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

School Guidance Counselor
fac1a Frequency Percent
NO 51 94.44
YES 3 5.56

Library Media Specialist
fac1b Frequency Percent
NO 53 98.15
YES 1 1.85

Special Education Teacher
fac1c Frequency Percent
NO 47 87.04
YES 7 12.96

Classroom Teacher
fac1d Frequency Percent
NO 13 24.07
YES 41 75.93

Administrator
fac1e Frequency Percent
NO 51 94.44
YES 3 5.56

Other Certificated Faculty
fac1f Frequency Percent
NO 53 98.15
YES 1 1.85

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

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
SULLIVAN SR. HIGH, 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 4 7.8 33 64.7 11 21.6 3 5.9 0 0.0 3
3 - There are effective supports in place to assist students who are in jeopardy of academic failure 11 20.4 33 61.1 7 13.0 3 5.6 0 0.0 0
4 - I emphasize the importance of effort with students 33 61.1 20 37.0 1 1.9 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 7 13.0 33 61.1 11 20.4 3 5.6 0 0.0 0
6 - There is adequate collaboration between special education staff and classroom teachers in our school 6 11.1 30 55.6 9 16.7 9 16.7 0 0.0 0
7 - There is adequate professional development for teachers working with special education students in our school 6 11.5 25 48.1 16 30.8 4 7.7 1 1.9 2
8 - My school's administration protects instructional time available to teachers from interruptions. 8 14.8 27 50.0 10 18.5 9 16.7 0 0.0 0
9 - Our principal uses classroom management as part of our evaluation 18 34.0 33 62.3 1 1.9 1 1.9 0 0.0 1
10 - Clear rules that promote good behavior are enforced in our school 12 22.2 26 48.1 9 16.7 7 13.0 0 0.0 0
11 - Clear rules regarding behavior have been established in my classroom 23 46.9 25 51.0 1 2.0 0 0.0 0 0.0 5
12 - Educators in our school use effective practices to promote positive behavior 7 13.2 37 69.8 9 17.0 0 0.0 0 0.0 1
13 - Teachers in our school use effective practices to keep all students actively engaged in learning 5 9.6 36 69.2 8 15.4 3 5.8 0 0.0 2
14 - Educators in our school respond to inappropriate behaviors quickly and effectively 8 15.1 29 54.7 12 22.6 4 7.5 0 0.0 1
15 - Norms for conduct that foster collegiality and professionalism among professional staff and administrators are clear and routinely followed 10 20.0 27 54.0 13 26.0 0 0.0 0 0.0 4
16 - Teachers in my school are routinely involved in formulating schoolwide decisions and policies 2 3.9 26 51.0 17 33.3 6 11.8 0 0.0 3
17 - Teachers are routinely engaged in collaborative problem solving around instructional issues 7 13.0 32 59.3 12 22.2 3 5.6 0 0.0 0
18 - Effective vehicles are in place for parents and community to communicate with the school 19 35.8 26 49.1 7 13.2 1 1.9 0 0.0 1
19 - In our school we communicate effectively to parents and the community 11 20.4 29 53.7 12 22.2 2 3.7 0 0.0 0
20 - Parents are encouraged to discuss their child's educational needs with the school 16 29.6 29 53.7 9 16.7 0 0.0 0 0.0 0
21 - I routinely analyze disaggregated student data and use it to plan my instruction 5 10.4 23 47.9 15 31.3 4 8.3 1 2.1 6
22 - An assessment system is used that provides timely feedback on specific knowledge and skills for individual students 4 8.0 34 68.0 9 18.0 3 6.0 0 0.0 4
23 - My school administers assessments througout the school year that are used to guide instruction 3 5.9 29 56.9 16 31.4 3 5.9 0 0.0 3
24 - My school uses assessment data to evaluate and align the curriculum 11 21.2 28 53.8 10 19.2 3 5.8 0 0.0 2
25 - Emphasis is placed on valuing and respecting differences among students and their families in our school 4 7.5 30 56.6 12 22.6 6 11.3 1 1.9 1
26 - Student opinions are valued by teachers and administrators 8 14.8 34 63.0 11 20.4 1 1.9 0 0.0 0
27 - Faculty and staff solicit input from diverse student groups regarding the improvement of our school 4 7.7 23 44.2 19 36.5 6 11.5 0 0.0 2
28 - I feel comfortable having discussions regarding racial / ethnic issues with my colleagues 7 13.2 33 62.3 10 18.9 2 3.8 1 1.9 1
29 - Individual student differences are appreciated at our school 4 7.7 28 53.8 13 25.0 7 13.5 0 0.0 2
30 - Students are provided with opportunities to construct and work on long-term projects of their own design 3 6.0 26 52.0 18 36.0 3 6.0 0 0.0 4
31 - In our school teachers are encouraged to be instructional leaders 14 26.4 35 66.0 4 7.5 0 0.0 0 0.0 1
32 - My school's principal fosters shared beliefs and a sense of community and cooperation 15 27.8 37 68.5 1 1.9 1 1.9 0 0.0 0
33 - My school's principal monitors the effectiveness of school practices and their impact on student learning 12 23.1 36 69.2 2 3.8 2 3.8 0 0.0 2
34 - Our principal identifies issues in the school that could potentially become problems 12 22.2 32 59.3 6 11.1 4 7.4 0 0.0 0
35 - My school's principal systematically engages faculty and staff in discussions about current research on teaching and learning 11 20.8 28 52.8 11 20.8 3 5.7 0 0.0 1
36 - Our school teaches and reinforces student self-discipline and responsibility 5 9.6 29 55.8 13 25.0 5 9.6 0 0.0 2
37 - Students who are prone to violence are systematically identified 4 8.2 27 55.1 15 30.6 3 6.1 0 0.0 5
38 - Our school promotes an environment of mutual respect among students 8 15.4 31 59.6 7 13.5 6 11.5 0 0.0 2
39 - The content considered essential for all students to learn versus that considered supplemental has been identified and communicated to teachers 5 9.8 34 66.7 9 17.6 3 5.9 0 0.0 3
40 - My school systematically ensures that teachers address essential content 6 11.8 36 70.6 7 13.7 2 3.9 0 0.0 3
41 - The amount of essential content that has been identified can be addressed in the instructional time available to teachers 8 15.7 30 58.8 8 15.7 5 9.8 0 0.0 3
42 - The essential content is organized and sequenced in a way that students have ample opportunity to learn it 5 9.6 35 67.3 8 15.4 4 7.7 0 0.0 2
43 - Our principal promotes innovation 10 19.2 36 69.2 4 7.7 2 3.8 0 0.0 2
44 - I have the skills necessary to meet the needs of all learners in my classroom 13 25.0 34 65.4 2 3.8 3 5.8 0 0.0 2
45 - I believe that I can positively impact student performance 24 44.4 30 55.6 0 0.0 0 0.0 0 0.0 0
46 - I have received violence prevention training 9 17.0 28 52.8 9 17.0 5 9.4 2 3.8 1
47 - Our professional development improves student achievement 5 9.8 29 56.9 13 25.5 4 7.8 0 0.0 3
48 - I have received adequate training in using computers and other technology to support my work with students 12 22.2 34 63.0 5 9.3 3 5.6 0 0.0 0
49 - The professional development activities I attend are related to my district's Comprehensive School Improvement Plan 11 21.6 35 68.6 5 9.8 0 0.0 0 0.0 3
50 - I have received professional development on differentiating instruction for learners 8 14.8 43 79.6 2 3.7 1 1.9 0 0.0 0
51 - My school adequately prepares all students for post-secondary education, and/or successful entry into the workforce 6 11.3 31 58.5 8 15.1 8 15.1 0 0.0 1
52 - Students are held accountable for doing quality work 8 14.8 28 51.9 11 20.4 7 13.0 0 0.0 0
53 - The mission of this school is clearly defined 9 16.7 35 64.8 9 16.7 1 1.9 0 0.0 0
54 - All staff in our school hold high expectations for student learning 8 14.8 30 55.6 8 14.8 8 14.8 0 0.0 0
55 - There are open channels of communication among students, staff and administrators 7 13.2 39 73.6 6 11.3 1 1.9 0 0.0 1
56 - There are avenues for recognizing and rewarding the accomplishments of all students 8 15.4 40 76.9 3 5.8 1 1.9 0 0.0 2
57 - There are sufficient library media materials to support my program 3 5.8 31 59.6 8 15.4 8 15.4 2 3.8 2
58 - Career-Technical education is an essential part of the district's program of studies 8 15.1 36 67.9 7 13.2 2 3.8 0 0.0 1
59 - I feel safe at this school 23 42.6 26 48.1 5 9.3 0 0.0 0 0.0 0
60 - The library media center materials are current and in good condition 9 17.3 29 55.8 8 15.4 3 5.8 3 5.8 2
61 - In our community, people tend to trust each other 7 13.2 31 58.5 11 20.8 3 5.7 1 1.9 1
62 - My professional development has improved the way I teach 9 17.6 35 68.6 6 11.8 1 2.0 0 0.0 3
63 - My school provides suggestions to parents on ways to assist at home with their child's learning 4 7.8 33 64.7 11 21.6 3 5.9 0 0.0 3
64 - My school views parents as partners in the educational process 8 15.4 36 69.2 8 15.4 0 0.0 0 0.0 2
65 - My school has created specific strategies to better involve parents in the education of their child 3 5.9 27 52.9 17 33.3 4 7.8 0 0.0 3
66 - The board has high expectations for student achievement 16 30.2 30 56.6 7 13.2 0 0.0 0 0.0 1
67 - Students are treated fairly in this school 12 23.1 28 53.8 9 17.3 3 5.8 0 0.0 2
68 - The community is proud of this school 20 37.7 31 58.5 2 3.8 0 0.0 0 0.0 1
69 - This school makes students feel they belong 10 18.9 30 56.6 13 24.5 0 0.0 0 0.0 1
70 - If students in this school have a problem, teachers will listen and help 16 30.2 30 56.6 7 13.2 0 0.0 0 0.0 1
71 - I usually look forward to each working day as a teacher 19 36.5 30 57.7 3 5.8 0 0.0 0 0.0 2
72 - Discipline is handled fairly in this school 9 17.0 27 50.9 6 11.3 8 15.1 3 5.7 1
73 - Collaboration with classroom teachers to integrate library and media resources and skills into classroom instruction is adequate 8 16.0 28 56.0 6 12.0 8 16.0 0 0.0 4
74 - The librarian/media specialist requests my input into the selection of resources 11 20.8 29 54.7 6 11.3 5 9.4 2 3.8 1
75 - There is adequate instruction in the use of library and media resources for classes and individual students 9 17.3 29 55.8 9 17.3 4 7.7 1 1.9 2
76 - There is systematic collaboration across subject areas in our building 5 9.8 25 49.0 10 19.6 11 21.6 0 0.0 3
77 - Individual counseling services are available to students 21 38.9 29 53.7 2 3.7 2 3.7 0 0.0 0
78 - The board establishes policies and permits administrators to implement these policies on a day to day basis 12 23.1 31 59.6 9 17.3 0 0.0 0 0.0 2
79 - The community provides enough money to adequately provide quality educational programs to children 12 23.1 28 53.8 9 17.3 2 3.8 1 1.9 2
80 - Overall, my school building is in good condition 24 44.4 26 48.1 3 5.6 1 1.9 0 0.0 0
81 - If I had a chance to choose all over again, I would still choose teaching as a career 29 53.7 21 38.9 3 5.6 1 1.9 0 0.0 0
82 - There is systematic collaboration between the academic and career education programs in our district. 5 9.8 30 58.8 11 21.6 5 9.8 0 0.0 3

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

 

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

How much homework time do you assign
your students each day
fac83 Frequency Percent
Do not assign 8 16.33
1/2 hour or less 33 67.35
1 hour 8 16.33

Frequency Missing = 5


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

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
SULLIVAN SR. HIGH, 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. 13 26.5 18 36.7 15 30.6 3 6.1 0 0.0 5
85 - I assess the level of prior knowledge of all students before initiating instruction. 15 30.0 24 48.0 11 22.0 0 0.0 0 0.0 4
86 - Organize students into flexible groups based on their understanding of the content and skill level. 11 22.4 19 38.8 15 30.6 4 8.2 0 0.0 5
87 - Begin instructional units by presenting students with clear learning goals. 17 34.0 26 52.0 7 14.0 0 0.0 0 0.0 4
88 - Begin instructional units by having students identify personal learning goals that fit within the learning goals presented by the teacher. 2 4.1 18 36.7 15 30.6 14 28.6 0 0.0 5
89 - Provide students with specific feedback on the extent to which they are accomplising the learning goals. 15 30.0 27 54.0 7 14.0 1 2.0 0 0.0 4
90 - Have students keep track of their own performance on the learning goals. 6 12.2 18 36.7 17 34.7 7 14.3 1 2.0 5
91 - Have students assess themselves relative to their personal learning goals after completing a unit. 5 10.6 13 27.7 16 34.0 12 25.5 1 2.1 7
92 - Make use of cooperative learning groups. 14 28.6 19 38.8 14 28.6 2 4.1 0 0.0 5
93 - Have students construct verbal or written summaries of new content. 9 18.8 22 45.8 14 29.2 2 4.2 1 2.1 6
94 - Have students represent new content in nonlinguistic ways (e.g. mental image, picture, pictograph, graphic organizer, physical model, enactment). 12 25.5 15 31.9 14 29.8 5 10.6 1 2.1 7
95 - Provide students with opportunities to practice important skills and procedures prior to assessment. 23 46.9 22 44.9 4 8.2 0 0.0 0 0.0 5
96 - I alter instructional strategies when students are having difficulty learning the material. 29 59.2 15 30.6 5 10.2 0 0.0 0 0.0 5
97 - Model or demonstrate important skills or procedures. 34 68.0 15 30.0 1 2.0 0 0.0 0 0.0 4
98 - Incorporate contextual/real life learning in the classroom. 29 60.4 15 31.3 4 8.3 0 0.0 0 0.0 6
99 - Incorporate problem solving instructional activities in the classroom. 25 50.0 18 36.0 6 12.0 1 2.0 0 0.0 4
100 - Have students revise and correct errors in their work as a way of reviewing and revising content. 16 33.3 13 27.1 16 33.3 3 6.3 0 0.0 6
101 - Have students compare and classify content. 12 25.0 24 50.0 11 22.9 1 2.1 0 0.0 6
102 - Have students construct metaphors and analogies. 7 14.6 10 20.8 21 43.8 5 10.4 5 10.4 6
103 - Provide specific feedback on the homework assigned to students. 18 36.7 21 42.9 8 16.3 0 0.0 2 4.1 5
104 - Incorporate information about careers in my instruction. 19 38.8 14 28.6 13 26.5 3 6.1 0 0.0 5

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