Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
DALLAS CO. R-I School District

School Guidance Counselor
fac1a Frequency Percent
NO 175 96.15
YES 7 3.85

Library Media Specialist
fac1b Frequency Percent
NO 178 97.80
YES 4 2.20

Special Education Teacher
fac1c Frequency Percent
NO 167 91.76
YES 15 8.24

Classroom Teacher
fac1d Frequency Percent
NO 57 31.32
YES 125 68.68

Administrator
fac1e Frequency Percent
NO 169 92.86
YES 13 7.14

Other Certificated Faculty
fac1f Frequency Percent
NO 157 86.26
YES 25 13.74

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

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
DALLAS CO. R-I 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 33 18.4 106 59.2 25 14.0 13 7.3 2 1.1 3
3 - There are effective supports in place to assist students who are in jeopardy of academic failure 58 31.9 100 54.9 10 5.5 12 6.6 2 1.1 0
4 - I emphasize the importance of effort with students 131 72.8 45 25.0 1 0.6 1 0.6 2 1.1 2
5 - In our school, there is adequate support for classroom teachers to address special education students' IEP goals 24 13.3 82 45.6 38 21.1 30 16.7 6 3.3 2
6 - There is adequate collaboration between special education staff and classroom teachers in our school 16 8.9 82 45.8 36 20.1 37 20.7 8 4.5 3
7 - There is adequate professional development for teachers working with special education students in our school 8 4.7 62 36.7 52 30.8 38 22.5 9 5.3 13
8 - My school's administration protects instructional time available to teachers from interruptions. 47 26.0 90 49.7 22 12.2 14 7.7 8 4.4 1
9 - Our principal uses classroom management as part of our evaluation 81 46.3 82 46.9 9 5.1 2 1.1 1 0.6 7
10 - Clear rules that promote good behavior are enforced in our school 76 42.5 87 48.6 11 6.1 4 2.2 1 0.6 3
11 - Clear rules regarding behavior have been established in my classroom 113 67.7 47 28.1 5 3.0 1 0.6 1 0.6 15
12 - Educators in our school use effective practices to promote positive behavior 66 36.3 102 56.0 8 4.4 5 2.7 1 0.5 0
13 - Teachers in our school use effective practices to keep all students actively engaged in learning 59 32.8 99 55.0 18 10.0 3 1.7 1 0.6 2
14 - Educators in our school respond to inappropriate behaviors quickly and effectively 54 29.7 107 58.8 14 7.7 6 3.3 1 0.5 0
15 - Norms for conduct that foster collegiality and professionalism among professional staff and administrators are clear and routinely followed 42 23.3 106 58.9 26 14.4 5 2.8 1 0.6 2
16 - Teachers in my school are routinely involved in formulating schoolwide decisions and policies 33 18.6 74 41.8 45 25.4 20 11.3 5 2.8 5
17 - Teachers are routinely engaged in collaborative problem solving around instructional issues 46 26.1 92 52.3 27 15.3 9 5.1 2 1.1 6
18 - Effective vehicles are in place for parents and community to communicate with the school 45 24.7 106 58.2 20 11.0 10 5.5 1 0.5 0
19 - In our school we communicate effectively to parents and the community 44 24.2 103 56.6 27 14.8 7 3.8 1 0.5 0
20 - Parents are encouraged to discuss their child's educational needs with the school 81 44.8 88 48.6 8 4.4 3 1.7 1 0.6 1
21 - I routinely analyze disaggregated student data and use it to plan my instruction 27 17.3 83 53.2 33 21.2 12 7.7 1 0.6 26
22 - An assessment system is used that provides timely feedback on specific knowledge and skills for individual students 52 30.6 95 55.9 14 8.2 8 4.7 1 0.6 12
23 - My school administers assessments througout the school year that are used to guide instruction 53 31.0 75 43.9 28 16.4 11 6.4 4 2.3 11
24 - My school uses assessment data to evaluate and align the curriculum 67 38.5 86 49.4 19 10.9 1 0.6 1 0.6 8
25 - Emphasis is placed on valuing and respecting differences among students and their families in our school 40 22.3 101 56.4 33 18.4 3 1.7 2 1.1 3
26 - Student opinions are valued by teachers and administrators 35 20.0 107 61.1 29 16.6 3 1.7 1 0.6 7
27 - Faculty and staff solicit input from diverse student groups regarding the improvement of our school 22 13.8 64 40.0 53 33.1 20 12.5 1 0.6 22
28 - I feel comfortable having discussions regarding racial / ethnic issues with my colleagues 44 25.6 96 55.8 23 13.4 7 4.1 2 1.2 10
29 - Individual student differences are appreciated at our school 38 21.5 104 58.8 23 13.0 10 5.6 2 1.1 5
30 - Students are provided with opportunities to construct and work on long-term projects of their own design 26 16.0 64 39.5 54 33.3 17 10.5 1 0.6 20
31 - In our school teachers are encouraged to be instructional leaders 83 46.1 83 46.1 9 5.0 4 2.2 1 0.6 2
32 - My school's principal fosters shared beliefs and a sense of community and cooperation 76 42.2 83 46.1 13 7.2 7 3.9 1 0.6 2
33 - My school's principal monitors the effectiveness of school practices and their impact on student learning 70 39.5 90 50.8 10 5.6 4 2.3 3 1.7 5
34 - Our principal identifies issues in the school that could potentially become problems 64 35.4 93 51.4 16 8.8 7 3.9 1 0.6 1
35 - My school's principal systematically engages faculty and staff in discussions about current research on teaching and learning 74 41.6 76 42.7 21 11.8 6 3.4 1 0.6 4
36 - Our school teaches and reinforces student self-discipline and responsibility 61 33.7 97 53.6 15 8.3 7 3.9 1 0.6 1
37 - Students who are prone to violence are systematically identified 28 17.2 72 44.2 44 27.0 17 10.4 2 1.2 19
38 - Our school promotes an environment of mutual respect among students 55 30.9 92 51.7 25 14.0 5 2.8 1 0.6 4
39 - The content considered essential for all students to learn versus that considered supplemental has been identified and communicated to teachers 48 27.9 90 52.3 28 16.3 3 1.7 3 1.7 10
40 - My school systematically ensures that teachers address essential content 65 36.5 86 48.3 20 11.2 5 2.8 2 1.1 4
41 - The amount of essential content that has been identified can be addressed in the instructional time available to teachers 16 9.4 85 49.7 37 21.6 26 15.2 7 4.1 11
42 - The essential content is organized and sequenced in a way that students have ample opportunity to learn it 31 18.5 94 56.0 22 13.1 19 11.3 2 1.2 14
43 - Our principal promotes innovation 59 33.3 94 53.1 21 11.9 2 1.1 1 0.6 5
44 - I have the skills necessary to meet the needs of all learners in my classroom 63 37.3 91 53.8 11 6.5 3 1.8 1 0.6 13
45 - I believe that I can positively impact student performance 121 66.9 58 32.0 1 0.6 0 0.0 1 0.6 1
46 - I have received violence prevention training 74 42.8 65 37.6 11 6.4 13 7.5 10 5.8 9
47 - Our professional development improves student achievement 60 33.5 84 46.9 25 14.0 8 4.5 2 1.1 3
48 - I have received adequate training in using computers and other technology to support my work with students 75 42.1 87 48.9 7 3.9 7 3.9 2 1.1 4
49 - The professional development activities I attend are related to my district's Comprehensive School Improvement Plan 91 51.4 74 41.8 10 5.6 1 0.6 1 0.6 5
50 - I have received professional development on differentiating instruction for learners 68 39.8 83 48.5 14 8.2 5 2.9 1 0.6 11
51 - My school adequately prepares all students for post-secondary education, and/or successful entry into the workforce 29 18.1 84 52.5 31 19.4 14 8.8 2 1.3 22
52 - Students are held accountable for doing quality work 42 24.1 105 60.3 13 7.5 11 6.3 3 1.7 8
53 - The mission of this school is clearly defined 75 41.9 91 50.8 9 5.0 3 1.7 1 0.6 3
54 - All staff in our school hold high expectations for student learning 65 36.1 95 52.8 13 7.2 6 3.3 1 0.6 2
55 - There are open channels of communication among students, staff and administrators 57 31.5 90 49.7 21 11.6 10 5.5 3 1.7 1
56 - There are avenues for recognizing and rewarding the accomplishments of all students 61 34.7 93 52.8 11 6.3 9 5.1 2 1.1 6
57 - There are sufficient library media materials to support my program 47 27.3 79 45.9 27 15.7 14 8.1 5 2.9 10
58 - Career-Technical education is an essential part of the district's program of studies 67 41.1 72 44.2 18 11.0 4 2.5 2 1.2 19
59 - I feel safe at this school 94 51.6 72 39.6 10 5.5 4 2.2 2 1.1 0
60 - The library media center materials are current and in good condition 58 33.3 79 45.4 30 17.2 2 1.1 5 2.9 8
61 - In our community, people tend to trust each other 20 11.4 82 46.6 47 26.7 25 14.2 2 1.1 6
62 - My professional development has improved the way I teach 55 31.6 96 55.2 13 7.5 8 4.6 2 1.1 8
63 - My school provides suggestions to parents on ways to assist at home with their child's learning 50 28.6 90 51.4 25 14.3 9 5.1 1 0.6 7
64 - My school views parents as partners in the educational process 69 38.3 90 50.0 16 8.9 4 2.2 1 0.6 2
65 - My school has created specific strategies to better involve parents in the education of their child 53 29.9 86 48.6 27 15.3 9 5.1 2 1.1 5
66 - The board has high expectations for student achievement 74 42.0 72 40.9 23 13.1 5 2.8 2 1.1 6
67 - Students are treated fairly in this school 67 37.4 89 49.7 16 8.9 6 3.4 1 0.6 3
68 - The community is proud of this school 33 19.1 87 50.3 36 20.8 13 7.5 4 2.3 9
69 - This school makes students feel they belong 48 27.1 98 55.4 26 14.7 4 2.3 1 0.6 5
70 - If students in this school have a problem, teachers will listen and help 73 40.3 98 54.1 8 4.4 0 0.0 2 1.1 1
71 - I usually look forward to each working day as a teacher 84 48.0 75 42.9 12 6.9 3 1.7 1 0.6 7
72 - Discipline is handled fairly in this school 67 37.6 91 51.1 9 5.1 9 5.1 2 1.1 4
73 - Collaboration with classroom teachers to integrate library and media resources and skills into classroom instruction is adequate 34 19.8 95 55.2 29 16.9 9 5.2 5 2.9 10
74 - The librarian/media specialist requests my input into the selection of resources 61 35.5 71 41.3 28 16.3 6 3.5 6 3.5 10
75 - There is adequate instruction in the use of library and media resources for classes and individual students 43 25.3 79 46.5 35 20.6 7 4.1 6 3.5 12
76 - There is systematic collaboration across subject areas in our building 29 17.3 85 50.6 34 20.2 13 7.7 7 4.2 14
77 - Individual counseling services are available to students 71 40.3 86 48.9 11 6.3 5 2.8 3 1.7 6
78 - The board establishes policies and permits administrators to implement these policies on a day to day basis 47 27.6 94 55.3 24 14.1 3 1.8 2 1.2 12
79 - The community provides enough money to adequately provide quality educational programs to children 17 9.7 56 32.0 50 28.6 38 21.7 14 8.0 7
80 - Overall, my school building is in good condition 32 17.6 83 45.6 27 14.8 32 17.6 8 4.4 0
81 - If I had a chance to choose all over again, I would still choose teaching as a career 98 54.4 60 33.3 14 7.8 6 3.3 2 1.1 2
82 - There is systematic collaboration between the academic and career education programs in our district. 22 14.3 76 49.4 44 28.6 8 5.2 4 2.6 28

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

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
DALLAS CO. R-I School District

How much homework time do you assign
your students each day
fac83 Frequency Percent
Do not assign 67 42.14
1/2 hour or less 80 50.31
1 hour 12 7.55

Frequency Missing = 23


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

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
DALLAS CO. R-I 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. 28 18.4 41 27.0 54 35.5 19 12.5 10 6.6 30
85 - I assess the level of prior knowledge of all students before initiating instruction. 64 38.8 71 43.0 23 13.9 4 2.4 3 1.8 17
86 - Organize students into flexible groups based on their understanding of the content and skill level. 49 30.8 58 36.5 36 22.6 10 6.3 6 3.8 23
87 - Begin instructional units by presenting students with clear learning goals. 89 54.3 67 40.9 7 4.3 0 0.0 1 0.6 18
88 - Begin instructional units by having students identify personal learning goals that fit within the learning goals presented by the teacher. 34 21.5 50 31.6 48 30.4 18 11.4 8 5.1 24
89 - Provide students with specific feedback on the extent to which they are accomplising the learning goals. 78 47.9 69 42.3 13 8.0 2 1.2 1 0.6 19
90 - Have students keep track of their own performance on the learning goals. 30 19.1 47 29.9 56 35.7 16 10.2 8 5.1 25
91 - Have students assess themselves relative to their personal learning goals after completing a unit. 21 13.8 46 30.3 52 34.2 20 13.2 13 8.6 30
92 - Make use of cooperative learning groups. 64 40.5 48 30.4 33 20.9 9 5.7 4 2.5 24
93 - Have students construct verbal or written summaries of new content. 47 30.1 57 36.5 36 23.1 10 6.4 6 3.8 26
94 - Have students represent new content in nonlinguistic ways (e.g. mental image, picture, pictograph, graphic organizer, physical model, enactment). 51 31.7 66 41.0 31 19.3 8 5.0 5 3.1 21
95 - Provide students with opportunities to practice important skills and procedures prior to assessment. 107 65.6 44 27.0 9 5.5 2 1.2 1 0.6 19
96 - I alter instructional strategies when students are having difficulty learning the material. 106 64.2 52 31.5 6 3.6 0 0.0 1 0.6 17
97 - Model or demonstrate important skills or procedures. 132 79.0 32 19.2 2 1.2 0 0.0 1 0.6 15
98 - Incorporate contextual/real life learning in the classroom. 102 61.8 55 33.3 6 3.6 1 0.6 1 0.6 17
99 - Incorporate problem solving instructional activities in the classroom. 100 61.0 50 30.5 13 7.9 0 0.0 1 0.6 18
100 - Have students revise and correct errors in their work as a way of reviewing and revising content. 78 49.1 62 39.0 13 8.2 4 2.5 2 1.3 23
101 - Have students compare and classify content. 59 37.3 68 43.0 23 14.6 5 3.2 3 1.9 24
102 - Have students construct metaphors and analogies. 19 12.5 42 27.6 54 35.5 24 15.8 13 8.6 30
103 - Provide specific feedback on the homework assigned to students. 71 49.3 40 27.8 17 11.8 4 2.8 12 8.3 38
104 - Incorporate information about careers in my instruction. 51 32.7 49 31.4 36 23.1 15 9.6 5 3.2 26

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