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

School Guidance Counselor
fac1a Frequency Percent
NO 36 94.74
YES 2 5.26

Library Media Specialist
fac1b Frequency Percent
NO 37 97.37
YES 1 2.63

Special Education Teacher
fac1c Frequency Percent
NO 32 84.21
YES 6 15.79

Classroom Teacher
fac1d Frequency Percent
NO 11 28.95
YES 27 71.05

Administrator
fac1e Frequency Percent
NO 36 94.74
YES 2 5.26

Other Certificated Faculty
fac1f Frequency Percent
NO 37 97.37
YES 1 2.63

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

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
HILLSBORO JR. 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 7 18.4 26 68.4 4 10.5 1 2.6 0 0.0 0
3 - There are effective supports in place to assist students who are in jeopardy of academic failure 19 50.0 17 44.7 0 0.0 2 5.3 0 0.0 0
4 - I emphasize the importance of effort with students 29 76.3 9 23.7 0 0.0 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 10 26.3 18 47.4 5 13.2 4 10.5 1 2.6 0
6 - There is adequate collaboration between special education staff and classroom teachers in our school 16 42.1 10 26.3 6 15.8 6 15.8 0 0.0 0
7 - There is adequate professional development for teachers working with special education students in our school 9 24.3 17 45.9 4 10.8 6 16.2 1 2.7 1
8 - My school's administration protects instructional time available to teachers from interruptions. 8 21.1 22 57.9 6 15.8 2 5.3 0 0.0 0
9 - Our principal uses classroom management as part of our evaluation 17 44.7 16 42.1 5 13.2 0 0.0 0 0.0 0
10 - Clear rules that promote good behavior are enforced in our school 20 54.1 13 35.1 3 8.1 1 2.7 0 0.0 1
11 - Clear rules regarding behavior have been established in my classroom 29 78.4 8 21.6 0 0.0 0 0.0 0 0.0 1
12 - Educators in our school use effective practices to promote positive behavior 16 42.1 20 52.6 1 2.6 1 2.6 0 0.0 0
13 - Teachers in our school use effective practices to keep all students actively engaged in learning 16 42.1 17 44.7 3 7.9 2 5.3 0 0.0 0
14 - Educators in our school respond to inappropriate behaviors quickly and effectively 15 39.5 17 44.7 4 10.5 2 5.3 0 0.0 0
15 - Norms for conduct that foster collegiality and professionalism among professional staff and administrators are clear and routinely followed 15 39.5 17 44.7 5 13.2 1 2.6 0 0.0 0
16 - Teachers in my school are routinely involved in formulating schoolwide decisions and policies 8 22.2 24 66.7 3 8.3 1 2.8 0 0.0 2
17 - Teachers are routinely engaged in collaborative problem solving around instructional issues 14 36.8 21 55.3 3 7.9 0 0.0 0 0.0 0
18 - Effective vehicles are in place for parents and community to communicate with the school 21 55.3 16 42.1 1 2.6 0 0.0 0 0.0 0
19 - In our school we communicate effectively to parents and the community 14 36.8 23 60.5 1 2.6 0 0.0 0 0.0 0
20 - Parents are encouraged to discuss their child's educational needs with the school 17 44.7 21 55.3 0 0.0 0 0.0 0 0.0 0
21 - I routinely analyze disaggregated student data and use it to plan my instruction 6 17.6 16 47.1 11 32.4 1 2.9 0 0.0 4
22 - An assessment system is used that provides timely feedback on specific knowledge and skills for individual students 13 35.1 17 45.9 7 18.9 0 0.0 0 0.0 1
23 - My school administers assessments througout the school year that are used to guide instruction 12 32.4 20 54.1 5 13.5 0 0.0 0 0.0 1
24 - My school uses assessment data to evaluate and align the curriculum 16 42.1 19 50.0 3 7.9 0 0.0 0 0.0 0
25 - Emphasis is placed on valuing and respecting differences among students and their families in our school 10 28.6 14 40.0 9 25.7 2 5.7 0 0.0 3
26 - Student opinions are valued by teachers and administrators 7 18.4 24 63.2 5 13.2 2 5.3 0 0.0 0
27 - Faculty and staff solicit input from diverse student groups regarding the improvement of our school 3 9.1 14 42.4 13 39.4 3 9.1 0 0.0 5
28 - I feel comfortable having discussions regarding racial / ethnic issues with my colleagues 5 14.3 21 60.0 5 14.3 3 8.6 1 2.9 3
29 - Individual student differences are appreciated at our school 8 21.1 23 60.5 5 13.2 2 5.3 0 0.0 0
30 - Students are provided with opportunities to construct and work on long-term projects of their own design 10 27.8 16 44.4 7 19.4 2 5.6 1 2.8 2
31 - In our school teachers are encouraged to be instructional leaders 21 55.3 13 34.2 4 10.5 0 0.0 0 0.0 0
32 - My school's principal fosters shared beliefs and a sense of community and cooperation 19 50.0 18 47.4 1 2.6 0 0.0 0 0.0 0
33 - My school's principal monitors the effectiveness of school practices and their impact on student learning 20 52.6 15 39.5 3 7.9 0 0.0 0 0.0 0
34 - Our principal identifies issues in the school that could potentially become problems 22 57.9 14 36.8 2 5.3 0 0.0 0 0.0 0
35 - My school's principal systematically engages faculty and staff in discussions about current research on teaching and learning 15 39.5 13 34.2 8 21.1 2 5.3 0 0.0 0
36 - Our school teaches and reinforces student self-discipline and responsibility 19 50.0 17 44.7 2 5.3 0 0.0 0 0.0 0
37 - Students who are prone to violence are systematically identified 13 36.1 17 47.2 5 13.9 1 2.8 0 0.0 2
38 - Our school promotes an environment of mutual respect among students 13 34.2 23 60.5 2 5.3 0 0.0 0 0.0 0
39 - The content considered essential for all students to learn versus that considered supplemental has been identified and communicated to teachers 16 43.2 16 43.2 5 13.5 0 0.0 0 0.0 1
40 - My school systematically ensures that teachers address essential content 21 56.8 14 37.8 2 5.4 0 0.0 0 0.0 1
41 - The amount of essential content that has been identified can be addressed in the instructional time available to teachers 8 21.1 22 57.9 5 13.2 3 7.9 0 0.0 0
42 - The essential content is organized and sequenced in a way that students have ample opportunity to learn it 10 27.0 20 54.1 5 13.5 2 5.4 0 0.0 1
43 - Our principal promotes innovation 14 38.9 20 55.6 2 5.6 0 0.0 0 0.0 2
44 - I have the skills necessary to meet the needs of all learners in my classroom 18 48.6 15 40.5 2 5.4 1 2.7 1 2.7 1
45 - I believe that I can positively impact student performance 26 70.3 11 29.7 0 0.0 0 0.0 0 0.0 1
46 - I have received violence prevention training 8 22.9 9 25.7 7 20.0 9 25.7 2 5.7 3
47 - Our professional development improves student achievement 8 21.6 19 51.4 7 18.9 3 8.1 0 0.0 1
48 - I have received adequate training in using computers and other technology to support my work with students 20 54.1 9 24.3 4 10.8 4 10.8 0 0.0 1
49 - The professional development activities I attend are related to my district's Comprehensive School Improvement Plan 16 43.2 16 43.2 4 10.8 1 2.7 0 0.0 1
50 - I have received professional development on differentiating instruction for learners 12 33.3 17 47.2 4 11.1 3 8.3 0 0.0 2
51 - My school adequately prepares all students for post-secondary education, and/or successful entry into the workforce 7 20.0 14 40.0 12 34.3 2 5.7 0 0.0 3
52 - Students are held accountable for doing quality work 12 31.6 22 57.9 3 7.9 1 2.6 0 0.0 0
53 - The mission of this school is clearly defined 15 39.5 17 44.7 6 15.8 0 0.0 0 0.0 0
54 - All staff in our school hold high expectations for student learning 15 40.5 19 51.4 1 2.7 2 5.4 0 0.0 1
55 - There are open channels of communication among students, staff and administrators 15 39.5 18 47.4 4 10.5 1 2.6 0 0.0 0
56 - There are avenues for recognizing and rewarding the accomplishments of all students 17 44.7 19 50.0 2 5.3 0 0.0 0 0.0 0
57 - There are sufficient library media materials to support my program 21 56.8 14 37.8 2 5.4 0 0.0 0 0.0 1
58 - Career-Technical education is an essential part of the district's program of studies 7 20.6 18 52.9 8 23.5 1 2.9 0 0.0 4
59 - I feel safe at this school 12 31.6 24 63.2 1 2.6 1 2.6 0 0.0 0
60 - The library media center materials are current and in good condition 21 56.8 15 40.5 1 2.7 0 0.0 0 0.0 1
61 - In our community, people tend to trust each other 11 29.7 21 56.8 4 10.8 1 2.7 0 0.0 1
62 - My professional development has improved the way I teach 10 26.3 19 50.0 5 13.2 4 10.5 0 0.0 0
63 - My school provides suggestions to parents on ways to assist at home with their child's learning 6 15.8 28 73.7 4 10.5 0 0.0 0 0.0 0
64 - My school views parents as partners in the educational process 12 31.6 25 65.8 1 2.6 0 0.0 0 0.0 0
65 - My school has created specific strategies to better involve parents in the education of their child 10 26.3 24 63.2 4 10.5 0 0.0 0 0.0 0
66 - The board has high expectations for student achievement 17 44.7 20 52.6 0 0.0 1 2.6 0 0.0 0
67 - Students are treated fairly in this school 13 34.2 22 57.9 1 2.6 2 5.3 0 0.0 0
68 - The community is proud of this school 16 42.1 20 52.6 1 2.6 1 2.6 0 0.0 0
69 - This school makes students feel they belong 12 31.6 23 60.5 1 2.6 2 5.3 0 0.0 0
70 - If students in this school have a problem, teachers will listen and help 18 47.4 20 52.6 0 0.0 0 0.0 0 0.0 0
71 - I usually look forward to each working day as a teacher 19 52.8 15 41.7 1 2.8 1 2.8 0 0.0 2
72 - Discipline is handled fairly in this school 12 31.6 22 57.9 3 7.9 0 0.0 1 2.6 0
73 - Collaboration with classroom teachers to integrate library and media resources and skills into classroom instruction is adequate 19 50.0 17 44.7 2 5.3 0 0.0 0 0.0 0
74 - The librarian/media specialist requests my input into the selection of resources 20 52.6 16 42.1 2 5.3 0 0.0 0 0.0 0
75 - There is adequate instruction in the use of library and media resources for classes and individual students 22 59.5 15 40.5 0 0.0 0 0.0 0 0.0 1
76 - There is systematic collaboration across subject areas in our building 12 31.6 17 44.7 6 15.8 3 7.9 0 0.0 0
77 - Individual counseling services are available to students 17 44.7 16 42.1 3 7.9 2 5.3 0 0.0 0
78 - The board establishes policies and permits administrators to implement these policies on a day to day basis 12 31.6 25 65.8 1 2.6 0 0.0 0 0.0 0
79 - The community provides enough money to adequately provide quality educational programs to children 6 15.8 21 55.3 9 23.7 2 5.3 0 0.0 0
80 - Overall, my school building is in good condition 10 26.3 24 63.2 3 7.9 0 0.0 1 2.6 0
81 - If I had a chance to choose all over again, I would still choose teaching as a career 27 71.1 8 21.1 0 0.0 3 7.9 0 0.0 0
82 - There is systematic collaboration between the academic and career education programs in our district. 9 27.3 13 39.4 11 33.3 0 0.0 0 0.0 5

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

 

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

How much homework time do you assign
your students each day
fac83 Frequency Percent
Do not assign 13 35.14
1/2 hour or less 23 62.16
1 hour 1 2.70

Frequency Missing = 1


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

 

Cycle 4 Advance Questionnaire - Certificated Faculty
Frequency Distribution Report
HILLSBORO JR. 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. 8 22.9 14 40.0 10 28.6 2 5.7 1 2.9 3
85 - I assess the level of prior knowledge of all students before initiating instruction. 10 27.8 16 44.4 8 22.2 1 2.8 1 2.8 2
86 - Organize students into flexible groups based on their understanding of the content and skill level. 10 28.6 9 25.7 11 31.4 3 8.6 2 5.7 3
87 - Begin instructional units by presenting students with clear learning goals. 22 61.1 11 30.6 2 5.6 0 0.0 1 2.8 2
88 - Begin instructional units by having students identify personal learning goals that fit within the learning goals presented by the teacher. 9 25.7 8 22.9 13 37.1 4 11.4 1 2.9 3
89 - Provide students with specific feedback on the extent to which they are accomplising the learning goals. 19 52.8 14 38.9 3 8.3 0 0.0 0 0.0 2
90 - Have students keep track of their own performance on the learning goals. 7 20.0 17 48.6 7 20.0 4 11.4 0 0.0 3
91 - Have students assess themselves relative to their personal learning goals after completing a unit. 6 16.7 11 30.6 15 41.7 4 11.1 0 0.0 2
92 - Make use of cooperative learning groups. 14 40.0 7 20.0 10 28.6 4 11.4 0 0.0 3
93 - Have students construct verbal or written summaries of new content. 9 25.7 13 37.1 12 34.3 1 2.9 0 0.0 3
94 - Have students represent new content in nonlinguistic ways (e.g. mental image, picture, pictograph, graphic organizer, physical model, enactment). 19 52.8 9 25.0 6 16.7 1 2.8 1 2.8 2
95 - Provide students with opportunities to practice important skills and procedures prior to assessment. 28 77.8 7 19.4 1 2.8 0 0.0 0 0.0 2
96 - I alter instructional strategies when students are having difficulty learning the material. 24 66.7 10 27.8 2 5.6 0 0.0 0 0.0 2
97 - Model or demonstrate important skills or procedures. 29 80.6 7 19.4 0 0.0 0 0.0 0 0.0 2
98 - Incorporate contextual/real life learning in the classroom. 26 72.2 8 22.2 2 5.6 0 0.0 0 0.0 2
99 - Incorporate problem solving instructional activities in the classroom. 26 72.2 7 19.4 2 5.6 1 2.8 0 0.0 2
100 - Have students revise and correct errors in their work as a way of reviewing and revising content. 21 60.0 12 34.3 1 2.9 0 0.0 1 2.9 3
101 - Have students compare and classify content. 13 38.2 16 47.1 3 8.8 2 5.9 0 0.0 4
102 - Have students construct metaphors and analogies. 7 20.6 8 23.5 11 32.4 6 17.6 2 5.9 4
103 - Provide specific feedback on the homework assigned to students. 16 50.0 12 37.5 2 6.3 0 0.0 2 6.3 6
104 - Incorporate information about careers in my instruction. 6 17.1 18 51.4 9 25.7 2 5.7 0 0.0 3

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