL2_19O<\/td>SL3_19O<\/td>SL4_19O<\/td>Identify clear steps for improving home-school relations and parent participation<\/td><\/tr>
SL1_16N<\/td>SL2_19L<\/td>SL3_19L<\/td>SL4_19L<\/td>Our school improvement efforts define specific instructional goals for students<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
SLQ – School improvement implementation process (imp_proc)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.86<\/td>0.87<\/td>0.87<\/td>0.87<\/td><\/td><\/tr>
SL1_16A<\/td>SL2_19A<\/td>SL3_19A<\/td>SL4_19A<\/td>This school has a set of shared values that guide school improvement efforts<\/td><\/tr>
SL1_16E<\/td>SL2_19E<\/td>SL3_19E<\/td>SL4_19E<\/td>A careful review process guarantees programs brought compatible with goals<\/td><\/tr>
SL1_16I<\/td>SL2_19H<\/td>SL3_19H<\/td>SL4_19H<\/td>The next steps for organizing and staffing our instructional program are clear<\/td><\/tr>
SL1_16B<\/td>SL2_19B<\/td>SL3_19B<\/td>SL4_19B<\/td>Decisions: alternatives are always carefully researched<\/td><\/tr>
SL1_16M<\/td>SL2_19K<\/td>SL3_19K<\/td>SL4_19K<\/td>Use process: identifying issues for school improvement<\/td><\/tr>
SL1_16P<\/td>SL2_19N<\/td>SL3_19N<\/td>SL4_19N<\/td>Group investigation and problem-solving<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
TQ – Specificity of Plan (pimpln)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.87<\/td>0.86<\/td>0.87<\/td>0.87<\/td><\/td><\/tr>
tq1_47a<\/td>tq2_48a<\/td>tq3_45a<\/td>tq4_48a<\/td>Detailed plan for improving instruction in our school<\/td><\/tr>
tq1_47b<\/td>tq2_48b<\/td>tq3_45b<\/td>tq4_48b<\/td>Steps for improving instruction are carefully staged and sequenced<\/td><\/tr>
tq1_47c<\/td>tq2_48c<\/td>tq3_45c<\/td>tq4_48c<\/td>Steps to promote classroom improvement are clearly outlined<\/td><\/tr>
tq1_47d<\/td>tq2_48d<\/td>tq3_45d<\/td>tq4_48d<\/td>Instructional goals for students are clearly defined<\/td><\/tr>
tq1_47e<\/td>tq2_48e<\/td>tq3_45e<\/td>tq4_48e<\/td>Exposed me to program examples – student work<\/td><\/tr>
tq1_47f<\/td>tq2_48f<\/td>tq3_45f<\/td>tq4_48f<\/td>Exposed me to program examples of classroom teaching<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Adaptability<\/h3>\n\n\n\n

(Back to top<\/a>)<\/p>\n\n\n\n

SLQ – Clear school district curriculum guidelines (dstspec)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.85<\/td>0.85<\/td>0.85<\/td>0.86<\/td><\/td><\/tr>
SL1_19A<\/td>SL2_22A<\/td>SL3_22A<\/td>SL4_22A<\/td>School district’s curriculum frameworks are specific and clear<\/td><\/tr>
SL1_19B<\/td>SL2_22B<\/td>SL3_22B<\/td>SL4_22B<\/td>School district’s assessment program provides specific and clear information<\/td><\/tr>
SL1_19C<\/td>SL2_22C<\/td>SL3_22C<\/td>SL4_22C<\/td>District’s instructional policies give teachers clear information about what and how to teach<\/td><\/tr>
SL1_19D<\/td>SL2_22D<\/td>SL3_22D<\/td>SL4_22D<\/td>District standards for student learning drive much of our improvement agenda in this school<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
SLQ – District level resources and support for improvement program (dstspt)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.71<\/td>0.75<\/td>0.75<\/td>0.76<\/td><\/td><\/tr>
SL1_19E<\/td>SL2_22E<\/td>SL3_22E<\/td>SL4_22E<\/td>District important source of funding for improvement agenda<\/td><\/tr>
SL1_19F<\/td>SL2_22F<\/td>SL3_22F<\/td>SL4_22F<\/td>District provides flexibility in how resources are allocated<\/td><\/tr>
SL1_19G<\/td>SL2_22G<\/td>SL3_22G<\/td>SL4_22G<\/td>District’s staff provide important information and expertise<\/td><\/tr>
SL1_19I<\/td>SL2_22I<\/td>SL3_22I<\/td>SL4_22I<\/td>Strong consensus among district leaders about priorities for school improvement<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
SLQ – State guidelines, resources, and policies support improvement agenda (stspec)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.77<\/td>0.80<\/td>0.77<\/td>0.79<\/td><\/td><\/tr>
SL1_21A<\/td>SL2_24A<\/td>SL3_24A<\/td>SL4_24A<\/td>State curriculum guides or frameworks are specific and clear<\/td><\/tr>
SL1_21B<\/td>SL2_24B<\/td>SL3_24B<\/td>SL4_24B<\/td>State’s assessment program provides specific and clear information<\/td><\/tr>
SL1_21C<\/td>SL2_24C<\/td>SL3_24C<\/td>SL4_24C<\/td>Special funds from the state are an important source of supports<\/td><\/tr>
SL1_21D<\/td>SL2_24D<\/td>SL3_24D<\/td>SL4_24D<\/td>Personnel from the state education agency regularly provide us with information and expertise<\/td><\/tr>
SL1_21F<\/td>SL2_24F<\/td>SL3_24F<\/td>SL4_24F<\/td>Strong consensus among state leaders about priorities for school improvement<\/td><\/tr>
SL1_21H<\/td>SL2_24H<\/td>SL3_24H<\/td>SL4_24H<\/td>School improvement agenda is consistent with state education policies and priorities<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
SLQ – State\/district curriculum in alignment (standrd)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.84<\/td>0.84<\/td>0.83<\/td>0.84<\/td><\/td><\/tr>
SL1_19A<\/td>SL2_22A<\/td>SL3_22A<\/td>SL4_22A<\/td>School district’s curriculum frameworks are specific and clear<\/td><\/tr>
SL1_19B<\/td>SL2_22B<\/td>SL3_22B<\/td>SL4_22B<\/td>School district’s assessment program provides specific and clear information<\/td><\/tr>
SL1_19C<\/td>SL2_22C<\/td>SL3_22C<\/td>SL4_22C<\/td>District’s instructional policies give teachers clear information about what and how to teach<\/td><\/tr>
SL1_19D<\/td>SL2_22D<\/td>SL3_22D<\/td>SL4_22D<\/td>District standards for student learning drive much of our improvement agenda in this school<\/td><\/tr>
SL1_21A<\/td>SL2_24A<\/td>SL3_24A<\/td>SL4_24A<\/td>State curriculum guides or frameworks are specific and clear<\/td><\/tr>
SL1_21B<\/td>SL2_24B<\/td>SL3_24B<\/td>SL4_24B<\/td>State’s assessment program provides specific and clear information<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
SLQ – State and District Policy Coherence (cohere) all items reversed<\/em><\/td><\/td><\/td><\/td><\/td><\/tr>
0.69<\/td>0.68<\/td>0.70<\/td>0.70<\/td><\/td><\/tr>
SL1_19J<\/td>SL2_22J<\/td>SL3_22J<\/td>SL4_22J<\/td>Central office policies and procedures change frequently in this district<\/td><\/tr>
SL1_19K<\/td>SL2_22K<\/td>SL3_22K<\/td>SL4_22K<\/td>District’s improvement agenda not tailored to the specific needs of this school<\/td><\/tr>
SL1_19L<\/td>SL2_22L<\/td>SL3_22L<\/td>SL4_22L<\/td>Personnel policies make it difficult to hire staff<\/td><\/tr>
SL1_21E<\/td>SL2_24E<\/td>SL3_24E<\/td>SL4_24E<\/td>Constant change in state education policies, procedures, and\/or personnel<\/td><\/tr>
SL1_21G<\/td>SL2_24G<\/td>SL3_24G<\/td>SL4_24G<\/td>State education agency’s agenda makes it difficult<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
TQ – Lack of Program Clarity (pincohe)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.80<\/td>0.78<\/td>0.79<\/td>0.79<\/td><\/td><\/tr>
tq1_3a<\/td>tq2_3a<\/td>tq3_3a<\/td>tq4_3a<\/td>Policies about how I should teach are often contradictory<\/td><\/tr>
tq1_3b<\/td>tq2_3b<\/td>tq3_3b<\/td>tq4_3b<\/td>Have difficulty choosing what to do (classroom) out of all options<\/td><\/tr>
tq1_3c<\/td>tq2_3c<\/td>tq3_3c<\/td>tq4_3c<\/td>Out of all the information about teaching, unsure about priorities<\/td><\/tr>
tq1_3d<\/td>tq2_3d<\/td>tq3_3d<\/td>tq4_3d<\/td>Instructional policies I am supposed to follow seem inconsistent<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Instructional Coordination<\/h3>\n\n\n\n

(Back to top<\/a>)<\/p>\n\n\n\n

SLQ – Coordination of remedial services – Reading (rmdcrdr)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.87<\/td>0.86<\/td>0.85<\/td>0.84<\/td><\/td><\/tr>
SL1_26A<\/td>SL2_25A<\/td>SL3_25A<\/td>SL4_25A<\/td>Coordinate instructional strategies<\/td><\/tr>
SL1_26B<\/td>SL2_25B<\/td>SL3_25B<\/td>SL4_25B<\/td>Materials of texts they use complement those used in the regular class<\/td><\/tr>
SL1_26C<\/td>SL2_25C<\/td>SL3_25C<\/td>SL4_25C<\/td>Regular classroom teachers meet frequently with aides, tutors, or specialists<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
SLQ – Coordination of remedial services – Math (rmdcrdm)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.84<\/td>0.82<\/td>0.82<\/td>0.82<\/td><\/td><\/tr>
SL1_33A<\/td>SL2_36A<\/td>SL3_36A<\/td>SL4_36A<\/td>Coordinate instructional strategies<\/td><\/tr>
SL1_33B<\/td>SL2_36B<\/td>SL3_36B<\/td>SL4_36B<\/td>Materials of texts they use complement those used in the regular class<\/td><\/tr>
SL1_33C<\/td>SL2_36C<\/td>SL3_36C<\/td>SL4_36C<\/td>Regular classroom teachers meet frequently with aides, tutors, or specialists<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
SLQ – Teacher Autonomy – private practice (tchindv)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.75<\/td>0.77<\/td>0.77<\/td>0.79<\/td><\/td><\/tr>
SL1_27A<\/td>SL2_30A<\/td>SL3_30A<\/td>SL4_30A<\/td>Teachers develop their own ‘teaching style’ – Reading<\/td><\/tr>
SL1_27B<\/td>SL2_30B<\/td>SL3_30B<\/td>SL4_30B<\/td>Teachers pick and choose the curricular content – Reading<\/td><\/tr>
SL1_34A<\/td>SL2_37A<\/td>SL3_37A<\/td>SL4_37A<\/td>Teachers develop their own ‘teaching style’ – Math<\/td><\/tr>
SL1_34B<\/td>SL2_37B<\/td>SL3_37B<\/td>SL4_37B<\/td>Teachers pick and choose the curricular content – Math<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
SLQ – Consensus on learning expectations (xptcnsu) – “C” series reversed<\/td><\/td><\/td><\/td><\/td><\/tr>
0.84<\/td>0.84<\/td>0.85<\/td>0.84<\/td><\/td><\/tr>
SL1_27Cr<\/td>SL2_30Cr<\/td>SL3_30Cr<\/td>SL4_30Cr<\/td>Teachers have different expectations about what sdnts can learn – Reading<\/td><\/tr>
SL1_27F<\/td>SL2_30F<\/td>SL3_30F<\/td>SL4_30F<\/td>Teachers have common expectations about what sdnts should learn – – Reading<\/td><\/tr>
SL1_34Cr<\/td>SL2_37Cr<\/td>SL3_37Cr<\/td>SL4_37Cr<\/td>Teachers have different expectations about what sdnts can learn – Math<\/td><\/tr>
SL1_34F<\/td>SL2_37F<\/td>SL3_37F<\/td>SL4_37F<\/td>Teachers have common expectations about what sdnts should learn – – Math<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
SLQ – Standardization of instructional practice (corinst)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.72<\/td>0.71<\/td>0.71<\/td>0.71<\/td><\/td><\/tr>
SL1_27D<\/td>SL2_30D<\/td>SL3_30D<\/td>SL4_30D<\/td>Use the same or similar instructional practices – Reading<\/td><\/tr>
SL1_27E<\/td>SL2_30E<\/td>SL3_30E<\/td>SL4_30E<\/td>Teachers expected to follow the same curriculum – Reading<\/td><\/tr>
SL1_34D<\/td>SL2_37D<\/td>SL3_37D<\/td>SL4_37D<\/td>Use the same or similar instructional practices – Math<\/td><\/tr>
SL1_34E<\/td>SL2_37E<\/td>SL3_37E<\/td>SL4_37E<\/td>Teachers expected to follow the same curriculum – Math<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
SLQ – Student learning outcomes used in improvement planning (acprog)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.82<\/td>0.76<\/td>0.77<\/td>0.75<\/td><\/td><\/tr>
SL1_18D<\/td>SL2_21D<\/td>SL3_21D<\/td>SL4_21D<\/td>Student grades and report cards<\/td><\/tr>
SL1_18F<\/td>SL2_21F<\/td>SL3_21F<\/td>SL4_21F<\/td>Informal assessments conducted by teachers<\/td><\/tr>
SL1_18G<\/td>SL2_21G<\/td>SL3_21G<\/td>SL4_21G<\/td>Learning or curriculum standards<\/td><\/tr>
SL1_18H<\/td>SL2_21H<\/td>SL3_21H<\/td>SL4_21H<\/td>Samples of students’ academic work<\/td><\/tr>
SL1_18I<\/td>SL2_21I<\/td>SL3_21I<\/td>SL4_21I<\/td>Your own and others’ observations in classrooms<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
variables used as individual items<\/em><\/td><\/td><\/td><\/td><\/td><\/tr>
SL1_9F<\/td>SL2_8F<\/td>SL3_8F<\/td>SL4_8F<\/td>Standardized, norm- or curriculum-referenced test results to plan instructional changes<\/td><\/tr>
SL1_9G<\/td>SL2_8G<\/td>SL3_8G<\/td>SL4_8G<\/td>Promoting alignment between the assessments used and what is taught in classrooms<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
SLQ – Instructional coordination – school & grade (instcrd)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.74<\/td>0.72<\/td>0.75<\/td>0.74<\/td><\/td><\/tr>
SL1_9H<\/td>SL2_8H<\/td>SL3_8H<\/td>SL4_8H<\/td>Promoting instructional coordination across grade levels in the school<\/td><\/tr>
SL1_9I<\/td>SL2_8I<\/td>SL3_8I<\/td>SL4_8I<\/td>Promoting instructional coordination across regular and compensatory programs<\/td><\/tr>
SL1_9J<\/td>SL2_8J<\/td>SL3_8J<\/td>SL4_8J<\/td>Promoting integration of the school’s curriculum<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
TQ – Instructional Coordination and Sequencing (pintcrd)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.76<\/td>0.76<\/td>0.74<\/td>0.75<\/td><\/td><\/tr>
tq1_4a<\/td>tq2_4a<\/td>tq3_4a<\/td>tq4_4a<\/td>Detailed knowledge – content\/methods used by other teachers<\/td><\/tr>
tq1_4b<\/td>tq2_4b<\/td>tq3_4b<\/td>tq4_4b<\/td>New students – detailed knowledge of that learned previously<\/td><\/tr>
tq1_4c<\/td>tq2_4c<\/td>tq3_4c<\/td>tq4_4c<\/td>Other teachers know what students learned in my class<\/td><\/tr>
tq1_4d<\/td>tq2_4d<\/td>tq3_4d<\/td>tq4_4d<\/td>Frequently plan and coordinate instruction w\/ other teachers<\/td><\/tr>
tq1_4e<\/td>tq2_4e<\/td>tq3_4e<\/td>tq4_4e<\/td>Teachers use similar methods \/ cover the same content<\/td><\/tr>
tq1_4f<\/td>tq2_4f<\/td>tq3_4f<\/td>tq4_4f<\/td>Students master content before moving on<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
TQ – Teacher Collaboration on Instructional Program (ptchcll)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.81<\/td>0.80<\/td>0.81<\/td>0.81<\/td><\/td><\/tr>
tq1_53a<\/td>tq2_54a<\/td>tq3_51a<\/td>tq4_54a<\/td>Clarifying standards for student learning<\/td><\/tr>
tq1_53b<\/td>tq2_54b<\/td>tq3_51b<\/td>tq4_54b<\/td>Developing thematic units. integrating instruction across curricular areas<\/td><\/tr>
tq1_53c<\/td>tq2_54c<\/td>tq3_51c<\/td>tq4_54c<\/td>Examining\/changing the scope\/sequence of specific curric. topics<\/td><\/tr>
tq1_53d<\/td>tq2_54d<\/td>tq3_51d<\/td>tq4_54d<\/td>Examining the alignment of curricular materials and student assessments\u2026<\/td><\/tr>
tq1_53e<\/td>tq2_54e<\/td>tq3_51e<\/td>tq4_54e<\/td>Learning how to set up and use instructional grouping strategies\u2026<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Leadership<\/h3>\n\n\n\n

(Back to top<\/a>)<\/p>\n\n\n\n

SLQ – Setting and communicating school improvement goals<\/td><\/td><\/td><\/td><\/td><\/tr>
0.82<\/td>0.76<\/td>0.77<\/td>0.80<\/td><\/td><\/tr>
SL1_9A<\/td>SL2_8A<\/td>SL3_8A<\/td>SL4_8A<\/td>Framing and communicating broad goals for school improvement<\/td><\/tr>
SL1_9B<\/td>SL2_8B<\/td>SL3_8B<\/td>SL4_8B<\/td>Examining the school’s overall progress toward its school improvement goals<\/td><\/tr>
SL1_9C<\/td>SL2_8C<\/td>SL3_8C<\/td>SL4_8C<\/td>Setting explicit timelines for instructional improvement<\/td><\/tr>
SL1_9D<\/td>SL2_8D<\/td>SL3_8D<\/td>SL4_8D<\/td>Clarifying expectations or standards for students’ academic performance<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
SLQ – Monitor instruction (monitor)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.84<\/td>0.85<\/td>0.85<\/td>0.85<\/td><\/td><\/tr>
SL1_8B<\/td>SL2_7B<\/td>SL3_7B<\/td>SL4_7B<\/td>Observe teacher trying new instructional practices or using new curricular materials<\/td><\/tr>
SL1_9M<\/td>SL2_8M<\/td>SL3_8M<\/td>SL4_8M<\/td>Troubleshooting or supporting the implementation of school improvement efforts<\/td><\/tr>
SL1_9N<\/td>SL2_8N<\/td>SL3_8N<\/td>SL4_8N<\/td>Monitoring or supervising the implementation of school improvement efforts<\/td><\/tr>
SL1_15A<\/td>SL2_18A<\/td>SL3_18A<\/td>SL4_18A<\/td>Monitor curriculum–see that it reflects the schools’ improvement efforts<\/td><\/tr>
SL1_15B<\/td>SL2_18B<\/td>SL3_18B<\/td>SL4_18B<\/td>Monitor classroom instructional practices to see that they reflect the school’s improvement efforts<\/td><\/tr>
SL1_15C<\/td>SL2_18C<\/td>SL3_18C<\/td>SL4_18C<\/td>Observe in classrooms in order to examine what students are learning<\/td><\/tr>
SL1_15D<\/td>SL2_18D<\/td>SL3_18D<\/td>SL4_18D<\/td>Evaluate teachers using criteria directly related to the school’s improvement efforts<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
SLQ – Instructional leadership<\/td><\/td><\/td><\/td><\/td><\/tr>
0.84<\/td>0.82<\/td>0.82<\/td>0.81<\/td><\/td><\/tr>
SL1_8A<\/td>SL2_7A<\/td>SL3_7A<\/td>SL4_7A<\/td>Demonstrate instructional practices and\/or the use of curricular materials in a classroom<\/td><\/tr>
SL1_8B<\/td>SL2_7B<\/td>SL3_7B<\/td>SL4_7B<\/td>Observe a teacher who was trying new instructional practices or using new curricular materials<\/td><\/tr>
SL1_8C<\/td>SL2_7C<\/td>SL3_7C<\/td>SL4_7C<\/td>Share information or advice about classroom practices with a teacher<\/td><\/tr>
SL1_8D<\/td>SL2_7D<\/td>SL3_7D<\/td>SL4_7D<\/td>Examine\/discuss what students were working on during a teacher’s lesson<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
SLQ – Staff development (stfdev)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.70<\/td>0.66<\/td>0.68<\/td>0.67<\/td><\/td><\/tr>
SL1_9E<\/td>SL2_8E<\/td>SL3_8E<\/td>SL4_8E<\/td>Examining and discussing exemplars of students’ academic work<\/td><\/tr>
SL1_9K<\/td>SL2_8K<\/td>SL3_8K<\/td>SL4_8K<\/td>Developing the staff development program in the school<\/td><\/tr>
SL1_9L<\/td>SL2_8L<\/td>SL3_8L<\/td>SL4_8L<\/td>Personally providing staff development<\/td><\/tr>
SL1_9O<\/td>SL2_8O<\/td>SL3_8O<\/td>SL4_8O<\/td>Working on plans to improve the teaching of specific curricular units or objectives<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
SLQ – Publicly recognize and praise (praise)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.71<\/td>0.71<\/td>0.70<\/td>0.71<\/td><\/td><\/tr>
SL1_15E<\/td>SL2_18E<\/td>SL3_18E<\/td>SL4_18E<\/td>I praise, publicly recognize, and\/or provide tangible rewards to teachers<\/td><\/tr>
SL1_15F<\/td>SL2_18F<\/td>SL3_18F<\/td>SL4_18F<\/td>I praise, publicly recognize, and\/or provide tangible rewards to students who succeed academically<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Professional Developement<\/h3>\n\n\n\n

(Back to top<\/a>)<\/p>\n\n\n\n

SLQ – OTL Perceived value of professional development<\/td><\/td><\/td><\/td><\/td><\/tr>
0.85<\/td>0.87<\/td>0.85<\/td>0.85<\/td><\/td><\/tr>
SL1_46A<\/td>SL2_49A<\/td>SL3_49A<\/td>SL4_49A<\/td>Gave me many opportunities to improve aspects of my work<\/td><\/tr>
SL1_46B<\/td>SL2_49B<\/td>SL3_49B<\/td>SL4_49B<\/td>Provided useful knowledge or information<\/td><\/tr>
SL1_46C<\/td>SL2_49C<\/td>SL3_49C<\/td>SL4_49C<\/td>Were coherently related to each other<\/td><\/tr>
SL1_46D<\/td>SL2_49D<\/td>SL3_49D<\/td>SL4_49D<\/td>Allowed me to focus on a problem over an extended period of time<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
SLQ – OTL Professional development led to change in leader practice<\/td><\/td><\/td><\/td><\/td><\/tr>
0.82<\/td>0.78<\/td>0.76<\/td>0.82<\/td><\/td><\/tr>
SL1_46F<\/td>SL2_49F<\/td>SL3_49F<\/td>SL4_49F<\/td>Provided me with useful feedback about my practice or work<\/td><\/tr>
SL1_46G<\/td>SL2_49G<\/td>SL3_49G<\/td>SL4_49G<\/td>Made me pay closer attention to particular things I was doing in my work<\/td><\/tr>
SL1_46H<\/td>SL2_49H<\/td>SL3_49H<\/td>SL4_49H<\/td>Led me to seek out additional information from other school professionals<\/td><\/tr>
SL1_46I<\/td>SL2_49I<\/td>SL3_49I<\/td>SL4_49I<\/td>Led me to think about an aspect of my work in a new way<\/td><\/tr>
SL1_46J<\/td>SL2_49J<\/td>SL3_49J<\/td>SL4_49J<\/td>Led me to try new things in my practice or work<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
TQ – Professional development focused on instructional improvement (pinstpd)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.82<\/td>0.81<\/td>0.80<\/td>0.82<\/td><\/td><\/tr>
tq1_50a<\/td>tq2_51a<\/td>tq3_48a<\/td>tq4_51a<\/td>Pd on student assessment<\/td><\/tr>
tq1_50b<\/td>tq2_51b<\/td>tq3_48b<\/td>tq4_51b<\/td>Pd on curriculum materials<\/td><\/tr>
tq1_50c<\/td>tq2_51c<\/td>tq3_48c<\/td>tq4_51c<\/td>Pd on perform standards<\/td><\/tr>
tq1_50d<\/td>tq2_51d<\/td>tq3_48d<\/td>tq4_51d<\/td>Pd on teaching methods<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
TQ – Observed another teacher as part of development activities (pobstch)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.64<\/td>0.62<\/td>0.62<\/td>0.61<\/td><\/td><\/tr>
tq1_54a<\/td>tq2_55a<\/td>tq3_52a<\/td>tq4_55a<\/td>Time watched another tchr<\/td><\/tr>
tq1_54b<\/td>tq2_55b<\/td>tq3_52b<\/td>tq4_55b<\/td>Time another tchr watched<\/td><\/tr>
tq1_54c<\/td>tq2_55c<\/td>tq3_52c<\/td>tq4_55c<\/td>Time watch another with fdbck<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
TQ – Observe instructional leader as part of development activities (pobsldr)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.71<\/td>0.71<\/td>0.72<\/td>0.96<\/td><\/td><\/tr>
tq1_55a<\/td>tq2_56a<\/td>tq3_53a<\/td>tq4_56a<\/td>Time watch instr. leader<\/td><\/tr>
tq1_55b<\/td>tq2_56b<\/td>tq3_53b<\/td>tq4_56b<\/td>Instr lead watch teach technq<\/td><\/tr>
tq1_55c<\/td>tq2_56c<\/td>tq3_53c<\/td>tq4_56c<\/td>Instr lead watch use of cur mater<\/td><\/tr>
tq1_55d<\/td>tq2_56d<\/td>tq3_53d<\/td>tq4_56d<\/td>Instr lead study std work<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
TQ – Perceived value of professional development (pprvide)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.84<\/td>0.82<\/td>0.83<\/td>0.83<\/td><\/td><\/tr>
tq1_56a<\/td>tq2_57a<\/td>tq3_54a<\/td>tq4_57a<\/td>OTL Gave me opportunities to work on aspects of my teaching<\/td><\/tr>
tq1_56b<\/td>tq2_57b<\/td>tq3_54b<\/td>tq4_57b<\/td>OTL Provided me with useful knowledge\/information<\/td><\/tr>
tq1_56c<\/td>tq2_57c<\/td>tq3_54c<\/td>tq4_57c<\/td>OTL Were coherently related to each other<\/td><\/tr>
tq1_56d<\/td>tq2_57d<\/td>tq3_54d<\/td>tq4_57d<\/td>OTL Allowed me to focus on a problem – extended period<\/td><\/tr>
tq1_56f<\/td>tq2_57f<\/td>tq3_54f<\/td>tq4_57f<\/td>OTL Provided me with useful feedback about my teaching<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
TQ – Professional development led to change in instructional practice (pchange)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.69<\/td>0.68<\/td>0.69<\/td>0.66<\/td><\/td><\/tr>
tq1_56g<\/td>tq2_57g<\/td>tq3_54g<\/td>tq4_57g<\/td>OTL Made me pay closer attention to particular things<\/td><\/tr>
tq1_56h<\/td>tq2_57h<\/td>tq3_54h<\/td>tq4_57h<\/td>OTL Led me to seek out add’l info<\/td><\/tr>
tq1_56i<\/td>tq2_57i<\/td>tq3_54i<\/td>tq4_57i<\/td>OTL Led me to think about an aspect of my teaching<\/td><\/tr>
tq1_56j<\/td>tq2_57j<\/td>tq3_54j<\/td>tq4_57j<\/td>OTL Led me to try new things in the classroom<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Professional Community<\/h3>\n\n\n\n

(Back to top<\/a>)<\/p>\n\n\n\n

TQ – Trust and respect among faculty<\/td><\/td><\/td><\/td><\/td><\/tr>
0.83<\/td>0.81<\/td>0.78<\/td>0.78<\/td><\/td><\/tr>
tq1_1a<\/td>tq2_1a<\/td>tq3_1a<\/td>tq4_1a<\/td>Teachers respect colleagues who are expert in their craft<\/td><\/tr>
tq1_1b<\/td>tq2_1b<\/td>tq3_1b<\/td>tq4_1b<\/td>Teachers in this school trust each other<\/td><\/tr>
tq1_1c<\/td>tq2_1c<\/td>tq3_1c<\/td>tq4_1c<\/td>Teachers in this school really care about each other<\/td><\/tr>
tq1_1d<\/td>tq2_1d<\/td>tq3_1d<\/td>tq4_1d<\/td>Teachers respect other teachers who take lead school improvement<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
TQ – Critical discourse among faculty (pcritds)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.78<\/td>0.77<\/td>0.76<\/td>0.76<\/td><\/td><\/tr>
tq1_1e<\/td>tq2_1e<\/td>tq3_1e<\/td>tq4_1e<\/td>Many teachers openly express professional views at meetings<\/td><\/tr>
tq1_1f<\/td>tq2_1f<\/td>tq3_1f<\/td>tq4_1f<\/td>Teachers are willing to question one another’s views<\/td><\/tr>
tq1_1g<\/td>tq2_1g<\/td>tq3_1g<\/td>tq4_1g<\/td>Good job of talking through views, opinions, and values<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
TQ – Innovative Climate (pinnclm)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.77<\/td>0.78<\/td>0.79<\/td>0.78<\/td><\/td><\/tr>
tq1_1h<\/td>tq2_1h<\/td>tq3_1h<\/td>tq4_1h<\/td>Teachers expected to continually learn and seek out new ideas<\/td><\/tr>
tq1_1i<\/td>tq2_1i<\/td>tq3_1i<\/td>tq4_1i<\/td>Teachers are encouraged to experiment in their classrooms<\/td><\/tr>
tq1_1j<\/td>tq2_1j<\/td>tq3_1j<\/td>tq4_1j<\/td>Teachers encouraged to take risks to improve their teaching<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
TQ – Academic Press (pacadpr)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.78<\/td>0.79<\/td>0.77<\/td>0.78<\/td><\/td><\/tr>
tq1_1k<\/td>tq2_1k<\/td>tq3_1k<\/td>tq4_1k<\/td>Teachers expect students to complete every assignment<\/td><\/tr>
tq1_1l<\/td>tq2_1l<\/td>tq3_1l<\/td>tq4_1l<\/td>Teachers encourage students to keep trying<\/td><\/tr>
tq1_1m<\/td>tq2_1m<\/td>tq3_1m<\/td>tq4_1m<\/td>Teachers set high expectations for academic work<\/td><\/tr>
tq1_1n<\/td>tq2_1kn<\/td>tq3_1n<\/td>tq4_1n<\/td>Teachers think it’s important that all students do well<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
TQ – Efficacy and Motivation (effcy)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.69<\/td>0.69<\/td>0.67<\/td>0.69<\/td><\/td><\/tr>
tq1_48a<\/td>tq2_49a<\/td>tq3_46a<\/td>tq4_49a<\/td>Capable of making changes called for by program<\/td><\/tr>
tq1_48b<\/td>tq2_49b<\/td>tq3_46b<\/td>tq4_49b<\/td>Changes called for by program helps students’ achievement<\/td><\/tr>
tq1_48d<\/td>tq2_49d<\/td>tq3_46d<\/td>tq4_49d<\/td>Value the changes called for by program<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Additional Items<\/h3>\n\n\n\n

(Back to top<\/a>)<\/p>\n\n\n\n

SLQ – Class management\/arrangement – independent work<\/td><\/td><\/td><\/td><\/td><\/tr>
0.76<\/td>0.72<\/td>0.72<\/td>0.72<\/td><\/td><\/tr>
SL1_32B<\/td>SL2_35A<\/td>SL3_35A<\/td>SL4_35A<\/td>Arranging classroom materials to ensure independent use by students – Math<\/td><\/tr>
SL1_32D<\/td>SL2_35B<\/td>SL3_35B<\/td>SL4_35B<\/td>Establishing classroom routines that teach students how to work independently – Math<\/td><\/tr>
SL1_25B<\/td>SL2_28A<\/td>SL3_28A<\/td>SL4_28A<\/td>Arranging classroom materials to ensure independent use by students – ELA<\/td><\/tr>
SL1_25D<\/td>SL2_28B<\/td>SL3_28B<\/td>SL4_28B<\/td>Establishing classroom routines that teach students how to work independently – ELA<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
SLQ – Class management\/arrangement – cooperative grouping<\/td><\/td><\/td><\/td><\/td><\/tr>
0.72<\/td>0.62<\/td>0.62<\/td>0.62<\/td><\/td><\/tr>
SL1_25E<\/td>SL2_28C<\/td>SL3_28C<\/td>SL4_28C<\/td>Establishing classroom routines that teach students how to work in cooperative groups – ELA<\/td><\/tr>
SL1_32E<\/td>SL2_35C<\/td>SL3_35C<\/td>SL4_35C<\/td>Establishing classroom routines that teach students how to work in cooperative groups – Math<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
SLQ – Behavioral information used in evaluating improvement (bhvinfo)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.82<\/td>0.82<\/td>0.82<\/td>0.81<\/td><\/td><\/tr>
SL1_18J<\/td>SL2_21J<\/td>SL3_21J<\/td>SL4_21J<\/td>Statistical reports of discipline problems and behavioral referrals<\/td><\/tr>
SL1_18K<\/td>SL2_21K<\/td>SL3_21K<\/td>SL4_21K<\/td>Attendance reports<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
SLQ – Outreach to parents (outrch)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.88<\/td>0.88<\/td>0.87<\/td>0.87<\/td><\/td><\/tr>
SL1_20A<\/td>SL2_23A<\/td>SL3_23A<\/td>SL4_23A<\/td>Parents are kept informed about school improvement activities at this school<\/td><\/tr>
SL1_20B<\/td>SL2_23B<\/td>SL3_23B<\/td>SL4_23B<\/td>Teachers at this school use well-developed routines to communicate with parents<\/td><\/tr>
SL1_20C<\/td>SL2_23C<\/td>SL3_23C<\/td>SL4_23C<\/td>Provide detailed information to parents how they can support students’ work<\/td><\/tr>
SL1_20D<\/td>SL2_23D<\/td>SL3_23D<\/td>SL4_23D<\/td>Parents and guardians understand the academic standards and expectations<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
SLQ – Community outreach (commrch)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.74<\/td>0.69<\/td>0.69<\/td>0.72<\/td><\/td><\/tr>
SL1_20E<\/td>SL2_23E<\/td>SL3_23E<\/td>SL4_23E<\/td>Community members work as tutors or classroom aides<\/td><\/tr>
SL1_20F<\/td>SL2_23F<\/td>SL3_23F<\/td>SL4_23F<\/td>Workshops that help parents work with their children are held regularly at this school<\/td><\/tr>
SL1_20G<\/td>SL2_23G<\/td>SL3_23G<\/td>SL4_23G<\/td>Home visits by teachers are an important element of out school improvement program<\/td><\/tr>
SL1_20I<\/td>SL2_23I<\/td>SL3_23I<\/td>SL4_23I<\/td>Staff regularly take advantage of the resources and support offered by community<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
SLQ – Meets with external groups (xtrngrp)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.78<\/td>0.76<\/td>0.79<\/td>0.78<\/td><\/td><\/tr>
SL1_7F<\/td>SL2_6F<\/td>SL3_6F<\/td>SL4_6F<\/td>Attend district- and board-organized meetings<\/td><\/tr>
SL1_7G<\/td>SL2_6G<\/td>SL3_6G<\/td>SL4_6G<\/td>Seek resources outside the school<\/td><\/tr>
SL1_7H<\/td>SL2_6H<\/td>SL3_6H<\/td>SL4_6H<\/td>Work with local community members or community organizations<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
SLQ – Promotion requirements (promote)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.77<\/td>0.77<\/td>0.80<\/td>0.80<\/td><\/td><\/tr>
SL1_24C <\/td>SL2_27C<\/td>SL3_27C<\/td>SL4_27C <\/td>End-of-year or standardized tests are used as a basis for promotion – Reading<\/td><\/tr>
SL1_28E <\/td>SL2_31C<\/td>SL3_31C<\/td>SL4_31C<\/td>Fail to meet grade-level expecs not promoted – Reading<\/td><\/tr>
SL1_31C <\/td>SL2_34C<\/td>SL3_34C<\/td>SL4_34C<\/td>End-of-year or standardized tests are used as a basis for promotion – Math<\/td><\/tr>
SL1_35D <\/td>SL2_38B <\/td>SL3_38B <\/td>SL4_38B<\/td>End Fail to meet grade-level expecs not promoted – Math<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
SLQ – Demonstrate mastery (mastery)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.80<\/td>0.79<\/td>0.77<\/td>0.79<\/td><\/td><\/tr>
SL1_28A<\/td>SL2_31A<\/td>SL3_31A<\/td>SL4_31A<\/td>Students must demonstrate mastery (reading) before receiving instruction at the next level<\/td><\/tr>
SL1_28B<\/td>SL2_31B<\/td>SL3_31B<\/td>SL4_31B<\/td>Students must demonstrate mastery (writing) before receiving instruction at the next level<\/td><\/tr>
SL1_35A<\/td>SL2_38A<\/td>SL3_38A<\/td>SL4_38A<\/td>Students must demonstrate mastery (math) before receiving instruction at the next level<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
SLQ – Personnel Selection (prssnnel)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.70<\/td>0.73<\/td>0.73<\/td>0.73<\/td><\/td><\/tr>
SL1_17A<\/td>SL2_20A<\/td>SL3_20A<\/td>SL4_20A<\/td>Hiring new administrative or support staff that support this school’s improvement activities<\/td><\/tr>
SL1_17B<\/td>SL2_20B<\/td>SL3_20B<\/td>SL4_20B<\/td>Hiring new teachers whose expertise and interests support the school’s improvement activities<\/td><\/tr>
SL1_17C<\/td>SL2_20C<\/td>SL3_20C<\/td>SL4_20C<\/td>Changing instructional assignments to match teachers’ expertise with student needs<\/td><\/tr>
SL1_17E<\/td>SL2_20E<\/td>SL3_20AE<\/td>SL4_20E<\/td>Administrators and other school leaders deliberately aligned with the school’s improvement program<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
SLQ – Manage day-to-day administrative tasks (manage)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.79<\/td>0.79<\/td>0.79<\/td>0.79<\/td><\/td><\/tr>
SL1_7A<\/td>SL2_6A<\/td>SL3_6A<\/td>SL4_6A<\/td>Supervise clerical, cafeteria, and maintenance staff<\/td><\/tr>
SL1_7B<\/td>SL2_6B<\/td>SL3_6B<\/td>SL4_6B<\/td>Monitor public spaces, such as the cafeteria, hallways, playgrounds, etc.<\/td><\/tr>
SL1_7C<\/td>SL2_6C<\/td>SL3_6C<\/td>SL4_6C<\/td>Deal with emergencies and other unplanned circumstances<\/td><\/tr>
SL1_7D<\/td>SL2_6D<\/td>SL3_6D<\/td>SL4_6D<\/td>Work with students and their parents on discipline\/attendance issues<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
TQ – Collective responsibility among faculty (pcollrs)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.85<\/td>0.85<\/td>0.84<\/td>0.83<\/td><\/td><\/tr>
tq1_2a<\/td>tq2_2a<\/td>tq3_2a<\/td>tq4_2a<\/td>Teachers take responsibility for helping one another do well<\/td><\/tr>
tq1_2b<\/td>tq2_2b<\/td>tq3_2b<\/td>tq4_2b<\/td>Teachers help maintain positive student behavior in the entire school<\/td><\/tr>
tq1_2c<\/td>tq2_2c<\/td>tq3_2c<\/td>tq4_2c<\/td>Teachers take responsibility for improving the overall quality of teaching<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
TQ – Professional development focused on math improvement (pimpmth)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.90<\/td>0.91<\/td>0.91<\/td>0.90<\/td><\/td><\/tr>
tq1_51b<\/td>tq2_52b<\/td>tq3_49b<\/td>tq4_52b<\/td>PD designing mathematics tasks for my students<\/td><\/tr>
tq1_51c<\/td>tq2_52c<\/td>tq3_49c<\/td>tq4_52c<\/td>PD Improving my knowledge of number concepts<\/td><\/tr>
tq1_51d<\/td>tq2_52d<\/td>tq3_49d<\/td>tq4_52d<\/td>PD Improving knowledge of how computational procedures work<\/td><\/tr>
tq1_51e<\/s><\/td>tq2_52e<\/s><\/td>tq3_49e<\/s><\/td>NA<\/td>PD Improving my knowledge of patterns, functions, or algebra<\/td><\/tr>
tq1_51f<\/td>tq2_52f<\/td>tq3_49f<\/td>tq4_52f<\/td>PD Extending knowledge of representations for number concepts<\/td><\/tr>
tq1_51g<\/td>tq2_52g<\/td>tq3_49g<\/td>tq4_52g<\/td>PD Extending knowledge of representations for operations\/computation<\/td><\/tr>
tq1_51h<\/s><\/td>tq2_52h<\/s><\/td>tq3_49h<\/s><\/td>NA<\/td>PD Extending knowledge representations for patterns\/func.\/algebra<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
TQ – Professional development focused on reading improvement (pimpeng)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.86<\/td>0.86<\/td>0.85<\/td>0.86<\/td><\/td><\/tr>
tq1_52a<\/td>tq2_53a<\/td>tq3_50a<\/td>tq4_53a<\/td>Pd on LA curriculum<\/td><\/tr>
tq1_52b<\/td>tq2_53b<\/td>tq3_50b<\/td>tq4_53b<\/td>Pd on miscue analysis<\/td><\/tr>
tq1_52c<\/td>tq2_53c<\/td>tq3_50c<\/td>tq4_53c<\/td>Pd on design std LA tasks<\/td><\/tr>
tq1_52d<\/td>tq2_53d<\/td>tq3_50d<\/td>tq4_53d<\/td>Pd on knldg of phonetics<\/td><\/tr>
tq1_52e<\/td>tq2_53e<\/td>tq3_50e<\/td>tq4_53e<\/td>Pd on knldg of guide read<\/td><\/tr>
tq1_52f<\/td>tq2_53f<\/td>tq3_50f<\/td>tq4_53f<\/td>Pd on knldg of writing<\/td><\/tr>
tq1_52g<\/td>tq2_53g<\/td>tq3_50g<\/td>tq4_53g<\/td>Pd on knldg of blend sounds<\/td><\/tr>
tq1_52h<\/td>tq2_53h<\/td>tq3_50h<\/td>tq4_53h<\/td>Pd on knldg of comprehension<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
TQ – Professional development focused on social climate (pothd)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.76<\/td>0.76<\/td>0.73<\/td>0.73<\/td><\/td><\/tr>
tq1_50f<\/td>tq2_51f<\/td>tq3_48f<\/td>tq4_51f<\/td>Pd on diversity issues<\/td><\/tr>
tq1_50g<\/td>tq2_51g<\/td>tq3_48g<\/td>tq4_51g<\/td>Pd on class management<\/td><\/tr>
tq1_50h<\/td>tq2_51h<\/td>tq3_48h<\/td>tq4_51h<\/td>Pd on governance<\/td><\/tr>
tq1_50i<\/td>tq2_51i<\/td>tq3_48i<\/td>tq4_51i<\/td>Pd on goal setting<\/td><\/tr>
tq1_50j<\/td>tq2_51j<\/td>tq3_48j<\/td>tq4_51j<\/td>Pd on social services for std<\/td><\/tr>
tq1_50k<\/td>tq2_51k<\/td>tq3_48k<\/td>tq4_51k<\/td>Pd on school climate<\/td><\/tr>
tq1_50l<\/td>tq2_51l<\/td>tq3_48l<\/td>tq4_51l<\/td>Pd on prnt involvement<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
SLQ – Curriculum Modified (currmod)<\/td><\/td><\/td><\/td><\/td><\/tr>
0.72<\/td>0.73<\/td>0.71<\/td>0.74<\/td><\/td><\/tr>
SL1_23A<\/td>SL2_26A<\/td>SL3_26A<\/td>SL4_26A<\/td>Existing curriculum materials organized into a sequence<\/td><\/tr>
SL1_23F<\/td>SL2_26F<\/td>SL3_26F<\/td>SL4_26F<\/td>Teacher-made assessments reflect learning standards and curriculum goals<\/td><\/tr>
SL1_23G<\/td>SL2_26G<\/td>SL3_26G<\/td>SL4_26G<\/td>Textbook assessments\/assignments reflect learning standards\/goals<\/td><\/tr>
SL1_30A<\/td>SL2_33A<\/td>SL3_33A<\/td>SL4_33A<\/td>Existing curriculum materials organized into a sequence<\/td><\/tr>
SL1_30F<\/td>SL2_33F<\/td>SL3_33F<\/td>SL4_33F<\/td>Teacher-made assessments reflect learning standards and curriculum goals<\/td><\/tr>
SL1_30G<\/td>SL2_33G<\/td>SL3_33G<\/td>SL4_33G<\/td>Textbook assessments\/assignments reflect learning standards\/goals<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

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<\/p>\n","protected":false},"excerpt":{"rendered":"

Below are preliminary scales and measures developed by SII researchers. Over time, items used in scales, and even names of<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-448","page","type-page","status-publish","hentry"],"fimg_url":false,"_links":{"self":[{"href":"https:\/\/sites.marsal.umich.edu\/sii\/wp-json\/wp\/v2\/pages\/448","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.marsal.umich.edu\/sii\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.marsal.umich.edu\/sii\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.marsal.umich.edu\/sii\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.marsal.umich.edu\/sii\/wp-json\/wp\/v2\/comments?post=448"}],"version-history":[{"count":94,"href":"https:\/\/sites.marsal.umich.edu\/sii\/wp-json\/wp\/v2\/pages\/448\/revisions"}],"predecessor-version":[{"id":545,"href":"https:\/\/sites.marsal.umich.edu\/sii\/wp-json\/wp\/v2\/pages\/448\/revisions\/545"}],"wp:attachment":[{"href":"https:\/\/sites.marsal.umich.edu\/sii\/wp-json\/wp\/v2\/media?parent=448"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}