B-1

Appendix B

District Survey
B-2

OMB#: XXXX-XXXX

Expiration Date: XX/XX/20XX

Implementation of Title I/II Program 

Initiatives

District Survey

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 60 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 isrequired 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 the study will summarize findings across the sample and will not associate 

responses with a specific district or individual. We will not provide information that identifies you or your district to anyone outside 

the study team, except as required by law.

District Name:

City: State:
District Survey 

9/17/2013 B-3

Introduction

The Implementation of Title I/II Program Initiatives study will examine the implementation of policies promoted 

through the Elementary and Secondary Education Act (ESEA) at the state, district and school levels, in four core areas: 

state content standards, assessments, school accountability, and teacher and principal evaluation. 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 

core academic and special education teachers from nationally representative samples. The United States (U.S.) 

Department of Education, Institute of Education Sciences (IES) is sponsoring this study.

 This survey includes four sections aligned with district policies and practices in four core areas. Given 

the scope of topics, the survey will likely require more than one respondent.

 Your district’s responses are critical to drawing lessons about the implementation of ESEA. 

 All survey results will be presented as aggregate findings and no individual districts will be named or 

otherwise identified in any study reports or other communications that use survey data.

 We will survey your district again at a later date to examine changes over time. 

The study, including this survey, is being conducted by Westat and its partners, Mathematica Policy Research, and 

edCount.
District Survey 

9/17/2013 B-4

[WEB PROGRAMMING NOTE: SOME TEXT IN THIS SURVEY WILL BE CUSTOMIZED AS FOLLOWS DEPENDING 

ON WHETHER THE DISTRICT IS IN A STATE THAT ADOPTED THE COMMON CORE STATE STANDARDS (CCSS) 

IN ENGLISH LANGUAGE ARTS (ELA) OR MATH. 

IF THE DISTRICT IS IN A STATE THAT ADOPTED THE CCSS IN ELA OR MATH, DISPLAY “COMMON CORE 

STATE STANDARDS (CCSS) FOR ELA OR MATH” OR “CCSS” WHERE NOTED.

IF THE DISTRICT IS IN A STATE THAT DID NOT ADOPT THE CCSS IN ELA OR MATH, DISPLAY “CURRENT STATE 

CONTENT STANDARDS FOR ELA OR MATH” OR “CURRENT STATE CONTENT STANDARDS” WHERE NOTED.

DEFINITIONS FOR USE THROUGHOUT THIS SURVEY:

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 student achievement for an individual student between two 

or more points in time, and may be measured using student growth percentiles, value added, or other 

measures of change in student achievement over time. 

Standardized assessments are assessments consistently administered and scored for all students in the same 

grades and subjects, districtwide. These might include required state summative assessments, assessments 

purchased from testing companies, or district-developed assessments that are administered districtwide.
District Survey 

9/17/2013 B-5

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 materials, professional development, and resources your 

district has used to support the implementation of the [COMMON CORE STATE STANDARDS (CCSS) FOR ENGLISH LANGUAGE ARTS 

(ELA) OR MATH/ CURRENT STATE CONTENT STANDARDS FOR ENGLISH LANGUAGE ARTS (ELA) OR MATH]. 

1-1. During this school year (2013-14), which grade levels in your district are fully implementing the [COMMON CORE STATE 

STANDARDS (CCSS) FOR ELA OR MATH/ CURRENT STATE CONTENT STANDARDS FOR ELA OR MATH]?

SELECT ALL GRADES THAT APPLY IN EACH ROW

GRADE

a. English language arts (ELA)...... Pre-K K 1 2 3 4 5 6 7 8 9 10 11 12

b. Math ........................................ Pre-K K 1 2 3 4 5 6 7 8 9 10 11 12

1-2. Has your district supplemented the [COMMON CORE STATE STANDARDS (CCSS) FOR ELA OR MATH/ CURRENT STATE 

CONTENT STANDARDS FOR ENGLISH LANGUAGE ARTS (ELA) OR MATH] with additional standards of its own?

Yes, in ELA only ................................................................................................................. 1

Yes, in Math only .............................................................................................................. 2

Yes, in both ELA and Math................................................................................................ 3

No, neither subject........................................................................................................... 0 Skip to 1-4

1-3. For which of the following reasons did your district supplement the state content standards in ELA, Math, or both 

subjects? For each reason, please indicate whether the reason applies to ELA only, Math only, both subjects, or neither 

subject.

SELECT ONE RESPONSE IN EACH ROW

ELA ONLY 

MATH 

ONLY

BOTH ELA 

AND MATH

NEITHER 

SUBJECT

a. Key content areas were missing.......................................... 1 2 3 0

b. Certain concepts needed to be covered in earlier grades... 1 2 3 0

c. Certain concepts needed to be covered in later grades...... 1 2 3 0

d. To increase rigor.................................................................. 1 2 3 0

e. Something else (specify)...................................................... 1 2 3 0

_____________________________________________
District Survey 

9/17/2013 B-6

1-4. During this school year (2013-14), which of the following materials has your district used to revise curriculum to align 

with the [COMMON CORE STATE STANDARDS (CCSS) FOR ELA OR MATH/ CURRENT STATE CONTENT STANDARDS FOR 

ELA OR MATH] and/or plan lessons 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 [CCSS/ 

CURRENT STATE CONTENT STANDARDS]............................................................................ 1 0

b. Documents showing alignment between required state summative assessments and 

the [CCSS/ CURRENT STATE CONTENT STANDARDS].......................................................... 1 0

c. Tools or guidance on providing instruction aligned with the [CCSS/ 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 or 

course.................................................................................................................................. 1 0

e. Sample lesson plans consistent with the [CCSS/ CURRENT STATE CONTENT 

STANDARDS] ....................................................................................................................... 1 0

f. Examples or videos of instruction consistent with the [CCSS/ 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 with the [CCSS/ CURRENT STATE 

CONTENT STANDARDS]....................................................................................................... 1 0

j. Textbooks or other instructional materials aligned with the [CCSS/ CURRENT STATE 

CONTENT STANDARDS]....................................................................................................... 1 0

Materials to facilitate instruction for special populations

k. Documents showing alignment between the [CCSS/ CURRENT STATE CONTENT 

STANDARDS] and the state’s English Language Proficiency standards (standards for the 

progression of English language development for English learners).................................. 1 0

l. Materials for understanding how to adapt instruction to help English learners meet the 

[CCSS/ CURRENT STATE CONTENT STANDARDS] ................................................................ 1 0

m. Materials for understanding how to adapt instruction to help students with disabilities 

meet the [CCSS/ CURRENT STATE CONTENT STANDARDS]................................................. 1 0

Other materials

n. Walk-through or observation protocols to aid in monitoring the alignment of 

instruction to the [CCSS/ CURRENT STATE CONTENT STANDARDS] ................................... 1 0

IF YES IS SELECTED FOR ANY ROW ABOVE, PROCEED TO QUESTION 1-5. 

OTHERWISE, SKIP TO QUESTION 1-6.
District Survey 

9/17/2013 B-7

1-5. Indicate to what extent your district found the materials described in the previous question (by category) useful to help 

revise curriculum to align with the [COMMON CORE STATE STANDARDS (CCSS) FOR ELA OR MATH/ CURRENT STATE 

CONTENT STANDARDS FOR ELA OR MATH] and/or plan lessons based on these standards. 

(Select NA if your district did not use that type of material.)

SELECT ONE RESPONSE IN EACH ROW

NOT 

USEFUL 

AT ALL

SOMEWHA

T USEFUL

MODERATELY 

USEFUL

VERY 

USEFUL NA

a. Materials to help align curriculum and 

instruction with [CCSS/ CURRENT STATE

CONTENT STANDARDS]............................ 0 1 2 3 na

b. Materials to facilitate instruction for 

special populations .................................. 0 1 2 3 na

1-6. During this school year (2013-14) and including last summer (2013), which of the following topics related to the 

[COMMON CORE STATE STANDARDS (CCSS) FOR ELA OR MATH/ CURRENT STATE CONTENT STANDARDS FOR ELA OR 

MATH] have been covered in professional development offered to school leaders and/or teachers in your district?

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

Professional development topics

a. Information about the [CCSS/ CURRENT STATE CONTENT STANDARDS], such as 

content covered at each grade level and instructional changes or shifts 

required................................................................................................................. 1 0

b. Instructional strategies consistent with the [CCSS/ CURRENT STATE CONTENT 

STANDARDS], such as model lessons or designing student work ......................... 1 0

c. Adapting instruction to help English learners meet the [CCSS/ CURRENT STATE 

CONTENT STANDARDS]......................................................................................... 1 0

d. Adapting instruction to help students with disabilities meet the [CCSS/

CURRENT STATE CONTENT STANDARDS].............................................................. 1 0

e. Using student assessment data to improve instruction........................................ 1 0

f. Monitoring alignment of instruction with the [CCSS/ CURRENT STATE CONTENT 

STANDARDS], such as the use of observation protocols....................................... 1 0
District Survey 

9/17/2013 B-8

1-7. Through which methods has the professional development on the topics listed above been provided to school leaders 

and/or teachers in your district?

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

Method of delivery of professional development

a. Statewide or regional/county conference(s) on these topics............................... 1 0

b. Presentation(s) via webinar or video recording(s) on these topics....................... 1 0

c. Instructional coaches worked with teachers or teams of teachers on these 

topics..................................................................................................................... 1 0

d. “Turnkey” training of selected district staff, who provided the information to 

others in the district on these topics .................................................................... 1 0

e. Required in-service professional development on these topics........................... 1 0

f. Teachers worked in teams to develop curriculum and lessons aligned with the 

[CCSS/ CURRENT STATE CONTENT STANDARDS] .................................................. 1 0

g. Teachers worked with a content area coordinator, a team leader, or a 

specialist on these topics ...................................................................................... 1 0

h. Some other mode.................................................................................................. 1 0

1-8. Which one of these methods was the predominant method for delivering professional development related to the 

[COMMON CORE STATE STANDARDS (CCSS) FOR ELA OR MATH/ CURRENT STATE CONTENT STANDARDS FOR ELA OR 

MATH]?

SELECT ONE ONLY

Statewide or regional/county conference(s) on these topics .......................................... 1 

Presentation(s) via webinar or video recording(s) on these topics.................................. 2 

Instructional coaches worked with teachers or teams of teachers on these topics........ 3 

“Turnkey” training of selected district staff, who provided the information to others 

in the district on these topics........................................................................................... 4 

Required in-service professional development on these topics ...................................... 5

Teachers worked in teams to develop curriculum and lessons aligned with the [CCSS/ 

CURRENT STATE CONTENT STANDARDS] ......................................................................... 6

Teachers worked with a content area coordinator, a team leader, or a specialist on 

these topics ...................................................................................................................... 7

Some other mode............................................................................................................. 8
District Survey 

9/17/2013 B-9

1-9. During this school year (2013-14), has your district engaged in any of the following activities to align instruction with the 

[COMMON CORE STATE STANDARDS (CCSS) FOR ELA OR MATH/ CURRENT STATE CONTENT STANDARDS IN ELA OR 

MATH]?

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. District staff have used walk-throughs or school visits to monitor alignment of 

instruction with the [CCSS/ CURRENT STATE CONTENT STANDARDS].................... 1 0

b. School leaders are required to monitor alignment of instruction to the [CCSS/ 

CURRENT STATE CONTENT STANDARDS]................................................................ 1 0

c. Performance evaluations for teachers in your district include evidence of 

teaching approaches consistent with the [CCSS/ CURRENT STATE CONTENT 

STANDARDS] ........................................................................................................... 1 0

d. Performance evaluation for school leaders in your district include evidence that

the [CCSS/ CURRENT STATE CONTENT STANDARDS] have been implemented ..... 1 0

e. Public recognition has been given to schools that are making progress in 

implementing the [CCSS/ CURRENT STATE CONTENT STANDARDS]....................... 1 0

f. Schools have used the state-developed model curriculum aligned with the 

[CCSS/ CURRENT STATE CONTENT STANDARDS] ................................................... 1 0

g. Staff developed district curriculum to align with the [CCSS/ CURRENT STATE 

CONTENT STANDARDS]........................................................................................... 1 0

h. Staff collaborated with other districts to revise curriculum and/or 

instructional materials............................................................................................ 1 0

i. The district used special strategies to recruit teachers with skills needed to 

teach advanced courses or more rigorous content, such as advertising earlier 

than usual, offering higher pay, or offering other incentives................................. 1 0

j. The district partnered with postsecondary institutions to develop or offer more 

rigorous courses...................................................................................................... 1 0
District Survey 

9/17/2013 B-10

1-10. To what extent would you describe the following as challenges to implementing the [COMMON CORE STATE STANDARDS 

(CCSS) FOR ELA OR MATH/ CURRENT STATE CONTENT STANDARDS IN ELA OR MATH] in your district?

SELECT ONE RESPONSE IN EACH ROW

NOT A 

CHALLENGE

MINOR 

CHALLENGE

MAJOR 

CHALLENGE

a. Insufficient federal, state, or local funding ............................. 1 2 3

b. Insufficient time for professional development ..................... 1 2 3

c. Insufficient information available about how to revise 

lessons and instructional materials to meet the [CCSS/ 

CURRENT STATE CONTENT STANDARDS]................................ 1 2 3

d. Lack of district staff who can mentor or serve as a resource 

to teachers about the [CCSS/ CURRENT STATE CONTENT 

STANDARDS] ........................................................................... 1 2 3

e. Lack of guidance or support from the state............................ 1 2 3

f. Lack of instructional materials aligned with the [CCSS/ 

CURRENT STATE CONTENT STANDARDS]............................... 1 2 3

g. The additional work required to modify curriculum and 

lesson plans within tight timeframes...................................... 1 2 3

h. Community concerns or opposition to the [CCSS/ CURRENT 

STATE CONTENT STANDARDS] ............................................... 1 2 3
District Survey 

9/17/2013 B-11

Section 2. Assessments

In this section of the survey, we will ask about the summative and diagnostic assessments that your district administers, any

materials or professional development that you have received from the state or other sources to help with assessment activities, 

and how your district uses information from assessments.

2-1. During this school year (2013-14), did schools in your district assess children at kindergarten entry? By kindergarten entry 

assessment, we mean any test, survey, observation, or formal collection of quantitative data about the child’s 

development and achievement at about the time of kindergarten entry.

Yes .................................................................................................................................... 1

No ..................................................................................................................................... 0

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 student achievement for an individual student between two 

or more points in time, and may be measured using student growth percentiles, value added, or other 

measures of change in student achievement over time. 

Standardized assessments are assessments consistently administered and scored for all students in the same 

grades and subjects, districtwide. These might include required state summative assessments, assessments 

purchased from testing companies, or district-developed assessments that are administered districtwide. 
District Survey 

9/17/2013 B-12

2-2. In addition to summative assessments required by the state, during this school year (2013-14), is the district 

administering additional summative assessments or additional summative assessment items to students districtwide in 

any of the following subjects and grades? 

(Include only district summative assessments or district summative assessment items that have been added to the 

required state summative assessments. If district assessments or assessment items are administered in any high school 

course, select HS.)

SELECT ALL GRADES THAT APPLY IN EACH ROW

OR SELECT “0” INDICATING NO DISTRICT SUMMATIVE ASSESSMENT OR ITEMS 

ADDED TO STATE SUMMATIVE ASSESSMENTS

GRADE LEVEL

ANY HIGH 

SCHOOL 

GRADES

NO ADDITIONAL 

DISTRICT SUMMATIVE 

ASSESSMENT OR 

ADDITIONAL ITEMS

a. English language arts 

(ELA) ............................... K 1 2 3 4 5 6 7 8 HS 0

b. Math............................... K 1 2 3 4 5 6 7 8 HS 0

c. Science............................ K 1 2 3 4 5 6 7 8 HS 0

d. Social Studies.................. K 1 2 3 4 5 6 7 8 HS 0

2-3. During this school year (2013-14), is the district administering diagnostic assessments in any of the following subjects and 

grades? (Include all diagnostic assessments given districtwide, whether they come from the state or are developed or 

purchased by the district.)

(If diagnostic assessments are administered in any high school course, select HS.) 

SELECT ALL GRADES THAT APPLY IN EACH ROW OR

SELECT “0” INDICATING NO DIAGNOSTIC ASSESSMENTS

GRADE LEVEL

ANY HIGH 

SCHOOL 

GRADES

NO DIAGNOSTIC 

ASSESSMENTS

a. ELA.................................. K 1 2 3 4 5 6 7 8 HS 0

b. Math............................... K 1 2 3 4 5 6 7 8 HS 0

c. Science............................ K 1 2 3 4 5 6 7 8 HS 0

d. Social Studies.................. K 1 2 3 4 5 6 7 8 HS 0
District Survey 

9/17/2013 B-13

2-4. In which subjects, if any, does your district administer districtwide final exams for high school courses? Please do not 

include any required state end-of-course assessments or required state exit exams. 

□ Check box if your district does not administer any districtwide final exams for high school courses, other than those 

that may be required by the state, and skip to 2-5.

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. ELA......................................................................................................................... 1 0

b. Math...................................................................................................................... 1 0

c. Science .................................................................................................................. 1 0

d. Social Studies......................................................................................................... 1 0

2-5. During this school year (2013-14), has your district done any of the following to prepare students for required state 

summative assessments in ELA or Math?

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Strengthened coursework in areas with statewide assessments........................... 1 0

b. Provided resources for targeted assistance to struggling students outside school 

hours....................................................................................................................... 1 0

c. Required targeted assistance to struggling students in place of a class during the 

school day (e.g., pull-out programs) ....................................................................... 1 0

d. Reduced class sizes for ELA or Math ....................................................................... 1 0

e. Encouraged assignment of struggling students to high-performing teachers........ 1 0

f. Encouraged high-performing teachers to teach grades and subjects tested for 

state accountability purposes................................................................................. 1 0

g. Taught test taking skills to students........................................................................ 1 0

h. Provided opportunities for students to take practice statewide assessment on 

paper....................................................................................................................... 1 0

i. Provided opportunities for students to take practice statewide assessments 

online ...................................................................................................................... 1 0

j. Identified students likely to score below state proficiency levels for additional 

help ......................................................................................................................... 1 0
District Survey 

9/17/2013 B-14

2-6. Next spring (2015), will students in your district take required state summative assessments using computers?

Yes .................................................................................................................................... 1

No ..................................................................................................................................... 0 Skip to Intro before 2-8

Don’t know ....................................................................................................................... d

2-7. As of today, does your district have sufficient technological resources to conduct required state summative assessments 

using computers? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Sufficient number of computers (desktops, laptops, or tablets) ............................ 1 0

b. Sufficient internet bandwidth................................................................................. 1 0

Now we will ask you about access to data in your district, as well as the resources and supports related to data use for the schools 

in your district.

2-8. During this school year (2013-14), does your district have access to data or reports from the state that provide any of the 

following information?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

DON’T 

KNOW

a. Prior achievement on required state summative assessments for individual 

students transferring into the district from elsewhere in the state................ 1 0 d

b. Schoolwide student achievement growth for the individual schools in the 

district (for example, student growth percentiles, value added).................... 1 0 d

c. Teacher-specific student achievement growth for individual teachers in the 

district (for example, student growth percentiles, value added).................... 1 0 d
District Survey 

9/17/2013 B-15

Next we will ask about the use of a student-level data system. By student-level data system, we mean any technology-based tool 

that provides school leaders and teachers with data that can be used to monitor the achievement of individual students. 

2-9. During this school year (2013-14), do school leaders and teachers in the district have electronic access to a student-level 

data system that includes any of the following types of data?

□ Check box if your district does not have electronic access to a student-level data system and skip to 2-11

SELECT ONE RESPONSE 

IN EACH ROW

Data System Includes YES NO

a. Past achievement of currently enrolled individual students on required state 

summative assessments .......................................................................................... 1 0

b. Past achievement of currently enrolled individual students on districtwide 

summative assessments .......................................................................................... 1 0

c. Achievement of individual students on districtwide diagnostic assessments......... 1 0

d. Achievement growth for individual students on state or districtwide summative 

assessments............................................................................................................. 1 0

e. Achievement growth associated with individual teachers (for example, student 

growth percentiles, value added) ............................................................................ 1 0

f. Past course grades for currently enrolled individual students ................................ 1 0

g. Attendance of individual students........................................................................... 1 0

h. Behavior/discipline information on individual students.......................................... 1 0

i. Readiness of individual students for grade promotion or graduation (“on track” 

measures) ................................................................................................................ 1 0

j. Indicator of whether individual students graduated or dropped out prior to 

graduation................................................................................................................ 1 0
District Survey 

9/17/2013 B-16

2-10. During this school year (2013-14), has your district used a student-level data system for any of the following purposes? 

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. To set goals for school performance....................................................................... 1 0

b. To monitor the progress of English learners........................................................... 1 0

c. To monitor the progress of students with disabilities ............................................ 1 0

d. To evaluate the effectiveness of instructional interventions or initiatives............. 1 0

e. To plan districtwide professional development such as identifying specific 

content or skills where teachers need assistance or support................................. 1 0

f. To evaluate the effectiveness of professional development programs.................. 1 0

g. To identify schools for additional support or resources ........................................ 1 0

h. To identify schools that may serve as models for other schools............................ 1 0

i. To identify schools that should receive different levels of oversight or 

operational flexibility .............................................................................................. 1 0

2-11. Do staff in your district have access to any of the following types of postsecondary data on your district’s graduates? If 

so, has your district used those data during the 2013-14 school year to monitor their progress? Please address both the 

district’s access to data and its use of the data during this school year.

DISTRICT CAN ACCESS 

DATA 

DISTRICT USED DATA THIS 

SCHOOL YEAR

SELECT ONE RESPONSE 

IN EACH ROW

SELECT ONE RESPONSE IN 

EACH ROW

YES NO YES NO

DON’T 

KNOW

a. Enrollment in postsecondary education for your 

district’s graduates....................................................... 1 0 1 0 d

b. Rates at which postsecondary students from your 

district take remedial courses...................................... 1 0 1 0 d

c. Postsecondary persistence rates for your district’s 

graduates (percentage of college students who 

continue to be enrolled in any college the next year) . 1 0 1 0 d

d. Postsecondary degree attainment (two- and fouryear programs) for your district’s graduates ............... 1 0 1 0 d
District Survey 

9/17/2013 B-17

2-12. During this school year (2013-14), has your district received any of the following materials or technical assistance to 

support the use of data to improve school performance and instruction?

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Materials or documents on the use of data for school improvement plans .......... 1 0

b. Materials or documents on the use of data for instructional planning or 

improvement .......................................................................................................... 1 0

c. Technical assistance and/or support on hardware or software issues, such as 

technical systems or computer networks experts.................................................. 1 0

2-13. To what extent would you describe the following as challenges to using assessment data to inform instruction in your 

district? 

SELECT ONE RESPONSE IN EACH ROW

NOT A 

CHALLENGE

MINOR 

CHALLENGE

MAJOR 

CHALLENGE

a. Limited access to data from prior years on this year’s 

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

b. Timeliness of the data on student achievement from 

prior years ......................................................................... 1 2 3

c. Teachers’ level of understanding of how to analyze 

information from diagnostic assessments to inform 

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

d. Providing sufficient training so teachers can analyze 

student assessment data to identify instructional 

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

e. Lack of district staff who can assist teachers with 

questions about analyzing student data ........................... 1 2 3

f. The ability to schedule regular time for teachers to meet 

in teams to discuss student achievement data and 

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

g. Assessments are not well aligned with the curriculum..... 1 2 3

h. Available assessment data do not accurately measure 

students’ knowledge and skills.......................................... 1 2 3
District Survey 

9/17/2013 B-18

Section 3: School Accountability 

[WEB PROGRAMMING NOTE: IF THE DISTRICT IS IN A STATE THAT HAS AN APPROVED ESEA FLEXIBILITY WAIVER 

DISPLAY THE FOLLOWING NOTE:]

NOTE: Questions in this section refer to high- and low-performing schools in your district as identified by your state’s 

federally-approved school accountability system. High-performing schools are those identified by the state as Reward 

schools (i.e., highest-performing or high-progress schools). Low-performing schools are those identified as Priority 

schools or Focus schools. This section asks about school improvement efforts for any low-performing schools and for 

other schools in your district.

[WEB PROGRAMMING NOTE: FOR DISTRICTS IN ALL OTHER STATES, DISPLAY THE FOLLOWING NOTE:]

NOTE: Questions in this section refer to high- and low-performing schools in your district as identified by your state’s 

federally-approved school accountability system. The No Child Left Behind Act (NCLB) requires states to identify 

schools not making Adequate Yearly Progress (AYP) as in Need of Improvement, in Corrective Action, or in 

Restructuring. This section asks about school improvement efforts for any schools in these categories in your district. 

[WEB PROGRAMMING NOTE:

QUESTION 3-1 ASKED OF DISTRICTS IN FLEXIBILITY STATES. 

ALL GET ASKED 3-2

QUESTIONS 3-5 and 3-6 ASKED OF DISTRICTS IN NON-FLEXIBILITY STATES.

ALL RESPONDENTS ARE ASKED QUESTION 3-7 THEN SPLIT AGAIN BASED ON FLEXIBILITY STATUS.

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 student achievement for an individual student between two 

or more points in time, and may be measured using student growth percentiles, value added, or other 

measures of change in student achievement over time. 

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.
District Survey 

9/17/2013 B-19

HIGH-PERFORMING SCHOOLS (FLEXIBILITY STATES)

3-1. During this school year (2013-14), has your state identified any schools in your district as “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?

Yes .................................................................................................................................... 1

No ..................................................................................................................................... 0

Achievement of Subgroups

3-2. During this school year (2013-14), do schools in your district monitor the achievement of the following student 

subgroups? 

□ Select NA (not applicable), if none of the schools in your district have a sufficient number of students in a subgroup 

(e.g., American Indian or Alaska Natives, English learners, or students with disabilities).

□ Check box if you do not monitor any subgroup achievement

SELECT ONE RESPONSE IN EACH ROW

SUBGROUP ACHIEVEMENT MONITORED

YES NO NA

a. White .............................................................................................. 1 0 na

b. Black or African American .............................................................. 1 0 na

c. Hispanic .......................................................................................... 1 0 na

d. Asian ............................................................................................... 1 0 na

e. American Indian or Alaska Native................................................... 1 0 na

f. Native Hawaiian or Other Pacific Islander...................................... 1 0 na

g. Economically disadvantaged .......................................................... 1 0 na

h. English learners .............................................................................. 1 0 na

i. Students with disabilities................................................................ 1 0 na

j. Low academic performance (for example, lowest 25 percent 

based on proficiency) ..................................................................... 1 0

na

k. A combined subgroup (specify)...................................................... 1 0 na

_____________________________________________________

l. Another combined subgroup (specify)........................................... 1 0 na

_____________________________________________________

[WEB PROGRAMMING NOTE: QUESTIONS 3-3 AND 3-4 SHOULD ONLY BE ASKED OF DISTRICTS THAT ANSWER YES (1) TO 3-2k. 

ALL OTHER DISTRICTS IN NON-FLEXIBILITY STATES GO TO 3-5, AND OTHER DISTRICTS IN FLEXIBILITY STATES GO TO INTRO 

BEFORE 3-7.]

[WEB PROGRAMMING NOTE: IF SECOND CHECK BOX MARKED ABOVE, SKIP TO 3-5 IF DISTRICT IS IN A NONFLEXIBILITY STATE OR TO INTRO BEFORE 3-7 IF DISTRICT IS IN A FLEXIBILITY STATE]
District Survey 

9/17/2013 B-20

3-3. Did any schools in your district fall short of Annual Measurable Objectives (AMOs) for a state-designated combined 

subgroup in 2012-13?

Yes .................................................................................................................................... 1

No ..................................................................................................................................... 0 Skip to programming box before 3-5

3-4. What actions were taken by school leaders in schools that fell short of Annual Measurable Objectives (AMOs) for a 

state-designated combined subgroup in 2012-13? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. They developed a school improvement plan.......................................................... 1 0

b. They examined the reasons for low achievement of that combined 

subgroup................................................................................................................. 1 0

c. They implemented interventions to address the reasons for low 

achievement of the combined subgroup................................................................ 1 0

d. They reported on the interim progress of the combined subgroup to the 

district or state more than once during this school year (2013-14)....................... 1 0

e. They examined the reasons for low achievement of each constituent 

subgroup within that combined subgroup ............................................................. 1 0

f. They implemented interventions to address the reasons for low 

achievement of each constituent subgroup within that combined subgroup ....... 1 0

g. They reported on the interim progress of each constituent subgroup within 

that combined subgroup to the district or state more than once during this 

school year (2013-14) ............................................................................................. 1 0

HIGH-PERFORMING SCHOOLS (NON-FLEXIBILITY STATES)

3-5. During this school year (2013-14), has your state identified any schools in your district 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 through the end of the 2012-13 school year?

(Include Title I Distinguished Schools and other state recognition programs. Do not include National Blue Ribbon Schools 

(as designated by the U.S. Department of Education) unless they have also been designated as high-performing or 

high-progress schools as part of a state program.)

Yes .................................................................................................................................... 1

No ..................................................................................................................................... 0 Skip to Intro before 3-7

[WEB PROGRAMMING NOTE:

ALL DISTRICTS IN FLEXIBILITY STATES GO TO INTRO BEFORE QUESTION 3-7. OTHER DISTRICTS IN 

NON-FLEXIBILITY STATES CONTINUE TO 3-5]
District Survey 

9/17/2013 B-21

3-6. How many of your district’s schools are currently identified by the state as high-performing or high-progress schools 

based on student outcomes measured through the end of the 2012-13 school year?

(Enter the number of schools for each category or NA (not applicable) if the category does not exist in your district.) 

NUMBER OF SCHOOLS

HIGH-PERFORMING 

BASED ON STATE 

DEFINITION

HIGH-PROGRESS 

BASED ON STATE 

DEFINITION

TITLE I SCHOOLS

a. Elementary/middle schools....................................... _______ _______

b. High schools............................................................... _______ _______

TOTAL _______ _______

NON-TITLE I SCHOOLS

c. Elementary/middle schools....................................... _______ _______

d. High schools............................................................... _______ _______

TOTAL _______ _______
District Survey 

9/17/2013 B-22

Low-Performing Schools

3-7. During this school year (2013-14), are any Title I and Non-Title I schools in your district in the following categories? 

TITLE I SCHOOLS

NON-TITLE I 

SCHOOLS

SELECT ONE 

RESPONSE IN 

EACH ROW

SELECT ONE 

RESPONSE IN 

EACH ROW

YES NO YES NO 

a. Priority schools..................................................................................... 1 0 1 0

b. Focus schools....................................................................................... 1 0 1 0

c. Schools with federal School Improvement Grant (SIG) funding .......... 1 0 1 0

d. Schools in Restructuring ...................................................................... 1 0 1 0

e. Schools in Corrective Action ................................................................ 1 0 1 0

[WEB PROGRAMMING NOTE: IF THE DISTRICT IS IN A STATE THAT HAS AN APPROVED ESEA FLEXIBILITY 

WAIVER, DISPLAY THE FOLLOWING NOTE:]

NOTE: States with ESEA Flexibility waivers have identified low-performing schools as Priority 

schools and Focus schools for interventions. States must also monitor whether schools meet 

annual measurable objectives (AMOs). The questions in this section ask about interventions 

and assistance provided to these schools.

[WEB PROGRAMMING NOTE: FOR DISTRICTS IN ALL OTHER STATES, DISPLAY THE FOLLOWING NOTE:]

NOTE: 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. The questions 

in this section ask about interventions and assistance provided to these schools.

[WEB PROGRAMMING NOTE: DISPLAY ONLY THE FIRST THREE ROWS IF THE DISTRICT IS IN A STATE WITH ESEA 

FLEXIBILITY. OTHERWISE, DISPLAY THE THIRD THROUGH FIFTH ROWS.]
District Survey 

9/17/2013 B-23

WEB PROGRAMMING NOTE:

IF THIS DISTRICT IS IN A FLEXIBILITY STATE AND:

 HAS NO PRIORITY OR FOCUS SCHOOLS (3-7A FIRST COLUMN = 0 AND 3-7A SECOND COLUMN =0 AND 3-7B FIRST COLUMN = 0 

AND 3-7B SECOND COLUMN =0) SKIP TO 3-34. 

 HAS PRIORITY SCHOOLS, BUT NO FOCUS SCHOOLS (3-7A FIRST COLUMN = 1 OR 3-7A SECOND COLUMN = 1) AND (3-7B FIRST 

COLUMN = 0 AND 3-7B SECOND COLUMN =0) CONTINUE TO QUESTION 3-8. 

o FOR QUESTIONS 3-8 THROUGH 3-21, DISPLAY QUESTIONS ABOUT TITLE I AND/OR NON-TITLE I PRIORITY SCHOOLS 

BASED ON RESPONSES TO 3-7A FIRST AND SECOND COLUMNS

o THEN SKIP RESPONDENT TO 3-31 THROUGH 3-33 AND DISPLAY QUESTIONS ABOUT TITLE I AND/OR NON-TITLE I 

PRIORITY SCHOOLS BASED ON RESPONSES TO 3-7A FIRST AND SECOND COLUMNS.

 HAS PRIORITY AND FOCUS SCHOOLS (3-7A FIRST COLUMN = 1 OR 3-7A SECOND COLUMN = 1) AND (3-7B FIRST COLUMN = 1 OR 

3-7B SECOND COLUMN =1) CONTINUE TO QUESTION 3-8

o FOR QUESTIONS 3-8 THROUGH 3-33, DISPLAY QUESTIONS ABOUT TITLE I AND/OR NON-TITLE PRIORITY SCHOOLS 

BASED ON RESPONSES TO 3-7A FIRST AND SECOND COLUMNS. DISPLAY QUESTIONS ABOUT TITLE I AND/OR NONTITLE I FOCUS SCHOOLS BASED ON RESPONSES TO 3-7B FIRST AND SECOND COLUMNS. 

 HAS FOCUS SCHOOLS, BUT NO PRIORITY SCHOOLS (3-7A FIRST COLUMN = 0 AND 3-7A SECOND COLUMN = 0) AND (3-7B FIRST 

COLUMN = 1 OR 3-7B SECOND COLUMN =1) SKIP TO 3-22. 

o FOR QUESTIONS 3-21 THROUGH 3-33, DISPLAY QUESTIONS ABOUT TITLE I AND/OR NON-TITLE I FOCUS SCHOOLS 

BASED ON RESPONSES TO 3-7B FIRST AND SECOND COLUMNS. 

IF THIS DISTRICT IS IN A NON-FLEXIBILITY STATE AND:

 HAS NO SCHOOLS IN RESTRUCTURING OR IN CORRECTIVE ACTION (3-7D FIRST COLUMN = 0 AND 3-7D SECOND COLUMN =0 AND 

3-7E FIRST COLUMN = 0 AND 3-7E SECOND COLUMN =0) SKIP TO 3-67. 

 HAS SCHOOLS IN RESTRUCTURING, BUT NO SCHOOLS IN CORRECTIVE ACTION (3-7D FIRST COLUMN = 1 OR 3-7D SECOND 

COLUMN = 1) AND (3-7E FIRST COLUMN = 0 AND 3-7E SECOND COLUMN =0) SKIP TO QUESTION 3-39. 

o FOR QUESTIONS 3-39 THROUGH 3-49, DISPLAY QUESTIONS ABOUT TITLE I AND/OR NON-TITLE I SCHOOLS IN 

RESTRUCTURING BASED ON RESPONSES TO 3-7D FIRST AND SECOND COLUMNS.

o THEN SKIP RESPONDENT TO 3-60 THROUGH 3-66 AND DISPLAY QUESTIONS ABOUT TITLE I AND/OR NON-TITLE I 

SCHOOLS IN RESTRUCTURING BASED ON RESPONSES TO 3-7D FIRST AND SECOND COLUMN.

 HAS SCHOOLS IN RESTRUCTURING AND IN CORRECTIVE ACTION (3-7D FIRST COLUMN = 1 OR 3-7D SECOND COLUMN = 1) AND 

(3-7E FIRST COLUMN = 1 OR 3-7E SECOND COLUMN =1) SKIP TO QUESTION 39.

o FOR QUESTIONS 3-39 THROUGH 3-66, DISPLAY QUESTIONS ABOUT TITLE I AND/OR NON-TITLE I SCHOOLS IN 

RESTRUCTING BASED ON RESPONSES TO 3-7D FIRST AND SECOND COLUMNS. DISPLAY QUESTIONS ABOUT TITLE I 

AND/OR NON-TITLE I SCHOOLS IN CORRECTIVE ACTION BASED ON RESPONSES TO 3-7E FIRST AND SECOND COLUMNS

 HAS SCHOOLS IN CORRECTIVE ACTION, BUT NO SCHOOLS IN RESTRUCTURING (3-7D FIRST COLUMN = 0 AND 3-7D SECOND 

COLUMN = 0) AND (3-7E FIRST COLUMN = 1 OR 3-7E SECOND COLUMN =1) SKIP TO 3-39, THEN SKIP TO 3-50. 

o FOR QUESTIONS 3-50 THROUGH 3-66, DISPLAY QUESTIONS ABOUT TITLE I AND/OR NON-TITLE I SCHOOLS IN 

CORRECTIVE ACTION BASED ON RESPONSES TO 3-7E FIRST AND SECOND COLUMNS. 
District Survey 

9/17/2013 B-24

NOTE TO REVIEWER: This set of questions (3-8 thru 3-33) is only for districts in Flexibility states that have Priority or Focus 

schools.

The next questions pertain to your district’s Title I and Non-Title I Priority schools.

3-8. Among the schools in your district 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?

(Enter ‘NA’, where appropriate, if your district had no Priority schools during 2012-13. Enter ‘0’ if no schools were closed.)

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

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

3-9. During this school year (2013-14), what interventions, if any, are being implemented for Priority schools? 

TITLE I 

PRIORITY SCHOOLS 

NON-TITLE I 

PRIORITY SCHOOLS

SELECT ONE 

RESPONSE IN EACH 

ROW

SELECT ONE 

RESPONSE IN EACH 

ROW

Interventions for Priority schools: YES NO YES NO 

a. Schools prepare a school improvement plan that focuses on 

subjects and/or subgroups that are falling short of AMOs ....... 1 0 1 0

b. School improvement plans are made available to the public ... 1 0 1 0

c. Schools are implementing and monitoring an instructional 

program that supports subgroups of students not showing 

sufficient growth toward AMOs................................................ 1 0 1 0

d. Schools and/or the district are providing professional 

development to staff that supports interventions for 

subgroups of students not showing sufficient growth toward 

AMOs......................................................................................... 1 0 1 0
District Survey 

9/17/2013 B-25

3-10. Among Priority schools in your district, how many are implementing each of the following initiatives during this school 

year (2013-14)?

(Enter the number of Priority schools implementing each initiative. If “none”, enter 0.)

NUMBER OF SCHOOLS

School Initiatives

TITLE I PRIORITY 

SCHOOLS 

IMPLEMENTING 

INITIATIVE

NON-TITLE I PRIORITY 

SCHOOLS 

IMPLEMENTING 

INITIATIVE

a. Implementing a “restart” model as defined in U.S. 

Department of Education regulations..................... _________ _________

b. Implementing a “transformation” model as defined 

in U.S. Department of Education regulations.......... _________ _________

c. Implementing a “turnaround” model as defined in 

U.S. Department of Education regulations.............. _________ _________
District Survey 

9/17/2013 B-26

Please answer the questions below for Title I Priority schools in your district.

3-11. Are all, some, or no Title I Priority schools in your district implementing any of the following academic initiatives during 

this school year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

TITLE I PRIORITY SCHOOLS

Academic Initiatives ALL SOME NONE

a. Implementing a comprehensive schoolwide reform model.................. 2 1 0

b. Providing intensive intervention to struggling students during the 

school day (for example, response to intervention).............................. 2 1 0

3-12. Are all, some, or no Title I Priority schools in your district implementing the following structural changes during this

school year (2013-14)?

SELECT ONE RESPONSE IN EACH ROW

TITLE I PRIORITY SCHOOLS

School Structural Changes ALL SOME NONE

a. Adjusting the school schedule without changing the overall number 

of school hours ..................................................................................... 2 1 0

b. Operating an extended school day, week, or year............................... 2 1 0

c. Making class sizes smaller than typical in other schools...................... 2 1 0

d. Providing extra academic services for struggling students outside of 

the school day (for example, supplemental educational services) ...... 2 1 0

e. Offering students the option to attend a different school (school 

choice) .................................................................................................. 2 1 0

3-13. Do all, some, or no Title I Priority schools in your district have staffing authority of the following types during this school 

year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

TITLE I PRIORITY SCHOOLS

Staffing authority ALL SOME NONE

a. School has more flexibility in, or exemptions from, collective 

bargaining agreements or district policies/regulations that guide 

teacher staffing decisions compared to other schools in the district .. 2 1 0

b. School has the authority to make final decisions on teacher hiring..... 2 1 0
District Survey 

9/17/2013 B-27

3-14. Are all, some, or no Title I Priority schools in your district implementing new programs of the following types during this

school year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

TITLE I PRIORITY SCHOOLS

School is implementing new programs... ALL SOME NONE

a. To provide ongoing mechanisms for family and community 

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

b. To address students’ social, emotional, or health needs...................... 2 1 0

c. To improve student behavior, discipline, or safety ............................... 2 1 0

Please answer the questions below for Non-Title I Priority schools in your district.

3-15. Are all, some, or no Non-Title I Priority schools in your district implementing any of the following academic initiatives 

during this school year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

NON-TITLE I PRIORITY SCHOOLS

Academic Initiatives ALL SOME NONE 

a. Implementing a comprehensive schoolwide reform model................... 2 1 0

b. Providing intensive intervention to struggling students during the 

school day (for example, response to intervention)............................... 2 1 0
District Survey 

9/17/2013 B-28

3-16. Are all, some, or no Non-Title I Priority schools in your district implementing the following structural changes during this

school year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

NON-TITLE I PRIORITY SCHOOLS

School Structural Changes ALL SOME NONE 

a. Adjusting the school schedule without changing the overall number 

of school hours ...................................................................................... 2 1 0

b. Operating an extended school day, week, or year................................ 2 1 0

c. Making class sizes smaller than typical in other schools....................... 2 1 0

d. Providing extra academic services for struggling students outside of 

the school day (for example, supplemental educational services) ....... 2 1 0

e. Offering students the option to attend a different school (school 

choice) ................................................................................................... 2 1 0

3-17. Do all, some, or no Non-Title I Priority schools in your district have staffing authority of the following types during this

school year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

NON-TITLE I PRIORITY SCHOOLS

Staffing authority ALL SOME NONE 

a. School has more flexibility in, or exemptions from, collective 

bargaining agreements or district policies/regulations that guide 

teacher staffing decisions compared to other schools in the district .. 2 1 0

b. School has the authority to make final decisions on teacher hiring..... 2 1 0

3-18. Are all, some, or no Non-Title I Priority schools in your district implementing new programs of the following types during 

this school year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

NON-TITLE I PRIORITY SCHOOLS

School is implementing new programs... ALL SOME NONE 

a. To provide ongoing mechanisms for family and community 

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

b. To address students’ social, emotional, or health needs...................... 2 1 0

c. To improve student behavior, discipline, or safety ............................... 2 1 0
District Survey 

9/17/2013 B-29

Please answer the questions below for Title I and Non-Title I Priority schools in your district.

3-19. Are any of the Priority schools in your district under the following forms of management during the 2013-14 school year?

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. Direct state control or statewide accountability district ........................... 1 0 1 0

b. Converted to charter school ...................................................................... 1 0 1 0

c. Managed by a school management organization, either for-profit or 

nonprofit ................................................................................................... 1 0 1 0

3-20. How many Priority schools in your district have been removed by the state from district control since the beginning of 

the 2012-13 school year?

________ NUMBER OF TITLE I PRIORITY SCHOOLS REMOVED FROM DISTRICT CONTROL

________ NUMBER OF NON-TITLE I PRIORITY SCHOOLS REMOVED FROM DISTRICT CONTROL

3-21. To what extent were changes in personnel used to turn around Priority schools in your district before the start of this 

school year (2013-14)? 

(Enter 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. If “none”, enter 0.)

NUMBER OF SCHOOLS

TITLE I PRIORITY 

SCHOOLS

NON-TITLE I 

PRIORITY SCHOOLS

a. Principal replaced ............................................................................. _______ _______

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

9/17/2013 B-30

The next questions pertain to your district’s Title I and Non-Title I Focus schools.

3-22. During this school year (2013-14), what interventions, if any, are being implemented for Focus schools in your district? 

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: YES NO YES NO 

a. Schools prepare a school improvement plan that focuses on 

subjects and/or subgroups that are falling short of AMOs .............. 1 0 1 0

b. School improvement plans are made available to the public .......... 1 0 1 0

c. Schools are implementing and monitoring an instructional 

program that supports subgroups of students not showing 

sufficient growth toward AMOs....................................................... 1 0 1 0

d. Schools and/or the district are providing professional 

development to staff that supports interventions for subgroups of 

students not showing sufficient growth toward AMOs.................... 1 0 1 0
District Survey 

9/17/2013 B-31

Please answer the questions below for Title I Focus schools in your district.

3-23. Are all, some, or no Title I Focus schools in your district implementing any of the following academic initiatives during 

this school year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

TITLE I FOCUS SCHOOLS

Academic Initiatives ALL SOME NONE 

a. Implementing a comprehensive schoolwide reform model.................. 2 1 0

b. Providing intensive intervention to struggling students during the 

school day (for example, response to intervention).............................. 2 1 0

3-24. Are all, some, or no Title I Focus schools in your district implementing the following structural changes during this school 

year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

TITLE I FOCUS SCHOOLS

School Structural Changes ALL SOME NONE 

a. Adjusting the school schedule without changing the overall number 

of school hours ..................................................................................... 2 1 0

b. Operating an extended school day, week, or year............................... 2 1 0

c. Making class sizes smaller than typical in other schools...................... 2 1 0

d. Providing extra academic services for struggling students outside of 

the school day (for example, supplemental educational services) ...... 2 1 0

e. Offering students the option to attend a different school (school 

choice) .................................................................................................. 2 1 0

3-25. Do all, some, or no Title I Focus schools in your district have staffing authority of the following types during this school 

year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

TITLE I FOCUS SCHOOLS

Staffing authority ALL SOME NONE 

a. School has more flexibility in, or exemptions from, collective 

bargaining agreements or district policies/regulations that guide 

teacher staffing decisions compared to other schools in the district .... 2 1 0

b. School has the authority to make final decisions on teacher hiring....... 2 1 0
District Survey 

9/17/2013 B-32

3-26. Are all, some, or no Title I Focus schools in your district implementing new programs of the following types during this

school year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

TITLE I FOCUS SCHOOLS

School is implementing new programs... ALL SOME NONE 

a. To provide ongoing mechanisms for family and community 

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

b. To address students’ social, emotional, or health needs........................ 2 1 0

c. To improve student behavior, discipline, or safety ................................. 2 1 0

Please answer the questions below for Non-Title I Focus schools in your district.

3-27 Are all, some, or no Non-Title I Focus schools in your district implementing any of the following academic initiatives 

during this school year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

NON-TITLE I FOCUS SCHOOLS

Academic Initiatives ALL SOME NONE

a. Implementing a comprehensive schoolwide reform model.................... 2 1 0

b. Providing intensive intervention to struggling students during the 

school day (for example, response to intervention)................................ 2 1 0

3-28. Are all, some, or no Non-Title I Focus schools in your district implementing the following structural changes during this

school year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

NON-TITLE I FOCUS SCHOOLS

School Structural Changes ALL SOME NONE 

a. Adjusting the school schedule without changing the overall number of 

school hours ............................................................................................ 2 1 0

b. Operating an extended school day, week, or year.................................. 2 1 0

c. Making class sizes smaller than typical in other schools......................... 2 1 0

d. Providing extra academic services for struggling students outside of 

the school day (for example, supplemental educational services) ......... 2 1 0

e. Offering students the option to attend a different school (school 

choice) ..................................................................................................... 2 1 0
District Survey 

9/17/2013 B-33

3-29. Do all, some, or no Non-Title I Focus schools in your district have staffing authority of the following types during this

school year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

NON-TITLE I FOCUS SCHOOLS 

Staffing authority ALL SOME NONE

a. School has more flexibility in, or exemptions from, collective 

bargaining agreements or district policies/regulations that guide 

teacher staffing decisions compared to other schools in the district ..... 2 1 0

b. School has the authority to make final decisions on teacher hiring........ 2 1 0

3-30. Are all, some, or no Non-Title I Focus schools in your district implementing new programs of the following types during 

this school year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

NON-TITLE I FOCUS SCHOOLS

School is implementing new programs... ALL SOME NONE

a. To provide ongoing mechanisms for family and community 

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

b. To address students’ social, emotional, or health needs........................ 2 1 0

c. To improve student behavior, discipline, or safety ................................. 2 1 0
District Survey 

9/17/2013 B-34

The next questions are about your district’s Title I Priority and Focus schools.

3-31. During this school year (2013-14) and including last summer (2013), what additional professional development or 

technical assistance was provided to principals in Title I Priority and Focus schools in your district, 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

Additional professional development or assistance for principals on... YES NO YES NO 

a. School improvement planning, identifying interventions, or budgeting 

effectively................................................................................................ 1 0 1 0

b. Acting as instructional leaders................................................................ 1 0 1 0

c. Recruiting, retaining, and developing more effective teachers.............. 1 0 1 0

3-32. Thinking now about teachers, during this school year (2013-14) and including last summer (2013), what additional

professional development or technical assistance was provided to teachers in Title I Priority and Focus schools in your 

district, 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

Additional professional development or assistance for teachers on... YES NO YES NO 

a. Analyzing student assessment data to improve instruction................. 1 0 1 0

b. Working effectively in teacher teams to improve instruction .............. 1 0 1 0

c. Identifying and implementing strategies to address the needs of 

English learners..................................................................................... 1 0 1 0

d. Identifying and implementing strategies to address the needs of 

students with disabilities ...................................................................... 1 0 1 0
District Survey 

9/17/2013 B-35

3-33. During this school year (2013-14), what additional resources has the state provided to Title I Priority and Focus schools in 

your district, 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

For the next set of questions, please consider Title I and Non-Title I schools in your district that are NOT Priority or Focus schools.

3-34. Apart from Priority and Focus schools, did any school in your district (either Title I or Non-Title I) fall short of Annual 

Measurable Objective (AMO) targets for the previous school year (2012-13)?

Yes .................................................................................................................................... 1

No ..................................................................................................................................... 0 Skip to 3-71

3-35. What type of schools in your district (excluding Priority and Focus) fell short of AMO targets for the previous school year 

(2012-13)?

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Title I schools (excluding Priority and Focus schools) ............................................. 1 0

b. Non-Title I schools (excluding Priority and Focus schools)..................................... 1 0

[WEB PROGRAMMING NOTE: IF ’NO’ ENTERED IN BOTH RESPONSES IN 3-35, SKIP TO 3-71.]
District Survey 

9/17/2013 B-36

3-36. For schools in your district that did not meet AMOs for 2012-13 (excluding Priority and Focus schools), what 

interventions, if any, are being implemented during this school year (2013-14)? 

TITLE I 

SCHOOLS NOT 

MEETING AMOs

NON-TITLE I 

SCHOOLS NOT 

MEETING AMOs

SELECT ONE 

RESPONSE IN EACH 

ROW

SELECT ONE 

RESPONSE IN EACH 

ROW

Interventions for schools not meeting AMOs (excluding Priority and 

Focus schools): YES NO YES NO 

a. Schools prepare a school improvement plan that focuses on 

subjects and/or subgroups that are falling short of AMOs ............ 1 0 1 0

b. School improvement plans are made available to the public ........ 1 0 1 0

c. Schools are implementing and monitoring an instructional 

program that supports subgroups of students not showing 

sufficient growth toward AMOs..................................................... 1 0 1 0

d. Schools and/or the district are providing professional 

development to staff that supports interventions for subgroups 

of students not showing sufficient growth toward AMOs ............. 1 0 1 0

e. District must offer students the opportunity to attend other 

schools (school choice)................................................................... 1 0 1 0

f. District must offer low-income students the opportunity to 

enroll in after-school supplemental educational services.............. 1 0 1 0

g. Schools have smaller class sizes than last year............................... 1 0 1 0

h. Additional instructional time (extended day or extended school 

year)................................................................................................ 1 0 1 0
District Survey 

9/17/2013 B-37

The next questions pertain to your district’s Title I schools that did not meet AMOs for 2012-13.

3-37. During this school year (2013-14) and including last summer (2013), what additional professional development or 

technical assistance was provided to principals in Title I schools in your district that did not meet AMOs for 2012-13 

(excluding Priority and Focus schools), beyond what is available to any Title I school? 

SELECT ONE RESPONSE 

IN EACH ROW

TITLE I SCHOOLS NOT 

MEETING AMOs

Additional professional development or assistance for principals on... YES NO 

a. School improvement planning, identifying interventions, or budgeting 

effectively....................................................................................................... 1 0

b. Acting as instructional leaders...................................................................... 1 0

c. Recruiting, retaining, and developing more effective teachers..................... 1 0

3-38. Thinking now about teachers, during this school year (2013-14) and including last summer (2013), what additional

professional development or technical assistance was provided to teachers in Title I schools in your district that did not 

meet AMOs for 2012-13 (excluding Priority and Focus schools), beyond what is available to any Title I school? 

SELECT ONE RESPONSE 

IN EACH ROW

TITLE I SCHOOLS NOT 

MEETING AMOs

Additional professional development or assistance for teachers on... YES NO 

a. Analyzing student assessment data to improve instruction ......................... 1 0

b. Working effectively in teacher teams to improve instruction ...................... 1 0

c. Identifying and implementing strategies to address the needs of English 

learners ......................................................................................................... 1 0

d. Identifying and implementing strategies to address the needs of students 

with disabilities ............................................................................................. 1 0

[WEB PROGRAMMING NOTE: SKIP TO 3-71.] (ALL DISTRICTS IN FLEX STATES)
District Survey 

9/17/2013 B-38

NOTE TO REVIEWER: This set of questions (3-39 thru 3-66) is for districts in non-Flexibility states that have schools in 

Restructuring and/or Corrective Action.

The next questions pertain to your district’s Title I and Non-Title I schools in Restructuring and Corrective Action.

3-39. Among the schools that were in Restructuring and Corrective Action in your district during the last school year (2012-13), 

how many were closed after the 2012-13 school year for performance reasons?

(Enter ‘NA’, where appropriate, if your district had no schools in Restructuring or Corrective Action during 2012-13. Enter 

“0” if no schools were closed)

Title I Schools

________ NUMBER OF 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

Non-Title I Schools

________ NUMBER OF NON-TITLE I SCHOOLS IN RESTRUCTURING 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
District Survey 

9/17/2013 B-39

The following questions pertain to Title I and Non-Title I Schools in Restructuring in your district.

3-40. For Title I and Non-Title I Schools in Restructuring in your district, what interventions, if any, are being implemented 

during this school year (2013-14)?

TITLE I 

SCHOOLS IN 

RESTRUCTURING

NON-TITLE I 

SCHOOLS IN

RESTRUCTURING

SELECT ONE RESPONSE 

IN EACH ROW

SELECT ONE RESPONSE 

IN EACH ROW

Interventions for Schools in Restructuring: YES NO YES NO

a. Schools prepared a school improvement plan that 

focuses on subjects and/or subgroups that are falling 

short of AMOs............................................................... 1 0 1 0

b. School improvement plans are made available to the 

public ............................................................................ 1 0 1 0

c. Schools are implementing and monitoring an 

instructional program that supports students not 

showing sufficient growth toward AMOs..................... 1 0 1 0

d. Schools and/or the district provide professional 

development to staff that supports interventions for 

subgroups of students not showing sufficient growth 

toward AMOs................................................................ 1 0 1 0

e. District must offer students the opportunity to attend 

other schools (school choice) ....................................... 1 0 1 0

f. District must offer low-income students the 

opportunity to enroll in after-school supplemental 

educational services ..................................................... 1 0 1 0

g. Schools have smaller class sizes than last year............. 1 0 1 0

h. Schools are implementing additional instructional 

time (extended day or extended school year).............. 1 0 1 0
District Survey 

9/17/2013 B-40

3-41. Among Title I and Non-Title I Schools in Restructuring in your district, how many are implementing each of the following 

initiatives during this school year (2013-14)? 

(Enter the number of Schools in Restructuring implementing each initiative. If “none”, enter 0.)

NUMBER OF SCHOOLS

School Initiatives

TITLE I SCHOOLS IN 

RESTRUCTURING 

IMPLEMENTING 

INITIATIVE

NON-TITLE I SCHOOLS IN 

RESTRUCTURING 

IMPLEMENTING 

INITIATIVE

a. Implementing a “restart” model as defined in 

U.S. Department of Education regulations............ _________ _________

b. Implementing a “transformation” model as 

defined in U.S. Department of Education 

regulations............................................................. _________ _________

c. Implementing a “turnaround” model as defined 

in U.S. Department of Education regulations........ _________ _________
District Survey 

9/17/2013 B-41

Please answer the questions below for Title I Schools in Restructuring in your district.

3-42. Are all, some, or no Title I Schools in Restructuring in your district implementing any of the following academic initiatives 

during this school year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

TITLE I SCHOOLS IN RESTRUCTURING

Academic Initiatives ALL SOME NONE

a. Implementing a comprehensive schoolwide reform model.................... 2 1 0

b. Providing intensive intervention to struggling students during the 

school day (for example, response to intervention)................................ 2 1 0

3-43. Are all, some, or no Title I Schools in Restructuring in your district implementing the following structural changes during 

this school year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

TITLE I SCHOOLS IN RESTRUCTURING

School Structural Changes ALL SOME NONE

a. Adjusting the school schedule without changing the overall number of 

school hours ............................................................................................ 2 1 0

b. Operating an extended school day, week, or year.................................. 2 1 0

c. Making class sizes smaller than typical in other schools......................... 2 1 0

d. Providing extra academic services for struggling students outside of 

the school day (for example, supplemental educational services) ......... 2 1 0

e. Offering students the option to attend a different school (school 

choice) ..................................................................................................... 2 1 0

3-44. Do all, some, or no Title I Schools in Restructuring in your district have staffing authority of the following types during 

this school year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

TITLE I SCHOOLS IN RESTRUCTURING

Staffing authority ALL SOME NONE

a. School has more flexibility in, or exemptions from, collective 

bargaining agreements or district policies/regulations that guide 

teacher staffing decisions compared to other schools in the district ..... 2 1 0

b. School has the authority to make final decisions on teacher hiring........ 2 1 0
District Survey 

9/17/2013 B-42

3-45. Are all, some, or no Title I Schools in Restructuring in your district implementing new programs of the following types 

during this school year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

TITLE I SCHOOLS IN RESTRUCTURING

School is implementing new programs... ALL SOME NONE 

a. To provide ongoing mechanisms for family and community 

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

b. To address students’ social, emotional, or health needs........................ 2 1 0

c. To improve student behavior, discipline, or safety ................................. 2 1 0

Please answer the questions below for Non-Title I Schools in Restructuring in your district.

3-46. Are all, some, or no Non-Title I Schools in Restructuring in your district implementing any of the following academic 

initiatives during this school year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

NON-TITLE I SCHOOLS IN 

RESTRUCTURING

Academic Initiatives ALL SOME NONE 

a. Implementing a comprehensive schoolwide reform model.................... 2 1 0

b. Providing intensive intervention to struggling students during the 

school day (for example, response to intervention)................................ 2 1 0

3-47. Are all, some, or no Non-Title I Schools in Restructuring in your district implementing the following structural changes 

during this school year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

NON-TITLE I SCHOOLS IN 

RESTRUCTURING

School Structural Changes ALL SOME NONE

a. Adjusting the school schedule without changing the overall number of 

school hours ............................................................................................ 2 1 0

b. Operating an extended school day, week, or year.................................. 2 1 0

c. Making class sizes smaller than typical in other schools......................... 2 1 0

d. Providing extra academic services for struggling students outside of 

the school day (for example, supplemental educational services) ......... 2 1 0

e. Offering students the option to attend a different school (school 

choice) ..................................................................................................... 2 1 0
District Survey 

9/17/2013 B-43

3-48. Do all, some, or no Non-Title I Schools in Restructuring in your district have staffing authority of the following types 

during this school year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

NON-TITLE I SCHOOLS IN 

RESTRUCTURING

Staffing authority ALL SOME NONE 

a. School has more flexibility in, or exemptions from, collective 

bargaining agreements or district policies/regulations that guide 

teacher staffing decisions compared to other schools in the district .....

2 1 0

b. School has the authority to make final decisions on teacher hiring........ 2 1 0

3-49. Are all, some, or no Non-Title I Schools in Restructuring in your district implementing new programs of the following 

types during this school year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

NON-TITLE I SCHOOLS IN 

RESTRUCTURING

School is implementing new programs... ALL SOME NONE 

a. To provide ongoing mechanisms for family and community 

engagement.............................................................................................

2 1 0

b. To address students’ social, emotional, or health needs........................... 2 1 0

c. To improve student behavior, discipline, or safety ................................. 2 1 0
District Survey 

9/17/2013 B-44

The following questions pertain to Title I and Non-Title I Schools in Corrective Action in your district.

3-50. For Title I and Non-Title I Schools in Corrective Action in your district, what interventions, if any, are being implemented 

during this school year (2013-14)?

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

Interventions for Schools in Corrective Action: YES NO YES NO

a. Schools prepared a school improvement plan that 

focuses on subjects and/or subgroups that are falling 

short of AMOs.................................................................... 1 0 1 0

b. School improvement plans are made available to the 

public ................................................................................. 1 0 1 0

c. Schools are implementing and monitoring an 

instructional program that supports students not 

showing sufficient growth toward AMOs.......................... 1 0 1 0

d. Schools and/or the district provide professional 

development to staff that supports interventions for 

subgroups of students not showing sufficient growth 

toward AMOs..................................................................... 1 0 1 0

e. District must offer students the opportunity to attend 

other schools (school choice) ............................................ 1 0 1 0

f. District must offer low-income students the opportunity 

to enroll in after-school supplemental educational 

services.............................................................................. 1 0 1 0
District Survey 

9/17/2013 B-45

3-51. Among Title I and Non-Title I Schools in Corrective Action in your district, how many are implementing each of the 

following initiatives during this school year (2013-14)? 

(Enter the number of Schools in Corrective Action implementing each initiative. If “none”, enter 0.)

NUMBER OF SCHOOLS

School Initiatives

TITLE I SCHOOLS IN 

CORRECTIVE ACTION 

IMPLEMENTING 

INITIATIVE

NON-TITLE I SCHOOLS 

IN CORRECTIVE 

ACTION 

IMPLEMENTING 

INITIATIVE

a. Implementing a “restart” model as defined in U.S. 

Department of Education regulations...................................

_________ _________

b. Implementing a “transformation” model as defined in U.S. 

Department of Education regulations...................................

_________ _________

c. Implementing a “turnaround” model as defined in U.S. 

Department of Education regulations...................................

_________ _________

Please answer the questions below for Title I Schools in Corrective Action in your district.

3-52. Are all, some, or no Title I Schools in Corrective Action in your district implementing any of the following academic 

initiatives during this school year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

TITLE I SCHOOLS IN 

CORRECTIVE ACTION

Academic Initiatives ALL SOME NONE 

a. Implementing a comprehensive schoolwide reform model.................... 2 1 0

b. Providing intensive intervention to struggling students during the 

school day (for example, response to intervention)................................

2 1 0
District Survey 

9/17/2013 B-46

3-53. Are all, some, or no Title I Schools in Corrective Action in your district implementing the following structural changes 

during this school year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

TITLE I SCHOOLS IN 

CORRECTIVE ACTION

School Structural Changes ALL SOME NONE 

a. Adjusting the school schedule without changing the overall number of 

school hours ............................................................................................

2 1 0

b. Operating an extended school day, week, or year.................................. 2 1 0

c. Making class sizes smaller than typical in other schools......................... 2 1 0

d. Providing extra academic services for struggling students outside of 

the school day (for example, supplemental educational services) .........

2 1 0

e. Offering students the option to attend a different school (school 

choice) .....................................................................................................

2 1 0

3-54. Do all, some, or no Title I Schools in Corrective Action in your district have staffing authority of the following types during 

this school year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

TITLE I SCHOOLS IN 

CORRECTIVE ACTION

Staffing authority ALL SOME NONE 

a. School has more flexibility in, or exemptions from, collective 

bargaining agreements or district policies/regulations that guide 

teacher staffing decisions compared to other schools in the district .....

2 1 0

b. School has the authority to make final decisions on teacher hiring........ 2 1 0
District Survey 

9/17/2013 B-47

3-55. Are all, some, or no Title I Schools in Corrective Action in your district implementing new programs of the following types 

during this school year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

TITLE I SCHOOLS IN 

CORRECTIVE ACTION

School is implementing new programs... ALL SOME NONE 

a. To provide ongoing mechanisms for family and community 

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

b. To address students’ social, emotional, or health needs........................... 2 1 0

c. To improve student behavior, discipline, or safety ................................. 2 1 0

Please answer the questions below for Non-Title I Schools in Corrective Action in your district.

3-56. Are all, some, or no Non-Title I Schools in Corrective Action in your district implementing any of the following academic 

initiatives during this school year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

NON-TITLE I SCHOOLS IN 

CORRECTIVE ACTION

Academic Initiatives ALL SOME NONE 

a. Implementing a comprehensive schoolwide reform model.................... 2 1 0

b. Providing intensive intervention to struggling students during the 

school day (for example, response to intervention)................................

2 1 0
District Survey 

9/17/2013 B-48

3-57. Are all, some, or no Non-Title I Schools in Corrective Action in your district implementing the following structural changes 

during this school year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

NON-TITLE I SCHOOLS IN 

CORRECTIVE ACTION

School Structural Changes ALL SOME NONE 

a. Adjusting the school schedule without changing the overall number of 

school hours ............................................................................................

2 1 0

b. Operating an extended school day, week, or year.................................. 2 1 0

c. Making class sizes smaller than typical in other schools......................... 2 1 0

d. Providing extra academic services for struggling students outside of 

the school day (for example, supplemental educational services) .........

2 1 0

e. Offering students the option to attend a different school (school 

choice) .....................................................................................................

2 1 0

3-58. Do all, some, or no Non-Title I Schools in Corrective Action in your district have staffing authority of the following types 

during this school year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

NON-TITLE I SCHOOLS IN 

CORRECTIVE ACTION

Staffing authority ALL SOME NONE 

a. School has more flexibility in, or exemptions from, collective 

bargaining agreements or district policies/regulations that guide 

teacher staffing decisions compared to other schools in the district .....

2 1 0

b. School has the authority to make final decisions on teacher hiring........ 2 1 0

3-59. Are all, some, or no Non-Title I Schools in Corrective Action in your district implementing new programs of the following 

types during this school year (2013-14)? 

SELECT ONE RESPONSE IN EACH ROW

NON-TITLE I SCHOOLS IN 

CORRECTIVE ACTION

School is implementing new programs... ALL SOME NONE 

a. To provide ongoing mechanisms for family and community 

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

b. To address students’ social, emotional, or health needs........................ 2 1 0

c. To improve student behavior, discipline, or safety ................................. 2 1 0
District Survey 

9/17/2013 B-49

The next questions pertain to Title I and Non-Title I Schools in Restructuring and Corrective Action in your district.

3-60. Are any of the Title I and Non-Title I Schools in Restructuring in your district under the following forms of management 

during the 2013-14 school year?

TITLE I SCHOOLS IN 

RESTRUCTURING

NON-TITLE I 

SCHOOLS IN 

RESTRUCTURING

SELECT ONE 

RESPONSE IN EACH 

ROW

SELECT ONE 

RESPONSE IN EACH 

ROW

YES NO YES NO 

a. Direct state control or statewide accountability district ............... 1 0 1 0

b. Converted to charter school .......................................................... 1 0 1 0

c. Managed by a school management organization, either forprofit or nonprofit.......................................................................... 1 0 1 0

3-61. And are any of the Title I and Non-Title I Schools in Corrective Action in your district under the following forms of 

management for the 2013-14 school year?

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

YES NO YES NO 

a. Direct state control or statewide accountability district ............... 1 0 1 0

b. Converted to charter school .......................................................... 1 0 1 0

c. Managed by a school management organization, either forprofit or nonprofit.......................................................................... 1 0 1 0
District Survey 

9/17/2013 B-50

3-62. How many schools in Restructuring and Corrective Action in your district have been removed by the state from district 

control since the beginning of the 2012-13 school year?

Title I Schools

________ NUMBER OF TITLE I SCHOOLS IN RESTRUCTURING REMOVED FROM DISTRICT CONTROL

________ NUMBER OF TITLE I SCHOOLS IN CORRECTIVE ACTION REMOVED FROM DISTRICT CONTROL

Non-Title I Schools

________ NUMBER OF NON-TITLE I SCHOOLS IN RESTRUCTURING REMOVED FROM DISTRICT CONTROL

________ NUMBER OF NON-TITLE I SCHOOLS IN CORRECTIVE ACTION REMOVED FROM DISTRICT CONTROL

3-63. To what extent were changes in personnel used to turn around schools in Restructuring or Corrective Action in your 

district before the start of this school year (2013-14)? 

(Enter 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 “none”, enter 0.)

NUMBER OF SCHOOLS

TITLE I SCHOOLS NON-TITLE I SCHOOLS

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

_______ _______ _______ _______
District Survey 

9/17/2013 B-51

The next questions pertain to Title I Schools in Restructuring and Corrective Action in your district.

3-64. During this school year (2013-14) and including last summer (2013), what additional professional development or 

technical assistance was provided to principals in Title I schools in Restructuring or Corrective Action in your district, 

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

Additional professional development or assistance for principals 

on... YES NO YES NO 

a. School improvement planning, identifying interventions, or 

budgeting effectively .................................................................. 1 0 1 0

b. Acting as instructional leaders.................................................... 1 0 1 0

c. Recruiting, retaining, and developing more effective teachers.. 1 0 1 0

3-65. Thinking now about teachers, during this school year (2013-14) and including last summer (2013), what additional

professional development or technical assistance was provided to teachers in Title I schools in Restructuring or 

Corrective Action in your district, 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

Additional professional development or assistance for teachers 

on... YES NO YES NO 

a. Analyzing student assessment data to improve instruction...... 1 0 1 0

b. Working effectively in teacher teams to improve instruction ... 1 0 1 0

c. Identifying and implementing strategies to address the needs 

of English learners...................................................................... 1 0 1 0

d. Identifying and implementing strategies to address the needs 

of students with disabilities....................................................... 1 0 1 0
District Survey 

9/17/2013 B-52

3-66. During this school year (2013-14), what additional resources has the state provided to Title I schools in Restructuring or 

Corrective Action in your district, 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

For the next set of questions, please consider Title I and Non-Title I schools in your state that are identified as in Need of 

Improvement but NOT in Restructuring or Corrective Action.

3-67. During this school year, are there any Title I or non-Title I schools in your district in each of the following categories 

based on 2012-13 student achievement?

TITLE I SCHOOLS NON-TITLE I SCHOOLS 

SELECT ONE RESPONSE 

IN EACH ROW

SELECT ONE RESPONSE 

IN EACH ROW

YES NO YES NO 

a. Schools not meeting adequate yearly progress (AYP) 

for 2012-13 only (i.e., not identified as in Need of 

Improvement).............................................................. 1 0 1 0

b. Schools in Need of Improvement, Year 1 (i.e., has 

missed AYP for two years) ........................................... 1 0 1 0

c. Schools in Need of Improvement, Year 2 (i.e., has 

missed AYP for three years)......................................... 1 0 1 0

[WEB PROGRAMMING NOTE: SKIP TO 3-71 IF NO SCHOOLS IN NEED OF IMPROVEMENT (RESPONSE 

TO 3-67b AND 3-67c IS ‘0’ IN BOTH COLUMNS).]
District Survey 

9/17/2013 B-53

3-68. For schools in your district identified as in Need of Improvement (excluding schools in Restructuring or Corrective 

Action), what interventions, if any, are being implemented during this school year (2013-14)?

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: YES NO YES NO

a. Schools prepared a school improvement plan that 

focuses on subjects and/or subgroups that are 

falling short of AMOs.................................................. 1 0 1 0

b. School improvement plans are made available to the 

public .......................................................................... 1 0 1 0

c. Schools are implementing and monitoring an 

instructional program that supports students not 

showing sufficient growth toward AMOs................... 1 0 1 0

d. Schools and/or the district provide professional 

development to staff that supports interventions for 

subgroups of students not showing sufficient growth 

toward AMOs.............................................................. 1 0 1 0

e. District must offer students the opportunity to 

attend other schools (school choice).......................... 1 0 1 0

f. District must offer low-income students the 

opportunity to enroll in after-school supplemental 

educational services ................................................... 1 0 1 0

g. Schools have smaller class sizes than last year........... 1 0 1 0

h. Schools are implementing additional instructional 

time (extended day or extended school year)............ 1 0 1 0
District Survey 

9/17/2013 B-54

The next questions pertain to your district’s Title I Schools in Need of Improvement

3-69. During this school year (2013-14) and including last summer (2013), what additional professional development or 

technical assistance was provided to principals in schools identified as in Need of Improvement in your district, beyond 

what is available to any Title I school? 

SELECT ONE RESPONSE 

IN EACH ROW

TITLE I 

SCHOOLS IN NEED OF

IMPROVEMENT

Additional professional development or assistance for principals on... YES NO

a. School improvement planning, identifying interventions, or budgeting 

effectively ......................................................................................................... 1 0

b. Acting as instructional leaders......................................................................... 1 0

c. Recruiting, retaining, and developing more effective teachers....................... 1 0

3-70. Thinking now about teachers, during this school year (2013-14) and including last summer (2013), what additional

professional development or technical assistance was provided to teachers in schools identified as in Need of 

Improvement for 2012-13 in your district, beyond what is available to any Title I school? 

SELECT ONE RESPONSE 

IN EACH ROW

TITLE I 

SCHOOLS IN NEED OF 

IMPROVEMENT

Additional professional development or assistance for teachers on... YES NO

a. Analyzing student assessment data to improve instruction ........................... 1 0

b. Working effectively in teacher teams to improve instruction ........................ 1 0

c. Identifying and implementing strategies to address the needs of English 

learners............................................................................................................ 1 0

d. Identifying and implementing strategies to address the needs of students 

with disabilities................................................................................................ 1 0
District Survey 

9/17/2013 B-55

NOTE TO REVIEWER: This set of questions (3-71 through 3-73) is for all districts.

DISTRICT ACCOUNTABILITY SYSTEMS

3-71. Has your district classified its schools for its own accountability or performance management purposes (based on 

2012-13 or earlier student achievement data) using a set of categories or performance measures that differ from those 

used by the state? 

Yes .................................................................................................................................... 1

No ..................................................................................................................................... 0 Skip to 3-73

3-72. How many school performance categories are defined in your district’s school accountability system? 

(Enter the number)

_________ NUMBER OF CATEGORIES

3-73. To what extent would you describe the following as challenges to improving the performance of schools in your district? 

SELECT ONE RESPONSE IN EACH ROW

NOT A 

CHALLENGE

MINOR 

CHALLENGE

MAJOR 

CHALLENGE

a. Difficulty finding, hiring, or retaining teachers with the skills 

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

b. Difficulty finding, hiring, or retaining principals with the skills 

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

c. Lack of staff who can mentor or serve as a resource to 

teachers about instructional strategies for struggling students. 1 2 3

d. Lack of guidance or support from the state ............................... 1 2 3

e. Insufficient resources for personnel and/or materials.............. 1 2 3

f. Lack of effective methods/interventions to improve student 

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

g. Curricula not aligned with the required state summative 

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

h. Teacher concerns or opposition to implementing school 

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

i. Community concerns or opposition to implementing school 

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

j. Lack of parent involvement / participation in children’s 

education.................................................................................... 1 2 3
District Survey 

9/17/2013 B-56

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 district 

during this school year (2013-14). Many states are implementing new teacher evaluation policies or systems based on new laws or 

regulations adopted since 2009. Districts in states that are implementing new evaluation systems are in various stages of 

implementation, including planning, piloting in a few schools or grade levels, piloting districtwide with no consequences, and fully 

implementing districtwide. Some districts are taking the lead in implementing new evaluation systems without state requirements 

to do so.

□ Check box if your district is piloting or implementing a teacher evaluation system that is newly 

established since 2009. Please answer the questions in this section based on the new 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 in only a few schools, respond only about the 

components being piloted this year in those schools. Go to question 4-1.

□ Check box if your district is not piloting or implementing a newly established teacher evaluation system.

Please respond about the requirements of teacher evaluation practices in your district during the 2013-14 

school year. Go to question 4-3.

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 student achievement for an individual student between 

two or more points in time, and may be measured using student growth percentiles, value added, or 

other measures of change in student achievement over time. 

Standardized assessments are assessments consistently administered and scored for all students in the 

same grades and subjects, districtwide. These might include required state summative assessments, 

assessments purchased from testing companies, or district-developed assessments that are administered 

districtwide.
District Survey 

9/17/2013 B-57

4-1. During this school year (2013-14), what is the status of the new teacher evaluation system in your district?

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 being implemented districtwide, and some but not all components are 

being implemented .......................................................................................................... 4 Skip to 4-3

The system is fully implemented districtwide .................................................................. 5 Skip to 4-3

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

_________ NUMBER OF SCHOOLS

4-3. During this school year (2013-14), how many rating categories or levels (such as highly effective, effective, satisfactory, 

needs improvement) does your district use in its teacher evaluation system to describe overall teacher performance? 

(As a reminder, if your district is piloting or implementing a teacher evaluation system that is newly established since 

2009, please refer to the new teacher evaluation practices when responding to this and other questions in this section.) 

_________ NUMBER OF RATING CATEGORIES
District Survey 

9/17/2013 B-58

This question and the next several questions ask about the use of standardized assessments to measure student achievement 

growth. 

4-4. During this school year (2013-14), does your district use student achievement growth on standardized assessments as 

one component of the performance evaluation of all, some, or no teachers? This can include student achievement 

growth for the teacher’s own students and/or teamwide, gradewide, or schoolwide student achievement growth.

(Note: If your district is piloting a new system in some schools, then this question refers to teachers in the pilot schools. In 

order to report “all teachers,” student achievement growth on standardized assessments 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 district uses student achievement growth on standardized assessments in the 

evaluation of all teachers across all grades (K-12), all subjects, and special education .. 1

The district uses student achievement growth on standardized assessments in the 

evaluation of some but not all teachers........................................................................... 2 

The district does not use student achievement growth on standardized assessments 

in teacher evaluations ...................................................................................................... 3 Skip to 4-11

4-5. What kinds of standardized assessments are used by your district to measure student achievement growth for purposes 

of evaluating teachers? 

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. Required state summative assessments............................................................... 1 0

b. Commercially-available assessments (such as Northwest Evaluation 

Association (NWEA) assessments, the Stanford Achievement Test, or the 

TerraNova Assessments) purchased by the district from a testing company 

and used districtwide............................................................................................ 1 0

c. Other assessments consistently administered and scored for all students 

in the same grades and subjects districtwide....................................................... 1 0

As a reminder, student achievement growth is the change in student achievement for an 

individual student between two or more points in time, and may be measured using 

student growth percentiles, value added, or other measures of change in student 

achievement over time.

Standardized assessments are assessments consistently administered and scored for all 

students in the same grades and subjects, districtwide. These might include required state 

summative assessments, assessments purchased from testing companies, or districtdeveloped assessments that are administered districtwide.
District Survey 

9/17/2013 B-59

4-6. 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 district’s teacher evaluation includes student achievement growth on standardized 

assessments for the teacher’s own students and/or teamwide, gradewide, or schoolwide student achievement growth.

SELECT ONE RESPONSE

IN EACH ROW

The district’s evaluation for teachers of ELA and Math in grades 4 through 8 

includes: YES NO

a. Student achievement growth for the teacher’s own students on standardized 

assessments............................................................................................................ 1 0

b. Achievement growth of students within a teacher team or grade on 

standardized assessments...................................................................................... 1 0

c. Achievement growth of students schoolwide on standardized assessments........ 1 0

4-7. This question focuses on teachers of Science in grades 6 through 8. Indicate whether during this school year (2013-14) 

your district’s teacher evaluation includes student achievement growth on standardized 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 district uses standardized assessments to 

estimate student achievement growth for use in Science teacher evaluations. Select NA (not applicable) for each measure 

of achievement growth that is not used for Science teachers’ evaluations in any of grades 6-8.)

The district’s evaluation for teachers of Science in 

grades 6 through 8 includes: NA

SELECT GRADES IN WHICH EACH 

MEASURE OF STUDENT ACHIEVEMENT 

GROWTH ON STANDARDIZED 

ASSESSMENTS IS USED IN SCIENCE 

TEACHER EVALUATIONS

a. Student achievement growth for the teacher’s own 

students on standardized assessments ..................... na 6 7 8

b. Achievement growth of students within a teacher

team or grade on standardized assessments............. na 6 7 8

c. Achievement growth of students schoolwide on 

standardized assessments ......................................... na 6 7 8
District Survey 

9/17/2013 B-60

4-8. This question focuses on teachers of Social Studies in grades 6 through 8. Indicate whether during this school year (2013-

14) your district’s teacher evaluation includes student achievement growth on standardized 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 district uses standardized assessments to 

estimate student achievement growth for use 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 district’s evaluation for teachers of Social Studies 

in grades 6 through 8 includes: NA

SELECT GRADES IN WHICH EACH MEASURE 

OF STUDENT ACHIEVEMENT GROWTH ON 

STANDARDIZED ASSESSMENTS IS USED IN 

SOCIAL STUDIES TEACHER EVALUATIONS

a. Student achievement growth for the teacher’s own 

students on standardized assessments ..................... na 6 7 8

b. Achievement growth of students within a teacher 

team or grade on standardized assessments............. na 6 7 8

c. Achievement growth of students schoolwide on 

standardized assessments ......................................... na 6 7 8

4-9. This question focuses on early elementary teachers in grades K through 3. Indicate whether during this school year 

(2013-14), your district’s teacher evaluation includes student achievement growth on standardized 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 district uses standardized assessments to 

estimate student achievement growth for use 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 district’s evaluation for early elementary teachers 

includes: NA

SELECT GRADES IN WHICH EACH MEASURE OF 

STUDENT ACHIEVEMENT GROWTH ON 

STANDARDIZED ASSESSMENTS IS USED IN 

EARLY ELEMENTARY TEACHER EVALUATIONS

a. Student achievement growth for the teacher’s own 

students on standardized assessments..................... na K 1 2 3

b. Achievement growth of students within a 

teacher team or grade on standardized

assessments............................................................... na K 1 2 3

c. Achievement growth of students schoolwide 

on standardized assessments.................................... na K 1 2 3
District Survey 

9/17/2013 B-61

4-10. During this school year (2013-14), does your district’s teacher evaluation include student achievement growth on

standardized assessments for 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 district uses standardized assessments to estimate 

student achievement growth of the teacher’s own students for use in high school teacher evaluations. Select NA if 

student achievement growth of the teacher’s own students on standardized assessments is not part of high school 

teachers’ evaluations in any course in that subject.)

NA

SELECT COURSES IN WHICH STUDENT ACHIEVEMENT GROWTH OF THE 

TEACHER’S OWN STUDENTS ON STANDARDIZED 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 II 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 school 

Social Studies

4-11. During this school year (2013-14), does your district use ”student learning objectives” or “student growth objectives,”—

i.e., specific achievement targets for classes taught by each individual teacher, determined at the beginning of the school 

year by the teacher (perhaps in consultation with the principal)—in the evaluations of any of the following types of 

teachers? 

SELECT ONE RESPONSE 

IN EACH ROW

Student learning objectives (SLOs) or student growth objectives (SGOs) are used to 

evaluate: YES NO

a. Teachers in early elementary grades that lack standardized assessments.............. 1 0

b. Teachers of ELA and/or Math in grades 4-8 ............................................................ 1 0

c. Teachers of Science and/or Social Studies in grades 6-8......................................... 1 0

d. Teachers of ELA and/or Math in high school........................................................... 1 0

e. Teachers of Science and/or Social Studies in high school........................................ 1 0

f. Any teachers of non-core subjects, such as art, music, or physical education........ 1 0
District Survey 

9/17/2013 B-62

4-12. During this school year (2013-14), which of the following sources of information on teacher performance does the district 

use in teacher evaluations?

SELECT ONE RESPONSE IN EACH ROW

USED IN 

EVALUATING 

TEACHERS

NOT USED IN 

EVALUATING 

TEACHERS

a. Classroom observations using a teacher professional practice 

rubric, conducted by the principal or other school administrator...... 1 0

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 0

c. Teacher self-assessment..................................................................... 1 0

d. Portfolios or other artifacts of teacher professional practice............. 1 0

e. Assessments by a peer or mentor teacher not based on a 

teacher professional practice rubric ................................................... 1 0

f. Student work samples......................................................................... 1 0

g. Student surveys or other student feedback ....................................... 1 0

h. Parent surveys or other parent feedback ........................................... 1 0

4-13. How frequently must non-probationary or tenured teachers be evaluated?

SELECT ONE RESPONSE IN EACH ROW

FREQUENCY OF EVALUATIONS

Non- probationary or tenured teacher whose previous 

performance was:

EVERY 

YEAR

EVERY 2 

YEARS

EVERY 3 

YEARS

EVERY 4 

YEARS

EVERY 5 

YEARS

a. Rated effective, satisfactory, proficient, or better ..... 1 2 3 4 5

b. Rated unsatisfactory (or the equivalent).................... 1 2 3 4 5
District Survey 

9/17/2013 B-63

4-14. For the evaluation of a non-probationary or tenured teacher, how many formal observations must be completed during 

the evaluation period or cycle?

(Enter the number in each row. Please consider only instances of formal observations conducted in the classroom. Formal 

observations are standardized using an instrument, rubric, or checklist.)

Non-probationary or tenured teacher whose previous performance was...

NUMBER OF 

FORMAL 

OBSERVATIONS 

REQUIRED

a. Rated effective, satisfactory, proficient, or better...................................................... _______ 

b. Rated unsatisfactory (or the equivalent) .................................................................... _______ 

4-15. Thinking now about first-year teachers, for the evaluation of a first-year teacher, how many formal observations must be 

completed (at a minimum) during this school year (2013-14)?

(Please consider only instances of formal observations conducted in the classroom. Formal observations are standardized 

using an instrument, rubric, or checklist.)

__________ NUMBER OF REQUIRED FORMAL OBSERVATIONS OF FIRST-YEAR TEACHERS
District Survey 

9/17/2013 B-64

4-16. Based on the most recent evaluations completed (for example, 2012-13), please indicate the percentage of teachers 

in your district who fell into each of the performance evaluation rating categories, from the highest to lowest 

category. 

(If your district has adopted new policies or practices for teacher evaluation since 2009, please refer to the teacher 

evaluation practices being piloted or implemented during the most recent evaluation year.

Please select the column that matches the number of rating categories in your district in place for the most recent 

completed evaluations. Write in the percentage of teachers in each category. If no teachers fell into a category, please 

enter a “0”. 

Your best estimate for percentages is fine.)

□ Check box if you are unable to estimate the percentages.

TWO RATING CATEGORIES THREE RATING CATEGORIES FOUR RATING CATEGORIES FIVE RATING CATEGORIES

CATEGORY

% OF ALL 

TEACHERS CATEGORY

% OF ALL 

TEACHERS CATEGORY

% OF ALL 

TEACHERS CATEGORY

% OF ALL 

TEACHERS

First 

(Highest)..... __________

First 

(Highest) ....... __________

First 

(Highest) ..... __________

First 

(Highest)........ ___________

Second 

(Lowest)...... __________ Second ......... __________ Second ........ __________ Second .......... ___________

TOTAL 100 % Third 

(Lowest)........ __________ Third............ __________ Third ............. ___________

TOTAL 100 % Fourth 

(Lowest) ...... __________ Fourth ........... ___________

TOTAL 100 % Fifth 

(Lowest) ........ ___________

TOTAL 100 %

4-17. When answering the rating question above, were the teacher evaluation policies and practices in that year ....

SELECT ONE ONLY

A pilot of new teacher evaluation policies and practices based on new laws or 

regulations since 2009...................................................................................................... 1

Teacher evaluation policies and practices that were the same as or very similar to 

those in place during this school year (2013-14).............................................................. 2

Older teacher evaluation practices that were in effect in your district during the most 

recent evaluation year and are not the same as or similar to current practices in your 

district?............................................................................................................................. 3
District Survey 

9/17/2013 B-65

Principal Evaluation

In this section, we want to gather information on the status of and requirements for principal evaluation practices in your district 

during this school year (2013-14). Many districts are implementing new principal evaluation policies or systems based on new laws 

or regulations adopted since 2009. Districts that are implementing new evaluation systems are in various stages of implementation, 

including planning, piloting in a few schools or grade levels, piloting districtwide with no consequences, and fully implementing 

districtwide.

□ Check box if your district is piloting or implementing a principal evaluation system that is newly 

established since 2009. Please answer the questions in this section based on the new 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 in only a few schools, respond only about the 

components being piloted this year in those schools. Go to question 4-18.

□ Check box if your district is not piloting or implementing a newly established principal evaluation 

system. Please respond about the requirements of principal evaluation practices in your district during the 

2013-14 school year Go to question 4-20.

4-18. During this school year (2013-14), what is the status of the new principal evaluation system in your district?

SELECT ONE ONLY

The system is in the planning stage and no components are being implemented .......... 1 Skip to 4-20

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 being implemented districtwide, and some but not all components are 

being implemented .......................................................................................................... 4 Skip to 4-20

The system is fully implemented districtwide .................................................................. 5 Skip to 4-20

4-19. During this school year (2013-14), in how many schools is the district piloting the principal evaluation system? 

_________ NUMBER OF SCHOOLS

4-20. During this school year (2013-14), how many rating categories or levels (such as highly effective, effective, satisfactory, 

needs improvement) does your district use in its principal evaluation system to describe overall principal performance?

(As a reminder, if your district is piloting or implementing a principal evaluation system that is newly established since 

2009, please refer to the new principal evaluation practices when responding to this and other questions in this section.) 

_________ NUMBER OF RATING CATEGORIES
District Survey 

9/17/2013 B-66

4-21. During this school year (2013-14), does the district use any of the following student outcomes in principal evaluations for 

elementary, middle or high school principals? 

SELECT ONE RESPONSE FOR 

ELEMENTARY AND MIDDLE SCHOOL 

PRINCIPALS AND ONE FOR HIGH 

SCHOOL PRINCIPALS FOR EACH ROW

ELEMENTARY AND 

MIDDLE SCHOOL 

PRINCIPALS

HIGH SCHOOL 

PRINCIPALS

YES NO YES NO

a. Schoolwide proficiency rates on standardized assessments ............. 1 0 1 0

b. Schoolwide year-to-year changes in proficiency rates on 

standardized assessments ................................................................. 1 0 1 0

c. Achievement growth of students schoolwide on standardized 

assessments (for example, schoolwide student growth percentiles 

or the school’s value added).............................................................. 1 0 1 0

d. Student promotion/graduation rate.................................................. 1 0 1 0

e. Student dropout rate ......................................................................... 1 0 1 0

f. Gaps in achievement or low student achievement growth for 

English learners.................................................................................. 1 0 1 0

g. Gaps in achievement or low student achievement growth for 

students with disabilities ................................................................... 1 0 1 0

h. Gaps in achievement or low student achievement growth for 

other subgroups................................................................................. 1 0 1 0

i. Student attendance ........................................................................... 1 0 1 0

j. Student behavior/discipline/safety.................................................... 1 0 1 0
District Survey 

9/17/2013 B-67

4-22. During this school year (2013-14), which of the following sources of information on principal performance (other than 

student outcome measures), does the district use for principal evaluations?

SELECT ONE RESPONSE 

IN EACH ROW

USED IN 

EVALUATING 

PRINCIPALS

NOT USED IN 

EVALUATING 

PRINCIPALS

a. Ratings based on a principal professional practice rubric.............................. 1 0

b. Principal self-assessment............................................................................... 1 0

c. Input from district administrators that is not based on a principal 

professional practice rubric ........................................................................... 1 0

d. Staff surveys or other staff feedback ............................................................. 1 0

e. Student surveys or other student feedback................................................... 1 0

f. Parent surveys or other parent feedback ...................................................... 1 0
District Survey 

9/17/2013 B-68

4-23. Based on the most recent evaluations completed (for example, 2012-13), please indicate the percentage of principals 

in your district who fell into each of the performance evaluation rating categories, from the highest to lowest 

category. 

(If your district has adopted new policies or practices for principal evaluation since 2009, please refer to the principal 

evaluation practices being piloted or implemented during the most recent evaluation year.

Please select the column that matches the number of rating categories in your district in place for the most recent 

evaluations completed. Write in the percentage of principals in each category. If no principals fell into a category, 

please enter a “0”. 

Your best estimate for percentages is fine.)

□ Check box if you are unable to estimate the percentages.

TWO RATING CATEGORIES THREE RATING CATEGORIES FOUR RATING CATEGORIES FIVE RATING CATEGORIES

CATEGORY

% OF ALL 

PRINCIPALS CATEGORY

% OF ALL 

PRINCIPALS CATEGORY

% OF ALL 

PRINCIPALS CATEGORY

% OF ALL 

PRINCIPALS

First 

(Highest)... __________

First 

(Highest)..... __________

First 

(Highest) ..... __________

First 

(Highest) ...... ___________

Second 

(Lowest).... __________ Second ....... __________ Second ........ __________ Second ......... ___________

TOTAL 100 % Third 

(Lowest)...... __________ Third ........... __________ Third............. ___________

TOTAL 100 % Fourth 

(Lowest)...... __________ Fourth .......... ___________

TOTAL 100 % Fifth 

(Lowest) ....... ___________

TOTAL 100 %

4-24. When answering the rating question above, were the principal evaluation policies and practices in that year ....

SELECT ONE ONLY

A pilot of new principal evaluation policies and practices based on new laws or 

regulations since 2009...................................................................................................... 1

Principal evaluation policies and practices that were the same as or very similar to 

those in place during this school year (2013-14) ............................................................. 2

Older principal evaluation practices that were in effect in your district during the 

most recent evaluation year and are not the same as or similar to current practices in 

your district?..................................................................................................................... 3
District Survey 

9/17/2013 B-69

Uses of Evaluation Ratings

As a reminder, if your district is piloting or implementing a new teacher or principal evaluation system established since 2009, 

please refer to the new evaluation practices when responding to questions in this section. 

4-25. Will the district use the evaluation results for teachers for this school year (2013-14) to inform any of the following 

decisions?

(Select NA, where available, if tenure is not offered in your district.)

SELECT ONE RESPONSE 

IN EACH ROW

YES NO NA

Teacher evaluation results will be used to inform decisions about teacher 

professional development:

a. The design of professional development programs offered by the district................ 1 0

b. Planning professional development for individual teachers...................................... 1 0

c. Development of performance improvement plans for low-performing teachers...... 1 0

d. Setting goals for student achievement growth for the next school year.................... 1 0

e. Identifying low-performing teachers for coaching, mentoring, or peer assistance.... 1 0

Teacher evaluation results will be used to inform decisions about teacher career 

advancement:

f. Recognizing high-performing teachers ....................................................................... 1 0

g. Determining annual salary increases .......................................................................... 1 0

h. Determining bonuses or performance-based compensation other than salary 

increases...................................................................................................................... 1 0

i. Granting tenure or similar job protection................................................................... 1 0 na

j. Career advancement opportunities, such as teacher leadership roles....................... 1 0

k. Determining eligibility to transfer to other schools.................................................... 1 0

For low-performing teachers, evaluation results will be used to inform decisions 

about:

l. Loss of tenure or similar job protection...................................................................... 1 0 na

m. Sequencing potential layoffs if the district needs to reduce staff .............................. 1 0

n. Dismissal or terminating employment for cause ........................................................ 1 0
District Survey 

9/17/2013 B-70

4-26. Will the district use principal evaluation results for this school year (2013-14) to inform any of the following decisions?

(Select NA, where available, if tenure is not offered in your district.)

SELECT ONE RESPONSE 

IN EACH ROW

YES NO NA

Principal evaluation results will be used to inform decisions about principal 

professional development:

a. The design of professional development programs offered by the district.............. 1 0

b. Planning professional development for individual principals.................................... 1 0

c. Development of performance improvement plans for low-performing 

principals.................................................................................................................... 1 0

d. Identifying low-performing principals for coaching or mentoring............................. 1 0

Principal evaluation results will be used to inform decisions about principal 

career advancement

e. Recognizing high-performing principals .................................................................... 1 0

f. Determining annual salary increases......................................................................... 1 0

g. Determining bonuses or performance-based compensation other than salary 

increases .................................................................................................................... 1 0

h. Granting tenure or similar job protection.................................................................. 1 0 na

i. Career advancement opportunities such as additional leadership roles................... 1 0

j. Deciding on renewal of a principal’s contract.......................................................... 1 0

k. Assigning principals to schools................................................................................. 1 0

For low-performing principals, evaluation results will be used to inform 

decisions about:

l. Loss of tenure or similar job protection................................................................... 1 0 na

m. Sequencing potential layoffs if the district needs to reduce staff .......................... 1 0

n. Transfer to a different school .................................................................................. 1 0

o. Demotion ................................................................................................................. 1 0

p. Dismissal or terminating employment for cause ..................................................... 1 0
District Survey 

9/17/2013 B-71

Supports for Implementing Evaluation Systems

As a reminder, if your district is piloting or implementing a new teacher or principal evaluation system that is newly established 

since 2009, please refer to the new evaluation practices when responding to questions in this section. 

4-27. During this school year (2013-14), did your state or district provide any of the following training for staff who conduct 

teacher observations? 

(Select NA if your district does not require use of a teacher professional practice rubric to observe teachers.)

SELECT ONE RESPONSE 

IN EACH ROW

YES NO NA

a. Training for the observers on the teacher professional practice rubric .................... 1 0 na

b. Testing of observers to assess their accuracy in using the teacher professional 

practice rubric ............................................................................................................ 1 0 na

c. Training for observers on providing feedback to teachers on their professional 

practice....................................................................................................................... 1 0 na

4-28. During this school year (2013-14), did your state or district provide any of the following training for staff who conduct 

principal evaluations? 

(Select NA if your district does not require use of a principal professional practice rubric to evaluate principals.)

SELECT ONE RESPONSE 

IN EACH ROW

YES NO NA

a. Training for the evaluators on the principal professional practice rubric.................. 1 0 na

b. Testing of evaluators to assess their accuracy in using the principal professional 

practice rubric ............................................................................................................ 1 0 na

c. Training of evaluators on providing feedback to principals on their professional 

practice....................................................................................................................... 1 0 na
District Survey 

9/17/2013 B-72

4-29. During this school year (2013-14), has your district received any of the following supports for implementing or 

conducting principal or teacher evaluations?

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

Supports for observing teacher professional practice

a. Received funding for training observers on teacher professional practice rubrics... 1 0

b. Received technical assistance or funding for training to assess the accuracy of 

observers in using the teacher professional practice rubrics .................................... 1 0

c. Received refresher training or funding for refresher training to ensure observers 

continue to accurately code the teacher professional practice rubrics..................... 1 0

Supports for rating principal professional practice

d. Received funding for training evaluators on principal professional practice 

rubrics ........................................................................................................................ 1 0

e. Received technical assistance or funding for training to assess the accuracy of 

evaluators in using the principal professional practice rubrics.................................. 1 0

f. Received refresher training or funding for refresher training to ensure 

evaluators continue to accurately rate the principal professional practice rubrics .. 1 0

Support for data systems or student achievement growth measures required for 

evaluations

g. Received data on schoolwide average student achievement growth on 

standardized assessments ......................................................................................... 1 0

h. Received data on teachers’ average student achievement growth on 

standardized assessments ......................................................................................... 1 0

i. Received assistance with purchasing or developing data systems to record and 

analyze data from teacher and principal evaluations to create performance 

ratings ........................................................................................................................ 1 0

Other supports

j. Received assistance in negotiating the elements of new educator evaluation 

systems with administrators’ or teachers’ associations ............................................ 1 0

k. Received assistance in developing communication materials to help explain 

major components of the new evaluation system to staff and the public ................ 1 0

l. Received assistance in communicating evaluation results to teachers and 

principals.................................................................................................................... 1 0

m. Received assistance in providing feedback to teachers and principals based on

the ratings of professional practice ........................................................................... 1 0
District Survey 

9/17/2013 B-73

Educator Support

As a reminder, if your district is piloting or implementing a teacher or principal evaluation system that is newly established since 

2009, please refer to the new evaluation practices when responding to questions in this section. 

4-30. During this school year (2013-14) and including last summer (2013), have teacher evaluation topics listed below been a 

major focus, a minor focus, or not a focus of professional development offered by the state, the district, or another 

organization for teachers in your district?

SELECT ONE RESPONSE FOR EACH ROW

Professional development for teachers

MAJOR FOCUS OF 

PROFESSIONAL 

DEVELOPMENT

MINOR FOCUS OF 

PROFESSIONAL 

DEVELOPMENT

NOT A FOCUS OF 

PROFESSIONAL 

DEVELOPMENT

a. Understanding overall (summative) teacher 

performance evaluation.......................................... 2 1 0

b. Understanding how the state or district measures 

student achievement growth.................................. 2 1 0

c. Creating student learning objectives and 

measures of student learning toward proficiency .. 2 1 0

d. Understanding the teacher professional practice 

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

e. Observing teacher professional practice and 

providing useful feedback....................................... 2 1 0

f. Understanding other components of the teacher 

evaluation system ................................................... 2 1 0

g. Improving teacher practice and student 

achievement through instructional leadership....... 2 1 0
District Survey 

9/17/2013 B-74

4-31. Thinking now about principals, during this school year (2013-14) and including last summer (2013), have teacher 

evaluation topics listed below been a major focus, a minor focus, or not a focus of professional development offered by 

the state, the district, or another organization for principals in your district?

SELECT ONE RESPONSE FOR EACH ROW

Professional development for principals

MAJOR FOCUS OF 

PROFESSIONAL 

DEVELOPMENT

MINOR FOCUS OF 

PROFESSIONAL 

DEVELOPMENT

NOT A FOCUS OF 

PROFESSIONAL 

DEVELOPMENT

a. Understanding overall (summative) teacher 

performance evaluation............................................ 2 1 0

b. Understanding how the state or district measures 

student achievement growth.................................... 2 1 0

c. Creating student learning objectives and measures 

of student learning toward proficiency..................... 2 1 0

d. Understanding the teacher professional practice 

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

e. Observing teacher professional practice and 

providing useful feedback......................................... 2 1 0

f. Understanding other components of the teacher 

evaluation system...................................................... 2 1 0

g. Improving teacher practice and student 

achievement through instructional leadership......... 2 1 0

4-32 For this question, please think about all district professional development activities -- and all topic areas. Did teachers in 

your district have any of the following involvement in planning districtwide professional development activities during 

this school year (2013-14)?

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Participated on a district and/or school committee that planned topics for 

required in-service professional development days.................................................. 1 0

b. Participated on a district committee that planned how the district’s professional 

development budget would be allocated to activities............................................... 1 0

c. Provided survey feedback to the district following required in-service professional 

development.............................................................................................................. 1 0

d. Participated in a discussion with a supervisor about their own professional 

development needs ................................................................................................... 1 0
District Survey 

9/17/2013 B-75

4-33 During this school year (2013-14), and including last summer (2013), how many days of in-service professional

development are required for teachers and principals? 

(Please add full and half days together, for example 6 days would be 6.0; while 4 full days and 3 half days would be 5.5. 

Please round to the nearest half day.

Your best estimate is fine.)

TOTAL REQUIRED 

IN-SERVICE DAYS

Teacher Required In-service Days .................................................... _______ . _____

Principal Required In-service Days ................................................... _______ . _____

Educator Distribution

4-34. Within the past 12 months, has your district examined information about the distribution of teacher quality or 

effectiveness across schools in your district serving different student populations (such as high-poverty or urban schools 

compared with low-poverty or suburban schools)? 

SELECT ONE ONLY

Yes, received from our state education agency ............................................................... 1

Yes, conducted by a contractor hired by our district ....................................................... 2

Yes, conducted by district staff......................................................................................... 3

No ..................................................................................................................................... 0 Skip to 4-36

4-35. What information was used to define teacher quality or effectiveness in this examination of the distribution of teachers? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Teacher evaluation ratings......................................................................................... 1 0

b. Teacher effectiveness as measured by contribution to student achievement 

growth (for example, student growth percentiles, value added)..............................

1 0

c. Teacher experience.................................................................................................... 1 0

d. Teacher certification .................................................................................................. 1 0

e. Teacher education (e.g., proportion of teachers with masters degrees) .................. 1 0

f. Assignment of teachers to grades or classes outside of their field of certification ... 1 0

g. Teachers’ “highly qualified” status based on definitions of No Child Left Behind..... 1 0
District Survey 

9/17/2013 B-76

4-36. Within the past 12 months, has your district examined information about the distribution of principal quality or 

effectiveness across schools in your district serving different student populations (such as high-poverty or urban schools 

compared with low-poverty or suburban schools)?

SELECT ONE ONLY

Yes, received from our state education agency ............................................................... 1

Yes, conducted by a contractor hired by our district ....................................................... 2

Yes, conducted by district staff......................................................................................... 3

No ..................................................................................................................................... 0 Skip to end of survey

4-37. In this examination of the distribution of principals, what information was used to define principal quality or 

effectiveness?

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 (for example, schoolwide student growth percentile or school value 

added).......................................................................................................................

1 0

c. Principal experience.................................................................................................. 1 0

d. Principal certification ................................................................................................ 1 0

e. Principal educational attainment.............................................................................. 1 0
District Survey 

9/17/2013 B-77

4-38. What actions has your district taken to address any inequities found in teacher or principal quality or effectiveness?

□ Check box if not applicable for teachers – analysis found no substantial inequities in teacher quality or effectiveness. 

Leave teacher column blank and answer for principal inequities.

□ Check box if not applicable for principals – analysis found no substantial inequities in principal quality or 

effectiveness. Leave principal column blank.

(Note: If both boxes are checked, skip to end of survey.)

SELECT ONE RESPONSE FOR 

TEACHERS AND ONE RESPONSE 

FOR PRINCIPALS IN EACH ROW

FOR 

TEACHERS

FOR 

PRINCIPALS

YES NO YES NO

a. Offering more compensation for qualified or effective teachers or 

principals who move to or stay in schools with lower levels of teacher or 

principal quality or effectiveness compared to other schools....................... 1 0 1 0

b. Providing loan repayment assistance or tuition reimbursement to 

teachers or principals working in schools with lower levels of teacher or 

principal quality or effectiveness compared to other schools....................... 1 0 1 0

c. Beginning the hiring process earlier for vacancies at schools with lower 

levels of teacher or principal quality or effectiveness compared to other 

schools ........................................................................................................... 1 0 1 0

d. Increasing external recruitment activities such as hosting open houses 

and job fairs ................................................................................................... 1 0 1 0

e. Improving teaching and learning environments (e.g., lower teaching 

loads, more resources, or improved facility quality) at schools with lower 

levels of teacher quality or effectiveness compared to other schools.......... 1 0 1 0

f. Offering more professional development for teachers and/or principals 

in schools with lower levels of teacher or principal quality or 

effectiveness compared to other schools...................................................... 1 0 1 0

g. Limiting the ability of teachers or principals who are inexperienced or 

low performing to transfer to or be placed in schools with lower levels of 

teacher or principal quality or effectiveness compared to other schools ..... 1 0 1 0

h. Making exceptions in contracts or regulations to protect the most 

qualified or effective teachers and principals from layoff in schools with 

lower levels of teacher or principal quality or effectiveness compared to 

other schools.................................................................................................. 1 0 1 0

i. Using external providers to prepare, recruit, or supply more qualified or 

effective teachers or principals to schools with lower levels of teacher or 

principal quality or effectiveness compared to other schools....................... 1 0 1 0

Thank you for completing this survey.