B-1

Appendix B

District Survey
OMB#: XXXX-XXXX

Expiration Date: XX/XX/20XX

Implementation of Title I/II Program 

Initiatives

Draft District Survey

2013-2014

Paperwork Reduction Act of 1995 

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection 

displays a valid OMB control number. Public reporting burden for this collection of information is estimated to average 60 minutes per 

response, including time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and

completing and reviewing the collection of information. The obligation to respond to this collection is required to obtain or retain benefit 

(Education Department General Administrative Regulations, Sections 75.591 and 75.592). Send comments regarding the burden 

estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to the U.S. Department of 

Education, 400 Maryland Ave., SW, Washington, DC 20210-4537 or email ICDocketMgr@ed.gov and reference the OMB Control Number 

XXXX-XXXX. Note: Please do not return the completed survey to this address.

Notice of Confidentiality 

Information collected for this study comes under the confidentiality and data protection requirements of the Institute of Education 

Sciences (The Education Sciences Reform Act of 2002, Title I, Part E, Section 183). Responses to this data collection will be used only 

for statistical purposes. The reports prepared for the study will summarize findings across the sample and will not associate 

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

the study team, except as required by law.

District Name:

City: State:
District Survey 

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 this study.

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

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

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

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

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

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

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

edCount.
District Survey 

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 STATE 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 SECTION:

Summative assessments are state- or district-mandated tests that are intended to measure students' 

knowledge and skills at (or near) the end of a school year or course relative to grade-level content standards.

Diagnostic assessments are assessments that measure students’ knowledge and skills at interim points during 

the school year to provide timely feedback on their progress toward grade-level content standards so that 

instruction can be adjusted or other support can be provided.

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

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

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

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

synonymous.

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 STANDARDS 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 state content standards in ELA, Math, or both subjects? 

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

SELECT ONE RESPONSE IN EACH ROW

ELA 

ONLY 

MATH 

ONLY

BOTH ELA 

AND 

MATH

NEITHER 

SUBJECT

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

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

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

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

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

_____________________________________________
District Survey 

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 these standards. 

(Select NA if your district did not use that 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 na
District 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, have been covered in professional development 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 INSERVICE PD 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. Adapting instruction to help 

English learners meet the 

[CCSS/ CURRENT STATE 

CONTENT STANDARDS].......... 0 1 2 3 4 5

d. Adapting 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. Monitoring alignment of 

instruction with the [CCSS/ 

CURRENT STATE CONTENT 

STANDARDS], such as the 

use of observation protocols .. 0 1 2 3 4 5
District 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 teaching 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 0
District 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 3
District 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 activities, 

and how your district uses information from assessments.

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

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

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

DEFINITIONS FOR USE THROUGHOUT THIS SECTION:

Summative assessments are state- or district-mandated tests that are intended to measure students' 

knowledge and skills at (or near) the end of a school year or course relative to grade-level content standards.

Diagnostic assessments are assessments that measure students’ knowledge and skills at interim points during 

the school year to provide timely feedback on their progress toward grade-level content standards so that 

instruction can be adjusted or other support can be provided.

Student achievement growth is the change in 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 DIAGNOSTIC 

ASSESSMENTS

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

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

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

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

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 courses, other than those 

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

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

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

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

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

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

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

summative assessments in ELA or Math?

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Strengthened coursework in 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 0
District 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 will ask you about access to data in your district, as well as the resources and supports related to data use for the schools 

in your district.

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

following information?

SELECT ONE RESPONSE

IN EACH ROW

YES NO

DON’T 

KNOW

a. Prior achievement on required state summative assessments for individual 

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

b. Schoolwide student achievement growth or value added for the individual 

schools in the district....................................................................................... 1 0 d

c. Teacher-specific student achievement growth or value added for individual 

teachers in the district..................................................................................... 1 0 d
District 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 the 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 information on individual students ...................................... 1 0

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

track” measures)................................................................................................... 1 0

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

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

6/27/2013 14

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

SELECT ONE RESPONSE

IN EACH ROW

YES NO

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

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

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

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

e. To plan districtwide professional development such as identifying specific content or 

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

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

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

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

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

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

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

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

district’s access to data and its use of the data during 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 postsecondary 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 0
District 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 data for school improvement plans .......................... 1 0

b. Materials or documents on the use of data for instructional planning or improvement....... 1 0

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

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

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

district? 

SELECT ONE RESPONSE IN EACH ROW

NOT A 

CHALLENGE

MINOR 

CHALLENGE

MAJOR 

CHALLENGE

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

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

b. Timeliness of the data on student achievement from prior 

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

c. Teachers’ level of understanding of how to analyze 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 3
District 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 FOLLOWING NOTE:]

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

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

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

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

other schools in your district.

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

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

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

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

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

[WEB PROGRAMMING NOTE:

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 schoolwide proficiency rates, attendance, or other group-level 

measures of academic performance from one year to the next (for example, last year’s fourth grade proficiency 

rate compared with this year’s fourth grade proficiency rate). 

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

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

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

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

synonymous.

Summative assessments are state- or district-mandated tests that are intended to measure students' knowledge

and skills at (or near) the end of a school year or course relative to grade-level content standards.
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 are 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. Opportunities to share best practices with other schools in 

the district.................................................................................. 1 0 1 0
District 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 Natives, English learners, or students with disabilities).

□ Check box if you do not monitor any subgroup achievement

SELECT ONE RESPONSE IN EACH ROW

SUBGROUP ACHIEVEMENT MONITORED

YES NO NA

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

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

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

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

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

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

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

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

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

j. 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 3-4j. 

ALL OTHER DISTRICTS IN NON-FLEXIBILITY STATES 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 NONFLEXIBILITY 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 program.)

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 of the 2012-13 school year?

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

NUMBER OF SCHOOLS

HIGH-PERFORMING 

BASED ON STATE 

DEFINITION

HIGH-PROGRESS 

BASED ON STATE 

DEFINITION

TITLE I SCHOOLS

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

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

TOTAL _______ _______

NON-TITLE I SCHOOLS

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

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

TOTAL _______ _______

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? 

□ Check here if your district has no high-performing schools. Leave high-performing column blank and answer for highprogress 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 0
District 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 following 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 NONTITLE 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 district’s Priority schools.

NOTE TO REVIEWER: This set of questions (3-11 thru 3-22) 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 AND:

• HAS NO SCHOOLS IN THESE CATEGORIES (ROWS A OR B)-- SKIP TO INTRO BEFORE 3-22

• HAS PRIORITY SCHOOLS, NO FOCUS SCHOOLS: IF 3-10A FIRST COLUMN (TITLE I) > 0 OR 3-10A SECOND 

COLUMN (NON-TITLE I) > 0 AND 3-10B FIRST COLUMN (TITLE I) = 0 AND 3-10B SECOND COLUMN (NONTITLE I) = 0 – CONTINUE WITH 3-11 AND SHOW ALL QUESTIONS AND COLUMNS ABOUT PRIORITY 

SCHOOLS, NOT FOCUS SCHOOLS

• HAS FOCUS SCHOOLS, NO PRIORITY SCHOOLS: IF 3-10A FIRST COLUMN (TITLE I) = 0 AND 3-10A SECOND 

COLUMN (NON-TITLE I) = 0 AND [3-10B FIRST COLUMN (TITLE I) > 0 OR 3-10B SECOND COLUMN (NONTITLE I) > 0] – SKIP TO 3-15 AND SHOW ALL QUESTIONS AND COLUMNS ABOUT FOCUS SCHOOLS, NOT 

PRIORITY SCHOOLS

• HAS BOTH PRIORITY AND FOCUS SCHOOLS: IF [3-10A FIRST COLUMN (TITLE I) > 0 OR 3-10A SECOND 

COLUMN (NON-TITLE I) > 0] AND [3-10B FIRST COLUMN (TITLE I) > 0 OR 3-10B SECOND COLUMN (NONTITLE I) > 0] – CONTINUE WITH 3-11 AND SHOW ALL QUESTIONS AND COLUMNS ABOUT PRIORITY AND 

FOCUS SCHOOLS

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

• HAS NO SCHOOLS IN THESE CATEGORIES (ROWS D OR E) -- SKIP TO INTRO BEFORE 3-36

• HAS TITLE I SCHOOLS IN RESTRUCTURING OR CORRECTIVE ACTION: IF 3-10D FIRST COLUMN (TITLE I) > 0 

OR IF 3-10E FIRST COLUMN (TITLE I) > 0 – SKIP TO 3-26 AND SHOW ALL QUESTIONS AND COLUMNS 

ABOUT TITLE I SCHOOLS IN RESTRUCTURING AND/OR CORRECTIVE ACTION:

O IF THE TITLE I SCHOOLS ARE IN RESTRUCTURING: SHOW ALL QUESTIONS AND COLUMNS ABOUT 

TITLE I SCHOOLS IN RESTRUCTURING

o IF THE TITLE I SCHOOLS ARE IN CORRECTIVE ACTION: SHOW ALL QUESTIONS AND COLUMNS 

ABOUT TITLE I SCHOOLS IN CORRECTIVE ACTION

• HAS NON-TITLE I SCHOOLS IN RESTRUCTURING OR CORRECTIVE ACTION: IF 3-10D SECOND COLUMN 

(NON-TITLE I) > 0 OR IF 3-10E SECOND COLUMN (NON-TITLE I) >0 – SKIP TO 3-26 AND SHOW ALL 

QUESTIONS AND COLUMNS ABOUT NON-TITLE I SCHOOLS IN RESTRUCTURING AND/OR CORRECTIVE 

ACTION:

O IF THE NON-TITLE I SCHOOLS ARE IN RESTRUCTURING: SHOW ALL QUESTIONS AND COLUMNS 

ABOUT NON-TITLE I SCHOOLS IN RESTRUCTURING

o IF THE NON-TITLE I SCHOOLS ARE IN CORRECTIVE ACTION: SHOW ALL QUESTIONS AND 

COLUMNS ABOUT NON-TITLE I SCHOOLS IN CORRECTIVE ACTION
District 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.

(Enter 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 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 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 0
District Survey 

6/27/2013 28

3-17. 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 0
District Survey 

6/27/2013 29

3-18. 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 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 0
District Survey 

6/27/2013 30

3-19. Thinking now about Non-Title I Priority and Focus schools, 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 NonTitle 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 0
District 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 0
District Survey 

6/27/2013 32

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

3-22. 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

3-23. 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 school 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

3-24. For schools in your district that did not meet AMOs for 2012-13 (excluding Priority and Focus schools), what 

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

TITLE I 

SCHOOLS NOT 

MEETING AMOs

NON-TITLE I 

SCHOOLS NOT 

MEETING AMOs

SELECT ONE 

RESPONSE IN EACH 

ROW

SELECT ONE 

RESPONSE IN EACH 

ROW

Interventions for schools not meeting AMOs (excluding Priority and 

Focus schools): YES NO YES NO 

a. Schools prepare a school improvement plan that focuses on subjects 

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

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

c. Schools are implementing and monitoring an instructional program 

that supports subgroups of students not showing sufficient growth 

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

d. Schools and/or the district are providing professional development to 

staff that supports interventions for subgroups of students not 

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

e. District must offer students the opportunity to attend other schools 

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

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

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

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

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

6/27/2013 34

3-25. 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 AMOs

NON-TITLE I SCHOOLS 

NOT MEETING AMOs

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 3-39.] (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 non-Flexibility states that have schools in 

Restructuring and/or Corrective Action.

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 

YEAR
District 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 state 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 0
District 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. 

(Enter 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

IN 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 principal was replaced or in which half 

or more of the teaching staff was replaced before the start of the 2013-14 school year as part of the school improvement 

plan. If “none”, enter 0.)

NUMBER OF 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 0
District Survey 

6/27/2013 41

3-33. Thinking now about Non-Title I schools in Restructuring and Corrective Action, during this school year (2013-14) and 

including last summer (2013), what additional professional development or technical assistance 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 NONTITLE I SCHOOLS IN 

RESTRUCTURING

PROVIDED TO NONTITLE 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 0
District Survey 

6/27/2013 42

3-34. 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, during 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 NONTITLE I SCHOOLS IN 

RESTRUCTURING

PROVIDED TO NONTITLE 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
District 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 NONTITLE 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 students the opportunity to attend other 

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

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

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

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

h. Additional instructional time (extended day or extended school 

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

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 2012-13 (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 0
District 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 3
District 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 district 

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

regulations adopted since 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. Please answer the questions in this section based on the new teacher evaluation 

practices as they are being piloted or implemented in the 2013-14 school year. For example, if a new 

system is being piloted during the 2013-14 school year in only a few schools, respond only about the 

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

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

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

school year. Go to question 4-3.

DEFINITIONS FOR USE THROUGHOUT THIS SECTION:

Summative assessments are state- or district-mandated tests that are intended to measure students' 

knowledge and skills at (or near) the end of a school year or course relative to grade-level content 

standards.

Diagnostic assessments are assessments that measure students’ knowledge and skills at interim points 

during the school year to provide timely feedback on their progress toward grade-level content standards so 

that instruction can be adjusted or other support can be provided.

Student achievement growth is the change in 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. 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 48

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

SELECT ONE ONLY

The system is in the planning stage and no components are being implemented .......... 1 Skip to 4-3

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

implemented .................................................................................................................... 2 

The system is in the piloting stage and all components are being implemented ............ 3 

The system is 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 teacher evaluation practices when responding to this and other questions in this section.) 

_________ NUMBER OF RATING CATEGORIES
District 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 some schools, then this question refers to teachers in the pilot schools. In 

order to report “all teachers,” student achievement growth on standardized assessments would need to be used with all 

teachers, including teachers of art, music, physical education, and special populations such as English learners or students 

with disabilities.)

SELECT ONE ONLY

The district uses student achievement growth or value added on standardized 

assessments in the evaluation of all teachers across all grades (K-12), all subjects, 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 

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

4-5. What kinds of standardized assessments are used by your district to measure student achievement growth 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 testing company and used districtwide......................... 1 0

c. Other assessments consistently administered and scored for all students in the 

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

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 

achievement growth.

SELECT ONE RESPONSE 

IN EACH ROW

The district’s evaluation for teachers of ELA and Math in grades 4 through 8 includes: YES NO

a. 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 ACHIEVEMENT 

GROWTH OR VALUE ADDED ON 

STANDARDIZED ASSESSMENTS IS USED IN 

SCIENCE TEACHER EVALUATIONS

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 8
District 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 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 Social Studies teacher evaluations. Select NA for each 

measure of achievement growth that is not used for Social Studies teachers’ evaluations in any of grades 6-8.)

The district’s evaluation for teachers of Social Studies in 

grades 6 through 8 includes: NA

SELECT GRADES IN WHICH EACH 

MEASURE OF STUDENT ACHIEVEMENT 

GROWTH OR VALUE ADDED ON 

STANDARDIZED ASSESSMENTS IS USED IN 

SOCIAL STUDIES TEACHER EVALUATIONS

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 8

4-9. This question focuses on early elementary teachers in grades K through 3. Indicate whether during this school year 

(2013-14), your district’s teacher evaluation includes 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 teacher evaluations. Select NA for each measure of 

achievement growth that is not used for teachers’ evaluations in any of grades K-3.)

The district’s evaluation for early elementary teachers 

includes: NA

SELECT GRADES IN WHICH EACH MEASURE OF 

STUDENT ACHIEVEMENT GROWTH OR VALUE 

ADDED ON STANDARDIZED ASSESSMENTS IS 

USED IN EARLY ELEMENTARY TEACHER 

EVALUATIONS

a. Achievement growth or value added for the teacher’s own 

students on standardized assessments................................ na K 1 2 3

b. Achievement growth of students within a teacher 

team or grade on standardized assessments....................... na K 1 2 3

c. Achievement growth of students schoolwide on 

standardized assessments.................................................... na K 1 2 3
District Survey 

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 WHICH STUDENT ACHIEVEMENT GROWTH OR VALUE 

ADDED OF THE TEACHER’S OWN STUDENTS ON STANDARDIZED ASSESSMENTS 

IS USED IN TEACHER EVALUATIONS

a. High school ELA teachers............. na English 9 English 10 English 11 English 12 Other ELA

b. High school Math teachers.......... na Algebra I Geometry Algebra II Other Math

c. High school Science teachers....... na Biology Chemistry Physics Other Science

d. High school Social Studies 

teachers....................................... na Civics U.S. History

Other school 

Social Studies

4-11. During this school year (2013-14), does your district use ”student learning objectives” or “student growth objectives,”—

i.e., specific achievement targets for classes taught by each individual teacher, determined at the beginning of the school 

year by the teacher (perhaps in consultation with the principal)—in the evaluations of any of the following types of 

teachers? 

SELECT ONE RESPONSE 

IN EACH ROW

Student learning objectives (SLOs) or student growth objectives (SGOs) are used to 

evaluate: YES NO

a. Teachers in early elementary grades that lack standardized assessments.............. 1 0

b. Teachers of ELA and/or math in grades 4-8............................................................. 1 0

c. Teachers of science and/or social studies in grades 6-8.......................................... 1 0

d. Teachers of ELA and/or math in high school ........................................................... 1 0

e. Teachers of science and/or social studies in high school ........................................ 1 0

f. Any teachers of non-core subjects, such as art, music, or physical education........ 1 0
District Survey 

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

NOT USED IN 

EVALUATING 

TEACHERS

a. Classroom observations using a teacher professional practice rubric, 

conducted by the principal or other school administrator ................................ 1 0

b. Classroom observations using a teacher professional practice rubric, 

conducted by someone other than a school administrator (such as a peer 

or mentor teacher, instructional coach, central office staff member, or an 

observer from outside the school or district) .................................................... 1 0

c. Teacher self-assessment.................................................................................... 1 0

d. Portfolios or other artifacts of teacher professional practice............................ 1 0

e. Assessments by a peer or mentor teacher not based on a teacher 

professional practice rubric ................................................................................ 1 0

f. Student work samples........................................................................................ 1 0

g. Student surveys or other 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

NOT 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 0
District 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”.)

(Your best estimate for percentages is fine.)

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

PERCENTAGE OF ALL 

TEACHERS IN EACH 

CATEGORY

a. First category (Highest)........................................................................... _____________

b. Second category...................................................................................... _____________

c. Third category ......................................................................................... _____________

d. Fourth category....................................................................................... _____________

e. Fifth category (Lowest) ........................................................................... _____________

 TOTAL 100 %
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 district 

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

or regulations adopted since 2010. Districts 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.

□ 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 requirements 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 implementing 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 CATEGORIES
District 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 MIDDLE SCHOOL 

PRINCIPALS AND ONE FOR HIGH 

SCHOOL PRINCIPALS FOR EACH ROW

ELEMENTARY AND 

MIDDLE SCHOOL 

PRINCIPALS

HIGH SCHOOL 

PRINCIPALS

YES NO YES NO

a. Schoolwide proficiency rates on standardized assessments...................... 1 0 1 0

b. Schoolwide year-to-year changes in proficiency rates on standardized 

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

c. Achievement growth of students schoolwide on standardized 

assessments, 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 0
District 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

NOT USED IN 

EVALUATING 

PRINCIPALS

a. Ratings based on a principal professional practice rubric................................. 1 0

b. Principal self-assessment.................................................................................. 1 0

c. Input from district administrators that is not based on a principal 

professional practice rubric .............................................................................. 1 0

d. Staff surveys or other 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

NOT 

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 0
District 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 district 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 only 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 2010, 

please refer to the new evaluation practices when responding to questions in this section. 

4-23. Will the district use the evaluation 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 0
District 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 additional 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. Dismissal ................................................................................................................. 1 0
District 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 following training for staff who conduct 

teacher observations? 

(Select NA if your district does not require use of a teacher professional practice rubric to observe teachers.)

SELECT ONE RESPONSE 

IN EACH ROW

YES NO NA

a. Training for the observers on the teacher professional practice rubric .................... 1 0 na

b. Testing of observers to assess their accuracy in using the teacher professional 

practice rubric ............................................................................................................ 1 0 na

c. Training for observers on providing feedback to teachers on their professional 

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

4-26. 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 na
District 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 QUESTION 4-28. 

OTHERWISE, SKIP TO QUESTION 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 educator 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 measures 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 0
District 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 since 

2010, please refer to the new evaluation practices when responding to questions in this section. 

4-30. During this school year (2013-14) and including last summer (2013), have teacher evaluation topics listed below been a 

major focus, a minor focus, or not a focus of professional development offered by the state, the district, or another 

organization for school leaders and teachers in your district?

SELECT ONE RESPONSE FOR TEACHERS AND 

ONE RESPONSE FOR PRINCIPALS 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 0
District 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 hours 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. What information was used to define teacher quality or effectiveness in this examination of the distribution of teachers? 

SELECT ONE RESPONSE 

IN EACH ROW

YES NO

a. Teacher evaluation ratings............................................................................................. 1 0

b. Teacher effectiveness as measured by contribution to student achievement growth 

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 0
District 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 0
District 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 substantial inequities in principal quality or 

effectiveness. Leave principal column blank.

(Note: If both boxes are checked, skip to end of survey.)

SELECT ONE RESPONSE FOR 

TEACHERS AND ONE RESPONSE 

FOR PRINCIPALS IN EACH ROW

FOR 

TEACHERS

FOR 

PRINCIPALS

YES NO YES NO

a. Offering more compensation for qualified or effective teachers or principals 

who move to or stay in schools with lower levels of teacher or principal 

quality or effectiveness compared to other schools........................................... 1 0 1 0

b. 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

Thank you for completing this survey.