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

School Guidance Counselor
fac1a Frequency Percent
NO 156 97.50
YES 4 2.50

Library Media Specialist
fac1b Frequency Percent
NO 157 98.13
YES 3 1.88

Special Education Teacher
fac1c Frequency Percent
NO 144 90.00
YES 16 10.00

Classroom Teacher
fac1d Frequency Percent
NO 49 30.63
YES 111 69.38

Administrator
fac1e Frequency Percent
NO 150 93.75
YES 10 6.25

Other Certificated Faculty
fac1f Frequency Percent
NO 142 88.75
YES 18 11.25

Data Collected in Fall, 2007
Tables Generated January 09, 2008

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
CLINTON 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 19 12.2 95 60.9 29 18.6 13 8.3 0 0.0 4
3 - There are effective supports in place to assist students who are in jeopardy of academic failure 21 13.2 70 44.0 28 17.6 34 21.4 6 3.8 1
4 - I emphasize the importance of effort with students 105 65.6 52 32.5 2 1.3 1 0.6 0 0.0 0
5 - In our school, there is adequate support for classroom teachers to address special education students' IEP goals 21 13.5 60 38.7 25 16.1 39 25.2 10 6.5 5
6 - There is adequate collaboration between special education staff and classroom teachers in our school 16 10.3 58 37.4 24 15.5 46 29.7 11 7.1 5
7 - There is adequate professional development for teachers working with special education students in our school 13 8.5 56 36.6 31 20.3 40 26.1 13 8.5 7
8 - My school's administration protects instructional time available to teachers from interruptions. 15 9.4 54 33.8 35 21.9 49 30.6 7 4.4 0
9 - Our principal uses classroom management as part of our evaluation 27 18.0 69 46.0 39 26.0 9 6.0 6 4.0 10
10 - Clear rules that promote good behavior are enforced in our school 23 14.5 77 48.4 29 18.2 22 13.8 8 5.0 1
11 - Clear rules regarding behavior have been established in my classroom 90 59.6 53 35.1 8 5.3 0 0.0 0 0.0 9
12 - Educators in our school use effective practices to promote positive behavior 23 14.6 101 63.9 18 11.4 14 8.9 2 1.3 2
13 - Teachers in our school use effective practices to keep all students actively engaged in learning 21 13.5 86 55.1 27 17.3 19 12.2 3 1.9 4
14 - Educators in our school respond to inappropriate behaviors quickly and effectively 22 13.9 80 50.6 25 15.8 25 15.8 6 3.8 2
15 - Norms for conduct that foster collegiality and professionalism among professional staff and administrators are clear and routinely followed 17 10.8 58 36.9 41 26.1 29 18.5 12 7.6 3
16 - Teachers in my school are routinely involved in formulating schoolwide decisions and policies 11 7.1 71 45.5 29 18.6 39 25.0 6 3.8 4
17 - Teachers are routinely engaged in collaborative problem solving around instructional issues 18 11.5 80 51.3 28 17.9 28 17.9 2 1.3 4
18 - Effective vehicles are in place for parents and community to communicate with the school 32 20.3 87 55.1 29 18.4 10 6.3 0 0.0 2
19 - In our school we communicate effectively to parents and the community 25 15.7 76 47.8 40 25.2 18 11.3 0 0.0 1
20 - Parents are encouraged to discuss their child's educational needs with the school 44 28.0 93 59.2 11 7.0 8 5.1 1 0.6 3
21 - I routinely analyze disaggregated student data and use it to plan my instruction 19 13.3 60 42.0 39 27.3 19 13.3 6 4.2 17
22 - An assessment system is used that provides timely feedback on specific knowledge and skills for individual students 27 18.2 82 55.4 23 15.5 14 9.5 2 1.4 12
23 - My school administers assessments througout the school year that are used to guide instruction 17 11.5 73 49.3 34 23.0 20 13.5 4 2.7 12
24 - My school uses assessment data to evaluate and align the curriculum 22 14.4 91 59.5 26 17.0 10 6.5 4 2.6 7
25 - Emphasis is placed on valuing and respecting differences among students and their families in our school 24 15.3 87 55.4 27 17.2 17 10.8 2 1.3 3
26 - Student opinions are valued by teachers and administrators 20 12.8 86 55.1 32 20.5 18 11.5 0 0.0 4
27 - Faculty and staff solicit input from diverse student groups regarding the improvement of our school 10 6.9 42 29.2 49 34.0 40 27.8 3 2.1 16
28 - I feel comfortable having discussions regarding racial / ethnic issues with my colleagues 25 15.8 89 56.3 32 20.3 11 7.0 1 0.6 2
29 - Individual student differences are appreciated at our school 24 15.3 81 51.6 34 21.7 18 11.5 0 0.0 3
30 - Students are provided with opportunities to construct and work on long-term projects of their own design 16 11.3 51 35.9 41 28.9 28 19.7 6 4.2 18
31 - In our school teachers are encouraged to be instructional leaders 42 27.5 91 59.5 13 8.5 6 3.9 1 0.7 7
32 - My school's principal fosters shared beliefs and a sense of community and cooperation 30 19.6 60 39.2 29 19.0 24 15.7 10 6.5 7
33 - My school's principal monitors the effectiveness of school practices and their impact on student learning 21 13.5 59 38.1 35 22.6 30 19.4 10 6.5 5
34 - Our principal identifies issues in the school that could potentially become problems 22 14.3 58 37.7 35 22.7 27 17.5 12 7.8 6
35 - My school's principal systematically engages faculty and staff in discussions about current research on teaching and learning 25 16.3 67 43.8 29 19.0 26 17.0 6 3.9 7
36 - Our school teaches and reinforces student self-discipline and responsibility 17 11.0 77 50.0 28 18.2 27 17.5 5 3.2 6
37 - Students who are prone to violence are systematically identified 9 6.0 67 45.0 43 28.9 27 18.1 3 2.0 11
38 - Our school promotes an environment of mutual respect among students 23 14.8 89 57.4 27 17.4 14 9.0 2 1.3 5
39 - The content considered essential for all students to learn versus that considered supplemental has been identified and communicated to teachers 14 9.5 71 48.0 31 20.9 29 19.6 3 2.0 12
40 - My school systematically ensures that teachers address essential content 21 14.0 73 48.7 26 17.3 28 18.7 2 1.3 10
41 - The amount of essential content that has been identified can be addressed in the instructional time available to teachers 6 4.2 62 43.4 38 26.6 33 23.1 4 2.8 17
42 - The essential content is organized and sequenced in a way that students have ample opportunity to learn it 10 7.1 71 50.7 27 19.3 29 20.7 3 2.1 20
43 - Our principal promotes innovation 31 20.4 60 39.5 36 23.7 19 12.5 6 3.9 8
44 - I have the skills necessary to meet the needs of all learners in my classroom 35 23.2 77 51.0 17 11.3 21 13.9 1 0.7 9
45 - I believe that I can positively impact student performance 81 52.3 71 45.8 3 1.9 0 0.0 0 0.0 5
46 - I have received violence prevention training 37 23.3 68 42.8 13 8.2 31 19.5 10 6.3 1
47 - Our professional development improves student achievement 34 21.5 75 47.5 31 19.6 17 10.8 1 0.6 2
48 - I have received adequate training in using computers and other technology to support my work with students 23 14.6 67 42.4 13 8.2 48 30.4 7 4.4 2
49 - The professional development activities I attend are related to my district's Comprehensive School Improvement Plan 55 35.0 80 51.0 17 10.8 4 2.5 1 0.6 3
50 - I have received professional development on differentiating instruction for learners 33 21.2 90 57.7 11 7.1 18 11.5 4 2.6 4
51 - My school adequately prepares all students for post-secondary education, and/or successful entry into the workforce 16 10.9 67 45.6 35 23.8 27 18.4 2 1.4 13
52 - Students are held accountable for doing quality work 19 12.1 89 56.7 22 14.0 21 13.4 6 3.8 3
53 - The mission of this school is clearly defined 39 24.5 89 56.0 23 14.5 8 5.0 0 0.0 1
54 - All staff in our school hold high expectations for student learning 30 19.0 82 51.9 18 11.4 24 15.2 4 2.5 2
55 - There are open channels of communication among students, staff and administrators 19 12.0 67 42.4 31 19.6 35 22.2 6 3.8 2
56 - There are avenues for recognizing and rewarding the accomplishments of all students 20 12.5 90 56.3 30 18.8 18 11.3 2 1.3 0
57 - There are sufficient library media materials to support my program 19 12.7 74 49.3 21 14.0 30 20.0 6 4.0 10
58 - Career-Technical education is an essential part of the district's program of studies 44 30.8 61 42.7 29 20.3 7 4.9 2 1.4 17
59 - I feel safe at this school 42 26.3 92 57.5 16 10.0 7 4.4 3 1.9 0
60 - The library media center materials are current and in good condition 18 11.8 80 52.3 31 20.3 20 13.1 4 2.6 7
61 - In our community, people tend to trust each other 11 7.1 69 44.8 34 22.1 33 21.4 7 4.5 6
62 - My professional development has improved the way I teach 47 30.1 83 53.2 20 12.8 6 3.8 0 0.0 4
63 - My school provides suggestions to parents on ways to assist at home with their child's learning 18 11.6 89 57.4 33 21.3 14 9.0 1 0.6 5
64 - My school views parents as partners in the educational process 33 21.0 87 55.4 20 12.7 15 9.6 2 1.3 3
65 - My school has created specific strategies to better involve parents in the education of their child 26 16.9 75 48.7 31 20.1 19 12.3 3 1.9 6
66 - The board has high expectations for student achievement 54 34.4 85 54.1 15 9.6 3 1.9 0 0.0 3
67 - Students are treated fairly in this school 23 14.6 92 58.2 23 14.6 18 11.4 2 1.3 2
68 - The community is proud of this school 12 7.7 73 47.1 45 29.0 24 15.5 1 0.6 5
69 - This school makes students feel they belong 23 14.9 89 57.8 30 19.5 11 7.1 1 0.6 6
70 - If students in this school have a problem, teachers will listen and help 40 25.3 95 60.1 20 12.7 3 1.9 0 0.0 2
71 - I usually look forward to each working day as a teacher 52 34.0 75 49.0 13 8.5 10 6.5 3 2.0 7
72 - Discipline is handled fairly in this school 18 11.7 75 48.7 24 15.6 33 21.4 4 2.6 6
73 - Collaboration with classroom teachers to integrate library and media resources and skills into classroom instruction is adequate 17 11.3 61 40.7 36 24.0 29 19.3 7 4.7 10
74 - The librarian/media specialist requests my input into the selection of resources 42 28.4 63 42.6 27 18.2 10 6.8 6 4.1 12
75 - There is adequate instruction in the use of library and media resources for classes and individual students 24 16.6 60 41.4 36 24.8 23 15.9 2 1.4 15
76 - There is systematic collaboration across subject areas in our building 16 10.4 55 35.7 33 21.4 40 26.0 10 6.5 6
77 - Individual counseling services are available to students 36 22.8 104 65.8 11 7.0 5 3.2 2 1.3 2
78 - The board establishes policies and permits administrators to implement these policies on a day to day basis 28 19.6 93 65.0 19 13.3 2 1.4 1 0.7 17
79 - The community provides enough money to adequately provide quality educational programs to children 9 5.9 49 32.2 34 22.4 49 32.2 11 7.2 8
80 - Overall, my school building is in good condition 12 7.5 60 37.7 25 15.7 53 33.3 9 5.7 1
81 - If I had a chance to choose all over again, I would still choose teaching as a career 65 42.2 59 38.3 21 13.6 7 4.5 2 1.3 6
82 - There is systematic collaboration between the academic and career education programs in our district. 5 3.6 52 38.0 49 35.8 25 18.2 6 4.4 23

Data Collected in Fall, 2007
Tables Generated January 09, 2008

 

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

How much homework time do you assign
your students each day
fac83 Frequency Percent
Do not assign 56 40.58
1/2 hour or less 76 55.07
1 hour 5 3.62
2 hours 1 0.72

Frequency Missing = 22


Data Collected in Fall, 2007
Tables Generated January 09, 2008

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
CLINTON 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. 10 7.4 31 22.8 54 39.7 29 21.3 12 8.8 24
85 - I assess the level of prior knowledge of all students before initiating instruction. 50 34.2 63 43.2 25 17.1 6 4.1 2 1.4 14
86 - Organize students into flexible groups based on their understanding of the content and skill level. 38 27.0 49 34.8 31 22.0 16 11.3 7 5.0 19
87 - Begin instructional units by presenting students with clear learning goals. 62 41.9 69 46.6 10 6.8 4 2.7 3 2.0 12
88 - Begin instructional units by having students identify personal learning goals that fit within the learning goals presented by the teacher. 17 12.1 42 30.0 33 23.6 31 22.1 17 12.1 20
89 - Provide students with specific feedback on the extent to which they are accomplising the learning goals. 58 40.6 51 35.7 20 14.0 12 8.4 2 1.4 17
90 - Have students keep track of their own performance on the learning goals. 22 16.2 31 22.8 36 26.5 27 19.9 20 14.7 24
91 - Have students assess themselves relative to their personal learning goals after completing a unit. 20 15.2 27 20.5 36 27.3 28 21.2 21 15.9 28
92 - Make use of cooperative learning groups. 42 29.6 42 29.6 45 31.7 7 4.9 6 4.2 18
93 - Have students construct verbal or written summaries of new content. 35 24.6 48 33.8 36 25.4 12 8.5 11 7.7 18
94 - Have students represent new content in nonlinguistic ways (e.g. mental image, picture, pictograph, graphic organizer, physical model, enactment). 54 37.2 50 34.5 25 17.2 8 5.5 8 5.5 15
95 - Provide students with opportunities to practice important skills and procedures prior to assessment. 97 67.4 37 25.7 7 4.9 2 1.4 1 0.7 16
96 - I alter instructional strategies when students are having difficulty learning the material. 88 59.1 52 34.9 4 2.7 4 2.7 1 0.7 11
97 - Model or demonstrate important skills or procedures. 118 78.1 30 19.9 2 1.3 0 0.0 1 0.7 9
98 - Incorporate contextual/real life learning in the classroom. 97 65.1 40 26.8 9 6.0 2 1.3 1 0.7 11
99 - Incorporate problem solving instructional activities in the classroom. 82 55.4 48 32.4 17 11.5 0 0.0 1 0.7 12
100 - Have students revise and correct errors in their work as a way of reviewing and revising content. 56 38.9 55 38.2 25 17.4 5 3.5 3 2.1 16
101 - Have students compare and classify content. 43 30.5 48 34.0 34 24.1 11 7.8 5 3.5 19
102 - Have students construct metaphors and analogies. 17 12.7 28 20.9 51 38.1 21 15.7 17 12.7 26
103 - Provide specific feedback on the homework assigned to students. 59 48.0 30 24.4 22 17.9 3 2.4 9 7.3 37
104 - Incorporate information about careers in my instruction. 43 29.9 34 23.6 45 31.3 19 13.2 3 2.1 16

Data Collected in Fall, 2007
Tables Generated January 09, 2008