Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
EL DORADO SPRINGS R-II School District

School Guidance Counselor
fac1a Frequency Percent
NO 109 98.20
YES 2 1.80

Library Media Specialist
fac1b Frequency Percent
NO 109 98.20
YES 2 1.80

Special Education Teacher
fac1c Frequency Percent
NO 104 93.69
YES 7 6.31

Classroom Teacher
fac1d Frequency Percent
NO 34 30.63
YES 77 69.37

Administrator
fac1e Frequency Percent
NO 103 92.79
YES 8 7.21

Other Certificated Faculty
fac1f Frequency Percent
NO 93 83.78
YES 18 16.22

Data Collected in Fall, 2008
Tables Generated January 09, 2009

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
EL DORADO SPRINGS 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 25 22.9 68 62.4 13 11.9 3 2.8 0 0.0 2
3 - There are effective supports in place to assist students who are in jeopardy of academic failure 38 34.2 57 51.4 11 9.9 4 3.6 1 0.9 0
4 - I emphasize the importance of effort with students 80 72.1 30 27.0 1 0.9 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 28 26.2 54 50.5 16 15.0 7 6.5 2 1.9 4
6 - There is adequate collaboration between special education staff and classroom teachers in our school 17 16.0 55 51.9 22 20.8 9 8.5 3 2.8 5
7 - There is adequate professional development for teachers working with special education students in our school 16 15.2 47 44.8 24 22.9 17 16.2 1 1.0 6
8 - My school's administration protects instructional time available to teachers from interruptions. 40 36.0 50 45.0 13 11.7 6 5.4 2 1.8 0
9 - Our principal uses classroom management as part of our evaluation 54 50.0 49 45.4 5 4.6 0 0.0 0 0.0 3
10 - Clear rules that promote good behavior are enforced in our school 42 37.8 57 51.4 9 8.1 3 2.7 0 0.0 0
11 - Clear rules regarding behavior have been established in my classroom 58 55.2 41 39.0 5 4.8 1 1.0 0 0.0 6
12 - Educators in our school use effective practices to promote positive behavior 33 30.0 64 58.2 12 10.9 0 0.0 1 0.9 1
13 - Teachers in our school use effective practices to keep all students actively engaged in learning 34 30.9 59 53.6 13 11.8 4 3.6 0 0.0 1
14 - Educators in our school respond to inappropriate behaviors quickly and effectively 41 37.3 54 49.1 11 10.0 4 3.6 0 0.0 1
15 - Norms for conduct that foster collegiality and professionalism among professional staff and administrators are clear and routinely followed 32 29.1 56 50.9 13 11.8 8 7.3 1 0.9 1
16 - Teachers in my school are routinely involved in formulating schoolwide decisions and policies 17 15.6 62 56.9 17 15.6 13 11.9 0 0.0 2
17 - Teachers are routinely engaged in collaborative problem solving around instructional issues 24 22.2 67 62.0 11 10.2 6 5.6 0 0.0 3
18 - Effective vehicles are in place for parents and community to communicate with the school 37 33.6 57 51.8 15 13.6 1 0.9 0 0.0 1
19 - In our school we communicate effectively to parents and the community 27 24.5 69 62.7 11 10.0 3 2.7 0 0.0 1
20 - Parents are encouraged to discuss their child's educational needs with the school 44 40.4 59 54.1 5 4.6 1 0.9 0 0.0 2
21 - I routinely analyze disaggregated student data and use it to plan my instruction 15 15.2 54 54.5 21 21.2 7 7.1 2 2.0 12
22 - An assessment system is used that provides timely feedback on specific knowledge and skills for individual students 19 17.8 72 67.3 15 14.0 1 0.9 0 0.0 4
23 - My school administers assessments throughout the school year that are used to guide instruction 22 20.6 60 56.1 18 16.8 6 5.6 1 0.9 4
24 - My school uses assessment data to evaluate and align the curriculum 26 24.3 69 64.5 10 9.3 1 0.9 1 0.9 4
25 - Emphasis is placed on valuing and respecting differences among students and their families in our school 17 15.3 65 58.6 19 17.1 9 8.1 1 0.9 0
26 - Student opinions are valued by teachers and administrators 22 20.0 68 61.8 18 16.4 2 1.8 0 0.0 1
27 - Faculty and staff solicit input from diverse student groups regarding the improvement of our school 9 8.7 45 43.7 34 33.0 13 12.6 2 1.9 8
28 - I feel comfortable having discussions regarding racial / ethnic issues with my colleagues 26 24.1 59 54.6 17 15.7 5 4.6 1 0.9 3
29 - Individual student differences are appreciated at our school 25 23.4 55 51.4 20 18.7 6 5.6 1 0.9 4
30 - Students are provided with opportunities to construct and work on long-term projects of their own design 18 17.8 47 46.5 25 24.8 10 9.9 1 1.0 10
31 - In our school teachers are encouraged to be instructional leaders 44 40.4 56 51.4 7 6.4 2 1.8 0 0.0 2
32 - My school's principal fosters shared beliefs and a sense of community and cooperation 46 43.0 52 48.6 7 6.5 2 1.9 0 0.0 4
33 - My school's principal monitors the effectiveness of school practices and their impact on student learning 46 41.8 50 45.5 11 10.0 3 2.7 0 0.0 1
34 - Our principal identifies issues in the school that could potentially become problems 43 38.7 58 52.3 7 6.3 3 2.7 0 0.0 0
35 - My school's principal systematically engages faculty and staff in discussions about current research on teaching and learning 27 25.0 53 49.1 17 15.7 10 9.3 1 0.9 3
36 - Our school teaches and reinforces student self-discipline and responsibility 31 27.9 59 53.2 15 13.5 6 5.4 0 0.0 0
37 - Students who are prone to violence are systematically identified 21 19.6 59 55.1 17 15.9 10 9.3 0 0.0 4
38 - Our school promotes an environment of mutual respect among students 25 22.7 60 54.5 19 17.3 6 5.5 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 27 24.8 56 51.4 23 21.1 3 2.8 0 0.0 2
40 - My school systematically ensures that teachers address essential content 37 33.9 58 53.2 12 11.0 2 1.8 0 0.0 2
41 - The amount of essential content that has been identified can be addressed in the instructional time available to teachers 17 16.0 58 54.7 16 15.1 10 9.4 5 4.7 5
42 - The essential content is organized and sequenced in a way that students have ample opportunity to learn it 16 15.4 57 54.8 21 20.2 9 8.7 1 1.0 7
43 - Our principal promotes innovation 34 31.2 58 53.2 13 11.9 4 3.7 0 0.0 2
44 - I have the skills necessary to meet the needs of all learners in my classroom 39 37.9 53 51.5 7 6.8 4 3.9 0 0.0 8
45 - I believe that I can positively impact student performance 62 56.4 46 41.8 2 1.8 0 0.0 0 0.0 1
46 - I have received violence prevention training 17 15.6 31 28.4 22 20.2 32 29.4 7 6.4 2
47 - Our professional development improves student achievement 22 20.4 62 57.4 17 15.7 6 5.6 1 0.9 3
48 - I have received adequate training in using computers and other technology to support my work with students 33 30.6 50 46.3 16 14.8 8 7.4 1 0.9 3
49 - The professional development activities I attend are related to my district's Comprehensive School Improvement Plan 34 31.8 62 57.9 11 10.3 0 0.0 0 0.0 4
50 - I have received professional development on differentiating instruction for learners 23 21.5 61 57.0 12 11.2 8 7.5 3 2.8 4
51 - My school adequately prepares all students for post-secondary education, and/or successful entry into the workforce 18 17.0 61 57.5 16 15.1 11 10.4 0 0.0 5
52 - Students are held accountable for doing quality work 22 20.0 65 59.1 13 11.8 9 8.2 1 0.9 1
53 - The mission of this school is clearly defined 30 27.5 61 56.0 12 11.0 6 5.5 0 0.0 2
54 - All staff in our school hold high expectations for student learning 23 21.3 57 52.8 15 13.9 10 9.3 3 2.8 3
55 - There are open channels of communication among students, staff and administrators 21 19.3 68 62.4 13 11.9 6 5.5 1 0.9 2
56 - There are avenues for recognizing and rewarding the accomplishments of all students 26 23.6 69 62.7 9 8.2 6 5.5 0 0.0 1
57 - There are sufficient library media materials to support my program 24 22.2 54 50.0 20 18.5 8 7.4 2 1.9 3
58 - Career-Technical education is an essential part of the district's program of studies 20 20.8 50 52.1 20 20.8 6 6.3 0 0.0 15
59 - I feel safe at this school 59 53.2 44 39.6 7 6.3 1 0.9 0 0.0 0
60 - The library media center materials are current and in good condition 28 26.4 54 50.9 16 15.1 7 6.6 1 0.9 5
61 - In our community, people tend to trust each other 18 17.0 50 47.2 27 25.5 10 9.4 1 0.9 5
62 - My professional development has improved the way I teach 34 31.8 61 57.0 11 10.3 1 0.9 0 0.0 4
63 - My school provides suggestions to parents on ways to assist at home with their child's learning 29 27.4 58 54.7 18 17.0 1 0.9 0 0.0 5
64 - My school views parents as partners in the educational process 35 32.4 59 54.6 13 12.0 1 0.9 0 0.0 3
65 - My school has created specific strategies to better involve parents in the education of their child 25 24.3 48 46.6 24 23.3 6 5.8 0 0.0 8
66 - The board has high expectations for student achievement 33 30.8 61 57.0 12 11.2 1 0.9 0 0.0 4
67 - Students are treated fairly in this school 34 31.2 61 56.0 11 10.1 2 1.8 1 0.9 2
68 - The community is proud of this school 27 25.0 50 46.3 25 23.1 5 4.6 1 0.9 3
69 - This school makes students feel they belong 23 21.5 63 58.9 16 15.0 5 4.7 0 0.0 4
70 - If students in this school have a problem, teachers will listen and help 38 34.5 61 55.5 10 9.1 1 0.9 0 0.0 1
71 - I usually look forward to each working day as a teacher 42 39.6 53 50.0 7 6.6 3 2.8 1 0.9 5
72 - Discipline is handled fairly in this school 40 36.4 55 50.0 10 9.1 4 3.6 1 0.9 1
73 - Collaboration with classroom teachers to integrate library and media resources and skills into classroom instruction is adequate 17 16.3 60 57.7 18 17.3 8 7.7 1 1.0 7
74 - The librarian/media specialist requests my input into the selection of resources 30 29.1 56 54.4 12 11.7 3 2.9 2 1.9 8
75 - There is adequate instruction in the use of library and media resources for classes and individual students 21 20.6 61 59.8 13 12.7 6 5.9 1 1.0 9
76 - There is systematic collaboration across subject areas in our building 18 17.1 48 45.7 20 19.0 19 18.1 0 0.0 6
77 - Individual counseling services are available to students 45 42.5 51 48.1 9 8.5 1 0.9 0 0.0 5
78 - The board establishes policies and permits administrators to implement these policies on a day to day basis 28 28.0 60 60.0 12 12.0 0 0.0 0 0.0 11
79 - The community provides enough money to adequately provide quality educational programs to children 14 13.0 44 40.7 22 20.4 19 17.6 9 8.3 3
80 - Overall, my school building is in good condition 28 25.5 57 51.8 15 13.6 8 7.3 2 1.8 1
81 - If I had a chance to choose all over again, I would still choose teaching as a career 51 46.8 39 35.8 9 8.3 7 6.4 3 2.8 2
82 - There is systematic collaboration between the academic and career education programs in our district. 15 16.1 39 41.9 32 34.4 6 6.5 1 1.1 18

Data Collected in Fall, 2008
Tables Generated January 09, 2009

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
EL DORADO SPRINGS R-II School District

How much homework time do you assign
your students each day
fac83 Frequency Percent
Do not assign 32 33.68
1/2 hour or less 52 54.74
1 hour 10 10.53
2 hours 1 1.05

Frequency Missing = 16


Data Collected in Fall, 2008
Tables Generated January 09, 2009

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
EL DORADO SPRINGS 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 6.4 41 43.6 28 29.8 13 13.8 6 6.4 17
85 - I assess the level of prior knowledge of all students before initiating instruction. 42 42.0 44 44.0 9 9.0 3 3.0 2 2.0 11
86 - Organize students into flexible groups based on their understanding of the content and skill level. 36 37.1 30 30.9 20 20.6 8 8.2 3 3.1 14
87 - Begin instructional units by presenting students with clear learning goals. 45 45.0 39 39.0 13 13.0 0 0.0 3 3.0 11
88 - Begin instructional units by having students identify personal learning goals that fit within the learning goals presented by the teacher. 13 14.4 29 32.2 19 21.1 21 23.3 8 8.9 21
89 - Provide students with specific feedback on the extent to which they are accomplising the learning goals. 36 37.9 42 44.2 12 12.6 4 4.2 1 1.1 16
90 - Have students keep track of their own performance on the learning goals. 16 18.0 26 29.2 22 24.7 16 18.0 9 10.1 22
91 - Have students assess themselves relative to their personal learning goals after completing a unit. 13 14.9 29 33.3 17 19.5 15 17.2 13 14.9 24
92 - Make use of cooperative learning groups. 43 43.4 38 38.4 13 13.1 3 3.0 2 2.0 12
93 - Have students construct verbal or written summaries of new content. 28 30.4 34 37.0 17 18.5 6 6.5 7 7.6 19
94 - Have students represent new content in nonlinguistic ways (e.g. mental image, picture, pictograph, graphic organizer, physical model, enactment). 36 36.7 27 27.6 20 20.4 9 9.2 6 6.1 13
95 - Provide students with opportunities to practice important skills and procedures prior to assessment. 59 59.6 33 33.3 6 6.1 0 0.0 1 1.0 12
96 - I alter instructional strategies when students are having difficulty learning the material. 64 65.3 24 24.5 8 8.2 1 1.0 1 1.0 13
97 - Model or demonstrate important skills or procedures. 70 70.0 24 24.0 5 5.0 0 0.0 1 1.0 11
98 - Incorporate contextual/real life learning in the classroom. 59 60.2 28 28.6 10 10.2 0 0.0 1 1.0 13
99 - Incorporate problem solving instructional activities in the classroom. 58 58.6 30 30.3 7 7.1 2 2.0 2 2.0 12
100 - Have students revise and correct errors in their work as a way of reviewing and revising content. 49 51.0 30 31.3 7 7.3 6 6.3 4 4.2 15
101 - Have students compare and classify content. 29 30.2 38 39.6 18 18.8 6 6.3 5 5.2 15
102 - Have students construct metaphors and analogies. 12 13.2 28 30.8 25 27.5 17 18.7 9 9.9 20
103 - Provide specific feedback on the homework assigned to students. 38 42.2 34 37.8 14 15.6 0 0.0 4 4.4 21
104 - Incorporate information about careers in my instruction. 25 26.0 31 32.3 28 29.2 9 9.4 3 3.1 15

Data Collected in Fall, 2008
Tables Generated January 09, 2009