School Survey - Appendix C

Integrated Evaluation of American Recovery and Reinvestment Act (ARRA) Funding, Implementation and Outcomes

Att_1850-0877 4413 Appendix C School survey 4_1

School Survey - Appendix C

OMB: 1850-0877

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OMB#: 1850-0877

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Charting the Progress of Education Reform:

An Evaluation of the Recovery Act’s Role



School Survey

Spring 2011









Paperwork Reduction Act of 1995

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB control number for this information collection is 1850-0877. The approximate time required to complete this data collection is estimated to be 45 minutes. If you have any comments concerning the accuracy of the time estimates or suggestions for improving this form, please write to: U.S. Department of Education, Washington, D.C. 20202-4651. If you have comments or concerns regarding the status of your individual submission of this form, write directly to: Institute of Education Sciences, U.S. Department of Education, 555 New Jersey Avenue, NW, Washington, DC 20208.

Notice of Confidentiality

Information collected for this study come under the confidentiality and data protection requirements of the Institute of Education Sciences (The Education Sciences Reform Act of 2002, Title I, Part E, Section 183).  Information that could identify an individual or institution will be separated from the survey responses submitted, kept in secured locations, and be destroyed as soon as they are no longer required. Survey responses will be used only for research purposes. The reports prepared for the study will summarize survey findings across individuals and institutions and will not associate responses with a specific district, school, or person. We will not provide information that identifies you or your school to anyone outside the study team, except as required by law.

Introduction

This survey and the larger study of which it is a part are supported under a contract from the United States (U.S.) Department of Education, Institute of Education Sciences (IES). The overall purposes of the study are to examine (1) ongoing education reform efforts, (2) the uses of funds available under the American Recovery and Reinvestment Act of 2009 (ARRA or the Recovery Act) to support these reforms, and (3) the challenges associated with the reforms.

  • This survey focuses on school reform efforts. The survey includes seven sections and covers the topics listed in the table below. While we expect that the school’s principal will be in the best position to answer the survey, please feel free to have other knowledgeable school personnel complete sections about activities for which they may responsible.

  • Your school’s responses are critical to drawing lessons to improve federal efforts to support education reform. In addition, your responses will help inform policy makers, educators and researchers at the local, state, and national levels of reform efforts underway and challenges being encountered.

  • All survey results will be presented as aggregate findings and no individual schools will be named or otherwise identified in any study reports or other communications that use survey data.

  • The study, including this survey, is being conducted by Westat and its partners, Policy Studies Associates, the University of Wisconsin, and Chesapeake Research Associates. IES is providing technical direction.

  • Once your school survey is complete, please provide the following information for the school administrator(s) who assisted with the completion of each section of the survey.

Survey Section

For Each Person(s) Who Responded to a Survey Section

Position Title

Number of Years in the Position

Estimated total minutes to respond

  1. School staffing




  1. Educator recruitment, hiring, and induction




  1. Practices related to educator performance evaluation and compensation




  1. Strategies related to school organization and improvement




  1. New state standards, curricula, and assessments




  1. Resources purchased or received to support education reform




  1. School reform priorities for 2011-2012







  1. School Staffing



  1. Counting the 2010-2011 school year, how long has the current principal been the principal at this school?


year(s)


If the answer to item 1 is one year, continue to item 2. Otherwise skip to item 3.


  1. Was the principal of this school for the 2009-10 school year replaced for the 2010-11 school year as part of a school reconstitution or turnaround effort?


Yes

No


  1. Enter the number of the following types of staff in your school for the specified school years.


    • If projections for 2011-2012 are not available, mark N/A in the appropriate cell(s).

Number of Staff by Type

2009-2010

2010-2011

2011-2012 (projected)

  1. Teachers of core academic subjects (mathematics, reading/English language arts, history/social studies, science)




    • Of the teachers of core academic subjects, how many have 3 or fewer years of total teaching experience?




  1. School-based professional development staff (including resource teachers, instructional coaches, and mentors who devote at least half of their time to working with teachers )




  1. Assistant principals




  1. All other staff






II. Educator Recruitment, Hiring, and Induction

  1. Indicate whether your school used the practices below to recruit, hire, and induct teachers in the 2009-2010 and 2010-2011 school years, or expects to use them in the 2011-2012 school year.


    • If the district has a practice that applies to teachers in your school, please check that it is used, even if your school is not responsible for administering the practice.


Recruitment, Hiring, and Induction Practices

Used in 2009-2010


(Enter Yes or No)

Used in

2010-2011


(Enter Yes or No)

Expected to be In Use in 2011-2012


(Enter Yes or No)

Give preference in hiring new teachers (i.e., those in their first year of teaching) from university preparation programs that:

Are aligned with state content standards




Have evidence of the effectiveness of its graduates based on student achievement gains




Have established strong partnerships with your school




Hire teachers from alternative teacher pipelines (e.g., Teach for America, local alternative program)




Hire experienced teachers who can provide evidence of effectiveness based on student learning gains or growth




Provide financial or classroom supports to teachers with provisional or emergency certificates to obtain full certification in STEM or special education




Provide first year teachers with a full year of mentoring and observation, feedback, and demonstrations by assigned mentors and/or skilled teachers




School leaders have the authority to hire qualified transfer candidates without regard to district seniority status




School leaders receive professional development, training, or technical assistance on how to identify, recruit or hire effective teachers*




*Effective teacher are those whose students achieve acceptable rates (e.g., at least one grade level in an academic year) of student growth.











  1. Indicate to what extent, if at all, your school encountered these challenges in carrying out or improving practices to recruit, hire, induct, evaluate and compensate educators during the 2010—2011 school year.

Challenges when recruiting, hiring,

and supporting new educators

Extent of Challenge in 2010-2011

(Check one in each row.)

Not Applicable

Not a Challenge

Minor Challenge

Major Challenge

Insufficient funding to implement or sustain new educator induction programs





Lack of school staff capacity or expertise to:

Identify and recruit effective teachers





Mentor/coach new educators





Restrictions in rules and regulations relating to:

How teachers can be hired





How administrators can be hired





Lack of clear district guidance/support concerning:

Hiring new educators





Implementing teacher induction programs





Shortage of qualified applicants





  1. Practices Related to Educator Performance Evaluation and Compensation


  1. Indicate whether your school used the performance evaluation practices for educators in your school in the 2009-2010 and 2010-2011 school years, or expects to use them in the 2011-2012 school year.


    • If the district has a practice that applies to educators in your school, please check that it is used, even if your school is not responsible for administering the practice.


Performance Evaluation Practices

Used in

2009-2010


(Enter Yes or No)

Used in

2010-2011


(Enter Yes or No)

Expected to be In Use in

2011-2012


(Enter Yes or No)

Teacher evaluation practices

Uses a rating scale or rubric that defines three or more performance levels to evaluate classroom instruction or practice




Includes at least two yearly observations of classroom instruction with written feedback




Uses multiple observers (such as master teachers, coaches, or peers as well as school administrators)




Requires evaluators to be trained to conduct reliable and accurate classroom observations




Includes student achievement gains in NCLB grades/subjects in determining individual teacher performance ratings




Uses student achievement gains in non-NCLB grades/subjects in determining individual teacher performance ratings




Provides teachers with specific suggestions for professional development activities designed to help them improve in areas covered by the evaluation




Principal evaluation practices

Uses a rating scale or rubric that defines three or more levels of performance




Includes at least two yearly observations with written feedback




Includes input on performance from sources other than the direct supervisor, such as teachers, parents, and other central office staff




Includes student achievement growth or gains in determining the principal’s performance rating




Provides the principal with specific suggestions for professional development activities designed to help her/him improve in the areas covered by the evaluation







  1. For those teacher evaluation practices applied to the teachers in your school in the 2009-2010 school year, were any of the teachers part of a pilot test or phase in of the practices that year?


Yes

No


  1. For those teacher evaluation practices applied to the teachers in your school in the 2010-2011 school year, were more teachers covered in the 2010-2011 school year than in the 2009-2010 school year?


Yes

No


  1. Indicate whether the compensation practices below were applied or were available to educators at your school in the 2009-2010 and 2010-2011 school years, or are expected to be applied or made available in the 2011-2012 school year.


    • If the district has a practice that applies to educators in your school, please check that it is used, even if your school is not responsible for administering the practice.

    • A practice applied or was available if educators were eligible for or received the compensation as described.


Educator Compensation Practices

Applied/Was

Available in

2009-2010


(Enter Yes or No)

Applied/Was

Available in

2010-2011


(Enter Yes or No)

Expected to Apply/be Available in

2011-2012


(Enter Yes or No)

Teacher compensation practices

Base pay increases, add-ons, or stipends to teachers based in part on:

Ratings of classroom observations of teaching practice




Achievement gains of students in individual teachers’ classes




Demonstrating higher levels of instructional skills via National Board certification or a similar state or LEA performance assessment




Serving as master teachers, instructional specialists, or teacher coaches/mentors




One-time bonuses to teachers in addition to base pay for:

Achievement gains of students in individual teachers’ classes




Achievement gains of students served by teacher grade-level or other teams (e.g., same bonus provided to teachers of students in the same grade)




Average achievement gains of students school-wide (e.g., same bonus provided to all teachers in the school)




Higher starting salaries, stipends or bonuses for:

Teachers who move to teach in your school




STEM teachers




Special education teachers




Teachers qualified to teach in other shortage areas




Teachers who move to teach in your schools




Teachers qualified to teach in shortage areas, including STEM or special education




Non-financial incentives (e.g., smaller class size, planning time, reduced classroom hours) to encourage teachers to come to and remain in this school




Principal compensation practices

Performance evaluation ratings used in determining base pay increases




Bonuses for improvements or gains in student achievement






  1. Indicate whether the policies below were in place regarding the use of student achievement data in decisions about educator tenure, assignment, and retention in the 2009-2010 and 2010-2011 school years, or are expected to be in place in the 2011-2012 school year.


    • If the district has a practice that applies to educators in your school, please check that it is in place, even if your school is not responsible for administering the practice.


Policies Regarding the Use of Student Achievement Data for Tenure, Assignment, and Retention

Policy in Place in

2009-2010


(Enter Yes or No)

Policy in Place in

2010-2011


(Enter Yes or No)

Policy Expected to be In Place in

2011-2012


(Enter Yes or No)

Use gains or growth in achievement of teachers’ students in deciding teacher:

Tenure




Dismissal or non-retention with the district




Retention in the school or reassignment to another school




Use gains or growth in the achievement of the students in the school in deciding whether:

The principal is retained as leader of the school or reassigned to another school




The principal ‘s contract is renewed or tenure given








  1. Indicate to what extent, if at all, your school encountered these challenges when implementing educator evaluation and compensation systems in the 2010-2011 school year.

Challenges when implementing educator evaluation and compensation systems

Extent of Challenge in 2010-2011

(Check one in each row.)

Not Applicable

Not a Challenge

Minor Challenge

Major Challenge

Insufficient funding to:

Provide performance-based compensation to all eligible teachers





Provide differential compensation for teachers in high need areas (i.e., STEM subjects)





Lack of school staff capacity or expertise to:

Conduct comprehensive educator performance evaluations





Identify professional development needs of teachers based on performance evaluations





Limited access to technology needed in order to link student test data to individual teachers





Restrictions in rules and regulations on:

How educators can be evaluated





How educators can be compensated





Lack of clear district guidance/support on educator compensation or evaluation system





Concerns or opposition from school staff/staff unions about:

Evaluating educators based, at least in part, on student achievement





Performance based compensation





Difficulty in Measuring student growth for teachers of non-tested subjects









IV. Strategies Related to School Organization and Improvement

  1. Indicate whether the features below of school restructuring or reorganizing were introduced in your school in the 2009-2010 and 2010-2011 school years, or are expected to be introduced in the 2011-2012 school year.


Features of School Restructuring or Reorganizing

Introduced in

2009-2010


(Enter Yes or No)

Introduced in

2010-2011


(Enter Yes or No)

Expected to be Introduced in

2011-2012


(Enter Yes or No)

Operation by Charter Management Organization (CMO) or Education Management Organization (EMO)




Convert to or continue in charter status




Increased autonomy in staffing and budgeting from the district, CMO, or EMO, compared to before restructuring or reorganizing




Use school improvement experts from outside the school




Replacement of a substantial proportion of teachers




Reassignment of effective teachers to your school from others




Extend regular school day and/or week




Extend regular school year






  1. Indicate whether your school used the strategies below to help improve instruction and related student services in the 2009-2010 and 2010-2011 school years, or plans to use them in the 2011-2012 school year.


Strategies to Improve Instruction and Related Student Services

Used in

2009-2010


(Enter Yes or No)

Used in

2010-11


(Enter Yes or No)

Expected to be In Use in

2011-2012


(Enter Yes or No)

Complete a comprehensive school needs assessment to identify areas in need of improvement




Submit improvement plans to the district that detail changes in curricula, instructional methods, or staffing




Use a school improvement model developed by an outside partner or a vendor




Use new curriculum or curricular materials that are not part of a school improvement model




Use instructional coaches to support teacher learning




Provide one-on-one or small group instructional sessions for struggling students




Have smaller class sizes than typical for grade




Modify daily schedule to increase the amount of instructional time for reading/English language arts or mathematics




Purchase technology to support instruction (includes computers and software for student use in the classroom)




Schedule common planning time for teachers




Use student assessment data to:

Tailor instruction in the classroom




Identify students for additional support




Implement programs to:

Address students’ social and emotional needs




Encourage family and community involvement




Orient parents to school improvement models




Provide or have teachers take part in professional development opportunities to improve content knowledge in STEM





  1. Indicate to what extent, if at all, your school encountered these challenges when working on school organization and improvement in the 2010-2011 school year.

Challenges when supporting school restructuring and improvement

Extent of Challenge in 2010-2011

(Check one in each row.)

Not Applicable

Not a Challenge

Minor Challenge

Major Challenge

Insufficient funding to:

Make substantial changes to school day/year schedules





Support special programs for students and families





Support school-based experts (outside consultants, instructional specialists/coaches, mentors)





Purchase technology for classroom use





Lack of school staff capacity or expertise to effectively use technology to improve instruction





Insufficient help from local social services and other community-based organizations in providing services to students and their families





Restrictions in rules and regulations on:

Making substantial changes to school day/year schedules





Replacing less effective teachers





Lack of clear district guidance/support focused on:

Implementing a whole-school intervention/turn around model





Staffing or budgeting decisions made at the school level





Concerns or opposition from parents or community groups about reform activities





.



  1. New State Standards, Curricula, and Assessments


  1. Has your state adopted the Common Core State Standards in Mathematics and/or English Language Arts (ELA)?


Yes (Skip to Item 17)

No (Continue to Item 16)

Do Not Know (Continue to Item 16)


  1. Has your state adopted other new or revised content standards in Mathematics, Reading/ELA, Science, and/or Social Studies in the 2009-10 or 2010-2011 school years?


Yes (Continue to Item 17)

No (Skip to Item 19)

Do Not Know (Skip to Item 19)

  1. Indicate which practices your school used to implement new or revised state content standards (such as the Common Core State Standards or other new or revised state content standards) by subject in the 2009-2010 and 2010-2011 school years, or expect to use in the 2011-2012 school year.


Practices to Implement New or Revised State Content Standards

Used in

2009-2010


(Check all that applied.)

Used in

2010-2011


(Check all that apply.)

Expected to be in Use in 2011-2012


(Check all expected to apply.)

Math

Reading

/ELA

Science and/or Social Studies

Math

Reading

/ELA

Science and/or Social Studies

Math

Reading

/ELA

Science and/or Social Studies

Teachers receive in-person professional development

on the new or revised content standards










School leaders receive in-person professional development on the new or revised content standards










Internet-based professional development on new or revised content standards is made available to educators










Use curriculum frameworks or pacing guides aligned with new or revised standards










Use a curriculum aligned with the new or revised standards










Administer the following assessments aligned with the new or revised standards:

Summative assessments1










Interim assessments2










1A summative assessment summarizes learning as of a particular point in time and is used for evaluative purposes (e.g., a grade).  Examples of summative assessments include state or district standards-based assessments or an end of course assessment.

2 Interim assessments are tests given periodically to check student progress, including standardized and diagnostic assessments but not including teacher-developed tests.

  1. Indicate whether teachers in your school received targeted professional development specifically designed to help English language learners and students with disabilities master new or revised state content standards in the 2009-2010 and 2010-2011 school years, or whether they are expected to receive this professional development in the 2011-2012 school year.


Targeted Professional Development to Help Certain Students Master New or Revised State Content Standards

Received in

2009-2010


(Enter Yes or No)

Received in

2010-2011


(Enter Yes or No)

Expected to Receive in

2011-2012


(Enter Yes or No)

English language learners




Students with disabilities





  1. Indicate to what extent, if at all, your school encountered these challenges when planning or implementing the Common Core State Standards or other new or revised state content standards in the 2010-2011 school year.

Challenges planning or implementing any new or revised state content standards

Extent of Challenge in 2010-2011

(Check one in each row.)

Not Applicable

Not a Challenge

Minor Challenge

Major Challenge

Insufficient funding to:

Purchase new instructional materials aligned with new standards





Support instructional specialists or coaches to help teachers implement new standards





Lack of school staff capacity or expertise to:

Develop new curricula guides and instructional materials aligned with new standards





Provide guidance about or train educators on using new standards for their instruction





Lack of clear district guidance/support on:

Specific content of new standards





Expectations concerning when and how standards should be implemented





Inadequate quality or availability of state-developed instructional materials aligned with standards





Concerns or opposition focused on new standards from:

School staff/staff unions





Parents or other community groups





Current assessments are not aligned with the new standards







  1. Indicate whether your school used the practices below to implement new or existing assessments and use data systems in the 2009-2010 and 2010-2011 school years, or planned to use them in the 2011-2012 school year.


    • Report on practices related to assessments used in 2009-2010 and 2010-2011, and expected for 2011-2012. These may or may not include new assessments aligned with the Common Core State Standards or other new or revised state content standards.


Practices Related to New or Existing Assessments and Data Systems

Used in

2009-2010


(Enter Yes or No)

Used in

2010-2011


(Enter Yes or No)

Expected to be In Use in

2011-2012


(Enter Yes or No)

Administer standardized summative assessments in:

Non-NCLB tested grades




Non-NCLB tested subjects




Administer interim assessments




Use longitudinal data to track student achievement gains:

For individual teachers




For the school




Teachers have on-line access to individual student results from:

State summative assessments1




District summative assessments1




Interim assessments2




Teachers have on-line access to students’ demographic information, attendance, or discipline data linked to student assessment data




Teachers receive professional development about how to use student assessment results for instructional planning




School administrators receive professional development about how to use student assessment results for improvement planning




Educators have access to key aggregate student and school indicators through report cards, data dashboards, or other feedback and analysis systems




1A summative assessment summarizes learning as of a particular point in time and is used for evaluative purposes (e.g., a grade).  Examples of summative assessments include state or district standards-based assessments or an end of course assessment.

2 Interim assessments are tests given periodically to check student progress, including standardized and diagnostic assessments but not including teacher-developed tests.

  1. Indicate to what extent, if at all, your school encountered these challenges when implementing assessments and using data systems for storing, reporting, and using assessment results in the 2010-2011 school year.

Challenges implementing assessments and using data systems

Extent of Challenge in 2010-2011

(Check one in each row.)

Not applicable

Not a Challenge

Minor Challenge

Major Challenge

Insufficient funding to purchase or sustain data systems that store and provide access to assessment information





Lack of school staff capacity or expertise to:

Train educators on how to administer assessments





Train educators on how to use assessments to improve instruction





Maintain and facilitate educators’ access to assessment data systems





Lack of clear district guidance/support on using state and district assessment data systems





Concerns or opposition from:

Parents or other community groups to additional assessments





School staff about additional assessments





Standardized assessments not available for enough subjects or grades





Delays in transmission of assessment results to school or teachers












VI. Resources Purchased or Received to Support Education Reform


  1. Indicate whether your school has purchased or received from your district any of the following resources to support reform efforts listed in other questions in this survey during the 2009-2010 and/or 2010-2011 school years?


Resources Purchased or Received

to Support Reforms

2009-2010


(Check all that apply in each row.)

2010-2011


Check all that apply in each row.)

Purchased

Received

No

Purchased

Received

No

Computers and software for teacher use in accessing and analyzing student data







Computers and software for teacher use in accessing online instructional resources







Computers and software for student use in classroom learning activities







Assistive technology to support special education students’ access to curricula and learning activities aligned with content standards







Consulting services/technical assistance in using new computers and software








VII. School Reform Priorities for 2011-2012

  1. We realize that schools may need to make choices about their emphasis on particular reform areas. Indicate the priority level of each school reform area below for the 2011-2012 school year.

  • Check one in each row.

  • Select only one “highest” priority reform area.

School Reform Priorities for 2011-2012

Level of Priority for 2011-2012
(Check one in each row.)

Highest Priority

High Priority

Medium Priority

Low Priority

Implementing reforms to increase educator quality:

Improved ways to recruit and hire effective teachers





Improved educator induction programs





Performance evaluation systems that hold educators accountable for improved student outcomes





Performance-based compensation systems for educators





Incentives or programs to attract and retain effective educators*





Implementing school restructuring or reorganization





Implementing reforms to improve instruction:

Strategies for improving instruction or related student services





New or revised state content standards in reading/English/language arts and/or mathematics





New or revised state content standards in other subjects





Administering assessments:

New summative assessments





New interim assessments





Implementing data systems and increasing use of technology:

On-line data systems that provide information on student learning growth or gains





Instructional use of information technology





*Effective teachers are those whose students achieve acceptable rates (e.g., at least one grade level in an academic year) of student growth. Effective principals are those whose students, overall and for each subgroup, achieve acceptable rates (e.g., at least one grade level in an academic year) of student growth.


Thank You for Your Participation in This Evaluation


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