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pdfAPPENDIX E
SCHOOL ADMINISTRATOR QUESTIONNAIRES
Early Childhood Longitudinal Study, Kindergarten Class of 2010-11
(ECLS-K:2011)
Spring First-Grade and Fall Second-Grade National Data Collections
OMB Clearance Package
# 1850-0750 v.10
Spring First-Grade School Administrator
Questionnaire for New Schools
Spring 2012
School Administrator Questionnaire
Questionnaire A
Prepared for the U.S. Department of Education
National Center for Education Statistics by:
Westat
1600 Research Boulevard
Rockville, Maryland 20850
LABEL
Use a black or blue ball point pen or #2 pencil to complete this questionnaire.
According to the Paperwork Reduction Act of 1995, no persons are required
to respond to a collection of information unless it displays a valid OMB
control number. The valid OMB control number for this information collection
is 1850-0750. Approval expires 05/31/2013. The time required to complete
this information collection is estimated to average 60 minutes per response,
including the time to review instructions, search existing data resources,
gather the data needed, and complete and review the information requested.
If you have any comments concerning the accuracy of the time estimate or
suggestions for improving the survey instrument, please write to: U.S.
Department of Education, Washington, D.C. 20202-4537. If you have
comments or concerns regarding the status of your individual response to
this survey, write directly to: National Center for Education Statistics, 1990 K
Street, N.W., Room 9086, Washington, D.C. 20006-5650.
The collection of information in this survey is authorized by 20 U.S.
Code, Section 9541. Participation is voluntary. You may skip questions
you do not wish to answer; however, we hope that you will answer as
many questions as you can. Your responses are protected from
disclosure by federal statute (20 U.S. Code, Section 9573). All
responses that relate to or describe identifiable characteristics of
individuals may be used only for statistical purposes and may not be
disclosed, or used, in identifiable form for any other purpose except as
required by law. Data will be combined to produce statistical reports.
No individual data that links your name, address, telephone number, or
identification number with your responses will be included in the
statistical reports.
1
Dear School Administrator,
This questionnaire is an important part of a major longitudinal study of children’s early educational experiences
beginning with kindergarten and continuing through grade 5. You have received this questionnaire because
one or more of the children in your school are participants in this study.
This questionnaire contains several brief sections:
a) School characteristics
b) School facilities and resources
c) School-community-family connections
d) School policies and practices
e) School programs for particular populations
f) Federal programs: Title I, Adequate Yearly Progress (AYP), and Title III (if applicable)
g) Staffing and teacher characteristics
h) School administrator characteristics
This information is vital to the study. Please feel free to ask other knowledgeable members of your staff to
provide the information necessary to complete various sections of the questionnaire. However, we ask that
you, yourself, please complete the final section, which is about your own background and characteristics.
Taking part in the study is voluntary. You may stop at any time or choose not to answer a question you do not
want to answer. Although we realize you are very busy, we urge you to complete this questionnaire as
completely and accurately as possible. The information you provide is being collected for research purposes
only and will be protected from disclosure to the fullest extent allowable by law (Education Sciences Reform
Act of 2002, 20 U.S.C. § 9573). Information from multiple individuals will be combined to produce statistical
reports; no information that identifies you will be included in any reports or provided to students, their parents,
or other school staff.
Please record your answers directly on the questionnaire by marking the appropriate answer (as described in
the instructions below) or by writing your responses in the space provided. Your best estimates are
acceptable answers.
DEFINITIONS
For the purposes of this study, the following definitions apply.
Kindergarten: Traditional year of school primarily for 5-year olds prior to first grade.
Transitional (or readiness) kindergarten: Extra year of school for kindergarten-age eligible children who
are judged not ready for kindergarten.
Transitional first (or prefirst) grade: Extra year of school for children who have attended kindergarten but
have been judged not ready for first grade.
Multigrade: A classroom containing kindergarten and some combination of other grades (for example, a
combination prekindergarten/kindergarten).
Ungraded: A classroom containing kindergarten-aged children (possibly in combination with other
ages), not formally identified as a “kindergarten” class.
2
Special programs. Reference is made in this questionnaire to Title I and Title III programs, individualized
education programs (IEP), individualized family service plans (IFSP), Section 504 plans, and Response to
Intervention (RtI). For this study, the following definitions apply:
Title I: “Improving the Academic Achievement of the Disadvantaged.” Title I is a program of the
Elementary and Secondary Education Act (ESEA) of 1965, as reauthorized under the No Child Left Behind
Act of 2001. The purpose of this program is to ensure that all children have a fair, equal, and significant
opportunity to obtain a high-quality education and reach, at a minimum, proficiency on state academic
achievement standards and state academic assessments.
Title III: “Language Instruction for Limited English Proficient and Immigrant Students.” Title III is a
program of the Elementary and Secondary Education Act (ESEA) of 1965, as reauthorized under the No
Child Left Behind Act of 2001. One of the main purposes of this program is to help ensure that children
who have limited proficiency in English, including immigrant children and youth, attain English proficiency,
develop high levels of academic attainment in English, and meet the same state academic content and
student academic achievement standards as all students are expected to meet.
Individualized Education Program (IEP): A written statement of the educational program designed to meet
the individual needs of a school-aged child with a disability that is judged to affect the child’s educational
performance. Children who receive special education services under the Individuals with Disabilities
Education Act (IDEA) are expected to have an IEP or an IFSP.
Individualized Family Service Plan (IFSP): A written statement of the educational program and other
services designed to enhance the family’s capacity to meet the developmental needs of an infant or
toddler (preschool-aged) with a disability. The plan includes a description of the appropriate services
needed to assist transition into elementary school.
Section 504 plan: A written plan to provide appropriate services to a child with a disability, whether or not
the disability is judged to affect the child’s educational performance. Speech therapy services may often
be specified as part of a Section 504 plan.
Response to Intervention (RtI): A multi-step approach to providing early and progressively intensive
intervention and monitoring within the general education setting. In principle, RtI begins with researchbased instruction and behavioral support provided to students in the general education classroom,
followed by screening of all students to identify those who may need systematic progress monitoring,
intervention, or support. Students who are not responding to the general education curriculum and
instruction are provided with increasingly intensive interventions through a “tiered” system, and they are
regularly monitored to assess their progress and inform the choice of future interventions, including
possibly special education for students determined to have a disability.
Language. Reference is made to English language learners (ELL), as well as to English as a Second
Language (ESL), bilingual education, and dual-language programs in this questionnaire. For this study, the
following definitions apply:
Language-minority (LM) student: A student in whose home a non-English language typically is spoken.
This group includes students whose English is fluent enough to benefit from instruction in academic
subjects offered in English as well as students who are English language learners.
English language learner (ELL): A student whose native language is one other than English and whose
skills in listening, speaking, reading, or writing English are such that he or she has difficulty
understanding school instruction in English.
3
English as a Second Language (ESL): An instructional program designed to teach listening, speaking,
reading, and writing English language skills to students with limited proficiency in English. The program
may focus on a student’s level of proficiency in general English. As a language instruction educational
program, the ESL program should be connected to academic achievement with the goal of meeting the
academic standards that all children must meet.
Bilingual education program: A program in which a teacher uses a student’s home language to varying
degrees, in conjunction with English, to teach English and academic content to students with limited
proficiency in English.
Dual-language program: Also known as two-way immersion, the goal of these programs is for students
to develop language proficiency in two languages by receiving content instruction in English and
another language in a classroom that usually consists of both native English speakers and native
speakers of the other language.
THANK YOU VERY MUCH FOR YOUR HELP.
4
MARKING DIRECTIONS
PLEASE READ CAREFULLY AND USE A BLACK OR BLUE BALL POINT PEN OR A SOFT LEAD (#2)
PENCIL TO COMPLETE THIS QUESTIONNAIRE. DO NOT USE A FELT-TIP PEN.
MARKING BOXES
It is important that you mark an “X” in the box next to your answers and print clearly.
Shown below is the correct way to mark your answers, along with examples of incorrect ways.
Correct Mark:
Incorrect Marks:
Light and thin, outside the box, thick or scrawled.
How to Change an Answer:
Completely black out the box of the incorrect answer and mark an “X” in the box next to the correct
answer.
PRINTING ANSWERS IN BOXES
Answers should be printed clearly and should not touch or cross any of the box lines. Do not cross
zeroes or sevens. That is, do not write a zero with a line through it like this – 0, and do not write a
seven with a line through it like this – 7.
Write one number per box like this:
1
2
3
4
5
6
7
Write words like this:
John Smith
5
8
9
0
SECTION A. SCHOOL CHARACTERISTICS
A1.
How many days are children required to attend school this academic year? WRITE IN NUMBER
BELOW.
Number of school days
A2.
What are the start and end dates for this school for the 2011-2012 school year? WRITE IN
MONTH AND DAY.
START
2011
MONTH
DAY
YEAR
END
2012
MONTH
A3.
DAY
YEAR
School enrollment. WRITE IN THE APPROXIMATE NUMBER OF CHILDREN FOR EACH OF THE
FOLLOWING. IF NO CHILDREN HAVE LEFT OR ENROLLED IN YOUR SCHOOL DURING THE
SCHOOL YEAR, WRITE “0” ON THE APPLICABLE LINE.
Number of
children
a. Total enrollment in your school around October 1, 2011, or the date nearest
to that for which data are available
b. Number of children who have enrolled in your school since October 1, 2011
c.
A4.
Number of children who have left your school since October 1, 2011, and
have not returned
Approximately, what is the Average Daily Attendance for your school this year? WRITE IN
PERCENT OR NUMBER BELOW. TO CALCULATE PERCENT, DIVIDE THE NUMBER OF
STUDENTS ATTENDING ON AN AVERAGE DAY BY THE NUMBER OF STUDENTS ENROLLED
AND THEN MULTIPLY BY 100.
% Average Daily Attendance
That is,
number of students attending on an average day
number of students enrolled
OR
Average Number Attending Daily
6
X 100
A5.
A6.
Mark all grade levels included in your school. SEE LIST OF DEFINITIONS AT THE BEGINNING
OF THIS QUESTIONNAIRE FOR DEFINITIONS OF DIFFERENT TYPES OF KINDERGARTEN
PROGRAMS.
Ungraded
1st
7th
Prekindergarten
2nd
8th
Transitional (or readiness)
kindergarten
3rd
9th
Kindergarten
4th
10th
Transitional first (or prefirst) grade
5th
11th
6th
12th
Which of the following characterizes your school? MARK ALL THAT APPLY.
Regular public school (not including magnet school)
Public magnet school
Charter school
Catholic school
Diocesan
Parish
Private order
Other private school, religious affiliation
Private school affiliated with NAIS, no religious affiliation
Other private school, no religious or NAIS affiliation
Early Childhood Center (school/center includes preschool and/or early grades)
Special education school – primarily serves children with disabilities
Year-round school
Bureau of Indian Affairs (BIA) or tribal school
IF YOU MARKED “CHARTER SCHOOL” IN A6, GO TO Q A7. IF
YOU DID NOT MARK “CHARTER SCHOOL,” THEN SKIP TO Q A9.
A7.
In what year did this school start providing instruction as a public CHARTER school? WRITE IN
YEAR BELOW.
Year
7
A8.
Which of the following charactierizes your pubic CHARTER school? MARK ONE RESPONSE.
For profit
Not for profit
A9.
Approximately, what percentage of the children in your school belongs to each of the following
racial/ethnic groups? COMPLETE EITHER THE NUMBER OR PERCENT COLUMN. ENTER “0” IF
YOUR SCHOOL HAS NO CHILDREN IN THAT RACIAL/ETHNIC GROUP. THE NUMBER COLUMN
SHOULD ADD TO YOUR TOTAL SCHOOL ENROLLMENT OR THE PERCENT COLUMN SHOULD
ADD TO 100%.
Number
of children
Percent
a. Hispanic/Latino of any race
%
b. American Indian or Alaska Native, not Hispanic or Latino
%
c.
%
Asian, not Hispanic or Latino
d. Black or African American, not Hispanic or Latino
%
e. Native Hawaiian or Other Pacific Islander, not Hispanic or
Latino
%
f.
%
White, not Hispanic or Latino
%
g. Two or more races, not Hispanic or Latino
100%
h. Total school enrollment (sum of a through g)
A10.
OR
If your school is a private, magnet, or charter school, please check here and SKIP TO
Q A12.
8
A11.
About what percentage of the children enrolled in this school attend from outside of this
school’s assigned attendance area because….(WRITE IN PERCENTAGES BELOW. IF NONE,
WRITE ”0.”)
Percent
a. They have special needs (gifted and talented, children with
disabilities, etc.) and attend to receive a specialized program or
service?
%
b. They transferred into the school because their previous school
did not make adequate yearly progress (AYP)? (Adequate yearly
progress is your state’s measure of yearly progress toward
achieving state academic standards.)
%
c.
A12.
They attend this school under public school choice for reasons
other than their assigned school did not make AYP (that is,
excluding those who are reported in b)?
Don’t
know
%
About what percentage of the children enrolled in this school are eligible for free or reducedprice lunch? WRITE IN PERCENTAGE BELOW. IF NONE, WRITE ”0.”
Percentage of children
A13.
By what date did a child need to turn five to enter kindergarten for this school year, 2011 –
2012? WRITE IN MONTH, DAY, AND YEAR. IF NO CUTOFF DATE, MARK BOX BELOW.
No cutoff date
MONTH
DAY
YEAR
Morning School Schedule
A14.
What time does the first bus usually arrive in the morning? WRITE IN TIME BELOW.
AM
A15.
What time does the last bus usually arrive in the morning? WRITE IN TIME BELOW.
AM
9
A16.
What time does school officially start in the morning? WRITE IN TIME BELOW.
AM
School Breakfast and Lunch Eligibility and Participation
A17.
Does your school participate in the U.S. Department of Agriculture’s (USDA’s) school breakfast
program? MARK ONE RESPONSE.
Yes (SKIP TO Q A19)
No
A18.
What are the reasons why your school does not participate in USDA’s school breakfast
program? MARK YES OR NO ON EACH ROW.
Yes
No
a. Too few eligible students
b. Program too costly
c.
School starts too late to serve breakfast
d. School lacks facilities to serve breakfast
e. School lacks staff to serve breakfast
f.
Other (Please specify)
IF YOU RESPONDED TO Q A18 THEN SKIP TO Q A25
A19.
What time is breakfast served at the school? WRITE IN TIME BELOW.
START TIME
END TIME
AM
A20.
AM
Where is the breakfast typically served for first-grade students? MARK ONE RESPONSE.
Cafeteria
Classroom
In some other common area of school (as a bag breakfast)
School bus (as a bag breakfast)
Other (Please specify)
10
A21.
Are children who are served breakfast in the cafeteria allowed to take it to the classroom?
MARK ONE RESPONSE.
Yes
No
A22.
How many federally-reimbursable school breakfasts did you serve at free, reduced price, and
paid rates over the entire month of October? WRITE IN NUMBERS BELOW. IF NONE, WRITE
“0.”
Breakfasts
served in
October
a. Number of paid school breakfasts served in
October
b. Number of free school breakfasts served in
October
c. Number of reduced-price school breakfasts
served in October
A23.
What is the price of a USDA-reimbursable breakfast for students who pay the full price?
Record the most common price (standard price) if your cafeteria offers breakfast at different
prices (for example, a higher price for larger portions or a discount for a weekly meal ticket).
WRITE IN PRICE BELOW.
$
A24.
Standard full-price breakfast
What is the price of a USDA-reimbursable breakfast for students who pay the reduced price?
WRITE IN PRICE BELOW.
$
Reduced-price breakfast
11
A25.
Does your school participate in the U.S. Department of Agriculture’s (USDA’s) school lunch
program? MARK ONE RESPONSE.
Yes
No (SKIP TO Q A29)
A26.
How many federally-reimbursable school lunches did you serve at free, reduced price, and paid
rates over the entire month of October? WRITE IN NUMBERS BELOW. IF NONE, WRITE “0.”
Lunches
served in
October
a. Number of paid school lunches served in
October
b. Number of free school lunches served in
October
c.
A27.
What is the price of a USDA-reimbursable lunch for students who pay the full price? Record
the most common price (standard price) if your cafeteria offers lunch at different prices (for
example, a higher price for larger portions or a discount for a weekly meal ticket). WRITE IN
PRICE BELOW.
$
A28.
Standard full-price lunch
What is the price of a USDA-reimbursable lunch for students who pay the reduced price?
WRITE IN PRICE BELOW.
$
A29.
Number of reduced-price school lunches
served in October
Reduced-price lunch
How many children in your school were approved for free or reduced-price meals (breakfast or
lunch) as of October 1, 2011, or the date nearest to that for which data are available? WRITE IN
NUMBERS BELOW. IF NONE, WRITE “0.”
Number of
children
approved for
free/reducedprice meals
a. Number of children approved for free school
meals
b. Number of children approved for reducedprice school meals
12
SECTION B. SCHOOL FACILITIES AND RESOURCES
B1.
In general, how adequate are each of the following school facilities for meeting the needs of
the children in your school? MARK ONE RESPONSE ON EACH ROW.
Do not
have
Never
adequate
Often not
adequate
Sometimes
not adequate
Always
adequate
a. Cafeteria
b. Computer lab
c.
Library/media center
d. Art room
e. Gymnasium
f.
Music room
g. Playground
h. Classrooms
B2.
i.
Auditorium
j.
Multi-purpose room
How many children is this school site designed to accommodate? WRITE IN NUMBER BELOW.
Number of children
13
SECTION C. SCHOOL-FAMILY-COMMUNITY CONNECTIONS
C1.
Are any of the following programs available for first-grade children and their families at your
school site? Please include programs run by the school and those run by outside groups.
MARK YES OR NO ON EACH ROW.
Yes
No
a. Before-school child care
b. After-school child care
c.
Hearing screening
d. Vision screening
C2.
Are any of the following programs or services for parents and families available at your school
site? Please include programs run by the school and those run by outside groups. MARK YES
OR NO ON EACH ROW.
Yes
a. Parenting education programs (for example, classes on child
development, education in being a parent, understanding children
with special needs)
b. Adult literacy program (including Adult Basic Education)
c.
Family literacy program
d. Health or social services offered collaboratively by service agencies
such as hospitals
e. Orientation to school setting for new families
f.
Child care so that parents can attend school parent meetings or
events
g. Programs to learn English for parents or families whose native
language is not English
14
No
C3.
Please indicate how often each of the following activities is provided by your school. MARK
ONE RESPONSE ON EACH ROW.
Never
Once
a year
2 to 3
times
a year
4 to 6
times
a year
7 or more
times
a year
a. PTA, PTO, or Parent-Teacher-Student
organization meetings
b. Reports (report cards) of child’s
performance provided to parents
c.
Information on the child’s standardized
assessment scores provided to parents
d. Teacher-parent conferences
e. School performances to which parents
are invited
f.
C4.
Classroom programs like class plays,
book nights, or family math nights
Indicate how much you agree or disagree with the following statements about the school’s
community and parents. MARK ONE RESPONSE ON EACH ROW.
Strongly
disagree
Disagree
a. Parents are actively involved in
this school’s programs
b. The community served by this
school is supportive of its goals
and activities
c.
Parents of children in this school
are welcome to observe classes
any time they are in session
15
Neither
agree nor
disagree
Agree
Strongly
agree
C5.
How much of a problem are the following in the neighborhood where this school is located?
MARK ONE RESPONSE ON EACH ROW.
Big
problem
Somewhat of
a problem
No
problem
Don’t
know
a. Tensions based on racial, ethnic, or
religious differences
b. Selling or using drugs or excessive drinking
in public
c.
Gangs
d. Vacant houses and buildings
e. Crime in the neighborhood
f.
C6.
Violence in the neighborhood
To the best of your knowledge how often do the following types of problems occur at your
school? MARK ONE RESPONSE ON EACH ROW.
Happens
daily
Happens
at least
once a
week
Happens
at least
once a
month
Happens
on
occasion
Never
happens
a. Children bringing weapons to school
b. Theft
c.
Physical conflicts among students
d. Children bringing in or using alcohol
at school
e. Children bringing in or using illegal
drugs at school
f.
Vandalism of school property
g. Student bullying
h. Widespread disorder in classrooms
i.
C7.
Class cutting
Does your school take either of the following measures to ensure the safety of children? MARK
YES OR NO ON EACH ROW.
Yes
a. Security guards
b. Metal detectors
16
No
C8.
To what extent is each of the following matters a problem in this school? Indicate whether each
is a SERIOUS problem, a MODERATE problem, a MINOR problem or NOT a problem in this
school. MARK ONE RESPONSE ON EACH ROW.
Serious
problem
Moderate
problem
Minor
problem
Not a
problem
a. Student tardiness
b. Student absenteeism
c.
Student aggressive or disruptive behavior
d. Teacher absenteeism
e. Teacher turnover
f.
C9.
Overcrowding
During the past year, to what extent did any of the following changes occur at your school?
MARK ONE RESPONSE ON EACH ROW.
Not
at all
a. Funding levels decreased
b. Enrollment increased
c.
Enrollment decreased
d. The number of students receiving free or
reduced-price lunch increased
e. Student mobility increased (that is, the number
of students transferring in and out of the school
increased)
f.
There has been a reduction in staffing
g. Class sizes increased
h. Class sizes decreased
i.
Salaries increased
j.
Salaries decreased
k.
Number of English language learners
increased
17
Small
extent
Moderate
extent
Large
extent
C10.
During the past year, did any of the following changes occur at your school? MARK YES OR
NO ON EACH ROW.
No
Yes
a. Salaries were frozen
b. Changes were made to the school’s assigned attendance area (IF
YOURS IS A PRIVATE, CHARTER, OR MAGNET SCHOOL,
PLEASE SKIP ITEM b).
18
SECTION D. SCHOOL POLICIES AND PRACTICES
D1.
Are first graders at this school required to wear a school uniform? Do not include required
physical education uniforms. MARK ONE RESPONSE.
Yes
No
D2.
Which of the following statements describe your school’s grade promotion and retention
practices or policies? MARK TRUE OR FALSE ON EACH ROW.
True
False
a. This school has a formal retention policy
b. Children can be retained for maturational reasons
(for example, social/emotional immaturity)
c.
Children can be retained at the request of their parents
d. Children can be retained due to academic deficiencies (for example,
below grade level)
e. Children can be retained due to failing a school-wide
standardized test
f.
Children can be retained more than once in each grade
g. Children can be retained without their parents’ permission
h. Children with disabilities can be retained
i.
D3.
Children can be retained in kindergarten
How many kindergarten children were retained at their current grade level last school year?
WRITE NUMBER BELOW. IF NONE, WRITE “0.”
Number of kindergarten children retained last year
D4.
How many first-grade children were retained at their current grade level last school year?
WRITE NUMBER BELOW. IF NONE, WRITE “0.”
Number of first-grade children retained last year
19
D5.
Is a school-wide positive behavioral intervention and support program (for example, Positive
Behavioral Support, Positive Behavioral Intervention System) implemented at your school?
MARK ONE RESPONSE.
Yes
No
D6.
For each of the following statements about READING and MATH, indicate how strongly you
agree or disagree. MARK ONE RESPONSE ON EACH ROW.
Neither
Strongly
agree nor
disagree Disagree disagree
For READING
a. This school has a set of
clear, predetermined,
grade-level benchmarks
(that is, cut scores,
goals/targets, or
percentiles) that are used
to determine which
students are struggling or
at risk of failure in
READING.
b. At this school, we use
data from screening tests
to determine if core
instruction in READING is
meeting the needs of
most of our students.
For MATH
c.
This school has a set of
clear, predetermined,
grade-level benchmarks
(that is, cut scores,
goals/targets, or
percentiles) that are used
to determine which
students are struggling or
at risk of failure in MATH.
d. At this school, we use
data from screening tests
to determine if core
instruction in MATH is
meeting the needs of
most of our students.
20
Agree
Strongly
agree
Don’t
know
D7.
Is Response to Intervention (RtI) currently used at your school in first grade, either partially or
fully implemented? MARK ONE RESPONSE.
RESPONSE TO INTERVENTION (RTI) IS A MULTI-STEP APPROACH TO PROVIDING EARLY
AND PROGRESSIVELY INTENSIVE INTERVENTION AND MONITORING WITHIN THE GENERAL
EDUCATION SETTING. SEE PAGE 3 FOR A COMPLETE DEFINITION OF RTI.
Yes
No (SKIP TO Q E1)
D8.
Is RtI currently implemented at your school in first grade in the following areas? MARK ONE
RESPONSE ON EACH ROW.
Yes, fully
implemented
in first grade
Yes, partially
implemented
in first grade
No, not
implemented
in first grade
a. Math
b. Reading
c. Writing
d. Behavior/Social skills
D9.
Approximately how many years ago did your school begin implemementing RtI in first grade in
any subject? MARK ONE RESPONSE.
Less than 1 year ago
1 to 2 years ago
More than 2 years ago
D10.
For the 2011-2012 school year, how has your school made information available to
parents/guardians to help them understand how RtI is being implemented in your school?
MARK ALL THAT APPLY.
Communication through written materials such as letters, email, school website, or newsletters
Communication through workshops, discussion groups, other meetings such as PTA meetings
Communication through individual meetings with parents or phone calls
Information is not distributed on this topic
21
SECTION E. SCHOOL PROGRAMS FOR PARTICULAR POPULATIONS
Language Minority Students and Families
E1.
Do any of the children in this school come from a home where a language other than English is
spoken? MARK ONE RESPONSE.
Yes
No (SKIP TO Q E5)
E2.
What percentage of children in this school and in first grade are English language learners
(ELL)? SEE PAGES 3 AND 4 FOR DEFINITIONS RELATED TO LANGUAGE. WRITE IN THE
PERCENTAGES BELOW.
% ELL among all students in school
% ELL among all students in first grade
E3.
Approximately what percentage of first-grade children receive ESL (English as a Second
Language), bilingual, or dual-language (also known as two-way immersion) instruction?
SEE PAGES 3 AND 4 FOR DEFINITIONS RELATED TO LANGUAGE. WRITE THE PERCENTAGE
BELOW. WRITE "0" IF INSTRUCTION NOT PROVIDED OR IF INSTRUCTION IS PROVIDED BUT
NO FIRST-GRADERS RECEIVE THE INSTRUCTION.
First-grade students
In regular classroom
In pull-out setting
a. Percent receiving ESL instruction
%
%
b. Percent receiving bilingual instruction
%
%
c.
%
Percent receiving dual-language instruction
22
E4.
Are any of the following services provided to families of children from households where a
language other than English is spoken? SEE PAGES 3 AND 4 FOR DEFINITIONS RELATED TO
LANGUAGE. MARK YES OR NO ON EACH ROW.
Yes
No
a. Translators are made available to parents for parent/teacher and
parent/school staff meetings and/or meetings are conducted in the
parents' non-English language
b. Translation of written communications are provided to these
families
c.
Home visits are made to families of these children
d. An outreach worker assists in enrolling these children when first
entering school
e. The school conducts special parent meetings for families from a
non-English background
Children with Special Needs
E5.
Since the beginning of this school year (2011-2012), how many students have been NEWLY
evaluated at your school to determine if they are eligible for an IEP? WRITE NUMBER IN BOX.
Total number of newly evaluated students at your school
E6.
Of those students who have been NEWLY evaluated at your school this school year (20112012), how many were found eligible for an IEP, including those who may have an IEP for
speech only? WRITE NUMBER IN BOX.
Total number of newly evaluated students found eligible at your school
E7.
What method(s) are used in your school to determine special education ELIGIBILITY for
students with learning disabilities? MARK YES OR NO ON EACH ROW. IF A COMBINATION OF
THESE METHODS IS USED AT YOUR SCHOOL, MARK YES FOR BOTH A AND B.
Yes
a. IQ-achievement discrepancy model which shows whether
there is a discrepancy between expected performance and
actual performance
b. Response to Intervention (RtI) model
23
No
E8.
Approximately what percentage of your first-graders are in each of the following instructional
programs? WRITE PERCENTAGES IN BOXES. IF NONE, WRITE “0” AND INDICATE IF THE
PROGRAM IS NOT OFFERED IN FIRST GRADE OR IN ANY GRADE IN YOUR SCHOOL.
Percent
a. Special education with an
Individualized Education Program
(IEP)
%
b. Receive accommodations through a
504 plan
%
c.
E9.
Reading instruction for students
performing below grade level in
reading
%
d. Math instruction for students
performing below grade level in math
%
e. A gifted and talented program
%
Not offered
Not offered
in first grade
in any grade
Where are children with Individualized Education Programs (IEPs) typically served in this
school? MARK ONE RESPONSE.
Children with IEPs are not served in this school
Children with IEPs typically spend most of their day in separate classes
Children with IEPs typically spend most of their day in the regular classroom
24
SECTION F. FEDERAL PROGRAMS: TITLE I, ADEQUATE YEARLY PROGRESS, AND TITLE III 1
The following items pertain to public schools only.
IF YOURS IS A PRIVATE SCHOOL CHECK HERE (SKIP TO Q G1)
Title I Funding and Programs
F1.
Did your school receive Federal Title I funds for this school year? MARK ONE RESPONSE.
Yes
No (SKIP TO Q F4)
PLEASE NOTE THE FOLLOWING DEFINITIONS
THAT ARE RELEVANT TO QUESTION F2 BELOW:
F2.
A targeted assistance program uses Title I funds to provide supplemental
academic services (usually in reading and/or math) to specific students,
sometimes referred to as “Title I students,” who have been identified as low
achieving.
A schoolwide program may use Title I funds to improve the quality of
educational programs and services throughout the school. A school may use Title
I funds for a schoolwide program if at least 40 percent of its students are from
low-income families, or if it receives a waiver permitting it to operate a schoolwide
program.
Is your school operating a Title I targeted assistance or schoolwide program? MARK ONE
RESPONSE.
Targeted assistance program
Schoolwide program
1
Title I and Title III and their accompanying requirements are programs of the Elementary and Secondary Education Act of 1965 (ESEA),
as reauthorized by the No Child Left Behind Act of 2001. See the introductory section of this questionnaire for more information on these
programs.
25
F3.
Does your school use Title I funds for any of the following purposes? MARK YES OR NO ON
EACH ROW.
Yes
No
a. To serve children in a pull-out setting
b. To serve children in an in-class setting
c.
To reduce class sizes
d. To provide extended time learning opportunities before and/or after
school for children
e. To provide professional development activities
f.
To provide family literacy services
g. To provide summer learning opportunities
h. To serve children in preschool
Title III Funding and Programs
F4.
Did your school receive Federal Title III funds for this school year? (Title III is “Language
Instruction for Limited English Proficient and Immigrant Students.”) MARK ONE RESPONSE.
Yes
No (SKIP TO Q F6)
F5.
Does your school use Title III funds for any of the following purposes? MARK YES OR NO ON
EACH ROW.
Yes
a. To serve children in a pull-out setting for second language
instruction
b. To serve children in an in-class setting for second language
instruction
c.
To provide extended time learning opportunities before
and/or after school for children
d. To improve the entire educational program through a
schoolwide program
e. To provide professional development activities for teachers who
serve English language learners
f.
To provide family literacy services (usually done out of Title III
immigrant funds)
g. To provide summer learning opportunities
h. To provide student support in the student’s home language for
second language instruction
26
No
Federal Requirements
F6.
At the end of the LAST school year (2010-2011), did this school make Adequate Yearly
Progress (AYP)? (Adequate Yearly Progress is your state’s measure of yearly progress toward
achieving state academic standards.) MARK ONE RESPONSE.
Yes (SKIP TO Q F9)
No
Not applicable (SKIP TO Q F9)
F7.
At the end of the LAST school year (2010-2011), was this school identified for improvement due
to Adequate Yearly Progress (AYP) requirements? (A school is identified for improvement if it
does not make Adequate Yearly Progress for two consecutive years or more in the same
content area.) MARK ONE RESPONSE.
Yes
No (SKIP TO Q F9)
27
F8.
Please indicate in part 1 whether any of the following actions have taken place in your school
in the past three years. For each action that you mark as having taken place, please indicate in
part 2 whether the action took place at your school in response to being identified for
improvement due to AYP requirements. MARK ONE RESPONSE ON EACH ROW FOR PART 1.
IF YES IS MARKED IN PART 1, MARK ONE RESPONSE IN PART 2 FOR THAT ROW
PART 1
Action taken place in
the past three years?
Yes
No
a. Developed or revised a two-year
school improvement plan
b. Offered students the choice to
transfer to another public school
c.
Offered supplemental educational
services to students from low-income
families
d. Replaced school staff
e. Implemented a new curriculum based
on scientifically based research
f.
Extended the school day or school
year
g. Appointed an outside expert to advise
the school on its progress toward
making AYP
h. Reorganized the school (that is,
significant changes were made to
both the school’s staffing and
governance)
i.
F9.
Offered professional development
Does this school have grade 3 students? MARK ONE RESPONSE.
Yes
No (SKIP TO Q G1)
28
PART 2
If yes to part 1, was action
in response to being
identified for
improvement?
Yes
No
F10.
Based on recent state assessments, what percentage of the grade 3 students in your school in
the prior school year (2010-2011) scored “proficient” or above in the subjects in this table?
Please also indicate the percentage of students scoring proficient or above that was needed to
meet your AYP (Adequate Yearly Progress) goals for that school year. WRITE PERCENTAGES
BELOW. IF THE AYP COLUMN IS NOT APPLICABLE FOR YOUR SCHOOL OR IF GRADE 3
STUDENTS IN YOUR SCHOOL DO NOT TAKE A STATE ASSESSMENT, WRITE “NA” IN THE
APPROPRIATE COLUMN.
Percentage
of students whose
achievement level was
“proficient” or above in
2010-2011
Percentage required by
AYP goals in
2010-2011
a. Reading/Language Arts
%
%
b. Mathematics
%
%
c.
Science
%
(WRITE NA IF NO STUDENTS
WERE ASSESSED IN SCIENCE)
29
SECTION G. STAFFING AND TEACHER CHARACTERISTICS
G1.
Approximately how many staff members does your school currently have in the following
categories?
PLEASE PROVIDE RESPONSES IN COLUMN (1) FOR STAFF MEMBERS WHO WORK FULL
TIME AT YOUR SCHOOL AND IN COLUMN (2) FOR STAFF WHO WORK PART TIME AT YOUR
SCHOOL. IF A STAFF MEMBER IS SHARED WITH OTHER SCHOOLS, COUNT THAT PERSON
AS “PART TIME” IN YOUR SCHOOL.
PLACE EACH STAFF MEMBER IN ONLY ONE STAFF CATEGORY; IF A STAFF MEMBER FITS
MORE THAN ONE CATEGORY, PICK THE CATEGORY MOST DESCRIPTIVE OF HIS/HER
WORK.
WRITE NUMBERS IN BOXES. IF THERE ARE NO STAFF IN YOUR SCHOOL IN A CATEGORY,
WRITE “0.”
(1)
Number who
work full time in
your school
a. Regular classroom teachers
b. ESL/bilingual education/dual-language immersion
teachers
c.
Drama, music, or art teachers
d. Gym/PE or health teachers
e. Special education teachers and related service
providers (for example, speech therapist, physical
therapist, adaptive physical education, etc.)
f.
Teachers of gifted/talented students
g. Reading teachers, specialists, and interventionists
h. Math teachers, specialists, and interventionists
i.
School nurses or health professionals
j.
School psychologists or social workers
k.
Guidance counselors
l.
Paraprofessionals (for example, classroom aides)
m. Library media specialists/librarians
n. Computer/technology teachers or support staff
30
(2)
Number who
work part time
in your school
G2.
Does your school currently have any staff members who do the following as their primary role
or one of their primary roles? MARK YES OR NO ON EACH ROW. INCLUDE THOSE WHO ARE
FULL- OR PART-TIME STAFF MEMBERS AT YOUR SCHOOL.
Yes
No
a. A school staff member who provides ongoing training or support to
classroom teachers in the delivery of effective READING instruction
b. A school staff member who provides ongoing training or support to
classroom teachers in the delivery of effective MATH instruction
c. A school staff member who provides ongoing training or support to
classroom teachers in the delivery of effective behavioral supports
d. A school staff member who supports teachers in collecting,
organizing, and managing assessment data
e. A school staff member who supports teachers in the interpretation
and use of assessment data to guide instruction
G3.
Teacher mobility. WRITE IN THE APPROXIMATE NUMBER OF REGULAR CLASSROOM
TEACHERS FOR EACH OF THE FOLLOWING. IF NO TEACHERS HAVE LEFT OR STARTED AT
YOUR SCHOOL DURING THE SCHOOL YEAR, WRITE “0” ON THE APPLICABLE LINE.
Number
of teachers
a. Number of regular classroom teachers who have begun teaching in your
school since October 1, 2011
b. Number of regular classroom teachers who have left your school since
October 1, 2011, and have not returned
c.
Number of regular classroom teachers for whom this school year is their first
year of teaching
d. Number of regular classroom teachers for whom this school year is their first
year teaching in this school
31
G4.
What percentage of your part–time and full-time teachers, including regular classroom,
ESL/bilingual, remedial, special education, art, music, and physical education teachers,
belongs to each of the following racial/ethnic groups?
COMPLETE EITHER THE NUMBER OR PERCENT COLUMN. ENTER “0” IF YOUR SCHOOL HAS
NO TEACHERS IN THAT RACIAL/ETHNIC GROUP. THE NUMBER COLUMN SHOULD ADD TO
YOUR TOTAL NUMBER OF TEACHERS OR THE PERCENT COLUMN SHOULD ADD TO 100%
Number of
teachers
OR Percent
a. Hispanic/Latino of any race
%
b. American Indian or Alaska Native, not Hispanic or Latino
%
c. Asian, not Hispanic or Latino
%
d. Black or African American, not Hispanic or Latino
%
e. Native Hawaiian or Other Pacific Islander, not Hispanic or Latino
%
f.
%
White, not Hispanic or Latino
%
g. Two or more races, not Hispanic or Latino
100%
h. Total number of teachers (sum of a through g)
G5.
Indicate how much you agree or disagree with the following statements about your school and
staff. MARK ONE RESPONSE ON EACH ROW.
Strongly
disagree
Disagree
a. There is a consensus among
administrators and teachers on
goals and expectations
b. We have an active professional
development program for teachers
c. Teachers are very active in
planning staff development
activities in this school
d. There is adequate time for teacher
professional development
32
Neither
agree
nor
disagree
Agree
Strongly
agree
G6.
Are monetary incentives such as cash bonuses, salary increases, or different steps on the
salary schedule used in your school to reward teachers for … (MARK YES OR NO ON EACH
ROW.)
Yes
No
a. Improved student performance on state tests?
b. Reaching target goals on state tests?
G7.
If a person other than the school principal has completed the previous sections, please provide
the following information for the individual who completed them, or – if more than one
individual – for the individual who completed the majority of the sections: PLEASE PRINT
LAST NAME
FIRST NAME
MIDDLE INITIAL
TITLE
G8.
How long has the individual listed above been employed at this school? WRITE YEARS AND
MONTHS BELOW.
YEARS
MONTHS
The school principal or headmaster should complete the remainder of
this questionnaire. If a designee is chosen to complete this in his or her
place, please be sure that the background and education
characteristics provided are about the school’s principal or headmaster.
33
SECTION H. SCHOOL ADMINISTRATOR CHARACTERISTICS
H1.
What is your gender? MARK ONE RESPONSE.
Male
Female
H2.
In what year were you born? WRITE IN YEAR BELOW.
1 9
YEAR
H3.
Are you Hispanic or Latino? MARK ONE RESPONSE.
Yes
No
H4.
Which best describes your race? MARK ONE OR MORE RESPONSES TO INDICATE WHAT YOU
CONSIDER YOURSELF TO BE.
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
H5.
How many years experience do you have in each of the following positions? WRITE THE
NUMBER OF YEARS TO THE NEAREST HALF YEAR (FOR EXAMPLE, 2.5, 3, 3.5). PLEASE
INCLUDE PART-TIME TEACHING.
Number
of years
a. Years as a teacher before becoming a principal
b. Total number of years as a principal
c.
Number of years as principal at this school
34
H6.
Through which, if any, of the types of training programs below did you receive preparation for
fulfilling your role as a school administrator? MARK YES OR NO ON EACH ROW.
Yes
No
a. Traditional university-based training and certification program
b. District-based training program (for example, the Boston Principal
Fellowship, New York City Leadership Academy’s Aspiring
Principals Program, Chicago’s LAUNCH program)
c.
City-based training program (for example, Cleveland’s First Ring
Leadership Academy)
d. State-based training program (for example, New Jersey EXCEL)
e. Training and/or certification program run by a national non-profit
organization (for example, KIPP School Leadership Program, New
Leaders for New Schools)
f.
H7.
Another school administration preparation program
What is the highest level of education you have completed? MARK ONE RESPONSE.
High school diploma or equivalent/GED
Associate’s degree
Bachelor’s degree
At least one year of coursework beyond a Bachelor’s degree but not a graduate degree
Master’s degree
Education specialist or professional diploma based on at least one year of coursework past a
Master’s degree level
Doctorate
H8.
What was your major field(s) of study in the highest degree you completed? MARK YES OR
NO ON EACH ROW.
Yes
a. Early childhood education
b. Elementary education
c.
Education administration/management
d. Special education
e. Other education-related major (such as secondary
education, educational psychology, science education,
music education, etc.)
f.
Non-education major (such as history, English, etc.)
35
No
H9.
Please estimate how many hours you spend on average per week in the following activities.
WRITE IN NUMBER OF HOURS BELOW. IF NONE, WRITE “0.”
Hours
per week
a. Working with teachers on instructional issues
b. Internal school management (weekly calendars, vendors, office, memos, etc.)
c.
Student discipline/attendance
d. Monitoring hallways, playground, lunchroom
e. Teaching
f.
Talking and meeting with parents
g. Meeting with students
h. Paperwork required by local, state, or federal authorities
H10.
What is your best estimate of the number of children in your school you know by name? MARK
ONE RESPONSE.
Nearly every child
76% or more
51% to 75%
26% to 50%
25% or less
H11.
During school hours, do you speak a language other than English with students at your school
whose native language is not English? MARK ONE RESPONSE.
Yes
No
36
H12.
Do you speak a language other than English with students’ families whose native language is
not English? MARK ONE RESPONSE.
Yes
No
H13.
H14.
If you do not speak a language other than English with EITHER students OR students’
families whose native language is not English, mark here and SKIP TO Q H15.
What language(s) other than English do you speak with students at your school or with their
families? MARK ALL THAT APPLY.
Spanish
Vietnamese
A Chinese language
Japanese
Korean
A Filipino language
Arabic
Other (Please specify)
H15.
Date Questionnaire Completed:
MONTH
DAY
YEAR
FIRST NAME
MIDDLE INITIAL
Questionnaire completed by:
LAST NAME
37
Spring First-Grade School Administrator
Questionnaire for Continuing Schools
Spring 2012
School Administrator Questionnaire
Questionnaire B
Prepared for the U.S. Department of Education
National Center for Education Statistics by:
Westat
1600 Research Boulevard
Rockville, Maryland 20850
LABEL
Use a black or blue ball point pen or #2 pencil to complete this questionnaire.
According to the Paperwork Reduction Act of 1995, no persons are required
to respond to a collection of information unless it displays a valid OMB
control number. The valid OMB control number for this information collection
is 1850-0750. Approval expires 05/31/2013. The time required to complete
this information collection is estimated to average 60 minutes per response,
including the time to review instructions, search existing data resources,
gather the data needed, and complete and review the information
requested. If you have any comments concerning the accuracy of the time
estimate or suggestions for improving the survey instrument, please write to:
U.S. Department of Education, Washington, D.C. 20202-4537. If you have
comments or concerns regarding the status of your individual response to
this survey, write directly to: National Center for Education Statistics, 1990 K
Street, N.W., Room 9086, Washington, D.C. 20006-5650.
The collection of information in this survey is authorized by 20 U.S.
Code, Section 9541. Participation is voluntary. You may skip
questions you do not wish to answer; however, we hope that you will
answer as many questions as you can. Your responses are protected
from disclosure by federal statute (20 U.S. Code, Section 9573). All
responses that relate to or describe identifiable characteristics of
individuals may be used only for statistical purposes and may not be
disclosed, or used, in identifiable form for any other purpose except as
required by law. Data will be combined to produce statistical reports.
No individual data that links your name, address, telephone number,
or identification number with your responses will be included in the
statistical reports.
Dear School Administrator,
This questionnaire is an important part of a major longitudinal study of children’s early educational experiences
beginning with kindergarten and continuing through grade 5. You have received this questionnaire because
one or more of the children in your school are participants in this study.
This questionnaire contains several brief sections:
a) School characteristics
b) School-community-family connections
c) School policies and practices
d) School programs for particular populations
e) Federal programs: Title I, Adequate Yearly Progress (AYP), and Title III (if applicable)
f) Staffing and teacher characteristics
g) School administrator characteristics
This information is vital to the study. Please feel free to ask other knowledgeable members of your staff to
provide the information necessary to complete various sections of the questionnaire. However, we ask that
you, yourself, please complete the final section, which is about your own background and characteristics.
Taking part in the study is voluntary. You may stop at any time or choose not to answer a question you do not
want to answer. Although we realize you are very busy, we urge you to complete this questionnaire as
completely and accurately as possible. The information you provide is being collected for research purposes
only and will be protected from disclosure to the fullest extent allowable by law (Education Sciences Reform
Act of 2002, 20 U.S.C. § 9573). Information from multiple individuals will be combined to produce statistical
reports; no information that identifies you will be included in any reports or provided to students, their parents,
or other school staff.
Please record your answers directly on the questionnaire by marking the appropriate answer (as described in
the instructions below) or by writing your responses in the space provided. Your best estimates are
acceptable answers.
DEFINITIONS
For the purposes of this study, the following definitions apply.
Kindergarten: Traditional year of school primarily for 5-year olds prior to first grade.
Transitional (or readiness) kindergarten: Extra year of school for kindergarten-age eligible children who
are judged not ready for kindergarten.
Transitional first (or prefirst) grade: Extra year of school for children who have attended kindergarten but
have been judged not ready for first grade.
Multigrade: A classroom containing kindergarten and some combination of other grades (for example, a
combination prekindergarten/kindergarten).
Ungraded: A classroom containing kindergarten-aged children (possibly in combination with other
ages), not formally identified as a “kindergarten” class.
2
Special programs. Reference is made in this questionnaire to Title I and Title III programs, individualized
education programs (IEP), individualized family service plans (IFSP), Section 504 plans, and Response to
Intervention (RtI). For this study, the following definitions apply:
Title I: “Improving the Academic Achievement of the Disadvantaged.” Title I is a program of the
Elementary and Secondary Education Act (ESEA) of 1965, as reauthorized under the No Child Left
Behind Act of 2001. The purpose of this program is to ensure that all children have a fair, equal, and
significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on state
academic achievement standards and state academic assessments.
Title III: “Language Instruction for Limited English Proficient and Immigrant Students.” Title III is a
program of the Elementary and Secondary Education Act (ESEA) of 1965, as reauthorized under the No
Child Left Behind Act of 2001. One of the main purposes of this program is to help ensure that children
who have limited proficiency in English, including immigrant children and youth, attain English proficiency,
develop high levels of academic attainment in English, and meet the same state academic content and
student academic achievement standards as all students are expected to meet.
Individualized Education Program (IEP): A written statement of the educational program designed to meet
the individual needs of a school-aged child with a disability that is judged to affect the child’s educational
performance. Children who receive special education services under the Individuals with Disabilities
Education Act (IDEA) are expected to have an IEP or an IFSP.
Individualized Family Service Plan (IFSP): A written statement of the educational program and other
services designed to enhance the family’s capacity to meet the developmental needs of an infant or
toddler (preschool-aged) with a disability. The plan includes a description of the appropriate services
needed to assist transition into elementary school.
Section 504 plan: A written plan to provide appropriate services to a child with a disability, whether or not
the disability is judged to affect the child’s educational performance. Speech therapy services may often
be specified as part of a Section 504 plan.
Response to Intervention (RtI): A multi-step approach to providing early and progressively intensive
intervention and monitoring within the general education setting. In principle, RtI begins with researchbased instruction and behavioral support provided to students in the general education classroom,
followed by screening of all students to identify those who may need systematic progress monitoring,
intervention, or support. Students who are not responding to the general education curriculum and
instruction are provided with increasingly intensive interventions through a “tiered” system, and they are
regularly monitored to assess their progress and inform the choice of future interventions, including
possibly special education for students determined to have a disability.
Language. Reference is made to English language learners (ELL), as well as to English as a Second
Language (ESL), bilingual education, and dual-language programs in this questionnaire. For this study, the
following definitions apply:
Language-minority (LM) student: A student in whose home a non-English language typically is spoken.
This group includes students whose English is fluent enough to benefit from instruction in academic
subjects offered in English as well as students who are English language learners.
English language learner (ELL): A student whose native language is one other than English and whose
skills in listening, speaking, reading, or writing English are such that he or she has difficulty
understanding school instruction in English.
English as a Second Language (ESL): An instructional program designed to teach listening, speaking,
reading, and writing English language skills to students with limited proficiency in English. The program
may focus on a student’s level of proficiency in general English. As a language instruction educational
3
program, the ESL program should be connected to academic achievement with the goal of meeting the
academic standards that all children must meet.
Bilingual education program: A program in which a teacher uses a student’s home language to varying
degrees, in conjunction with English, to teach English and academic content to students with limited
proficiency in English.
Dual-language program: Also known as two-way immersion, the goal of these programs is for students
to develop language proficiency in two languages by receiving content instruction in English and
another language in a classroom that usually consists of both native English speakers and native
speakers of the other language.
THANK YOU VERY MUCH FOR YOUR HELP.
4
MARKING DIRECTIONS
PLEASE READ CAREFULLY AND USE A BLACK OR BLUE BALL POINT PEN OR A SOFT LEAD (#2)
PENCIL TO COMPLETE THIS QUESTIONNAIRE. DO NOT USE A FELT-TIP PEN.
MARKING BOXES
It is important that you mark an “X” in the box next to your answers and print clearly.
Shown below is the correct way to mark your answers, along with examples of incorrect ways.
Correct Mark:
Incorrect Marks:
Light and thin, outside the box, thick or scrawled.
How to Change an Answer:
Completely black out the box of the incorrect answer and mark an “X” in the box next to the correct
answer.
PRINTING ANSWERS IN BOXES
Answers should be printed clearly and should not touch or cross any of the box lines. Do not cross
zeroes or sevens. That is, do not write a zero with a line through it like this – 0, and do not write a
seven with a line through it like this – 7.
Write one number per box like this:
1
2
3
4
5
6
Write words like this:
John Smith
5
7
8
9
0
SECTION A. SCHOOL CHARACTERISTICS
A1.
How many days are children required to attend school this academic year? WRITE IN NUMBER
BELOW.
Number of school days
A2.
What are the start and end dates for this school for the 2011-2012 school year? WRITE IN
MONTH AND DAY.
START
2011
MONTH
DAY
YEAR
END
2012
MONTH
A3.
DAY
YEAR
School enrollment. WRITE IN THE APPROXIMATE NUMBER OF CHILDREN FOR EACH OF THE
FOLLOWING. IF NO CHILDREN HAVE LEFT OR ENROLLED IN YOUR SCHOOL DURING THE
SCHOOL YEAR, WRITE “0” ON THE APPLICABLE LINE.
Number of
children
a. Total enrollment in your school around October 1, 2011, or the date nearest
to that for which data are available
b. Number of children who have enrolled in your school since October 1, 2011
c.
A4.
Number of children who have left your school since October 1, 2011, and
have not returned
Approximately, what is the Average Daily Attendance for your school this year? WRITE IN
PERCENT OR NUMBER BELOW. TO CALCULATE PERCENT, DIVIDE THE NUMBER OF
STUDENTS ATTENDING ON AN AVERAGE DAY BY THE NUMBER OF STUDENTS ENROLLED
AND THEN MULTIPLY BY 100.
% Average Daily Attendance
That is,
number of students attending on an average day
number of students enrolled
OR
Average Number Attending Daily
6
X 100
A5.
Approximately, what percentage of the children in your school belongs to each of the following
racial/ethnic groups? COMPLETE EITHER THE NUMBER OR PERCENT COLUMN. ENTER “0” IF
YOUR SCHOOL HAS NO CHILDREN IN THAT RACIAL/ETHNIC GROUP. THE NUMBER COLUMN
SHOULD ADD TO YOUR TOTAL SCHOOL ENROLLMENT OR THE PERCENT COLUMN SHOULD
ADD TO 100%.
Number
of children
Percent
a. Hispanic/Latino of any race
%
b. American Indian or Alaska Native, not Hispanic or Latino
%
c.
%
Asian, not Hispanic or Latino
d. Black or African American, not Hispanic or Latino
%
e. Native Hawaiian or Other Pacific Islander, not Hispanic or
Latino
%
f.
%
White, not Hispanic or Latino
g. Two or more races, not Hispanic or Latino
h. Total school enrollment (sum of a through g)
A6.
OR
%
100%
If your school is a private, magnet, or charter school, please check here and SKIP TO
Q A8.
7
A7.
About what percentage of the children enrolled in this school attend from outside of this
school’s assigned attendance area because….(WRITE IN PERCENTAGES BELOW. IF NONE,
WRITE “0.”)
Percent
a. They have special needs (gifted and talented, children with
disabilities, etc.) and attend to receive a specialized program or
service?
%
b. They transferred into the school because their previous school
did not make adequate yearly progress (AYP)? (Adequate yearly
progress is your state’s measure of yearly progress toward
achieving state academic standards.)
%
c.
A8.
They attend this school under public school choice for reasons
other than their assigned school did not make AYP (that is,
excluding those who are reported in b)?
Don’t
know
%
About what percentage of the children enrolled in this school are eligible for free or reducedprice lunch? WRITE IN PERCENTAGE BELOW. IF NONE, WRITE “0.”
Percentage of children
A9.
By what date did a child need to turn five to enter kindergarten for this school year, 2011 –
2012? WRITE IN MONTH, DAY, AND YEAR. IF NO CUTOFF DATE, MARK BOX BELOW.
No cutoff date
MONTH
DAY
8
YEAR
School Breakfast and Lunch Eligibility and Participation
A10.
Does your school participate in the U.S. Department of Agriculture’s (USDA’s) school breakfast
program? MARK ONE RESPONSE.
Yes (SKIP TO Q A12)
No
A11.
What are the reasons why your school does not participate in USDA’s school breakfast
program? MARK YES OR NO ON EACH ROW.
Yes
No
a. Too few eligible students
b. Program too costly
c.
School starts too late to serve breakfast
d. School lacks facilities to serve breakfast
e. School lacks staff to serve breakfast
f.
Other (Please specify)
IF YOU RESPONDED TO Q A11 THEN SKIP TO Q A18
A12.
What time is breakfast served at the school? WRITE IN TIME BELOW.
START TIME
END TIME
AM
A13.
AM
Where is the breakfast typically served for first-grade students? MARK ONE RESPONSE.
Cafeteria
Classroom
In some other common area of school (as a bag breakfast)
School bus (as a bag breakfast)
Other (Please specify)
9
A14.
Are children who are served breakfast in the cafeteria allowed to take it to the classroom?
MARK ONE RESPONSE.
Yes
No
A15.
How many federally-reimbursable school breakfasts did you serve at free, reduced price, and
paid rates over the entire month of October? WRITE IN NUMBERS BELOW. IF NONE, WRITE
“0.”
Breakfasts
served in
October
a. Number of paid school breakfasts served in
October
b. Number of free school breakfasts served in
October
c. Number of reduced-price school breakfasts
served in October
A16.
What is the price of a USDA-reimbursable breakfast for students who pay the full price?
Record the most common price (standard price) if your cafeteria offers breakfast at different
prices (for example, a higher price for larger portions or a discount for a weekly meal ticket).
WRITE IN PRICE BELOW.
$
A17.
Standard full-price breakfast
What is the price of a USDA-reimbursable breakfast for students who pay the reduced price?
WRITE IN PRICE BELOW.
$
A18.
Reduced-price breakfast
Does your school participate in the U.S. Department of Agriculture’s (USDA’s) school lunch
program? MARK ONE RESPONSE.
Yes
No (SKIP TO Q A22)
10
A19.
How many federally-reimbursable school lunches did you serve at free, reduced price, and
paid rates over the entire month of October? WRITE IN NUMBERS BELOW. IF NONE, WRITE
“0.”
Lunches
served in
October
a. Number of paid school lunches served in
October
b. Number of free school lunches served in
October
c.
A20.
What is the price of a USDA-reimbursable lunch for students who pay the full price? Record
the most common price (standard price) if your cafeteria offers lunch at different prices (for
example, a higher price for larger portions or a discount for a weekly meal ticket). WRITE IN
PRICE BELOW.
$
A21.
Standard full-price lunch
What is the price of a USDA-reimbursable lunch for students who pay the reduced price?
WRITE IN PRICE BELOW.
$
A22.
Number of reduced-price school lunches
served in October
Reduced-price lunch
How many children in your school were approved for free or reduced-price meals (breakfast or
lunch) as of October 1, 2011, or the date nearest to that for which data are available? WRITE IN
NUMBERS BELOW. IF NONE, WRITE “0.”
Number of
children
approved for
free/reducedprice meals
a. Number of children approved for free
school meals
b. Number of children approved for reducedprice school meals
11
SECTION B. SCHOOL-FAMILY-COMMUNITY CONNECTIONS
B1.
Are any of the following programs available for first-grade children and their families at your
school site? Please include programs run by the school and those run by outside groups.
MARK YES OR NO ON EACH ROW.
Yes
No
a. Before-school child care
b. After-school child care
c.
Hearing screening
d. Vision screening
B2.
Please indicate how often each of the following activities is provided by your school. MARK
ONE RESPONSE ON EACH ROW.
Never
a. PTA, PTO, or Parent-Teacher-Student
organization meetings
b. Reports (report cards) of child’s
performance provided to parents
c.
Information on the child’s standardized
assessment scores provided to parents
d. Teacher-parent conferences
e. School performances to which parents
are invited
f.
Classroom programs like class plays,
book nights, or family math nights
12
Once
a year
2 to 3
times
a year
4 to 6
times
a year
7 or more
times
a year
B3.
Indicate how much you agree or disagree with the following statements about the school’s
community and parents. MARK ONE RESPONSE ON EACH ROW.
Strongly
disagree
Disagree
Neither
agree nor
disagree
Agree
Strongly
agree
a. Parents are actively involved in
this school’s programs
b. The community served by this
school is supportive of its goals
and activities
c.
B4.
Parents of children in this school
are welcome to observe classes
any time they are in session
To the best of your knowledge how often do the following types of problems occur at your
school? MARK ONE RESPONSE ON EACH ROW.
Happens
daily
a. Children bringing weapons to school
b. Theft
c.
Physical conflicts among students
d. Children bringing in or using alcohol
at school
e. Children bringing in or using illegal
drugs at school
f.
Vandalism of school property
g. Student bullying
h. Widespread disorder in classrooms
i.
Class cutting
13
Happens
at least
once a
week
Happens
at least
once a
month
Happens
on
occasion
Never
happens
B5.
To what extent is each of the following matters a problem in this school? Indicate whether
each is a SERIOUS problem, a MODERATE problem, a MINOR problem or NOT a problem in
this school. MARK ONE RESPONSE ON EACH ROW.
Serious
problem
Moderate
problem
Minor
problem
Not a
problem
a. Student tardiness
b. Student absenteeism
c.
Student aggressive or disruptive behavior
d. Teacher absenteeism
e. Teacher turnover
f.
B6.
Overcrowding
During the past year, to what extent did any of the following changes occur at your school?
MARK ONE RESPONSE ON EACH ROW.
Not
at all
a. Funding levels decreased
b. Enrollment increased
c.
Enrollment decreased
d. The number of students receiving free or
reduced-price lunch increased
e. Student mobility increased (that is, the number
of students transferring in and out of the school
increased)
f.
There has been a reduction in staffing
g. Class sizes increased
h. Class sizes decreased
i.
Salaries increased
j.
Salaries decreased
k.
Number of English language learners
increased
14
Small
extent
Moderate
extent
Large
extent
B7.
During the past year, did any of the following changes occur at your school? MARK YES OR
NO ON EACH ROW.
No
Yes
a. Salaries were frozen
b. Changes were made to the school’s assigned attendance area (IF
YOURS IS A PRIVATE, CHARTER, OR MAGNET SCHOOL,
PLEASE SKIP ITEM b).
15
SECTION C. SCHOOL POLICIES AND PRACTICES
C1.
How many kindergarten children were retained at their current grade level last school year?
WRITE IN THE NUMBER BELOW. IF NONE, WRITE “0.”
Number of kindergarten children retained last year
C2.
How many first-grade children were retained at their current grade level last school year?
WRITE IN THE NUMBER BELOW. IF NONE, WRITE “0.”
Number of first-grade children retained last year
C3.
Is a school-wide positive behavioral intervention and support program (for example, Positive
Behavioral Support, Positive Behavioral Intervention System) implemented at your school?
MARK ONE RESPONSE.
Yes
No
16
C4.
For each of the following statements about READING and MATH, indicate how strongly you
agree or disagree. MARK ONE RESPONSE ON EACH ROW.
Neither
Strongly
agree nor
disagree Disagree disagree
For READING
a. This school has a set of
clear, predetermined,
grade-level benchmarks
(that is, cut scores,
goals/targets, or
percentiles) that are used
to determine which
students are struggling or
at risk of failure in
READING.
b. At this school, we use
data from screening tests
to determine if core
instruction in READING is
meeting the needs of
most of our students.
For MATH
c.
This school has a set of
clear, predetermined,
grade-level benchmarks
(that is, cut scores,
goals/targets, or
percentiles) that are used
to determine which
students are struggling or
at risk of failure in MATH.
d. At this school, we use
data from screening tests
to determine if core
instruction in MATH is
meeting the needs of
most of our students.
17
Agree
Strongly
agree
Don’t
know
C5.
Is Response to Intervention (RtI) currently used at your school in first grade, either partially or
fully implemented? MARK ONE RESPONSE.
RESPONSE TO INTERVENTION (RTI) IS A MULTI-STEP APPROACH TO PROVIDING EARLY
AND PROGRESSIVELY INTENSIVE INTERVENTION AND MONITORING WITHIN THE GENERAL
EDUCATION SETTING. SEE PAGE 3 FOR A COMPLETE DEFINITION OF RTI.
Yes
No (SKIP TO Q D1)
C6.
Is RtI currently implemented at your school in first grade in the following areas? MARK ONE
RESPONSE ON EACH ROW.
Yes, fully
implemented
in first grade
Yes, partially
implemented
in first grade
No, not
implemented
in first grade
a. Math
b. Reading
c. Writing
d. Behavior/Social skills
C7.
Approximately how many years ago did your school begin implemementing RtI in first grade in
any subject? MARK ONE RESPONSE.
Less than 1 year ago
1 to 2 years ago
More than 2 years ago
C8.
For the 2011-2012 school year, how has your school made information available to
parents/guardians to help them understand how RtI is being implemented in your school?
MARK ALL THAT APPLY.
Communication through written materials such as letters, email, school website, or newsletters
Communication through workshops, discussion groups, other meeting such as PTA meetings
Communication through individual meetings with parents or phone calls
Information is not distributed on this topic
18
SECTION D. SCHOOL PROGRAMS FOR PARTICULAR POPULATIONS
Language Minority Students and Families
D1.
Do any of the children in this school come from a home where a language other than English is
spoken? MARK ONE RESPONSE.
Yes
No (SKIP TO Q D4)
D2.
What percentage of children in this school and in first grade are English language learners
(ELL)? SEE PAGES 3 and 4 FOR DEFINITIONS RELATED TO LANGUAGE. WRITE IN THE
PERCENTAGES BELOW.
% ELL among all students in school
% ELL among all students in first grade
D3.
Approximately what percentage of first-grade children receive ESL (English as a Second
Language), bilingual, or dual-language (also known as two-way immersion) instruction?
SEE PAGES 3 and 4 FOR DEFINITIONS RELATED TO LANGUAGE. WRITE THE PERCENTAGE
BELOW. WRITE "0" IF INSTRUCTION NOT PROVIDED OR IF INSTRUCTION IS PROVIDED BUT
NO FIRST-GRADERS RECEIVE THE INSTRUCTION.
First-grade students
In regular classroom
In pull-out setting
a. Percent receiving ESL instruction
%
%
b. Percent receiving bilingual instruction
%
%
c.
%
Percent receiving dual-language instruction
19
Children with Special Needs
D4.
Since the beginning of this school year (2011-2012), how many students have been NEWLY
evaluated at your school to determine if they are eligible for an IEP? WRITE NUMBER IN BOX.
Total number of newly evaluated students at your school
D5.
Of those students who have been NEWLY evaluated at your school this school year (20112012), how many were found eligible for an IEP, including those who may have an IEP for
speech only? WRITE NUMBER IN BOX.
Total number of newly evaluated students found eligible at your school
D6.
What method(s) are used in your school to determine special education ELIGIBILITY for
students with learning disabilities? MARK YES OR NO ON EACH ROW. IF A COMBINATION OF
THESE METHODS IS USED AT YOUR SCHOOL, MARK YES FOR BOTH A AND B.
Yes
No
a. IQ-achievement discrepancy model which shows whether
there is a discrepancy between expected performance and
actual performance
b. Response to Intervention (RtI) model
D7.
Approximately what percentage of your first-graders are in each of the following instructional
programs? WRITE PERCENTAGES IN BOXES. IF NONE, WRITE “0” AND INDICATE IF THE
PROGRAM IS NOT OFFERED IN FIRST GRADE OR IN ANY GRADE IN YOUR SCHOOL.
Percent
a. Special education with Individualized
Education Program (IEP)
%
b. Receive accommodations through a
504 plan
%
c.
Reading instruction for students
performing below grade level in
reading
%
d. Math instruction for students
performing below grade level in math
%
e. A gifted and talented program
%
20
Not offered
Not offered
in first grade
in any grade
SECTION E. FEDERAL PROGRAMS: TITLE I, ADEQUATE YEARLY PROGRESS, AND TITLE III 1
The following items pertain to public schools only.
IF YOURS IS A PRIVATE SCHOOL CHECK HERE (SKIP TO Q F1)
Title I Funding and Programs
E1.
Did your school receive Federal Title I funds for this school year? MARK ONE RESPONSE.
Yes
No (SKIP TO Q E4)
PLEASE NOTE THE FOLLOWING DEFINITIONS
THAT ARE RELEVANT TO QUESTION F2 BELOW:
E2.
A targeted assistance program uses Title I funds to provide supplemental
academic services (usually in reading and/or math) to specific students,
sometimes referred to as “Title I students,” who have been identified as low
achieving.
A schoolwide program may use Title I funds to improve the quality of educational
programs and services throughout the school. A school may use Title I funds for a
schoolwide program if at least 40 percent of its students are from low-income
families, or if it receives a waiver permitting it to operate a schoolwide program.
Is your school operating a Title I targeted assistance or schoolwide program? MARK ONE
RESPONSE.
Targeted assistance program
Schoolwide program
1
Title I and Title III and their accompanying requirements are programs of the Elementary and Secondary Education Act of 1965 (ESEA),
as reauthorized by the No Child Left Behind Act of 2001. See the introductory section of this questionnaire for more information on these
programs.
21
E3.
Does your school use Title I funds for any of the following purposes? MARK YES OR NO ON
EACH ROW.
Yes
No
a. To serve children in a pull-out setting
b. To serve children in an in-class setting
c.
To reduce class sizes
d. To provide extended time learning opportunities before and/or after
school for children
e. To provide professional development activities
f.
To provide family literacy services
g. To provide summer learning opportunities
h. To serve children in preschool
Title III Funding and Programs
E4.
Did your school receive Federal Title III funds for this school year? (Title III is “Language
Instruction for Limited English Proficient and Immigrant Students.”) MARK ONE RESPONSE.
Yes
No (SKIP TO Q E6)
22
E5.
Does your school use Title III funds for any of the following purposes? MARK YES OR NO ON
EACH ROW.
Yes
a. To serve children in a pull-out setting for second language
instruction
b. To serve children in an in-class setting for second language
instruction
c.
To provide extended time learning opportunities before
and/or after school for children
d. To improve the entire educational program through a
schoolwide program
e. To provide professional development activities for teachers who
serve English language learners
f.
To provide family literacy services (usually done out of Title III
immigrant funds)
g. To provide summer learning opportunities
h. To provide student support in the student’s home language for
second language instruction
23
No
Federal Requirements
E6.
At the end of the LAST school year (2010-2011), did this school make Adequate Yearly
Progress (AYP)? (Adequate Yearly Progress is your state’s measure of yearly progress toward
achieving state academic standards.) MARK ONE RESPONSE.
Yes (SKIP TO Q E9)
No
Not applicable (SKIP TO Q E9)
E7.
At the end of the LAST school year (2010-2011), was this school identified for improvement
due to Adequate Yearly Progress (AYP) requirements? (A school is identified for improvement
if it does not make Adequate Yearly Progress for two consecutive years or more in the same
content area.) MARK ONE RESPONSE.
Yes
No (SKIP TO Q E9)
24
E8.
Please indicate in part 1 whether any of the following actions have taken place in your school
in the past three years. For each action that you mark as having taken place, please indicate in
part 2 whether the action took place at your school in response to being identified for
improvement due to AYP requirements. MARK ONE RESPONSE ON EACH ROW FOR PART 1.
IF YES IS MARKED IN PART 1, MARK ONE RESPONSE IN PART 2 FOR THAT ROW.
PART 2
PART 1
Action taken place in
the past three years?
Yes
No
a. Developed or revised a two-year
school improvement plan
b. Offered students the choice to
transfer to another public school
c.
Offered supplemental educational
services to students from low-income
families
d. Replaced school staff
e. Implemented a new curriculum based
on scientifically based research
f.
Extended the school day or school
year
g. Appointed an outside expert to advise
the school on its progress toward
making AYP
h. Reorganized the school (that is,
significant changes were made to
both the school’s staffing and
governance)
i.
E9.
Offered professional development
Does this school have grade 3 students? MARK ONE RESPONSE.
Yes
No (SKIP TO Q F1)
25
If yes to part 1, was action
in response to being
identified for
improvement?
Yes
No
E10.
Based on recent state assessments, what percentage of the grade 3 students in your school in
the prior school year (2010-2011) scored “proficient” or above in the subjects in this table?
Please also indicate the percentage of students scoring proficient or above that was needed to
meet your AYP (Adequate Yearly Progress) goals for that school year. WRITE PERCENTAGES
BELOW. IF THE AYP COLUMN IS NOT APPLICABLE FOR YOUR SCHOOL OR IF GRADE 3
STUDENTS IN YOUR SCHOOL DO NOT TAKE A STATE ASSESSMENT, WRITE “NA” IN THE
APPROPRIATE COLUMN.
Percentage
of students whose
achievement level was
“proficient” or above in
2010-2011
Percentage required by
AYP goals in
2010-2011
a. Reading/Language Arts
%
%
b. Mathematics
%
%
c.
Science
%
(WRITE NA IF NO STUDENTS
WERE ASSESSED IN SCIENCE)
26
SECTION F. STAFFING AND TEACHER CHARACTERISTICS
F1.
Approximately how many staff members does your school currently have in the following
categories?
PLEASE PROVIDE RESPONSES IN COLUMN (1) FOR STAFF MEMBERS WHO WORK FULL
TIME AT YOUR SCHOOL AND IN COLUMN (2) FOR STAFF WHO WORK PART TIME AT YOUR
SCHOOL. IF A STAFF MEMBER IS SHARED WITH OTHER SCHOOLS, COUNT THAT PERSON
AS “PART TIME” IN YOUR SCHOOL.
PLACE EACH STAFF MEMBER IN ONLY ONE STAFF CATEGORY; IF A STAFF MEMBER FITS
MORE THAN ONE CATEGORY, PICK THE CATEGORY MOST DESCRIPTIVE OF HIS/HER
WORK.
WRITE NUMBERS IN BOXES. IF THERE ARE NO STAFF IN YOUR SCHOOL IN A CATEGORY,
WRITE “0.”
a. Regular classroom teachers
b. ESL/bilingual education/dual-language immersion
teachers
c.
Drama, music, or art teachers
d. Gym/PE or health teachers
e. Special education teachers and related service
providers (for example, speech therapist, physical
therapist, adaptive physical education
f.
Teachers of gifted/talented students
g. Reading teachers, specialists, and interventionists
h. Math teachers, specialists, and interventionists
i.
School nurses or health professionals
j.
School psychologists or social workers
k.
Guidance counselors
l.
Paraprofessionals (for example, classroom aides)
m. Library media specialists/librarians
27
(1)
(2)
Number who
work full time in
your school
Number who
work part time
in your school
n. Computer/technology teachers or support staff
F2.
Does your school currently have any staff members who do the following as their primary role
or one of their primary roles? MARK YES OR NO ON EACH ROW. INCLUDE THOSE WHO ARE
FULL- OR PART-TIME STAFF MEMBERS AT YOUR SCHOOL.
Yes
No
a. A school staff member who provides ongoing training or support to
classroom teachers in the delivery of effective READING instruction
b. A school staff member who provides ongoing training or support to
classroom teachers in the delivery of effective MATH instruction
c. A school staff member who provides ongoing training or support to
classroom teachers in the delivery of effective behavioral supports
d. A school staff member who supports teachers in collecting,
organizing, and managing assessment data
e. A school staff member who supports teachers in the interpretation
and use of assessment data to guide instruction
F3.
Teacher mobility. WRITE IN THE APPROXIMATE NUMBER OF REGULAR CLASSROOM
TEACHERS FOR EACH OF THE FOLLOWING. IF NO TEACHERS HAVE LEFT OR STARTED AT
YOUR SCHOOL DURING THE SCHOOL YEAR, WRITE “0” ON THE APPLICABLE LINE.
Number
of teachers
a. Number of regular classroom teachers who have begun teaching in your
school since October 1, 2011
b. Number of regular classroom teachers who have left your school since
October 1, 2011, and have not returned
c.
Number of regular classroom teachers for whom this school year is their first
year of teaching
d. Number of regular classroom teachers for whom this school year is their first
year teaching in this school
28
F4.
What percentage of your part–time and full-time teachers, including regular classroom,
ESL/bilingual, remedial, special education, art, music, and physical education teachers,
belongs to each of the following racial/ethnic groups?
COMPLETE EITHER THE NUMBER OR PERCENT COLUMN. ENTER “0” IF YOUR SCHOOL HAS
NO TEACHERS IN THAT RACIAL/ETHNIC GROUP. THE NUMBER COLUMN SHOULD ADD TO
YOUR TOTAL NUMBER OF TEACHERS OR THE PERCENT COLUMN SHOULD ADD TO 100%.
Number of
teachers
OR Percent
a. Hispanic/Latino of any race
%
b. American Indian or Alaska Native, not Hispanic or Latino
%
c. Asian, not Hispanic or Latino
%
d. Black or African American, not Hispanic or Latino
%
e. Native Hawaiian or Other Pacific Islander, not Hispanic or Latino
%
f.
%
White, not Hispanic or Latino
%
g. Two or more races, not Hispanic or Latino
100%
h. Total number of teachers (sum of a through g)
F5.
Indicate how much you agree or disagree with the following statements about your school and
staff. MARK ONE RESPONSE ON EACH ROW.
Strongly
disagree
a. There is a consensus among
administrators and teachers on
goals and expectations
b. We have an active professional
development program for teachers
c. Teachers are very active in
planning staff development
activities in this school
d. There is adequate time for teacher
professional development
29
Disagree
Neither
agree nor
disagree
Agree
Strongly
agree
F6.
Are monetary incentives such as cash bonuses, salary increases, or different steps on the
salary schedule used in your school to reward teachers for … (MARK YES OR NO ON EACH
ROW.)
Yes
No
a. Improved student performance on state tests?
b. Reaching target goals on state tests?
F7.
If a person other than the school principal has completed the previous sections, please
provide the following information for the individual who completed them, or – if more than one
individual – for the individual who completed the majority of the sections: PLEASE PRINT
LAST NAME
FIRST NAME
MIDDLE INITIAL
TITLE
F8.
How long has the individual listed above been employed at this school? WRITE YEARS AND
MONTHS BELOW.
YEARS
MONTHS
The school principal or headmaster should complete the remainder of
this questionnaire. If a designee is chosen to complete this in his or her
place, please be sure that the background and education
characteristics provided are about the school’s principal or headmaster.
30
SECTION G. SCHOOL ADMINISTRATOR CHARACTERISTICS
G1.
What is your gender? MARK ONE RESPONSE
Male
Female
G2.
In what year were you born? WRITE IN YEAR BELOW.
1 9
YEAR
G3.
Are you Hispanic or Latino? MARK ONE RESPONSE.
Yes
No
G4.
Which best describes your race? MARK ONE OR MORE RESPONSES TO INDICATE WHAT
YOU CONSIDER YOURSELF TO BE.
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
G5.
How many years experience do you have in each of the following positions? WRITE THE
NUMBER OF YEARS TO THE NEAREST HALF YEAR (FOR EXAMPLE, 2.5, 3, 3.5). PLEASE
INCLUDE PART-TIME TEACHING.
Number
of years
a. Years as a teacher before becoming a principal
b. Total number of years as a principal
c.
Number of years as principal at this school
31
G6.
Through which, if any, of the types of training programs below did you receive preparation for
fulfilling your role as a school administrator? MARK YES OR NO ON EACH ROW.
Yes
No
a. Traditional university-based training and certification program
b. District-based training program (for example, the Boston Principal
Fellowship, New York City Leadership Academy’s Aspiring
Principals Program, Chicago’s LAUNCH program)
c.
City-based training program (for example, Cleveland’s First Ring
Leadership Academy)
d. State-based training program (for example, New Jersey EXCEL)
e. Training and/or certification program run by a national non-profit
organization (for example, KIPP School Leadership Program, New
Leaders for New Schools)
f.
G7.
Another school administration preparation program
What is the highest level of education you have completed? MARK ONE RESPONSE.
High school diploma or equivalent/GED
Associate’s degree
Bachelor’s degree
At least one year of coursework beyond a Bachelor’s degree but not a graduate degree
Master’s degree
Education specialist or professional diploma based on at least one year of coursework past a
Master’s degree level
Doctorate
G8.
What was your major field(s) of study in the highest degree you completed? MARK YES OR
NO ON EACH ROW.
Yes
a. Early childhood education
b. Elementary education
c.
Education administration/management
d. Special education
e. Other education-related major (such as secondary
education, educational psychology, science education,
music education, etc.)
f.
Non-education major (such as history, English, etc.)
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No
G9.
Please estimate how many hours you spend on average per week in the following activities.
WRITE IN NUMBER OF HOURS BELOW. IF NONE, WRITE “0.”
Hours
per week
a. Working with teachers on instructional issues
b. Internal school management (weekly calendars, vendors, office, memos, etc.)
c.
Student discipline/attendance
d. Monitoring hallways, playground, lunchroom
e. Teaching
f.
Talking and meeting with parents
g. Meeting with students
h. Paperwork required by local, state, or federal authorities
G10.
What is your best estimate of the number of children in your school you know by name? MARK
ONE RESPONSE.
Nearly every child
76% or more
51% to 75%
26% to 50%
25% or less
G11.
During school hours, do you speak a language other than English with students at your school
whose native language is not English? MARK ONE RESPONSE.
Yes
No
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G12.
Do you speak a language other than English with students’ families whose native language is
not English? MARK ONE RESPONSE.
Yes
No
G13.
G14.
If you do not speak a language other than English with EITHER students OR students’
families whose native language is not English, mark here and SKIP TO Q G15.
What language(s) other than English do you speak with students at your school or with their
families? MARK ALL THAT APPLY.
Spanish
Vietnamese
A Chinese language
Japanese
Korean
A Filipino language
Arabic
Other (Please specify)
G15.
Date Questionnaire Completed:
MONTH
DAY
YEAR
FIRST NAME
MIDDLE INITIAL
Questionnaire completed by:
LAST NAME
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| File Type | application/pdf |
| File Modified | 2011-09-13 |
| File Created | 2011-07-26 |