### B

- 1 

# Appendix B

District Survey

### OMB#: XXXX

- XXXX
Expi r a tion D at e: XX/XX/20XX



# Implementation of Title I/II Program

Initiatives

Draft District Su r ve y

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 su ch 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 need ed, and completing and reviewing the collection of information. The obligation to respond to this collection is required to obtain or retain benefit (Education Department General Administrative Regulations, Sections 75.591 and 75.592) . Send comments regarding the burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to the U.S. D epartment 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 Edu cation

Scien ces (The Education Sciences Reform Act of 2002, Title I, Part E, Section 183). Responses to this data collection will be us ed only for statistical purposes. The reports prepared for the study will summarize findings across the sample and will not associ ate responses with a specific district or individual. We will not provide information that identifies you or your district to any one outside the study team, except as required by law. District Name:

City: S tat e:District Survey



### 6/27/2013 1 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, aligned assessments, accountability and school turnaround, and educator workforce development. The study will serve as an update on implementation of the Title I and Title II provisions since the last
national assessment that concluded in 2006. The study includes surveys of officials from all state education agencies and district officials, school principals, and teachers from nationally representative samples. The United States (U.S.) Department of Education, Institute of Education Sciences (IES) is sponsoring t his stu d y.

**•** This sur v e y i ncludes four sections aligned with district policies and practices in four core areas. G iv en the scope of t opics, the survey will likely require more than one respondent

.

**•** Y our district’s r esponses a r e critical t o d ra wing lessons about the implementation of ESEA.

**•** All sur v e y r esults will be p r esen t ed as agg r e g a t e f indings a n d no ind i vidual districts will be named or
otherwise identified in a n y stu d y r eports or other communicati o ns that use sur v e y data.

**•** We will survey your district again in spring 2015 to examine changes over time.

The stu d y , including this sur v e y , is being conduc t ed b y W estat and its partners, Mathematica Policy Research, and
edCount.District Survey



### 6/27/2013 2 [WEB PROGRAMMING NOTE: SOME TEXT IN THIS SURVEY WILL BE CUSTOMIZED AS FOLLOWS DEPENDING

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

FOR 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) IN ELA OR MATH” OR “CCSS” WHERE NOTED.

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

CONTENT STANDARDS IN ELA OR MATH” OR “CURRENT STATE CONTENT STANDARDS” WHERE NOTED. DEFINITIONS FOR USE THROUGHOUT THIS S ECTION :

Summative assessments are state

- or district

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

- level content standards

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

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

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

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

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

synonymous.

Standardized assessments are assessments consistently administered and scored for all students in the same grades and subjects, districtwide.District Survey



### 6/27/2013 3 

### Section 1. State Content Standards

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

— that is, content standards for English language arts (ELA) and Math that are shared across these states. Other states have substantially revised their own state content standards for ELA and Math in recent years. This section includes questions about 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 STANDARD S FOR ENGLISH LANGUAGE ARTS (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 sta te content standards in ELA

, M ath, or both subjects? For each reason, please indicate whethe r the reason applies to ELA only, M ath 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



### 6/27/2013 4 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 the alignment between required state summative assessments and the [CCSS/ CURRENT STATE CONTENT STANDARDS] such as blueprints

..................... 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 to the [CCSS/ CURRENT STATE CONTENT STANDARDS]

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

j. Textbooks or other instructional materials aligned to 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

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



### 6/27/2013 5 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 the se standards

. ( S elect NA if your district did not use th at type of material

. )

SELECT ONE RESPONSE IN EACH ROW

NOT

USEFUL

AT ALL SOMEWHAT

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 naDistrict Survey



### 6/27/2013 6 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) IN ELA OR MATH / CURRENT STATE CONTENT STANDARDS IN ELA OR MATH] and through what mode, ha ve been covered in professional developmen t offered to school leaders and /or teachers in

your district ?

SELECT ALL THAT APPLY IN EACH ROW

TOPIC NOT

COVERED BY
PROFESSIONAL

DEVELOPMENT (PD) STATE
CONFERENCE

ON THESE

TOPICS WEBINARS OR

PRESENTATIONS
ON THESE TOPICS REQUIRED IN

SERVICE P D ON
THESE TOPICS INSTRUCTIONAL
COACHES WORK

WITH TEACHERS
ON THESE TOPICS SOME OTHER
FORM OF PD

OFFERED ON
THESE TOPICS

a. Information about the [CCSS/

CURRENT STATE CONTENT STANDARDS], such as content covered at each grade level and instructional changes or shifts required

........................ 0 1 2 3 4 5

b. Instructional strategies consistent with the [CCSS/

CURRENT STATE CONTENT STANDARDS], such as model lessons or designing student
work

................................ ....... 0 1 2 3 4 5

c. A dapting instruction to help English learners meet the [CCSS/ CURRENT STATE CONTENT STANDARDS]

.......... 0 1 2 3 4 5

d. A dapting instruction to help
students with disabilities meet the [CCSS/ CURRENT STATE CONTENT STANDARDS]

................................ ................ 0 1 2 3 4 5

e

. Using student assessment data to improve instruction

............ 0 1 2 3 4 5

f. Using student assessment and other data to develop school improvement plans

................. 0 1 2 3 4 5

g

. M onitoring alignment of instruction with the [CCSS/

CURRENT STATE CONTENT STANDARDS], such as t he use of observation protocols

.. 0 1 2 3 4 5District Survey



### 6/27/2013 7 1

- 7

. During this school year (2013

- 14) and including last summer (2013) , how many required in

- service professional development days are provided for teachers and school leaders in your district ?

ENTER THE NUMBER OF

DAYS IN EACH ROW

NUMBER OF DAYS

a. Teachers

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

_____________ b. School leaders

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

_____________

1

- 8. 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) IN 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. Required school leaders to monitor alignment of instruction to the [CCSS/ CURRENT

STATE CONTENT STANDARDS]

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

c. Included t eaching the [CCSS/ CURRENT STATE CONTENT STANDARDS] as part of the performance evaluation for teachers in your district

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

d. Included evidence that the [CCSS/ CURRENT STATE CONTENT STANDARDS] have been implemented as part of the performance evaluation for school leaders in your district

.... 1 0

e. Given public recognition to schools that are making progress in implementing the [CCSS/ CURRENT STATE CONTENT STANDARDS]

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

f. Used the state

- developed model curriculum aligned with the [CCSS/ CURRENT STATE CONTENT STANDARDS]

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

g. Developed district curriculum to align with the [CCSS/ CURRENT STATE CONTENT STANDARDS]

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

h. Collaborated with other districts to revise curriculum and/or instructional materials

....... 1 0

i. 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. Partnered with postsecondary institutions to develop or offer more rigorous courses

..... 1 0District Survey



### 6/27/2013 8 1

- 9

. To what extent would you describe the following as challenges to implementing the [COMMON CORE STATE STANDARDS (CCSS) IN 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 3District Survey



### 6/27/2013 9 

### 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 act ivities, 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?

Yes

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

No

................................ ................................ ................................ ................................ ..... 0 DEFINITIONS FOR USE THROUGHOUT THIS S ECTION :

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 skill s at interim points during the school year to provide timely feedback on their progress toward grade

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

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

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

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

synonymous.

Standardized assessments are assessments consistently administered and scored for all students in the same grades and subjects, districtwide.District Survey



### 6/27/2013 10 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 assessment items to students districtwide in any of the following subjects and grades?

(Include only district summative assessments or district assessment items that have been added to the required state summative assessments.)

SELECT ALL GRADES THAT APPLY IN EACH ROW
OR SELECT “0” IF THERE IS NO DISTRICT SUMMATIVE ASSESSMENT OR ITEMS

YOUR DISTRICT HAS 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 offered in any high school course, select HS.)

SELECT ALL GRADE LEVELS THAT APPLY IN EACH ROW OR

SELECT “0” INDICATING NO DIAGNOSTIC ASSESSMENTS

GRADE LEVEL ANY HIGH

SCHOOL

GRADES NO DI AGNOSTIC

ASSESSMENT S

a. E LA

................................ ........ 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 0District Survey



### 6/27/2013 11 2

- 4. In which content areas , 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 course s, 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 tested areas

................................ .............................. 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 tested grades and subjects

......... 1 0

g. Taught test taking skills to students

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

h. Provided students opportunities to take practice assessments on paper

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

i. Provided students opportunities to take practice assessments on

- line

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

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

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



### 6/27/2013 12 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

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 w ill 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 s tudent achievement growth or value added for the ind ividual
schools in the district

................................ ................................ ....................... 1 0 d

c. Teacher

- specific s tudent achievement growth or value added for individual
teachers in the district

................................ ................................ ..................... 1 0 dDistrict Survey



### 6/27/2013 13 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. The data system may be developed and maintained at either the state or t he district level.

2

- 9. During this school year (2013

- 14), do school leaders and teachers in the district have access to a student

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



## □ Check box if your district does not have access to a student

- level data system and skip to 2

- 12

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 or value added associated with individual teachers

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

f

. Past course grades for currently enrolled individual students

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

g

. Attendance of individual students

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

h

. Behavior/discipline info rmation 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 0District Survey



### 6/27/2013 14 2

- 1 0

. 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

- 1 1

. 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 the current 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

a. Enrollment in p ostsecondary education for your district’s graduates

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

b. Rates at which postsecondary students from your district
take remedial courses

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

c

. Postsecondary persistence rates for your district’s graduates

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

d

. Postsecondary degree attainment ( two

- and four

- year

programs ) for your district’s graduates

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



### 6/27/2013 15 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 da ta 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

- 1 3

. 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 student data from diagnostic assessments

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

d. Lack of district staff who can assist teachers with questions about analyzing student data

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

e. The ability to schedule regular time for teachers to meet in
teams to discuss student achievement data and instruction

... 1 2 3

f. Assessments are not well aligned with the curriculum

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

g. Available assessment data do not accurately measure students’ knowledge and skills

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



### 6/27/2013 16 

### Section 3: School Accountability and Turning Around Low

- Performing Schools

[ WEB PROGRAMMING NOTE : IF THE DISTRICT IS IN A STATE THAT HAS AN APPROVED ESEA FLEXIBILITY WAIVER
DISPLAY THE FOLLOWIN G 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 ide ntified 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 Ad equate 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:

QUESTIONS 3

- 1

– 3

- 3 ASKED OF DISTRICTS IN FLEXIBILITY STATES.

ALL GET ASKED 3

- 4

QUESTIONS 3

- 7

- 3

- 9 ASKED OF DISTRICTS IN NON

- FLEXIBILITY STATES.

ALL RESPONDENTS ARE ASKED QUESTION 3

- 10 THEN SPLIT AGAIN BASED ON FLEXIBILITY STATUS.

DEFINITIONS FOR USE THROUGHOUT THIS SECTION:

Cohort

- to

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

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

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

next

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

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

synonymous

.

Summative assessments are state

- or district

- mandated tests that are intended to measure students' knowledge

and skills at (or near) the end of a sch ool year or course relative to grade

- level content standards

.District Survey



### 6/27/2013 17 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 Skip to 3

- 4

3

- 2. How many of your district’s schools a re currently identified by the state as Reward schools (i.e.

, highest

- 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

HIGHEST

- PERFORMING

REWARD SCHOOLS HIGH

- PROGRESS

REWARD SCHOOLS

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



### 6/27/2013 18 3

- 3. For your district’s schools identified by the state as Reward schools (i.e.

, highest

- performing or high

- progress schools), did your district provide (during this school year, 2013

- 14) any of the following in addition to any rewards or recognition provided by the state?



## □ Check here if your district has no highest

- performing Reward schools. Leave highest

- performing column blank and answer questions for high

- progress schools.



## □ Check here if your district has no high

- progress Reward schools. Leave high

- progress column blank

. (Note: If both boxes are checked, skip to the next question.)

HIGHEST

- PERFORMING

REWARD SCHOOLS HIGH

- PROGRESS

REWARD SCHOOLS

SELECT ONE RESPONSE

PER ROW SELECT ONE RESPONSE

PER ROW

YES NO YES NO

a. Additional public recognition

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

b. Additional financial rewards for teachers and/or principals

..... 1 0 1 0

c. Additional funding for schools to use for educational

purposes

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

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

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

e. Opportunitie s to share best practices with other schools in
the district

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



### 6/27/2013 19 Achievement of Subgroups

3

- 4. 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 Native s , 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. A combined subgroup (specify)

................................ .............................. 1 0 na

________________________________ _________________________ k

. Another combined subgroup (specify)

................................ ..................... 1 0 na

________________________________ _________________________

3

- 5. 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

- 7 [WEB PROGRAMMING NOTE: QUESTION 3

- 5 AND 3

- 6 SHOULD ONLY BE ASKED OF DISTRICTS THAT ANSWER YES (1) TO 3

- 4 j

. ALL OTHER DISTRICTS IN NON

- FLEXIBILITY STATE S GO TO 3

- 7 , AND OTHER DISTRICTS IN FLEXIBILITY STATES GO TO INTRO

BEFORE 3

- 10 .] [WEB PROGRAMMING NOTE: IF SECOND CHECK BOX MARKED ABOVE, SKIP TO 3

- 7 IF DISTRICT IS IN A NON

FLEXIBILITY STATE OR TO INTRO BEFORE 3

- 10 IF DISTRICT IS IN A FLEXIBILITY STATE]District Survey



### 6/27/2013 20 3

- 6. 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 analyzed 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

- 7. During this school year (2013

- 14), has your state identified any schools in your district as high

- performing or high

- progress (i.e., substantially improving), based on student outcomes measured through the end of the 2012

- 13 school year?

(Do not include 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 progr am.)

Yes

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

No

................................ ................................ ................................ ................................ ..... 0 Skip to Intro before 3

- 10 [WEB PROGRAMMING NOTE:

ALL DISTRICTS IN FLEXIBILITY STATES GO TO INTRO BEFORE QUESTION 3

- 10. OTHER DISTRICTS IN

NON

- FLEXIBILITY STATES CONTINUE TO 3

- 7]District Survey



### 6/27/2013 21 3

- 8. 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 o f 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

_______ _______

3

- 9. For your district’s schools identified by the state as high

- performing and/or high

- progress schools, did your district provide (during this school year, 2013

- 14) any of the following in addition to any rewards or recognition provided by the
state?



## □ Chec k here if your district has no high

- performing schools. Leave high

- performing column blank and answer for high

progress schools.



## □ Check here if your district has no high

- progress schools. Leave high

- progress column blank.

(Note: If both boxes are checked, skip to the next section.)

HIGH

- PERFORMING BASED

ON STATE DEFINITION HIGH

- PROGRESS BASED

ON STATE DEFINITIONS

SELECT ONE RESPONSE IN

EACH ROW SELECT ONE RESPONSE IN

EACH ROW

YES NO YES NO

a. Additional public recognition

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

b. Additional financial rewards for teachers and/or principals

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

c. Additional funding for schools to use for educational

purposes

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

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

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

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

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



### 6/27/2013 22 Low

- Performing Schools

3

- 10. During this school year (2013

- 14), how many schools in your district are in the fol lowing categories? Please provide the number of schools in each category by Title I status.

(Enter the number for each type of school.)

NUMBER OF TITLE I

SCHOOLS NUMBER OF NON

TITLE I SCHOOLS

a. Priority schools

................................ ................................ ............ _______ _______

b. Focus schools

................................ ................................ ............... _______ _______

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

.. _______ _______

d

. Schools in Restructuring

................................ .............................. _______ _______

e

. Schools in Corrective Action

................................ ........................ _______ _______ [ 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



### 6/27/2013 23 The next questions pertain to your distr ict’s Priority schools.

NOTE TO REVIEWER : This set of questions (3

- 11 thru 3

- 2 2 ) is only for districts in Flexibility states that have Priority or Focus
schools

.

3

- 11. 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 ‘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 WEB PROGRAMMING NOTE :

IF THIS DISTRICT IS IN A FLEX STATE A ND:

**•** HAS NO SCHOOLS IN TH ESE CATEGORIES (ROWS A OR B)

-- SKIP TO INTRO BEFORE 3

- 22

**•** HAS PRIORITY SCHOOLS , NO FOCUS SCHOOLS: IF 3

- 10A FIRST COLUMN (TI TLE I) > 0 OR 3

- 10A SECOND COLUMN (NON

- TITLE I) > 0 AND 3

- 10 B FIRST COLUMN (TITLE I) = 0 AND 3

- 10B SECOND COLUMN (N ON

TITLE I) = 0

– CONTINUE WITH 3

- 11 AND SHOW ALL QUES TIONS AND COLUM NS ABOUT PRIORITY
SCHOOLS, NOT FOCUS S CHOOLS

**•** HAS FOCUS SCHOOLS, N O PRIORITY SCHOOLS: IF 3

- 10A FIRST COLUMN (TI TLE I) = 0 AND 3

- 10A SECOND COLUMN (NON

- TITLE I) = 0 AND [3

- 10B FIRST COLUMN (TI TLE I) > 0 OR 3

- 10B SECOND COLUMN (N ON

TITLE I) > 0]

– SKIP TO 3

- 1 5 AND SHOW ALL QUEST IONS AND COLUMNS ABO UT FOCUS SCHOOLS, NO T

PRIORITY SCHOOLS



### • HAS BOTH PRIORITY AN D FOCUS SCHOOLS: IF [ 3

- 10A FIRST COLUMN (TI TLE I) > 0 OR 3

- 10A SECOND COLUMN (NON

- TITLE I) > 0 ] AND [3

- 10B FIRST COLUMN (TI TLE I) > 0 OR 3

- 10B SECOND COLUMN (NON

TITLE I) > 0]

– CONTINUE WITH 3

- 11 AND SHOW ALL QUES TIONS AND COLUMNS AB OUT PRIORITY AND

FOCUS SCHOOLS

IF THIS DISTRICT IS IN A NON

- FLEX STATE AND:

**•** HAS NO SCHOOLS IN TH ESE CATEGORIES (ROWS D OR E)

-- SKIP TO INTRO BEFORE 3

- 36



### • HAS TITLE I SCHOOLS IN RE STRUCTURING OR CORRE CTIVE ACTION: IF 3

- 10D FIRST COLUMN (TI TLE I) > 0

OR IF 3

- 10 E FIRST COLUMN (TITLE I) > 0

– SKIP TO 3

- 26 AND SHOW ALL QUES TIONS AND COLUMNS

ABOUT TITLE I SCHOOL S IN RESTRUCTURING A ND/OR CORRECTIVE ACT ION :
O IF THE TITLE I SCHOO LS ARE IN R ESTRUCTURING: SHOW A LL QUESTIONS AND COL UMNS ABOUT

TITLE I SCHOOLS IN R ESTRUCTURING



### o IF THE TITLE I SCHOO LS ARE IN CORRECTIVE ACTION: SHOW ALL QUE STIONS AND COLUMNS

ABOUT TITLE I SCHOOL S IN CORRECTIVE ACTI ON



### • HAS NON

- TITLE I SCHOOLS IN R ESTRUCTURING OR CORR ECTIVE ACTION: IF 3

- 10D SECOND COLUMN ( NON

- TITLE I) > 0 OR IF 3

- 10 E SECOND COLUMN ( NON

- TITLE I) >0

– SKIP TO 3

- 26 AND SHOW ALL QUESTIONS AND COLUMN S ABOUT NON

- TITLE I SCHOOLS IN RESTRUCTU RING AND/OR CORRECTIV E

ACTION:

O IF THE NON

- TITLE I SCHOOLS ARE IN RESTRUCTURING: SH OW ALL QUESTIONS AND COLUMNS

ABOUT NON

- TITLE I SCHOOLS IN R ESTRUCTURING



### o IF THE NON

- TITLE I SCHOOLS ARE IN CORRECTIVE ACTION : SHOW ALL QUESTIONS AND

COLUMNS ABOUT NON

- TITLE I SCHOOLS IN CORRECTIV E ACTIONDistrict Survey



### 6/27/2013 24 3

- 12. Among Priority schools in your district, how many are implementing each of the following initiatives during the current school year (2013

- 14) as part of their improvement plans?

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

NUMBER OF TITLE I

PRIORITY SCHOOLS

IMPLEMENTING

INITIATIVE NUMBER OF NON

- TITLE I

PRIORITY SCHOOLS

IMPLEMENTING

INITIATIVE

School Structural Changes

a. Implementing a new curriculum

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

_______________ _______________
b. Implementing a comprehensive school reform model

......

_______________ _______________

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

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

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

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

_______________ _______________

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

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

_______________ _______________
f. Operating an extended school day, week, or year

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

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

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

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

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

_______________ _______________
i. Making class sizes smaller than typical in other schools

...

_______________ _______________ j. Providing more flexibility in, or exemptions from, collective bargaining agreements or district policies/regulations that guide staffing decisions compared to other schools in the district

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

_______________ _______________ k. School discretion or authority to make staff hiring
decisions

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

_______________ _______________ School Programs

l. Implementing new programs to provide ongoing mechanisms for family and community engagement

.......

_______________ _______________

m. Implementing new programs to address students’ social, emotional, or health needs

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

_______________ _______________

n. Implementing new programs to improve student behavior, discipline, or safety

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

_______________ _______________District Survey



### 6/27/2013 25 3

- 13. How many Priority schools in your district were placed under a new form of management , outside direct district control,
for the 2013

- 14 school year? This would include schools placed under the direct control of the state or a statewide accountability district, schools placed under the control of school management organizations, and schools converted to
charter schools.

(En ter the number of schools in a new form of management . If “none”, enter 0.)

NUMBER OF

TITLE I PRIORITY

SCHOOLS

REMOVED FROM

DISTRICT CONTROL NUMBER OF

NON

- TITLE I

PRIORITY

SCHOOLS

REMOVED FROM

DISTRICT CONTROL

a. Direct state control or statewide accountability district

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

_______ _______
b. School management organization

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

_______ _______

c. Converted to charter

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

_______ _______

TOTAL SCHOOLS REMOVED FROM DISTRICT CONTROL

_______ _______

3

- 14. 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 teachi ng 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

TITLE I PRIORITY

SCHOOLS NUMBER OF

NON

- TITLE I
PRIORITY SCHOOLS

a. Principal replaced

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

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

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

_______ _______District Survey



### 6/27/2013 26 3

- 15. Among Focus schools in your district, how many are implementing each of the following initiatives during the current school year (2013

- 14) as part of their improvement plans?

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

NUMBER OF

TITLE I FOCUS

SCHOOLS

IMPLEMENTING

INITIATIVE NUMBER OF

NON

- TITLE I FOCUS

SCHOOLS

IMPLEMENTING

INITIATIVE

School Structural Changes

a. Implementing a new curriculum

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

_______ _______
b. Implementing a comprehensive school reform model

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

_______ _______

c. Operating an extended school day, week, or year

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

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

...........

_______ _______

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

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

_______ _______
f. Making class sizes smaller than typical in other schools

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

_______ _______
g. Providing more flexibility in, or exemptions from, collective bargaining agreements or district policies/regulations that guide staffing decisions compared to other schools in the district

..........

_______ _______
h. School discretion or authority to make staff hiring decisions

.........

_______ _______ School Programs

i. Implementing new programs to provide ongoing mechanisms for family and community engagement

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

_______ _______ j. Implementing new programs to address students’ social, emotional, or health needs

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

_______ _______ k. Implementing new programs to improve student behavior, discipline, or safety

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

_______ _______District Survey



### 6/27/2013 27 3

- 16. Did the state provide any of the following types of guidance regarding the selection of a school intervention model or
school initiatives for each Title I Priority and Focus school in your district?

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. The state prohibited specific models and/or initiatives

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

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

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

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

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

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

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

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

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

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

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



### 6/27/2013 28 3

- 1 7

. What about for Non

- Title I Priority and Focus schools? Did the state provide any of the following types of guidance regarding the selection of a school intervention model or school initiatives for each Non

- Title I Priority and Focus school in your district?

PROVIDED TO

NON

- TITLE I

PRIORITY

SCHOOLS PROVIDED TO

NON

- TITLE I

FOCUS SCHOOLS

SELECT ONE

RESPONSE IN

EACH ROW SELECT ONE

RESPONSE IN

EACH ROW

YES NO YES NO

a. The state prohibited specific models and/or initiatives

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

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

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

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

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

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

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

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

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

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

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



### 6/27/2013 29 3

- 1 8

. D uring this school year (2013

- 14) and including last summer (2013)

, what additional professional development or technical assistance was provided to principals and 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

YES NO YES NO

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

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

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

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

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

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

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

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

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

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

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

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

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

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



### 6/27/2013 30 3

- 1 9

. Thinking now about Non

- Title I Priority and Focus schools, d uring this school year (2013

- 14) and including last summer (2013)

, what additional professional development or technical assistance was provided to principals and teachers in Non

Title I Priority and Focus schools in your district, beyond what is available to any other Non

- Title I school ?

PROVIDED TO

NON

- TITLE I

PRIORITY

SCHOOLS PROVIDED TO

NON

- TITLE I

FOCUS

SCHOOLS

SELECT ONE

RESPONSE IN

EACH ROW SELECT ONE

RESPONSE IN

EACH ROW

YES NO YES NO

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

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

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

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

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

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

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

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

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

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

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

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

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

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



### 6/27/2013 31 3

- 20

. 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

3

- 21

. What about resources provided to Non

- Title Priority and Focus schools? During this school year (2013

- 14), what
additional resources has the state provided to Non

- Title I Priority and Focus schools in your district, beyond what is available to any other Non

- Title I school ?

PROVIDED TO

NON

- TITLE I

PRIORITY

SCHOOLS PROVIDED TO

NON

- TITLE I

FOCUS

SCHOOLS

SELECT ONE

RESPONSE IN

EACH ROW SELECT ONE

RESPONSE IN

EACH ROW

YES NO YES NO

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

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

b. Additional resources to be used to reduce class sizes

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

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

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



### 6/27/2013 32 F or the next set of questions, please consider schools in your district that are NOT Priority or Focus schools.

3

- 2 2

. Apart from Priority and Focus schools, did any school in your district fall short of Annual Measurable Objective (AMO) targets for the previous school year (2012

- 13)?

Yes

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

No

................................ ................................ ................................ ................................ ..... 0 Skip to 3

- 39

3

- 2 3

. Excluding Priority and Focus schools, how many Title I and non

- Title I schools in your district fell short of AMO targets for the previous sch ool year (2012

- 13)?

(Enter the number of schools. If “none”, enter 0.)

________ NUMBER OF TITLE I SCHOOLS THAT FELL SHORT OF AMO TARGETS FOR 2012

- 13 BUT ARE NOT PRIORITY OR

FOCUS SCHOOLS

________ NUMBER OF NON

- TITLE I SCHOOLS THAT FELL SHORT OF AMO TARGETS FOR 2012

- 13 BUT ARE NOT PRIORITY

OR FOCUS SCHOOLS

[WEB PROGRAMMING NOTE: IF ’0’ ENTERED IN BOTH RESPONSES IN 3

- 23, SKIP TO 3

- 39 .]District Survey



### 6/27/2013 33 3

- 2 4

. 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 AMO s NON

- TITLE I
SCHOOLS NOT

MEETING AMO s

SELECT ONE

RESPONSE IN EACH

ROW SELECT ONE

RESPONSE IN EACH

ROW
Interventions for schools not meeting AMOs (excluding Priority and Focus schools): 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. School have s maller class sizes than last year

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

h. Additional instructional time (extended day or extended school year)

.. 1 0 1 0District Survey



### 6/27/2013 34 3

- 2 5

. During this school year (2013

- 14) and including last summer (2013), have schools in your district that did not meet AMOs
for 2012

- 13 (excluding Priority and Focus schools) received any additional resources beyond those available to all
schools ?

TITLE I
SCHOOLS NOT

MEETING AMO s NON

- TITLE I SCHOOLS

NOT MEETING AMO s

SELECT ONE RESPONSE

IN EACH ROW SELECT ONE RESPONSE

IN EACH ROW

YES NO YES NO

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

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

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

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

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

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

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

instruction

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

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

instruction

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

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

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

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

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

[WEB PROGRAMMING NOTE: SKIP TO 3

- 3 9 .] (ALL DISTRICTS IN FLEX STATES)District Survey



### 6/27/2013 35 NOTE TO REVIEWER : This set of questions (3

- 26 thru 3

- 39 ) is for districts in n on
- Flexibility states that have schools in Restructuring and/or Corrective Actio n

.

3

- 26

. Among the schools that were in Restructuring and Corrective Action 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 you had no schools in Restructuring or Corrective Action during 2012

- 13. Enter “0” if no
schools were closed )

________ NUMBER OF TITLE I SCHOOLS IN RESTRUCTURING THAT CLOSED AFTER THE 2012

- 13 SCHOOL YEAR

________ NUMBER OF NON

- TITLE I SCHOOLS IN RESTRUCTURING THAT CLOSED AFTER THE 2012

- 13 SCHOOL YEAR

________ NUMBER OF TITLE I SCHOOLS IN CORRECTIVE ACTION THAT CLOSED AFTER THE 2012

- 13 SCHOOL YEAR

________ NUMBER OF NON

- TITLE I SCHOOLS IN CORRECTIVE ACTION THAT CLOSED AFTER THE 2012

- 13 SCHOOL

YEARDistrict Survey



### 6/27/2013 36 The following question pertains to schools in Restructuring.

3

- 27

. Among schools in Restructuring, how many are implementing each of the following initiatives during the current school year (2013

- 14) as part of their improvement plans?

(Enter the number of schools in Restructuring implementing each initiative by Title I status . If “none”, enter 0.)

NUMBER OF

TITLE I SCHOOLS IN

RESTRUCTURING

IMPLEMENTING

INITIATIVES NUMBER OF

NON

- TITLE I SCHOOLS

IN RESTRUCTURING

IMPLEMENTING

INITIATIVES
School Structural Changes

a. Implementing a new curriculum

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

______ ______

b. Implementing a comprehensive school reform model

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

______ ______

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

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

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

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

______ ______

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

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

______ ______

f. Operating an extended school day, week, or year

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

______ ______

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

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

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

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

______ ______

i. Making class sizes smaller than typical in other schools

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

______ ______ j. Providing more flexibility in, or exemptions from, collective bargaining agreements or district policies/regulations that guide staffing decisions compared to other schools in the district

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

______ ______

k. School discretion or authority to make staff hiring decisions

..........

______ ______

School Programs

l. Implementing new programs to provide ongoing mechanisms for family and community engagement

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

______ ______

m. Implementing new programs to address students’ social, emotional, or health needs

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

______ ______

n. Implementing new programs to improve student behavior, discipline, or safety

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

______ ______District Survey



### 6/27/2013 37 The following question pertains to schools in Corrective Action

3

- 28

. Among schools in Corrective Action , how many are implementing each of the following initiatives during the current school year (2013

- 14) as part of their improvement plans?

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

NUMBER OF

TITLE I SCHOOLS IN

CORRECTIVE ACTION

IMPLEMENTING

INITIATIVE NUMBER OF

NON

- TITLE I SCHOOLS

IN CORRECTIVE ACTION

IMPLEMENTING

INITIATIVE
School Structural Changes

a. Implementing a new curriculum

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

______ ______ b. Implementing a comprehensive school reform model

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

______ ______

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

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

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

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

______ ______

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

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

______ ______ f. Operating an extended school day, week, or year

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

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

.........

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

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

______ ______

i. Making class sizes smaller than typical in other schools

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

______ ______ j. Providing more flexibility in, or exemptions from, collective bargaining agreements or district policies/regulations that guide staffing decisions compared to other schools in the district

..........

______ ______

k. School discretion or authority to make staff hiring decisions

........

______ ______

School Programs

l. Implementing new programs to provide ongoing mechanisms for family and community engagement

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

______ ______

m. Implementing new programs to address students’ social, emotional, or health needs

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

______ ______

n. Implementing new programs to improve student behavior, discipline, or safety

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

______ ______District Survey



### 6/27/2013 38 3

- 29

. Did the state provide any of the following types of guidance regarding the selection of a school intervention model or school initiatives for each school in Restructuring or Corrective Action in your district?

TITLE I SCHOOLS NON

- TITLE I SCHOOLS

SCHOOLS IN

RESTRUCTURING SCHOOLS IN

CORRECTIVE

ACTION SCHOOLS IN

RESTRUCTURING SCHOOLS IN

CORRECTIVE

ACTION

SELECT ONE

RESPONSE IN

EACH ROW SELECT ONE

RESPONSE IN

EACH ROW SELECT ONE

RESPONSE IN

EACH ROW SELECT ONE

RESPONSE IN

EACH ROW

YES NO YES NO YES NO YES NO

a. The state prohibited specific models and/or initiatives

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

b. The s tate provided guidance on
how to match the model or
initiatives to school needs and capacity

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

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

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

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

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

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

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

_____________________________ f. The state provided guidance on how to engage the community in
the selection of the model or

initiatives

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



### 6/27/2013 39 3

- 30

. How many of the schools in Restructuring and Corrective Action in your district were placed under a new form of
management outside direct district control for the 2013

- 14 school year? This would include schools placed under the direct control of the state or a statewide accountability district, schools placed under the control of school management organizations, and schools converted to charter schools.

(E

nter the number of schools in Restructuring and in Corrective Action in a new form of management. If “none”, enter 0.)

NUMBER OF TITLE I SCHOOLS NUMBER OF NON

- TITLE I SCHOOLS

IN

RESTRUCTURING

REMOVED FROM

DISTRICT

CONTROL IN CORRECTIVE

ACTION

REMOVED FROM

DISTRICT

CONTROL I N RESTRUCTURING

REMOVED FROM

DISTRICT CONTROL IN CORRECTIVE

ACTION

REMOVED

FROM DISTRICT

CONTROL

a. Direct state control of statewide accountability district

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

_____________ _____________ _____________ ____________

b. School management organization

........

_____________ _____________ _____________ ____________

c. Converted to charter

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

_____________ _____________ _____________ ____________

TOTAL SCHOOLS IN RESTRUCTURING

OR CORRECTIVE ACTION REMOVED

FROM DISTRICT CONTROL

_____________ _____________ _____________ ____________District Survey



### 6/27/2013 40 3

- 31

. 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 p rincipal 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 TITLE I SCHOOLS NUMBER OF 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

................................ .......... _______ _______ _______ _______

3

- 32

. During this school year (2013

- 14) and including last summer (2013)

, what additional professional development or technical assistance was provided to principals and 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

YES NO YES NO

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

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

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

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

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

... 1 0 1 0

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

....... 1 0 1 0

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

..... 1 0 1 0

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

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

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

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



### 6/27/2013 41 3

- 33

. Thinking now about Non

- Title I schools in Restructuring and Corrective Action, d uring this school year (2013

- 14) and including last summer (2013)

, what additional professional development or technical assistance was provided to principals and teachers in Non

- Title I schools in Restructuring or Corrective Action in your district, beyond what is available to any other Non

- Title I school ?

PROVIDED TO NON

TITLE I SCHOOLS IN

RESTRUCTURING PROVIDED TO NON

TITLE I SCHOOLS IN

CORRECTIVE ACTION

SELECT ONE RESPONSE

IN EACH ROW SELECT ONE RESPONSE

IN EACH ROW

YES NO YES NO

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

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

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

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

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

... 1 0 1 0

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

....... 1 0 1 0

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

..... 1 0 1 0

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

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

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

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



### 6/27/2013 42 3

- 3 4

. 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

3

- 35

. Thinking now about Non

- Title I schools, d uring this school year (2013

- 14), what additional resources has the state provided to Non

- Title I schools in Restructuring or Corrective Action in your district, beyond what is available to any
other Non

- Title I school ?

PROVIDED TO NON

TITLE I SCHOOLS IN

RESTRUCTURING PROVIDED TO NON

TITLE I SCHOOLS IN

CORRECTIVE ACTION

SELECT ONE RESPONSE

IN EACH ROW SELECT ONE RESPONSE

IN EACH ROW

YES NO YES NO

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

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

b. Additional resources to be used to reduce class sizes

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

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

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



### 6/27/2013 43 For the next set of questions, please consider schools in your state that are identified as in Need of Improvement but NOT in Restructuring or Corrective Action.

3

- 36

. During this school year, how many Title I and non

- Title I schools in your district are in each of the following categories
based on 2012

- 13 student achievement?

(Enter the number of schools for each category. If “none”, enter 0.)

NUMBER OF TITLE I

SCHOOLS NUMBER OF NON

TITLE I SCHOOLS

a. Schools not meeting adequate yearly progress (AYP) for 2012

- 13 only (i.e., not identified as in Need of Improvement)

............ _______ _______

b. Schools in Need of Improvement, Year 1 (i.e., has missed AYP for two years)

................................ ................................ .............. _______ _______

c

. Schools in Need of Improvement, Year 2 (i.e., has missed AYP for three years)

................................ ................................ ............ _______ _______

[WEB PROGRAMMING NOTE: SKIP TO 3

- 39 IF NO SCHOOLS IN NEED OF IMPROVEMENT ( RESPONSE

TO 3

- 36b AND 3

- 36c IS ‘0’ IN BOTH COLUMNS) .]District Survey



### 6/27/2013 44 3

- 37

. For schools in your district identified as in Need of Improvement for 2012

- 13 ( 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 ( excluding schools in Restructuring or Corrective Action ): 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 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 s tudents the opportunity to attend other
schools (school choice)

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

f. District must offer l ow

- income students the opportunity to
enroll in after

- school supplemental educational services

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

g. Schools have s maller class sizes than last year

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

h. Additional instructional time (extend ed day or extended school year)

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



### 6/27/2013 45 3

- 38

. During this school year (2013

- 14) and including last summer (2013) , have schools in your district identified as in Need of Improvement for 2012

- 1 3 ( excluding schools in Restructuring or Corrective Action ) received any additional resources beyond those available to all schools ?

TITLE I

SCHOOLS IN NEED OF

IMPROVEMENT NON

- TITLE I

SCHOOLS IN NEED OF

IMPROVEMENT

SELECT ONE RESPONSE

IN EACH ROW SELECT ONE RESPONSE

IN EACH ROW

YES NO YES NO

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

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

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

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

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

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

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

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

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

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

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

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

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

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



### 6/27/2013 46 NOTE TO REVIEWER : This set of questions (3

- 39 thru 3

- 41 ) is for all districts.

DISTRICT ACCOUNTABILITY SYSTEMS

3

- 39

. 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

- 41

3

- 40

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

(Enter the number)

_________ NUMBER OF CATEGORIES

3

- 41

. 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. Insufficient instructional time

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

b. Difficulty finding, hiring, or retaining staff who can mentor or serve as a resource to teachers about instructional strategies for struggling students

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

c

. Lack of guidance or support from the state

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

d

. Teacher concerns or opposition to implementing school

interventions

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

e

. Concerns or opposition from teacher unions/associations to implementing school interventions

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

f

. Community concerns or opposition to implementing school

interventions

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

g. Curricula not aligned with the required state summative

assessments

................................ ................................ .................
h

. Insufficient resources

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

i

. Lack of effective methods/interventions to improve student
achievement

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

j

. Difficulties finding, hiring, or retaining teachers with the skills
needed

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

k

. Difficulties finding, hiring, or retaining principals with the skills
needed

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



### 6/27/2013 47 

### Section 4. Teachers and Leaders

Teacher Evaluation

In this section, we want to gather information on the status of and requirements for teacher evaluation practices in your dis trict during this school year (2013

- 14). Many states are implementing new teacher evaluation policies or systems based on new laws or regulations adopted since 2010. 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 district

- wide with no consequences, and fully implementing district

- wide. Some districts are taking the lead in implementing new evaluation systems without state requirements
to do so.



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

established since 2010. P lease 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 e xample, 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 here if your district is not piloting or implementing a newly established teacher evaluation system.

P lease 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’ knowledg e and skills at interim points during the school year to provide timely feedback on their progress toward grade

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

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

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

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

synonymous.

Standardized ass essments 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 asse ssments that are administered

districtwide.District Survey



### 6/27/2013 48 4

- 1. During this sc hool 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 fully implemented district

- wide

................................ ................................ . 4 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 to describe overall teacher performance?

(As a reminder, if your district is piloting or implementing a teacher evaluation system that is newly established since 2010, please refer to the new teache r evaluation practices when responding to this and other questions in this section.)

_________ NUMBER OF RATING CATEGORIESDistrict Survey



### 6/27/2013 49 This question and the next several questions ask about the use of standardized assessments to measure student achievement growth or value added.

4

- 4. During this school year (2013

- 14), does your district use student achievement growth or value added on standardized
assessments as one component of the performance evaluation of all, some, or no teachers? This can include growth or value added 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 so me 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 or value added on standardized
assessments in the evaluation of all teachers across all grades (K

- 12), all subje cts, and all teacher specialties.

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

The district uses student achievement growth or value added on standardized
assessments in the evaluation of some but not all teachers

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

The district does not use student achievement growth or value added on
standard ized 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 or value added 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 testin g company and used districtwide

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

c. Other assessments consistently administered and scored for all students in the same grades and subjects dis trictwide

................................ ................................ .............. 1 0 Standardized assessments include any assessments that are consistently administered and scored districtwide for all students in the same grades and subjects. These might include
required state summative assessments, assessments purchased from testing companies, or

district

- developed assessments that are administered districtwide.District Survey



### 6/27/2013 50 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 achievement growth or value added on
standardized assessments for the teacher’s own students and/or teamwide, gradewide, or schoolwide student
achi evement 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. Achievement growth or value added 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 achievement growth or value added 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 or value added 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 A CHIEVEMENT

GROWTH OR VALUE ADDE D ON

STANDARDIZED ASSESSM ENTS IS USED IN

SCIENCE TEACHER EVAL UATIONS

a. Achievement growth or value added 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 8District Survey



### 6/27/2013 51 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 achievement growth or value added on standardized assessments for the
teacher’s own st udents 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 or value added for use in S ocial 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 WHI CH EACH

MEASURE OF STUDENT A CHIEVEMENT

GROWTH OR VALUE ADDE D ON

STANDARDIZED ASSESSM ENTS IS USED IN

SOCIAL STUDIES TEAC HER EVALUATIONS

a. Achievement growth or value added for the teacher’s own
students on standardized assessments

............................... n a 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 include s achievement growth or value added on standardized assessments
for the teacher’s own s tudents 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 or value added 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 WHI CH EACH MEASURE OF

STUDENT ACHIEVEMENT GROWTH OR VALUE

ADDED ON STANDARDIZE D ASSESSMENTS IS

USED IN EARLY ELEMENTARY TEACHER

EVALUATIONS

a. Achievement growth or value added for the teacher’s own
students on standardized assessments

................................ n a 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 3District Survey



### 6/27/2013 52 4

- 10. During this school year (2013

- 14), does your district’s teacher evaluation include standardized assessments to measure student achievement growth or value added of the teacher’s own students as a component of the evaluations of high school teachers in any of the following subjects and courses?

(For each subject, select the name of each course for which your district uses standardized assessments to estimate student achievement growth or value added of the teacher’s own students for use in high school teacher evaluations. Select NA if student achievement growth or value added 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 WH ICH STUDENT ACHIE VEMENT GROWTH OR VAL UE

ADDED OF THE TEACHER ’S OWN STUDENTS ON S TANDARDIZED ASSESSME NTS

IS USED IN TEACHER E VALUATIONS

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 s chool
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 0District Survey



### 6/27/2013 53 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 NO T 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 s elf

- 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 feedback

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

h. Parent surveys or other feedback

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

4

- 13. During this school year (2013

- 14), will any of the following be evaluated as part of the performance evaluations for
teachers?

SELECT ONE RESPONSE IN EACH

ROW

Extent to which teachers: INCLUDED IN
TEACHERS’

EVALUATIONS NO T INCLUDED
IN TEACHERS’

EVALUATIONS

a. Use assessment data to plan instruction

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

b. Align lessons with the [CCSS/CURRENT STATE CONTENT STANDARDS] in ELA
and Math

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

c. Use instructional strategies aligned with the [CCSS/CURRENT STATE CONTENT STANDARDS] in ELA and Math

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

d. Differentiate instruction for English learners

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

e. Differentiate instruction for students with disabilities

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

f. Collaborate with other school staff

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



### 6/27/2013 54 4

- 14. During this school year (2013

- 14), how many formal observations must be completed (at minimum) for the following types of teachers to evaluate their performance?

(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.)

NUMBER OF

FORMAL

OBSERVATIONS REQUIRED

a. First

- year teachers

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

_______

b. Non

- probationary or tenured teachers whose performance was rated effective, satisfactory, or proficient last year

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

_______

c. Non

- probationary or tenured teachers whose performance was unsatisfactory (or the equivalent) last year

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

_______

4

- 15. 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 below, from the highest to lowest
category.

As a reminder , if your district is piloting or implementing a new teacher evaluation system established since 2010 and evaluations were completed using that system, please refer to the new evaluation system when responding to this

question and check this box: 

## □

Otherwise, please refer to the evaluation practices in your district during the most recent evaluation year , and check this

box: 

## □
( If the evaluations used fewer than five rating categories, enter NA on the lines for the categories not used. For example, if the evaluations only rated teachers as satisfactory or unsatisfactory, with no other categories, enter percentages on lines a and b and enter NA on lines c, d, and e. If you have a rating category, but no teachers fell into it, please enter a “0”.)
(Y

our best estimate for percentages is fine.)



## □ Check box if you are unable to estimate the percentages.

PERCENTAGE OF ALL

TEACHERS IN EACH

CATEGORY

a. First category (Highest)

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

_____________

b. Second category

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

_____________

c. Third category

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

_____________

d. Fourth category

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

_____________

e. Fifth category (Lowest)

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

_____________

TOTAL 100 %District Survey



### 6/27/2013 55 

### Principal Evaluation

In this section, we want to gather information on the status of and requirements for principal evaluation practices in your d istrict during this school year (2013

- 14). Many districts are implementing new principal evaluation policies or systems based on new laws or regulations adopted since 2010. Districts that are implementing new evaluation systems are in various stages of implementa tion,
includi ng planning, piloting in a few schools or grade levels, piloting district

- wide with no consequences, and fully implementing
district

- wide.



## □ Check here if your district is piloting or implementing a principal evaluation system that is newly

established since 2010. Please answer the questions in this section based on the 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

- 16.



## □ Check here if your district is not piloting or implementing a newly established principal evaluation

system. Please respond about the requireme nts of principal evaluation practices in your district during the

2013

- 14 school year Go to question 4

- 18

.

4

- 16. 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

- 18

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

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

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

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

The system is fully implemented district

- wide

................................ ................................ . 4 Skip to 4

- 18

4

- 17. During this school year (2013

- 14), in how many schools is the district piloting the principal evaluation system?

_________ NUMBER OF SCHOOLS

4

- 18. During this school year (2013

- 14), how many rating categories or levels ( such as highly effective, effective, satisfactory, needs improvement ) does your district use to describe overall principal performance for the principal evaluation system?

(As a reminder, if your district is piloting or i mplementing a principal evaluation system that is newly established since 2010, please refer to the new principal evaluation practices when responding to this and other questions in this section.)

_________ NUMBER OF RATING CATEGORIESDistrict Survey



### 6/27/2013 56 4

- 19. 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 MIDDL E SCHOOL

PRINCIPALS AND ONE F OR HIGH

SCHOOL PRINCIP ALS 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 , 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 outcomes between advantaged and disadvantaged

groups

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

g. Proficiency rates for disadvantaged groups

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

h. Student achievement growth for English learners

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

i. Student achievement growth for students with disabilities

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

j. Student attendance

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

k. Student behavior/discipline/safety

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



### 6/27/2013 57 4

- 20. 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 NO T 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 feedback

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

e. Student surveys or other feedback

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

f. Parent surveys or other feedback

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

4

- 21. During this school year (2013

- 14), does the district include any of the following information in principal evaluations?

SELECT ONE RESPONSE

IN EACH ROW

Extent to which: INCLUDED IN

PRINCIPAL

EVALUATIONS NO T

INCLUDED IN

PRINCIPAL

EVALUATIONS

a. Principal uses student assessment data to plan for school improvement

........ 1 0

b. Teachers implement the [CCSS/CURRENT STATE CONTENT STANDARDS] in ELA or math

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

c. Principal supports collaboration among school staff

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

d. Principal uses effective teacher hiring practices

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

e. Principal supports teacher skill development

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

f. Principal provides accurate teacher evaluations

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

g. Principal provides quality feedback to teachers on their performance

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

h. Principal retains effective teachers

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

i. School addresses the needs of English learners

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

j. School addresses the needs of students with disabilities

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



### 6/27/2013 58 4

- 22. Based on the most recent evaluations completed (for example, 2012

- 13), please indicate the percentage of principals who fell into each of the performance evaluation rating categories below, from the highest to lowest category.

As a reminder, if your dist rict is piloting or implementing a new principal evaluation system established since 2010 and evaluations were completed using that system, please refer to the new evaluation system when responding to

this question and check this box: 

## □

Otherwise, please refer to the evaluation practices in your state during the most recent evaluation year

, and check

this box: 

## □

(If the evaluations used fewer than five rating categories, enter NA on the lines for the categories not used. For example, if the evaluations on ly rated principal as satisfactory or unsatisfactory, with no other categories, enter percentages on lines a and b and enter NA on lines c, d, and e. If you have a rating category, but no principals fell into it, please enter a “0”.)

(Your best estimate for percentages is fine.)



## □ Check box if you are unable to estimate the percentages.

PERCENTAGE OF ALL

PRINCIPALS IN EACH

CATEGORY

a. First category (Highest)

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

_____________

b. Second category

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

_____________

c. Third category

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

_____________

d. Fourth category

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

_____________

e. Fifth category (Lowest)

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

_____________

TOTAL 100 %District Survey



### 6/27/2013 59 

### Consequences of Evaluation Ratings

As a reminder, if your district is piloting or implementing a new teacher or principal evaluation system established since 20 10, please refer to the new evaluation practices when responding to questions in this section.

4

- 23. Will the district use the eva luation results for teachers for this school year ( 2013

- 14 ) to guide 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 guide 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 guide 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 teachers for cause

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



### 6/27/2013 60 4

- 24. Will the district use principal evaluation results for this school year ( 2013

- 14 ) to guide 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 guide decisions about:

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

................................ ................................ ................................ .................
d. Recognizing high

- performing principals

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

e. Identifying low

- performing principals for coaching or mentoring

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

f. Determining annual salary increases

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

g. Determining bonuses or performance

- based compensation other than salary increases

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

h. Career advancement opportunities such as a dditional leadership roles

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

i. Granting tenure or similar job protection

................................ ............................... 1 0 na

j. Deciding on renewal of a principal’s contract

................................ .........................
k. Assigning principals to schools

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

l. Sequencing potential layoffs if the district needs to reduce staff

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

For low

- performing principals, evaluation results will be used to inform
decisions about:

m. Demotion

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

n. Transfer to a different school

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

o. Loss of tenure or similar job protection

................................ ................................ .. 1 0 na

p. D ismissal

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



### 6/27/2013 61 

### Supports for Implementing Evaluation Systems

As a reminder, if your district is piloting or implementing a new teacher or principal evaluation system that is established since 2010, please refer to the new evaluation practices when responding to questions in this section.

4

- 25. During this school year (2013

- 14), did your state or district provide any of the follow ing 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

- 26. 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 naDistrict Survey



### 6/27/2013 62 4

- 27. 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 (or value added) on
standardized assessments

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

h. Received data on teachers’ average student achievement growth (or value added) 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

IF YES IS SELECTED FOR ANY ROW ABOVE, PROCEED TO QU ESTION 4

- 28

. OTHERWISE, SKIP TO Q UESTION 4

- 29.District Survey



### 6/27/2013 63 4

- 28. Indicate to what extent your district found the types of resources described in the previous question (by category) useful for implementing or conducting edu cator performance evaluation. (Select NA if your district did not receive the resource.)

SELECT ONE RESPONSE IN EACH ROW

NOT

USEFUL

AT ALL SOMEWHAT

USEFUL MODERATELY

USEFUL VERY

USEFUL NA

a. Supports for observing teacher professional practice

.. 0 1 2 3 na

b. Supports for rating principal professional practice

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

c. Support for data systems or student achievement growth me asures required for evaluations

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

d. Other supports

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

4

- 29. During this school year (2013

- 14), has your district provided any of the following to help teachers or principals understand and use the district’s teacher performance evaluation system?



## □ Check here if your district is not piloting or implementing a teacher evaluation system in response to laws or regulations adopted since 2010 and skip to 4

- 30.

SELECT ONE RESPONSE

IN EACH ROW

YES NO

a. A website or page dedicated to providing information on the evaluation system

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

b. On

- site information sessions at schools

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

c. A hot line, email address, or web form for questions about the evaluation process

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

d. Regular reports on the progress of planning or implementing the system

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

e. Central office staff assigned to help evaluators understand and use the evaluation

process

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

f. A manual or handbook describing how the evaluation system is intended to operate

....... 1 0

g. Examples of what different levels of performance as defined by the system look like in practice

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

h. An advisory committee or oversight group with representation of those being
evaluated

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



### 6/27/2013 64 

### Educator Support

As a reminder, if your district is piloting or implementing a teacher or principal evaluation system that is newly created si nce 2010, please refer to the new evaluation practices when responding to questions in this section.

4

- 30. During this school yea r ( 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 school leaders and teach ers in your district?

SELECT ONE RESPONSE FOR TEACHERS AND

ONE RESPONSE FOR PRI NCIPALS FOR EACH ROW

FOR TEACHERS FOR PRINCIPALS

MAJOR FOCUS

OF
PROFESSIONAL

DEVELOPMENT MINOR FOCUS

OF
PROFESSIONAL

DEVELOPMENT NOT A FOCUS

OF
PROFESSIONAL

DEVELOPMENT 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 2 1 0

b. Understanding how the
state or district

measures student achievement growth

..... 2 1 0 2 1 0

c. Creating student learning objectives and
measures of student learning toward proficiency

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

d. Understanding the teacher professional practice rubric

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

e. Observing teacher professional practice and providing useful
feedback

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

f. Understanding other components of the
teacher evaluation
system

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

g. Improving teacher practice and student achievement through instructional leadership

. 2 1 0 2 1 0District Survey



### 6/27/2013 65 4

- 31. During this school year (2013

- 14) and including last summer (2013) , what is the average number of hours of professional development on the teacher evaluation topics listed in 4

- 30 that was provided to teachers and principals in your district?

(If no professional development was provided on these teacher evaluation system topics during this period, enter “0” below.)

ENTER NUMBER

a. Average hours for teachers on teacher evaluation topics

.

___________

b. Average h ours for principals on teacher evaluation topics

___________



### Educator Distribution

4

- 32. 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

- 34

4

- 33. W hat 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
or 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 0District Survey



### 6/27/2013 66 4

- 34. 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

- 35. 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
or school value added

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

c. Principal experience

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

d. Principal certification

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

e. Principal educational attainment

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



### 6/27/2013 67 4

- 36. What actions has your district taken to address any inequities found in teacher or principal quality or effectiveness?



## □ Check here 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 here if not applicable for principals

– analysis found no su bstantial 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 RES PONSE

FOR PRINCIPALS IN EA CH 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. 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

c. Increasing external recruitment activities such as hosting open houses and job fairs

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

d. 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

e. 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

f. 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

g. 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

h. 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

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



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