Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
HILLSBORO R-III School District

School Guidance Counselor
fac1a Frequency Percent
NO 225 96.57
YES 8 3.43

Library Media Specialist
fac1b Frequency Percent
NO 228 97.85
YES 5 2.15

Special Education Teacher
fac1c Frequency Percent
NO 206 88.41
YES 27 11.59

Classroom Teacher
fac1d Frequency Percent
NO 65 27.90
YES 168 72.10

Administrator
fac1e Frequency Percent
NO 218 93.56
YES 15 6.44

Other Certificated Faculty
fac1f Frequency Percent
NO 216 92.70
YES 17 7.30

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

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
HILLSBORO R-III 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 55 24.0 136 59.4 30 13.1 8 3.5 0 0.0 4
3 - There are effective supports in place to assist students who are in jeopardy of academic failure 77 33.0 123 52.8 16 6.9 16 6.9 1 0.4 0
4 - I emphasize the importance of effort with students 184 80.0 44 19.1 2 0.9 0 0.0 0 0.0 3
5 - In our school, there is adequate support for classroom teachers to address special education students' IEP goals 59 25.5 104 45.0 29 12.6 37 16.0 2 0.9 2
6 - There is adequate collaboration between special education staff and classroom teachers in our school 60 26.0 93 40.3 39 16.9 37 16.0 2 0.9 2
7 - There is adequate professional development for teachers working with special education students in our school 30 13.2 89 39.0 60 26.3 43 18.9 6 2.6 5
8 - My school's administration protects instructional time available to teachers from interruptions. 38 16.5 112 48.7 33 14.3 37 16.1 10 4.3 3
9 - Our principal uses classroom management as part of our evaluation 77 34.1 126 55.8 23 10.2 0 0.0 0 0.0 7
10 - Clear rules that promote good behavior are enforced in our school 116 50.2 83 35.9 10 4.3 22 9.5 0 0.0 2
11 - Clear rules regarding behavior have been established in my classroom 166 74.4 53 23.8 2 0.9 2 0.9 0 0.0 10
12 - Educators in our school use effective practices to promote positive behavior 92 39.5 128 54.9 11 4.7 2 0.9 0 0.0 0
13 - Teachers in our school use effective practices to keep all students actively engaged in learning 70 30.3 131 56.7 20 8.7 10 4.3 0 0.0 2
14 - Educators in our school respond to inappropriate behaviors quickly and effectively 78 33.6 126 54.3 16 6.9 12 5.2 0 0.0 1
15 - Norms for conduct that foster collegiality and professionalism among professional staff and administrators are clear and routinely followed 63 27.5 119 52.0 34 14.8 13 5.7 0 0.0 4
16 - Teachers in my school are routinely involved in formulating schoolwide decisions and policies 43 19.0 127 56.2 28 12.4 23 10.2 5 2.2 7
17 - Teachers are routinely engaged in collaborative problem solving around instructional issues 71 31.0 119 52.0 23 10.0 15 6.6 1 0.4 4
18 - Effective vehicles are in place for parents and community to communicate with the school 94 40.5 119 51.3 14 6.0 5 2.2 0 0.0 1
19 - In our school we communicate effectively to parents and the community 89 38.5 126 54.5 10 4.3 6 2.6 0 0.0 2
20 - Parents are encouraged to discuss their child's educational needs with the school 113 48.5 115 49.4 4 1.7 1 0.4 0 0.0 0
21 - I routinely analyze disaggregated student data and use it to plan my instruction 35 16.6 113 53.6 51 24.2 11 5.2 1 0.5 22
22 - An assessment system is used that provides timely feedback on specific knowledge and skills for individual students 63 28.5 120 54.3 24 10.9 14 6.3 0 0.0 12
23 - My school administers assessments througout the school year that are used to guide instruction 67 29.6 126 55.8 29 12.8 4 1.8 0 0.0 7
24 - My school uses assessment data to evaluate and align the curriculum 70 30.6 130 56.8 21 9.2 8 3.5 0 0.0 4
25 - Emphasis is placed on valuing and respecting differences among students and their families in our school 69 30.1 116 50.7 32 14.0 12 5.2 0 0.0 4
26 - Student opinions are valued by teachers and administrators 48 20.7 141 60.8 34 14.7 9 3.9 0 0.0 1
27 - Faculty and staff solicit input from diverse student groups regarding the improvement of our school 27 13.4 90 44.6 60 29.7 25 12.4 0 0.0 31
28 - I feel comfortable having discussions regarding racial / ethnic issues with my colleagues 56 25.1 113 50.7 35 15.7 17 7.6 2 0.9 10
29 - Individual student differences are appreciated at our school 59 25.5 136 58.9 22 9.5 13 5.6 1 0.4 2
30 - Students are provided with opportunities to construct and work on long-term projects of their own design 37 17.8 102 49.0 48 23.1 18 8.7 3 1.4 25
31 - In our school teachers are encouraged to be instructional leaders 104 45.0 108 46.8 12 5.2 7 3.0 0 0.0 2
32 - My school's principal fosters shared beliefs and a sense of community and cooperation 114 49.8 93 40.6 15 6.6 6 2.6 1 0.4 4
33 - My school's principal monitors the effectiveness of school practices and their impact on student learning 103 45.6 95 42.0 21 9.3 7 3.1 0 0.0 7
34 - Our principal identifies issues in the school that could potentially become problems 103 44.8 97 42.2 18 7.8 12 5.2 0 0.0 3
35 - My school's principal systematically engages faculty and staff in discussions about current research on teaching and learning 89 39.4 90 39.8 35 15.5 11 4.9 1 0.4 7
36 - Our school teaches and reinforces student self-discipline and responsibility 99 42.7 102 44.0 13 5.6 11 4.7 7 3.0 1
37 - Students who are prone to violence are systematically identified 44 20.4 106 49.1 41 19.0 23 10.6 2 0.9 17
38 - Our school promotes an environment of mutual respect among students 85 36.8 121 52.4 19 8.2 5 2.2 1 0.4 2
39 - The content considered essential for all students to learn versus that considered supplemental has been identified and communicated to teachers 77 34.2 118 52.4 23 10.2 7 3.1 0 0.0 8
40 - My school systematically ensures that teachers address essential content 98 43.2 101 44.5 22 9.7 6 2.6 0 0.0 6
41 - The amount of essential content that has been identified can be addressed in the instructional time available to teachers 32 14.6 108 49.3 33 15.1 43 19.6 3 1.4 14
42 - The essential content is organized and sequenced in a way that students have ample opportunity to learn it 33 15.2 118 54.4 44 20.3 22 10.1 0 0.0 16
43 - Our principal promotes innovation 91 40.3 109 48.2 17 7.5 8 3.5 1 0.4 7
44 - I have the skills necessary to meet the needs of all learners in my classroom 100 45.2 100 45.2 13 5.9 7 3.2 1 0.5 12
45 - I believe that I can positively impact student performance 153 67.7 72 31.9 1 0.4 0 0.0 0 0.0 7
46 - I have received violence prevention training 37 17.1 48 22.1 47 21.7 67 30.9 18 8.3 16
47 - Our professional development improves student achievement 60 26.5 104 46.0 38 16.8 18 8.0 6 2.7 7
48 - I have received adequate training in using computers and other technology to support my work with students 72 31.7 102 44.9 30 13.2 20 8.8 3 1.3 6
49 - The professional development activities I attend are related to my district's Comprehensive School Improvement Plan 83 36.4 114 50.0 24 10.5 5 2.2 2 0.9 5
50 - I have received professional development on differentiating instruction for learners 61 27.7 107 48.6 23 10.5 25 11.4 4 1.8 13
51 - My school adequately prepares all students for post-secondary education, and/or successful entry into the workforce 32 15.2 108 51.4 46 21.9 22 10.5 2 1.0 23
52 - Students are held accountable for doing quality work 56 24.1 127 54.7 21 9.1 23 9.9 5 2.2 1
53 - The mission of this school is clearly defined 91 39.4 112 48.5 24 10.4 3 1.3 1 0.4 2
54 - All staff in our school hold high expectations for student learning 73 31.7 116 50.4 24 10.4 16 7.0 1 0.4 3
55 - There are open channels of communication among students, staff and administrators 73 31.7 122 53.0 23 10.0 9 3.9 3 1.3 3
56 - There are avenues for recognizing and rewarding the accomplishments of all students 91 39.9 121 53.1 10 4.4 6 2.6 0 0.0 5
57 - There are sufficient library media materials to support my program 99 44.2 102 45.5 11 4.9 11 4.9 1 0.4 9
58 - Career-Technical education is an essential part of the district's program of studies 40 20.5 93 47.7 53 27.2 4 2.1 5 2.6 38
59 - I feel safe at this school 110 47.4 106 45.7 7 3.0 8 3.4 1 0.4 1
60 - The library media center materials are current and in good condition 114 50.0 95 41.7 16 7.0 3 1.3 0 0.0 5
61 - In our community, people tend to trust each other 48 21.1 123 53.9 42 18.4 12 5.3 3 1.3 5
62 - My professional development has improved the way I teach 63 28.3 120 53.8 23 10.3 12 5.4 5 2.2 10
63 - My school provides suggestions to parents on ways to assist at home with their child's learning 71 31.3 126 55.5 21 9.3 9 4.0 0 0.0 6
64 - My school views parents as partners in the educational process 82 35.5 133 57.6 13 5.6 3 1.3 0 0.0 2
65 - My school has created specific strategies to better involve parents in the education of their child 61 26.9 125 55.1 24 10.6 17 7.5 0 0.0 6
66 - The board has high expectations for student achievement 96 42.3 110 48.5 16 7.0 5 2.2 0 0.0 6
67 - Students are treated fairly in this school 95 41.3 107 46.5 11 4.8 16 7.0 1 0.4 3
68 - The community is proud of this school 91 39.6 118 51.3 18 7.8 3 1.3 0 0.0 3
69 - This school makes students feel they belong 94 40.5 115 49.6 17 7.3 6 2.6 0 0.0 1
70 - If students in this school have a problem, teachers will listen and help 112 48.9 107 46.7 8 3.5 1 0.4 1 0.4 4
71 - I usually look forward to each working day as a teacher 100 45.2 102 46.2 10 4.5 8 3.6 1 0.5 12
72 - Discipline is handled fairly in this school 88 38.6 100 43.9 20 8.8 13 5.7 7 3.1 5
73 - Collaboration with classroom teachers to integrate library and media resources and skills into classroom instruction is adequate 76 33.8 118 52.4 17 7.6 13 5.8 1 0.4 8
74 - The librarian/media specialist requests my input into the selection of resources 112 49.8 93 41.3 11 4.9 8 3.6 1 0.4 8
75 - There is adequate instruction in the use of library and media resources for classes and individual students 92 42.6 89 41.2 17 7.9 12 5.6 6 2.8 17
76 - There is systematic collaboration across subject areas in our building 60 27.4 86 39.3 37 16.9 29 13.2 7 3.2 14
77 - Individual counseling services are available to students 115 50.0 95 41.3 13 5.7 7 3.0 0 0.0 3
78 - The board establishes policies and permits administrators to implement these policies on a day to day basis 70 32.1 117 53.7 29 13.3 2 0.9 0 0.0 15
79 - The community provides enough money to adequately provide quality educational programs to children 50 22.3 109 48.7 41 18.3 20 8.9 4 1.8 9
80 - Overall, my school building is in good condition 66 28.4 101 43.5 22 9.5 34 14.7 9 3.9 1
81 - If I had a chance to choose all over again, I would still choose teaching as a career 137 60.1 65 28.5 7 3.1 16 7.0 3 1.3 5
82 - There is systematic collaboration between the academic and career education programs in our district. 42 22.2 76 40.2 63 33.3 5 2.6 3 1.6 44

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

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
HILLSBORO R-III School District

How much homework time do you assign
your students each day
fac83 Frequency Percent
Do not assign 67 31.75
1/2 hour or less 128 60.66
1 hour 16 7.58

Frequency Missing = 22


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

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
HILLSBORO R-III 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 15.0 62 31.0 66 33.0 29 14.5 13 6.5 33
85 - I assess the level of prior knowledge of all students before initiating instruction. 88 40.6 91 41.9 29 13.4 7 3.2 2 0.9 16
86 - Organize students into flexible groups based on their understanding of the content and skill level. 59 27.8 79 37.3 55 25.9 15 7.1 4 1.9 21
87 - Begin instructional units by presenting students with clear learning goals. 127 57.7 83 37.7 9 4.1 0 0.0 1 0.5 13
88 - Begin instructional units by having students identify personal learning goals that fit within the learning goals presented by the teacher. 53 25.1 62 29.4 67 31.8 20 9.5 9 4.3 22
89 - Provide students with specific feedback on the extent to which they are accomplising the learning goals. 109 50.5 80 37.0 22 10.2 3 1.4 2 0.9 17
90 - Have students keep track of their own performance on the learning goals. 44 21.2 74 35.6 46 22.1 37 17.8 7 3.4 25
91 - Have students assess themselves relative to their personal learning goals after completing a unit. 37 18.1 59 28.9 71 34.8 26 12.7 11 5.4 29
92 - Make use of cooperative learning groups. 94 43.5 73 33.8 38 17.6 9 4.2 2 0.9 17
93 - Have students construct verbal or written summaries of new content. 61 29.0 75 35.7 54 25.7 13 6.2 7 3.3 23
94 - Have students represent new content in nonlinguistic ways (e.g. mental image, picture, pictograph, graphic organizer, physical model, enactment). 105 48.4 65 30.0 35 16.1 9 4.1 3 1.4 16
95 - Provide students with opportunities to practice important skills and procedures prior to assessment. 145 66.8 65 30.0 7 3.2 0 0.0 0 0.0 16
96 - I alter instructional strategies when students are having difficulty learning the material. 155 71.8 54 25.0 6 2.8 1 0.5 0 0.0 17
97 - Model or demonstrate important skills or procedures. 172 78.5 47 21.5 0 0.0 0 0.0 0 0.0 14
98 - Incorporate contextual/real life learning in the classroom. 153 71.2 57 26.5 5 2.3 0 0.0 0 0.0 18
99 - Incorporate problem solving instructional activities in the classroom. 141 65.3 62 28.7 10 4.6 3 1.4 0 0.0 17
100 - Have students revise and correct errors in their work as a way of reviewing and revising content. 123 58.0 71 33.5 12 5.7 3 1.4 3 1.4 21
101 - Have students compare and classify content. 89 42.6 87 41.6 25 12.0 6 2.9 2 1.0 24
102 - Have students construct metaphors and analogies. 39 19.4 45 22.4 65 32.3 36 17.9 16 8.0 32
103 - Provide specific feedback on the homework assigned to students. 107 54.0 65 32.8 9 4.5 4 2.0 13 6.6 35
104 - Incorporate information about careers in my instruction. 55 26.6 76 36.7 57 27.5 11 5.3 8 3.9 26

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