Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
JACKSON SR. HIGH, JACKSON R-II School District

School Guidance Counselor
fac1a Frequency Percent
NO 76 96.20
YES 3 3.80

Library Media Specialist
fac1b Frequency Percent
NO 78 98.73
YES 1 1.27

Special Education Teacher
fac1c Frequency Percent
NO 74 93.67
YES 5 6.33

Classroom Teacher
fac1d Frequency Percent
NO 13 16.46
YES 66 83.54

Administrator
fac1e Frequency Percent
NO 74 93.67
YES 5 6.33

Other Certificated Faculty
fac1f Frequency Percent
NO 78 98.73
YES 1 1.27

Data Collected in Fall, 2006
Tables Generated January 09, 2007

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
JACKSON SR. HIGH, JACKSON R-II School District

  Strongly
Agree		 Agree Neutral Disagree Strongly
Disagree		  
Question N Pct. N Pct. N Pct. N Pct. N Pct. Number
Missing
2 - My school collaborates with community agencies to meet the needs of students 17 21.5 48 60.8 12 15.2 2 2.5 0 0.0 0
3 - There are effective supports in place to assist students who are in jeopardy of academic failure 22 27.8 41 51.9 12 15.2 3 3.8 1 1.3 0
4 - I emphasize the importance of effort with students 60 75.9 17 21.5 2 2.5 0 0.0 0 0.0 0
5 - In our school, there is adequate support for classroom teachers to address special education students' IEP goals 25 32.1 40 51.3 9 11.5 4 5.1 0 0.0 1
6 - There is adequate collaboration between special education staff and classroom teachers in our school 18 22.8 44 55.7 9 11.4 8 10.1 0 0.0 0
7 - There is adequate professional development for teachers working with special education students in our school 11 14.7 32 42.7 18 24.0 14 18.7 0 0.0 4
8 - My school's administration protects instructional time available to teachers from interruptions. 11 13.9 42 53.2 15 19.0 8 10.1 3 3.8 0
9 - Our principal uses classroom management as part of our evaluation 25 32.1 50 64.1 3 3.8 0 0.0 0 0.0 1
10 - Clear rules that promote good behavior are enforced in our school 20 25.3 46 58.2 8 10.1 5 6.3 0 0.0 0
11 - Clear rules regarding behavior have been established in my classroom 41 53.9 32 42.1 3 3.9 0 0.0 0 0.0 3
12 - Educators in our school use effective practices to promote positive behavior 23 29.1 52 65.8 2 2.5 2 2.5 0 0.0 0
13 - Teachers in our school use effective practices to keep all students actively engaged in learning 25 31.6 52 65.8 1 1.3 1 1.3 0 0.0 0
14 - Educators in our school respond to inappropriate behaviors quickly and effectively 16 20.5 56 71.8 4 5.1 2 2.6 0 0.0 1
15 - Norms for conduct that foster collegiality and professionalism among professional staff and administrators are clear and routinely followed 14 18.2 51 66.2 7 9.1 5 6.5 0 0.0 2
16 - Teachers in my school are routinely involved in formulating schoolwide decisions and policies 17 22.1 41 53.2 11 14.3 8 10.4 0 0.0 2
17 - Teachers are routinely engaged in collaborative problem solving around instructional issues 32 41.6 41 53.2 4 5.2 0 0.0 0 0.0 2
18 - Effective vehicles are in place for parents and community to communicate with the school 31 39.2 45 57.0 3 3.8 0 0.0 0 0.0 0
19 - In our school we communicate effectively to parents and the community 22 27.8 50 63.3 5 6.3 2 2.5 0 0.0 0
20 - Parents are encouraged to discuss their child's educational needs with the school 32 40.5 41 51.9 6 7.6 0 0.0 0 0.0 0
21 - I routinely analyze disaggregated student data and use it to plan my instruction 5 7.4 33 48.5 17 25.0 12 17.6 1 1.5 11
22 - An assessment system is used that provides timely feedback on specific knowledge and skills for individual students 13 17.1 44 57.9 12 15.8 7 9.2 0 0.0 3
23 - My school administers assessments througout the school year that are used to guide instruction 9 12.0 49 65.3 9 12.0 8 10.7 0 0.0 4
24 - My school uses assessment data to evaluate and align the curriculum 15 19.2 51 65.4 8 10.3 4 5.1 0 0.0 1
25 - Emphasis is placed on valuing and respecting differences among students and their families in our school 13 16.9 40 51.9 17 22.1 7 9.1 0 0.0 2
26 - Student opinions are valued by teachers and administrators 17 21.5 47 59.5 11 13.9 4 5.1 0 0.0 0
27 - Faculty and staff solicit input from diverse student groups regarding the improvement of our school 7 9.6 38 52.1 13 17.8 15 20.5 0 0.0 6
28 - I feel comfortable having discussions regarding racial / ethnic issues with my colleagues 19 24.4 49 62.8 6 7.7 4 5.1 0 0.0 1
29 - Individual student differences are appreciated at our school 10 12.7 42 53.2 16 20.3 11 13.9 0 0.0 0
30 - Students are provided with opportunities to construct and work on long-term projects of their own design 13 18.3 32 45.1 16 22.5 9 12.7 1 1.4 8
31 - In our school teachers are encouraged to be instructional leaders 38 48.1 36 45.6 3 3.8 2 2.5 0 0.0 0
32 - My school's principal fosters shared beliefs and a sense of community and cooperation 24 30.8 47 60.3 5 6.4 2 2.6 0 0.0 1
33 - My school's principal monitors the effectiveness of school practices and their impact on student learning 26 33.3 43 55.1 5 6.4 4 5.1 0 0.0 1
34 - Our principal identifies issues in the school that could potentially become problems 19 24.4 48 61.5 8 10.3 3 3.8 0 0.0 1
35 - My school's principal systematically engages faculty and staff in discussions about current research on teaching and learning 36 45.6 34 43.0 5 6.3 4 5.1 0 0.0 0
36 - Our school teaches and reinforces student self-discipline and responsibility 21 26.6 41 51.9 6 7.6 11 13.9 0 0.0 0
37 - Students who are prone to violence are systematically identified 14 20.0 32 45.7 17 24.3 7 10.0 0 0.0 9
38 - Our school promotes an environment of mutual respect among students 20 25.6 40 51.3 11 14.1 7 9.0 0 0.0 1
39 - The content considered essential for all students to learn versus that considered supplemental has been identified and communicated to teachers 13 17.6 48 64.9 10 13.5 3 4.1 0 0.0 5
40 - My school systematically ensures that teachers address essential content 24 30.4 44 55.7 6 7.6 5 6.3 0 0.0 0
41 - The amount of essential content that has been identified can be addressed in the instructional time available to teachers 10 13.3 45 60.0 11 14.7 8 10.7 1 1.3 4
42 - The essential content is organized and sequenced in a way that students have ample opportunity to learn it 13 16.9 45 58.4 14 18.2 5 6.5 0 0.0 2
43 - Our principal promotes innovation 35 44.9 34 43.6 5 6.4 4 5.1 0 0.0 1
44 - I have the skills necessary to meet the needs of all learners in my classroom 29 38.7 42 56.0 1 1.3 3 4.0 0 0.0 4
45 - I believe that I can positively impact student performance 40 51.3 36 46.2 2 2.6 0 0.0 0 0.0 1
46 - I have received violence prevention training 10 13.3 22 29.3 11 14.7 20 26.7 12 16.0 4
47 - Our professional development improves student achievement 19 24.4 49 62.8 8 10.3 2 2.6 0 0.0 1
48 - I have received adequate training in using computers and other technology to support my work with students 25 32.1 37 47.4 12 15.4 4 5.1 0 0.0 1
49 - The professional development activities I attend are related to my district's Comprehensive School Improvement Plan 33 42.3 41 52.6 4 5.1 0 0.0 0 0.0 1
50 - I have received professional development on differentiating instruction for learners 27 35.1 40 51.9 6 7.8 4 5.2 0 0.0 2
51 - My school adequately prepares all students for post-secondary education, and/or successful entry into the workforce 21 26.9 46 59.0 7 9.0 4 5.1 0 0.0 1
52 - Students are held accountable for doing quality work 20 25.3 49 62.0 3 3.8 7 8.9 0 0.0 0
53 - The mission of this school is clearly defined 27 34.2 44 55.7 8 10.1 0 0.0 0 0.0 0
54 - All staff in our school hold high expectations for student learning 26 32.9 46 58.2 6 7.6 1 1.3 0 0.0 0
55 - There are open channels of communication among students, staff and administrators 17 21.5 46 58.2 8 10.1 6 7.6 2 2.5 0
56 - There are avenues for recognizing and rewarding the accomplishments of all students 16 20.3 41 51.9 12 15.2 9 11.4 1 1.3 0
57 - There are sufficient library media materials to support my program 22 28.6 45 58.4 9 11.7 1 1.3 0 0.0 2
58 - Career-Technical education is an essential part of the district's program of studies 30 39.0 42 54.5 2 2.6 2 2.6 1 1.3 2
59 - I feel safe at this school 35 44.3 36 45.6 4 5.1 4 5.1 0 0.0 0
60 - The library media center materials are current and in good condition 30 39.0 39 50.6 5 6.5 3 3.9 0 0.0 2
61 - In our community, people tend to trust each other 24 30.4 48 60.8 6 7.6 1 1.3 0 0.0 0
62 - My professional development has improved the way I teach 26 34.2 43 56.6 5 6.6 2 2.6 0 0.0 3
63 - My school provides suggestions to parents on ways to assist at home with their child's learning 12 15.4 41 52.6 19 24.4 5 6.4 1 1.3 1
64 - My school views parents as partners in the educational process 24 30.4 43 54.4 9 11.4 2 2.5 1 1.3 0
65 - My school has created specific strategies to better involve parents in the education of their child 17 21.5 39 49.4 17 21.5 5 6.3 1 1.3 0
66 - The board has high expectations for student achievement 38 48.7 35 44.9 4 5.1 0 0.0 1 1.3 1
67 - Students are treated fairly in this school 22 27.8 46 58.2 6 7.6 4 5.1 1 1.3 0
68 - The community is proud of this school 47 60.3 30 38.5 1 1.3 0 0.0 0 0.0 1
69 - This school makes students feel they belong 20 25.3 39 49.4 16 20.3 3 3.8 1 1.3 0
70 - If students in this school have a problem, teachers will listen and help 31 39.2 46 58.2 2 2.5 0 0.0 0 0.0 0
71 - I usually look forward to each working day as a teacher 31 39.7 41 52.6 5 6.4 1 1.3 0 0.0 1
72 - Discipline is handled fairly in this school 16 20.8 38 49.4 13 16.9 10 13.0 0 0.0 2
73 - Collaboration with classroom teachers to integrate library and media resources and skills into classroom instruction is adequate 12 15.6 48 62.3 11 14.3 5 6.5 1 1.3 2
74 - The librarian/media specialist requests my input into the selection of resources 38 50.7 28 37.3 8 10.7 0 0.0 1 1.3 4
75 - There is adequate instruction in the use of library and media resources for classes and individual students 27 35.5 39 51.3 10 13.2 0 0.0 0 0.0 3
76 - There is systematic collaboration across subject areas in our building 22 27.8 28 35.4 17 21.5 12 15.2 0 0.0 0
77 - Individual counseling services are available to students 21 26.9 41 52.6 13 16.7 2 2.6 1 1.3 1
78 - The board establishes policies and permits administrators to implement these policies on a day to day basis 14 18.9 50 67.6 10 13.5 0 0.0 0 0.0 5
79 - The community provides enough money to adequately provide quality educational programs to children 13 16.9 45 58.4 9 11.7 8 10.4 2 2.6 2
80 - Overall, my school building is in good condition 12 15.2 20 25.3 9 11.4 21 26.6 17 21.5 0
81 - If I had a chance to choose all over again, I would still choose teaching as a career 33 42.3 28 35.9 10 12.8 5 6.4 2 2.6 1
82 - There is systematic collaboration between the academic and career education programs in our district. 10 14.3 34 48.6 10 14.3 16 22.9 0 0.0 9

Data Collected in Fall, 2006
Tables Generated January 09, 2007

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
JACKSON SR. HIGH, JACKSON R-II School District

How much homework time do you assign
your students each day
fac83 Frequency Percent
Do not assign 8 11.11
1/2 hour or less 57 79.17
1 hour 7 9.72

Frequency Missing = 7


Data Collected in Fall, 2006
Tables Generated January 09, 2007

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
JACKSON SR. HIGH, JACKSON R-II School District

  Regularly Often Occasionally Rarely Not at
all		  
Question N Pct. N Pct. N Pct. N Pct. N Pct. Number
Missing
84 - Students are taught effective note-taking skills. 6 8.1 24 32.4 38 51.4 5 6.8 1 1.4 5
85 - I assess the level of prior knowledge of all students before initiating instruction. 20 27.8 33 45.8 15 20.8 3 4.2 1 1.4 7
86 - Organize students into flexible groups based on their understanding of the content and skill level. 12 16.7 30 41.7 23 31.9 4 5.6 3 4.2 7
87 - Begin instructional units by presenting students with clear learning goals. 35 48.6 32 44.4 2 2.8 2 2.8 1 1.4 7
88 - Begin instructional units by having students identify personal learning goals that fit within the learning goals presented by the teacher. 12 16.7 19 26.4 23 31.9 12 16.7 6 8.3 7
89 - Provide students with specific feedback on the extent to which they are accomplising the learning goals. 28 38.9 31 43.1 10 13.9 2 2.8 1 1.4 7
90 - Have students keep track of their own performance on the learning goals. 17 23.9 25 35.2 16 22.5 10 14.1 3 4.2 8
91 - Have students assess themselves relative to their personal learning goals after completing a unit. 9 12.9 22 31.4 24 34.3 8 11.4 7 10.0 9
92 - Make use of cooperative learning groups. 23 31.9 35 48.6 13 18.1 1 1.4 0 0.0 7
93 - Have students construct verbal or written summaries of new content. 16 21.9 35 47.9 15 20.5 7 9.6 0 0.0 6
94 - Have students represent new content in nonlinguistic ways (e.g. mental image, picture, pictograph, graphic organizer, physical model, enactment). 23 31.9 28 38.9 18 25.0 3 4.2 0 0.0 7
95 - Provide students with opportunities to practice important skills and procedures prior to assessment. 43 59.7 24 33.3 3 4.2 2 2.8 0 0.0 7
96 - I alter instructional strategies when students are having difficulty learning the material. 42 57.5 25 34.2 6 8.2 0 0.0 0 0.0 6
97 - Model or demonstrate important skills or procedures. 57 78.1 16 21.9 0 0.0 0 0.0 0 0.0 6
98 - Incorporate contextual/real life learning in the classroom. 52 71.2 19 26.0 2 2.7 0 0.0 0 0.0 6
99 - Incorporate problem solving instructional activities in the classroom. 40 54.8 28 38.4 5 6.8 0 0.0 0 0.0 6
100 - Have students revise and correct errors in their work as a way of reviewing and revising content. 38 52.1 26 35.6 9 12.3 0 0.0 0 0.0 6
101 - Have students compare and classify content. 28 38.4 28 38.4 14 19.2 3 4.1 0 0.0 6
102 - Have students construct metaphors and analogies. 10 13.9 25 34.7 16 22.2 13 18.1 8 11.1 7
103 - Provide specific feedback on the homework assigned to students. 39 54.2 26 36.1 5 6.9 2 2.8 0 0.0 7
104 - Incorporate information about careers in my instruction. 23 31.1 27 36.5 20 27.0 3 4.1 1 1.4 5

Data Collected in Fall, 2006
Tables Generated January 09, 2007