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

School Guidance Counselor
fac1a Frequency Percent
NO 65 95.59
YES 3 4.41

Library Media Specialist
fac1b Frequency Percent
NO 66 97.06
YES 2 2.94

Special Education Teacher
fac1c Frequency Percent
NO 61 89.71
YES 7 10.29

Classroom Teacher
fac1d Frequency Percent
NO 15 22.06
YES 53 77.94

Administrator
fac1e Frequency Percent
NO 65 95.59
YES 3 4.41

Other Certificated Faculty
fac1f Frequency Percent
NO 68 100.00

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

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
HILLSBORO HIGH, 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 9 13.6 40 60.6 12 18.2 5 7.6 0 0.0 2
3 - There are effective supports in place to assist students who are in jeopardy of academic failure 16 23.5 40 58.8 6 8.8 5 7.4 1 1.5 0
4 - I emphasize the importance of effort with students 50 74.6 15 22.4 2 3.0 0 0.0 0 0.0 1
5 - In our school, there is adequate support for classroom teachers to address special education students' IEP goals 10 14.9 28 41.8 12 17.9 16 23.9 1 1.5 1
6 - There is adequate collaboration between special education staff and classroom teachers in our school 9 13.4 25 37.3 15 22.4 16 23.9 2 3.0 1
7 - There is adequate professional development for teachers working with special education students in our school 5 7.6 20 30.3 21 31.8 17 25.8 3 4.5 2
8 - My school's administration protects instructional time available to teachers from interruptions. 5 7.6 33 50.0 7 10.6 14 21.2 7 10.6 2
9 - Our principal uses classroom management as part of our evaluation 19 28.4 42 62.7 6 9.0 0 0.0 0 0.0 1
10 - Clear rules that promote good behavior are enforced in our school 16 23.5 28 41.2 5 7.4 19 27.9 0 0.0 0
11 - Clear rules regarding behavior have been established in my classroom 38 56.7 26 38.8 2 3.0 1 1.5 0 0.0 1
12 - Educators in our school use effective practices to promote positive behavior 10 14.7 50 73.5 7 10.3 1 1.5 0 0.0 0
13 - Teachers in our school use effective practices to keep all students actively engaged in learning 8 11.8 41 60.3 13 19.1 6 8.8 0 0.0 0
14 - Educators in our school respond to inappropriate behaviors quickly and effectively 13 19.1 37 54.4 9 13.2 9 13.2 0 0.0 0
15 - Norms for conduct that foster collegiality and professionalism among professional staff and administrators are clear and routinely followed 9 13.4 30 44.8 17 25.4 11 16.4 0 0.0 1
16 - Teachers in my school are routinely involved in formulating schoolwide decisions and policies 7 10.4 33 49.3 11 16.4 11 16.4 5 7.5 1
17 - Teachers are routinely engaged in collaborative problem solving around instructional issues 10 14.7 37 54.4 11 16.2 9 13.2 1 1.5 0
18 - Effective vehicles are in place for parents and community to communicate with the school 26 38.2 33 48.5 5 7.4 4 5.9 0 0.0 0
19 - In our school we communicate effectively to parents and the community 16 23.9 41 61.2 6 9.0 4 6.0 0 0.0 1
20 - Parents are encouraged to discuss their child's educational needs with the school 28 41.2 37 54.4 3 4.4 0 0.0 0 0.0 0
21 - I routinely analyze disaggregated student data and use it to plan my instruction 6 9.8 30 49.2 19 31.1 5 8.2 1 1.6 7
22 - An assessment system is used that provides timely feedback on specific knowledge and skills for individual students 11 17.5 38 60.3 9 14.3 5 7.9 0 0.0 5
23 - My school administers assessments througout the school year that are used to guide instruction 10 15.2 40 60.6 12 18.2 4 6.1 0 0.0 2
24 - My school uses assessment data to evaluate and align the curriculum 9 13.8 44 67.7 7 10.8 5 7.7 0 0.0 3
25 - Emphasis is placed on valuing and respecting differences among students and their families in our school 12 17.6 39 57.4 12 17.6 5 7.4 0 0.0 0
26 - Student opinions are valued by teachers and administrators 9 13.2 43 63.2 12 17.6 4 5.9 0 0.0 0
27 - Faculty and staff solicit input from diverse student groups regarding the improvement of our school 6 9.2 30 46.2 17 26.2 12 18.5 0 0.0 3
28 - I feel comfortable having discussions regarding racial / ethnic issues with my colleagues 17 25.8 31 47.0 9 13.6 8 12.1 1 1.5 2
29 - Individual student differences are appreciated at our school 13 19.4 33 49.3 11 16.4 9 13.4 1 1.5 1
30 - Students are provided with opportunities to construct and work on long-term projects of their own design 7 11.7 37 61.7 9 15.0 7 11.7 0 0.0 8
31 - In our school teachers are encouraged to be instructional leaders 18 26.5 40 58.8 5 7.4 5 7.4 0 0.0 0
32 - My school's principal fosters shared beliefs and a sense of community and cooperation 24 35.8 30 44.8 6 9.0 6 9.0 1 1.5 1
33 - My school's principal monitors the effectiveness of school practices and their impact on student learning 18 27.3 31 47.0 11 16.7 6 9.1 0 0.0 2
34 - Our principal identifies issues in the school that could potentially become problems 16 23.9 30 44.8 10 14.9 11 16.4 0 0.0 1
35 - My school's principal systematically engages faculty and staff in discussions about current research on teaching and learning 21 31.8 30 45.5 11 16.7 3 4.5 1 1.5 2
36 - Our school teaches and reinforces student self-discipline and responsibility 11 16.2 31 45.6 8 11.8 11 16.2 7 10.3 0
37 - Students who are prone to violence are systematically identified 6 9.1 30 45.5 14 21.2 14 21.2 2 3.0 2
38 - Our school promotes an environment of mutual respect among students 13 19.1 35 51.5 15 22.1 4 5.9 1 1.5 0
39 - The content considered essential for all students to learn versus that considered supplemental has been identified and communicated to teachers 8 12.1 42 63.6 11 16.7 5 7.6 0 0.0 2
40 - My school systematically ensures that teachers address essential content 14 20.9 37 55.2 11 16.4 5 7.5 0 0.0 1
41 - The amount of essential content that has been identified can be addressed in the instructional time available to teachers 5 7.9 31 49.2 14 22.2 12 19.0 1 1.6 5
42 - The essential content is organized and sequenced in a way that students have ample opportunity to learn it 5 8.1 33 53.2 16 25.8 8 12.9 0 0.0 6
43 - Our principal promotes innovation 18 26.9 39 58.2 6 9.0 3 4.5 1 1.5 1
44 - I have the skills necessary to meet the needs of all learners in my classroom 26 40.0 31 47.7 5 7.7 3 4.6 0 0.0 3
45 - I believe that I can positively impact student performance 40 60.6 25 37.9 1 1.5 0 0.0 0 0.0 2
46 - I have received violence prevention training 7 10.8 13 20.0 11 16.9 27 41.5 7 10.8 3
47 - Our professional development improves student achievement 8 12.1 29 43.9 18 27.3 8 12.1 3 4.5 2
48 - I have received adequate training in using computers and other technology to support my work with students 18 27.7 30 46.2 11 16.9 4 6.2 2 3.1 3
49 - The professional development activities I attend are related to my district's Comprehensive School Improvement Plan 18 26.9 37 55.2 8 11.9 2 3.0 2 3.0 1
50 - I have received professional development on differentiating instruction for learners 12 19.4 34 54.8 6 9.7 8 12.9 2 3.2 6
51 - My school adequately prepares all students for post-secondary education, and/or successful entry into the workforce 5 7.6 33 50.0 12 18.2 15 22.7 1 1.5 2
52 - Students are held accountable for doing quality work 5 7.5 30 44.8 12 17.9 15 22.4 5 7.5 1
53 - The mission of this school is clearly defined 24 36.4 27 40.9 13 19.7 1 1.5 1 1.5 2
54 - All staff in our school hold high expectations for student learning 8 12.1 34 51.5 13 19.7 10 15.2 1 1.5 2
55 - There are open channels of communication among students, staff and administrators 8 12.1 38 57.6 11 16.7 6 9.1 3 4.5 2
56 - There are avenues for recognizing and rewarding the accomplishments of all students 9 13.8 42 64.6 8 12.3 6 9.2 0 0.0 3
57 - There are sufficient library media materials to support my program 27 41.5 32 49.2 3 4.6 2 3.1 1 1.5 3
58 - Career-Technical education is an essential part of the district's program of studies 13 20.3 34 53.1 12 18.8 2 3.1 3 4.7 4
59 - I feel safe at this school 25 37.3 33 49.3 3 4.5 5 7.5 1 1.5 1
60 - The library media center materials are current and in good condition 35 53.0 27 40.9 4 6.1 0 0.0 0 0.0 2
61 - In our community, people tend to trust each other 8 12.1 29 43.9 21 31.8 6 9.1 2 3.0 2
62 - My professional development has improved the way I teach 12 18.5 37 56.9 9 13.8 4 6.2 3 4.6 3
63 - My school provides suggestions to parents on ways to assist at home with their child's learning 10 15.4 35 53.8 13 20.0 7 10.8 0 0.0 3
64 - My school views parents as partners in the educational process 12 17.6 46 67.6 8 11.8 2 2.9 0 0.0 0
65 - My school has created specific strategies to better involve parents in the education of their child 9 13.4 35 52.2 11 16.4 12 17.9 0 0.0 1
66 - The board has high expectations for student achievement 15 23.4 36 56.3 11 17.2 2 3.1 0 0.0 4
67 - Students are treated fairly in this school 14 20.9 32 47.8 7 10.4 13 19.4 1 1.5 1
68 - The community is proud of this school 13 19.7 38 57.6 13 19.7 2 3.0 0 0.0 2
69 - This school makes students feel they belong 13 19.1 37 54.4 14 20.6 4 5.9 0 0.0 0
70 - If students in this school have a problem, teachers will listen and help 22 32.4 37 54.4 7 10.3 1 1.5 1 1.5 0
71 - I usually look forward to each working day as a teacher 16 24.2 38 57.6 5 7.6 6 9.1 1 1.5 2
72 - Discipline is handled fairly in this school 10 14.9 26 38.8 14 20.9 11 16.4 6 9.0 1
73 - Collaboration with classroom teachers to integrate library and media resources and skills into classroom instruction is adequate 20 30.3 35 53.0 6 9.1 4 6.1 1 1.5 2
74 - The librarian/media specialist requests my input into the selection of resources 36 55.4 25 38.5 3 4.6 0 0.0 1 1.5 3
75 - There is adequate instruction in the use of library and media resources for classes and individual students 28 44.4 28 44.4 4 6.3 0 0.0 3 4.8 5
76 - There is systematic collaboration across subject areas in our building 11 16.7 18 27.3 13 19.7 19 28.8 5 7.6 2
77 - Individual counseling services are available to students 28 41.8 31 46.3 8 11.9 0 0.0 0 0.0 1
78 - The board establishes policies and permits administrators to implement these policies on a day to day basis 12 19.0 36 57.1 14 22.2 1 1.6 0 0.0 5
79 - The community provides enough money to adequately provide quality educational programs to children 13 20.6 30 47.6 11 17.5 7 11.1 2 3.2 5
80 - Overall, my school building is in good condition 24 35.3 29 42.6 4 5.9 8 11.8 3 4.4 0
81 - If I had a chance to choose all over again, I would still choose teaching as a career 28 42.4 24 36.4 2 3.0 9 13.6 3 4.5 2
82 - There is systematic collaboration between the academic and career education programs in our district. 10 15.6 28 43.8 20 31.3 4 6.3 2 3.1 4

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

 

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

How much homework time do you assign
your students each day
fac83 Frequency Percent
Do not assign 21 33.87
1/2 hour or less 33 53.23
1 hour 8 12.90

Frequency Missing = 6


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

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
HILLSBORO HIGH, 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. 9 14.1 17 26.6 24 37.5 12 18.8 2 3.1 4
85 - I assess the level of prior knowledge of all students before initiating instruction. 19 29.7 25 39.1 16 25.0 4 6.3 0 0.0 4
86 - Organize students into flexible groups based on their understanding of the content and skill level. 14 21.9 26 40.6 18 28.1 4 6.3 2 3.1 4
87 - Begin instructional units by presenting students with clear learning goals. 34 52.3 28 43.1 3 4.6 0 0.0 0 0.0 3
88 - Begin instructional units by having students identify personal learning goals that fit within the learning goals presented by the teacher. 12 18.8 25 39.1 19 29.7 5 7.8 3 4.7 4
89 - Provide students with specific feedback on the extent to which they are accomplising the learning goals. 26 40.0 28 43.1 9 13.8 1 1.5 1 1.5 3
90 - Have students keep track of their own performance on the learning goals. 16 25.0 20 31.3 15 23.4 10 15.6 3 4.7 4
91 - Have students assess themselves relative to their personal learning goals after completing a unit. 11 17.2 20 31.3 22 34.4 8 12.5 3 4.7 4
92 - Make use of cooperative learning groups. 25 39.1 25 39.1 11 17.2 2 3.1 1 1.6 4
93 - Have students construct verbal or written summaries of new content. 17 26.6 22 34.4 19 29.7 5 7.8 1 1.6 4
94 - Have students represent new content in nonlinguistic ways (e.g. mental image, picture, pictograph, graphic organizer, physical model, enactment). 26 41.3 15 23.8 17 27.0 3 4.8 2 3.2 5
95 - Provide students with opportunities to practice important skills and procedures prior to assessment. 38 59.4 24 37.5 2 3.1 0 0.0 0 0.0 4
96 - I alter instructional strategies when students are having difficulty learning the material. 45 70.3 16 25.0 2 3.1 1 1.6 0 0.0 4
97 - Model or demonstrate important skills or procedures. 44 68.8 20 31.3 0 0.0 0 0.0 0 0.0 4
98 - Incorporate contextual/real life learning in the classroom. 42 66.7 20 31.7 1 1.6 0 0.0 0 0.0 5
99 - Incorporate problem solving instructional activities in the classroom. 33 51.6 24 37.5 6 9.4 1 1.6 0 0.0 4
100 - Have students revise and correct errors in their work as a way of reviewing and revising content. 29 46.0 24 38.1 6 9.5 3 4.8 1 1.6 5
101 - Have students compare and classify content. 19 31.1 29 47.5 11 18.0 2 3.3 0 0.0 7
102 - Have students construct metaphors and analogies. 8 13.1 15 24.6 20 32.8 12 19.7 6 9.8 7
103 - Provide specific feedback on the homework assigned to students. 28 47.5 24 40.7 4 6.8 2 3.4 1 1.7 9
104 - Incorporate information about careers in my instruction. 19 30.6 25 40.3 15 24.2 2 3.2 1 1.6 6

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