Cycle 4 Advance Questionnaire - Support Staff
Frequency Distribution Report
SULLIVAN School District

What is your sex?
sup1 Frequency Percent
MALE 5 10.20
FEMALE 44 89.80

Which best describes you?
sup2 Frequency Percent
WHITE (N-HISPC) 47 95.92
ASIAN 1 2.04
HISPANIC 1 2.04

Type of assignment: Transportation
sup3a Frequency Percent
NO 49 100.00

Type of assignment: Office
Support
sup3b Frequency Percent
NO 36 73.47
YES 13 26.53

Type of assignment: Maintenance
sup3c Frequency Percent
NO 44 89.80
YES 5 10.20

Type of assignment: Nurse/School
Health
sup3d Frequency Percent
NO 45 91.84
YES 4 8.16

Type of assignment: Social
Worker/Psychologist
sup3e Frequency Percent
NO 48 97.96
YES 1 2.04

Type of assignment: Teachers
Aide/Teachers Assistant
sup3f Frequency Percent
NO 27 55.10
YES 22 44.90

Type of assignment: Other
Administrative Personnel
sup3g Frequency Percent
NO 44 89.80
YES 5 10.20

Type of assignment: Food
Service/Nutrition
sup3h Frequency Percent
NO 49 100.00

sup4 Frequency Percent
By the district 46 97.87
By the district through a contractor 1 2.13

Frequency Missing = 2


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

 


Cycle 4 Advance Questionnaire - Support Staff
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
5 - I have the equipment and supplies I need to do my job. 20 41.7 22 45.8 3 6.3 2 4.2 1 2.1 1
6 - The district has provided me with specific inservice training related to my job. 11 22.9 17 35.4 10 20.8 6 12.5 4 8.3 1
7 - The inservice training activities I have attended have helped me do a better job. 14 29.2 15 31.3 16 33.3 1 2.1 2 4.2 1
8 - I have received violence prevention training. 1 2.2 7 15.2 8 17.4 19 41.3 11 23.9 3
9 - Students like this school. 16 34.0 29 61.7 2 4.3 0 0.0 0 0.0 2
10 - This school makes children feel they belong. 19 40.4 22 46.8 6 12.8 0 0.0 0 0.0 2
11 - The board has high expectations for student learning. 23 48.9 19 40.4 3 6.4 1 2.1 1 2.1 2
12 - The board establishes policies and permits administrators to implement these policies on a day to day basis. 16 35.6 21 46.7 8 17.8 0 0.0 0 0.0 4
13 - Our teachers are good teachers. 27 55.1 19 38.8 2 4.1 1 2.0 0 0.0 0
14 - If students in this school have a problem, teachers will listen and help. 19 39.6 26 54.2 2 4.2 1 2.1 0 0.0 1
15 - Teachers in this school treat students with respect. 19 39.6 28 58.3 1 2.1 0 0.0 0 0.0 1
16 - Students are safe in this school. 20 40.8 26 53.1 1 2.0 2 4.1 0 0.0 0
17 - I feel safe in this school. 21 42.9 25 51.0 2 4.1 0 0.0 1 2.0 0
18 - Discipline is handled fairly in this school. 15 32.6 23 50.0 2 4.3 6 13.0 0 0.0 3
19 - Students are treated fairly in this school. 17 36.2 24 51.1 3 6.4 2 4.3 1 2.1 2
20 - Overall, my school building is in good repair. 18 38.3 23 48.9 3 6.4 2 4.3 1 2.1 2
21 - The community provides enough money to adequately provide quality educational programs to children. 15 32.6 21 45.7 10 21.7 0 0.0 0 0.0 3
22 - In our community, people tend to trust each other. 8 17.4 25 54.3 11 23.9 2 4.3 0 0.0 3
23 - The community is proud of this school. 20 42.6 23 48.9 4 8.5 0 0.0 0 0.0 2
24 - Our ervisor identifies issues in the school that could potentially become problems. 16 34.0 24 51.1 5 10.6 1 2.1 1 2.1 2
25 - There are open channels of communication among students, staff and administrators. 11 22.9 29 60.4 5 10.4 0 0.0 3 6.3 1
26 - The mission of this school is clearly defined. 22 46.8 20 42.6 5 10.6 0 0.0 0 0.0 2
27 - Our school promotes an environment of mutual respect among students. 16 34.0 27 57.4 3 6.4 0 0.0 1 2.1 2
28 - I believe that I can positively impact student success. 19 43.2 22 50.0 3 6.8 0 0.0 0 0.0 5
29 - Learning is the most important thing in this school. 21 44.7 23 48.9 3 6.4 0 0.0 0 0.0 2
30 - All staff in our school hold high expectations for student learning. 16 34.0 29 61.7 0 0.0 2 4.3 0 0.0 2
31 - There are students from this school that belong to street gangs. 0 0.0 3 7.1 13 31.0 13 31.0 13 31.0 7

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