### A-1 

# Appendix A

State SurveyDraft State Survey



### A-1 

### OMB#: XXXX- XXXX Expiration Date: XX/XX/20XX



# Implementation of Title I/II Program

Initiatives

Draft Survey of State Education Agencies ESEA Flexibility Version

2013

- 201 4

Paperwork Reduction Act of 1995 According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. Public reporting burden for this collection of information is estimated to average 180 minutes per response, including time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. The obligation to respond to this collection is required to obtain or retain benefit (Education Department General Administrative Regulations, Sections 75.591 and 75.592). Send comments regarding the burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to the U.S. Department of Education, 400 Maryland Ave., SW, Washington, DC 20210- 4537 or email ICDocketMgr@ed.gov and reference the OMB Control Number XXXX-XXXX. Note: Please do not return the completed survey to this
address.

Notice of Confidentiality Information collected for this study comes under the confidentiality and data protection requirements of the Institute of Education Sciences (The Education Sciences Reform Act of 2002, Title I, Part E, Section 1 83 ). Responses to this data collection will be used only for statistical purposes. The reports prepared for this study will summarize findings across the sample and will not associate responses with a specific state or individual. We will not provide information that identifies you or your state to anyone outside the study team, except as required by law.State Education Agency Survey



### 6/27/2013 1 Introduction

The Implementation of Title I/II Program Initiatives study will examine the implementation of policies promoted through Elementary and Secondary Education Act (ESEA) at the state, district, and school levels, in four core areas: state content standards, aligned assessments, accountability and school turnaround, and educator workforce development. The study will serve as an update on implementation of the Title I and Title II provisions since the last national assessment that concluded in 2006. The study includes surveys of officials from all state education agencies and district officials, school principals, and teachers from nationally representative samples. The United States (U.S.) Department of Education, Institute of Education Sciences (IES) is sponsoring t his stud y.

 Y our state’s responses are critical to d ra wing lessons about the implementation of ESEA.

 This surve y includes four sections aligned with four core areas. G iv en the scope of topics, the survey will likely require more than one respondent.

 We will survey your state again in spring 2015 to examine changes over time.

 States may be identified in reporting but individual respondents will not be identified.

The study, including this survey, is being conducted b y Westat and its partners, Mathematica Policy Research and
edCount.State Education Agency Survey



### 6/27/2013 2 

### Section 1. State Content Standards

Many states have recently adopted the Common Core State Standards (CCSS)

— that is, content standards for English language arts (ELA) and Math that are shared across these states. Other states have substantially revised their own state content standards for ELA and Math in recent years. This section includes questions about your state’s content standards and the materials, professional development, and resources your state has provided to support implementation of those standards.

1- 1. In the past 12 months, has your state legislature, state education department, or state board of education adopted or approved new or substantially revised state content standards in the following subjects?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. English language arts (ELA )

................................ ................... 1 0

b. Math

................................ ................................ ...................... 1 0

1- 2. Some states’ content standards for ELA and Math are entirely state specific, some are entirely Common Core State Standards (CCSS), and others use a combination of the two. Are your current state content standards for ELA and Math all Common Core, all state specific, or a combination of Common Core and state specific standards?

SELECT ONE RESPONSE IN EACH ROW

STATE STANDARDS

ARE ALL COMMON

CORE STATE STANDARDS ARE A

COMBINATION OF COMMON

CORE AND STATE SPECIFIC

STANDARDS STATE STANDARDS

ARE ALL STATE

SPECIFIC

a. ELA

.......................... 1 2 3

b. Math

....................... 1 2 3

1- 3. Does your state currently require all districts to implement curricula (in some or all grades) aligned with the state content
standards for ELA and Math?

Yes

.................................................................................................................................... 1

No

..................................................................................................................................... 0 Skip to 1-5State Education Agency Survey



### 6/27/2013 3 1- 4. During this school year (2013-14), are districts required to fully implement ELA and Math curricula that are aligned to the
current state content standards? (Indicate for each grade level whether full implementation is required this school year.)

SELECT ONE RESPONSE IN EACH ROW

ELA Curricula FULL IMPLEMENTATION IS REQUIRED

IN 2013

- 14 FULL IMPLEMENTATION IS NOT
REQUIRED IN 2013

- 14

a. Pre

- K

.............................. 1 0

b. Kindergarten

................. 1 0

c. Grade 1

.......................... 1 0

d. Grade 2

.......................... 1 0

e. Grade 3

.......................... 1 0

f. Grade 4

.......................... 1 0

g. Grade 5

.......................... 1 0

h. Grade 6

.......................... 1 0

i. Grade 7

.......................... 1 0

j. Grade 8

.......................... 1 0

k. Grade 9

.......................... 1 0

l. Grade 10

........................ 1 0

m. Grade 11

........................ 1 0

n. Grade 12

........................ 1 0

MATH Curricula FULL IMPLEMENTATION REQUIRED

IN 2013

- 14 FULL IMPLEMENTATION IS NOT
REQUIRED IN 2013

- 14

a. Pre

- K

.............................. 1 0

b. Kindergarten

................. 1 0

c. Grade 1

.......................... 1 0

d. Grade 2

.......................... 1 0

e. Grade 3

.......................... 1 0

f. Grade 4

.......................... 1 0

g. Grade 5

.......................... 1 0

h. Grade 6

.......................... 1 0

i. Grade 7

.......................... 1 0

j. Grade 8

.......................... 1 0

k. Grade 9

.......................... 1 0

l. Grade 10

........................ 1 0

m. Grade 11

........................ 1 0

n. Grade 12

........................ 1 0State Education Agency Survey



### 6/27/2013 4 1- 5. In the past 12 months, has your state legislature, state education department, or state board of education adopted or approved new or substantially revised state content standards in the following subjects?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. Science

................................ ................................ .................. 1 0

b. Social Studies

................................ ................................ ........ 1 0

1- 6. Has your state legislature, state education department, or state board of education adopted the Next Generation Science
Standards?

Yes

.................................................................................................................................... 1

No

..................................................................................................................................... 0

1- 7. In the past 12 months, has your state legislature, state education department, or state board of education adopted or approved new or substantially revised English Language proficiency standards for English learners (ELs)?

Yes

.................................................................................................................................... 1

No

..................................................................................................................................... 0

Next we would like to ask you about your state’s course requirements for high school graduation.

1-8. For students graduating in 2014 (current seniors), how many years of coursework in each of the following subjects does the state require for high school graduation?

SELECT ONE RESPONSE IN EACH ROW

YEARS OF COURSEWORK REQUIRED

NONE 0.5 1 1.5 2 2.5 3 3.5 4

a. ELA

................................ ................................ .. 0 0.5 1 1.5 2 2.5 3 3.5 4

b. Math

................................ ............................... 0 0.5 1 1.5 2 2.5 3 3.5 4

c. Science

................................ ............................ 0 0.5 1 1.5 2 2.5 3 3.5 4

d. Social Studies/History

................................ ..... 0 0.5 1 1.5 2 2.5 3 3.5 4

e. World/Foreign Language

................................ 0 0.5 1 1.5 2 2.5 3 3.5 4

f. Arts (Music, Drama, Fine Arts, other arts)

...... 0 0.5 1 1.5 2 2.5 3 3.5 4

g. Physical Education

................................ .......... 0 0.5 1 1.5 2 2.5 3 3.5 4State Education Agency Survey



### 6/27/2013 5 1- 9. For students graduating in 2014 (current seniors), please indicate the specific Math courses that are required for graduation (if specified in state requirements)

. ( Select “No” for the courses listed if particular Math courses are not specified in state graduation requirements. )

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. Algebra I

................................ ................................ ................ 1 0

b. Geometry

................................ ................................ .............. 1 0

c. Algebra II

................................ ................................ ............... 1 0

d. Pre

- Calculus

................................ ................................ ........... 1 0

e. Calculus I

................................ ................................ ............... 1 0

f. Other (specify)

................................ ................................ ......

________________________________ _______________ 1 0

1- 10. Next, think about the graduation requirements for this year’s freshman class (students who entered high school in fall 2013) compared to the graduation requirements for this year’s senior class (students who entered high school in fall 2010).

In what ways are your state’s course requirements for high school graduation for this year’s freshmen different than they are for this year’s seniors? That is, compared to this year’s seniors, are any of the following different for this year’s freshmen, and in what ways?

SELECT ONE RESPONSE IN EACH ROW

GRADUATION REQUIREMENTS

HAVE

INCREASED GRADUATION

REQUIREMENTS

HAVE

DECREASED GRADUATION

REQUIREMENTS

HAVE NOT

CHANGED

a. Required years of ELA

................................ .................. 2 1 0

b. Required years of Math

................................ ............... 2 1 0

c. Required years of Science

................................ ............ 2 1 0

d. Required years of Social Studies/History

..................... 2 1 0

e. Specific required courses in Math

............................... 2 1 0

f. Specific required courses in Science

............................ 2 1 0

g. Other course requirements (specify)

..........................

________________________________ __________ 2 1 0State Education Agency Survey



### 6/27/2013 6 1- 11. Which of the following strategies does your state currently use to evaluate how well the current state content standards for ELA and Math prepare students for college and/or careers?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. Track employment rates of students after graduation

................................ ............. 1 0

b. Track enrollment in postsecondary education (two

- and four

- year programs)

....... 1 0

c. Track rates at which postsecondary students take remedial courses

...................... 1 0

d. Track postsecondary persistence rates (two

- and four

- year programs)

................... 1 0

e. Track students’ postsecondary degree attainment within specified time since enrollment (two

- and four

- year programs)

................................ ............................... 1 0

f. Something else (specify)

................................ ................................ ............................ 1 0State Education Agency Survey



### 6/27/2013 7 Next we would like to ask you about materials, training, and resources for district administrators, school leaders, and teachers to help them implement the current state content standards for ELA and Math.

1- 12. During this school year (2013-14), which of the following materials has the state made available to help district administrators, school leaders, and teachers understand the current state content standards in ELA or Math and/or change curriculum and instruction based on the se standards?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

Materials to help align curriculum and instruction with the content standards

a. Documents showing alignment between the previous state standards and the current state
content standards

................................ ................................ ................................ ................... 1 0

b. Documents showing the alignment between required state summative assessments and
the current state content standards such as blueprints

................................ ......................... 1 0

c. Tools or guidance on providing instruction aligned with the current state content standards such as scope and sequence, curriculum maps, or frameworks

................................ ............. 1 0

d. A state

- developed model curriculum for ELA or Math instruction for each grade level or

course

................................ ................................ ................................ ................................ ...... 1 0

e. Sample lesson plans consistent with the current state content standards

............................ 1 0

f. Examples or videos of instruction consistent with the current state content standards

....... 1 0

g. Sample student work

................................ ................................ ................................ .............. 1 0

h. Sample performance tasks for formative assessment purposes including rubrics or scoring guides

................................ ................................ ................................ ................................ ...... 1 0

i. Banks of diagnostic assessment items aligned to current state content standards

.............. 1 0

j. Textbooks or other instructional materials aligned to the current state content standards

.. 1 0

Materials to facilitate instruction for special populations

k. Documents showing alignment between the current state content standards and the
state’s English Language Proficiency standards

................................ ................................ ...... 1 0

l. Materials for understanding how to adapt instruction to help English learners meet the
current state content standards

................................ ................................ ............................. 1 0

m. Materials for understanding how to adapt instruction to help students with disabilities
meet the current state content standards

................................ ................................ .............. 1 0

Other materials

n. Walk

- through or observation protocols to aid in monitoring alignment of instruction to the
current state content standards

................................ ................................ ............................. 1 0

o. Something else (specify)

................................ ................................ ................................ ......... 1 0State Education Agency Survey



### 6/27/2013 8 1- 13. During this school year (2013-14) and including last summer (2013), has the state funded or provided professional development on the following topics related to the current state content standards in ELA or Math through the specified
modes?

SELECT ALL THAT APPLY IN EACH ROW

TOPIC NOT

COVERED BY

STATE

PROVIDED OR

STATE

- FUNDED

PROFESSIONAL

DEVELOPMENT STATE

CONFERENCE

COVERING

THESE TOPICS STATE WEBINARS

AND/OR

PRESENTATIONS

ON THESE TOPICS STATE STAFF OR

CONTRACTORS

PROVIDED

PROFESSIONAL

DEVELOPMENT

ON THESE

TOPICS STATE FUNDED

OR PROVIDED

INSTRUCTIONAL

COACHES TO

COVER THESE

TOPICS

a

. Information about the

current state content standards, such as
content covered at each grade level and instructional changes or shifts required

.................. 0 1 2 3 4

b. In structional strategies
consistent with the

current state content standards, such as model lessons or designing
student work

.................... 0 1 2 3 4

c. A dapting instruction to help English learners
meet the current state
content standards

............ 0 1 2 3 4

d. A dapting instruction to help students with
disabilities meet the

current state content
standards

.......................... 0 1 2 3 4

e

. U sing student assessment data to improve

instruction

........................ 0 1 2 3 4

f

. M onitoring alignment of
instruction with the

current state content standards, such as the use of observation protocols

.. 0 1 2 3 4State Education Agency Survey



### 6/27/2013 9 1- 14. During this school year (2013-14), has the state offered additional professional development, funding, or technical assistance to specified districts or specified schools to help schools implement the current state content standards?

SELECT ONE ONLY

Some districts or schools are offered additional professional development, funding,
or technical assistance

...................................................................................................... 1

All districts and schools are offered the same professional development, funding, or
technical assistance

.......................................................................................................... 0 Skip to 1- 16

NA

– The state does not offer professional development, funding, or technical assistance to districts or schools to support implementation of the current state
content standards

............................................................................................................. na Skip to 1- 16

1- 15. Which types of districts or schools have been offered additional professional development, funding, or technical assistance (beyond what is available to every district or school) in 2013-14?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. High

- poverty districts or schools

................................ ................................ ............. 1 0

b. Low

- performing districts or schools (that is, Title I P riority schools , Title I

F ocus schools, S chools in R estructuring

, or other categories of low

performing schools identified by the state)

................................ ............................ 1 0

c. Districts or schools with high concentrations of English learners

........................... 1 0

d. Urban districts

................................ ................................ ................................ ......... 1 0

e. Rural districts

................................ ................................ ................................ .......... 1 0

f. Other types of districts or schools (specify)

................................ ............................

________________________________ ________________________________ _ 1 0State Education Agency Survey



### 6/27/2013 10 1- 16. During this school year (2013-14), in which of the following ways does the state monitor the implementation of the
current state content standards for ELA and Math?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. State requires districts to provide evidence of curriculum revisions

................... 1 0

b. State requires districts to use a state model curriculum

................................ ...... 1 0

c. State staff conduct visits or observations in districts

................................ ........... 1 0

d. State requires teacher evaluations to include evidence of teaching approaches
consistent with the current state content standards

................................ ........... 1 0

e. State requires principal evaluations to include evidence that the current state content standards have been implemented in their schools

............................... 1 0

f. Other (specify)

................................ ................................ ................................ ......

________________________________ ________________________________ _ 1 0

Please provide the following information for each state education department staff member who assisted with the completion of this survey section.

N ame P osition T itle N umber of years in the positionState Education Agency Survey



### 6/27/2013 11 

### Section 2. Assessments

In this section of the survey, we will ask about the assessments your state requires districts to administer, any recent changes in those assessments, and the support you are providing to districts and schools for required assessment

activities.

2- 1. For the current school year (2013-14), did your state require districts to assess children ’s academic readiness at kindergarten entry?

Yes

.................................................................................................................................... 1

No

..................................................................................................................................... 0 Skip to 2-3 DEFINITIONS FOR USE THROUGHOUT THIS SECTION:

Summative assessments are state

- or district

- mandated tests that are intended to measure students'
knowledge and skills at (or near) the end of a school year or course relative to grade

- level content standards

.

Diagnostic assessments are assessments that measure students’ knowledge and skills at interim points during
the school year to provide timely feedback on their progress toward grade

- level content standards so that
instruction can be adjusted or other support can be provided.

Student achievement growth is the change in achievement for individual students between one year and the

next

. In some states and districts, the term value added is used instead of student achievement growth, to

indicate a teacher’s or school’s contribution to students’ achievement growth.

For purposes of this survey, please consider “student achievement growth” and “value added” to be

synonymous

.State Education Agency Survey



### 6/27/2013 12 2- 2. In what areas were districts required to assess children at kindergarten entry?

SELECT ONE RESPONSE IN

EACH ROW

YES NO

a. Language and literacy

................................ ................................ ................................ ..... 1 0

b. Cognition and general knowledge

................................ ................................ ................... 1 0

c. Early mathematics

................................ ................................ ................................ ........... 1 0

d. Early scientific development

................................ ................................ ............................ 1 0

e. Approaches toward learning

................................ ................................ ........................... 1 0

f. Social and emotional development

................................ ................................ ................. 1 0

g. Physical well

- being and motor developm ent (including adaptive skills)

......................... 1 0

2- 3. Has your state developed (or made available) an assessment or battery of assessments that districts can use to assess children at kindergarten entry?

Yes

.................................................................................................................................... 1

No

..................................................................................................................................... 0

Next, we will ask about required state summative assessments in kindergarten through grade 8.

2- 4. During this school year (2013-14), what subjects are assessed using summative assessments statewide and in which grades between kindergarten and grade 8?

SELECT ALL GRADES THAT APPLY IN EACH ROW
OR SELECT “0” IF THERE IS NO STATE ASSESSMENT IN ANY OF THE GRADES

GRADE LEVEL NO STATE

ASSESSMENT IN

ANY OF THESE

GRADE LEVELS

a. English language arts (ELA)

......................... K 1 2 3 4 5 6 7 8 0

b. Math

................................ ........................... K 1 2 3 4 5 6 7 8 0

c. Science

................................ ........................ K 1 2 3 4 5 6 7 8 0

d. Social Studies

................................ .............. K 1 2 3 4 5 6 7 8 0State Education Agency Survey



### 6/27/2013 13 Next, we would like to ask you about your state’s exam requirements for a regular high school diploma (not a GED).

2- 5. For students graduating in 2014 (current seniors), indicate whether your state requires students to take or pass any of the following exams in order to receive a regular high school diploma and list the subjects included in each type of exam.
( For purposes of this question, consider only students who are not receiving special education services .)

SELECT ONE RESPONSE IN EACH ROW

PLEASE COMPLETE THE OPEN

- ENDED QUESTION

IN EACH ROW STUDENTS

MUST PASS EXAM(S) STUDENTS MUST TAKE

EXAM(S) BUT ALTERNATIVE

METHODS TO DEMONSTRATE

PROFICIENCY ARE AVAILABLE

FOR THOSE NOT PASSING THIS

EXAM IS

NOT
REQUIRED

a. Comprehensive exit exam

................................ 2 1 0

What subjects are covered? (list all subjects)

________________________________ ___

________________________________ ___

b. End

- of

- course subject tests

............................. 2 1 0

What subjects are tested? (list all subjects)

________________________________ ___

________________________________ ___

c. A college entrance exam (SAT or ACT)

............. 2 1 0

d. Other (specify)

................................ ................. 2 1 0

________________________________ ___

________________________________ ___

2- 6. If

your state has an alternative method of demonstrating proficiency to earn a regular high school diploma (not a GED) for students who did not pass required high school exams (but are not receiving special education services), what is (are) the alternate method(s)?

( If your state has no exam requirements to earn a high school diploma, check box below.)



## □ Not applicable, no state exam requirements Skip to 2-7

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. Course grades

................................ ................................ ................................ ............. 1 0

b. Portfolio of work

................................ ................................ ................................ ......... 1 0

c. Integrative senior

- year project

................................ ................................ ................... 1 0

d. Other (specify)

................................ ................................ ................................ ............ 1 0

________________________________ ________________________________ ___State Education Agency Survey



### 6/27/2013 14 2- 7. What question formats are used in your state summative assessments in each content area from kindergarten through grade 8 and for high school end- of -course and exit exams? Four formats are defined below.
( In each row, select the grades in which that particular question format is used or select “N A (Not Applicable) ” if this type of format is not used at any grade level in the designated subject.)

TYPES OF QUESTIONS-RESPONSES:

 Single-step selected-response (multiple choice) : Includes questions in which students select from one set of response choices (for example, multiple choice or true-false)

 Multiple-step selected-response : Includes multiple choice questions that build on one another. Students select a response to the first question and the next question builds on that response. May involve scaffolding across these opportunities (for example, identify the theme of a passage, then identify two pieces of evidence from the passage for that theme)

 Short constructed-response or grid-in: Includes fill in the blank, or writing from one word to a few sentences in response to a prompt or single-step math or science item. Some math or science items require students to calculate an answer and then use a number grid to indicate that answer

 Extended constructed-response: Includes essay questions or questions where two or more paragraphs are written in response to a prompt or a multi-step show-your-work math or science item

SELECT ALL GRADE LEVELS THAT APPLY IN EACH ROW

GRADE LEVEL

– K THROUGH 8TH HIGH SCHOOL

NA END

- OF

COURSE

EXAMS EXIT

EXAMS

English Language Arts (ELA)

a. Sin gle

- step selected

- response (multiple choice)

................................ ...... K 1 2 3 4 5 6 7 8 EOC Exit na

b. Multiple

- step selected

- response

............. K 1 2 3 4 5 6 7 8 EOC Exit na

c. Short constructed

- response or grid

- in

..... K 1 2 3 4 5 6 7 8 EOC Exit na

d. Extended constructed

- response

.............. K 1 2 3 4 5 6 7 8 EOC Exit na

Math

e. Single

- step selected

- response (multiple choice)

................................ ...... K 1 2 3 4 5 6 7 8 EOC Exit na

f. Multiple

- step selected

- response

............. K 1 2 3 4 5 6 7 8 EOC Exit na

g. Short constructed

- response or grid

- in

..... K 1 2 3 4 5 6 7 8 EOC Exit na

h. Extended constructed

- response

.............. K 1 2 3 4 5 6 7 8 EOC Exit na

Science

i. Single

- step selected

- response (multiple choice)

................................ ...... K 1 2 3 4 5 6 7 8 EOC Exit na

j. Multiple

- step selected

- response

............. K 1 2 3 4 5 6 7 8 EOC Exit na

k. Short constructed

- response or grid

- in

..... K 1 2 3 4 5 6 7 8 EOC Exit na

l. Extended constructed

- response

.............. K 1 2 3 4 5 6 7 8 EOC Exit naState Education Agency Survey



### 6/27/2013 15 SELECT ALL GRADE LEVELS THAT APPLY IN EACH ROW

GRADE LEVEL

– K THROUGH 8TH HIGH SCHOOL

NA END OF

COURSE

EXAMS EXIT

EXAMS

Social Studies

m. Single

- step selected

- response (multiple choice)

................................ ...... K 1 2 3 4 5 6 7 8 EOC Exit na

n. Multiple

- step selected

- response

............. K 1 2 3 4 5 6 7 8 EOC Exit na

o. Short constructed

- response or grid

- in

..... K 1 2 3 4 5 6 7 8 EOC Exit na

p. Extended constructed

- response

.............. K 1 2 3 4 5 6 7 8 EOC Exit na

2- 8. During this school year (2013- 14), how have your state’s summative assessments in ELA and Math been aligned with the
current state content standards in these areas?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. The state is using summative assessments that are fully aligned with the current
state content standards in ELA and Math

................................ ................................ ....... 1 0

b. The state has developed crosswalks showing alignment between the current state
content standards and the items on the state’s summative assessments in ELA and
Math

................................ ................................ ................................ ................................ 1 0

c. The state’s summative assessments include some items measuring Common Core
State Standards in ELA and Math

................................ ................................ .................... 1 0

d. The state is using the pilot version of the assessments developed by one of the assessment consortia (Smarter Balanced Assessment Consortium

-- SBAC

-- or Partnership for Assessment of Readiness for College and Careers

-- PARCC)

.................. 1 0

e. The state’s summative assessments have not been changed to reflect the current
state content standards in ELA and Math

................................ ................................ ....... 1 0

f. Other (specify)

................................ ................................ ................................ ................. 1 0

________________________________ ________________________________ ____State Education Agency Survey



### 6/27/2013 16 2- 9. Which, if any, of the following summative assessments will your state require districts to use in 2014

- 15 (in any grade level) to gauge student achievement in ELA and/or Math?

SELECT ONE RESPONSE IN EACH ROW

ELA

ONLY MATH

ONLY BOTH

ELA AND

MATH NEITHER

General State Assessments

a. Assessments developed by the Smarter Balanced Assessment Consortium (SBAC)

................................ ................................ .......... 1 2 3 0

b. Assessments developed by the Partnership for Assessment of Readiness for College and Careers (PARCC)

................................ .... 1 2 3 0

c. Our state’s own summative a ssessments

................................ ....... 1 2 3 0

Alternate Assessments for Students with Significant Cognitive
Disabilities

d. Alternate assessments for students with significant cognitive disabilities developed by the National Center and State Collaborative (NCSC)

................................ ................................ ........ 1 2 3 0

e. Alternate assessments for students with significant cognitive
disabilities developed by the Dynamic Learning Maps (DLM)

consortium

................................ ................................ ...................... 1 2 3 0

f. Our state’s own alternate a ssessments for students with significant cognitive disabilities

................................ ....................... 1 2 3 0

2- 10. During this school year (2013-14), has the state made investments in new technology or assisted districts with acquiring technology needed to implement the required state summative assessments in ELA and/or Math?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. State provided f unding or assistance with acquiring expanded bandwidth for schools to provide broader and quicker access to internet resources

................................ ....... 1 0

b. State provided f unding or assistance with acquiring computers (desktops, laptops, or tablets)

................................ ................................ ................................ ....................... 1 0State Education Agency Survey



### 6/27/2013 17 Next we’d like you to think about your policies for state summative assessments for English learners and students with
disabilities.

2- 11. Which statement(s) below describe accommodations for state summative assessments that your state allows for English learners (ELs) in the content areas of English language arts (ELA) and Math?

(If ELs are given the same assessments as other general education students, without any accommodations, check box below.)



## □ Not applicable, no accommodations Skip to 2- 13

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. ELs are given the same assessments as other general education students, but they may
be given extra time

................................ ................................ ................................ .............. 1 0

b. ELs are given the same assessments as other general education students, but an adult may read the assessment aloud in English

................................ ................................ ......... 1 0

c. ELs are given the same assessments as other general education students, but an adult may translate the instructions into the student’s primary language

................................ 1 0

d. ELs are given the same assessments as other general education students, but an adult may translate the reading passages into the student’s primary language

....................... 1 0

e. ELs are given the same assessments as other general education students, but an adult may translate the entire assessment into the student’s primary language

...................... 1 0

f. ELs are given the same assessments as other general education students, but the assessment booklet (or on

- line version) can be provided in the student’s primary language

................................ ................................ ................................ ............................... 1 0

g. ELs are given the same assessments as other general education students, but they can
use a dual

- language dictionary during the assessment

................................ ...................... 1 0

h. ELs are given an alternate assessment

................................ ................................ ................ 1 0

i. Other (specify)

................................ ................................ ................................ ...................... 1 0

________________________________ ________________________________ ________State Education Agency Survey



### 6/27/2013 18 2- 12. What criteria are used to determine whether ELs should be provided with an accommodation for state summative
assessments or an alternate assessment?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. Beyond a particular grade level, ELs are given the same assessments as other general education students, without any accommodations (if yes, specify grade level)

................................ ................................ ................................ ................................

________________________________ ________________________________ ______ 1 0

b. Once ELs have been assessed using an accommodation or alternate assessment for the maximum number of years allowed, they are given the same assessments as other general education students, without any accommodations (if yes, specify number of years)

................................ ................................ ................................ .............

________________________________ ________________________________ ______ 1 0

c. Once ELs meet or exceed a threshold score on an English language proficiency assessment, they are given the same assessments as other general education students, without any accommodations

................................ ................................ ......... 1 0

d. School districts determine whether to assess ELs using an accommodation, an alternate assessment, or neither

................................ ................................ .................... 1 0

e. Other (specify)

................................ ................................ ................................ ................. 1 0

________________________________ ________________________________ ______

2- 13. Which, if any, of the following English Language Proficiency assessments will your state use in 2014

- 15 (in any grade level) for English learners?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. The English Language Proficiency a ssessment developed by the Assessment Services Supporting ELs through Technology Systems (ASSETS) consortium

................................ .. 1 0

b. The English Language Proficiency assessment developed by the English Language Proficiency Assessment for the 21st Century (ELPA21) consortium

................................ . 1 0

c. Our state’s own English Language Proficiency assessment

................................ ............... 1 0State Education Agency Survey



### 6/27/2013 19 2- 14. Thinking about the administration of state summative assessments to students with disabilities (SWDs), which statement(s) below describe accommodations for summative assessments or alternate assessments that your state
allows for SWDs in the content areas of ELA and Math?

(If SWDs are given the same assessments as other general education students, without any accommodations, check box below.)



## □ Not applicable, no accommodations Skip to 2- 15

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. SWDs are given the same assessments as other general education students, but they may be given flexibility in timing or scheduling (for example, extended time, breaks, different time of day)

................................ ................................ ............. 1 0

b. SWDs are given the same assessments as other general education students, but they may be presented differently (for example

, an adult may read the entire

test or reading passages aloud, directions may be repeated, may be presented in Braille)

................................ ................................ ................................ .......................... 1 0

c. SWDs are given the same assessments as other general education students, but they may respond in a different manner (for example, an adult may serve as a scribe, or they may use speech

- to

- text)

................................ ................................ ....... 1 0

d. SWDs are given the same assessments as other general education students, but they may use equipment or materials to assist them (for example, a calculator, math tables, or manipulatives)

................................ ................................ .................... 1 0

e. SWDs are given the same assessments as other general education students, but

in a different setting (for example, in a separate room or study carrel, or in a small group setting)

................................ ................................ ................................ ...... 1 0

f. SWDs may be given an alternate assessment based on modified state achievement standards (known as 2% tests for SWDs)

................................ ............... 1 0

g. SWDs may be given an alternate assessment based on alternate state achievement standards (known as 1% tests for students with significant cognitive disabilities)

................................ ................................ ................................ ................... 1 0

h. SWDs may be assessed by submitting a portfolio of their work

................................ . 1 0

i. SWDs may be assessed by a task

- based performance assessment

............................ 1 0

j. Other (specify)

................................ ................................ ................................ .............. 1 0

________________________________ ________________________________ ____State Education Agency Survey



### 6/27/2013 20 2- 15. Does your state currently have a statewide longitudinal data system that includes a consistent identifier for each student
in the state and individual student records that can track student achievement and other education data across districts
and over time?

Yes

.......................................................................................................................... 1

No

........................................................................................................................... 0 Skip to 2- 19

2- 16. During this school year (2013- 14) , what information is available in the state’s student -level longitudinal data system?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. State summative assessment scores and demographic information for each
student

................................ ................................ ................................ .......................... 1 0

b. Teacher identifiers that indicate, for each student, the teacher(s) responsible for each grade and course

................................ ................................ ................................ 1 0

c. Data on individual students linked from state or local early childhood education program systems, such as pre

- kindergarten or Head Start programs

........................ 1 0

d. Courses taken and grades received for each high school student

.............................. 1 0

e. Advanced Placement test scores or college entrance e xam scores for each high
school student

................................ ................................ ................................ ............ 1 0

f. Linked data for individual students who enroll in state postsecondary institutions

.. 1 0

g. Linked data on individual students from state workforce or unemployment insurance systems

................................ ................................ ................................ ....... 1 0

h. Information on the individual student’s teacher of record that links to a state
database on individual teachers

................................ ................................ ................. 1 0

i. Other (specify)

................................ ................................ ................................ ............ 1 0

________________________________ ________________________________ ___State Education Agency Survey



### 6/27/2013 21 2- 17. For which of the following purposes are data in the state ’s student -level longitudinal data system currently used by statelevel staff ?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. To track overall school performance and identify areas for improvement

......................... 1 0

b. To evaluate instructional programs such as measuring program effectiveness

.................. 1 0

c. To inform professional development offerings such as identifying specific content or skills where teachers need assistance or support

................................ ................................ 1 0

d. To evaluate the success of professional development offerings for teachers or principals

................................ ................................ ................................ .............................. 1 0

e. To inform resource allocation such as which schools and students receive which programs or which staff work with which students

................................ ............................. 1 0

f. To provide information to teachers about their students’ progress

................................ ... 1 0

g. To provide information to parents about the school or their children

................................ 1 0

h. To provide information to students about their own progress

................................ ........... 1 0

i. To track students’ postsecondary enrollment and progress after high school graduation such as credits earned in public colleges or universities in your state

................................ 1 0

j. To provide information to federal agencies (e.g., EDFacts)

................................ ................. 1 0

k. Something else (specify)

................................ ................................ ................................ ...... 1 0

2- 18. During this school year (2013- 14) , what information has the state provided to districts from the state’s student -level longitudinal data system?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. Value added or student achievement growth reports on individual schools

.................. 1 0

b. Value added or student achievement growth reports on individual teachers

................ 1 0

c. Student a chievement growth reports on different subgroups of students

..................... 1 0

d. Post secondary outcomes associated with districts and schools

................................ ...... 1 0State Education Agency Survey



### 6/27/2013 22 2- 19. Does the state require districts to implement a district data system, or technologically based tools that provide school leaders and teachers with data to manage continuous instructional improvement efforts?

Yes

.......................................................................................................................... 1

No

........................................................................................................................... 0

2-20. During this school year (2013-14), did the state provide any of the following funding, materials, or technical assistance to help district administrators, school leaders, and teachers use data to improve instruction?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. Funding for or direct provision of student

- level data management systems

.................... 1 0

b. Access by district administrators and school leaders to a statewide student

- level data
system

................................ ................................ ................................ ................................ 1 0

c. Materials or documents for district administrators and school leaders on the use of data for school improvement plans

................................ ................................ .......................... 1 0

d. Materials or documents for school leaders and teachers on the use of data for instructional planning or improvement

................................ ................................ ............. 1 0

e. Technical assistance and/or support on hardware or software issues, such as making technical systems or computer networks experts available to districts

............................ 1 0

Please provide the following information for each state education department staff member who assisted with the completion of this survey section.

Name Position Title Number of years in the positionState Education Agency Survey



### 6/27/2013 23 

### Section 3. School Accountability and Turning Around Low-Performing Schools

3- 1. Which of the following best describes your state’s goal for student achievement under the federal Elementary and Secondary Education Act (ESEA)?

SELECT ONE ONLY

That 100% of the students achieve proficiency on the state assessments(s) by

2013

- 14

............................................................................................................................. 1

To reduce by half the percentage of all students and subgroups who are not proficient on the state assessment(s) within 6 years

....................................................... 2

That 100% of students achieve proficiency on the state assessment(s) by 2019- 20

....... 3

Other (specify)

.................................................................................................................. 4

______________________________________________________________________

3- 2. States monitor proficiency rates on state summative assessments for all students as well as for subgroups specified in ESEA (e.g., students with disabilities, low-income students, and students of specific racial/ethnic groups). Does your state merge some of the student subgroups specified in ESEA into a single combined subgroup for school accountability?

Yes

.................................................................................................................................... 1

No

..................................................................................................................................... 0 Skip to 3 -6 DEFINITIONS FOR USE THROUGHOUT THIS SECTION:

Cohort

- to

- cohort improvement is the change in school wide proficiency rates , attendance, or other group

- level measures of academic performance from one year to the next (for example, last year’s fourth grade proficiency rate compared with this year’s fourth grade proficiency rate).

Student achievement growth is the change in achievement for individual students between one year and the

next

. In some states and districts, the term value added is used instead of student achievement growth, to

indicate a teacher’s or school’s contribution to students’ achievement growth.

For purposes of this survey, please consider “student achievement growth” and “value added” to be

synonymous

.

Summative assessments are state

- or district

- mandated tests that are intended to measure students'
knowledge and skills at (or near) the end of a school year or course relative to grade

- level content standards

.State Education Agency Survey



### 6/27/2013 24 3- 3. Which subgroups are merged into a single combined subgroup ?

( If your state has only one combined subgroup, please indicate which groups are included in the first column, and check the box below indicating only one combined subgroup. If your state defines more than one combined subgroup, please indicate which subgroups are included in the second combined subgroup using the second column.)



## □ Check here if only one combined subgroup. (Indicate groups included in first combined subgroup column. Leave second combined subgroup column blank.)

FIRST COMBINED

SUBGROUP SECOND COMBINED

SUBGROUP

SELECT ONE RESPONSE IN

EACH ROW SELECT ONE RESPONSE IN

EACH ROW

YES NO YES NO

a

. White

................................ ................................ ................ 1 0 1 0

b

. Black or African American

................................ ................ 1 0 1 0

c

. Hispanic

................................ ................................ ............ 1 0 1 0

d

. Asian

................................ ................................ ................. 1 0 1 0

e

. American Indian or Alaska Native

................................ .... 1 0 1 0

f

. Native Hawaiian or Other Pacific Islander

....................... 1 0 1 0

g

. Economically disadvantaged

................................ ............ 1 0 1 0

h

. English learners

................................ ................................ 1 0 1 0

i

. Students with disabilities

................................ ................. 1 0 1 0

3- 4. Are combined subgroups used by all schools in the state, or only for schools in which the individual subgroups are below the state’s minimum group size or n -size?

SELECT ONE ONLY

Combined subgroups are used by all schools

................................................................... 1

Combined subgroups are used only when the number of students in the individual subgroups for that school is below the minimum group size or n-size

............................ 2State Education Agency Survey



### 6/27/2013 25 3- 5. For schools that fell short of Annual Measurable Objectives (AMOs) for a state-designated combined subgroup in

2012 -13, what actions did the state require?



## □ Check here if all schools in the state met their AMOs for combined subgroups and skip to 3-6.

SELECT ONE RESPONSE

IN EACH ROW

Schools that fell short of AMOs for a state

- designated combined subgroup in 2012

- 13

are required to: YES NO

a. Develop a School Improvement Plan

................................ ................................ ............... 1 0

b. Analyze the reasons for low achievement of that combined subgroup

.......................... 1 0

c. Implement interventions to address the reasons for low achievement of the combined subgroup

................................ ................................ ................................ ......... 1 0

d. Report to the district or state on the interim progress of the combined subgroup more than once during this school year (2013

- 14)

................................ .......................... 1 0

e. Examine the reasons for low achievement of each constituent subgroup within that combined subgroup

................................ ................................ ................................ . 1 0

f. Implement interventions to address the reasons for low achievement of each constituent subgroup within that combined subgroup

................................ ................... 1 0

g. Report to the district or state on the interim progress of each constituent subgroup within that combined subgroup more than once during this school year (2013

- 14)

...... 1 0

3- 6. For this school year (2013-14), does the state set the same Annual Measurable Objectives (AMOs) for every school or do AMOs vary in different schools?

SELECT ONLY ONE RESPONSE

AMOs are the same for every school

............................................................................... 1 Skip to 3 -8

AMOs vary in different schools

........................................................................................ 0

3- 7. In which ways do the AMOs vary for schools?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. AMOs vary depending on school level (elementary, middle, and high schools)

............. 1 0

b. AMOs vary depending on each school’s initial proficiency level in the first year of the ESEA Flexibility

................................ ................................ ................................ ........... 1 0

c. AMOs vary based on something else (specify)

................................ ................................ 1 0

________________________________ ________________________________ ______State Education Agency Survey



### 6/27/2013 26 3- 8. During this school year (2013- 14), has your state identified “Reward” schools (i.e. ,“highest

- performing” or “high

progress” schools), based on student outcomes measured by required state summative assessments and other data collected through the end of the 2012-13 school year?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. State has identified highest

- performing Reward schools

................................ .............. 1 0

b. State has identified high

- progress Reward schools

................................ ....................... 1 0

3- 9. Does your state identify any non -Title I Reward schools (i.e., highest-performing or high-progress schools)?

Yes

.................................................................................................................................... 1

No

..................................................................................................................................... 0

3- 10. Does your state recognize Reward schools (highest-performing and/or high-progress schools) in any of the following ways?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. Public recognition

................................ ................................ ................................ ........... 1 0

b. Financial rewards for teachers and/or principals

................................ .......................... 1 0

c. Additional funding for schools to use for educational purposes

................................ ... 1 0

d. Additional operating flexibility or exemption from state/district requirements

............. 1 0

e. Opportunities to share best practices with other schools in the state

.......................... 1 0

f. Other (specify)

................................ ................................ ................................ ............... 1 0

________________________________ ________________________________ _____ IF NO TO BOTH, SKIP TO INTRODUCTION BEFORE 3

- 11.State Education Agency Survey



### 6/27/2013 27 ESEA Flexibility states have identified low-performing schools as Priority schools and Focus schools for interventions. This section asks about Priority schools and Focus schools in your state.

3- 11. How often does the state identify Priority and Focus schools?

SELECT ONE RESPONSE IN EACH ROW

EVERY

YEAR EVERY 2

YEARS EVERY 3

YEARS

a. Priority schools

................................ ................................ ................................ ......... 1 2 3

b. Focus schools

................................ ................................ ................................ ........... 1 2 3

3- 12. Does your state identify any non -Title I Priority or Focus schools?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. Non

- Title I Priority schools

................................ ................................ ............................. 1 0

b. Non

- Title I Focus schools

................................ ................................ ............................... 1 0

The next questions pertain to your state’s Priority schools.

3-13. Among the schools in your state that were designated as Priority schools during the last school year (2012-13), how many were closed after the 2012-13 school year for performance reasons?

(Write in NA if you had no Priority schools during the 2012-13 school year. Write in “ 0 ” if no schools were closed.)

________ NUMBER OF TITLE I PRIORITY SCHOOLS THAT CLOSED AFTER THE 2012-13 SCHOOL YEAR

________ NUMBER OF NON-TITLE I PRIORITY SCHOOLS THAT CLOSED AFTER THE 2012-13 SCHOOL YEAR

3-14

. Does the state require any interventions or changes to be made in Priority schools this year (2013-14)?

( Leave the second column blank if the state has no Non-Title I Priority schools.)

TI TLE I

PRIORITY

SCHOOLS NON

- TITLE I

PRIORITY

SCHOOLS

SELECT ONE RESPONSE PER COLUMN

a. State requires specific interventions/changes in Priority schools

.................. 1 1

b. State leaves interventions/changes in Priority schools to local discretion

with state approval

................................ ................................ .......................... 2 2

c. State leaves interventions/changes in Priority schools completely to

local discretion

................................ ................................ ................................ 3 3State Education Agency Survey



### 6/27/2013 28 3-15. Among Priority schools, how many are implementing each of the following initiatives during this school year (2013-14) as part of their improvement plans?

(Write in the number of Priority schools implementing e ach initiative, or select “none” or “don’t know” for both Title I and Non-Title I Priority schools.)

( Leave the second column blank if the state has no Non-Title I Priority school s. )

TITLE I PRIORITY SCHOOLS NON

- TITLE I

PRIORITY SCHOOLS

SELECT ONE RESPONSE IN

EACH ROW SELECT ONE RESPONSE IN

EACH ROW

NUMBER

OF

SCHOOLS NONE DON’T

KNOW NUMBER

OF

SCHOOLS NONE DON’T

KNOW
School Structural Changes

a. Implementing a new curriculum

...................

_____ 0 d

_____ 0 d

b. Implementing a comprehensive school
reform model

................................ ................

_____ 0 d

_____ 0 d

c. Implementing a “restart” model as defined in U.S. Department of Education regulations

_____ 0 d

_____ 0 d

d. Implementing a “transformation” model as defined in U.S. Department of Education regulations

................................ .....................

_____ 0 d

_____ 0 d

e. Implementing a “turnaround” model as defined in U.S. Department of Education regulations

................................ .....................

_____ 0 d

_____ 0 d

f. Operating an extended school day, week, or

year

................................ ................................

_____ 0 d

_____ 0 d

g. Providing extra academic services for struggling students outside of the school day (e.g., supplemental educational services)

................................ .........................

_____ 0 d

_____ 0 d

h. Offering students the option to attend a different school (school choice)

....................

_____ 0 d

_____ 0 dState Education Agency Survey



### 6/27/2013 29 3-16. For Priority schools implementing intervention models during this school year (2013-14), did the state provide any of the following types of guidance to districts regarding the selection of school intervention models?

( Leave the second column blank if the state has no Non-Title I Priority schools.)

TO TITLE I

PRIORITY

SCHOOLS TO NON

- TITLE I

PRIORITY

SCHOOLS

SELECT ONE

RESPONSE IN

EACH ROW SELECT ONE

RESPONSE IN

EACH ROW

YES NO YES NO

a. The state allowed or prohibited specific models and/or strategies

....................... 1 0 1 0

b. The state provided guidance on how to match the model to school needs and capacity

................................ ................................ ................................ ............ 1 0 1 0

c. The state provided guidance on models appropriate for addressing the needs of English learners

................................ ................................ ........................ 1 0 1 0

d. The state provided guidance on models appropriate for addressing the
needs of students with disabilities

................................ ................................ ......... 1 0 1 0

e. The state provided guidance on how to engage the community in the
selection of the model

................................ ................................ ............................ 1 0 1 0

f. Something else (specify)

................................ ................................ ......................... 1 0 1 0

________________________________ ________________________________ _

3-17

. How many Priority schools were removed from the control of their local districts and placed under a new form of management for the 2013-14 school year? This would include schools placed under the direct control of the state or a statewide accountability district, schools placed under the control of school management organizations, and schools
converted to charter schools.

(Write the number of Priority schools removed from district control in each category. If “none” write in 0 .)

( Leave the second column blank if the state has no Non-Title I Priority schools.)

NUMBER OF TITLE I

PRIORITY SCHOOLS

REMOVED FROM

DISTRICT CONTROL NUMBER OF NON

TITLE I PRIORITY

SCHOOLS

REMOVED FROM

DISTRICT CONTROL

a. Direct state control or statewide accountability district

............................

_______ ______

b. School management organization

................................ ..............................

_______ ______

c. Converted to charter

................................ ................................ ...................

_______ ______

TOTAL SCHOOLS REMOVED FROM DISTRICT CONTROL

_______ ______State Education Agency Survey



### 6/27/2013 30 3-18

. To what extent were changes in personnel used to turn around Priority schools before the start of this school year (2013-14)?

(Write the number of Priority schools in which the principal was replaced or in which half or more of the teaching staff was replaced before the start of the 2013-14 school year as part of the school improvement plan.)

( Leave the second column blank if the state has no Non-Title I Priority schools.)

NUMBER OF

TITLE I PRIORITY

SCHOOLS NUMBER OF

NON

- TITLE I

PRIORITY

SCHOOLS

a. Principal replaced

................................ ................................ ..............................

_______ _______
b. Half or more of the teaching staff replaced

................................ ......................

_______ _______

3-19. Do the state’s current teacher assignment laws or policies for Priority schools include any of the following features?

( Leave the second column blank if the state has no Non-Title I Priority schools.)

TITLE I

PRIORITY

SCHOOLS NON

- TITLE I

PRIORITY

SCHOOLS

SELECT ONE

RESPONSE IN

EACH ROW SELECT ONE

RESPONSE IN

EACH ROW

YES NO YES NO

a. Financial incentives for teachers to begin or continue to work in the state’s Priority schools

................................ ................................ ................................ ........ 1 0 1 0

b. Financial incentives for staff with English learner expertise to begin or continue to work in the Priority schools

................................ ................................ . 1 0 1 0

c. Financial incentives for staff with expertise working with students with disabilities to begin or continue to work in the Priority schools

............................ 1 0 1 0

d. More flexibility in, or exemptions from, collective bargaining agreements or certain state employment laws/regulations that guide staffing decisions

........ 1 0 1 0

e. School discretion or authority to decide which staff to hire for the Priority
schools

................................ ................................ ................................ .................... 1 0 1 0

f. Exemptions from teacher tenure rules that affect placement in or removal
from the Priority schools (specify which rules)

................................ ....................... 1 0 1 0

________________________________ ________________________________ _State Education Agency Survey



### 6/27/2013 31 The next questions pertain to your state’s Focus schools

.

3- 20 . During this school year (2013-14), what interventions, if any, does the state require for Focus schools ?



## □ Check here if no specific interventions are required in Focus schools and skip to 3-22.

( Leave the second column blank if the state has no Non-Title I Focus schools.)

TITLE I

FOCUS SCHOOLS NON

- TITLE I

FOCUS SCHOOLS

SELECT ONE RESPONSE IN

EACH ROW SELECT ONE RESPONSE IN

EACH ROW

Interventions for Focus schools: REQUIRED NOT REQUIRED REQUIRED NOT REQUIRED

a. Schools must prepare a school improvement plan that focuses on subjects and/or subgroups that are falling short
of AMOs

................................ ................................ ................... 1 2 1 2

b. School improvement plans must be available to the public

.... 1 2 1 2

c. Schools must implement and monitor an instructional program that supports students not showing sufficient growth toward AMOs

................................ ............................... 1 2 1 2

d. Schools and/or districts must provide professional development to staff that supports interventions for subgroups of students not showing sufficient growth toward

AMOs

................................ ................................ ........................ 1 2 1 2

e. Districts must offer students the opportunity to attend other schools (school choice)

................................ ............................ 1 2 1 2

f. Districts must offer low

- income students the opportunity to
enroll in after

- school supplemental educational services

....... 1 2 1 2State Education Agency Survey



### 6/27/2013 32 3-21. For Focus schools implementing intervention strategies during this school year (2013-14), did the state provide any of the following types of guidance to districts regarding the selection of school intervention strategies?

( Leave the second column blank if the state has no Non-Title I Focus schools.)

TITLE I FOCUS

SCHOOLS NON

- TITLE I

FOCUS

SCHOOLS

SELECT ONE

RESPONSE IN

EACH ROW SELECT ONE

RESPONSE IN

EACH ROW

YES NO YES NO

a. The state allowed or prohibited specific initiatives and/or strategies

.................... 1 0 1 0

b. The state provided guidance on how to match the initiatives to school needs and capacity

................................ ................................ ................................ . 1 0 1 0

c. The state provided guidance on initiatives appropriate for addressing the needs of English learners

................................ ................................ ........................ 1 0 1 0

d. The state provided guidance on initiatives appropriate for addressing the
needs of students with disabilities

................................ ................................ ......... 1 0 1 0

e. The state provided guidance on initiatives appropriate for addressing the needs of other subgroups (specify which subgroups)

................................ ............ 1 0 1 0

________________________________ ________________________________ _ f. The state provided guidance on how to engage the community in the selection
of the initiatives

................................ ................................ ................................ ...... 1 0 1 0

g. Something else (specify)

................................ ................................ ......................... 1 0 1 0

________________________________ ________________________________ _State Education Agency Survey



### 6/27/2013 33 The next questions pertain to your state’s Priority and Focus schools.

3-22. During this school year (2013-14), and including last summer (2013), what additional professional development or technical assistance has the state provided to principals and teachers in Title I Priority and Focus schools, beyond what is available to any Title I school ?

PROVIDED TO

TITLE I PRIORITY

SCHOOLS PROVIDED TO

TITLE I FOCUS

SCHOOLS

SELECT ONE

RESPONSE IN

EACH ROW SELECT ONE

RESPONSE IN

EACH ROW

YES NO YES NO

a. Additional professional development or assistance for principals on school improvement planning, identifying interventions, or budgeting effectively

................................ ................................ ................................ ..... 1 0 1 0

b. Additional professional development or assistance for principals on acting as instructional leaders

................................ ................................ ..... 1 0 1 0

c. Additional professional development or assistance for principals on recruiting, retaining, and developing more effective teachers

.................... 1 0 1 0

d. Additional professional development or assistance for teachers on analyzing student assessment data to improve instruction

........................ 1 0 1 0

e. Additional professional development or assistance for teachers on working effectively in teacher teams to improve instruction

...................... 1 0 1 0

f. Additional professional development or assistance for teachers on identifying and implementing strategies to address the needs of English
learners

................................ ................................ ................................ ........ 1 0 1 0

g. Additional professional development or assistance for teachers on identifying and implementing strategies to address the needs of students
with disabilities

................................ ................................ ............................ 1 0 1 0State Education Agency Survey



### 6/27/2013 34 3- 23. Thinking now about N on -Title I Priority and Focus schools, during this school year (2013-14), and including last summer (2013), what additional professional development or technical assistance has the state provided to principals and teachers in Non-Title I Priority and Focus schools, beyond what is available to any other Non-Title I school ?

( Leave the Priority column blank if there are no Non-Title I Priority schools in the state, and leave the Focus column blank if there are no Non-Title I Focus schools in the state.)

PROVIDED TO

NON

- TITLE I

PRIORITY

SCHOOLS PROVIDED TO

NON

- TITLE I

FOCUS

SCHOOLS

SELECT ONE

RESPONSE IN

EACH ROW SELECT ONE

RESPONSE IN

EACH ROW

YES NO YES NO

a. Additional professional development or assistance for principals on school improvement planning, identifying interventions, or budgeting effectively

................................ ................................ ................................ ...... 1 0 1 0

b. Additional professional development or assistance for principals on acting as instructional leaders

................................ ................................ ...... 1 0 1 0

c. Additional professional development or assistance for principals on recruiting, retaining, and developing more effective teachers

..................... 1 0 1 0

d. Additional professional development or assistance for teachers on analyzing student assessment data to improve instruction

......................... 1 0 1 0

e. Additional professional development or assistance for teachers on working effectively in teacher teams to improve instruction

....................... 1 0 1 0

f. Additional professional development or assistance for teachers on identifying and implementing strategies to address the needs of English
learners

................................ ................................ ................................ ......... 1 0 1 0

g. Additional professional development or assistance for teachers on identifying and implementing strategies to address the needs of students
with disabilities

................................ ................................ ............................. 1 0 1 0State Education Agency Survey



### 6/27/2013 35 3-24

. During this school year (2013-14), and including last summer (2013), approximately how many hours of professional development or assistance on these topics have state staff or consultants provided to principals in the average Priority or
Focus school?

(If “

none ” write in 0. Write in 0 where appropriate if you have no N on -Title I Priority or Focus schools.)

TITLE I SCHOOLS:

________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO PRINCIPALS IN THE AVERAGE TITLE I

PRIORITY SCHOOL

________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO PRINCIPALS IN THE AVERAGE TITLE I

FOCUS SCHOOL

NON-TITLE I SCHOOLS:

________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO PRINCIPALS IN THE AVERAGE NON-TITLE I

PRIORITY SCHOOL

________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO PRINCIPALS IN THE AVERAGE NON-TITLE I

FOCUS SCHOOL

3-25

. During this school year (2013-14), and including last summer (2013), approximately how many hours of professional development or assistance on these topics have state staff or consultants provided to teachers in the average Priority or
Focus school?

(If “none” write in 0. Write in 0 where appropriate if you have no Non-Title I Priority or Focus schools.)

TITLE I SCHOOLS:

________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO TEACHERS IN THE AVERAGE TITLE I

PRIORITY SCHOOL

________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO TEACHERS IN THE AVERAGE TITLE I

FOCUS SCHOOL

NON-TITLE I SCHOOLS:

________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO TEACHERS IN THE AVERAGE NON-TITLE I

PRIORITY SCHOOL

________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO TEACHERS IN THE AVERAGE NONTITLE I FOCUS SCHOOLState Education Agency Survey



### 6/27/2013 36 3-26. During this school year (2013-14), what additional resources has the state provided to Title I Priority and Focus schools, beyond what is available to any Title I school ?

PROVIDED TO

TITLE I PRIORITY

SCHOOLS PROVIDED TO

TITLE I FOCUS

SCHOOLS

SELECT ONE

RESPONSE IN

EACH ROW SELECT ONE

RESPONSE IN

EACH ROW

YES NO YES NO

a. Additional resources to be used for purposes specified in the school improvement plan

................................ ................................ ........................ 1 0 1 0

b. Additional resources to be used to reduce class sizes

................................ . 1 0 1 0

c. Additional resources to be used to add instructional time (extended day or extended school year)

................................ ................................ ............. 1 0 1 0

d. Other additional resources (specify)

................................ ........................... 1 0 1 0

________________________________ ____________________________

3- 27. Thinking now about Non -Title I schools , during this school year (2013-14), what additional resources has the state provided to Non-Title I Priority and Focus schools, beyond what is available to any other Non-Title I school ?

( Leave the Priority column blank if there are no Non-Title I Priority schools in the state, and leave the Focus column blank if there are no Non-Title I Focus schools in the state.)

PROVIDED TO

NON

- TITLE I

PRIORITY

SCHOOLS PROVIDED TO

NON

- TITLE I

FOCUS

SCHOOLS

SELECT ONE

RESPONSE IN

EACH ROW SELECT ONE

RESPONSE IN

EACH ROW

YES NO YES NO

a. Additional resources to be used for purposes specified in the school improvement plan

................................ ................................ ........................ 1 0 1 0

b. Additional resources to be used to reduce class sizes

................................ . 1 0 1 0

c. Additional resources to be used to add instructional time (extended day or extended school year)

................................ ................................ ............. 1 0 1 0

d. Other additional resources (specify)

................................ ........................... 1 0 1 0

________________________________ ____________________________State Education Agency Survey



### 6/27/2013 37 3-28. Does the state currently have any organizational or administrative structures specifically intended to improve state capacity to support school turnaround efforts? By school turnaround, we mean the implementation of changes in lowperforming schools designed to rapidly and substantially increase student achievement.

Yes

.................................................................................................................................... 1

No

..................................................................................................................................... 0 Skip to Intro before 3- 30

3-29. During this school year (2013-14), which of the following organizational or administrative structures are in place in your state to support school turnaround efforts?

SELECT ONE RESPONSE IN

EACH ROW

YES NO

a. State staff or office whose sole responsibility is to support school turnaround

.......... 1 0

b. Regional staff or office whose sole responsibility is to support school turnaround

.... 1 0

c. Contracts with external consultants to support school turnaround

............................ 1 0

d. State

- level staff or consultants to provide support to turnaround schools and districts in working with English learners

................................ ................................ ..... 1 0

e. State

- level staff or consultants to provide support to turnaround schools and districts in working with students with disabilities

................................ ...................... 1 0

f. Monitoring or reporting requirements specifically for schools designated as Priority
or Focus schools

................................ ................................ ................................ ........... 1 0

g. Something else (specify)

................................ ................................ .............................. 1 0State Education Agency Survey



### 6/27/2013 38 We would like to learn more about how your state monitors the activities and progress of Priority and Focus schools.

3- 30 . During this school year (2013- 14), which of the following groups are responsible for monitoring the state’s Priority and
Focus schools?

(If your state has no Non-Title I Priority or Focus schools, leave those columns blank.)

MONITORS TITLE I MONITORS NON

- TITLE I

PRIORITY

SCHOOLS FOCUS

SCHOOLS PRIORITY

SCHOOLS FOCUS

SCHOOLS

SELECT ONE

RESPONSE IN

EACH ROW SELECT ONE

RESPONSE IN

EACH ROW SELECT ONE

RESPONSE IN

EACH ROW SELECT ONE

RESPONSE IN

EACH ROW

YES NO YES NO YES NO YES NO

a. S tate Education Agency

............................ 1 0 1 0 1 0 1 0

b. Regional staff such as staff from the county office of education or BOCES (Boards of Cooperative Educational Services)

................................ .................... 1 0 1 0 1 0 1 0

c. External consultants

................................ .. 1 0 1 0 1 0 1 0

d. Di strict central office staff

......................... 1 0 1 0 1 0 1 0

3- 31

. Du ring this school year (2013-14), which of the following strategies are used for monitoring th e Title I Priority schools in your state and, for each strategy that is used, how often is it used?

SELECT YES OR NO. IF YES, S ELECT ONE OPTION FOR HOW OFTEN USED

USED FOR

MONITORING

IN YOUR
STATE? IF USED, HOW OFTEN FOR EACH TITLE I PRIORITY SCHOOL?

TITLE I PRIORITY

SCHOOLS YES NO ONCE PER

SCHOOL

YEAR TWICE PER

SCHOOL

YEAR QUARTERLY MONTHLY OTHER (specify)

a. Site visits

................... 1 0 1 2 3 4

______________________ b. Telephone
conferences

.............. 1 0 1 2 3 4

______________________

c. Discussions with parents/community

.. 1 0 1 2 3 4

______________________ d. Analysis of student
data

........................... 1 0 1 2 3 4

______________________

e. Other (specify)

.......... 1 0 1 2 3 4

______________________

_________________State Education Agency Survey



### 6/27/2013 39 3-32. Thinking now about Non -Title I schools, during this school year (2013-14), which of the following strategies are used for monitoring the Non-Title I Priority schools in your state and, for each strategy that is used, how often is it used?



## □ Check here if there are no Non-Title I Priority schools in the state, and skip to 3-33.

SELECT YES OR NO. IF YES, SELECT ONE OPTI ON FOR HOW OFTEN USE D

USED FOR

MONITORING

IN YOUR
STATE? IF USED, HOW OFTEN FOR EACH NON

- TITLE I PRIORITY SCHOOL?

NON

- TITLE I PRIORITY

SCHOOLS YES NO ONCE PER

SCHOOL

YEAR TWICE PER

SCHOOL

YEAR QUARTERLY MONTHLY OTHER (specify)

a. Site visits

................... 1 0 1 2 3 4

______________________ b. Telephone
conferences

.............. 1 0 1 2 3 4

______________________

c. Discussions with parents/community

.. 1 0 1 2 3 4

______________________ d. Analysis of student
data

........................... 1 0 1 2 3 4

______________________

e. Other (specify)

.......... 1 0 1 2 3 4

______________________

_________________State Education Agency Survey



### 6/27/2013 40 3-33. During this school year (2013-14), which of the following strategies are used for monitoring the Title I Focus schools in your state and, for each strategy that is used, how often is it used?

SELECT YES OR NO. IF YES, S ELECT ONE OPTION FOR HOW OFTEN USED

USED FOR

MONITORING

IN YOUR
STATE? IF USED, HOW OFTEN FOR EACH TITLE I FOCUS SCHOOL?

TITLE I FOCUS SCHOOLS YES NO ONCE PER

SCHOOL

YEAR TWICE PER

SCHOOL

YEAR QUARTERLY MONTHLY OTHER (specify)

a. Site visits

................... 1 0 1 2 3 4

______________________ b. Telephone
conferences

.............. 1 0 1 2 3 4

______________________

c. Discussions with parents/community

.. 1 0 1 2 3 4

______________________ d. Analysis of student
data

........................... 1 0 1 2 3 4

______________________

e. Other (specify)

.......... 1 0 1 2 3 4

______________________

___________________State Education Agency Survey



### 6/27/2013 41 3-34. What about Non -Title I Focus schools? During this school year (2013-14), which of the following strategies are used for monitoring the Non-Title I Focus schools in your state and, for each strategy that is used, how often is it used?



## □ Check here if there are no Non-Title I Focus schools in the state, and skip to 3-35.

SELECT YES OR NO. IF YES, SELECT ONE OPTI ON FOR HOW OFTEN USE D

USED FOR

MONITORING

IN YOUR
STATE? IF USED, HOW OFTEN FOR EACH NON

- TITLE I FOCUS SCHOOL?

NON

- TITLE I FOCUS

SCHOOLS YES NO ONCE PER

SCHOOL

YEAR TWICE PER

SCHOOL

YEAR QUARTERLY MONTHLY OTHER (specify)

a. Site visits

................... 1 0 1 2 3 4

______________________ b. Telephone
conferences

.............. 1 0 1 2 3 4

______________________

c. Discussions with parents/community

.. 1 0 1 2 3 4

______________________ d. Analysis of student
data

........................... 1 0 1 2 3 4

______________________

e. Other (specify)

.......... 1 0 1 2 3 4

______________________

___________________

3-35. During this school year (2013-14), approximately how many full-time-equivalent (FTE) staff or consultants is the state providing or funding specifically to assist its Priority and Focus schools and their districts?

(Write the number of FTE staff or select “none”. If “none”, skip to introduction before 3 -37.)

__________ NUMBER OF FULL-TIME-EQUIVALENT STAFF OR CONSULTANTS SUPPORTING PRIORITY OR FOCUS SCHOOLS

NONE

................................................................................................................................ 0 Skip to Intro before 3-37State Education Agency Survey



### 6/27/2013 42 3-36. How many Priority and Focus schools, in total, are being served by those state staff or state-funded consultants?

( Write the number of schools. If “none”, write in 0.)

_________ NUMBER OF TITLE I PRIORITY SCHOOLS SERVED

_________ NUMBER OF TITLE I FOCUS SCHOOLS SERVED (Write zero if staff or consultants serve only Priority schools. )

_________ NUMBER OF NON-TITLE I PRIORITY SCHOOLS SERVED ( Write zero if state has no Non-Title I Priority Schools. )

_________ NUMBER OF NON-TITLE I FOCUS SCHOOLS SERVED (Write zero if staff or consultants serve only Priority schools

or if state has no Non-Title I Focus schools.)

For the next set of questions, please consider schools in your state that are NOT Priority or Focus schools.

3-37. Apart from Priority and Focus schools, did any school in your state fall short of Annual Measurable Objectives (AMOs) for the previous school year (2012-13)?

Yes

.................................................................................................................................... 1

No

..................................................................................................................................... 0 Skip to Intro before 3-42

3-38. Excluding Priority and Focus schools, does your state require schools not meeting AMOs to take any action during this school year (2013-14)?

TITLE I SCHOOLS

NOT MEETING

AMO s NON

- TITLE I

SCHOOLS NOT

MEETING AMO s

SELECT ONE RESPONSE PER COLUMN

a. Yes, all schools falling short of AMOs must take action

................................ ... 1 1

b. Yes, some schools falling short of AMOs must take action (specify)

............... 2 2

________________________________ ______________________________

c. No, schools falling short of AMOs are not required to take action

................. 3 3State Education Agency Survey



### 6/27/2013 43 3-39. For schools that did not meet AMOs for 2012-13 (excluding Priority and Focus schools), what interventions, if any, does the state require?



## □ Check here if no specific interventions are required in schools that did not meet AMOs in 2012-13 (excluding Priority and Focus schools) and skip to 3- 40

.

TITLE I

SCHOOLS NOT MEETING

AMO s NON

- TITLE I

SCHOOLS NOT MEETING

AMO s

SELECT ONE RESPONSE IN

EACH ROW SELECT ONE RESPONSE IN

EACH ROW

Interventions for schools not meeting AMOs (excluding Priority and Focus schools): REQUIRED NOT
REQUIRED REQUIRED NOT
REQUIRED

a. Schools must prepare a school improvement plan that focuses on subjects and/or subgroups that are falling short
of AMOs

................................ ................................ ................... 1 2 1 2

b. School improvement plans must be available to the public

.... 1 2 1 2

c. Schools must implement and monitor an instructional program that supports students not showing sufficient growth toward AMOs

................................ ............................... 1 2 1 2

d. Schools and/or districts must provide professional development to staff that supports interventions for subgroups of students not showing sufficient growth toward

AMOs

................................ ................................ ........................ 1 2 1 2

e. Districts must offer students the opportunity to attend other schools (school choice)

................................ ............................ 1 2 1 2

f. Districts must offer low

- income students the opportunity to
enroll in after

- school supplemental educational services

....... 1 2 1 2

g. Schools must take some other action (specify)

....................... 1 2 1 2

________________________________ ________________________State Education Agency Survey



### 6/27/2013 44 3- 40 . During this school year (2013-14), how does the state monitor schools that did not meet AMOs (excluding Priority and Focus schools)?

TITLE I

SCHOOLS NOT

MEETING

AMO s NON

- TITLE I

SCHOOLS NOT

MEETING

AMO s

SELECT ONE

RESPONSE IN

EACH ROW SELECT ONE

RESPONSE IN

EACH ROW

YES NO YES NO

a. The school improvement plan must be approved by the State Education Agency 1 0 1 0

b. The State Education Agency monitors the thoroughness of district oversight of schools as appropriate to the performance category of those
schools

................................ ................................ ................................ .................... 1 0 1 0

c. The State Education Agency conducts monitoring visits to all schools in this performance category

................................ ................................ ............................ 1 0 1 0

d. The State Education Agency conducts monitoring visits to a sample of schools in this performance category

................................ ................................ ..... 1 0 1 0State Education Agency Survey



### 6/27/2013 45 3-41. During this school year (2013-14), and including last summer (2013), has your state provided any of the following additional resources specifically to schools that did not meet AMOs for 2012- 13 (excluding Priority and Focus schools )?

TITLE I

SCHOOLS NOT

MEETING

AMO s NON

- TITLE I

SCHOOLS NOT

MEETING

AMO s

SELECT ONE

RESPONSE IN

EACH ROW SELECT ONE

RESPONSE IN

EACH ROW

YES NO YES NO

a. Additional professional development or assistance for principals on school improvement planning, identifying interventions, or budgeting effectively

.......... 1 0 1 0

b. Additional professional development or assistance for principals on acting
as instructional leaders

................................ ................................ ........................... 1 0 1 0

c. Additional professional development or assistance for principals on recruiting, retaining, and developing more effective teachers

.............................. 1 0 1 0

d. Additional professional development or assistance for teachers on analyzing student assessment data to improve instruction

................................ ... 1 0 1 0

e. Additional professional development or assistance for teachers on working effectively in teacher teams to improve instruction

................................ .............. 1 0 1 0

f. Additional professional development or assistance for teachers on identifying and implementing strategies to address the needs of English
learners

................................ ................................ ................................ ................... 1 0 1 0

g. Additional professional development or assistance for teachers on identifying and implementing strategies to address the needs of students
with disabilities

................................ ................................ ................................ ....... 1 0 1 0State Education Agency Survey



### 6/27/2013 46 Next, we ask about your state’s approach to working with or through “ intermediaries ” to support the implementation of statewide education reforms and priorities. These “intermediaries” may be regional branches, contractors, consultants, or grant recipients of the State Education Agency, who support the State Education Agenc y’s work but are not paid as State Education Agency employees.

3-42. Does your State Education Agency currently work with any intermediaries to support the implementation of statewide education reform priorities in any of the following areas?

SELECT ONE RESPONSE IN

EACH ROW

YES NO

a. Implementing college and career ready standards and assessments

..................... 1 0

b. Using data to improve instruction

................................ ................................ .......... 1 0

c. Recruiting, developing, rewarding, and retaining effective teachers and school
leaders

................................ ................................ ................................ ..................... 1 0

d. Turning around your s tate’s Priority schools

................................ .......................... 1 0

e. Providing supports for English learners

................................ ................................ .. 1 0

f. Providing supports for students with disabilities

................................ .................... 1 0

g. Increasing state capacity in any of the areas listed in items a through f above

..... 1 0

h. Some other reform area (specify area)

................................ ................................ ... 1 0

IF AT LEAST ONE YES, PROCEED TO 3

- 4 3 . IF ALL OF THE

ABOVE ARE NO, SKIP TO 3

- 4 5

.State Education Agency Survey



### 6/27/2013 47 3-43. Within the past year, did the State Education Agency work with any of the following type(s) of intermediaries to support the implementation of statewide education reform priorities in the various areas identified in the preceding question?

SELECT ONE RES PONSE IN

EACH ROW

YES NO

a. Federally

- supported comprehensive center, regional educational laboratory, equity assistance center, or content center (specify)

................................ .............. 1 0

b. Postsecondary institutions

................................ ................................ ....................... 1 0

c. Regional/county offices

................................ ................................ ............................ 1 0

d. Educators contracted by the state such as distinguished educators

....................... 1 0

e. Other external organizations (specify)

................................ ................................ ..... 1 0

3-44. Continuing to focus on the intermediaries with whom the State Education Agency worked in the past year, with which of the following groups were these intermediaries expected to work?

SELECT ONE RESPONSE IN

EACH ROW

YES NO

a. State

- level staff

................................ ................................ ................................ ....... 1 0

b. All districts

................................ ................................ ................................ ............... 1 0

c. Schools identified as Priority schools and/or districts in which these schools are

located

................................ ................................ ................................ ..................... 1 0

d. Schools identified as Focus schools and/or districts in which these schools are
located

................................ ................................ ................................ ..................... 1 0

e. Some other groups of districts and/or schools (specify)

................................ ......... 1 0State Education Agency Survey



### 6/27/2013 48 3-45. Considering the availability of state staff and consultants, to what extent are the following a challenge during this school year (2013-14)?

SELECT ONE RESPONSE IN EACH ROW

NOT A

CHALLENGE MINOR

CHALLENGE MAJOR

CHALLENGE

a. Monitoring districts and/or schools

................................ .................... 1 2 3

b. Providing targeted support or technical assistance to districts and/or
schools

................................ ................................ ................................ . 1 2 3

c. Developing guidelines for teacher and principal evaluation in the

state

................................ ................................ ................................ ..... 1 2 3

d. Working with districts to implement teacher and principal
evaluation models

................................ ................................ ............... 1 2 3

e. Developing state longitudinal data systems

................................ ........ 1 2 3

f. Working with districts and/or schools on the use of data to improve

instruction

................................ ................................ ........................... 1 2 3

g. Supporting districts and/or schools in the process of turning around
low

- achieving schools

................................ ................................ .......... 1 2 3

h. Some other type of expertise (specify)

................................ ............... 1 2 3

________________________________ _______________________

Please provide the following information for each state education department staff member who assisted with the completion of this survey section.

N ame P osition Title N umber of years in the positionState Education Agency Survey



### 6/27/2013 49 

### Section 4. Teacher and Principal Evaluation

Teacher Evaluation

In this section, we want to gather information on the status of and requirements for teacher evaluation practices in your state during this school year (2013-14). Many states are transitioning to or implementing new evaluation policies or systems.



## □ Ch eck here if your state has adopted new laws or regulations for teacher evaluation since 2010 (including those in response to ESEA Flexibility waiver requirements). We are interested in learning about the status of and requirements for teacher evaluation practices being piloted or implemented in your state in response to these new laws or regulations. Please answer the questions in this section based on the teacher evaluation practices as they are being piloted or implemented in the 2013-14 school year. Fo r example, if a new system is being piloted during the 2013-14 school year, respond only about the components being piloted this year. SKIP TO 4-1



## □ Check here if your state has not adopted new laws or regulations for teacher evaluation since 2010. Please respond about the requirements of teacher evaluation practices in your state during the 2013- 14 school year. SKIP TO 4-3 DEFINITIONS FOR USE THROUGHOUT THIS SECTION:

Student achievement growth is the change in achievement for individual students between one year and the

next. In some states and districts, the term value added is used instead of student achievement growth, to indicate a teacher’s or school’s contribution to students’ achievement growth.

For purposes of this survey, please consider “ student achievement growth ” and “ value added ” to be

synonymous.State Education Agency Survey



### 6/27/2013 50 4- 1. During this school year (2013-14), what is the status of the new teacher evaluation system in your state?

SELECT ONE ONLY

The system is in the planning stage and no components are being implemented

.......... 1 Skip to 4-3

The system is in the piloting stage and some, but not all, components are being implemented

.................................................................................................................... 2

The system is in the piloting stage and all components are being implemented

............ 3

The system is fully implemented statewide

..................................................................... 4 Skip to 4-3

4- 2. During this school year (2013-14), in how many districts and schools is the state piloting the teacher evaluation system?

ENTER NUMBER

a. Number of districts

................................ .............................

____________

b. Number of schools

................................ .............................

____________

4- 3. During this school year (2013- 14), which of the following statements best describes the state’s requirements and regulations related to teacher evaluation?

(As a reminder, if your state has adopted new laws or regulations for teacher evaluation since 2010, please refer to the teacher evaluation practices being piloted or implemented in response to these new laws or regulations when responding to this and other questions in this section. For all other states, please refer to the practices in your state during the

2013 -14 school year.)

SELECT ONE ONLY

Districts in your state are required to use a uniform evaluation model prescribed by
the state

............................................................................................................................ 1

Districts in your state are required to adopt the state model for evaluating teachers if they cannot meet or surpass state expectations, sometimes referred to as the state
default model

................................................................................................................... 2

Districts in your state may adopt but are not required to adopt the state model for evaluating teachers, sometimes referred to as the state exemplar model

..................... 3

Districts are permitted to select their own teacher evaluation models as long as they comply with state statutes and rules

............................................................................... 4State Education Agency Survey



### 6/27/2013 51 4-4. During this school year (2013-14), do state regulations specify a required minimum number of rating levels (such as highly effective, effective, satisfactory, needs improvement) to be used when evaluating overall teacher performance? If so, what is the minimum number of rating categories that is required?

SELECT ONE ONLY

Yes, districts must use a minimum number of rating categories for teacher evaluation . 1

Specify minimum number of rating categories________

No, there is no minimum number of rating categories that districts must use for
teacher evaluation

............................................................................................................ 0

4- 5. During this school year (2013-14), does your state require that student achievement growth or value added be used as one component of the performance evaluation of some, all, or no teachers? This can include growth or value added for
the teach er’s own students and/or teamwide, gradewide, or schoolwide student achievement growth.

(Note: If your state is piloting a new system in some districts or schools, then this question refers to teachers in the pilo t schools. In order to report “all teachers,” student achievement growth would need to be used with all teachers, including teachers of art, music, physical education, and special populations such as English learners or students with disabilities.)

SELECT ONE ONLY

The state requires student achievement growth or value added to be included as an evaluation component for some teachers

....................................................................... 1 Skip to 4-7

The state requires student achievement growth or value added to be included as an evaluation component for all teachers across all grades (K-12), all subjects, and all teacher specialties

........................................................................................................... 2 Skip to 4-7

The state does not require student achievement growth or value added to be included in teacher evaluations, but local districts may choose to include it

.................. 3

The state does not permit student achievement growth or value added to be included in the evaluations of any teachers

..................................................................... 4State Education Agency Survey



### 6/27/2013 52 4- 6. Please tell us about the reasons that your state either does not require or does not permit student achievement growth
or value added to be included among the components of a teacher’s evaluation during the 2013 -14 school year.

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. Teachers are evaluated based on professional practice rather than student
achievement

................................ ................................ ................................ ................... 1 0

b. Inability to link teachers with the students they teach in the state’s data system

........ 1 0

c. Concerns about the validity of student achievement growth as a measure of teacher performance or quality

................................ ................................ ................................ .. 1 0

d. No tests available to measure student achievement growth in many grades and subjects

................................ ................................ ................................ .......................... 1 0

e. Concerns about the appropriateness of available assessments as a measure of student achievement growth

................................ ................................ ......................... 1 0

f. Opposition from teacher unions to using student achievement growth to evaluate
teachers

................................ ................................ ................................ .......................... 1 0

g. Opposition from teachers to using student achievement growth to evaluate
teachers

................................ ................................ ................................ .......................... 1 0

h. Inadequate technology, technical expertise, staff, or other resources

......................... 1 0

i. Teacher evaluation is a matter for local determination

................................ ................ 1 0

j. Other (specify)

................................ ................................ ................................ ................ 1 0

____________________________________________________________________

SKIP TO 4

- 1 5

.State Education Agency Survey



### 6/27/2013 53 4- 7. This question focuses on teachers of English language arts (ELA) and/or Math in grades 4 through 8. Indicate whether during this school year (2013-14) your state requires teacher evaluations to include achievement growth or value added
on state summative assessments for the teacher’s own students and/or teamwide, gradewide, or schoolwide student achievement growth.

SELECT ONE RESPONSE

IN EACH ROW

The state requires evaluations for teachers of ELA and Math in grades 4 through 8 to
include: YES NO

a. Achievement growth or value added for the teacher’s own students on state summative

assessments

................................ ................................ ................................ ......................... 1 0

b. Achievement growth of students within a teacher team or grade on state

summative assessments

................................ ................................ ................................ ...... 1 0

c. Achievement growth of students schoolwide on state summative assessments

............... 1 0

4- 8. This question focuses on teachers of Science in grades 6 through 8. Indicate whether during this school year (2013-14) your state requires teacher evaluations to include achievement growth or value added on state summative assessments
for the teacher’s own students and/or teamwide, gradewide, or schoolwide student achievement growth.

(For each measure of achievement growth, select all grades in which your state uses state summative assessments to estimate student achievement growth or value added to be used in Science teacher evaluations. Select NA (not applicable) for each measure of achievement growth that is not used for Sci ence teachers’ evaluations in any of grades

6- 8.)

The state requires evaluations for teachers of Science in grades 6 through 8 to include: NA SELECT GRADES IN WHI CH EACH MEASURE OF

STUDENT ACHIEVEMENT GROWTH OR VALUE

ADDED ON STATE SUMMA TIVE ASSESSMENTS IS

USED IN SCIENCE TEAC HER EVALUATIONS

a. Achievement growth or value added for the teacher’s own
students on state summative assessments

.......................... na 6 7 8

b. Achievement growth of students within a teacher team or grade on state summative assessments

................ na 6 7 8

c. Achievement growth of students schoolwide on state

summative assessments

................................ ...................... na 6 7 8State Education Agency Survey



### 6/27/2013 54 4- 9. This question focuses on teachers of Social Studies in grades 6 through 8. Indicate whether during this school year (2013- 14) your state requires teacher evaluations to include achievement growth or value added on state summative
assessments for the teacher’s own students and/or teamwide, gradewide, or schoolwide student achievement growth.

(For each measure of achievement growth, select all grades in which your state uses state summative assessments to estimate student achievement growth or value added to be used in Social Studies teacher evaluations. Select NA for each measure of achievement growth that is not used for Social Studies teachers’ evaluations in any of grades 6- 8.)

The state requires evaluations for teachers of Social Studies in grades 6 through 8 to include: NA SELECT GRADES IN WHI CH EACH MEASURE

OF STUDENT ACHIEVEME NT GROWTH OR

VALUE ADDED ON STATE SUMMATIVE

ASSESSMENTS IS USED IN SOCIAL STUDIES

TEACHER EVALUATIONS

a. Achievement growth or value added for the teacher’s own
students on state summative assessments

........................... na 6 7 8

b. Achievement growth of students within a teacher team or grade on state summative assessments

................. na 6 7 8

c. Achievement growth of students schoolwide on state

summative assessments

................................ ....................... na 6 7 8

4- 10. This question focuses on early elementary teachers in grades K through 3. Indicate whether during this school year (2013- 14) your state requires teacher evaluations to include achievement growth or value added on state summative
assessments for the teacher’s own students and/or teamwide, gradewide, or schoolwide student achievement growth.

(For each measure of achievement growth, select all grades in which your state uses state summative assessments to estimate student achievement growth or value added to be used in teacher evaluations. Select NA for each measure of achievement growth that is not used for teachers’ evaluations in any of grades K- 3.)

The state requires evaluations of early elementary teachers
to include: NA SELECT GRADES IN WHI CH EACH MEASURE

OF STUDENT ACHIEVEME NT GROWTH OR

VALUE ADDED ON STATE SUMMATIVE

ASSESSMENTS IS USED IN EARLY

ELEMENTARY TEACHER EVALUATIONS

a. Achievement growth or value added for the teacher’s own
students on state summative assessments

.......................... na K 1 2 3

b. Achievement growth of students within a teacher team or grade on state summative assessments

................. na K 1 2 3

c. Achievement growth of students schoolwide on state

summative assessments

................................ ...................... na K 1 2 3State Education Agency Survey



### 6/27/2013 55 4- 11. During this school year (2013-14), does your state require use of any state summative assessments, such as end- of

course assessments and exit exams, to measure student achievement growth or value added of the teacher’s own
students as a component of the evaluations of high school teachers in any of the following subjects and courses?

(For each subject, select the name of each course for which your state requires use of a state summative assessment to estimate student achievement growth or value added of the teacher’s own students in high school teacher evaluations. Select NA if student achievement growth or value added on state summative assessments is not required as part of high school teachers’ evaluations in any course in that subject.)

NA SELECT CO URSES IN WHICH STUDE NT ACHIEVEMENT GROWT H OR

VALUE ADDED ON STATE SUMMATIVE ASSESSMENT S IS USED IN

TEACHER EVALUATIONS

a. High school ELA teachers

...... na English 9 English 10 English 11 English 12 Other ELA

b. High school Math teachers

.... na Algebra I Geometry Algebra 2 Other Math

c. High school Science
teachers

................................ . na Biology Chemistry Physics Other Science

d. High school Social Studies
teachers

................................ . na Civics U.S. History Other Social
Studies

4- 12. During this school year (2013-14), for teachers of ELA, Math, Science, or Social Studies, does the state require that a measure of student achievement growth based on local assessments (assessments selected at the district, school, or classroom level) be i ncluded in any of these teachers’ evaluations?

Yes

.................................................................................................................................... 1

No

..................................................................................................................................... 0 Skip to Intro before 4-14

4- 13. For which teachers of ELA, Math, Science, or Social Studies, does the state require that a measure of student achievement growth based on local assessments for a t eacher’s own students be included in these teachers’ evaluations?

SELECT ONE RESPONSE PER ROW

ALL

TEACHERS TEACHERS IN GRADES FOR WHICH

STUDENT ACHIEVEMENT GROWTH ON
REQUIRED STATE SUMMATIVE

ASSESSMENTS CANNOT BE ESTIMATED OTHER

TEACHERS

a. ELA

................................ ......... 1 2 3

b. Math

................................ ....... 1 2 3

c. Science

................................ ... 1 2 3

d. Social Studies

......................... 1 2 3State Education Agency Survey



### 6/27/2013 56 Many teachers serve grades and subjects that lack state summative assessments that can be used to measure student achievement growth or value added for the teacher’s own students. The next question is about the evaluations of teachers for whom growth cannot be measured for their own students based on required state summative assessments.

4- 14. During this school year (2013-14), does the state require, permit, or prohibit any of the following approaches to measuring student achievement growth for teachers of grades and subjects for which the achievement growth or value added of their own students cannot be measured using state summative assessments?

SELECT ONE RESPONSE IN EACH ROW

REQUIRED TO

BE USED IN

TEACHER

EVALUATION PERMITTED TO

BE USED IN

TEACHER

EVALUATION PROHIBITED

FROM USE IN

TEACHER

EVALUATION

a. Use gradewide, teamwide, or schoolwide achievement growth on state summative assessments to substitute for achievement growth of the teacher’s own students

......... 1 2 3

b. Use achievement growth of the teacher’s own students
on district

- selected or district

- developed standardized assessments (assessments consistently administered and scored for all students in the same grades and subjects districtwide)

................................ ................................ ....... 1 2 3

c. Use teacher

- established student achievement growth targets based on assessments selected or developed by
individual teachers (sometimes called student learning objectives or SLOs)

................................ ............................. 1 2 3

d. Another approach (specify)

................................ ................ 1 2 3

_____________________________________________State Education Agency Survey



### 6/27/2013 57 4- 15. During this school year (2013-14), which of the following sources of information on teacher performance (other than student achievement growth) does the state require, permit, or prohibit for use in teacher evaluations?



## □ Check box if your state has no legislation or regulations about particular sources of information to be used to evaluate teacher performance and skip to instructions before 4-16.

SELECT ONE RESPONSE IN EACH ROW

REQUIRED TO BE

USED IN

TEACHER

EVALUATION PERMITTED TO

BE USED IN

TEACHER

EVALUATION PROHIBITED

FROM USE IN

TEACHER

EVALUATION

a. Classroom observations using a teacher professional practice rubric, conducted by the principal or other school
administrator

................................ ................................ ............. 1 2 3

b. Classroom observations using a teacher professional practice rubric, conducted by someone other than a school administrator (such as a peer or mentor teacher, instructional coach, central office staff member, or an observer from outside the school or district)

............................ 1 2 3

c. Teacher self

- assessment

................................ ............................ 1 2 3

d. Portfolios or other artifacts of teacher professional practice

... 1 2 3

e. Assessments by a peer or mentor teacher that are not based

on a teacher professional practice rubric

................................ .. 1 2 3

f. Student work samples

................................ ............................... 1 2 3

g. Student surveys or other feedback

................................ ........... 1 2 3

h. Parent surveys or other feedback

................................ ............. 1 2 3

i. Something else (specify)

................................ ............................ 1 2 3

________________________________ _______________________State Education Agency Survey



### 6/27/2013 58 Principal Evaluation

In this section, we want to gather information on the status of and requirements for principal evaluation practices in your state during this school year (2013-14). Many states are transitioning to or implementing new evaluation policies or systems.



## □ Check here if your state has adopted new laws or regulations for principal evaluation since 2010 (including those in response to ESEA Flexibility waiver requirements). We are interested in learning about the status of and requirements for principal evaluation practices being piloted or implemented in your state in response to these new laws or regulations. Please answer the questions in this section based on principal evaluation practices as they are being piloted or implemented in the 2013-14 school year. For example, if a new system is being piloted during the 2013-14 school year, respond only about the components being piloted this year. SKIP TO 4- 16

.



## □ Check here if your state has not adopted new laws or regulations for principal evaluation since 2010. Please respond about the requirements of principal evaluation practices in your state during the 2013-14 school year. SKIP TO 4-18.

4- 16. During this school year (2013-14), what is the status of the new principal evaluation system in your state?

SELECT ONE ONLY

The system is in the planning stage and no components are being implemented

.......... 1 Skip to 4-18

The system is in the piloting stage and some, but not all, components are being implemented

.................................................................................................................... 2

The system is in the piloting stage and all components are being implemented

............ 3

The system is fully implemented statewide

..................................................................... 4 Skip to 4-18

4- 17. During this school year (2013-14), in how many districts and schools is the state piloting the principal evaluation system?

ENTER NUMBER

a. Number of districts

................................ ............................

___________

b. Number of schools

................................ .............................

___________State Education Agency Survey



### 6/27/2013 59 4-18. During this school year (2013- 14), which of the following statements best describes the state’s requirements and regulations related to principal evaluation?

(As a reminder, if your state has adopted new laws or regulations for principal evaluation since 2010, please refer to the principal evaluation practices being piloted or implemented in response to these new laws or regulations when responding to this and other questions in this section. For all other states, please refer to the practices in your state during the 2013-14 school year.)

SELECT ONE ONLY

Districts in your state are required to use a uniform evaluation model prescribed by
the state

............................................................................................................................ 1

Districts in your state are required to adopt the state model for evaluating principals if they cannot meet or surpass state expectations, sometimes referred to as the state
default model

................................................................................................................... 2

Districts in your state may adopt but are not required to adopt the state model for evaluating principals, sometimes referred to as the state exemplar model

.................... 3

Districts are permitted to select their own principal evaluation models as long as they comply with state statutes and rules

....................................................................... 4

4- 19 . During this school year (2013-14), do state regulations specify a required minimum number of rating levels (such as highly effective, effective, satisfactory, needs improvement) to be used when evaluating overall principal performance? If so, what is the minimum number of rating categories that is required?

SELECT ONE ONLY

Yes, districts must have a minimum number of rating categories for principal
evaluation

......................................................................................................................... 1

Specify minimum number of rating categories________

No, there is no minimum number of rating categories that districts must use for principal evaluation

......................................................................................................... 0State Education Agency Survey



### 6/27/2013 60 4-20. During this school year (2013-14), does the state require, permit, or prohibit any of the following student outcomes for use in principal evaluations for elementary, middle, or high school principals?



## □ Check box if your state has no legislation or regulations about using student outcomes to evaluate principal performance and skip to 4- 21

.

SELECT ONE RESPONSE FOR ELEMENTARY AND M IDDLE SCHOOL PRINCIP ALS AND

ONE FOR HIGH SCHOOL PRINCIPALS FOR EACH ROW

ELEMENTARY AND MIDDL E SCHOOL

PRINCIPALS HIGH SCHOOL PRINCIPA LS

REQUIRED

TO BE USED

IN PRINCIPAL

EVALUATION PERMITTED

TO BE USED

IN PRINCIPAL

EVALUATION PROHIBITED

FROM USE IN

PRINCIPAL

EVALUATION REQUIRED TO

BE USED IN

PRINCIPAL

EVALUATION PERMITTED

TO BE USED

IN PRINCIPAL

EVALUATION PROHIBITED

FROM USE IN

PRINCIPAL

EVALUATION

a. Schoolwide proficiency rates on required state summative

assessments

................................ .. 1 2 3 1 2 3

b. Schoolwide year

- to

- year changes in proficiency rates on required

state summative assessments

...... 1 2 3 1 2 3

c. Achievement growth of students schoolwide on required state

summative assessments , or the
school’s value added

.................... 1 2 3 1 2 3

d. Achievement growth of students
schoolwide on district summative

assessments , or the school’s
value added

................................ .. 1 2 3 1 2 3

e. Student promotion/graduation

rate

................................ ............... 1 2 3 1 2 3

f. Student dropout rate

.................... 1 2 3 1 2 3

g. Gaps in achievement outcomes between advantaged and disadvantaged groups

.................. 1 2 3 1 2 3

h. Proficiency rates for disadvantaged groups

.................. 1 2 3 1 2 3

i. Student achievement growth for English learners

............................ 1 2 3 1 2 3

j. Student achievement growth for
students with disabilities

.............. 1 2 3 1 2 3

k. Student attendance

...................... 1 2 3 1 2 3

l. Student behavior/discipline/ safety

................................ ............ 1 2 3 1 2 3

m. Other student outcome (specify)

. 1 2 3 1 2 3

___________________________State Education Agency Survey



### 6/27/2013 61 4-21. During this school year (2013- 14)

, which of the following sources of information (other than student outcome measures) does the state require, permit, or prohibit for principal evaluations?



## □ Check box if your state has no legislation or regulations about particular sources of information to be used to evaluate principal performance and skip to introduction before 4-22.

SELECT ONE RESPONSE IN EACH ROW

REQUIRED TO

BE USED IN

PRINCIPAL

EVALUATION PERMITTED

TO BE USED

IN PRINCIPAL

EVALUATION PROHIBITED

FROM USE IN

PRINCIPAL

EVALUATION

a. Ratings based on a principal professional practice rubric

.................. 1 2 3

b. Principal self

- assessment

................................ ................................ ... 1 2 3

c. Input from district administrators that is not based on a principal professional practice rubric

................................ ................................ 1 2 3

d. Staff surveys or other feedback

................................ ......................... 1 2 3

e. Student surveys or other feedback

................................ .................... 1 2 3

f. Parent surveys or other feedback

................................ ...................... 1 2 3

g. Something else (specify)

................................ ................................ .... 1 2 3

________________________________ ____________________________



### Consequences of Evaluation Ratings

As a reminder, if your state has adopted new laws or regulations for teacher or principal evaluation since 2010, please refer to the teacher or principal evaluation practices being piloted or implemented in response to these new laws or regulations when responding to questions in this section. For all other states, please refer to the practices in your state during the 2013-14 school

year.

4-22. During this school year (2013-14), do state requirements allow teachers to earn tenure or some other continuing right to their job that cannot be revoked without due process?

Yes

.................................................................................................................................... 1

No

..................................................................................................................................... 0State Education Agency Survey



### 6/27/2013 62 4-23. Does the state require, permit, or prohibit teacher evaluation results for this year (2013-14) to be used for any of the following decisions?

(Select NA, where available, if tenure is not offered in your state.)

SELECT ONE RESPONSE IN EACH ROW

REQUIRED PERMITTED PROHIBITED NA

Teacher evaluation results are required, permitted, or prohibited to be used to guide decisions about:

a. Planning professional development for individual teachers

.... 1 2 3

b. Development of performance improvement plans for low

performing teachers

................................ ................................ 1 2 3

c. Setting goals for student achievement growth for the next school year

................................ ................................ ............... 1 2 3

d. Recognizing high

- performing teachers

................................ .... 1 2 3

e. Identifying low

- performing teachers for coaching, mentoring, or peer assistance

................................ .................. 1 2 3

f. Determining annual salary increases

................................ ....... 1 2 3

g. Determining bonuses or performance

- based compensation other than salary increases

.............................. 1 2 3

h. Career advancement opportunities, such as teacher leadership roles

................................ ................................ ........ 1 2 3

i. Granting tenure or similar job protection

................................ 1 2 3 na

j. Determining eligibility to transfer to other schools

................. 1 2 3

k. Sequencing potential layoffs if the district needs to reduce
staff

................................ ................................ .......................... 1 2 3

For low

- performing teachers, evaluation results are required, permitted, or prohibited to be used to inform decisions about:

l. Loss of tenure or similar job protection

................................ ... 1 2 3 na

m. Dismissal or terminating teachers for cause

............................ 1 2 3

4-24. During this school year (2013-14), do state requirements allow principals to earn tenure or some other continuing right to their job that cannot be revoked without due process?

Yes

.................................................................................................................................... 1

No

..................................................................................................................................... 0State Education Agency Survey



### 6/27/2013 63 4-25. Does the state require, permit, or prohibit principal evaluation results for this school year ( 2013

- 14 ) to be used for any of the following decisions?

(Select NA, where available, if tenure is not offered in your state.)

SELECT ONE RESPONSE IN EACH ROW

REQUIRED PERMITTED PROHIBITED NA

Principal evaluation results are required, permitted, or prohibited be used t o guide decisions about:

a. Planning professional development for individual principals

................................ ................................ .................. 1 2 3

b. Development of performance improvement plans for low

performing principals

................................ ............................... 1 2 3

c. Recognizing high

- performing principals

................................ ... 1 2 3

d. Identifying low

- performing principals for coaching or mentoring

................................ ................................ ................. 1 2 3

e. Determining a nnual salary increases

................................ ....... 1 2 3

f. Determining b onuses or performance

- based compensation other than salary increases

.............................. 1 2 3

g. Career advancement opportunities

, such as additional leadership roles

................................ ................................ ........ 1 2 3

h. Granting tenure or similar job protection

................................ 1 2 3 na

i. Deciding on renewal of a principal’s contract

.......................... 1 2 3

j. Assigning principals to schools

................................ ................. 1 2 3

k. Sequencing potential layoffs if the district needs to reduce
staff

................................ ................................ .......................... 1 2 3

For low

- performing principals, evaluation results are required, permitted, or prohibited to be used to inform decisions about :

l. Demotion

................................ ................................ ................. 1 2 3

m. Transfer to a different school

................................ ................... 1 2 3

n. Loss of tenure or similar job protection

................................ ... 1 2 3 na

o. Dismissal

................................ ................................ ................... 1 2 3State Education Agency Survey



### 6/27/2013 64 

### Requirements and Supports for Implementing Evaluation Systems

As a reminder, if your state has adopted new laws or regulations for teacher or principal evaluation since 2010, please refer to the teacher or principal evaluation practices being piloted or implemented in response to these new laws or regulations when responding to questions in this section. For all other states, please refer to the practices in your state during the 2013-14 school

year.

4-26. During this school year (2013-14), does your state require any of the following training for staff who conduct evaluations of principals or teachers?

(Select NA if your state does not require use of a professional practice rubric to evaluate either teachers or principals.)

SELECT ONE RESPONSE

IN EACH ROW

YES NO NA

a. Teacher evaluators must receive training on the teacher professional practice
rubric

................................ ................................ ................................ ................................ 1 0 na

b. Teacher evaluators must pass a test that assesses their accuracy in using the teacher professional practice rubric

................................ ................................ ............................. 1 0 na

c. Principal evaluators must receive training on the principal professional practice rubric 1 0 na

d. Principal evaluators must pass a test that assesses their accuracy in using the principal professional practice rubric

................................ ................................ ............... 1 0 naState Education Agency Survey



### 6/27/2013 65 4-27. During this school year (2013-14), has your state provided any of the following supports to district administrators, school leaders, or teachers in implementing or conducting principal or teacher evaluations?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. Provided or funded training for observers on teacher professional practice rubrics

......... 1 0

b. Provided or funded training for observers on principal professional practice rubrics

....... 1 0

c. Provided data on the achievement growth of students on required state summative assessments (or value added) at the school and/or teacher level

................................ ..... 1 0

d. Provided data systems or information technology tools to help evaluators record evaluation ratings

................................ ................................ ................................ ................ 1 0

e. Produced the final summative evaluation ratings for teachers and principals in each district based on information submitted by district staff

................................ ................... 1 0

f. Helped districts purchase or develop data systems to record and analyze data from teacher and principal evaluations

................................ ................................ ....................... 1 0

g. Helped districts negotiate the elements of new educator evaluation systems with
administrators’ or teachers’ associations

................................ ................................ ........... 1 0

h. Provided or helped develop communication materials to help explain major components of the new evaluation system to staff and the public

................................ .... 1 0

i. Provided materials, training

, or assistance to district administrators and school leaders on communicating evaluation results to principals and teachers

................................ ...... 1 0State Education Agency Survey



### 6/27/2013 66 4-28. During this school year (2013-14), what information does the state require districts to submit in order to monitor implementation of teacher and principal evaluation practices according to state requirements and regulations?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. The district’s plans for evaluating principals and teachers, including information about any measures that are selected by districts

................................ ................................ .......... 1 0

b. Periodic reports about the number of principals and teachers observed or rated over a specific time period

................................ ................................ ................................ ............... 1 0

c. Periodic reports about meeting other milestones or progress indicators (such as the number of principals and teachers who participated in a discussion of the past year’s performance by a specific date)

................................ ................................ ............................ 1 0

d. Plans describing what will be done to improve the performance of teachers identified as ineffective, low

- performing, or unsatisfactory

................................ ................................ ..... 1 0

e. Periodic reports on the number or percentage of teachers identified as ineffective, low

performing, or unsatisfactory who were provided with assistance or were terminated.

.... 1 0

f. Plans describing what will be done to improve the performance of principals identified as ineffective, low

- performing, or unsatisfactory

................................ ................................ . 1 0

g. Periodic reports on the number or percentage of principals identified as ineffective, low

performing, or unsatisfactory who were provided with assistance or were terminated

..... 1 0

h. Reports on the number or percentage of teachers whose performance evaluation
included a measure of student achievement growth

................................ ........................... 1 0

i. Plans for using evaluation results in hiring/placement/promotion decisions

...................... 1 0

j. Other (specify)

................................ ................................ ................................ ....................... 1 0

________________________________ ________________________________ ________State Education Agency Survey



### 6/27/2013 67 

### Statewide Data on Individual Teachers

4- 29 . During this school year (2013-14), does your state have statewide data on individual teachers that includes any of the following elements?

(Select NA, where available, if tenure is not offered in your state.)

SELECT ONE RESPONSE IN

EACH ROW

YES NO NA

a. Overall (summative) evaluation ratings for individual teachers

................................ ........... 1 0

b. Student achievement growth or value added for (some) individual teachers

..................... 1 0

c. Observation ratings for individual teachers

................................ ................................ .......... 1 0

d. Tenure status of individual teachers

................................ ................................ ..................... 1 0 na

e. Degree

- granting institutions and degrees earned by individual teachers

............................ 1 0

f. Certification status of individual teachers

................................ ................................ ............ 1 0

g. Years of experience of individual teachers

................................ ................................ ........... 1 0

h. Highly qualified teacher status

................................ ................................ .............................. 1 0

i. Other (specify)

................................ ................................ ................................ ....................... 1 0

________________________________ ________________________________ ________

4-30

. For the most recent school year with complete teacher evaluations (for example, 2012-13), does the state have statewide data on the number of teachers in each evaluation rating category?

Yes

.................................................................................................................................... 1

No

..................................................................................................................................... 0 Skip to 4-32State Education Agency Survey



### 6/27/2013 68 4-31. Based on the most recent evaluations completed (for example, 2012-13), please indicate the percentage of teachers in your state who fell into each of the performance evaluation rating categories below, from the highest to lowest
category.

As a reminder, if your state has adopted new laws or regulations for teacher evaluation since 2010 and evaluations were completed using that system, please refer to the teacher evaluation practices being piloted or implemented in

response to these new laws or regulation when responding to this question and check this box: 

## □

Otherwise, please refer to the evaluation practices in your state during the most recent evaluation year and check

this box: 

## □

(If the evaluations used fewer than five rating categories, enter NA on the lines for the categories not used. For example, if the evaluations only rated teachers as satisfactory or unsatisfactory, with no other categories, enter percentages on lines a and b and enter NA on lines c, d, and e. If you have a rating category, but no teachers fell into it, please enter a “0”. )

(Your best estimate for percentages is fine.)



## □ Check box if you are unable to estimate the percentages.

PERCENTAGE OF ALL

TEACHERS IN EACH

CATEGORY

a. First category (Highest)

................................ ......................

_____________

b. Second category

................................ ................................ .

_____________

c. Third category

................................ ................................ ....

_____________

d. Fourth category

................................ ................................ ..

_____________

e. Fifth category (Lowest)

................................ ......................

_____________

TOTAL 100 %State Education Agency Survey



### 6/27/2013 69 

### Statewide Data on Individual Principals

4-32. During this school year (2013-14), does your state have statewide data on individual principals that includes any of the following elements?

(Select NA, where available, if tenure is not offered in your state.)

SELECT ONE RESPONSE

IN EACH ROW

YES NO NA

a. Overall (summative) evaluation ratings for individual principals

................................ ........... 1 0

b. Student achievement growth or school value added for (some) individual principals

........... 1 0

c. Rating from a principal professional practice rubric for individual principals

........................ 1 0

d. Tenure status of individual principals

................................ ................................ ..................... 1 0 na

e. Degree

- granting institutions and degrees earned by individual principals

............................ 1 0

f. Certification status of individual principals

................................ ................................ ............. 1 0

g. Years of experience of individual principals

................................ ................................ ............ 1 0

h. Other (specify)

................................ ................................ ................................ ......................... 1 0

________________________________ ________________________________ _________

4-33

. For the most recent school year with complete principal evaluations (for example, 2012-13), does the state have statewide data on the number of principals in each evaluation rating category?

Yes

.................................................................................................................................... 1

No

..................................................................................................................................... 0 Skip to 4-35State Education Agency Survey



### 6/27/2013 70 4-34. Based on the most recent evaluations completed (for example, 2012-13) please indicate the percentage of principals in your state who fell into each of the performance evaluation rating categories below, from the highest to lowest
category.

As a reminder, if your state has adopted new laws or regulations for principal evaluation since 2010 and evaluations were completed using that system, please refer to the principal evaluation practices being piloted or implemented in

response to these new laws or regulation when responding to this question and check this box: 

## □

. Otherwise, please refer to the evaluation practices in your state during the most recent evaluation year, and check

this box: 

## □

(If the evaluations used fewer than five rating categories, enter NA on the lines for the categories not used. For example, if the evaluations only had two categories, enter percentages on lines a and b and enter NA on lines c, d, and e. If you have a rating category, but no principals fell into it, please enter a “0”.)

(Your best estimate for percentages is fine.)



## □ Check box if you are unable to estimate the percentages.

PERCENTAGE OF ALL

PRINCIPALS IN EACH

CATEGORY

a. First category (Highest)

................................ ......................

_____________

b. Second category

................................ ................................ .

_____________

c. Third category

................................ ................................ ....

_____________

d. Fourth category

................................ ................................ ..

_____________

e. Fifth category (Lowest)

................................ ......................

_____________

TOTAL 100 %



### Educator Distribution

4-35. Within the past 12 months, has your state examined information about the distribution of teacher quality or effectiveness across schools or districts serving different student populations (e.g., high-poverty or urban schools compared with low-poverty or rural schools)?

SELECT ONE ONLY

Yes, conducted by a contractor hired by the State Education Agency

............................. 1

Yes, conducted by State Education Agency staff

.............................................................. 2

No

..................................................................................................................................... 0 Skip to 4-38State Education Agency Survey



### 6/27/2013 71 4-36. What information was used to define teacher quality or effectiveness for this examination?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. Teacher evaluation ratings

................................ ................................ ................................ .... 1 0

b. Teacher effectiveness as measured by student achievement growth or value added

......... 1 0

c. Teacher experience

................................ ................................ ................................ ............... 1 0

d. Teacher certification

................................ ................................ ................................ ............. 1 0

e. Teacher education (e.g., proportion of teachers with master’s degrees)

............................ 1 0

f. Assignment of teachers to grades or classes outside of their field of certification

.............. 1 0

g. “Highly qualified” status based on definitions of No Child Left Behind

............................... 1 0

h. Other (specify)

................................ ................................ ................................ ....................... 1 0

________________________________ ________________________________ _________

4-37. What actions has your state taken to address any inequities found in teacher quality or effectiveness?



## □ Check here if not applicable

– Analysis found no substantial inequities in teacher quality or effectiveness and skip to 4-38.

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. State provided findings about inequities to school districts and/or the public

.................... 1 0

b. State has established financial incentives to encourage effective teachers to move to
low

- performing schools

................................ ................................ ................................ ........ 1 0

c. State has provided resources (e.g., professional development, coaching) to improve
the effectiveness of less

- effective teachers

................................ ................................ .......... 1 0

d. State requires school districts to develop a plan for addressing inequities

......................... 1 0

e. Other (specify)

................................ ................................ ................................ ....................... 1 0

________________________________ ________________________________ ________ f. State has not taken action to address inequities in access to effective teachers

................. 1 0State Education Agency Survey



### 6/27/2013 72 4-38. Within the past 12 months, has your state examined information about the distribution of principal quality or effectiveness across schools or districts serving different populations (e.g., high-poverty or urban schools compared with low-poverty or rural schools)?

SELECT ONE ONLY

Yes, conducted by a contractor hired by the State Education Agency

............................. 1

Yes, conducted by State Education Agency staff

.............................................................. 2

No

..................................................................................................................................... 0 Skip to 4-41

4- 39 . What information was used to define principal quality or effectiveness for this examination?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. Principal evaluation ratings

................................ ................................ ................................ ... 1 0

b. Principal effectiveness as measured by achievement growth of students schoolwide or
school value added

................................ ................................ ................................ ............... 1 0

c. Principal experience

................................ ................................ ................................ .............. 1 0

d. Principal certification

................................ ................................ ................................ ............ 1 0

e. Other (specify)

................................ ................................ ................................ ....................... 1 0

________________________________ ________________________________ _________

4-40. What actions has your state taken to address any inequities found in the principal quality or effectiveness?



## □ Check here if not applicable

– Analysis found no substantial inequities in principal quality or effectiveness and skip to

4-4 1.

SELECT ONE RESPONSE IN

EACH ROW

YES NO

a. State provided findings about inequities to school districts and/or the public

.................... 1 0

b. State has established financial incentives to encourage effective principals to move to
low

- performing schools

................................ ................................ ................................ ........ 1 0

c. State has provided resources (e.g., professional development, coaching) to improve
the effectiveness of less

- effective principals

................................ ................................ ........ 1 0

d. State requires school districts to develop a plan for addressing inequities

......................... 1 0

e. Other (specify)

................................ ................................ ................................ ....................... 1 0

________________________________ ________________________________ ________ f. State has not taken action to address inequities in access to effective principals

............... 1 0State Education Agency Survey



### 6/27/2013 73 

### Educator Preparation

4-41. Within the past 12 months, has the state assessed the effectiveness of teacher preparation programs? Indicate whether the state assessed the effectiveness of traditional preparation programs or alternative preparation programs.

(Select NA if your state d oes not have alternative preparation programs.)

SELECT ONE RESPONSE IN

EACH ROW

YES NO NA

a. Traditional Programs

................................ ................................ ................................ .. 1 0

b. Alternative Programs

................................ ................................ ................................ . 1 0 na

4-42. Within the past 12 months, which of the following types of information did the state use to assess the effectiveness of teacher preparation programs? Please indicate if each type of information is used for assessing effectiveness of traditional preparation programs only, alternative preparation programs only, both traditional and alternative programs,
or neither.

SELECT ONE RESPONSE IN EACH ROW

TRADITIONAL

ONLY ALTERNATIVE

PREPARATION

ONLY BOTH

TRADITIONAL AND

ALTERNATIVE

PREPARATION NEITHER

a. The percentage of the program’s graduates who
earn certification

................................ ............................ 1 2 3 0

b. The percentage of the program’s graduates placed in teaching jobs

................................ .............................. 1 2 3 0

c. Rates of the programs graduates’ retention in the profession

................................ ................................ ...... 1 2 3 0

d. Teacher evaluation ratings of teachers who graduated from each program

................................ ....... 1 2 3 0

e. Student achievement growth or value added associated with teachers who graduated from each

program

................................ ................................ .......... 1 2 3 0

f. Classroom observation ratings for teachers who graduated from each program

................................ ....... 1 2 3 0

g. Qualitative program reviews

................................ .......... 1 2 3 0

h. Feedback from principals, other school staff, or
human resources staff on credentialed teachers from each program

................................ ........................ 1 2 3 0

i. Something else (specify)

................................ ................ 1 2 3 0

________________________________ ____________ IF NO OR NA ANSWERED TO BOTH I TEMS I N 4

- 41 SKIP TO 4

- 45

.State Education Agency Survey



### 6/27/2013 74 4-43. Within the past 12 months, has your state reported information about the effectiveness of the teachers they prepared to the schools of education or alternative preparation programs that the teachers attended using information listed in question 4-42 ?

( Select NA if your state does not have alternative preparation programs.)

SELECT ONE RESPONSE IN

EACH ROW

YES NO NA

a. State reported information about effectiveness to schools of education

..................... 1 0

b. State reported information about effectiveness to alternative preparation

programs

................................ ................................ ................................ ........................ 1 0 na

4-44. Within the past 12 months, has your state publicly reported information about the effectiveness of teachers prepared by schools of education or alternative preparation programs?

( Select NA if your state does not have alternative preparation programs.)

SELECT ONE RESPONSE IN

EACH ROW

YES NO NA

a. State publicly reported information about the effectiveness of schools of
education

................................ ................................ ................................ ........................ 1 0

b. State publicly reported information about the effectiveness of alternative preparation programs

................................ ................................ ................................ .... 1 0 na

4-45. Within the past 12 months, has the state assessed the effectiveness of principal preparation programs? Indicate whether the state assessed the effectiveness of traditional preparation programs or alternative preparation programs.

(Select NA if your state does not have alternative preparation programs.)

SELECT ONE RESPONSE IN

EACH ROW

YES NO NA

a. Traditional Programs

................................ ................................ ................................ ....... 1 0

b. Alternative Programs

................................ ................................ ................................ ...... 1 0 na

IF NO OR NA ANSWERED TO BOTH I TEMS I N 4

- 45 SKIP TO END OF

THIS SECTION OF THE SURVEY

.State Education Agency Survey



### 6/27/2013 75 4-46. Within the past 12 months, which of the following types of information did the state use to assess the effectiveness of principal preparation programs? Please indicate if each type of information is used for assessing effectiveness of traditional preparation programs only, alternative preparation programs only, both traditional and alternative programs,
or neither.

SELECT ONE RESPONSE IN EACH ROW

TRADITIONAL

ONLY ALTERNATIVE

PREPARATION

ONLY BOTH TRADITIONAL

AND ALTERNATIVE

PREPARATION NEITHER

a. The percentage of the program’s graduates
who earn certification

................................ ........... 1 2 3 0

b. The percentage of the program’s graduates placed as school principals

................................ .... 1 2 3 0

c. Rates of the program’s graduates’ retention in the profession

................................ ....................... 1 2 3 0

d. Principal evaluation ratings of principals who graduated from each program

.............................. 1 2 3 0

e. Student achievement growth associated with principals who graduated from each program

..... 1 2 3 0

f. Ratings on a professional practice rubric for principals who graduated from each program

..... 1 2 3 0

g. Qualitative program reviews

................................ . 1 2 3 0

h. Feedback from district administrators or
human resources staff on credentialed principals from each program

............................... 1 2 3 0

i. Something else (specify)

................................ ....... 1 2 3 0

________________________________ ________

4-47. Within the past 12 months, has your state reported information about the effectiveness of the principals they prepared to the schools of education or alternative preparation programs that the principals attended?

(S elect NA if your state does not have alternative preparation programs.)

SELECT ONE RESPONSE IN

EACH ROW

YES NO NA

a. State reported information about effectiveness to schools of education

...................... 1 0

b. State reported information about effectiveness to alternative preparation

programs

................................ ................................ ................................ ......................... 1 0 naState Education Agency Survey



### 6/27/2013 76 4-48. Within the past 12 months, has your state publicly reported information about the effectiveness of principals prepared by schools of education or alternative preparation programs?

(Select NA if your state does not have alternative preparation programs.)

SELECT ONE RESPONSE IN

EACH ROW

YES NO NA

a. State publicly reported information about the effec tiveness of school s of
education

................................ ................................ ................................ ...................... 1 0

b. State publicly reported information about the effectiveness of alternative preparation programs

................................ ................................ ................................ ... 1 0 na

Please provide the following information for each state education department staff member who assisted with the completion of this survey section.

Name Position Title Number of years in the position



### Thank you for completing this survey.Draft State Survey



### 6/27/2013 1 

### OMB#: XXXX- XXXX Expiration Date: XX/XX/20XX



# Implementation of Title I/II Program

Initiatives

Draft Survey of State Education Agencies ESEA Non Flexibility Version

2013

- 2014

Paperwork Reduction Act of 1995 According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. Public reporting burden for this collection of information is estimated to average 180 minutes per response, including time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. The obligation to respond to this collection is required to obtain or retain benefit (Education Department General Administrative Regulations, Sections 75.591 and 75.592). Send comments regarding the burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to the U.S. Department of Education, 400 Maryland Ave., SW, Washington, DC 20210- 4537 or email ICDocketMgr@ed.gov and reference the OMB Control Number XXXX-XXXX. Note: Please do not return the completed survey to this
address.

Notice of Confidentiality Information collected for this study comes under the confidentiality and data protection requirements of the Institute of Education Sciences (The Education Sciences Reform Act of 2002, Title I, Part E, Section 183). Responses to this data collection will be used only for statistical purposes. The reports prepared for this study will summarize findings across the sample and will not associate responses with a specific state or individual. We will not provide information that identifies you or your state to anyone outside the study team, except as required by law.State Education Agency Survey



### 6/27/2013 2 Introduction

The Implementation of Title I/II Program Initiatives study will examine the implementation of policies promoted through Elementary and Secondary Education Act (ESEA) at the state, district, and school levels, in four core areas: state content standards, aligned assessments, accountability and school turnaround, and educator workforce development. The study will serve as an update on implementation of the Title I and Title II provisions since the last national assessment that concluded in 2006. The study includes surveys of officials from all state education agencies and district officials, school principals, and teachers from nationally representative samples. The United States (U.S.) Department of Education, Institute of Education Sciences (IES) is sponsoring t his stud y.

 Y our state’s responses are critical to d ra wing lessons about the implementation of ESEA.

 This surve y includes four sections aligned with four core areas. G iv en the scope of topics, the survey will likely require more than one respondent.

 We will survey your state again in spring 2015 to examine changes over time.

 States may be identified in reporting but individual respondents will not be identified.

The study, including this survey, is being conducted b y Westat and its partners, Mathematica Policy Research and
edCount.State Education Agency Survey



### 6/27/2013 3 

### Section 1. State Content Standards

Many states have recently adopted the Common Core State Standards (CCSS)

— that is, content standards for English language arts (ELA) and Math that are shared across these states. Other states have substantially revised their own state content standards for ELA and Math in recent years. This section includes questions about your state’s content standards and the materials, professional development, and resources your state has provided to support implementation of those standards.

1- 1. In the past 12 months, has your state legislature, state education department, or state board of education adopted or approved new or substantially revised state content standards in the following subjects?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. English language arts (ELA )

................................ ................... 1 0

b. Math

................................ ................................ ...................... 1 0

1- 2. Some states’ content standards for ELA and Math are entirely state specific, some are entirely Common Core State Standards (CCSS), and others use a combination of the two. Are your current state content standards for ELA and Math all Common Core, all state specific, or a combination of Common Core and state specific standards?

SELECT ONE RESPONSE IN EACH ROW

STATE STANDARDS

ARE ALL COMMON

CORE STATE STANDARDS ARE A

COMBI NATION OF COMMON

CORE AND STATE SPECIFIC

STANDARDS STATE STANDARDS

ARE ALL STATE

SPECIFIC

a. ELA

.......................... 1 2 3

b. Math

....................... 1 2 3

1- 3. Does your state currently require all districts to implement curricula (in some or all grades) aligned with the state content
standards for ELA and Math?

Yes

.................................................................................................................................... 1

No

..................................................................................................................................... 0 Skip to 1-5State Education Agency Survey



### 6/27/2013 4 1- 4. During this school year (2013-14), are districts required to fully implement ELA and Math curricula that are aligned to the
current state content standards? (Indicate for each grade level whether full implementation is required this school year.)

SELECT ONE RESPONSE IN EACH ROW

ELA Curricula FULL IMPLEMENTATION IS REQUIRED

IN 2013

- 14 FULL IMPLEMENTATION IS NOT
REQUIRED IN 2013

- 14

a. Pre

- K

.............................. 1 0

b. Kindergarten

................. 1 0

c. Grade 1

.......................... 1 0

d. Grade 2

.......................... 1 0

e. Grade 3

.......................... 1 0

f. Grade 4

.......................... 1 0

g. Grade 5

.......................... 1 0

h. Grade 6

.......................... 1 0

i. Grade 7

.......................... 1 0

j. Grade 8

.......................... 1 0

k. Grade 9

.......................... 1 0

l. Grade 10

........................ 1 0

m. Grade 11

........................ 1 0

n. Grade 12

........................ 1 0

MATH Curricula FULL IMPLEMENTATION REQUIRED

IN 2013

- 14 FULL IMPLEMENTATION IS NOT
REQUIRED IN 2013

- 14

a. Pre

- K

.............................. 1 0

b. Kindergarten

................. 1 0

c. Grade 1

.......................... 1 0

d. Grade 2

.......................... 1 0

e. Grade 3

.......................... 1 0

f. Grade 4

.......................... 1 0

g. Grade 5

.......................... 1 0

h. Grade 6

.......................... 1 0

i. Grade 7

.......................... 1 0

j. Grade 8

.......................... 1 0

k. Grade 9

.......................... 1 0

l. Grade 10

........................ 1 0

m. Grade 11

........................ 1 0

n. Grade 12

........................ 1 0State Education Agency Survey



### 6/27/2013 5 1- 5. In the past 12 months, has your state legislature, state education department, or state board of education adopted or approved new or substantially revised state content standards in the following subjects?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. Science

................................ ................................ .................. 1 0

b. Social Studies

................................ ................................ ........ 1 0

1- 6. Has your state legislature, state education department, or state board of education adopted the Next Generation Science
Standards?

Yes

.................................................................................................................................... 1

No

..................................................................................................................................... 0

1- 7. In the past 12 months, has your state legislature, state education department, or state board of education adopted or approved new or substantially revised English Language proficiency standards for English learners (ELs)?

Yes

.................................................................................................................................... 1

No

..................................................................................................................................... 0

Next we would like to ask you about your state’s course requirements for high school graduation.

1-8. For students graduating in 2014 (current seniors), how many years of coursework in each of the following subjects does the state require for high school graduation?

SELECT ONE RESPONSE IN EACH ROW

YEARS OF COURSEWORK REQUIRED

NONE 0.5 1 1.5 2 2.5 3 3.5 4

a. ELA

................................ ................................ .. 0 0.5 1 1.5 2 2.5 3 3.5 4

b. Math

................................ ............................... 0 0.5 1 1.5 2 2.5 3 3.5 4

c. Science

................................ ............................ 0 0.5 1 1.5 2 2.5 3 3.5 4

d. Social Studies/History

................................ ..... 0 0.5 1 1.5 2 2.5 3 3.5 4

e. World/Foreign Language

................................ 0 0.5 1 1.5 2 2.5 3 3.5 4

f. Arts (Music, Drama, Fine Arts, other arts)

...... 0 0.5 1 1.5 2 2.5 3 3.5 4

g. Physical Education

................................ .......... 0 0.5 1 1.5 2 2.5 3 3.5 4State Education Agency Survey



### 6/27/2013 6 1- 9. For students graduating in 2014 (current seniors), please indicate the specific Math courses that are required for graduation ( if specified in state requirements )

. ( Select “No” for the courses listed if particular Math courses are not specified in state graduation requirements. )

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. Algebra I

................................ ................................ ................ 1 0

b. Geometry

................................ ................................ .............. 1 0

c. Algebra II

................................ ................................ ............... 1 0

d. Pre

- Calculus

................................ ................................ ........... 1 0

e. Calculus I

................................ ................................ ............... 1 0

f. Other (specify)

................................ ................................ ......

________________________________ _______________ 1 0

1- 10. Next, think about the graduation requirements for this year’s freshman class (students who entered high school in fall 2013) compared to the graduation requirements for this year’s senior class (students who entered high school in fall 2010).

In what ways are your state’s course requirements for high school graduation for this year’s freshmen different than they are for this year’s seniors? That is, compared to this year’s seniors, are any of the following different for this year’s freshmen, and in what ways?

SELECT ONE RESPONSE IN EACH ROW

GRADUATION REQUIREMENTS

HAVE

INCREASED GRADUATION

REQUIREMENTS

HAVE

DECREASED GRADUATION

REQUIREMENTS

HAVE NOT

CHANGED

a. Required years of ELA

................................ .................. 2 1 0

b. Required years of Math

................................ ............... 2 1 0

c. Required years of Science

................................ ............ 2 1 0

d. Required years of Social Studies/History

..................... 2 1 0

e. Specific required courses in Math

............................... 2 1 0

f. Specific required courses in Science

............................ 2 1 0

g. Other course requirements (specify)

..........................

________________________________ __________ 2 1 0State Education Agency Survey



### 6/27/2013 7 1- 11. Which of the following strategies does your state currently use to evaluate how well the current state content standards for ELA and Math prepare students for college and/or careers?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. Track employment rates of students after graduation

................................ ............. 1 0

b. Track enrollment in postsecondary education (two

- and four

- year programs)

....... 1 0

c. Track rates at which postsecondary students take remedial courses

...................... 1 0

d. Track postsecondary persistence rates (two

- and four

- year programs)

................... 1 0

e. Track students’ postsecondary degree attainment within specified time since enrollment (two

- and four

- year programs)

................................ ............................... 1 0

f. Something else (specify)

................................ ................................ ............................ 1 0State Education Agency Survey



### 6/27/2013 8 Next we would like to ask you about materials, training, and resources for district administrators, school leaders, and teachers to help them implement the current state content standards for ELA and Math.

1- 12. During this school year (2013-14), which of the following materials has the state made available to help district administrators, school leaders, and teachers understand the current state content standards in ELA or Math and/or change curriculum and instruction based on these standards?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

Materials to help align curriculum and instruction with the content standards

a. Documents showing alignment between the previous state standards and the current state
content standards

................................ ................................ ................................ ................... 1 0

b. Documents showing the alignment between required state summative assessments and
the current state content standards such as blueprints

................................ ......................... 1 0

c. Tools or guidance on providing instruction aligned with the current state content standards such as scope and sequence, curriculum maps, or frameworks

................................ ............. 1 0

d. A state

- developed model curriculum for ELA or Math instruction for each grade level or

course

................................ ................................ ................................ ................................ ...... 1 0

e. Sample lesson plans consistent with the current state content standards

........................... 1 0

f. Examples or videos of instruction consistent with the current state content standards

....... 1 0

g. Sample student work

................................ ................................ ................................ .............. 1 0

h. Sample performance tasks for formative assessment purposes including rubrics or scoring guides

................................ ................................ ................................ ................................ ...... 1 0

i. Banks of diagnostic assessment items aligned to current state content standards

............... 1 0

j. Textbooks or other instructional materials aligned to the current state content standards

.. 1 0

Materials to facilitate instruction for special populations

k. Documents showing alignment between the current state content standards and the state’s English Language Proficiency standards

................................ ................................ ...... 1 0

l. Materials for understanding how to adapt instruction to help English learners meet the
current state content standards

................................ ................................ ............................. 1 0

m. Materials for understanding how to adapt instruction to help students with disabilities
meet the current state content standards

................................ ................................ .............. 1 0

Other materials

n. Walk

- through or observation protocols to aid in monitoring alignment of instruction to the
current state content standards

................................ ................................ ............................. 1 0

o. Something else (specify)

................................ ................................ ................................ ......... 1 0State Education Agency Survey



### 6/27/2013 9 1- 13. During this school year (2013-14) and including last summer (2013), has the state funded or provided professional development on the following topics related to the current state content standards in ELA or Math through the specified
modes?

SELECT ALL THAT APPLY IN EACH ROW

TOPIC NOT

COVERED BY

STATE

PROVIDED OR

STATE

- FUNDED

PROFESSIONAL

DEVELOPMENT STATE

CONFERENCE

COVERING

THESE TOPICS STATE WEBINARS

AND/OR

PRESENTATIONS

ON THESE TOPICS STATE STAFF OR

CONTRACTORS

PROVIDED

PROFESSIONAL

DEVELOPMENT

ON THESE

TOPICS STATE FUNDED

OR PROVIDED

INSTRUC TIONAL

COACHES TO

COVER THESE

TOPICS

a

. Information about the

current state content standards, such as
content covered at each grade level and instructional changes or shifts required

.................. 0 1 2 3 4

b. Instructional strategies
consistent with the

current state content standards, such as model lessons or designing
student work

.................... 0 1 2 3 4

c. Adapting instruction to help English learners
meet the current state
content standards

............ 0 1 2 3 4

d. Adapting instruction to help students with
disabilities meet the

current state content
standards

.......................... 0 1 2 3 4

e. Using student assessment data to improve

instruction

........................ 0 1 2 3 4

f. Monitoring alignment of
instruction with the

current state content standards, such as the use of observation protocols

.. 0 1 2 3 4State Education Agency Survey



### 6/27/2013 10 1- 14. During this school year (2013-14), has the state offered additional professional development, funding, or technical assistance to specified districts or specified schools to help schools implement the current state content standards?

SELECT ONE ONLY

Some districts or schools are offered additional professional development, funding,
or technical assistance

...................................................................................................... 1

All districts and schools are offered the same professional development, funding, or
technical assistance

.......................................................................................................... 0 Skip to 1- 16

NA

– The state does not offer professional development, funding, or technical assistance to districts or schools to support implementation of the current state
content standards

............................................................................................................. na Skip to 1- 16

1- 15. Which types of districts or schools have been offered additional professional development, funding, or technical assistance (beyond what is available to every district or school) in 2013-14?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. High

- poverty districts or schools

................................ ................................ ............. 1 0

b. Low

- performing districts or schools (that is, Title I Priority schools, Title I Focus schools, Schools in Restructuring

, or other categories of low

performing schools identified by the state)

................................ ............................ 1 0

c. Districts or schools with high concentrations of English learners

........................... 1 0

d. Urban districts

................................ ................................ ................................ ......... 1 0

e. Rural districts

................................ ................................ ................................ .......... 1 0

f. Other types of districts or schools (specify)

................................ ............................

________________________________ ________________________________ _ 1 0State Education Agency Survey



### 6/27/2013 11 1- 16. During this school year (2013-14), in which of the following ways does the state monitor the implementation of the
current state content standards for ELA and Math?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. State requires districts to provide evidence of curriculum revisions

................... 1 0

b. State requires districts to use a state model curriculum

................................ ...... 1 0

c. State staff conduct visits or observations in districts

................................ ........... 1 0

d. State requires teacher evaluations to include evidence of teaching approaches
consistent with the current state content standards

................................ ........... 1 0

e. State requires principal evaluations to include evidence that the current state content standards have been implemented in their schools

............................... 1 0

f. Other (specify)

................................ ................................ ................................ ......

________________________________ ________________________________ _ 1 0

Please provide the following information for each state education department staff member who assisted with the completion of this survey section.

Name Position Title Number of years in the positionState Education Agency Survey



### 6/27/2013 12 

### Section 2. Assessments

In this section of the survey, we will ask about the assessments your state requires districts to administer, any recent changes in those assessments, and the support you are providing to districts and schools for required assessment

activities.

2- 1. For the current school year (2013-14), did your state require districts to assess children ’s academic readiness at kindergarten entry?

Yes

.................................................................................................................................... 1

No

..................................................................................................................................... 0 Skip to 2-3 DEFINITIONS FOR USE THROUGHOUT THIS SECTION:

Summative assessments are state

- or district

- mandated tests that are intended to measure students'
knowledge and skills at (or near) the end of a school year or course relative to grade

- level content standards

.

Diagnostic assessments are assessments that measure students’ knowledge and skills at interim points during
the school year to provide timely feedback on their progress toward grade

- level content standards so tha t instruction can be adjusted or other support can be provided.

Student achievement growth is the change in achievement for individual students between one year and the

next

. In some states and districts, the term value added is used instead of student ach ievement growth, to indicate a teacher’s or school’s contribution to students’ achievement growth.

For purposes of this survey, please consider “student achievement growth” and “value added” to be

synonymous

.State Education Agency Survey



### 6/27/2013 13 2- 2. In what areas were districts required to assess children at kindergarten entry?

SELECT ONE RESPONSE IN

EACH ROW

YES NO

a. Language and literacy

................................ ................................ ................................ ...... 1 0

b. Cognition and general knowledge

................................ ................................ ................... 1 0

c. Early mathematics

................................ ................................ ................................ ........... 1 0

d. Early scientific development

................................ ................................ ............................ 1 0

e. Approaches toward learning

................................ ................................ ........................... 1 0

f. Social and emotional development

................................ ................................ ................. 1 0

g. Physical well

- being and motor development (including adaptive skills)

......................... 1 0

2- 3. Has your state developed (or made available) an assessment or battery of assessments that districts can use to assess children at kindergarten entry?

Yes

.................................................................................................................................... 1

No

..................................................................................................................................... 0

Next, we will ask about required state summative assessments in kindergarten through grade 8.

2- 4. During this school year (2013-14), what subjects are assessed using summative assessments statewide and in which grades between kindergarten and grade 8?

SELECT ALL GRADES THAT APPLY IN EACH ROW OR SELECT “0” IF THERE IS NO

STATE ASSESSMENT IN ANY OF THE GRADES

GRADE LEVEL NO STATE ASSESSMENT

IN ANY OF THESE GRADE

LEVELS

a. English language arts (ELA)

..................... K 1 2 3 4 5 6 7 8 0

b. Math

................................ ....................... K 1 2 3 4 5 6 7 8 0

c. Science

................................ .................... K 1 2 3 4 5 6 7 8 0

d. Social Studies

................................ .......... K 1 2 3 4 5 6 7 8 0State Education Agency Survey



### 6/27/2013 14 Next, we would like to ask you about your state’s exam requirements for a regular high school diploma (not a GED).

2- 5. For students graduating in 2014 (current seniors), indicate whether your state requires students to take or pass any of the following exams in order to receive a regular high school diploma and list the subjects included in each type of exam.
( For purposes of this question, consider only students who are not receiving special education services .)

SELECT ONE RESPONSE IN EACH ROW

PLEASE COMPLETE THE OPEN

- ENDED QUESTION

IN EACH ROW STUDENTS

MUST PASS EXAM(S) STUDENTS MUST TAKE

EXAM(S) BUT ALTERNATIVE

METHODS TO DEMONSTRATE

PROFICIENCY ARE AVAILABLE

FOR THOSE NOT PASSING THIS

EXAM IS

NOT
REQUIRED

a. Comprehensive exit exam

................................ 2 1 0

What subjects are covered? (list all subjects)

________________________________ ___

________________________________ ___

b. End

- of

- course subject tests

............................. 2 1 0

What subjects are tested? (list all subjects)

________________________________ ___

________________________________ ___

c. A college entrance exam (SAT or ACT)

............. 2 1 0

d. Other (specify)

................................ ................. 2 1 0

________________________________ ___

________________________________ ___

2- 6. If your state has an alternative method of demonstrating proficiency to earn a regular high school diploma (not a GED ) for students who did not pass required high school exams (but are not receiving special education services), what is (are) the alternate method(s)?

( If your state has no exam requirements to earn a high school diploma, check box below.)



## □ Not applicable, no state exam requirements Skip to 2-7

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. Course grades

................................ ................................ ................................ ............. 1 0

b. Portfolio of work

................................ ................................ ................................ ......... 1 0

c. Integrative senior

- year project

................................ ................................ ................... 1 0

d. Other (specify)

................................ ................................ ................................ ............ 1 0

________________________________ ________________________________ ___State Education Agency Survey



### 6/27/2013 15 2- 7. What question formats are used in your state summative assessments in each content area from kindergarten through grade 8 and for high school end- of -course and exit exams? Four formats are defined below.
(In each row, select the grades in which that particular question format is used or select “NA (Not Applicable)” if this type of format is not used at any grade level in the designated subject.)

TYPES OF QUESTIONS-RESPONSES:

 Single-step selected-response (multiple choice) : Includes questions in which students select from one set of response choices (for example, multiple choice or true-false)

 Multiple-step selected-response : Includes multiple choice questions that build on one another. Students select a response to the first question and the next question builds on that response. May involve scaffolding across these opportunities (for example, identify the theme of a passage, then identify two pieces of evidence from the passage for that theme)

 Short constructed-response or grid-in: Includes fill in the blank, or writing from one word to a few sentences in response to a prompt or single-step math or science item. Some math or science items require students to calculate an answer and then use a number grid to indicate that answer

 Extended constructed-response: Includes essay questions or questions where two or more paragraphs are written in response to a prompt or a multi-step show-your-work math or science item

SELECT ALL GRADE LEVELS THAT APPLY IN EACH ROW

GRADE LEVEL

– K THROUGH 8TH HIGH SCHOOL

NA END

- OF

COURSE

EXAMS EXIT

EXAMS

English Language Arts (ELA)

a. Sin gle

- step selected

- response (multiple choice)

................................ ...... K 1 2 3 4 5 6 7 8 EOC Exit na

b. Multiple

- step selected

- response

............. K 1 2 3 4 5 6 7 8 EOC Exit na

c. Short constructed

- response or grid

- in

..... K 1 2 3 4 5 6 7 8 EOC Exit na

d. Extended constructed

- response

.............. K 1 2 3 4 5 6 7 8 EOC Exit na

Math

e. Single

- step selected

- response (multiple choice)

................................ ...... K 1 2 3 4 5 6 7 8 EOC Exit na

f. Multiple

- step selected

- response

............. K 1 2 3 4 5 6 7 8 EOC Exit na

g. Short constructed

- response or grid

- in

..... K 1 2 3 4 5 6 7 8 EOC Exit na

h. Extended constructed

- response

.............. K 1 2 3 4 5 6 7 8 EOC Exit na

Science

i. Single

- step selected

- response (multiple choice)

................................ ...... K 1 2 3 4 5 6 7 8 EOC Exit na

j. Multiple

- step selected

- response

............. K 1 2 3 4 5 6 7 8 EOC Exit na

k. Short constructed

- response or grid

- in

..... K 1 2 3 4 5 6 7 8 EOC Exit na

l. Extended constructed

- response

.............. K 1 2 3 4 5 6 7 8 EOC Exit naState Education Agency Survey



### 6/27/2013 16 SELECT ALL GRADE LEVELS THAT APPLY IN EACH ROW

GRADE LEVEL

– K THROUGH 8TH HIGH SCHOOL

NA END OF

COURSE

EXAMS EXIT

EXAMS

Social Studies

m. Single

- step selected

- response (multiple choice)

................................ ...... K 1 2 3 4 5 6 7 8 EOC Exit na

n. Multiple

- step selected

- response

............. K 1 2 3 4 5 6 7 8 EOC Exit na

o. Short constructed

- response or grid

- in

..... K 1 2 3 4 5 6 7 8 EOC Exit na

p. Extended constructed

- response

.............. K 1 2 3 4 5 6 7 8 EOC Exit na

2- 8. During this school year (2013- 14), how have your state’s summative assessments in ELA and Math been aligned with the
current state content standards in these areas?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. The state is using summative assessments that are fully aligned with the current
state content standards in ELA and Math

................................ ................................ ....... 1 0

b. The state has developed crosswalks showing alignment between the current state
content standards and the items on the state’s summative assessments in ELA and
Math

................................ ................................ ................................ ................................ 1 0

c. The state’s summative assessments include some items measuring Common Core
State Standards in ELA and Math

................................ ................................ .................... 1 0

d. The state is using the pilot version of the assessments developed by one of the assessment consortia (Smarter Balanced Assessment Consortium

– SBAC

-- or Partnership for Assessment of Readiness for College and Careers

-- PARCC)

.................. 1 0

e. The state’s summative assessments have not been changed to reflect the current
state content standards in ELA and Math

................................ ................................ ....... 1 0

f. Other (specify)

................................ ................................ ................................ ................. 1 0

________________________________ ________________________________ _____State Education Agency Survey



### 6/27/2013 17 2- 9. Which, if any, of the following summative assessments will your state require districts to use in 2014

- 15 (in any grade level) to gauge student achievement in ELA and/or Math?

SELECT ONE RESPONSE IN EACH ROW

ELA

ONLY MATH

ONLY BOTH

ELA AND

MATH NEITHER

General State Assessments

a. Assessments developed by the Smarter Balanced Assessment Consortium (SBAC)

................................ ................................ .......... 1 2 3 0

b. Assessments developed by the Partnership for Assessment of Readiness for College and Careers (PARCC)

................................ .... 1 2 3 0

c. Our state’s own summative a ssessments

................................ ....... 1 2 3 0

Alternate Assessments for Students with Significant Cognitive
Disabilities

d. Alternate assessments for students with significant cognitive
disabilities d eveloped by the National Center and State Collaborative (NCSC)

................................ ................................ ........ 1 2 3 0

e. Alternate assessments for students with significant cognitive disabilities developed by the Dynamic Learning Maps (DLM)

consortium

................................ ................................ ...................... 1 2 3 0

f. Our state’s own alternate a ssessments for students with significant cognitive disabilities

................................ ....................... 1 2 3 0

2- 10. During this school year (2013-14), has the state made investments in new technology or assisted districts with acquiring technology needed to implement the required state summative assessments in ELA and/or Math?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. State provided f unding or assistance with acquiring expanded bandwidth for schools to provide broader and quicker access to internet resources

................................ ....... 1 0

b. State provided f unding or assistance with acquiring computers (desktops, laptops,

or tablets)

................................ ................................ ................................ ....................... 1 0State Education Agency Survey



### 6/27/2013 18 Next we’d like you to think about your policies for state summative assessments for English learners and students with
disabilities.

2- 11. Which statement(s) below describe accommodations for state summative assessments that your state allows for English learners (ELs) in the content areas of English language arts (ELA) and Math?

(If ELs are given the same assessments as other general education students, without any accommodations, check box below.)



## □ Not applicable, no accommodations Skip to 2- 13

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. ELs are given the same assessments as other general education students, but they may
be given extra time

................................ ................................ ................................ .............. 1 0

b. ELs are given the same assessments as other general education students, but an adult may read the assessment aloud in English

................................ ................................ ......... 1 0

c. ELs are given the same assessments as other general education students, but an adult may translate the instructions into the student’s primary language

................................ 1 0

d. ELs are given the same assessments as other general education students, but an adult may translate the reading passages into the student’s primary language

....................... 1 0

e. ELs are given the same assessments as other general education students, but an adult may translate the entire assessment into the student’s primary language

...................... 1 0

f. ELs are given the same assessments as other general education students, but the

assessment booklet (or on

- line version) can be provided in the student’s primary language

................................ ................................ ................................ ............................... 1 0

g. ELs are given the same assessments as other general education students, but they can
use a dual

- language dictionary during the assessment

................................ ...................... 1 0

h. ELs are given an alternate assessment

................................ ................................ ................ 1 0

i. Other (specify)

................................ ................................ ................................ ..................... 1 0

________________________________ ________________________________ ________State Education Agency Survey



### 6/27/2013 19 2- 12. What criteria are used to determine whether ELs should be provided with an accommodation for state summative
assessments or an alternate assessment?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. Beyond a particular grade level, ELs are given the same assessments as other general education students, without any accommodations (if yes, specify grade level)

................................ ................................ ................................ ................................

________________________________ ________________________________ ______ 1 0

b. Once ELs have been assessed using an accommodation or alternate assessment for the maximum number of years allowed, they are given the same assessments as other general education students, without any accommodations (if yes, specify number of years)

................................ ................................ ................................ .............

________________________________ ________________________________ ______ 1 0

c. Once ELs meet or exceed a threshold score on an English language proficiency assessment, they are given the same assessments as other general education students, without any accommodations

................................ ................................ ......... 1 0

d. School districts determine whether to assess ELs using an accommodation, an alternate assessment, or neither

................................ ................................ .................... 1 0

e. Other (specify)

................................ ................................ ................................ ................. 1 0

________________________________ ________________________________ ______

2- 13. Which, if any, of the following English Language Proficiency assessments will your state use in 2014

- 15 (in any grade level) for English learners?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. The English Language Proficiency a ssessment developed by the Assessment Services Supporting ELs through Technology Systems (ASSETS) consortium

................................ ....... 1 0

b. The English Language Proficiency assessment developed by the English Language Proficiency Assessment for the 21st Century (ELPA21) consortium

................................ ...... 1 0

c. Our state’s own English Language Proficiency assessment

................................ .................... 1 0State Education Agency Survey



### 6/27/2013 20 2- 14. Thinking about the administration of state summative assessments to students with disabilities (SWDs), which statement(s) below describe accommodations for summative assessments or alternate assessments that your state
allows for SWDs in the content areas of ELA and Math?

(If SWDs are given the same assessments as other general educati on students, without any accommodations, check box below.)



## □ Not applicable, no accommodations Skip to 2- 15

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. SWDs are given the same assessments as other general education students, but they may be given flexibility in timing or scheduling (for example, extended time, breaks, different time of day)

................................ ................................ ............. 1 0

b. SWDs are given the same assessments as other general education students, but they may be presented differently (for example

, an adult may read the entire

test or reading passages aloud, directions may be repeated, may be presented in Braille)

................................ ................................ ................................ .......................... 1 0

c. SWDs are given the same assessments as other general education students, but they may respond in a different manner (for example, an adult may serve as a scribe, or they may use speech

- to

- text)

................................ ................................ ....... 1 0

d. SWDs are given the same assessments as other general education students, but they may use equipment or materials to assist them (for example, a calculator, math tables, or manipulatives)

................................ ................................ .................... 1 0

e. SWDs are given the same assessments as other general education students, but

in a different setting (for example, in a separate room or study carrel, or in a small group setting)

................................ ................................ ................................ ...... 1 0

f. SWDs may be given an alternate assessment based on modified state achievement standards (known as 2% tests for SWDs)

................................ ............... 1 0

g. SWDs may be given an alternate assessment based on alternate state achievement standards (known as 1% tests for students with significant cognitive disabilities)

................................ ................................ ................................ ................... 1 0

h. SWDs may be assessed by submitting a portfolio of their work

................................ . 1 0

i. SWDs may be assessed by a task

- based performance assessment

............................ 1 0

j. Other (specify)

................................ ................................ ................................ .............. 1 0

________________________________ ________________________________ ____State Education Agency Survey



### 6/27/2013 21 2- 15. Does your state currently have a statewide longitudinal data system that includes a consistent identifier for each student
in the state and individual student records that can track student achievement and other education data across districts
and over time?

Yes

.......................................................................................................................... 1

No

........................................................................................................................... 0 Skip to 2- 19

2- 16. During this school year (2013- 14) , what information is available in the state’s student -level longitudinal data system?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. State summative assessment scores and demographic information for each student 1 0

b. Teacher identifiers that indicate, for each student, the teacher(s) responsible for each grade and course

................................ ................................ ................................ 1 0

c. Data on individual students linked from state or local early childhood education program systems, such as pre

- kindergarten or Head Start programs

........................ 1 0

d. Courses taken and grades received for each high school student

.............................. 1 0

e. Advanced Placement test scores or college entrance exam scores for each high
school student

................................ ................................ ................................ ............ 1 0

f. Linked data for individual students who enroll in state postsecondary institutions

.. 1 0

g. Linked data on individual students from state workforce or unemployment insurance systems

................................ ................................ ................................ ....... 1 0

h. Information on the individual student’s teacher of record that links to a state
database on individual teachers

................................ ................................ ................. 1 0

i. Other (specify)

................................ ................................ ................................ ............ 1 0

________________________________ ________________________________ ___State Education Agency Survey



### 6/27/2013 22 2- 17. For which of the following purposes are data in the state ’s student -level longitudinal data system currently used by statelevel staff ?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. To track overall school performance and identify areas for improvement

......................... 1 0

b. To evaluate instructional programs such as measuring program effectiveness

.................. 1 0

c. To inform professional development offerings such as identifying specific content or skills where teachers need assistance or support

................................ ................................ 1 0

d. To evaluate the success of professional development offerings for teachers or principals

................................ ................................ ................................ ............................ 1 0

e. To inform resource allocation such as which schools and students receive which programs or which staff work with which students

................................ ............................. 1 0

f. To provide information to teachers about their students’ progress

................................ ... 1 0

g. To provide information to parents about the school or their children

................................ 1 0

h. To provide information to students about their own progress

................................ ........... 1 0

i. To track students’ postsecondary enrollment and progress after high school graduation such as credits earned in public colleges or universities in your state

................................ 1 0

j. To provide information to federal agencies (e.g., EDFacts)

................................ ................. 1 0

k. Something else (specify)

................................ ................................ ................................ ...... 1 0

2- 18. During this school year (2013- 14) , what information has the state provided to districts from the state’s student -level longitudinal data system?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. Value added or student achievement growth reports on individual schools

.................. 1 0

b. Value added or student achievement growth reports on individual teachers

................ 1 0

c. Student achievement growth reports on different subgroups of students

..................... 1 0

d. Postsecondary outcomes associated with districts and schools

................................ ...... 1 0State Education Agency Survey



### 6/27/2013 23 2- 19. Does the state require districts to implement a district data system, or technologically based tools that provide school leaders and teachers with data to manage continuous instructional improvement efforts?

Yes

.......................................................................................................................... 1

No

........................................................................................................................... 0

2- 20. During this school year (2013-14), did the state provide any of the following funding, materials, or technical assistance to help district administrators, school leaders, and teachers use data to improve instruction?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. Funding for or direct provision of student

- level data management systems

...................... 1 0

b. Access by district administrators and school leaders to a statewide student

- level data
system

................................ ................................ ................................ ................................ .. 1 0

c. Materials or documents for district administrators and school leaders on the use of
da ta for school improvement plans

................................ ................................ ..................... 1 0

d. Materials or documents for school leaders and teachers on the use of data for instructional planning or improvement

................................ ................................ ............... 1 0

e. Technical assistance and/or support on hardware or software issues, such as making technical systems or computer networks experts available to districts

.............................. 1 0

Please provide the following information for each state education department staff member who assisted with the completion of this survey section.

Name Position Title Number of years in the positionState Education Agency Survey



### 6/27/2013 24 

### Section 3. School Accountability and Turning Around Low-Performing Schools

3- 1. Which of the following best describes your state’s goal for student achievement under the federal Elementary and Secondary Education Act (ESEA)?

SELECT ONE ONLY

That 100% of the students achieve proficiency on the state assessments by 2013- 14

... 1

To reduce by half the percentage of all students and subgroups who are not proficient on the state assessment(s) within 6 years

....................................................... 2

That 100% of students achieve proficiency on the state assessment(s) by 2019-2020

... 3

Other (specify)

.................................................................................................................. 4

______________________________________________________________________

3- 2. During this school year (2013-14), has your state recognized any schools as high-performing or as making high progress (i.e., substantially improving), based on student outcomes measured by required state summative assessments and/or graduation rates?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. State has identified high

- performing schools

................................ .............................. 1 0

b. State has identified high

- progress schools

................................ ................................ ... 1 0 DEFINITIONS FOR USE THROUGHOUT THIS SECTION:

Cohort

- to

- cohort improvement is the change in schoolwide proficiency rates , attendance, or other group

- level measures of academic performance from one year to the next (for example, last year’s fourth grade proficiency rate compared with this year’s fourth grade proficiency rate).

Student achievement growth is the change in achievement for individual students between one year and the

next

. In some states and districts, the term value added is used instead of student achievement growth, to

indicate a teacher’s or school’s contribution to students’ achievement growth.

For purposes of this survey, please consider “student achievement growth” and “value added” to be

synonymous

.

Summative assessments are state

- or district

- mandated tests that are intended to measure students'
knowledge and skills at (or near) the end of a school year or course relative to grade

- level content standards

.

IF NO TO BOTH, SKIP TO INTRODUCTION BEFORE 3

- 7.State Education Agency Survey



### 6/27/2013 25 3- 3. How many of the schools currently identified as high-performing or high-progress (substantially improving) are Title I and

non -Title I schools?

(If your state did not identify any high-progress schools based on 2012- 13 performance, write NA in the space provided.)

WRITE NUMBER OF SCHOOLS

HIGH

- PERFORMING

SCHOOLS HIGH

- PROGRESS

SCHOOLS

a

. Title I schools

................................ .................

_______ _______

b

. Non

- Title I schools

................................ .........

_______ _______State Education Agency Survey



### 6/27/2013 26 3- 4. What criteria were used to identify high-performing schools?



## □ Check here if your state does not have a category of schools identified as high-performing and skip to 3- 5.

TITLE I

HIGH

- PERFORMING SCHOOLS NON

- TITLE I

HIGH

- PERFORMING SCHOOLS

ELEMENTARY/

MIDDLE SCHOOLS HIGH SCHOOLS ELEMENTARY/

MIDDLE SCHOOLS HIGH SCHOOLS

SELECT ONE

RESPONSE IN EACH

ROW SELECT ONE

RESPONSE IN EACH

ROW SELECT ONE

RESPONSE IN EACH

ROW SELECT ONE

RESPONSE IN EACH

ROW

YES NO YES NO YES NO YES NO

a. Achievement /proficiency in English language arts (ELA)
and Math for all students

... 1 0 1 0 1 0 1 0

b

. Cohort

- to

- cohort improvement in achievement/proficiency in
ELA and Math for all
students

.............................. 1 0 1 0 1 0 1 0

c. Growth in the achievement
of individual students in ELA and Math, measured for all
students

.............................. 1 0 1 0 1 0 1 0

d. Achievement/proficiency in

ELA and Math for student subgroups

........................... 1 0 1 0 1 0 1 0

e. Achievement/proficiency in
Science or Social Studies for
all students

......................... 1 0 1 0 1 0 1 0

f. Attendance rates for all
students

.............................. 1 0 1 0 1 0 1 0

g. Graduation rates for all
students

.............................. 1 0 1 0 1 0 1 0

h. Dropout rates for all
students

.............................. 1 0 1 0 1 0 1 0

i. Graduation rates for student subgroups

........................... 1 0 1 0 1 0 1 0

j. Dropout rates for student subgroups

........................... 1 0 1 0 1 0 1 0

k. Other (specify)

..................... 1 0 1 0 1 0 1 0

______________________State Education Agency Survey



### 6/27/2013 27 3- 5. What criteria were used to identify high-progress (substantially improving) schools?



## □ Check here if your state does not have a category of schools identified as making high progress (substantially improving) and skip to 3- 6.

TITLE I

HIGH

- P ROGRESS SCHOOLS NON

- TITLE I

HIGH

- P ROGRESS SCHOOLS

ELEMENTARY/

MIDDLE SCHOOLS HIGH SCHOOLS ELEMENTARY/

MIDDLE SCHOOLS HIGH SCHOOLS

SELECT ONE

RESPONSE IN EACH

ROW SELECT ONE

RESPONSE IN EACH

ROW SELECT ONE

RESPONSE IN EACH

ROW SELECT ONE

RESPONSE IN EACH

ROW

YES NO YES NO YES NO YES NO

a. Achievement /proficiency in English language arts (ELA)
and Math for all students

... 1 0 1 0 1 0 1 0

b

. Cohort

- to

- cohort improvement in achievement/proficiency in
ELA and Math for all
students

.............................. 1 0 1 0 1 0 1 0

c. Growth in the achievement
of individual students in ELA and Math, measured for all
students

.............................. 1 0 1 0 1 0 1 0

d. Achievement/proficiency in

ELA and Math for student subgroups

........................... 1 0 1 0 1 0 1 0

e. Achievement/proficiency in
Science or Social Studies for
all students

......................... 1 0 1 0 1 0 1 0

f. Attendance rates for all
students

.............................. 1 0 1 0 1 0 1 0

g. Graduation rates for all
students

.............................. 1 0 1 0 1 0 1 0

h. Dropout rates for all
students

.............................. 1 0 1 0 1 0 1 0

i. Graduation rates for student subgroups

........................... 1 0 1 0 1 0 1 0

j. Dropout rates for student subgroups

........................... 1 0 1 0 1 0 1 0

k. Other (specify)

..................... 1 0 1 0 1 0 1 0

______________________State Education Agency Survey



### 6/27/2013 28 3- 6. Does your state recognize high-performing and/or high-progress schools in any of the following ways?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. Public recognition

................................ ................................ ................................ ........... 1 0

b. Financial rewards for teachers and/or principals

................................ ........................... 1 0

c. Additional funding for schools to use for educational purposes

................................ .... 1 0

d. Additional operating flexibility or exemption from state/district requirements

............ 1 0

e. Opportunities to share best practices with other schools in the state

.......................... 1 0

f. Other (specify)

................................ ................................ ................................ ................ 1 0

________________________________ ________________________________ ____

The No Child Left Behind (NCLB) Act requires states to identify chronically low-performing schools as in Restructuring, in Corrective Action, or in Need of Improvement. This section asks about low-performing schools in those categories in your state.

The next set of questions pertain to your state’s schools in Restructuring and Corrective Action.

3- 7. During this school year (2013-14), how many Title I and non- Title I schools in your state are in “Restructuring” and
“Corrective Action” status under the No Child Left Behind Act (NCLB)?

( Write in ‘0’ if you do not have any schools in Restructuring or Corrective Action.)

WRITE NUMBER OF SCHOOLS

SCHOOLS IN

RESTRUCTURING SCHOOLS IN

CORRECTIVE ACTION

a. Title I schools

................................ ................................ .....

_______ _______

b. Non

- Title I schools

................................ .............................

_______ _______

TOTAL SCHOOLS

................................ ...............................

_______ _______

IF YOUR STATE HAS NO SCHOOLS IN RESTRUCTURING OR IN CORRECTIVE

ACTION , SKIP TO 3

- 27 , OTHERWISE CONTINUE WITH 3

- 8

.State Education Agency Survey



### 6/27/2013 29 3- 8. Among the schools that were in Restructuring or Corrective Action during the last school year (2012-13), how many were closed after the 2012-13 school year for performance reasons?

(Write in NA, where appropriate, if you had no schools in Restructuring or Corrective Action during the 2012-13 school year. Write in ‘0’ if no schools were closed.)

________ NUMBER OF TITLE I SCHOOLS IN RESTRUCTURING THAT CLOSED AFTER THE 2012-13 SCHOOL YEAR

________ NUMBER OF NON-TITLE I SCHOOLS IN RESTRUCTURING THAT CLOSED AFTER THE 2012 -13 SCHOOL YEAR

________ NUMBER OF TITLE I SCHOOLS IN CORRECTIVE ACTION THAT CLOSED AFTER THE 2012-13 SCHOOL YEAR

________ NUMBER OF NON-TITLE I SCHOOLS IN CORRECTIVE ACTION THAT CLOSED AFTER THE 2012-13 SCHOOL

YEAR

3- 9. First, thinking about schools in Restructuring, does the state require any interventions or changes to be made in schools in Restructuring this year (2013-14)?

(Leave the second column blank if the state has no Non-Title I schools in Restructuring .)

TITLE I

SCHOOLS IN

RESTRUCTURING NON

- TITLE I

SCHOOLS IN

RESTRUCTURING

SELECT ONE RESPONSE PER COLUMN

a. State requires specific interventions/changes in schools in Restructuring

................................ ................................ ................................ ... 1 1

b. State leaves interventions/changes in schools in Restructuring to local

discretion with state approval

................................ ................................ ......... 2 2

c. State leaves interventions/changes in schools in Restructuring completely to local discretion

................................ ................................ ......... 3 3

3- 10. Next, thinking about schools in Corrective Action, does the state require any interventions or changes to be made in schools in Corrective Action this year (2013-14)?

(Leave the second column blank if the state has no Non-Title I schools in Corrective Action.)

TITLE I

SCHOOLS IN

CORRECTIVE

ACTION NON

- TITLE I

SCHOOLS IN

CORRECTIVE

ACTION

SELECT ONE RESPONSE PER COLUMN

a. State requires specific interventions/changes in schools in Corrective

Action

................................ ................................ ................................ .............. 1 1

b. State leaves i nterventions/changes in schools in C orrective Action to local discretion with state approval

................................ ................................ 2 2

c. State leaves interventions/changes in schools in Corrective Action completely to local discretion

................................ ................................ ......... 3 3State Education Agency Survey



### 6/27/2013 30 3- 11. Among schools in Restructuring , how many are implementing each of the following initiatives during this school year (2013-14) as part of their improvement plans?

( Write in the number of schools in Restructuring implementing each initiative, or select “none” or “don’t know”)

(Leave the second column blank if the state has no Non-Title I schools in Restructuring.)

TITLE I

SCHOOLS IN RESTRUCTURING NON

- TITLE I

SCHOOLS IN RESTRUCTURING

SELECT ONE RESPONSE IN

EACH ROW SELECT ONE RESPONSE IN

EACH ROW

NUMBER

OF

SCHOOLS NONE DON’T

KNOW NUMBER

OF

SCHOOLS NONE DON’T

KNOW
School Structural Changes

a. Implementing a new curriculum

.....................

_____ 0 d

_____ 0 d

b. Implementing a comprehensive school
reform model

................................ ..................

_____ 0 d

_____ 0 d

c. Implementing a “restart” model as defined in

U.S. Department of Education regulations

.....

_____ 0 d

_____ 0 d

d. Implementing a “transformation” model as defined in U.S. Department of Education regulations

................................ .......................

_____ 0 d

_____ 0 d

e. Implementing a “turnaround” model as defined in U.S. Department of Education regulations

................................ .......................

_____ 0 d

_____ 0 d

f. Operating an extended school day, week, or

year

................................ ................................ ..

_____ 0 d

_____ 0 d

g. Providing extra academic services for struggling students outside of the school day (e.g., supplemental educational services)

.......

_____ 0 d

_____ 0 d

h. Offering students the option to attend a different school (school choice)

......................

_____ 0 d

_____ 0 dState Education Agency Survey



### 6/27/2013 31 3- 12. Among schools in Corrective Action , how many are implementing each of the following initiatives during the current school year (2013-14) as part of their improvement plans?

( Write in the number of schools in Corrective Action implementing each initiative, or select “none” or “don’t know ”)

(Leave the second column blank if the state has no Non-Title I schools in Corrective Action.)

TITLE I

SCHOOLS IN

CORRECTIVE ACTION NON

- TITLE I

SCHOOLS IN

CORRECTIVE ACTION

SELECT ONE RESPONSE IN

EACH ROW SELECT ONE RESPONSE IN

EACH ROW

NUMBER

OF

SCHOOLS NONE DON’T

KNOW NUMBER

OF

SCHOOLS NONE DON’T

KNOW
School Structural Changes

a. Implementing a new curriculum

......................

_____ 0 d

_____ 0 d

b. Implementing a comprehensive school
reform model

................................ ...................

_____ 0 d

_____ 0 d

c. Implementing a “restart” model as defined in U.S. Department of Education regulations

......

_____ 0 d

_____ 0 d

d. Implementing a “transformation” model as defined in U.S. Department of Education regulations

................................ ........................

_____ 0 d

_____ 0 d

e. Implementing a “turnaround” model as
defined in U.S. Department of Education regulations

................................ ........................

_____ 0 d

_____ 0 d

f. Operating an extended school day, week, or

year

................................ ................................ ...

_____ 0 d

_____ 0 d

g. Providing extra academic services for struggling students outside of the school day (e.g., supplemental educational services)

........

_____ 0 d

_____ 0 d

h. Offering students the option to attend a different school (school choice)

.......................

_____ 0 d

_____ 0 dState Education Agency Survey



### 6/27/2013 32 The next questions pertain to your state’s schools in Restructuring and Corrective Action

.

3- 13. For schools in Restructuring or Corrective Action that are implementing intervention models during this school year (2013-14), did the state provide any of the following types of guidance to districts regarding the selection of school
intervention models?

(Leave the appropriate third or fourth columns blank if the state has no Non-Title I schools in Restructuring or Corrective Action.)

TO TITLE I

SCHOOLS

IN RESTRUCTURING TO TITLE I

SCHOOLS IN

CORRECTIVE ACTION TO NON

- TITLE I

SCHOOLS IN

RESTRUCTURING TO NON

- TITLE I

SCHOOLS IN

CORRECTIVE ACTION

SELECT ONE RESPONSE

IN EACH ROW SELECT ONE RESPONSE

IN EACH ROW SELECT ONE RESPONSE

IN EACH ROW SELECT ONE RESPONSE

IN EACH ROW

YES NO YES NO YES NO YES NO

a

. The state allowed or prohibited specific models and/or strategies

...................... 1 0 1 0 1 0 1 0

b. The state provided guidance on how to
match the model to
school needs and capacity

......................... 1 0 1 0 1 0 1 0

c. The state provided guidance on models appropriate for addressing the needs of English learners

............ 1 0 1 0 1 0 1 0

d. The state provided guidance on models appropriate for addressing the needs of
students with
disabilities

..................... 1 0 1 0 1 0 1 0

e. The state provided guidance on how to engage the community
in the selection of the
model

............................ 1 0 1 0 1 0 1 0

f. Something else (specify)

........................ 1 0 1 0 1 0 1 0

___________________State Education Agency Survey



### 6/27/2013 33 3- 14. How many of the schools in Restructuring and Corrective Action were removed from the control of their local districts and placed under a new form of management for the 2013-14 school year? This would include schools placed under the direct control of the state or a statewide accountability district, schools placed under the control of school management organizations, and schools converted to charter schools.

(Write the number of schools in Restructuring and Corrective Action removed from district control in each category. If “none” write in 0. If the state has no Non -Title I schools in Restructuring or Corrective Action, write in NA.)

NUMBER OF TITLE I SCHOOLS IN NUMBER OF NON

- TITLE I SCHOOLS IN

RESTRUCTURING

REMOVED FROM

DISTRICT

CONTROL CORRECTIVE

ACTION

REMOVED

FROM DISTRICT

CONTROL RESTRUCTURING

REMOVED FROM

DISTRICT

CONTROL CORRECTIVE

ACTION

REMOVED FROM

DISTRICT

CONTROL

a. Direct state control of statewide accountability district

....................

___________ __________ __________ __________

b. School management organization

.

___________ __________ __________ __________

c. Converted to charter

.....................

___________ __________ __________ __________

TOTAL SCHOOLS REMOVED FROM

DISTRICT CONTROL

........................

___________ __________ __________ __________

3- 15 . To what extent were changes in personnel used to turn around schools in Restructuring or Corrective Action before the start of this school year (2013-14)?

(Write the number of schools in Restructuring and in Corrective Action in which the principal was replaced or in which half or more of the teaching staff was replaced before the start of the 2013-14 school year as part of the school improvement plan. If the state has no Non-Title I schools in Restructuring or Corrective Action, write in NA.)

NUMBER OF TITLE I NUMBER OF NON

- TITLE I

SCHOOLS IN

RESTRUCTURING SCHOOLS IN

CORRECTIVE

ACTION SCHOOLS IN

RESTRUCTURING SCHOOLS IN

CORRECTIVE

ACTION

a. Principal replaced

.........................

_______ _______ _______ _______

b. Half or more of the teaching staff replaced

................................ ........

_______ _______ _______ _______State Education Agency Survey



### 6/27/2013 34 3- 16. Do the state’s current teacher assignment laws or policies for schools in Restructuring or Corrective Action include any of the following features?

(Leave the appropriate third or fourth columns blank if the state has no Non-Title I schools in Restructuring or Corrective Action.)

TITLE I NON

- TITLE I

SCHOOLS IN

RESTRUCTURING SCHOOLS IN

CORRECTIVE

ACTION SCHOOLS IN

RESTRUCTURING SCHOOLS IN

CORRECTIVE

ACTION

SELECT ONE

RESPONSE IN

EACH ROW SELECT ONE

RESPONSE IN

EACH ROW SELECT ONE

RESPONSE IN

EACH ROW SELECT ONE

RESPONSE IN

EACH ROW

YES NO YES NO YES NO YES NO

a. Financial incentives for teachers to begin or continue to work in the
relevant schools

............................... 1 0 1 0 1 0 1 0

b. Financial incentives for staff with English learner expertise to begin or
continue to work in the relevant
schools

................................ ............. 1 0 1 0 1 0 1 0

c. Financial incentives for staff with expertise working with students with disabilities to begin or

continue to work in the relevant
schools

................................ ............. 1 0 1 0 1 0 1 0

d. More flexibility in, or exemptions from, collective bargaining agreements or certain state employment laws/regulations that guide staffing decisions

.................... 1 0 1 0 1 0 1 0

e. School discretion or authority to
decide which staff to hire for the
relevant schools

............................... 1 0 1 0 1 0 1 0

f. Exemption from teacher tenure
rules that affe ct placement in or
removal from the relevant schools (specify which rules)

........................ 1 0 1 0 1 0 1 0

_______________________________State Education Agency Survey



### 6/27/2013 35 3- 17. During this school year (2013-14), and including last summer (2013), what additional professional development or technical assistance has the state provided to principals and teachers in Title I schools in Restructuring and Corrective Action, beyond what is available to any Title I school ?

PROVIDED TO

TITLE I SCHOOLS

IN

RESTRUCTURING PROVIDED TO

TITLE I SCHOOLS

IN CORRECTIVE

ACTION

SELECT ONE

RESPONSE IN

EACH ROW SELECT ONE

RESPONSE IN

EACH ROW

YES NO YES NO

a. Additional professional development or assistance for principals on school improvement planning, identifying interventions, or budgeting effectively

................................ ................................ ................................ .... 1 0 1 0

b. Additional professional development or assistance for principals on acting as instructional leaders

................................ ................................ ..... 1 0 1 0

c. Additional professional development or assistance for principals on recruiting, retaining, and developing more effective teachers

................... 1 0 1 0

d. Additional professional development or assistance for teachers on analyzing student assessment data to improve instruction

........................ 1 0 1 0

e. Additional professional development or assistance for teachers on working effectively in teacher teams to improve instruction

...................... 1 0 1 0

f. Additional professional development or assistance for teachers on identifying and implementing strategies to address the needs of English
learners

................................ ................................ ................................ ........ 1 0 1 0

g. Additional professional development or assistance for teachers on identifying and implementing strategies to address the needs of students
with disabilities

................................ ................................ ............................ 1 0 1 0State Education Agency Survey



### 6/27/2013 36 3-18. Thinking now about No n-Title I schools in Restructuring and Corrective Action, during this school year (2013-14), and including last summer (2013), what additional professional development or technical assistance has the state provided to principals and teachers in non-Title I schools in Restructuring and Corrective Action, beyond what is available to any
other Non-Title I school ?

(Leave the schools in Restructuring column blank if there are no Non-Title I schools in Restructuring in the state, and leave the schools in Corrective Action column blank if there are no Non-Title schools in Corrective Action in the state.)

PROVIDED TO

NON

- TITLE I

SCHOOLS IN

RESTRUCTURING PROVIDED TO

NON

- TITLE I

SCHOOLS IN

CORRECTIVE

ACTION

SELECT ONE

RESPONSE IN

EACH ROW SELECT ONE

RESPONSE IN

EACH ROW

YES NO YES NO

a. Additional professional development or assistance for principals on school improvement planning, identifying interventions, or budgeting effectively

................................ ................................ ................................ .... 1 0 1 0

b. Additional professional development or assistance for principals on acting as instructional leaders

................................ ................................ ..... 1 0 1 0

c. Additional professional development or assistance for principals on recruiting, retaining, and developing more effective teachers

................... 1 0 1 0

d. Additional professional development or assistance for teachers on analyzing student assessment data to improve instruction

........................ 1 0 1 0

e. Additional professional development or assistance for teachers on working effectively in teacher teams to improve instruction

...................... 1 0 1 0

f. Additional professional development or assistance for teachers on identifying and implementing strategies to address the needs of English
learners

................................ ................................ ................................ ........ 1 0 1 0

g. Additional professional development or assistance for teachers on identifying and implementing strategies to address the needs of students
with disabilities

................................ ................................ ............................ 1 0 1 0State Education Agency Survey



### 6/27/2013 37 3-1 9. During this school year (2013-14), and including last summer (2013), approximately how many hours of professional development or assistance on these topics have state staff or consultants provided to principals in the average school in Restructuring and Corrective Action?

(If “none” write in 0. Write in 0 where appropriate if you have no Non-Title schools in Restructuring or Corrective Action.)

TITLE I SCHOOLS:

________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO PRINCIPALS IN THE AVERAGE TITLE I

SCHOOL IN RESTRUCTURING

________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO PRINCIPALS IN THE AVERAGE TITLE I

SCHOOL IN CORRECTIVE ACTION

NON-TITLE I SCHOOLS:

________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO PRINCIPALS IN THE AVERAGE NON-TITLE I

SCHOOL IN RESTRUCTURING

________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO PRINCIPALS IN THE AVERAGE NON-TITLE I

SCHOOL IN CORRECTIVE ACTION

3- 20

. During this school year (2013-14), and including last (2013), approximately how many hours of professional development or assistance on these topics have state staff or consultants provided to teachers in the average school in Restructuring
and Corrective Action?

(If “none” write in 0. Write in 0 where appropriate if you have no Non-Title I schools in Restructuring or Corrective Action.)

TITLE I SCHOOLS:

________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO TEACHERS IN THE AVERAGE TITLE I SCHOOL

IN RESTRUCTURING

________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO TEACHERS IN THE AVERAGE TITLE I SCHOOL

IN CORRECTIVE ACTION

NON-TITLE I SCHOOLS:

________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO TEACHERS IN THE AVERAGE NON-TITLE I

SCHOOL IN RESTRUCTURING

________ HOURS OF PROFESSIONAL DEVELOPMENT OR ASSISTANCE TO TEACHERS IN THE AVERAGE NON-TITLE I

SCHOOL IN CORRECTIVE ACTIONState Education Agency Survey



### 6/27/2013 38 3-21. During this school year (2013-14), what additional resources has the state provided to Title I schools in Restructuring and Corrective Action, beyond what is available to any Title I school ?

PROVIDED TO

TITLE I SCHOOLS

IN

RESTRUCTURING PROVIDED TO

TITLE I SCHOOLS

IN CORRECTIVE

ACTION

SELECT ONE

RESPONSE IN

EACH ROW SELECT ONE

RESPONSE IN

EACH ROW

YES NO YES NO

a. Additional resources to be used for purposes specified in the school improvement plan

................................ ................................ ...................... 1 0 1 0

b. Additional resources to be used to reduce class sizes

............................... 1 0 1 0

c. Additional resources to be used to add instructional time (extended day or extended school year)

................................ ................................ ........... 1 0 1 0

3-22. Thinking now about Non -Title I schools, during this school year (2013-14), what additional resources has the state provided to Non-Title I schools in Restructuring and Corrective Action, beyond what is available to any other Non-Title I
school ?

(Leave the schools in Restructuring column blank if there are no Non-Title I schools in Restructuring in the state, and leave the schools in Corrective Action column blank if there are no Non-Title I schools in Corrective Action in the state.)

PROVIDED TO

NON

- TITLE I

SCHOOLS IN

RESTRUCTURING PROVIDED TO

NON

- TITLE I

SCHOOLS IN

CORRECTIVE

ACTION

SELECT ONE

RESPONSE IN

EACH ROW SELECT ONE

RESPONSE IN

EACH ROW

YES NO YES NO

a. Additional resources to be used for purposes specified in the school improvement plan

................................ ................................ ...................... 1 0 1 0

b. Additional resources to be used to reduce class sizes

............................... 1 0 1 0

c. Additional resources to be used to add instructional time (extended day or extended school year)

................................ ................................ ........... 1 0 1 0State Education Agency Survey



### 6/27/2013 39 3-23. Does the state currently have any organizational or administrative structures specifically intended to improve state capacity to support school turnaround efforts for schools in Restructuring or Corrective Action? By school turnaround, we

mean the implementation of changes in low-performing schools designed to rapidly and substantially increase student
achievement.

Yes

.................................................................................................................................... 1

No

..................................................................................................................................... 0 Skip to Intro before 3-25

3-24. During this school year (2013-14), which of the following organizational or administrative structures are in place in your state to support school turnaround efforts?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. State staff or office whose sole responsibility is to support school turnaround

............. 1 0

b. Regional staff or office whose sole responsibility is to support school turnaround

........ 1 0

c. Contracts with external consultants to support school turnaround

................................ 1 0

d. State

- level staff or consultants to provide support to turnaround schools and districts in working with English learners

................................ ................................ ......... 1 0

e. State

- level staff or consultants to provide support to turnaround schools and districts in working with students with disabilities

................................ .......................... 1 0

f. Monitoring or reporting requirements specifically for schools in Restructuring or

Corrective Action

................................ ................................ ................................ .............. 1 0

g. Something else (specify)

................................ ................................ ................................ .. 1 0

________________________________ ________________________________ _______State Education Agency Survey



### 6/27/2013 40 We would like to learn more about how your state monitors the activities and progress of schools in Restructuring and Corrective

Action.

3-25. During this school year (2013- 14), which of the following groups are responsible for monitoring the state’s schools in Restructuring and Corrective Action?

(If your state has no Non-Title I schools in Restructuring or Corrective Action, leave those columns blank.)

MONITORS TITLE I MONITORS NON

- TITLE I

SCHOOLS IN

RESTRUCTURING SCHOOLS IN

CORRECTIVE

ACTION SCHOOLS IN

RESTRUCTURING SCHOOLS IN

CORRECTIVE

ACTION

SELECT ONE

RESPONSE IN

EACH ROW SELECT ONE

RESPONSE IN

EACH ROW SELECT ONE

RESPONSE IN

EACH ROW SELECT ONE

RESPONSE IN

EACH ROW

YES NO YES NO YES NO YES NO

a. State Education Agency

...................... 1 0 1 0 1 0 1 0

b. Regional staff such as staff from the county office of education or BOCES (Boards of Cooperative Educational Services)

................................ .............. 1 0 1 0 1 0 1 0

c. External consultants

............................ 1 0 1 0 1 0 1 0

d. District central office staff

................... 1 0 1 0 1 0 1 0

3-26. During this school year (2013-14), which of the following strategies are used for monitoring the Title I schools in Restructuring in your state and, for each strategy that is used, how often is it used?

SELECT YES OR NO. IF YES, S ELECT ONE OPTION FOR HOW OFTEN USED

USED FOR

MONITORING

IN YOUR
STATE? IF USED, HOW OFTEN FOR EACH TITLE I SCHOOL IN RESTRUCTURING?

TITLE I SCHOOLS IN

RESTRUCTURING YES NO ONCE PER

SCHOOL

YEAR TWICE PER

SCHOOL

YEAR QUARTERLY MONTHLY OTHER (specify)

a. Site visits

................... 1 0 1 2 3 4

______________________ b. Telephone
conferences

.............. 1 0 1 2 3 4

______________________

c. Discussions with parents/community

.. 1 0 1 2 3 4

______________________ d. Analysis of student
data

........................... 1 0 1 2 3 4

______________________

e. Other (specify)

.......... 1 0 1 2 3 4

______________________

_________________State Education Agency Survey



### 6/27/2013 41 3-27. Thinking now about Non -Title I schools, during this school year (2013-14), which of the following strategies are used for monitoring the Non-Title I schools in Restructuring in your state and, for each strategy that is used, how often is it used?



## □ Check here if there are no Non-Title I schools in Restructuring in the state, and skip to 3- 28.

SELECT YES OR NO. IF YES, S ELECT ONE OPTION FOR HOW OFTEN USED

USED FOR

MONITORING

IN YOUR
STATE? IF USED, HOW OFTEN FOR EACH NON

- TITLE I SCHOOL IN RESTRUCTURING?

NON

- TITLE I SCHOOLS IN

RESTRUCTURING YES NO ONCE PER

SCHOOL

YEAR TWICE PER

SCHOOL

YEAR QUARTERLY MONTHLY OTHER (specify)

a. Site visits

................... 1 0 1 2 3 4

______________________ b. Telephone
conferences

.............. 1 0 1 2 3 4

______________________

c. Discussions with parents/community

.. 1 0 1 2 3 4

______________________ d. Analysis of student
data

........................... 1 0 1 2 3 4

______________________

e. Other (specify)

.......... 1 0 1 2 3 4

______________________

_________________

3-28. During this school year (2013-14), which of the following strategies are used for monitoring the Title I schools in

Corrective Action in your state and, for each strategy that is used, how often is it used?

SELECT YES OR NO. IF YES, S ELECT ONE OPTION FOR HOW OFTEN USED

USED FOR

MONITORING

IN YOUR
STATE? IF USED, HOW OFTEN FOR EACH TITLE I SCHOOL IN CORRECTIVE ACTION?

TITLE I SCHOOLS IN

CORRECTIVE ACTION YES NO ONCE PER

SCHOOL

YEAR TWICE PER

SCHOOL

YEAR QUARTERLY MONTHLY OTHER (specify)

a. Site visits

..................... 1 0 1 2 3 4

______________________ b. Telephone
conferences

................ 1 0 1 2 3 4

______________________

c. Discussions with parents/community

.... 1 0 1 2 3 4

______________________ d. Analysis of student
data

............................. 1 0 1 2 3 4

______________________

e. Other (specify)

............ 1 0 1 2 3 4

______________________

_________________State Education Agency Survey



### 6/27/2013 42 3-29. What about Non -Title I schools in Corrective Action? During this school year (2013-14), which of the following strategies are used for monitoring the Non -Title I schools in Corrective Action in your state and, for each strategy that is used,
how often is it used?



## □ Check here if there are no Non-Title I schools in Corrective Action in the state, and skip to 3- 30.

SELECT YES OR NO. IF YES, S ELECT ONE OPTION FOR HOW OFTEN USED

USED FOR

MONITORING

IN YOUR
STATE? IF USED, HOW OFTEN FOR EACH NON

- TITLE I SCHOOL IN CORRECTIVE ACTION?

NON

- TITLE I SCHOOLS IN

CORRECTIVE ACTION YES NO ONCE PER

SCHOOL

YEAR TWICE PER

SCHOOL

YEAR QUARTERLY MONTHLY OTHER (specify)

a. Site visits

................... 1 0 1 2 3 4

______________________ b. Telephone
conferences

.............. 1 0 1 2 3 4

______________________

c. Discussions with parents/community

.. 1 0 1 2 3 4

______________________ d. Analysis of student
data

........................... 1 0 1 2 3 4

______________________

e. Other (specify)

.......... 1 0 1 2 3 4

______________________

_________________

3- 30 . During this school year (2013-14), approximately how many full-time-equivalent (FTE) staff or consultants is the state providing or funding specifically to assist its schools in Restructuring, schools in Corrective Action, and their districts?

( Write the number of FTE staff or select “none”. If “none”, skip to introduction before 3 -3 2.)

__________ NUMBER OF FULL-TIME-EQUIVALENT STAFF OR CONSULTANTS SUPPORTING SCHOOLS IN RESTRUCTURING

OR CORRECTIVE ACTION

NONE

................................................................................................................................ 0 Skip to Intro before 3- 32

3- 31 . How many schools in Restructuring and Corrective Action, in total, are being served by those state staff or state-funded
consultants?

( Write the number of schools. If “none”, write in 0)

__________ NUMBER OF TITLE I SCHOOLS IN RESTRUCTURING SERVED

__________ NUMBER OF TITLE I SCHOOLS IN CORRECTIVE ACTION SERVED (Write zero if staff or consultants serve only

Schools in Restructuring)

__________ NUMBER OF NON-TITLE I SCHOOLS IN RESTRUCTURING SERVED (Write zero if the state has no Non-Title I

schools in Restructuring.)

__________ NUMBER OF NON-TITLE I SCHOOLS IN CORRECTIVE ACTION SERVED (Write zero if staff or consultants serve

only Schools in Restructuring or if the state has no Non-Title I schools in Corrective Action.)State Education Agency Survey



### 6/27/2013 43 For the next set of questions, please consider schools in your state that are identified as in Need of Improvement but NOT in Restructuring or Corrective Action.

3- 32. For schools identified as in Need of Improvement for 2012-13 (excluding schools in Restructuring or Corrective Action), what interventions, if any, does the state require?



## □ Check here if no specific interventions are required in Title I schools in Need of Improvement, and skip to intro before

3- 35.

(If your state has no Non-Title I schools in Need of Improvement, leave that column blank.)

TITLE I SCHOOLS

IN NEED OF

IMPROVEMENT NON

- TITLE I SCHOOLS

IN NEED OF

IMPROVEMENT

SELECT ONE RESPONSE IN

EACH ROW SELECT ONE RESPONSE IN

EACH ROW

Interventions for schools in Need of Improvement: REQUIRED NOT REQUIRED REQUIRED NOT REQUIRED

a. Schools must prepare a school improvement plan that focuses on subjects and/or subgroups that are falling short of Annual Measurable Objectives (AMOs)

............................... 1 2 1 2

b. School improvement plans must be available to the public

.... 1 2 1 2

c. Schools and/or districts must provide professional development to staff that supports interventions for subgroups of students not showing sufficient growth toward

AMOs

................................ ................................ ........................ 1 2 1 2

d. Schools and/or districts must provide professional development to staff that supports interventions for subgroups of students not showing sufficient growth toward

AMOs

................................ ................................ ........................ 1 2 1 2

e. Districts must offer students the opportunity to attend other
schools (school choice)

................................ ............................ 1 2 1 2

f. Districts must offer low

- income students the opportunity to
enroll in after

- school supplemental educational services

....... 1 2 1 2

g. Schools must take some other action (specify)

....................... 1 2 1 2

________________________________ _________________State Education Agency Survey



### 6/27/2013 44 3-3 3. During this school year (2013-14), how does the state monitor schools that are identified as in Need of Improvement?

TITLE I SCHOOLS

IN NEED OF

IMPROVEMENT NON

- TITLE I SCHOOLS

IN NEED OF

IMPROVEMENT

SELECT ONE RESPONSE

IN EACH ROW SELECT ONE RESPONSE

IN EACH ROW

YES NO YES NO

a. The school improvement plan must be approved by the State Education Agency

................................ ................................ ................ 1 0 1 0

b. The State Education Agency monitors the thoroughness of district oversight of schools as appropriate to the performance category of
those schools

................................ ................................ ....................... 1 0 1 0

c. The State Education Agency conducts monitoring visits to all schools in this performance category

................................ ............................... 1 0 1 0

d. The State Education Agency conducts monitoring visits to a sample of schools in this performance category

................................ .............. 1 0 1 0

3- 34. During this school year (2013-14), and including last summer (2013), has your state provided any of the following additional resources specifically to schools that were identified as in Need of Improvement based on 2012-13 student achievement (excluding schools in Restructuring or Corrective Action )?

TITLE I SCHOOLS

IN NEED OF

IMPROVEMENT NON

- TITLE I

SCHOOLS IN NEED OF

IMPROVEMENT

SELECT ONE RESPONSE

IN EACH ROW SELECT ONE RESPONSE

IN EACH ROW

YES NO YES NO

a. Additional professional development or assistance for principals on school improvement planning, identifying interventions, or budgeting effectively

................................ ................................ ............ 1 0 1 0

b. Additional professional development or assistance for principals on acting as instructional leaders

................................ .............................. 1 0 1 0

c. Additional professional development or assistance for principals on recruiting, retaining, and developing more effective teachers

............. 1 0 1 0

d. Additional professional development or assistance for teachers on analyzing student assessment data to improve instruction

................. 1 0 1 0

e. Additional professional development or assistance for teachers on working effectively in teacher teams to improve instruction

............... 1 0 1 0

f. Additional professional development or assistance for teachers on identifying and implementing strategies to address the needs of English learners

................................ ................................ ..................... 1 0 1 0

g. Additional professional development or assistance for teachers on identifying and implementing strategies to address the needs of
students with disabilities

................................ ................................ ...... 1 0 1 0State Education Agency Survey



### 6/27/2013 45 Next, we ask about your state’s approach to working with or through “ intermediaries ” to support the implementation of statewide education reforms and priorities. These “intermediaries” may be regional branches, contractors, consultants, or grant recipients of the State Education Agency, who support the State Education Agency’s work but are not paid as State Education Agency employees.

3-35. Does your State Education Agency currently work with any intermediaries to support the implementation of statewide education reform priorities in any of the following areas?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. Implementing college and career ready standards and assessments

................................ . 1 0

b. Using data to improve instruction

................................ ................................ ........................ 1 0

c. Recruiting, developing, rewarding, and retaining effective teachers and school leaders

.... 1 0

d. Turning around your state’s schools that are in Restructuring or Corrective Action

........... 1 0

e. Providing supports for English learners

................................ ................................ ................ 1 0

f. Providing supports for students with disabilities

................................ ................................ . 1 0

g. Increasing state capacity in any of the areas listed in items a through f above

................... 1 0

h. Some other reform area (specify area)

................................ ................................ ................. 1 0

________________________________ ________________________________ ________

IF AT LEAST ONE YES, PROCEED TO 3

- 3 6 . IF ALL OF THE

ABOVE ARE NO, SKIP TO 3

- 3 8

.State Education Agency Survey



### 6/27/2013 46 3-36. Within the past year, did the State Education Agency work with any of the following type(s) of intermediaries to support the implementation of statewide education reform priorities in the various areas identified in the preceding question?

SELECT ONE RES PONSE

IN EACH ROW

YES NO

a. Federally

- supported comprehensive center, regional educational laboratory, equity assistance center, or content center (specify)

................................ ................................ ...... 1 0

________________________________ ________________________________ ________ b. Postsecondary institutions

................................ ................................ ................................ .... 1 0

c. Regional/county offices

................................ ................................ ................................ ........ 1 0

d. Educators contracted by the state such as distinguished educators

................................ .... 1 0

e. Other external organizations (specify)

................................ ................................ .................. 1 0

________________________________ ________________________________ ________

3-37. Continuing to focus on the intermediaries with whom the State Education Agency worked in the past year, with which of the following groups were these intermediaries expected to work?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. State

- level staff

................................ ................................ ................................ ..................... 1 0

b. All districts

................................ ................................ ................................ ............................ 1 0

c. Districts identified for Improvement or Corrective Action under NCLB

............................... 1 0

d. Schools in Corrective Action and/or Restructuring under NCLB and/or the districts in
which these schools are located

................................ ................................ ........................... 1 0

e. Schools identified for Improvement under NCLB and/or the districts in which these

schools are located

................................ ................................ ................................ ............... 1 0

f. Some other groups of districts and/or schools (specify)

................................ ........................ 1 0

________________________________ ________________________________ ________________State Education Agency Survey



### 6/27/2013 47 3-38. Considering the availability of state staff and consultants, to what extent are the following a challenge during this school year (2013-14)?

SELECT ONE RESPONSE IN EACH ROW

NOT A

CHALLENGE MINOR

CHALLENGE MAJOR

CHALLENGE

a. Monitoring districts and/or schools

................................ .............. 1 2 3

b. Providing targeted support or technical assistance to districts and/or schools

................................ ................................ .............. 1 2 3

c. Developing guidelines for teacher and principal evaluation in
the state

................................ ................................ ........................ 1 2 3

d. Working with districts to implement teacher and principal
evaluation models

................................ ................................ ......... 1 2 3

e. Developing state longitudinal data systems

................................ .. 1 2 3

f. Working with districts and/or schools on the use of data to improve instruction

................................ ................................ ...... 1 2 3

g. Supporting districts and/or schools in the process of turning

around low

- achieving schools

................................ ....................... 1 2 3

h. Some other type of expertise (specify)

................................ ......... 1 2 3

____________________________________________________

Please provide the following information for each state education department staff member who assisted with the completion of this survey section.

N ame Position Title N umber of years in
the positionState Education Agency Survey



### 6/27/2013 48 

### Section 4. Teacher and Principal Evaluation

Teacher Evaluation

In this section, we want to gather information on the status of and requirements for teacher evaluation practices in your state during this school year (2013-14). Many states are transitioning to or implementing new evaluation policies or systems.



## □ Check here i f your state has adopted new laws or regulations for teacher evaluation since 2010 (including those in response to ESEA Flexibility waiver requirements). We are interested in learning about the status of and requirements for teacher evaluation practices being piloted or implemented in your state in response to these new laws or regulations. Please answer the questions in this section based on the teacher evaluation practices as they are being piloted or implemented in the 2013-14 school year. For example, if a new system is being piloted during the 2013-14 school year, respond only about the components being piloted this year. SKIP TO 4-1



## □ Check here if your state has not adopted new laws or regulations for teacher evaluation since 2010. Please respond about the requirements of teacher evaluation practices in your state during the 2013- 14 school year. SKIP TO 4-3 DEFINITIONS FOR USE THROUGHOUT THIS SECTION:

Student achievement growth is the change in achievement for individual students between one year and the

next. In some states and districts, the term value added is used instead of student achievement growth, to indicate a teacher’s or school’s contribution to students’ achievement growth.

For purposes of this survey, please consider “student achievement growth ” and “ value added ” to be

synonymous.State Education Agency Survey



### 6/27/2013 49 4- 1. During this school year (2013-14), what is the status of the new teacher evaluation system in your state?

SELECT ONE ONLY

The system is in the planning stage and no components are being implemented

.......... 1 Skip to 4-3

The system is in the piloting stage and some, but not all, components are being implemented

.................................................................................................................... 2

The system is in the piloting stage and all components are being implemented

............ 3

The system is fully implemented statewide

..................................................................... 4 Skip to 4-3

4- 2. During this school year (2013-14), in how many districts and schools is the state piloting the teacher evaluation system?

ENTER NUMBER

a. Number of districts

................................ .............................

____________

b. Number of schools

................................ .............................

____________

4- 3. During this school year (2013- 14), which of the following statements best describes the state’s requirements and regulations related to teacher evaluation?

(As a reminder, if your state has adopted new laws or regulations for teacher evaluation since 2010, please refer to the teacher evaluation practices being piloted or implemented in response to these new laws or regulations when responding to this and other questions in this section. For all other states, please refer to the practices in your state during the 2013- 14 school year.)

SELECT ONE ONLY

Districts in your state are required to use a uniform evaluation model prescribed by
the state

............................................................................................................................ 1

Districts in your state are required to adopt the state model for evaluating teachers if they cannot meet or surpass state expectations, sometimes referred to as the state
default model

................................................................................................................... 2

Districts in your state may adopt but are not required to adopt the state model for evaluating teachers, sometimes referred to as the state exemplar model

..................... 3

Districts are permitted to select their own teacher evaluation models as long as they comply with state statutes and rules

............................................................................... 4State Education Agency Survey



### 6/27/2013 50 4-4. During this school year (2013-14), do state regulations specify a required minimum number of rating levels (such as highly effective, effective, satisfactory, needs improvement) to be used when evaluating overall teacher performance? If so, what is the minimum number of rating categories that is required?

SELECT ONE ONLY

Yes, districts must use a minimum number of rating categories for teacher evaluation . 1

Specify minimum number of rating categories________

No, there is no minimum number of rating categories that districts must use for
teacher evaluation

............................................................................................................ 0

4- 5. During this school year (2013-14), does your state require that student achievement growth or value added be used as one component of the performance evaluation of some, all, or no teachers? This can include growth or value added for
the teacher’s own stud ents and/or teamwide, gradewide, or schoolwide student achievement growth.

(Note: If your state is piloting a new system in some districts or schools, then this question refers to teachers in the pilo t schools. In order to report “all teachers,” student a chievement growth would need to be used with all teachers, including teachers of art, music, physical education, and special populations such as English learners or students with disabilities.)

SELECT ONE ONLY

The state requires student achievement growth or value added to be included as an evaluation component for some teachers

....................................................................... 1 Skip to 4-7

The state requires student achievement growth or value added to be included as an evaluation component for all teachers across all grades (K-12), all subjects, and all teacher specialties

........................................................................................................... 2 Skip to 4-7

The state does not require student achievement growth or value added to be included in teacher evaluations, but local districts may choose to include it

.................. 3

The state does not permit student achievement growth or value added to be included in the evaluations of any teachers

..................................................................... 4State Education Agency Survey



### 6/27/2013 51 4- 6. Please tell us about the reasons that your state either does not require or does not permit student achievement growth
or value added to be included among the components of a teacher’s evaluation during the 2013-14 school year.

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. Teachers are evaluated based on professional practice rather than student
achievement

................................ ................................ ................................ ................... 1 0

b. Inability to link teachers with the students they teach in the state’s data system

........ 1 0

c. Concerns about the validity of student achievement growth as a measure of teacher performance or quality

................................ ................................ ................................ .. 1 0

d. No tests available to measure student achievement growth in many grades and subjects

................................ ................................ ................................ .......................... 1 0

e. Concerns about the appropriateness of available assessments as a measure of student achievement growth

................................ ................................ ......................... 1 0

f. Opposition from teacher unions to using student achievement growth to evaluate
teachers

................................ ................................ ................................ .......................... 1 0

g. Opposition from teachers to using student achievement growth to evaluate
teachers

................................ ................................ ................................ .......................... 1 0

h. Inadequate technology, technical expertise, staff, or other resources

......................... 1 0

i. Teacher evaluation is a matter for local determination

................................ ................ 1 0

j. Other (specify)

................................ ................................ ................................ ................ 1 0

____________________________________________________________________

SKIP TO 4

- 1 5

.State Education Agency Survey



### 6/27/2013 52 4- 7. This question focuses on teachers of English language arts (ELA) and/or Math in grades 4 through 8. Indicate whether during this school year (2013-14) your state requires teacher evaluations to include achievement growth or value added
on state summative assessments for the teacher’s own students and/or teamwide, gradewide, or schoolwide student achievement growth.

SELECT ONE RESPONSE

IN EACH ROW

The state requires evaluations for teachers of ELA and Math in grades 4 through 8 to
include: YES NO

a. Achievement growth or value added for the teacher’s own students on state

summative assessments

................................ ................................ ................................ ....... 1 0

b. Achievement growth of students within a teacher team or grade on state summative

assessments

................................ ................................ ................................ .......................... 1 0

c. Achievement growth of students schoolwide on state summative assessments

................ 1 0

4- 8. This question focuses on teachers of Science in grades 6 through 8. Indicate whether during this school year (2013-14) your state requires teacher evaluations to include achievement growth or value added on state summative assessments
for the teacher’s own students and/or teamwide, gradewide, or schoolwide student achievement growth.

(For each measure of achievement growth, select all grades in which your state uses state summative assessments to estimate student achievement growth or value added to be used in Science teacher evaluations. Select NA (not applicable) for each measure of achievement growth that is not used for Sci ence teachers’ evaluations in any of grades

6- 8.)

The state requires evaluations for teachers of Science in grades 6 through 8 to include: NA SELECT GRADES IN WHI CH EACH MEASURE OF

STUDENT ACHIEVEMENT GROWTH OR VALUE

ADDED ON STATE SUMMA TIVE ASSESSMENTS IS

USED IN SCIENCE TEAC HER EVALUATIONS

a. Achievement growth or value added for the teacher’s
own students on state summative assessments

.................. na 6 7 8

b. Achievement growth of students within a teacher team or grade on state summative assessments

................ na 6 7 8

c. Achievement growth of students schoolwide on state

summative assessments

................................ ...................... na 6 7 8State Education Agency Survey



### 6/27/2013 53 4- 9. This question focuses on teachers of Social Studies in grades 6 through 8. Indicate whether during this school year (2013-14) your state requires teacher evaluations to include achievement growth or value added on state summative
assessments for the teacher’s own students and/or teamwide, gradewide, or schoolwide student achievement growth.

(For each measure of achievement growth, select all grades in which your state uses state summative assessments to estimate student achievement growth or value added to be used in Social Studies teacher evaluations. Select NA for each measure of achievement growth that is not used for Social Studies teachers’ evaluations in any of grades 6- 8.)

The state requires evaluations for teachers of Social Studies in grades 6 through 8 to include: NA SELECT GRADES IN WHI CH EACH MEASURE OF

STUDENT ACHIEVEMENT GROWTH OR VALUE

ADDED ON STATE SUMMA TIVE ASSESSMENTS IS

USED IN SOCIAL STUDIES TEACHER EVAL UATIONS

a. Achievement growth or value added for the teacher’s own
students on state summative assessments

........................... na 6 7 8

b. Achievement growth of students within a teacher team or grade on state summative assessments

................. na 6 7 8

c. Achievement growth of students schoolwide on state

summative assessments

................................ ....................... na 6 7 8

4- 10. This question focuses on early elementary teachers in grades K through 3. Indicate whether during this school year (2013-14) your state requires teacher evaluations to include achievement growth or value added on state summative
assessments for the teacher’s own students and/or teamwide, gradewide, or schoolwide student achievement growth.

(For each measure of achievement growth, select all grades in which your state uses state summative assessments to estimate student achievement growth or value added to be used in teacher evaluations. Select NA for each measure of achievement growth that is not used for teachers’ evaluations in any of grades K

- 3.)

The state requires evaluations of early elementary teachers
to include: NA SELECT GRADES IN WHI CH EACH MEASURE OF

STUDENT ACHIEVEMENT GROWTH OR VALUE

ADDED ON STATE SUMMA TIVE ASSESSMENTS IS

USED IN EARLY ELEMEN TARY TEACHER

EVALUATIONS

a. Achievement growth or value added for the teacher’s own
students on state summative assessments

.......................... na K 1 2 3

b. Achievement growth of students within a teacher team or grade on state summative assessments

................. na K 1 2 3

c. Achievement growth of students schoolwide on state
summative assessments

................................ ...................... na K 1 2 3State Education Agency Survey



### 6/27/2013 54 4- 11. During this school year (2013-14), does your state require use of any state summative assessments, such as end- of

course assessments and exit exams, to measure student achievement growth or value added of the teacher’s own
students as a component of the evaluations of high school teachers in any of the following subjects and courses?

(For each subject, select the name of each course for which your state requires use of a state summative assessment to estimate student achievement growth or value added of the teacher’s own students in high school teacher evaluations. Select NA if student achievement growth or value added on state summative assessments is not required as part of high school teachers’ evaluations in any course in that subject.)

NA SELECT COURSES IN WHICH STU DENT ACHIEVEMENT GRO WTH OR VALUE

ADDED ON STATE SUMMA TIVE ASSESSMENTS IS USED IN TEACHER

EVALUATIONS

a. High school ELA teachers

....... na English 9 English 10 English 11 English 12 Other ELA

b. High school Math teachers

.... na Algebra I Geometry Algebra 2 Other Math

c. High school Science teachers

. na Biology Chemistry Physics Other Science

d. High school Social Studies
teachers

................................ . na Civics U.S. History Other Social
Studies

4- 12. During this school year (2013-14), for teachers of ELA, Math, Science, or Social Studies, does the state require that a measure of student achievement growth based on local assessments (assessments selected at the district, school, or classroom level) be included in any of these teachers’ evaluations?

Yes

.................................................................................................................................... 1

No

..................................................................................................................................... 0 Skip to Intro before 4- 14

4- 13. For which teachers of ELA, Math, Science, or Social Studies, does the state require that a measure of student achievement growth based on local assessments for a teacher’s own students be included in these teachers ’ evaluations?

SELECT ONE RESPONSE PER ROW

ALL

TEACHERS TEACHERS IN GRADES FOR WHICH

STUDENT ACHIEVEMENT GROWTH ON
REQUIRED STATE SUMMATIVE

ASSESSMENTS CANNOT BE ESTIMATED OTHER

TEACHERS

a. ELA

................................ ......... 1 2 3

b. Math

................................ ....... 1 2 3

c. Science

................................ ... 1 2 3

d. Social Studies

......................... 1 2 3State Education Agency Survey



### 6/27/2013 55 Many teachers serve grades and subjects that lack state summative assessments that can be used to measure student achievement growth or value added for the teacher’s own students. The next question is about the evaluations of teachers for whom growth cannot be measured for their own students based on required state summative assessments.

4- 14. During this school year (2013-14), does the state require, permit, or prohibit any of the following approaches to measuring student achievement growth for teachers of grades and subjects for which the achievement growth or value added of their own students cannot be measured using state summative assessments?

SELECT ONE RESPONSE IN EACH ROW

REQUIRED TO

BE USED IN

TEACHER

EVALUATION PERMITTED TO

BE USED IN

TEACHER

EVALUATION PROHIBITED

FROM USE IN

TEACHER

EVALUATION

a. Use gradewide, teamwide, or schoolwide achievement growth on state summative assessments to substitute for achievement growth of the teacher’s own students

......... 1 2 3

b. Use achievement growth of the teacher’s own students
on district

- selected or district

- developed standardized assessments (assessments consistently administered and scored for all students in the same grades and subjects districtwide)

................................ ................................ ....... 1 2 3

c. Use teacher

- established student achievement growth targets based on assessments selected or developed by
individual teachers (sometimes called student learning objectives for SLOs)

................................ ............................ 1 2 3

d. Another approach (specify)

................................ ................ 1 2 3

_____________________________________________State Education Agency Survey



### 6/27/2013 56 4- 15. During this school year (2013-14), which of the following sources of information on teacher performance (other than student achievement growth) does the state require, permit, or prohibit for use in teacher evaluations?



## □ Check box if your state has no legislation or regulations about particular sources of information to be used to evaluate teacher performance and skip to instructions before 4-16.

SELECT ONE RESPONSE IN EACH ROW

REQUIRED TO BE

USED IN

TEACHER

EVALUATION PERMITTED TO

BE USED IN

TEACHER

EVALUATION PROHIBITED

FROM USE IN

TEACHER

EVALUATION

a. Classroom observations using a teacher professional practice rubric, conducted by the principal or other school
administrator

................................ ................................ ............. 1 2 3

b. Classroom observations using a teacher professional practice rubric, conducted by someone other than a school administrator (such as a peer or mentor teacher, instructional coach, central office staff member, or an
observer from outside the school or distr ict)

........................... 1 2 3

c. Teacher self

- assessment

................................ ............................ 1 2 3

d. Portfolios or other artifacts of teacher professional practice

... 1 2 3

e. Assessments by a peer or mentor teacher that are not based

on a teacher professional practice rubric

................................ .. 1 2 3

f. Student work samples

................................ ............................... 1 2 3

g. Student surveys or other feedback

................................ ........... 1 2 3

h. Parent surveys or other feedback

................................ ............. 1 2 3

i. Something else (specify)

................................ ............................ 1 2 3

________________________________ _______________________State Education Agency Survey



### 6/27/2013 57 Principal Evaluation

In this section, we want to gather information on the status of and requirements for principal evaluation practices in your state during this school year (2013-14). Many states are transitioning to or implementing new evaluation policies or systems.



## □ Check here if your state has adopted new laws or regulations for principal evaluation since 2010 (including those in response to ESEA Flexibility waiver requirements). We are interested in learning about the status of and requirements for principal evaluation practices being piloted or implemented in your state in response to these new laws or regulations. Please answer the questions in this section based on principal evaluation practices as they are being piloted or implemented in the 2013-14 school year. For example, if a new system is being piloted during the 2013-14 school year, respond only about the components being piloted this year. SKIP TO 4- 16

.



## □ Check here if your state has not adopted new laws or regulations for principal evaluation since 2010. Please respond about the requirements of principal evaluation practices in your state during the 2013-14 school year. SKIP TO 4- 18.

4- 16. During this school year (2013-14), what is the status of the new principal evaluation system in your state?

SELECT ONE ONLY

The system is in the planning stage and no components are being implemented

.......... 1 Skip to 4- 18

The system is in the piloting stage and some, but not all, components are being implemented

.................................................................................................................... 2

The system is in the piloting stage and all components are being implemented

............ 3

The system is fully implemented statewide

..................................................................... 4 Skip to 4- 18

4- 17. During this school year (2013-14), in how many districts and schools is the state piloting the principal evaluation system?

ENTER NUMBER

a. Number of districts

................................ ............................

___________

b. Number of schools

................................ .............................

___________State Education Agency Survey



### 6/27/2013 58 4- 18. During this school year (2013- 14), which of the following statements best describes the state’s requirements and regulations related to principal evaluation?

(As a reminder, if your state has adopted new laws or regulations for principal evaluation since 2010, please refer to the principal evaluation practices being piloted or implemented in response to these new laws or regulations when responding to this and other questions in this section. For all other states, please refer to the practices in your state during the 2013-14 school year.)

SELECT ONE ONLY

Districts in your state are required to use a uniform evaluation model prescribed by
the state

............................................................................................................................ 1

Districts in your state are required to adopt the state model for evaluating principals if they cannot meet or surpass state expectations, sometimes referred to as the state
default model

................................................................................................................... 2

Districts in your state may adopt but are not required to adopt the state model for evaluating principals, sometimes referred to as the state exemplar model

.................... 3

Districts are permitted to select their own principal evaluation models as long as they comply with state statutes and rules

....................................................................... 4

4- 19. During this school year (2013-14), do state regulations specify a required minimum number of rating levels (such as highly effective, effective, satisfactory, needs improvement) to be used when evaluating overall principal performance? If so, what is the minimum number of rating categories that is required?

SELECT ONE ONLY

Yes, districts must have a minimum number of rating categories for principal
evaluation

......................................................................................................................... 1

Specify minimum number of rating categories________

No, there is no minimum number of rating categories that districts must use for principal evaluation

......................................................................................................... 0State Education Agency Survey



### 6/27/2013 59 4- 20. During this school year (2013-14), does the state require, permit, or prohibit any of the following student outcomes for use in principal evaluations for elementary, middle, or high school principals?



## □ Check box if your state has no legislation or regulations about using student outcomes to evaluate principal performance and skip to 4-21.

SELECT ONE RESPONSE FOR ELEMENTARY AND M IDDLE SCHOOL PRINCIP ALS AND

ONE FOR HIGH SCHOOL PRINCIPALS FOR EACH ROW

ELEMENTARY AND MID DLE SCHOOL

PRINCIPALS HIGH SCHOOL PRINCIPA LS

REQUIRED

TO BE USED

IN PRINCIPAL

EVALUATION PERMITTED

TO BE USED

IN PRINCIPAL

EVALUATION PROHIBITED

FROM USE IN

PRINCIPAL

EVALUATION REQUIRED TO

BE USED IN

PRINCIPAL

EVALUATION PERMITTED

TO BE USED

IN PRINCIPAL

EVALUATION PROHIBITED

FROM USE IN

PRINCIPAL

EVALUATION

a. Schoolwide proficiency rates on required state summative

assessments

................................ .. 1 2 3 1 2 3

b. Schoolwide year

- to

- year changes in proficiency rates on required

state summative assessments

...... 1 2 3 1 2 3

c. Achievement growth of students schoolwide on required state summative assessments, or the
school’s value added

.................... 1 2 3 1 2 3

d. Achievement growth of students
schoolwide on district summative assessments, or the school’s
value added

................................ .. 1 2 3 1 2 3

e. Student promotion/graduation

rate

................................ ................ 1 2 3 1 2 3

f. Student dropout rate

.................... 1 2 3 1 2 3

g. Gaps in achievement outcomes between advantaged and disadvantaged groups

................... 1 2 3 1 2 3

h. Proficiency rates for disadvantaged groups

................... 1 2 3 1 2 3

i. Student achievement growth for English learners

............................. 1 2 3 1 2 3

j. Student achievement growth for
students with disabilities

.............. 1 2 3 1 2 3

k. Student attendance

...................... 1 2 3 1 2 3

l. Student behavior/discipline/ safety

................................ ............ 1 2 3 1 2 3

m. Other student outcome (specify)

.. 1 2 3 1 2 3

___________________________State Education Agency Survey



### 6/27/2013 60 4- 21. During this school year (2013-14), which of the following sources of information (other than student outcome measures) does the state require, permit, or prohibit for principal evaluations?



## □ Check box if your state has no legislation or regulations about particular sources of information to be used to evaluate principal performance and skip to introduction before 4-22.

SELECT ONE RESPONSE IN EACH ROW

REQUIRED TO

BE USED IN

PRINCIPAL

EVALUATION PERMITTED TO

BE USED IN

PR INCIPAL

EVALUATION PROHIBITED

FROM USE IN

PRINCIPAL

EVALUATION

a. Ratings based on a principal professional practice rubric

.................. 1 2 3

b. Principal self

- assessment

................................ ................................ ... 1 2 3

c. Input from district administrators that is not based on a principal professional practice rubric

................................ ................................ 1 2 3

d. Staff surveys or other feedback

................................ ......................... 1 2 3

e. Student surveys or other feedback

................................ .................... 1 2 3

f. Parent surveys or other feedback

................................ ...................... 1 2 3

g. Something else (specify)

................................ ................................ .... 1 2 3

________________________________ ____________________________



### Consequences of Evaluation Ratings

As a reminder, if your state has adopted new laws or regulations for teacher or principal evaluation since 2010, please refer to the teacher or principal evaluation practices being piloted or implemented in response to these new laws or regulations when responding to questions in this section. For all other states, please refer to the practices in your state during the 2013-14 school

year.

4- 22. During this school year (2013-14), do state requirements allow teachers to earn tenure or some other continuing right to their job that cannot be revoked without due process?

Yes

.................................................................................................................................... 1

No

..................................................................................................................................... 0State Education Agency Survey



### 6/27/2013 61 4- 23. Does the state require, permit, or prohibit teacher evaluation results for this year (2013-14) to be used for any of the following decisions?

(Select NA, where available, if tenure is not offered in your state.)

SELECT ONE RESPONSE IN EACH ROW

REQUIRED PERMITTED PROHIBITED NA

Teacher evaluation results are required, permitted, or prohibited to be used to guide decisions about:

a. Planning professional development for individual teachers

......... 1 2 3

b. Development of performance improvement plans for low

performing teachers

................................ ................................ ..... 1 2 3

c. Setting goals for student achievement growth for the next school year

................................ ................................ .................... 1 2 3

d. Recognizing high

- performing teachers

................................ ......... 1 2 3

e. Identifying low

- performing teachers for coaching, mentoring, or peer assistance

................................ ................................ ......... 1 2 3

f. Determining annual salary increases

................................ ............ 1 2 3

g. Determining bonuses or performance

- based compensation other than salary increases

................................ ........................... 1 2 3

h. Career advancement opportunities, such as teacher leadership roles

................................ ................................ ............. 1 2 3

i. Granting tenure or similar job protection

................................ ..... 1 2 3 na

j. Determining eligibility to transfer to other schools

...................... 1 2 3

k. Sequencing potential layoffs if the district needs to reduce
staff

................................ ................................ ............................... 1 2 3

For low

- performing teachers, evaluation results are required, permitted, or prohibited to be used to inform decisions about:

l. Loss of tenure or similar job protection

................................ ........ 1 2 3 na

m. Dismissal or terminating teachers for cause

................................ . 1 2 3

4- 24. During this school year (2013-14), do state requirements allow principals to earn tenure or some other continuing right to their job that cannot be revoked without due process?

Yes

.................................................................................................................................... 1

No

..................................................................................................................................... 0State Education Agency Survey



### 6/27/2013 62 4- 25. Does the state require, permit, or prohibit principal evaluation results for this school year (2013-14) to be used for any of the following decisions?

(Select NA, where available, if tenure is not offered in your state.)

SELECT ONE RESPONSE IN EACH ROW

REQUIRED PERMITTED PROHIBITED NA

Principal evaluation results are required, permitted, or prohibited be used t o guide decisions about:

a. Planning professional development for individual principals

........ 1 2 3

b. Development of performance improvement plans for low

performing principals

................................ ................................ ..... 1 2 3

c. Recognizing high

- performing principals

................................ ......... 1 2 3

d. Identifying low

- performing principals for coaching or mentoring

................................ ................................ ....................... 1 2 3

e. Determining a nnual salary increases

................................ ............. 1 2 3

f. Determining b onuses or performance

- based compensation other than salary increases

................................ ............................ 1 2 3

g. Career advancement opportunities

, such as additional leadership roles

................................ ................................ .............. 1 2 3

h. Granting tenure or similar job protection

................................ ...... 1 2 3 na

i. Deciding on renewal of a principal’s contract

................................ 1 2 3

j. Assigning principals to schools

................................ ....................... 1 2 3

k. Sequencing potential layoffs if the district needs to reduce
staff

................................ ................................ ................................ 1 2 3

For low

- performing principals, evaluation results are required, permitted, or prohibited to be used to inform decisions about :

l. Demotion

................................ ................................ ....................... 1 2 3

m. Transfer to a different school

................................ ......................... 1 2 3

n. Loss of tenure or similar job protection

................................ ......... 1 2 3 na

o. Dismissal

................................ ................................ ......................... 1 2 3State Education Agency Survey



### 6/27/2013 63 

### Requirements and Supports for Implementing Evaluation Systems

As a reminder, if your state has adopted new laws or regulations for teacher or principal evaluation since 2010, please refer to the teacher or principal evaluation practices being piloted or implemented in response to these new laws or regulations when responding to questions in this section. For all other states, please refer to the practices in your state during the 2013-14 school

year.

4- 26. During this school year (2013-14), does your state require any of the following training for staff who conduct evaluations of principals or teachers?

(Select NA if your state does not require use of a professional practice rubric to evaluate either teachers or principals.)

SELECT ONE RESPONSE

IN EACH ROW

YES NO NA

a. Teacher evaluators must receive training on the teacher professional practice
rubric

................................ ................................ ................................ ................................ 1 0 na

b. Teacher evaluators must pass a test that assesses their accuracy in using the teacher professional practice rubric

................................ ................................ ............................. 1 0 na

c. Principal evaluators must receive training on the principal professional practice rubric 1 0 na

d. Principal evaluators must pass a test that assesses their accuracy in using the principal professional practice rubric

................................ ................................ ............... 1 0 naState Education Agency Survey



### 6/27/2013 64 4- 27. During this school year (2013-14), has your state provided any of the following supports to district administrators, school leaders, or teachers in implementing or conducting principal or teacher evaluations?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. Provided or funded training for observers on teacher professional practice rubrics

......... 1 0

b. Provided or funded training for observers on principal professional practice rubrics

....... 1 0

c. Provided data on the achievement growth of students on required state summative assessments (or value added) at the school and/or teacher level

................................ ..... 1 0

d. Provided data systems or information technology tools to help evaluators record evaluation ratings

................................ ................................ ................................ ................ 1 0

e. Produced the final summative evaluation ratings for teachers and principals in each district based on information submitted by district staff

................................ ................... 1 0

f. Helped districts purchase or develop data systems to record and analyze data from teacher and principal evaluations

................................ ................................ ....................... 1 0

g. Helped districts negotiate the elements of new educator evaluation systems with
administrators’ or teachers’ associations

................................ ................................ ........... 1 0

h. Provided or helped develop communication materials to help explain major components of the new evaluation system to staff and the public

................................ .... 1 0

i. Provided materials, training or assistance to district administrators and school leaders on communicating evaluation results to principals and teachers

................................ ...... 1 0State Education Agency Survey



### 6/27/2013 65 4- 28. During this school year (2013-14), what information does the state require districts to submit in order to monitor implementation of teacher and principal evaluation practices according to state requirements and regulations?

SELECT ONE RESPONSE

IN EACH R OW

YES NO

a. The district’s plans for evaluating principals and teachers, including information about any measures that are selected by districts

................................ ................................ .......... 1 0

b. Periodic reports about the number of principals and teachers observed or rated over a specific time period

................................ ................................ ................................ ............... 1 0

c. Periodic reports about meeting other milestones or progress indicators (such as the number of principals and teachers who participated in a discussion of the past year’s performance by a specific date)

................................ ................................ ............................ 1 0

d. Plans describing what will be done to improve the performance of teachers identified as ineffective, low

- performing, or unsatisfactory

................................ ................................ ..... 1 0

e. Periodic reports on the number or percentage of teachers identified as ineffective, low

performing, or unsatisfactory who were provided with assistance or were terminated.

.... 1 0

f. Plans describing what will be done to improve the performance of principals identified as ineffective, low

- performing, or unsatisfactory

................................ ................................ . 1 0

g. Periodic reports on the number or percentage of principals identified as ineffective, low

performing, or unsatisfactory who were provided with assistance or were terminated

..... 1 0

h. Reports on the number or percentage of teachers whose performance evaluation
included a measure of student achievement growth

................................ ........................... 1 0

i. Plans for using evaluation results in hiring/placement/promotion decisions

...................... 1 0

j. Other (specify)

................................ ................................ ................................ ....................... 1 0

________________________________ ________________________________ ________State Education Agency Survey



### 6/27/2013 66 

### Statewide Data on Individual Teachers

4- 29. During this school year (2013-14), does your state have statewide data on individual teachers that includes any of the following elements?

(Select NA, where available, if tenure is not offered in your state.)

SELECT ONE RESPONSE IN

EACH ROW

YES NO NA

a. Overall (summative) evaluation ratings for individual teachers

................................ ........... 1 0

b. Student achievement growth or value added for (some) individual teachers

..................... 1 0

c. Observation ratings for individual teachers

................................ ................................ .......... 1 0

d. Tenure status of individual teachers

................................ ................................ ..................... 1 0 na

e. Degree

- granting institutions and degrees earned by individual teachers

............................ 1 0

f. Certification status of individual teachers

................................ ................................ ............ 1 0

g. Years of experience of individual teachers

................................ ................................ ........... 1 0

h. Highly qualified teacher status

................................ ................................ .............................. 1 0

i. Other (specify)

................................ ................................ ................................ ....................... 1 0

________________________________ ________________________________ ________

4- 30

. For the most recent school year with complete teacher evaluations (for example, 2012-13), does the state have statewide data on the number of teachers in each evaluation rating category?

Yes

.................................................................................................................................... 1

No

..................................................................................................................................... 0 Skip to 4- 32State Education Agency Survey



### 6/27/2013 67 4- 31. Based on the most recent evaluations completed (for example, 2012-13), please indicate the percentage of teachers in your state who fell into each of the performance evaluation rating categories below, from the highest to lowest
category.

As a reminder, if your state has adopted new laws or regulations for teacher evaluation since 2010 and evaluations were completed using that system, please refer to the teacher evaluation practices being piloted or implemented in

response to these new laws or regulation when responding to this question and check this box: 

# □

Otherwise, please refer to the evaluation practices in your state during the most recent evaluation year, and check

this box: 

# □

(If the evaluations used fewer than five rating categories, enter NA on the lines for the categories not used. For example, if the evaluations only rated teachers as satisfactory or unsatisfactory, with no other categories, enter percentages on lines a and b and enter NA on lines c, d, and e. If you have a rating category, bu t no teachers fell into it, please enter a “0”.)

(Your best estimate for percentages is fine.)



## □ Check box if you are unable to estimate the percentages.

PERCENTAGE OF ALL

TEACHERS IN EACH

CATEGORY

a. First category (Highest)

................................ ......................

_____________

b. Second category

................................ ................................ .

_____________

c. Third category

................................ ................................ ....

_____________

d. Fourth category

................................ ................................ ..

_____________

e. Fifth category (Lowest)

................................ ......................

_____________

TOTAL 100 %State Education Agency Survey



### 6/27/2013 68 

### Statewide Data on Individual Principals

4- 32. During this school year (2013-14), does your state have statewide data on individual principals that includes any of the following elements?

(Select NA, where available, if tenure is not offered in your state.)

SELECT ONE RESPONSE

IN EACH ROW

YES NO NA

a. Overall (summative) evaluation ratings for individual principals

................................ ......... 1 0

b. Student achievement growth or school value added for (some) individual principals

......... 1 0

c. Rating from a principal professional practice rubric for individual principals

...................... 1 0

d. Tenure status of individual principals

................................ ................................ ................... 1 0 na

e. Degree

- granting institutions and degrees earned by individual principals

.......................... 1 0

f. Certification status of individual principals

................................ ................................ ........... 1 0

g. Years of experience of individual principals

................................ ................................ .......... 1 0

h. Other (specify)

................................ ................................ ................................ ....................... 1 0

________________________________ ________________________________ _________

4- 33

. For the most recent school year with complete principal evaluations (for example, 2012- 13 ), does the state have statewide data on the number of principals in each evaluation rating category?

Yes

.................................................................................................................................... 1

No

..................................................................................................................................... 0 Skip to 4- 35State Education Agency Survey



### 6/27/2013 69 4- 34. Based on the most recent evaluations completed (for example, 2012-13) please indicate the percentage of principals in your state who fell into each of the performance evaluation rating categories below, from the highest to lowest
category.

As a reminder, if your state has adopted new laws or regulations for principal evaluation since 2010 and evaluations were completed using that system, please refer to the principal evaluation practices being piloted or implemented in

response to these new laws or regulation when responding to this question and check this box: 

# □

.
Otherwise, please refer to the evaluation practices in your state during the most recent evaluation year, and check

this box: 

# □

(If the evaluations used fewer than five rating categories, enter NA on the lines for the categories not used. For example, if the evaluations only had two categories, enter percentages on lines a and b and enter NA on lines c, d, and e. If you have a rating category, but no principals fell into it, please enter a “0”.)

(Your best estimate for percentages is fine.)



# □ Check box if you are unable to estimate the percentages.

PERCENTAGE OF ALL

PRINCIPALS IN EACH

CATEGORY

a. First category (Highest)

................................ ......................

_____________

b. Second category

................................ ................................ .

_____________

c. Third category

................................ ................................ ....

_____________

d. Fourth category

................................ ................................ ..

_____________

e. Fifth category (Lowest)

................................ ......................

_____________

TOTAL 100 %



### Educator Distribution

4- 35. Within the past 12 months, has your state examined information about the distribution of teacher quality or effectiveness across schools or districts serving different student populations (e.g., high-poverty or urban schools compared with low-poverty or rural schools)?

SELECT ONE ONLY

Yes, conducted by a contractor hired by the State Education Agency

............................. 1

Yes, conducted by State Education Agency staff

.............................................................. 2

No

..................................................................................................................................... 0 Skip to 4- 38State Education Agency Survey



### 6/27/2013 70 4- 36. What information was used to define teacher quality or effectiveness for this examination?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. Teacher evaluation ratings

................................ ................................ ................................ .... 1 0

b. Teacher effectiveness as measured by student achievement growth or value added

......... 1 0

c. Teacher experience

................................ ................................ ................................ ............... 1 0

d. Teacher certification

................................ ................................ ................................ ............. 1 0

e. Teacher education (e.g., proportion of teachers with master’s degrees)

............................ 1 0

f. Assignment of teachers to grades or classes outside of their field of certification

.............. 1 0

g. “Highly qualified” status based on definitions of No Child Left Behind

............................... 1 0

h. Other (specify)

................................ ................................ ................................ ....................... 1 0

________________________________ ________________________________ _________

4- 37. What actions has your state taken to address any inequities found in teacher quality or effectiveness?



## □ Check here if not applicable

– Analysis found no substantial inequities in teacher quality or effectiveness and skip to 4- 38.

SELECT ONE RESPONSE IN

EACH ROW

YES NO

a. State provided findings about inequities to school districts and/or the public

.................... 1 0

b. State has established financial incentives to encourage effective teachers to move to
low

- performing schools

................................ ................................ ................................ ........ 1 0

c. State has provided resources (e.g., professional development, coaching) to improve
the effectiveness of less

- effective teachers

................................ ................................ .......... 1 0

d. State requires school districts to develop a plan for addressing inequities

......................... 1 0

e. Other (specify)

................................ ................................ ................................ ....................... 1 0

________________________________ ________________________________ ________ f. State has not taken action to address inequities in access to effective teachers

................. 1 0State Education Agency Survey



### 6/27/2013 71 4- 38. Within the past 12 months, has your state examined information about the distribution of principal quality or effectiveness across schools or districts serving different populations (e.g., high-poverty or urban schools compared with low-poverty or rural schools)?

SELECT ONE ONLY

Yes, conducted by a contractor hired by the State Education Agency

............................. 1

Yes, conducted by State Education Agency staff

.............................................................. 2

No

..................................................................................................................................... 0 Skip to 4- 41

4- 39. What information was used to define principal quality or effectiveness for this examination?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. Principal evaluation ratings

................................ ................................ ................................ ... 1 0

b. Principal effectiveness as measured by achievement growth of students schoolwide or
school value added

................................ ................................ ................................ ............... 1 0

c. Principal experience

................................ ................................ ................................ .............. 1 0

d. Principal certification

................................ ................................ ................................ ............ 1 0

e. Other (specify)

................................ ................................ ................................ ....................... 1 0

________________________________ ________________________________ _________

4- 40. What actions has your state taken to address any inequities found in the principal quality or effectiveness?



## □ Check here if not applicable

– Analysis found no substantial inequities in principal quality or effectiveness and skip to

4- 41.

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. State provided findings about inequities to school districts and/or the public

.................... 1 0

b. State has established financial incentives to encourage effective principals to move to
low

- performing schools

................................ ................................ ................................ ........ 1 0

c. State has provided resources (e.g., professional development, coaching) to improve
the effectiveness of less

- effective principals

................................ ................................ ........ 1 0

d. State requires school districts to develop a plan for addressing inequities

......................... 1 0

e. Other (specify)

................................ ................................ ................................ ....................... 1 0

________________________________ ________________________________ ________ f. State has not taken action to address inequities in access to effective principals

............... 1 0State Education Agency Survey



### 6/27/2013 72 

### Educator Preparation

4- 41. Within the past 12 months, has the state assessed the effectiveness of teacher preparation programs? Indicate whether the state assessed the effectiveness of traditional preparation programs or alternative preparation programs.

(Select NA if your state d oes not have alternative preparation programs.)

SELECT ONE RESPONSE IN

EACH ROW

YES NO NA

a. Traditional Programs

................................ ................................ ................................ .. 1 0

b. Alternative Programs

................................ ................................ ................................ . 1 0 na

4- 42. Within the past 12 months, which of the following types of information did the state use to assess the effectiveness of teacher preparation programs? Please indicate if each type of information is used for assessing effectiveness of traditional preparation programs only, alternative preparation programs only, both traditional and alternative programs,
or neither.

SELECT ONE RESPONSE IN EACH ROW

TRADITIONAL

ONLY ALTERNATIVE

PREPARATION

ONLY BOTH

TRADITIONAL AND

ALTERNATIVE

PREPARATION NEITHER

a. The percentage of the program’s graduates who
earn certification

................................ ............................ 1 2 3 0

b. The percentage of the program’s graduates placed in teaching jobs

................................ .............................. 1 2 3 0

c. Rates of the programs graduates’ retention in the profession

................................ ................................ ...... 1 2 3 0

d. Teacher evaluation ratings of teachers who graduated from each program

................................ ....... 1 2 3 0

e. Student achievement growth or value added associated with teachers who graduated from each

program

................................ ................................ .......... 1 2 3 0

f. Classroom observation ratings for teachers who graduated from each program

................................ ....... 1 2 3 0

g. Qualitative program reviews

................................ .......... 1 2 3 0

h. Feedback from principals, other school staff, or
human resources staff on credentialed teachers from each program

................................ ........................ 1 2 3 0

i. Something else(specify)

................................ ................. 1 2 3 0

________________________________ ____________ IF NO OR NA ANSWERED TO BOTH I TEMS I N 4

- 41 SKIP TO 4

- 45

.State Education Agency Survey



### 6/27/2013 73 4- 43. Within the past 12 months, has your state reported information about the effectiveness of the teachers they prepared to the schools of education or alternative preparation programs that the teachers attended using information listed in question 4-42?

( Se lect NA if your state does not have alternative preparation programs.)

SELECT ONE RESPONSE IN

EACH ROW

YES NO NA

a. State reported information about effectiveness to schools of education

..................... 1 0

b. State reported information about effectiveness to alternative preparation

programs

................................ ................................ ................................ ........................ 1 0 na

4- 44. Within the past 12 months, has your state publicly reported information about the effectiveness of teachers prepared by schools of education or alternative preparation programs?

( Select NA if your state does not have alternative preparation programs.)

SELECT ONE RESPONSE IN

EACH ROW

YES NO NA

a. State publicly reported information about the effectiveness of schools of
education

................................ ................................ ................................ ........................ 1 0

b. State publicly reported information about the effectiveness of alternative preparation programs

................................ ................................ ................................ .... 1 0 na

4- 45. Within the past 12 months, has the state assessed the effectiveness of principal preparation programs? Indicate whether the state assessed the effectiveness of traditional preparation programs or alternative preparation programs.

(Select NA if your state does not have alternative preparation programs.)

SELECT ONE RESPONSE IN

EACH ROW

YES NO NA

a. Traditional Programs

................................ ................................ ................................ ........ 1 0

b. Alternative Programs

................................ ................................ ................................ ....... 1 0 na

IF NO OR NA ANSWERED TO BOTH I TEMS I N 4

- 45 SKIP TO END OF

THIS SECTION OF THE SURVEY

.State Education Agency Survey



### 6/27/2013 74 4- 46. Within the past 12 months, which of the following types of information did the state use to assess the effectiveness of principal preparation programs? Please indicate if each type of information is used for assessing effectiveness of traditional preparation programs only, alternative preparation programs only, both traditional and alternative programs,
or neither.

SELECT ONE RESPONSE IN EACH ROW

TRADITIONAL

ONLY ALTERNATIVE

PREPARATION

ONLY BOTH TRADITIONAL

AND ALTERNATIVE

PREPARATION NEITHER

a. The percentage of the program’s graduates who
earn certification

................................ ................... 1 2 3 0

b. The percentage of the program’s graduates placed as school principals

................................ .... 1 2 3 0

c. Rates of the program’s graduates’ retention in the profession

................................ ....................... 1 2 3 0

d. Principal evaluation ratings of principals who graduated from each program

.............................. 1 2 3 0

e. Student achievement growth associated with principals who graduated from each program

..... 1 2 3 0

f. Ratings on a professional practice rubric for principals who graduated from each program

..... 1 2 3 0

g. Qualitative program reviews

................................ . 1 2 3 0

h. Feedback from district administrators or human resources staff on credentialed principals from each program

................................ ........................ 1 2 3 0

i. Something else (specify)

................................ ....... 1 2 3 0

________________________________ ________

4- 47. Within the past 12 months, has your state reported information about the effectiveness of the principals they prepared to the schools of education or alternative preparation programs that the principals attended?

(S elect NA if your state does not have alternative preparation programs.)

SELECT ONE RESPONSE IN

EACH ROW

YES NO NA

a. State reported information about effectiveness to schools of education

...................... 1 0

b. State reported information about effectiveness to alternative preparation

programs

................................ ................................ ................................ ......................... 1 0 naState Education Agency Survey



### 6/27/2013 75 4- 48. Within the past 12 months, has your state publicly reported information about the effectiveness of principals prepared by schools of education or alternative preparation programs?

(Select NA if your state does not have alternative preparation programs.)

SELECT ONE RESPONSE IN

EACH ROW

YES NO NA

a. State publicly reported information about the effectiveness of school s of
education

................................ ................................ ................................ ...................... 1 0

b. State publicly reported information about the effectiveness of alternative preparation programs

................................ ................................ ................................ ... 1 0 na

Please provide the following information for each state education department staff member who assisted with the completion of this survey section.

Name Position Title Number of years in the position



### Thank you for completing this survey.

### 6/27/2013 1

Laura Kalb Senior Survey Researcher 955 Massachusetts Avenue, Suite 801 Cambridge, MA 02139 Telephone (617) 491-7900 Fax (617) 491-8044 www.mathematica-mpr.com (617) 301-8989



### DATE

Dear NAME:

Thank you for agreeing to participate in the state survey for the Implementation of Title I/II Program Initiatives, a study we are conducting for the U.S. Department of Education’s Institute of Education Sciences.

In your state, more than one person might need to work on the survey, depending on the policy areas with which they are most familiar. As a reminder, the state survey is divided into four sections: state content standards, state assessments, accountability and school turnaround, and teacher and principal evaluation systems. Additionally, in an effort to ease the burden on your staff, the research team at Mathematica Policy Research has used publicly-available data from your state to complete portions of the enclosed extant data form. This form covers topics on school accountability systems. We request your help in verifying the information in this form and in completing parts of the form that we were unable to complete using data available online.

Because multiple people from your agency will be working on the survey and extant data form, we have created a SharePoint site for all respondents in your agency to use. SharePoint is a collaborative web-based application, accessed via the secure log-in information below. It allows multiple users to access to the survey (through a check-in/check-out document system). It will also allow users to oversee and review the completed documents before final submission. Please see the attached User’s Guide for more details on using a SharePoint
site.

SHAREPOINT URL: XXXXX

USERNAME: XXXXX

PASSWORD: XXXXX

Thank you in advance for your cooperation and participation in this important study. Please do not hesitate to call or email with any questions.

Sincerely,

Attachment:
SharePoint User Guide
State Extant Data Form

### 6/27/2013 1 

# SharePoint User Guide

This SharePoint User Guide provides instructions for key steps you will need to follow to access your

state’s survey documents on the secure website and save completed work. SharePoint allows multiple users to

access and contribute to documents. Using this system, different staff from your agency can work on different

sections of the survey, to best match the policy focus of your agency’s staff with the sections of the survey

related to those policy areas.



## Checking Out and Editing a File

Checking out a file in SharePoint prevents multiple people from making changes at the same time. While

the file is checked out to a user, they can edit and save the file, close it and reopen it. Other users can not make

any edits, or see the user’s edits until the file is c hecked back in.

To check out a file, select the box next the survey section you would like to work in. Select ‘Check Out’

from the Document Ribbon at the top of the page:

You can also check out the file when you open it for editing [ Note: we will include a screenshot here once

the SharePoint site is set up ]. If the check out command is not available in the Document ribbon or when you

open the file, the file may already be checked out to you or someone else. The icon for the document changes to

the following symbol to indicate it is checked out:

Rest the mouse pointer over this icon to see the name of the person who has checked out the document.

### 6/27/2013 2 

### Remember to save all changes to the document before checking it back in! If you check-in a document

before saving, you will lose any changes that were made while the file was checked out and the file will revert

to the previous checked-in version.



## Check-in File

Once you are finished editing a file, make it available to other users to view your changes or make their

own edits by checking the file back in. Similar to checking out a document, to check a document in, select the

check box next the survey section you would like to check in and select the Check In icon from the document

ribbon:

When you check in a file, you can add comments about the changes you made to the file. Check-in

comments are useful when several people are working in a file. After you check in the file, the box below will

pop -up, allowing you to enter version comments:Extant Documents and Data Form

– Section 3

–

Accountability and Low Performing Schools



### 6/27/2013 1 

### OMB#: XXXX- XXXX Expiration Date: XX/XX/20XX



# Implementation of Title I/II Program

Initiatives

Draft Survey of State Education Agencies

Extant Data Form

2013

- 2014

Paperwork Reduction Act of 1995 According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. Public reporting burden for this collection of information is estimated to average 180 minutes per response, including time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. The obligation to respond to this collection is required to obtain or retain benefit (Education Department General Administrative Regulations, Sections 75.591 and 75.592). Send comments regarding the burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to the U.S. Department of Education, 400 Maryland Ave., SW, Washington, DC 20210-4537 or email ICDocketMgr@ed.gov and reference the OMB Control Number XXXX-XXXX. Note: Please do not return the completed survey to this address.

Notice of Confidentiality Information collected for this study comes under the confidentiality and data protection requirements of the Institute of Education Sciences (The Education Sciences Reform Act of 2002, Title I, Part E, Section 183). Responses to this data collection will be used only for statistical purposes. The reports prepared for this study will summarize findings across the sample and will not associate responses with a specific state or individual. We will not provide information that identifies you or your state to anyone outside the study team, except required by law.Extant Documents and Data Form

– Section 3

–

Accountability and Low Performing Schools



### 6/27/2013 2



## Implementation of Title I/II Program Initiatives

Extant Documents and Data Form (Draft)

Section 3.

School Accountability and Turning Around Low Performing Schools

Instructions for State Education Agency Staff:

This Extant Data form contains questions about school accountability decisions and turning around low-performing schools.

In an effort to reduce the burden on your staff, the research team at Mathematica Policy Research has filled in this form using publicly available data sources (such as data provided on your State Education Agency webpage). Please review and verify that
th e data in this form are correct.

To assist your review, the “Website” box under each question indicates where the data for each question was found. In some cases, the information could not be found in the publicly available data sources. Please fill in missing data points and revise any data that is not correct directly in the form. Once complete, please upload the form on the study’s SharePoint site, in the E xtant Data form folder [ website url here ].

For each question, please use the check boxes (example below) to indicate whether the data was verified or revised/added:



# □ Data below verified.



# □ Data below has been revised/added.

DEFINITIONS:

States define annual measurable objectives (AMOs), or targets for specific student outcomes such as proficiency on the state’s English language arts (ELA) assessment for as all students or subgroups of students

States also define adequate yearly progress (AYP), or the threshold for proficiency or progress toward proficiency that the school needs to show in order to be judged by the state as making sufficient progress for that year.

States may define a school performance index (SPI) that combines school

- level data on student proficiency levels and growth on required state assessments, graduation rates, attendance rates, and other data in order to rank schools so that priority, focus, and reward schools can be identified. States may use this index to sort schools into additional performance categories.Extant Documents and Data Form

– Section 3

–

Accountability and Low Performing Schools



### 6/27/2013 3 

### A. Setting Annual Measurable Objectives for Schools (ESEA Flexibility States)

3E

- 1. For elementary and middle schools, which subject area assessments were used by the state to set annual measurable objectives (AMOs) for the 2012-13 school year? (STATE WEBSITE)



# □ Data below has been verified.



# □ Data below has been revised/added.

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. English language arts (ELA; including writing)

................................ ..................... 1 0

b. Math

................................ ................................ ................................ .................... 1 0

c. Science

................................ ................................ ................................ ................. 1 0

d. Social Studies/History

................................ ................................ .......................... 1 0

e. Other subjects (specify)

................................ ................................ ....................... 1 0

________________________________ _______________________________

WEBSITE:Extant Documents and Data Form

– Section 3

–

Accountability and Low Performing Schools



### 6/27/2013 4 3E

- 2. For high schools, which assessments were used by the state to set annual measurable objectives (AMOs) for the

2012 -13 school year? (STATE WEBSITE)



# □ Data below has been verified.



# □ Data below has been revised/added.

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. High school exit exam

................................ ................................ .................. 1 0

b. End of course exams in ELA

................................ ................................ ......... 1 0

c. End of course exams in Math

................................ ................................ ....... 1 0

d. End of course exams in Science

................................ ................................ ... 1 0

e. End of course exams in Social Studies/History

................................ ............ 1 0

f. American College Test, or ACT

................................ ................................ ..... 1 0

g. Advanced Placement exams

................................ ................................ ........ 1 0

h. Other subject area (specify)

................................ ................................ ......... 1 0

________________________________ ____________________________

WEBSITE:Extant Documents and Data Form

– Section 3

–

Accountability and Low Performing Schools



### 6/27/2013 5 3E

- 3. Which measures other than those based on student achievement tests were used by the state to set annual measurable objectives for the 2012-13 school year? (STATE WEBSITE)



# □ Data below has been verified.



# □ Data below has been revised/added.

ELEMENTARY/MIDDLE

SCHOOLS HIGH SCHOOLS

SELECT ONE RESPONSE

IN EACH ROW SELECT ONE RESPONSE

IN EACH ROW

YES NO NA YES NO

a. Student attendance rate

................................ ................ 1 0 1 0

b. Graduation or dropout rate

................................ ........... 1 0 na 1 0

c. “On track” to graduate index

................................ ......... 1 0 1 0

d. Percentage of teachers rated as effective

...................... 1 0 1 0

e. School climate

................................ ................................ 1 0 1 0

f. Other (specify)

................................ ................................ . 1 0 1 0

________________________________ ___________

WEBSITE:Extant Documents and Data Form

– Section 3

–

Accountability and Low Performing Schools



### 6/27/2013 6 

### B. Subgroups Used in Setting Annual Measurable Objectives (ESEA Flexibility States and States without ESEA Flexibility)

3E

- 4. For the 2012-13 school year, what was the minimum number of students in a school that can constitute a subgroup whose achievement is monitored against annual measurable objectives? (STATE WEBSITE)



# □ Data below has been verified.



# □ Data below has been revised/added.

___________ Minimum subgroup size used for school accountability based on the 2012- 13 state assessments

WEBSITE:Extant Documents and Data Form

– Section 3

–

Accountability and Low Performing Schools



### 6/27/2013 7 3E

- 5. If the state uses combined subgroups, has the state’s use of combined subgroups changed the number of schools held accountable for subgroups? (ESEA Flexibility States only)

Indicate the percentage increase or decrease in the number of schools held accountable for subgroups, based on data in state’s flexibility application. (ED PROGRAM OFFICE)



# □ Data below has been verified.



# □ Data below has been revised/added.

CHANGE IN NUMBER OF SCHOOLS CHANGE IN PERCENTAGE

OF SCHOOLS

DESCRIBE THE SCHOOLS THAT THE STATE INCLUDED IN THE ANALYSIS (such as elementary schools, high schools, Title I schools, etc.) # OF SCHOOLS

ACCOUNTABLE

IN OLD

SYSTEM # OF SCHOOLS

ACCOUNTABLE

UNDER

FLEXIBILITY TOTAL

SCHOOLS

IN THIS

CATEGORY INCREASE

% DECREASE

%

a.

________________________________ ______ _____ _____ _____ _____% _____%

b.

________________________________ ______ _____ _____ _____ _____% _____%

c.

________________________________ ______ _____ _____ _____ _____% _____%

d.

________________________________ ______ _____ _____ _____ _____% _____%

Indicate the number of schools that will be held accountable for subgroups in 2013-14. (ED PROGRAM OFFICE)

SCHOOL # OF SCHOOLS

ACCOUNTABLE 2013

- 14 PERCENTAGE OF THE
STATE’S SCHOOLS AT

THAT GRADE LEVEL

THAT WILL BE HELD

ACCOUNTABLE FOR

SUBGROUPS IN 2013

-

14

a. Elementary and Middle schools

.........................

_____ _____%

b. High schools

................................ .......................

_____ _____%

c. Combination schools (K

- 12)

...............................

_____ _____%

WEBSITE:Extant Documents and Data Form

– Section 3

–

Accountability and Low Performing Schools



### 6/27/2013 8 

### C. High-Performing and/or High-Progress Schools (All states, with and without ESEA flexibility)

3E

- 6. During this school year (2013-14), how many schools are classified as highest-performing or high-progress at each grade level based on student outcomes in preceding years? If the state does not identify high-progress schools, write NA in that column. In states without ESEA flexibility, use whatever the state defines as high-performi ng (e.g., schools earning “A” grades on A- F scale or “exemplary” schools). (STATE WEBSITE)



# □ Data below has been verified.



# □ Data below has been revised/added.

RECORD NUMBER OF SCHOOLS, or NA if category does not exist in the state

ELEMENTARY

SCHOOLS MIDDLE

SCHOOLS HIGH

SCHOOLS COMBINATION

SCHOOLS (INCLUDING GRADES

FROM ELEMENTARY

AND MIDDLE OR MIDDLE AND HIGH) TOTAL

SCHOOLS

TITLE I SCHOOLS

a. Highest

- performing schools

....

_________ _______ _______ _________ _______ b. High

- progress schools

.............

_________ _______ _______ _________ _______

NON

- TITLE I SCHOOLS

a. Highest

- performing schools

....

_________ _______ _______ _________ _______ b. High

- progress schools

.............

_________ _______ _______ _________ _______

WEBSITE:Extant Documents and Data Form

– Section 3

–

Accountability and Low Performing Schools



### 6/27/2013 9 The next set of questions asks how states identify their highest-performing or high-progress schools. ESEA flexibility states may refer to these schools as Reward schools. States without ESEA flexibility might identify high-performing schools, and select from Title I or all schools. You should focus on schools identified as highest-performing or high-progress for this school year (2013-14).

3E

- 7. For elementary and middle schools, which subject-area assessments did the state use to identify schools classified as highest-performing or high-progress schools during this school year (2013-14)? (STATE WEBSITE)



# □ Data below has been verified.



# □ Data below has been revised/added.

HIGHEST

- PERFORMING HIGH

- PROGRESS

SELECT ONE RESPONSE

IN EACH ROW SELECT ONE RESPONSE

IN EACH ROW

ELEMENTARY/MIDDLE SCHOOLS YES NO YES NO

a. English language arts (ELA; including Writing)

............... 1 0 1 0

b. Math

................................ ................................ ............... 1 0 1 0

c. Science

................................ ................................ ........... 1 0 1 0

d. Social Studies/History

................................ ..................... 1 0 1 0

e. Other subjects (specify)

................................ ................... 1 0 1 0

________________________________ ___________Extant Documents and Data Form

– Section 3

–

Accountability and Low Performing Schools



### 6/27/2013 10 3E

- 8. Which measures, based on student assessments, did the state use to identify elementary and middle schools classified as highest-performing or high-progress schools during this school year (2013-14)? (STATE WEBSITE)



# □ Data below has been verified.



# □ Data below has been revised/added.

USED TO IDENTIFY

HIGHEST

- PERFORMING

SCHOOLS USED TO IDENTIFY

HIGH

- PROGRESS

SCHOOLS

SELECT ONE RESPONSE

IN EACH ROW SELECT ONE RESPONSE

IN EACH ROW

ELEMENTARY/MIDDLE SCHOOLS YES NO YES NO

a. Percentage proficient

................................ .................... 1 0 1 0

b. Year

- to

- year proficiency improvement

......................... 1 0 1 0

c. Student growth or value added

................................ ..... 1 0 1 0

d. Reduction in achievement gaps for subgroups

............. 1 0 1 0

e. Size of achievement gaps for subgroups

....................... 1 0 1 0

f. Other (specify)

................................ ................................ . 1 0 1 0

________________________________ ___________Extant Documents and Data Form

– Section 3

–

Accountability and Low Performing Schools



### 6/27/2013 11 3E

- 9. For high schools, which assessments did the state use to identify schools classified as highest-performing or high-progress schools during this school year (2013-14)? (STATE WEBSITE)



# □ Data below has been verified.



# □ Data below has been revised/added.

HIGHEST

- PERFORMING HIGH

- PROGRESS

SELECT ONE RESPONSE

IN EACH ROW SELECT ONE RESPONSE

IN EACH ROW

HIGH SCHOOLS YES NO YES NO

a. High school exit exam

................................ .................... 1 0 1 0

b. End of course exams in ELA

................................ ............ 1 0 1 0

c. End of course exams in Math

................................ ........ 1 0 1 0

d. End of course exams in Science

................................ ...... 1 0 1 0

e. End of course exams in Social Studies/History

............... 1 0 1 0

f. American College Test, or ACT

................................ ....... 1 0 1 0

g. Advanced Placement exams

................................ ........... 1 0 1 0

h. Other subjects area (specify)

................................ .......... 1 0 1 0

________________________________ ___________Extant Documents and Data Form

– Section 3

–

Accountability and Low Performing Schools



### 6/27/2013 12 3E

- 10. What measures, based on student assessments, did the state use to identify high schools classified as highest-performing or high-progress high schools during this school year (2013- 14) ? (STATE WEBSITE)



# □ Data below has been verified.



# □ Data below has been revised/added.

USED TO IDENTIFY

HIGHEST

- PERFORMING

SCHOOLS USED TO IDENTIFY

HIGH

- PROGRESS

SCHOOLS

SELECT ONE RESPONSE IN

EACH ROW SELECT ONE RESPONSE IN

EACH ROW

HIGH SCHOOLS YES NO YES NO

a. Percentage proficient

................................ ..................... 1 0 1 0

b. Year

- to

- year proficiency improvement

.......................... 1 0 1 0

c. Student growth or value added

................................ ..... 1 0 1 0

d. Reduction in achievement gaps for subgroups

.............. 1 0 1 0

e. Size of achievement gaps for subgroups

........................ 1 0 1 0

f. Other (specify)

................................ ................................ 1 0 1 0

________________________________ ____________

WEBSITE for 3E

- 7, 3E

- 8, 3E

- 9, and E3

- 10:Extant Documents and Data Form

– Section 3

–

Accountability and Low Performing Schools



### 6/27/2013 13 3E

- 11. Which measures, other than those based on student achievement tests, did the state use to identify schools classified as highest-performing or high-progress schools during this school year (2013-14)? (STATE WEBSITE)



# □ Data below has been verified.



# □ Data below has been revised/added.

HIGHEST

- PERFORMING HIGH

- PROGRESS

SELECT ONE RESPONSE

IN EACH ROW SELECT ONE RESPONSE

IN EACH ROW

ELEMENTARY/MIDDLE SCHOOLS YES NO YES NO

a. Student attendance rate

................................ ............... 1 0 1 0

b. Percentage of teachers rated as effective

..................... 1 0 1 0

c. School climate

................................ ................................ . 1 0 1 0

d. Other (specify)

................................ ................................ . 1 0 1 0

________________________________ ___________

HIGHEST

- PERFORMING HIGH

- PROGRESS

HIGH SCHOOLS YES NO YES NO

a. Student attendance rate

................................ ................ 1 0 1 0

b. Graduation or dropout rate

................................ ........... 1 0 1 0

c. “On track” to graduate index

................................ ......... 1 0 1 0

d. Percentage of teachers rated as effective

...................... 1 0 1 0

e. School climate

................................ ................................ 1 0 1 0

f. Other (specify)

................................ ................................ 1 0 1 0

________________________________ ___________

WEBSITE:Extant Documents and Data Form

– Section 3

–

Accountability and Low Performing Schools



### 6/27/2013 14 

### D. Low Performing Schools (All states, with and without ESEA flexibility)

The next questions are about the number of schools in low-performing categories. ESEA flexibility states identify Priority and Focus schools (question 3E-12). States without ESEA flexibility identify schools in Need of Improvement, schools in Corrective

Ac tion, and Schools in Restructuring (question 3E-13). We then ask how ESEA flexibility states identify Priority and Focus schools (beginning with question 3E-14). States without ESEA flexibility identify their low-performing schools according to federal requirements, so we do not ask about how they identify these schools.

3E

- 12. For ESEA flexibility states: During this school year (2013-14), how many schools are classified as Priority or Focus schools? (ED PROGRAM OFFICE)

Note: The last column should be the total of all previous columns and equal to the total number of schools classified in the low performing category. Schools designated as Priority or Focus typically remain in that category for three years, so the count should include all schools designated since the flexibility application was approved.



# □ Data below has been verified.



# □ Data below has been revised/added.



### ESEA FLEXIBILITY STATES

ELEMENTARY &

MIDDLE SCHOOLS HIGH SCHOOLS TOTAL SCHOOLS

TITLE I SCHOOLS

a. Priority schools

.....................

_________ _______ _______

b. Focus schools

........................

_________ _______ _______

NON

- TITLE I SCHOOLS

a. Priority schools

.....................

_________ _______ _______

b. Focus schools

........................

_________ _______ _______Extant Documents and Data Form

– Section 3

–

Accountability and Low Performing Schools



### 6/27/2013 15 3E

- 13. For states without ESEA flexibility, during this school year (2013-14), how many schools are classified as in Need of Improvement, in Corrective Action, and in Restructuring? (STATE WEBSITE OR ED PROGRAM OFFICE)



# □ Data below has been verified.



# □ Data below has been revised/added.



### STATES WITHOUT ESEA FLEXIBILITY

ELEMENTARY &

MIDDLE SCHOOLS HIGH SCHOOLS TOTAL SCHOOLS

TITLE I SCHOOLS

a. Schools in Need of Improvement

........................

_________ _______ _______ b. Schools in Corrective

Action

................................ ....

_________ _______ _______

c. Schools in Restructuring

........

_________ _______ _______

NON

- TITLE I SCHOOLS

a. Schools in Need of Improvement

........................

_________ _______ _______ b. Schools in Corrective

Action

................................ ....

_________ _______ _______

c. Schools in Restructuring

........

_________ _______ _______Extant Documents and Data Form

– Section 3

–

Accountability and Low Performing Schools



### 6/27/2013 16 

### ESEA FLEXIBILITY STATES

-- IDENTIFYING PRIORITY SCHOOLS

3E

- 14. For elementary and middle schools, which subject area assessments did the state use to identify schools that are classified as Priority schools during this school year (2013-14)? (STATE WEBSITE OR ED PROGRAM OFFICE)



# □ Data below has been verified.



# □ Data below has been revised/added.

SELECT ONE RESPONSE

IN EACH ROW

PRIORITY ELEMENTARY AND MIDDLE SCHOOLS YES NO

a. English language arts (ELA; including Writing)

................................ ................. 1 0

b. Math

................................ ................................ ................................ ................ 1 0

c. Science

................................ ................................ ................................ ............. 1 0

d. Social Studies/History

................................ ................................ ...................... 1 0

e. Other subjects (specify)

................................ ................................ ................... 1 0

________________________________ _____________________________

3E

- 15. Which measures based on student assessments did the state use to identify elementary and middle schools that are classified as Priority schools during this school year (2013-14)? (STATE WEBSITE OR ED PROGRAM OFFICE)



# □ Data below has been verified.



# □ Data below has been revised/added.

SELECT ONE RESPONSE IN EACH ROW

PRIORITY ELEMENTARY AND MIDDLE SCHOOLS USED TO IDENTIFY

PRIORITY ELEMENTARY

AND MIDDLE SCHOOLS NOT USED

a. Percentage proficient

................................ ................................ 1 0

b. Year

- to

- year proficiency improvement

................................ ..... 1 0

c. Student growth or value added

................................ ................ 1 0

d. Reduction in achievement gaps for subgroups

......................... 1 0

e. Size of achievement gaps for subgroups

................................ ... 1 0

f. Other (specify)

................................ ................................ ........... 1 0

________________________________ __________________
WEBSITE:Extant Documents and Data Form

– Section 3

–

Accountability and Low Performing Schools



### 6/27/2013 17 3E

- 16. For high schools

, which assessments did the state use to identify schools that are classified as Priority schools during this school year (2013-14)? (STATE WEBSITE OR ED PROGRAM OFFICE)



# □ Data below has been verified.



# □ Data below has been revised/added.

SELECT ONE RESPONSE

IN EACH ROW

PRIORITY HIGH SCHOOLS YES NO

a. High school exit exam

................................ ................................ .................. 1 0

b. End of course exams in ELA

................................ ................................ ......... 1 0

c. End of course exams in Math

................................ ................................ ....... 1 0

d. End of course exams in Science

................................ ................................ ... 1 0

e. End of course exams in Social Studies/History

................................ ............ 1 0

f. American College Test, or ACT

................................ ................................ ..... 1 0

g. Advanced Placement exams

................................ ................................ ........ 1 0

h. Other subject area (specify)

................................ ................................ ......... 1 0

________________________________ ____________________________

3E

- 17. What measures based on student assessments did the state use to identify schools that are classified as Priority high
schools during this school year (2013-14)? (STATE WEBSITE OR ED PROGRAM OFFICE)



# □ Data below has been verified.



# □ Data below has been revised/added.

SELECT ONE RESPONSE IN EACH ROW

PRIORITY HIGH SCHOOLS USED TO IDENTIFY

PRIORITY HIGH SCHOOLS NOT USED

a. Percentage proficient

................................ ............................ 1 0

b. Year

- to

- year proficiency improvement

................................ . 1 0

c. Student growth or value added

................................ ............ 1 0

d. Reduction in achievement gaps for subgroups

..................... 1 0

e. Size of achievement gaps for subgroups

............................... 1 0

f Other (specify)

................................ ................................ ....... 1 0

________________________________ _______________

WEBSITE:Extant Documents and Data Form

– Section 3

–

Accountability and Low Performing Schools



### 6/27/2013 18 3E

- 18. Which measures other than those based on student achievement tests did the state use to identify schools that are classified as Priority schools during this school year (2013-14)? (STATE WEBSITE OR ED PROGRAM OFFICE)



# □ Data below has been verified.



# □ Data below has been revised/added.

ELEMENTARY/MIDDLE HIGH

SELECT ONE RESPONSE

IN EACH ROW SELECT ONE RESPONSE

IN EACH ROW

PRIORITY SCHOOLS YES NO NA YES NO

a. Student attendance rate

................................ ................ 1 0 1 0

b. Graduation or dropout rate

................................ ........... 1 0 na 1 0

c. “On track” to graduate index

................................ ......... 1 0 1 0

d. Percentage of teachers rated as effective

...................... 1 0 1 0

e. School climate

................................ ................................ 1 0 1 0

f. Other (Specify)

................................ ................................ 1 0 1 0

________________________________ ___________

WEBSITE:Extant Documents and Data Form

– Section 3

–

Accountability and Low Performing Schools



### 6/27/2013 19 

### ESEA FLEXIBILITY STATES

-- IDENTIFYING FOCUS SCHOOLS

3E

- 19. For elementary and middle schools , which subject area assessments did the state use to identify schools that are classified as Focus schools during this school year (2013-14)? (STATE WEBSITE OR ED PROGRAM OFFICE)



# □ Data below has been verified.



# □ Data below has been revised/added.

SELECT ONE RESPONSE IN

EACH ROW

FOCUS ELEMENTARY AND MIDDLE SCHOOLS YES NO

a. English language arts (ELA; including Writing)

................................ .................... 1 0

b. Math

................................ ................................ ................................ .................... 1 0

c. Science

................................ ................................ ................................ ................. 1 0

d. Social Studies/History

................................ ................................ .......................... 1 0

e. Other subjects (specify)

................................ ................................ ....................... 1 0

________________________________ _______________________________

3E

- 20. Which measures, based on student assessments, did the state use to identify schools that are classified as elementary
and middle Focus schools during this school year (2013-14)? (STATE WEBSITE OR ED PROGRAM OFFICE)



# □ Data below has been verified.



# □ Data below has been revised/added.

SELECT ONE RESPONSE IN EACH ROW

FOCUS ELEMENTARY AND MIDDLE SCHOOLS USED TO IDENTIFY

ELEMENTARY AND

MIDDLE FOCUS

SCHOOLS NOT USED

a. Percentage proficient

................................ .............................. 1 0

b. Year

- to

- year proficiency improvement

................................ ... 1 0

c. Student growth or value added

................................ .............. 1 0

d. Reduction in achievement gaps for subgroups

....................... 1 0

e. Size of achievement gaps for subgroups

................................ . 1 0

f. Other (specify)

................................ ................................ ......... 1 0

________________________________ _________________
WEBSITE:Extant Documents and Data Form

– Section 3

–

Accountability and Low Performing Schools



### 6/27/2013 20 3E

- 21. For high schools

, which assessments did the state use to identify schools that are classified as Focus schools during this school year (2013-14)? (STATE WEBSITE OR ED PROGRAM OFFICE)



# □ Data below has been verified.



# □ Data below has been revised/added.

SELECT ONE RESPONSE IN

EACH ROW

FOCUS HIGH SCHOOLS YES NO

a. High school exit exam

................................ ................................ .................. 1 0

b. End of course exams in ELA

................................ ................................ ......... 1 0

c. End of course exams in Math

................................ ................................ ....... 1 0

d. End of course exams in Science

................................ ................................ ... 1 0

e. End of course exams in Social Studies/History

................................ ............ 1 0

f. American College Test, or ACT

................................ ................................ ..... 1 0

g. Advanced Placement exams

................................ ................................ ........ 1 0

h. Other (specify)

................................ ................................ ............................. 1 0

________________________________ ____________________________

3E

- 22. What measures, based on student assessments, did the state use to identify schools that are classified as Focus schools during this school year (2013-14)? (STATE WEBSITE OR ED PROGRAM OFFICE)



# □ Data below has been verified.



# □ Data below has been revised/added.

SELECT ONE RESPONSE IN EACH ROW

FOCUS HIGH SCHOOLS USED TO IDENTIFY

FOCUS HIGH

SCHOOLS NOT USED

a. Percentage proficient

................................ ................................ ........ 1 0

b. Year

- to

- year proficiency improvement

................................ ............. 1 0

c. Student growth or value added

................................ ........................ 1 0

d. Reduction in achievement gaps for subgroups

................................ . 1 0

e. Size of achievement gaps for subgroups

................................ ........... 1 0

f Other (specify)

................................ ................................ ................... 1 0

________________________________ ______________________

WEBSITE:Extant Documents and Data Form

– Section 3

–

Accountability and Low Performing Schools



### 6/27/2013 21 3E

- 23. Which measures, other than those based on student achievement tests, did the state use to identify schools that are classified as Focus schools during this school year (2013-14)? (STATE WEBSITE OR ED PROGRAM OFFICE)



# □ Data below has been verified.



# □ Data below has been revised/added.

ELEMENTARY/MIDDLE HIGH

SELECT ONE RESPONSE

IN EACH ROW SELECT ONE RESPONSE

IN EACH ROW

FOCUS SCHOOLS YES NO NA YES NO

a. Student attendance rate

................................ ................ 1 0 1 0

b. Graduation or dropout rate

................................ ........... 1 0 na 1 0

c. “On track” to graduate index

................................ ......... 1 0 1 0

d. Percentage of teachers rated as effective

...................... 1 0 1 0

e. School climate

................................ ................................ 1 0 1 0

f. Other (Specify)

................................ ................................ 1 0 1 0

________________________________ ___________

WEBSITE: