Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
SULLIVAN School District

School Guidance Counselor
fac1a Frequency Percent
NO 156 96.89
YES 5 3.11

Library Media Specialist
fac1b Frequency Percent
NO 156 96.89
YES 5 3.11

Special Education Teacher
fac1c Frequency Percent
NO 139 86.34
YES 22 13.66

Classroom Teacher
fac1d Frequency Percent
NO 60 37.27
YES 101 62.73

Administrator
fac1e Frequency Percent
NO 149 92.55
YES 12 7.45

Other Certificated Faculty
fac1f Frequency Percent
NO 142 88.20
YES 19 11.80

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

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
SULLIVAN 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 36 23.2 90 58.1 22 14.2 6 3.9 1 0.6 6
3 - There are effective supports in place to assist students who are in jeopardy of academic failure 55 34.2 87 54.0 12 7.5 6 3.7 1 0.6 0
4 - I emphasize the importance of effort with students 114 70.8 43 26.7 3 1.9 0 0.0 1 0.6 0
5 - In our school, there is adequate support for classroom teachers to address special education students' IEP goals 47 29.4 82 51.3 18 11.3 12 7.5 1 0.6 1
6 - There is adequate collaboration between special education staff and classroom teachers in our school 33 21.0 83 52.9 23 14.6 16 10.2 2 1.3 4
7 - There is adequate professional development for teachers working with special education students in our school 28 18.3 68 44.4 39 25.5 16 10.5 2 1.3 8
8 - My school's administration protects instructional time available to teachers from interruptions. 63 39.1 67 41.6 16 9.9 14 8.7 1 0.6 0
9 - Our principal uses classroom management as part of our evaluation 78 49.1 75 47.2 4 2.5 1 0.6 1 0.6 2
10 - Clear rules that promote good behavior are enforced in our school 72 45.0 67 41.9 12 7.5 8 5.0 1 0.6 1
11 - Clear rules regarding behavior have been established in my classroom 95 65.1 47 32.2 3 2.1 0 0.0 1 0.7 15
12 - Educators in our school use effective practices to promote positive behavior 69 43.1 76 47.5 13 8.1 1 0.6 1 0.6 1
13 - Teachers in our school use effective practices to keep all students actively engaged in learning 55 34.8 88 55.7 11 7.0 3 1.9 1 0.6 3
14 - Educators in our school respond to inappropriate behaviors quickly and effectively 51 32.3 87 55.1 14 8.9 5 3.2 1 0.6 3
15 - Norms for conduct that foster collegiality and professionalism among professional staff and administrators are clear and routinely followed 52 33.5 83 53.5 18 11.6 1 0.6 1 0.6 6
16 - Teachers in my school are routinely involved in formulating schoolwide decisions and policies 28 17.9 73 46.8 40 25.6 14 9.0 1 0.6 5
17 - Teachers are routinely engaged in collaborative problem solving around instructional issues 47 29.6 80 50.3 22 13.8 9 5.7 1 0.6 2
18 - Effective vehicles are in place for parents and community to communicate with the school 61 38.1 82 51.3 14 8.8 2 1.3 1 0.6 1
19 - In our school we communicate effectively to parents and the community 64 39.8 78 48.4 16 9.9 2 1.2 1 0.6 0
20 - Parents are encouraged to discuss their child's educational needs with the school 81 50.3 69 42.9 10 6.2 0 0.0 1 0.6 0
21 - I routinely analyze disaggregated student data and use it to plan my instruction 27 19.1 71 50.4 30 21.3 11 7.8 2 1.4 20
22 - An assessment system is used that provides timely feedback on specific knowledge and skills for individual students 43 27.9 90 58.4 16 10.4 4 2.6 1 0.6 7
23 - My school administers assessments througout the school year that are used to guide instruction 43 28.7 80 53.3 21 14.0 5 3.3 1 0.7 11
24 - My school uses assessment data to evaluate and align the curriculum 61 39.1 78 50.0 12 7.7 4 2.6 1 0.6 5
25 - Emphasis is placed on valuing and respecting differences among students and their families in our school 37 23.3 88 55.3 24 15.1 8 5.0 2 1.3 2
26 - Student opinions are valued by teachers and administrators 45 28.3 92 57.9 20 12.6 1 0.6 1 0.6 2
27 - Faculty and staff solicit input from diverse student groups regarding the improvement of our school 28 18.5 60 39.7 49 32.5 13 8.6 1 0.7 10
28 - I feel comfortable having discussions regarding racial / ethnic issues with my colleagues 44 28.2 80 51.3 25 16.0 5 3.2 2 1.3 5
29 - Individual student differences are appreciated at our school 48 30.4 79 50.0 20 12.7 9 5.7 2 1.3 3
30 - Students are provided with opportunities to construct and work on long-term projects of their own design 21 14.3 60 40.8 47 32.0 16 10.9 3 2.0 14
31 - In our school teachers are encouraged to be instructional leaders 69 43.4 80 50.3 5 3.1 4 2.5 1 0.6 2
32 - My school's principal fosters shared beliefs and a sense of community and cooperation 72 45.3 78 49.1 6 3.8 2 1.3 1 0.6 2
33 - My school's principal monitors the effectiveness of school practices and their impact on student learning 68 43.9 77 49.7 6 3.9 3 1.9 1 0.6 6
34 - Our principal identifies issues in the school that could potentially become problems 66 42.3 72 46.2 10 6.4 6 3.8 2 1.3 5
35 - My school's principal systematically engages faculty and staff in discussions about current research on teaching and learning 58 37.2 73 46.8 18 11.5 6 3.8 1 0.6 5
36 - Our school teaches and reinforces student self-discipline and responsibility 50 31.8 86 54.8 14 8.9 6 3.8 1 0.6 4
37 - Students who are prone to violence are systematically identified 27 18.6 72 49.7 35 24.1 10 6.9 1 0.7 16
38 - Our school promotes an environment of mutual respect among students 60 38.0 79 50.0 9 5.7 9 5.7 1 0.6 3
39 - The content considered essential for all students to learn versus that considered supplemental has been identified and communicated to teachers 50 32.7 75 49.0 20 13.1 6 3.9 2 1.3 8
40 - My school systematically ensures that teachers address essential content 60 38.2 76 48.4 15 9.6 5 3.2 1 0.6 4
41 - The amount of essential content that has been identified can be addressed in the instructional time available to teachers 30 20.4 72 49.0 20 13.6 21 14.3 4 2.7 14
42 - The essential content is organized and sequenced in a way that students have ample opportunity to learn it 29 19.3 83 55.3 21 14.0 14 9.3 3 2.0 11
43 - Our principal promotes innovation 54 34.8 75 48.4 20 12.9 5 3.2 1 0.6 6
44 - I have the skills necessary to meet the needs of all learners in my classroom 58 39.2 72 48.6 9 6.1 8 5.4 1 0.7 13
45 - I believe that I can positively impact student performance 93 58.9 63 39.9 1 0.6 0 0.0 1 0.6 3
46 - I have received violence prevention training 18 11.7 51 33.1 33 21.4 41 26.6 11 7.1 7
47 - Our professional development improves student achievement 49 31.6 70 45.2 26 16.8 9 5.8 1 0.6 6
48 - I have received adequate training in using computers and other technology to support my work with students 59 37.6 73 46.5 15 9.6 9 5.7 1 0.6 4
49 - The professional development activities I attend are related to my district's Comprehensive School Improvement Plan 57 37.0 82 53.2 13 8.4 1 0.6 1 0.6 7
50 - I have received professional development on differentiating instruction for learners 46 29.7 92 59.4 11 7.1 5 3.2 1 0.6 6
51 - My school adequately prepares all students for post-secondary education, and/or successful entry into the workforce 27 19.4 69 49.6 32 23.0 10 7.2 1 0.7 22
52 - Students are held accountable for doing quality work 49 31.0 84 53.2 17 10.8 7 4.4 1 0.6 3
53 - The mission of this school is clearly defined 52 33.1 84 53.5 17 10.8 3 1.9 1 0.6 4
54 - All staff in our school hold high expectations for student learning 53 33.3 88 55.3 9 5.7 8 5.0 1 0.6 2
55 - There are open channels of communication among students, staff and administrators 47 29.7 93 58.9 13 8.2 3 1.9 2 1.3 3
56 - There are avenues for recognizing and rewarding the accomplishments of all students 60 38.0 88 55.7 7 4.4 2 1.3 1 0.6 3
57 - There are sufficient library media materials to support my program 37 23.9 82 52.9 19 12.3 14 9.0 3 1.9 6
58 - Career-Technical education is an essential part of the district's program of studies 33 25.2 59 45.0 29 22.1 5 3.8 5 3.8 30
59 - I feel safe at this school 86 53.4 65 40.4 9 5.6 0 0.0 1 0.6 0
60 - The library media center materials are current and in good condition 50 31.8 79 50.3 16 10.2 8 5.1 4 2.5 4
61 - In our community, people tend to trust each other 38 23.8 90 56.3 22 13.8 8 5.0 2 1.3 1
62 - My professional development has improved the way I teach 48 31.6 84 55.3 16 10.5 3 2.0 1 0.7 9
63 - My school provides suggestions to parents on ways to assist at home with their child's learning 49 31.2 84 53.5 18 11.5 5 3.2 1 0.6 4
64 - My school views parents as partners in the educational process 58 36.7 87 55.1 12 7.6 0 0.0 1 0.6 3
65 - My school has created specific strategies to better involve parents in the education of their child 41 26.5 78 50.3 27 17.4 8 5.2 1 0.6 6
66 - The board has high expectations for student achievement 78 50.0 67 42.9 9 5.8 1 0.6 1 0.6 5
67 - Students are treated fairly in this school 61 38.4 80 50.3 11 6.9 5 3.1 2 1.3 2
68 - The community is proud of this school 71 44.4 84 52.5 4 2.5 0 0.0 1 0.6 1
69 - This school makes students feel they belong 65 40.9 77 48.4 15 9.4 1 0.6 1 0.6 2
70 - If students in this school have a problem, teachers will listen and help 69 43.1 80 50.0 10 6.3 0 0.0 1 0.6 1
71 - I usually look forward to each working day as a teacher 69 45.1 69 45.1 8 5.2 6 3.9 1 0.7 8
72 - Discipline is handled fairly in this school 44 27.7 87 54.7 10 6.3 13 8.2 5 3.1 2
73 - Collaboration with classroom teachers to integrate library and media resources and skills into classroom instruction is adequate 38 25.7 72 48.6 20 13.5 16 10.8 2 1.4 13
74 - The librarian/media specialist requests my input into the selection of resources 53 34.6 80 52.3 9 5.9 8 5.2 3 2.0 8
75 - There is adequate instruction in the use of library and media resources for classes and individual students 45 29.4 82 53.6 16 10.5 8 5.2 2 1.3 8
76 - There is systematic collaboration across subject areas in our building 33 22.3 67 45.3 24 16.2 23 15.5 1 0.7 13
77 - Individual counseling services are available to students 69 43.1 81 50.6 5 3.1 4 2.5 1 0.6 1
78 - The board establishes policies and permits administrators to implement these policies on a day to day basis 46 30.9 83 55.7 17 11.4 2 1.3 1 0.7 12
79 - The community provides enough money to adequately provide quality educational programs to children 41 26.6 81 52.6 24 15.6 6 3.9 2 1.3 7
80 - Overall, my school building is in good condition 66 41.3 84 52.5 8 5.0 1 0.6 1 0.6 1
81 - If I had a chance to choose all over again, I would still choose teaching as a career 82 51.6 56 35.2 12 7.5 5 3.1 4 2.5 2
82 - There is systematic collaboration between the academic and career education programs in our district. 25 19.2 56 43.1 35 26.9 12 9.2 2 1.5 31

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

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
SULLIVAN School District

How much homework time do you assign
your students each day
fac83 Frequency Percent
Do not assign 32 23.02
1/2 hour or less 89 64.03
1 hour 18 12.95

Frequency Missing = 22


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

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
SULLIVAN 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. 30 22.6 31 23.3 43 32.3 16 12.0 13 9.8 28
85 - I assess the level of prior knowledge of all students before initiating instruction. 59 41.0 61 42.4 20 13.9 2 1.4 2 1.4 17
86 - Organize students into flexible groups based on their understanding of the content and skill level. 55 39.3 43 30.7 32 22.9 8 5.7 2 1.4 21
87 - Begin instructional units by presenting students with clear learning goals. 69 47.9 60 41.7 12 8.3 2 1.4 1 0.7 17
88 - Begin instructional units by having students identify personal learning goals that fit within the learning goals presented by the teacher. 23 16.7 46 33.3 36 26.1 26 18.8 7 5.1 23
89 - Provide students with specific feedback on the extent to which they are accomplising the learning goals. 62 43.1 63 43.8 13 9.0 4 2.8 2 1.4 17
90 - Have students keep track of their own performance on the learning goals. 23 16.2 50 35.2 37 26.1 24 16.9 8 5.6 19
91 - Have students assess themselves relative to their personal learning goals after completing a unit. 22 16.1 38 27.7 41 29.9 27 19.7 9 6.6 24
92 - Make use of cooperative learning groups. 60 42.3 49 34.5 27 19.0 5 3.5 1 0.7 19
93 - Have students construct verbal or written summaries of new content. 35 25.7 50 36.8 29 21.3 14 10.3 8 5.9 25
94 - Have students represent new content in nonlinguistic ways (e.g. mental image, picture, pictograph, graphic organizer, physical model, enactment). 52 37.4 52 37.4 21 15.1 10 7.2 4 2.9 22
95 - Provide students with opportunities to practice important skills and procedures prior to assessment. 81 56.3 55 38.2 7 4.9 0 0.0 1 0.7 17
96 - I alter instructional strategies when students are having difficulty learning the material. 96 65.8 40 27.4 9 6.2 0 0.0 1 0.7 15
97 - Model or demonstrate important skills or procedures. 113 76.9 32 21.8 1 0.7 0 0.0 1 0.7 14
98 - Incorporate contextual/real life learning in the classroom. 87 61.7 44 31.2 8 5.7 1 0.7 1 0.7 20
99 - Incorporate problem solving instructional activities in the classroom. 81 56.6 47 32.9 10 7.0 4 2.8 1 0.7 18
100 - Have students revise and correct errors in their work as a way of reviewing and revising content. 63 45.7 45 32.6 26 18.8 3 2.2 1 0.7 23
101 - Have students compare and classify content. 49 36.0 60 44.1 22 16.2 2 1.5 3 2.2 25
102 - Have students construct metaphors and analogies. 23 16.7 26 18.8 48 34.8 22 15.9 19 13.8 23
103 - Provide specific feedback on the homework assigned to students. 65 47.8 48 35.3 11 8.1 4 2.9 8 5.9 25
104 - Incorporate information about careers in my instruction. 35 26.1 36 26.9 45 33.6 11 8.2 7 5.2 27

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