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# Appendix A **State Survey**

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

# Implementation of Title I/II Program

**Initiatives Survey of State Education Agencies**  **ESEA Flexibility Version 2013**  **- 2014** 

**Paperwork Reduction Act of 1995** According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. Public reporting burden for this collection of information is estimated to average 180 minutes per response, including time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. The obligation to respond to this collection is required to obtain or retain benefit (Education Department General Administrative Regulations, Sections 75.591 and 75.592). Send comments regarding the burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to the U.S. Department of Education, 400 Maryland Ave., SW, Washington, DC 20210- 4537 or email ICDocketMgr@ed.gov and refere nce 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 Educ ation Sciences (The Education Sciences Reform Act of 2002, Title I, Part E, Section 183 ). Responses to this data collection will be used only for statistical purposes. The reports prepared for this study will summarize findings across the sample and will not associate responses with a specific individual. We will not provide information that identifies you to anyone outside the study team, except as required by law.**State Education Agency Survey** 



### 9/17/2013 A- 3 **Introduction** The **Implementation of Title I/II Program Initiatives** study will examine the implementation of policies promoted through Elementary and Secondary Education Act (ESEA) at the state, district, and school levels, in four core areas: state content standards, assessments, school accountability and turning around low- performing school s, and teacher and principal evaluation . The study will serve as an update on implementation of the Title I and Title II provisions since the last national assessment that concluded in 2006. The study includes surveys of officials from all state education agencies and district officials, school principals, and core academic and special education teachers from nationally representative samples. The United States (U.S.) Department of Education, Institute of Education Sciences (IES) is spo nsoring t his stu dy.  This survey i ncludes four sections aligned with four core areas. G iven the scope of topics, the survey will likely require more than one respondent.

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

 States may be identified in reporting but individual respondents will not be identified. We will survey your state again at a later date to examine changes over time. The stu dy , including this survey

, is being conducted by Westat and its partners, Mathematica Policy Research and edCount. **NOTE: SOME TEXT IN THIS SURVEY**  **WILL BE CUSTOMIZED AS FOLLOWS DEPENDING ON WHETHER THE**

**STATE HAS**  **ADOPTED THE COMMON CORE STATE STANDARDS (CCSS) FOR ENGLISH**  **LANGUAGE ARTS (ELA) OR MATH.**  **IF THE STATE HAS**  **ADOPTED T HE CCSS IN ELA OR MATH,**  **THE QUESTIONNAIRE WILL SAY “COMMON CORE**  **STATE STANDARDS (CCSS)” OR “CCSS”**  **WHERE NOTED. IF THE STATE**  **HAS NOT ADOPTED THE CCSS IN ELA OR MATH,**  **THE QUESTIONNAIRE WILL SAY “** **CURRENT STATE CONTENT STANDARDS FOR**  **ELA OR MATH” OR “CURRENT ST** **ATE CONTENT STANDARDS” WHERE**  **NOTED. State**  **Education Agency Survey**



### 9/17/2013 A-4 

### Section 1. State Content Standards

**Many states have recently adopted the Common Core State Standards (CCSS) —**  **that is, content standards for English language arts**  **(ELA) and Math that are shared across these states. Other states have substantially revised their own state content standards**  **for ELA and Math in recent years. This section includes questions about your state’s content standards**  **and the materials,**  **professional development, and resources your state has provided to support implementation of those standards. 1**  **- 1.**  **In the past 12 months, has your state legislature, state education department, or state board of education adopted or**  **appr oved new or substantially revised state content standards in the following subjects?**  SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. English language arts (ELA ) ................................ ................... 1 0 b. Math ................................ ................................ ...................... 1 0 **1 -** **2. Some states’ content standards for ELA and Math are entirely**  **Common Core State Standards (CCSS), some are entirely**  **state specific , and others use a combination of the two. Are your current state content standards for ELA and Math all**  **Common Core, all state specific, or a combination of Common Core and state specifi c standards?**  SELECT ONE RESPONSE IN EACH ROW

**STATE STANDARDS ARE ALL COMMON CORE**  **STATE STANDARDS ARE ALL STATE SPECIFIC**  **STATE STANDARDS ARE A COMBINATION OF**  **COMMON CORE AND STATE SPECIFIC**  **STANDARDS** a. ELA .......................... 1 2 3 b. Math ....................... 1 2 3 **DEFINITIONS FOR USE THROUGHOUT THIS SECTION: Summative assessments**  are state - or district- mandated tests that are intended to measure students' knowledge and skills at (or near) the end of a school year or course relative to grade - level content standards . **Diagnostic assessments**  are assessments that measure students’ knowledge and skills at interim points during the school year to provide timely feedback on their prog ress toward grade - level content standards so that instruction can be adjusted or other support can be provided.**State Education Agency Survey** 



### 9/17/2013 A- 5 **1 -** **3. Does your state**  **currently require all districts to implement curricula (in some or all grades) aligned with the state content standards for ELA and Math?**  Yes ................................ ................................ ................................ ................................ .... 1 No ................................ ................................ ................................ ................................ ..... 0 Skip to 1 - 5 **1 -** **4. During this school year (2013**  **- 14), are districts required to fully implement ELA and Math curricula that are**  **aligned with the [COMMON CORE STATE STANDARDS/CURRENT STATE CONTENT STANDARDS]**  **? (Indicate for each grade level**  **whether full implementation is requi red this school year.)** 

SELECT ONE RESPONSE IN EACH ROW **ELA Curricula FULL IMPLEMENTATION IS REQUIRED**  **IN 2013 -**  **14 FULL IMPLEMENTATION IS NOT**  **REQUIRED IN 2013 -**  **14** a. Pre - K .............................. 1 0 b. Kindergarten ................. 1 0 c. Grade 1 .......................... 1 0 d. Grade 2 .......................... 1 0 e. Grade 3 .......................... 1 0 f. Grade 4 .......................... 1 0 g. Grade 5 .......................... 1 0 h. Grade 6 .......................... 1 0 i. Grade 7 .......................... 1 0 j. Grade 8 .......................... 1 0 k. Grade 9 .......................... 1 0 l. Grade 10 ........................ 1 0 m. Grade 11 ........................ 1 0 n. Grade 12 ........................ 1 0 **M ath**  **Curricula FULL IMPLEMENTATION REQUIRED**  **IN 2013 -**  **14 FULL IMPLEMENTATION IS NOT**  **REQUIRED IN 2013 -**  **14** a. Pre - K .............................. 1 0 b. Kindergarten ................. 1 0 c. Grade 1 .......................... 1 0 d. Grade 2 .......................... 1 0 e. Grade 3 .......................... 1 0 f. Grade 4 .......................... 1 0 g. Grade 5 .......................... 1 0 h. Grade 6 .......................... 1 0 i. Grade 7 .......................... 1 0 j. Grade 8 .......................... 1 0 k. Grade 9 .......................... 1 0 l. Grade 10 ........................ 1 0 m. Grade 11 ........................ 1 0 n. Grade 12 ........................ 1 0**State Education Agency Survey** 



### 9/17/2013 A- 6 **1 -** **5. In**  **the past 12 months, has your state legislature, state education department, or state board of education adopted or**  **approved new or substantially revised state content stand ards in the following subjects?**  SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. Science ................................ ................................ .................. 1 0 b. Social Studies ................................ ................................ ........ 1 0

**1 -** **6. H**  **as your state legislature, state education department, or state board of education adopted the Next Generation Science**  **Standards ?**  Yes ................................ ................................ ................................ ................................ .... 1 No ................................ ................................ ................................ ................................ ..... 0

**1 -** **7. In**  **the past 12 months, has your state legislature, state**  **education department, or state board of education adopted or approved new or substantially revised English Language proficiency standards for English learners (ELs)?**  Yes ................................ ................................ ................................ ................................ .... 1 No ................................ ................................ ................................ ................................ ..... 0 **Next we would like to ask you about your state’s course requirements for high school graduation.**  **1 -** **8 .**  **F or students graduating in 2014 (current seniors), how many years of coursework in each of the following subjects does**  **the state require for a standard or regular high school diploma**  **?** SELECT ONE RESPONSE IN EACH ROW **YEARS OF COURSEWORK REQUIRED**  **NONE 0.5**  **1 1.5**  **2 2.5**  **3 3.5**  **4** a. ELA ................................ ................................ .. 0 0.5 1 1.5 2 2.5 3 3.5 4 b. Math ................................ ............................... 0 0.5 1 1.5 2 2.5 3 3.5 4 c. Science ................................ ............................ 0 0.5 1 1.5 2 2.5 3 3.5 4 d. Social Studies/History ................................ ..... 0 0.5 1 1.5 2 2.5 3 3.5 4 e. World/Foreign Language ................................ 0 0.5 1 1.5 2 2.5 3 3.5 4 f. Arts (Music, Drama, Fine Arts, other arts) ...... 0 0.5 1 1.5 2 2.5 3 3.5 4 g. Physical Education ................................ .......... 0 0.5 1 1.5 2 2.5 3 3.5 4**State Education Agency Survey** 



### 9/17/2013 A- 7 **1 -** **9. F** **or students graduating in 2014 (current seniors), please indicate the specific Math courses that are required**  **for a**  **standard or regular high school diploma (if specified in state requirements)**  **. (Select “No” for the courses listed if particular Math courses are not specified in state**  **requirements for a standard or**  **regular high school diploma .)**  SELECT ONE RESPON SE IN EACH ROW **YES NO**  a. Algebra I ................................ ................................ ................ 1 0 b. Geometry ................................ ................................ .............. 1 0 c. Algebra II ................................ ................................ ............... 1 0 d. Pre - Calculus ................................ ................................ ........... 1 0 e. Calculus I ................................ ................................ ............... 1 0 f. Other (specify) ................................ ................................ ......

________________________________ _______________ 1 0

**1 -**  **10. Next, think about the**  **graduation requirements for this year’s**  **freshman class (students who entered high school in fall**  **2013) compared to the graduation**  **requirements for this year’s senior**  **class (students who entered high school in fall 20**  **10 ).**  **In what ways are your state’s course requirements for a standard or regular high school diploma**  **for this year’s freshmen different than they are for this year’s seniors? That is, compared to this year’s seniors, are any of the following different**  **for this year’s freshmen, and in what ways?** SELECT ONE RESPONS E IN EACH ROW **GRADUATION REQUIREMENTS**  **HAVE INCREASED**  **GRADUATION**

**REQUIREMENTS HAVE**  **DECREASED GRADUATION** 

**REQUIREMENTS HAVE NOT**  **CHANGED** a. Required years of ELA ................................ .................. 2 1 0 b. Required years of Math ................................ ............... 2 1 0 c. Required years of Science ................................ ............ 2 1 0 d. Required years of Social Studies/History ..................... 2 1 0 e. Specific required courses in Math ............................... 2 1 0 f. Specific required courses in Science ............................ 2 1 0 g. Other course requirements (specify) ..........................

________________________________ __________ 2 1 0**State Education Agency Survey** 



### 9/17/2013 A- 8 **1 -**  **11. Which of the following strategies does your state currently use to evaluate how well the**  **[ COMMON CORE STATE**  **STANDARDS (CCSS) FOR ENGLISH LANGUAGE ARTS (ELA) OR MATH/ CURRENT STATE CONTENT STANDARDS FOR ENGLISH LANGUAGE ARTS (ELA) OR MATH]**  **prepare students for college and/or careers?**  SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. Track employment rates of students after graduation ................................ ............. 1 0 b. Track enrollment in postsecondary education (two - and four-year programs) ....... 1 0 c. Track rates at which postsecondary students take remedial courses ...................... 1 0 d. Track postsecondary persistence rates (two - and four-year programs) ................... 1 0 e. Track students’ postsecondary degree attainment within specified time since enrollment (two - and four-year programs) ................................ ............................... 1 0 f. Something else (specify) ................................ ................................ ............................ 1 0**State Education Agency Survey** 



### 9/17/2013 A- 9 **Next we would like to ask you about materials, training, and resources for district administrators, school leaders, and teach ers to**  **help them implement 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 -**  **12. During this school year (2013**  **- 14), which of the following materials has the state made available to help district**  **administrators, school leaders, and teachers understand the**  **[ COMMON CORE STATE STANDARDS (CCSS) FOR ENGLISH**  **LANGUAGE ARTS (ELA) OR MATH/ CURRENT STATE CONTENT STANDARDS FOR ENGLISH LANGUAGE ARTS (ELA) OR MATH**  **] a nd/or change curriculum and instruction based on these standards?**  SELECT ONE RESPONSE IN EACH ROW **YES NO**  **Materials to help align curriculum and instruction with**  **the content standards** a. Documents showing alignment between the previous state standards and the [CCSS/ CURRENT STATE CONTENT STANDARDS ] ................................ ................................ ................. 1 0 b. Documents showing 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 level or course ................................ ................................ ................................ ................................ ...... 1 0 e. Sample lesson plans consistent with the [CCSS/ CURRENT STATE CONTENT STANDARDS ] .... 1 0 f. Examples or videos of instruction consistent with the [CCSS/ CURRENT STATE CONTENT STANDARDS ] ................................ ................................ ................................ ............................ 1 0 g. Sample student work ................................ ................................ ................................ ............... 1 0 h. Sample performance tasks for formative assessment purposes including rubrics or scoring guides ................................ ................................ ................................ ................................ ....... 1 0 i. Banks of diagnostic assessment items aligned with [CCSS/ CURRENT STATE CONTENT STANDARDS ] ................................ ................................ ................................ ............................ 1 0 j. Textbooks or other instructional materials aligned with the [CCSS/ CURRENT STATE CONTENT STANDARDS ] ................................ ................................ ................................ ............ 1 0 **Materials to facilitate instruction for special populations**  k. Documents showing alignment between the [CCSS/ CURRENT STATE CONTENT STANDARDS ] and the state’s English Language Proficiency standards ................................ ... 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 alignment of instruction with the [CCSS/ CURRENT STATE CONTENT STANDARDS ] ................................ ............................... 1 0 o. Something else (specify) ................................ ................................ ................................ .......... 1 0**State Education Agency Survey** 



### 9/17/2013 A- 10 **1 -**  **13. During this school year (2013**  **- 14) and including last summer (2013), has**  **the stat e funded or provided**  **professional development on the following topics related to the**  **[COMMON CORE STATE STANDARDS (CCSS) FOR ENGLISH LANGUAGE ARTS (ELA) OR MATH/ CURRENT STATE CONTENT STANDARDS FOR ENGLISH LANGUAGE ARTS (ELA) OR MATH]**  **?** SELECT ONE RESPONSE IN EACH ROW **YES NO**  **Professional development topics** a. Information about the [CCSS/ CURRENT STATE CONTENT STANDARDS ] , such as content covered at each grade level and instructional changes or shifts required ... 1 0 b. Instructional strategies consistent with the [CCSS/ CURRENT STATE CONTENT STANDARDS ] , such as model lessons or designing student work .............................. 1 0 c. Adapting instruction to help English learners meet the [CCSS/ CURRENT STATE CONTENT STANDARDS ] ................................ ................................ .............................. 1 0 d. Adapting instruction to help students with disabilities meet the [CCSS/ CURRENT STATE CONTENT STANDARDS ] ................................ ................................ ................... 1 0 e. Using student assessment data to improve instruction ................................ ............. 1 0 f. Monitoring alignment of instruction with the [CCSS/ CURRENT STATE CONTENT STANDARDS ] , such as the use of observation protocols ................................ ............ 1 0 **1 -**  **1 4**  **. Through which methods did the state fund or provide the professional development on the topics listed above?**  SELECT ONE RESPONSE IN EACH ROW **YES NO**  **Method of delivery of professional development**  a. Statewide or regional/county conference(s) on these topics ................................ .... 1 0 b. Presentation(s) via webinar or video recording(s) on these topics ............................ 1 0 c. Instructional coaches that worked with teachers or teams of teachers on these topics ................................ ................................ ................................ .......................... 1 0 d. Training selected district staff, who provided the information to others in the district on these topics (turnkey training approach) ................................ .................. 1 0 e. Some other mode (specify) ................................ ................................ ........................ 1 0

________________________________ ________________________________ ___**State Education Agency Survey** 



### 9/17/2013 A- 11 **1 -**  **1 5**  **. During this school year (2013**  **- 14), in which of the following ways does the state monitor 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]**  **?** SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. State requires districts to provide evidence of curriculum revisions ........................... 1 0 b. State requires districts to use a state model curriculum ................................ .............. 1 0 c. State staff conduct visits or observations in districts ................................ ................... 1 0 d. State reviews the district and school results of statewide student assessments that are aligned with the [CCSS/ CURRENT STATE CONTENT STANDARDS ] ......................... 1 0 e . State requires teacher evaluations to include evidence of teaching approaches consistent with the [CCSS/ CURRENT STATE CONTENT STANDARDS ] .......................... 1 0 f. State requires principal evaluations to include evidence that the [CCSS/ CURRENT STATE CONTENT STANDARDS ] have been implemented in their schools .................... 1 0 g . Other (specify) ................................ ................................ ................................ ..............

________________________________ ________________________________ ____ 1 0

**Please provide the following information for each state education department staff member who assisted with the completion of this survey section.**  **Name Position Title**  **Number of years in**  **the position State**  **Education Agency Survey**



### 9/17/2013 A- 12 

### Section 2. Assessments

**In this section of the survey, we will ask about the assessments your state requires**  **districts to administer, any recent changes in those assessments, and the support you are providing to districts and schools for required assessment**  **activities. 2** **- 1.**  **For this**  **school year (2013 -**  **14), did your state require districts to assess children’s aca demic readiness at kindergarten**  **entry? By kindergarten entry assessment, we mean any test, survey, observation, or formal collection of quantitative**  **data about the child’s development and achievement at about the time of kindergarten entry.** Yes ................................ ................................ ................................ ................................ .... 1 No ................................ ................................ ................................ ................................ ..... 0 Skip to 2 - 3 **2 -** **2. In what areas were districts required to assess children at kindergarten entry?**  SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. Language and literacy ................................ ................................ ................................ .......... 1 0 b. Cognition and general knowledge ................................ ................................ ....................... 1 0 c. Early mathematics ................................ ................................ ................................ ............... 1 0 d. Early scientific development ................................ ................................ ............................... 1 0 e. Approaches toward learning ................................ ................................ ............................... 1 0 f. Social and emotional development ................................ ................................ ..................... 1 0 g. Physical well - being and motor development (including adaptive skills) ............................ 1 0 **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 . **Student achievement**  **growth** is the change in student achievement for an individual student between two or more points in time, and may be measured using student growth percentiles, value added, or other measures of change in student achievement over time.**State Education Agency Survey** 



### 9/17/2013 A- 13 **2 -** **3. Has your state developed (or made available) an**  **assessment or battery of assessments that districts can use to assess children at kindergarten entry?**  Yes ................................ ................................ ................................ ................................ .... 1 No ................................ ................................ ................................ ................................ ..... 0 **Next, we will ask about required state summative assessments in kindergarten through grade 8. 2** **- 4.**  **During this school year (2013 -**  **14), what sub jects are assessed using summative assessments statewide and in which**  **grades between kindergarten and grade 8?** SELECT ALL GRADES THAT APPLY IN EACH ROW OR SELECT “0” IF THERE IS NO STATE ASSESSMENT IN ANY OF THE GRADES

**GRADE LEVEL NO STATE**  **ASSESSMENT IN ANY OF THESE**  **GRADE LEVELS** a. English language arts (ELA) ......................... K 1 2 3 4 5 6 7 8 0 b. Math ................................ ........................... K 1 2 3 4 5 6 7 8 0 c. Science ................................ ........................ K 1 2 3 4 5 6 7 8 0 d. Social Studies ................................ .............. K 1 2 3 4 5 6 7 8 0 **Next, we would like to ask you about your state’s exam requirements for a standard or**  **regular high school diploma (not a GED). 2** **- 5.**  **For students graduating in 2014 (current seniors), does your state require students to either take or pass any statewide**  **exa ms in order to receive a standard or regular high school diploma?**  Yes ................................ ................................ ................................ ................................ .... 1 No ................................ ................................ ................................ ................................ ..... 0**State Education Agency Survey** 



### 9/17/2013 A- 14 **2 -** **6 I**  **ndicate the types of exams required in high school, whether they are required for a standard or**  **regular high school diploma** **, and list the subjects included in each type of exam.**  SELECT ONE RESPONSE IN EACH ROW

**Types of High School Exams: STUDENTS**  **MUST PASS**  **EXAM(S) STUDENTS MUST TAKE** 

**EXAM(S) BUT THOSE**  **NOT PASSING MAY EARN A STANDARD/REGULAR**  **DIPLOMA IN OTHER WAYS**  **STUDENTS**

**MUST TAKE**  **EXAM(S) BUT NO THRESHOLD**  **SCORE REQUIRED**  **THIS EXAM**

**IS NOT REQUIRED**  a . End - of- course subject tests ............................. 3 2 1 0 What subject tests are used for graduation purposes? (list those subjects)

________________________________ ___

________________________________ ___ b . A college entrance exam (SAT or ACT) ............ 3 2 1 0 c . Comprehensive exam, exit exam, or grade specific exam ................................ .................. 3 2 1 0 d . Other (specify) ................................ ................. 3 2 1 0

________________________________ ___

________________________________ ___ **2 -** **7 .**  **Do state require**  **ments for a standard or regular high school diploma (not a GED)**  **include any of the following non**  **- course** **** **unit form of student achievement evidence ?**  SELECT ONE RESPONSE IN EACH ROW

**Requirements for a Standard**  **o r Regular High**  **School Diploma REQUIRED**  **FOR ALL STUDENTS**  **AVAILABLE**

**OPTION FOR ANY STUDENT**  **AVAILABLE OPTION**

**ONLY FOR ELIGIBLE STUDENTS WITH**  **DISABILITIES OR ENGLISH LEARNERS**  **NOT AN OPTION**  **FOR ANY STUDENT**  a. A lternative state assessment or the use of substitute scores from another assessment ... 3 2 1 0 b. Portfolio of coursework or end - of- course project ( s ) ................................ ......................... 3 2 1 0 c. Individual waivers or appeals of exit exam requirements ................................ ................... 3 2 1 0 d . Other (specify) ................................ ................. 3 2 1 0

_____________________________________**State Education Agency Survey** 



### 9/17/2013 A- 15 **2 -** **8 .**  **What question formats are used in your state summative assessments in each content area from kindergarten through**  **grade 8 and for high school end -** **of -** **course and exit exams? Four formats are defined below. (In each row, select the grades in which that particular question format is used or select “NA (Not Applicable)” if this**  **type of forma t is not used at any grade level in the designated subject.)**  **TYPES OF QUESTIONS -**  **RESPONSES:**  **Single -** **step selected**  **- response**  **(multiple choice)**  **:** Includes questions in which students select from one set of response choices (for example, multiple choice or true -false)  **Multiple -** **step selected**  **- response**  : Includes multiple choice questions that build on one another. Students select a response to the first question and the next question builds on that response. May involve scaffolding across these opportunities (for example, identify the theme of a passage, then identify two pieces of evidence from the passage for that theme)  **Short constructed**  **- response**  **or grid**  **- in:**  Includes fill in the blank, or writing from one word to a few sentences in response to a prompt or single - step math or science item. Some math or science items require students to calculate an answer and then use a number grid to indicate that answer  **Extended constructed -**  **response:** Includes essay questions or questions where two or more paragraphs are written in response to a prompt or a multi - step show-your-work math or science item SELECT ALL GRADE LEVELS THAT APPLY IN EACH ROW **GRADE LEVEL –**  **K THROUGH 8TH**  **HIGH SCHOOL**  **NA English Language Arts (ELA)**  a. Single -step selected - response (multiple choice) ................................ ................................ ..... K 1 2 3 4 5 6 7 8 HS na b. Multiple - step selected - response ............................. K 1 2 3 4 5 6 7 8 HS na c. Short constructed - response or grid - in .................... K 1 2 3 4 5 6 7 8 HS na d. Extended constructed - response ............................. K 1 2 3 4 5 6 7 8 HS na **Math** e. Single -step selected - response (multiple choice) ................................ ................................ ..... K 1 2 3 4 5 6 7 8 HS na f. Multiple - step selected - response ............................. K 1 2 3 4 5 6 7 8 HS na g. Short constructed - response or grid - in .................... K 1 2 3 4 5 6 7 8 HS na h. Extended constructed - response ............................. K 1 2 3 4 5 6 7 8 HS na **Science** i. Single -step selected - response (multiple choice) ................................ ................................ ..... K 1 2 3 4 5 6 7 8 HS na j. Multiple - step selected - response ............................. K 1 2 3 4 5 6 7 8 HS na k. Short constructed - response or grid - in .................... K 1 2 3 4 5 6 7 8 HS na l. Extended constructed - response ............................. K 1 2 3 4 5 6 7 8 HS na**State Education Agency Survey** 



### 9/17/2013 A- 16 SELECT ALL GRADE LEVELS THAT APPLY IN EACH ROW **GRADE LEVEL –**  **K THROUGH 8TH HIGH**  **SCHOOL NA**  **Social Studies** m. Single -step selected - response (multiple choice) ................................ ................................ .... K 1 2 3 4 5 6 7 8 HS na n. Multiple - step selected - response ............................ K 1 2 3 4 5 6 7 8 HS na o. Short constructed - response or grid - in ................... K 1 2 3 4 5 6 7 8 HS na p. Extended constructed - response ............................ K 1 2 3 4 5 6 7 8 HS na **2 -** **9 .**  **During this school year (2013 -**  **14), how have your state’s summative assessments in ELA and Math been aligned with the [COMMON CORE STATE STANDARDS/CURRENT STATE CONTENT STANDARDS]**  **in these areas?** SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. The state is using summative assessments that are fully aligned with the [CCSS/ CURRENT STATE CONTENT STANDARDS ] in ELA and Math ................................ ....... 1 0 b. The state has developed crosswalks showing alignment between the [CCSS/ CURRENT STATE CONTENT STANDARDS ] and on the state’s summative assessments in ELA and Math ................................ ................................ ................... 1 0 c. The state’s summative assessments include some items measuring [CCSS/ CURRENT STATE CONTENT STANDARDS ] in ELA and Math ................................ ....... 1 0 d. The state is using the pilot or field test version of the assessments developed by one of the assessment consortia (Smarter Balanced Assessment Consortium -- SBAC -- or Partnership for Assessment of Readiness for College and Careers -- PARCC) for accountability purposes ................................ ................................ .......... 1 0 e. The state is using the pilot or field test version of the assessments developed by one of the assessment consortia (SBAC or PARCC) but NOT for accountability purposes ................................ ................................ ................................ .................... 1 0 f. The state’s summative assessments have not been changed to reflect the [CCSS/ CURRENT STATE CONTENT STANDARDS ] in ELA and Math ................................ ....... 1 0 g . Other (specify) ................................ ................................ ................................ ........... 1 0

________________________________ ________________________________ __**State Education Agency Survey** 



### 9/17/2013 A- 17 **2 -**  **10 .**  **Which, if any, of the following summative assessments will your state require districts to use in 2014** **- 15**  **(in any grade level) to gauge student achievement in ELA and/or Math?**  SELECT ONE RESPONSE IN EACH ROW **ELA ONLY**  **MATH**

**ONLY BOTH** 

**ELA AND MATH**  **NEITHER General State Assessments**  a. Assessments developed by the Smarter Balanced Assessment Consortium (SBAC) ................................ ................................ ....... 1 2 3 0 b. Assessments developed by the Partnership for Assessment of Readiness for College and Careers (PARCC) ................................ . 1 2 3 0 c. Our state’s own summative a ssessments ................................ .... 1 2 3 0 **Alternate Assessments for Students with Significant Cognitive Disabilities**  d. Alternate assessments for students with significant cognitive disabilities developed by the National Center and State Collaborative (NCSC) ................................ ................................ ..... 1 2 3 0 e. Alternate assessments for students with significant cognitive disabilities developed by the Dynamic Learning Maps (DLM) consortium ................................ ................................ ................... 1 2 3 0 f. Our state’s own alternate a ssessments for students with significant cognitive disabilities ................................ .................... 1 2 3 0

**2 -**  **1 1**  **. During this school year (2013**  **- 14), has the state made investments in new technology or assisted districts with acquiring**  **technology needed to implement the required state summative assessments in ELA and/or Math?** SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. State provided new funding or assistance with acquiring expanded bandwidth for schools to provide broader and quicker access to internet resources ..................... 1 0 b. State provided new funding or assistance with acquiring computers (desktops, laptops, or tablets) ................................ ................................ ................................ .... 1 0 c. New state funding to districts was specifically earmarked for technology .............. 1 0**State Education Agency Survey** 



### 9/17/2013 A- 18 **Next we’d like you to think about your policies for state summative assessments for English learners and students with disabilities.**  **2 -**  **1 2**  **. Which**  **statement(s) below describe accommodations for state summative assessments that your state allows for English learners (ELs) in the content areas of English language arts (ELA) and** **/or Math?**  **( If ELs are given an accommodation for either ELA or Math, or onl**  **y in certain grades, mark “Yes.” If ELs are given the**  **same assessments as other general education students, without any accommodations, check box below.)** 

## □ **Not applicable, no accommodations** Skip to 2 - 1 4 SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. ELs are given the same assessments as other general education students, but they may be **given extra time** ................................ ................................ .................... 1 0 b. ELs are given the same assessments as other general education students, but an **adult may read the assessment aloud in English** ................................ ...................... 1 0 c. ELs are given the same assessments as other general education students, but an **adult may translate the instructions**  **into the student’s primary language** ............. 1 0 d. ELs are given the same assessments as other general education students, but an **adult may translate the reading passages**  **into the student’s primary language** .... 1 0 e. ELs are given the same assessments as other general education students, but an **adult may translate the entire assessment**  **into the student’s primary language** ... 1 0 f. ELs are given the same assessments as other general education students, but the **assessment booklet (or online version) can be provided in the student’s primary language**  ................................ ................................ ................................ ....... 1 0 g. ELs are given the same assessments as other general education students, but they can **use a dual -**  **language dictionary** during the assessment .............................. 1 0 h. ELs are given **an alternate assessment** ................................ ................................ ...... 1 0 i. Other (specify) ................................ ................................ ................................ ............ 1 0

________________________________ ________________________________ ___**State Education Agency Survey** 



### 9/17/2013 A- 19 **2 -**  **13. What criteria are used**  **to determine whether ELs should be provided with an accommodation for state summative assessments or an alternate assessment?**  SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. Beyond a particular grade level, ELs are given the same assessments as other general education students, without any accommodations (if yes, specify grade level) ................................ ................................ ................................ ...............

________________________________ ________________________________ __ 1 0 b. Once ELs have been assessed using an accommodation or alternate assessment for the maximum number of years allowed, they are given the same assessments as other general education students, without any accommodations (if yes, specify number of years) ................................ ..................

________________________________ ________________________________ __ 1 0 c. Once ELs meet or exceed a threshold score on an English language proficiency assessment, they are given the same assessments as other general education students, without any accommodations ................................ ................................ .. 1 0 d. School districts must assess certain ELs using either an accommodation or an alternate assessment ................................ ................................ ............................... 1 0 e. School districts determine whether or not to use an accommodation or an alternate assessment for ELs ................................ ................................ .................... 1 0 f. Other (specify) ................................ ................................ ................................ .......... 1 0

________________________________ ________________________________ __

**2 -**  **1 4**  **. Which, if any, of the following English Language Proficiency assessments will your state use in**  **2014 -**  **15 (in any grade**  **level) for English learners?** SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. The English Language Proficiency a ssessment developed by the Assessment Services Supporting ELs through Technology Systems (ASSETS) consortium ......... 1 0 b. The English Language Proficiency assessment developed by the English Language Proficiency Assessment for the 21st Century (ELPA21) consortium ...... 1 0 c. Our state’s own English Language Proficiency assessment ................................ .... 1 0**State Education Agency Survey** 



### 9/17/2013 A- 20 **2 -**  **1 5**  **. Thinking about the administration of state summative assessments to students with disabilities (SWDs), which**  **statement(s) below describe accommodations for summative assessments or alternate assessments that your state**  **allows for SWDs in the content areas of ELA and Math? (If SWDs are given the same assessments as other general education students, without any accommodations, check box**  **belo w.)**  

## □ **Not applicable, no accommodations** Skip to 2 - 1 6 SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. SWDs are given the same assessments as other general education students, but they may be **given flexibility in timing or scheduling** (for example, extended time, breaks, different time of day) ................................ ................................ .......... 1 0 b. SWDs are given the same assessments as other general education students, but **they may be presented differently** (for example**,** an adult may read the entire test or reading passages aloud, directions may be repeated, may be presented in Braille) ................................ ................................ ................................ ................... 1 0 c. SWDs are given the same assessments as other general education students, but they **may respond in a different manner** (for example, an adult may serve as a scribe, or they may use speech -to -text) ................................ ................................ ... 1 0 d. SWDs are given the same assessments as other general education students, but they **may use equipment or materials to assist them** (for example, a calculator, math tables, or manipulatives) ................................ ................................ ................. 1 0 e. SWDs are given the same assessments as other general education students, but in a **different setting** (for example, in a separate room or study carrel, or in a small group setting) ................................ ................................ ................................ .. 1 0 f. SWDs may be given an **alternate assessment based on modified**  state achievement standards (known as 2% tests for SWDs) ................................ ............ 1 0 g. SWDs may be given an **alternate assessment based on alternate**  state achievement standards (known as 1% tests for students with significant cognitive disabilities) ................................ ................................ ................................ . 1 0 h. SWDs may be assessed by **submitting a portfolio** of their work .............................. 1 0 i. SWDs may be assessed by a **task -**  **based performance assessment** ......................... 1 0 j. Other (specify) ................................ ................................ ................................ .......... 1 0

________________________________ ________________________________ ___**State Education Agency Survey** 



### 9/17/2013 A- 21 **2 -**  **1 6**  **. Does your state currently have a statewide longitudinal data system that includes a consistent identifier for each student**  **in the state and individual student records that can track student achievement and other education data across districts**  **and over tim e?**  Yes ................................ ................................ ................................ .......................... 1 No ................................ ................................ ................................ ........................... 0 Skip to 2 - 20

**2 -**  **1 7**  **. During this school year (2013**  **- 14)** **, what information is available in the state’s student** **- level longitudinal data system?**  SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. State summative assessment scores and demographic information for each student ................................ ................................ ................................ .................... 1 0 b. Teacher identifiers that indicate, for each student, the teacher(s) responsible for each grade and course ................................ ................................ ....................... 1 0 c. Data on individual students linked from state or local early childhood education program systems, such as pre - kindergarten or Head Start programs .................... 1 0 d. Courses taken and grades received for each high school student .......................... 1 0 e. Advanced Placement test scores or college entrance exam scores for each high school student ................................ ................................ ................................ ........ 1 0 f. Linked data for individual students who enroll in state postsecondary institutions ................................ ................................ ................................ .............. 1 0 g. Linked data on individual students from state workforce or unemployment insurance systems ................................ ................................ ................................ ... 1 0 h. Information on the individual student’s teacher of record that links to a state database on individual teachers ................................ ................................ ............. 1 0 i. Other (specify) ................................ ................................ ................................ ........ 1 0

________________________________ ________________________________ _**State Education Agency Survey** 



### 9/17/2013 A- 22 **2 -**  **1 8**  **. For which of the following purposes are data in the state’s student** **- level longitudinal data system currently used**  **by state****** **level staff ?**  SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. To track overall school performance and identify areas for improvement .............. 1 0 b. To monitor the progress of English Learners (ELs) and students with disabilities (SWDs) ................................ ................................ ................................ ..... c . To evaluate instructional programs such as measuring program effectiveness ....... 1 0 d . To inform professional development offerings such as identifying specific content or skills where teachers need assistance or support ................................ ... 1 0 e . To evaluate the success of professional development offerings for teachers or principals ................................ ................................ ................................ ................... 1 0 f. To inform resource allocation such as which schools and students receive which programs or which staff work with which students ................................ .................. 1 0 g . To provide information to teachers about their students’ progress ........................ 1 0 h . To provide information to parents about the school or their children ..................... 1 0 i . To provide information to students about their own progress ................................ 1 0 j . To track students’ postsecondary enrollment and progress after high school graduation such as credits earned in public colleges or universities in your state ... 1 0 k . To provide information to federal agencies (e.g., EDFacts) ................................ ...... 1 0 l . Something else (specify) ................................ ................................ ........................... 1 0

**2 -**  **1 9**  **. During this school year (2013**  **- 14)** **, what information has the state provided to districts from the state’s student -**  **level longitudinal data system?**  SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. Student achievement growth reports on individual schools (for example, student growth percentiles, value added) ................................ ................................ ............. 1 0 b. Student achievement growth reports on individual teachers (for example, student growth percentiles, value added) ................................ ................................ 1 0 c. Student achievement growth reports on different subgroups of students .............. 1 0 d. Postsecondary outcomes associated with districts and schools ............................... 1 0**State Education Agency Survey** 



### 9/17/2013 A- 23 **2 -** **20 .**  **Does the state require districts to implement a district data system, or technologically based tools that provide school leaders and teachers with data to manage continuous instructional improvement efforts?**  Yes ................................ ................................ ................................ .......................... 1 No ................................ ................................ ................................ ........................... 0

**2 -** **2 1**  **. During this school year**  **(2013 -**  **14), did the state provide any of the following funding, materials, or technical assistance to help district administrators, school leaders, and teachers use data to improve instruction?**  SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. Funding for or direct provision of student - level data management systems ........... 1 0 b. Access by district administrators and school leaders to a statewide student - level data system ................................ ................................ ................................ ............... 1 0 c. Materials or documents for district administrators and school leaders on the use of data for school improvement plans ................................ ................................ ..... 1 0 d. Materials or documents for school leaders and teachers on the use of data for instructional planning or improvement ................................ ................................ .... 1 0 e. Technical assistance and/or support on hardware or software issues, such as making technical systems or computer networks experts available to districts ...... 1 0 **Please provide the following information for each state education department staff member who assisted with the completion of**  **this survey section. Name**  **Position Title Number of years in**  **the position State**  **Education Agency Survey**



### 9/17/2013 A- 24 

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

**3 -**  **1. Which of the following best des** **cribes your state’s goal for student achievement under the federal Elementary and Secondary Education Act (ESEA)?**  SELECT ONE ONLY That 100% of the students achieve proficiency on the state assessments(s) by 2013 - 14 ................................ ................................ ................................ ............................. 1 To reduce by half the percentage of all students and subgroups who are not proficient on the state assessment(s) within 6 years ................................ ....................... 2 That 100% of students achieve proficiency on th e state assessment(s) by 2019 - 20 ....... 3 Other (specify) ................................ ................................ ................................ .................. 4

________________________________ ________________________________ ______ **3 -** **2. States monitor proficiency rates on state summative**  **assessments for all students as well as for subgroups specified in ESEA (e.g., students with disabilities, low** **- income students, and students of specific racial/ethnic groups). Does your state**  **merge some of the student subgroups specified in ESEA into a sin gle combined subgroup for school accountability?**  Yes ................................ ................................ ................................ ................................ .... 1 No ................................ ................................ ................................ ................................ ..... 0 Skip to 3 - 6 **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 .**State Education Agency Survey** 



### 9/17/2013 A- 25 **3 -** **3. Which subgroups are merged into a single combined subgroup**  **? (**  **If your state has only one combined subgroup, please indicate which groups are included in the first column, and check the box below indicating only one combined subgroup. If your state defines more than one combined subgroup, please**  **indicate which subgrou ps are included in the second combined subgroup using the second column.)**  

## □ **Check box if only one combined subgroup. (Indicate groups included in first combined subgroup column. Leave**  **second combined subgroup column blank.) FIRST COMBINED**  **SUBGROUP SECOND COMBINED**  **SUBGROUP** SELECT ONE RESPONSE IN EACH ROW SELECT ONE RESPONSE IN EACH ROW **YES NO**  **YES NO**  a. White ................................ ................................ ................ 1 0 1 0 b. Black or African American ................................ ................ 1 0 1 0 c. Hispanic ................................ ................................ ............ 1 0 1 0 d. Asian ................................ ................................ ................. 1 0 1 0 e. American Indian or Alaska Native ................................ .... 1 0 1 0 f. Native Hawaiian or Other Pacific Islander ....................... 1 0 1 0 g. Economically disadvantaged ................................ ............ 1 0 1 0 h. English learners ................................ ................................ 1 0 1 0 i. Students with disabilities ................................ ................. 1 0 1 0 j. Low academic performance (for example, lowest 25 percent based on proficiency) ................................ ......... 1 0 1 0

**3 -** **4. Are combined subgroups used by all schools in the state, or only for schools in which the individual subgroups are**  **below the state’s minimum group size or n -** **size?** SELECT ONE ONLY Combined subgroups are used by all schools ................................ ................................ ... 1 Combined subgroups are used onl y when the number of students in the individual subgroups for that school is below the minimum group size or n -size ............................ 2**State Education Agency Survey** 



### 9/17/2013 A- 26 **3 -** **5. For schools that fell short of Annual Measurable Objectives (AMOs) for a state** **- designated combined subgroup in**  **2012 -**  **13, what actio ns did the state require?**  

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

## □ **Check box if**  **state does not set AMOs for combined subgroups and skip to 3** **- 6.**  SELECT ONE RESPONSE IN EACH ROW **Schools that fell short of AMOs for a state** **- designated combined subgroup in 2012** **- 13**  **are required to: YES**  **NO** a. Develop a school improvement plan ................................ ................................ ............... 1 0 b. Examine the reasons for low achievement of that combined subgroup ......................... 1 0 c. Implement interventions to address the reasons for low achievement of the combined subgroup ................................ ................................ ................................ ......... 1 0 d. Report to the district or state on the interim progress of the combined subgroup more than once during this school year (2013 - 14) ................................ .......................... 1 0 e. Examine the reasons for low achievement of each constituent subgroup within that combined subgroup ................................ ................................ ................................ . 1 0 f. Implement interventions to address the reasons for low achievement of each constituent subgroup within that combined subgroup ................................ ................... 1 0 g. Report to the district or state on the interim progress of each constituent subgroup within that combined subgroup more than once during this school year (2013 - 14) ...... 1 0

**3 -** **6. For this school year (2013** **- 14), does the state set the same Annual Measurable Objectives (AMOs) for every school or**  **do AMOs vary in different schools?**  SELECT ONE ONLY AMOs are the same for every school ................................ ................................ ............... 1 Skip to 3 -8 AMOs vary in different schools ................................ ................................ ........................ 0 **3 -** **7. In which ways do the AMOs vary for schools?**  SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. AMOs vary depending on school level (elementary, middle, and high schools) ............. 1 0 b. AMOs vary depending on each school’s initial proficiency level in the first year of the ESEA Flexibility ................................ ................................ ................................ ........... 1 0 c. AMOs vary based on something else (specify) ................................ ................................ 1 0

________________________________ ________________________________ ______**State Education Agency Survey** 



### 9/17/2013 A- 27 **3 -** **8. During this school year (2013**  **- 14), has your state identified “Reward” schools (i.e.**  **,“highest -**  **performing” or “high**  **- progress” schools), based on student outcomes measured by required state summative assessments and other**  **data collected through the end of the 2012** **- 13 school year?**  SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. State has identified highest - performing Reward schools ................................ .............. 1 0 b. State has identified high - progress Reward schools ................................ ....................... 1 0

**3 -** **9 .**  **Does your state recognize Title I**  **Reward schools (highest -**  **performing and/or high -**  **progress schools) in any of the following ways?**  SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. Public recognition ................................ ................................ ................................ ........... 1 0 b. Financial rewards for teachers and/or principals ................................ .......................... 1 0 c. Additional funding for schools to use for educational purposes ................................ ... 1 0 d. Additional operating flexibility or exemption from state/district requirements ............. 1 0 e. Opportunities to share best practices with other schools in the state .......................... 1 0 f. Other (specify) ................................ ................................ ................................ ............... 1 0

________________________________ ________________________________ _____ **3 -**  **10 .**  **Does your state identify any N**  **on -** **Title I Reward schools (i.e., highest** **- performing or high**  **- progress schools)?**  Yes ................................ ................................ ................................ ................................ .... 1 No ................................ ................................ ................................ ................................ ..... 0

**3 -**  **11. Does your state**  **have any other programs to identify and recognize high -**  **performing schools other than Reward school? (**  **Do not include National Blue Ribbon Schools)** Yes ................................ ................................ ................................ ................................ .... 1 No ................................ ................................ ................................ ................................ ..... 0 **IF NO TO BOTH, SKIP TO 3 -**  **11. State**  **Education Agency Survey**



### 9/17/2013 A- 28 **ESEA Flexibility states have identified low -**  **performing schools as Priority schools and Focus s chools for interventions. This section**  **asks about Priority schools and Focus schools in your state. 3** **- 1**  **2 .**  **How often does the state identify Priority and Focus schools?** SELECT ONE RESPONSE IN EACH ROW **EVERY YEAR**  **EVERY 2**

**YEARS EVERY 3** 

**YEARS** a. Priority schools ................................ ................................ ........................... 1 2 3 b. Focus schools ................................ ................................ ............................. 1 2 3 **3 -**  **1 3**  **. Does your state identify any**  **N on**  **- Title I**  **Priority or Focus schools?** SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. Non -Title I Priority schools ................................ ................................ ............................. 1 0 b. Non -Title I Focus schools ................................ ................................ ............................... 1 0 **The next questions pertain to**  **your state’s Title I and Non**  **- Title I Priority schools**  **. 3** **- 1** **4 .**  **Among the schools in your state that were designated as Priority schools during the last school year (2012 -**  **13), how many were closed after the 2012** **- 13 school year for performance**  **reaso ns?**  **(Write in NA if you had no Priority schools during the 2012 -** **13 school year. Write in “0” if no schools were closed.)**

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

________ NUMBER OF NON -TITLE I PRIORITY SCHOOLS THAT CLOSED AFTER THE 2012 - 13 SCHOOL YEAR **3 -**  **1 5**  **. Does the state require any interventions or changes to be made in**  **Title I and Non -** **Title I P**  **riority schools this year (2013** **- 14)?**  ( **Leave the second column blank if the state has no Non**  **- Title I Priority schools.** **) TITLE I**  **PRIORITY SCHOOLS**  **NON -** **TITLE I**

**PRIORITY SCHOOLS**  SELECT ONE RESPONSE PER COLUMN a. State requires specific interventions/changes in Priority schools ....... 1 1 b. State leaves interventions/changes in Priority schools to local discretion with state approval ................................ ............................. 2 2 c. State leaves interventions/changes in Priority schools completely to local discretion ................................ ............................. 3 3**State Education Agency Survey** 



### 9/17/2013 A- 29 **3 -**  **16 .**  **During this school year (2013 -**  **14), what interventions, if any, does the state require for**  **Title I or Non**  **- Title I Priority**  **schools?** ( **Leave the second column blank if the state has no Non -**  **Title I Priority**  **schools.) TITLE**  **I PRIORITY**  **SCHOOLS NON**  **- TITLE**  **I PRIORITY**  **SCHOOLS** SELECT ONE RESPONSE IN EACH ROW SELECT ONE RESPONSE IN EACH ROW **Interventions for Priority s** **chools: REQUIRED**  **NOT REQUIRED**  **REQUIRED NOT**  **REQUIRED** a. Schools must prepare a school improvement plan that focuses on subjects and/or subgroups that are falling short of AMOs ................................ ................................ 1 2 1 2 b. School improvement plans must be available to the public ................................ ................................ .............. 1 2 1 2 c. Schools must implement and monitor an instructional program that supports students not showing sufficient growth toward AMOs ................................ ..................... 1 2 1 2 d. Schools and/or districts must provide professional development to staff that supports interventions for subgroups of students not showing sufficient growth toward AMOs ................................ ................................ . 1 2 1 2 **The next questions pertain to your state’s Title I Priority schools**  **. 3** **- 1**  **7 .**  **Among Title I**  **Priority schools, how many are implementing each of the following initiatives during this school year**  **(2013 -**  **14)? (** **Write in the number of Title I**  **Priority schools implementing each initiative, or select “none” or “ don’t know” for Title I**  **Priority schools .** **)** SELECT ONE RESPONSE IN EACH ROW **TITLE I PRIORITY SCHOOLS NUMBER**  **OF SCHOOLS**  **NONE DON’T**  **KNOW School**  **Initiatives** a . Implementing a “restart” model as defined in U.S. Department of Education regulations ................................ ................................ ............ _____ 0 d b . Implementing a “transformation” model as defined in U.S. Department of Education regulations ................................ ................... _____ 0 d c . Implementing a “turnaround” model as defined in U.S. Department of Education regulations ................................ ................................ ....... _____ 0 d**State Education Agency Survey** 



### 9/17/2013 A- 30 **3 -**  **1 8**  **. A** **re all, some, or no Title**  **I Priority schools in the state implementing the following academic and structural changes during this school year (2013** **- 14)?**  ( **Leave the second column blank if the state has no Non**  **- Title I Priority schools.** **)** SELECT ONE RESPONSE IN EACH ROW **TITLE I PRIORITY SCHOOLS**  **ALL SOME**  **NONE School**  **Academic and Structural Changes**  a . Implementing a comprehensive school wide reform model ........... 2 1 0 b. O perating an extended school day, week, or year .......................... 2 1 0 **3 -**  **1 9**  **. For**  **Title I Priority schools implementing**  **intervention models during this school year (2013 -**  **14), did the state provide any of the following types of guidance to districts regarding the selection of school intervention models?**  SELECT ONE RESPONSE IN EACH ROW **GUIDANCE TO DISTRICTS ABOUT**  **TITLE I PRIORITY**  **SCHOOLS YES**  **NO** a. The state allowed or prohibited specific models and/or strategies ................... 1 0 b. The state provided guidance on how to match the model to school needs and capacity ................................ ................................ ................................ ........ 1 0 c. The state provided guidance on models appropriate for addressing the needs of English learners ................................ ................................ .................... 1 0 d. The state provided guidance on models appropriate for addressing the needs of students with disabilities ................................ ................................ ..... 1 0 e. The state provided guidance on how to engage the community in the selection of the model ................................ ................................ ........................ 1 0 f. Something else (specify) ................................ ................................ ..................... 1 0

________________________________ _______________________________**State Education Agency Survey** 



### 9/17/2013 A- 31 **The next questions pertain to your state’s Title I and Non**  **- Title I Priority schools**  **3 -** **20 .**  **How many Title I and Non**  **- Title I**  **Priority schools in the state have been placed under a new form of management**  **for the 2013** **- 14 school year?**  **( Write the number of Priority schools**  **in each category. If “none” write in 0.)**  ( **Leave the second column blank if the state has no Non -**  **Title I Priority schools.)** NUMBER OF SCHOOLS **TITLE I PRIORITY**  **SCHOOLS NON**  **- TITLE I** 

**PRIORITY SCHOOLS**  a. Direct state control or statewide accountability district ............... _______ ______ b. Converted to charter school ................................ .......................... _______ ______ c. Managed by a school management organization, either forprofit or nonprofit ................................ ................................ ......... _______ ______ TOTAL SCHOOLS UNDER NEW FORM OF MANAGEMENT

_______ ______

**3 -** **21. How many**  **Title I and Non -** **Title I Priority schools**  **in the state have been removed from district control since the beginning of the 2012** **- 13 school year?** 

________ NUMBER OF TITLE I PRIORITY SCHOOLS REMOVED FROM DISTRICT CONTROL

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

**3 -** **22 .**  **To what extent were changes in personnel used to turn around Title I and Non**  **- Title I**  **Priority schools before the start o f**  **this school year (2013 -**  **14)? (** **Write the number of Priority schools in which the principal was replaced or in which half or more of the teaching staff was replaced before the start of the 2013** **- 14 school year as part of the school improvement plan.)**  ( **Leave the second column blank if the state has no Non -**  **Title I Priority schools.)** NUMBER OF SCHOOLS **TITLE I P**  **RIORITY SCHOOLS**  **NON -** **TITLE I**

**PRIORITY SCHOOLS** a. Principal replaced ................................ ................................ ........... _______ _______ b. Half or more of the teaching staff replaced ................................ ... _______ _______**State Education Agency Survey** 



### 9/17/2013 A- 32 **3 -** **23 .**  **Do the state’s current teacher assignment laws or policies for Title I and Non**  **- Title I**  **Priority schools include any of the following features?**  ( **Leave the second column blank if the state has no Non -**  **Title I Priority schools.) TITLE I**  **PRIORITY SCHOOLS**  **NON -** **TITLE I**

**PRIORITY SCHOOLS**  SELECT ONE RESPONSE IN EACH ROW SELECT ONE

RESPONSE IN EACH ROW **YES NO**  **YES NO**  a. Financial incentives for teachers to begin or continue to work in the state’s Priority schools ................................ ................................ ................................ . 1 0 1 0 b. Financial incentives for staff with English learner expertise to begin or continue to work in the Priority schools ................................ .......................... 1 0 1 0 c. Financial incentives for staff with expertise working with students with disabilities to begin or continue to work in the Priority schools ..................... 1 0 1 0 d. More flexibility in, or exemptions from, collective bargaining agreements or certain state employment laws/regulations that guide staffing decisions ................................ ................................ ............................. 1 0 1 0 e. School discretion or authority to decide which staff to hire for the Priority schools ................................ ................................ ................................ 1 0 1 0 f. Exemptions from teacher tenure rules that affect placement in or removal from the Priority schools (specify which rules) ................................ ................ 1 0 1 0

________________________________ ______________________________**State Education Agency Survey** 



### 9/17/2013 A- 33 **The next questions pertain to your state’s Title I and Non**  **- Title I**  **Focus schools .**  **3 -** **2 4**  **. During this school year (2013**  **- 14),**  **what interventions, if any, does the state require for Title I and Non**  **- Title I**  **Focus schools**  **?** 

## □ **Check box if no specific interventions are required in Focus schools and skip to 3** **- 2** **6 .**  ( **Leave the second column blank if the state has no Non**  **- Title I Focus schools.)**  **TITLE I**  **FOCUS SCHOOLS NON**  **- TITLE**  **I FOCUS SCHOOLS**  SELECT ONE RESPONSE IN EACH ROW SELECT ONE RESPONSE IN EACH ROW **Interventions for Focus schools: REQUIRED**  **NOT REQUIRED**  **REQUIRED NOT**  **REQUIRED** a. Schools must prepare a school improvement plan that focuses on subjects and/or subgroups that are falling short of AMOs ................................ ................................ 1 2 1 2 b. School improvement plans must be available to the public ................................ ................................ .............. 1 2 1 2 c. Schools must implement and monitor an instructional program that supports students not showing sufficient growth toward AMOs ................................ ..................... 1 2 1 2 d. Schools and/or districts must provide professional development to staff that supports interventions for subgroups of students not showing sufficient growth toward AMOs ................................ ................................ . 1 2 1 2**State Education Agency Survey** 



### 9/17/2013 A- 34 **3 -** **2 5**  **. For Focus schools implementing intervention strategies during this school year (2013**  **- 14), did the state provide any of the**  **following types of guidance to districts regarding the selection of school intervention strategies?**  ( **Leave the second column blank if the state has no Non -**  **Title I Focus schools.) GUIDANCE TO DISTRICTS ABOUT:**  **TITLE I FOCUS**  **SCHOOLS NON**  **- TITLE I**  **FOCUS SCHOOLS**  SELECT ONE RESPONSE IN EACH ROW SELECT ONE RESPONSE IN EACH ROW **YES NO**  **YES NO**  a. The state allowed or prohibited specific initiatives and/or strategies ................................ ............................ 1 0 1 0 b. The state provided guidance on how to match the initiatives to school needs and capacity ........................ 1 0 1 0 c. The state provided guidance on initiatives appropriate for addressing the needs of English learners ................................ ................................ .......... 1 0 1 0 d. The state provided guidance on initiatives appropriate for addressing the needs of students with disabilities ................................ .............................. 1 0 1 0 e. The state provided guidance on initiatives appropriate for addressing the needs of other subgroups (specify which subgroups) ............................ 1 0 1 0

________________________________ ____________ f. The state provided guidance on how to engage the community in the selection of the initiatives ................ 1 0 1 0 g. Something else (specify) ................................ ................ 1 0 1 0

________________________________ ____________**State Education Agency Survey** 



### 9/17/2013 A- 35 **The next questions pertain to your state’s**  **Title I Priority and Focus schools .**  **3 -** **2 6**  **. During this school year (2013**  **- 14), and including last summer (2013), what**  **additional professional development or**  **technical assistance has the state provided to principals in Title I Priority and Focus schools, beyond what is available to**  **any Title I school ?**  **PROVIDED TO TITLE I**  **PRIORITY SCHOOLS**  **PROVIDED TO TITLE I FOCUS SCHOOLS**  SELECT ONE RESPONSE IN EACH ROW SELECT ONE RESPONSE IN EACH ROW **Additional professional development or assistance for principals on...**  **YES NO**  **YES NO**  a. S chool improvement planning, identifying interventions, or budgeting effectively ........................ 1 0 1 0 b. Acting as instructional leaders ................................ ..... 1 0 1 0 c. R ecruiting, retaining, and developing more effective teachers ................................ ................................ ....... 1 0 1 0

**3 -** **27 .**  **Thinking now about teachers, d uring this school year (2013** **- 14) and including**  **last summer (2013) ,**  **what additional**  **professional development or technical assistance has the state provided to teachers**  **in Title I Priority and Focus schools, beyond what is available to any Title I school**  **? PROVIDED**  **TO TITLE I PRIORITY**  **SCHOOLS PROVIDED TO TITLE I**  **FOCUS SCHOOLS** SELECT ONE RESPONSE IN EACH ROW SELECT ONE RESPONSE IN EACH ROW **Additional professional development or assistance for teachers on...**  **YES NO**  **YES NO**  a . Analyzing student assessment data to improve instruction ................................ ................................ .... 1 0 1 0 b . W orking effectively in teacher teams to improve instruction ................................ ................................ .... 1 0 1 0 c . I dentifying and implementing strategies to address the needs of English learners ................................ ....... 1 0 1 0 d . I dentifying and implementing strategies to address the needs of students with disabilities ........................ 1 0 1 0**State Education Agency Survey** 



### 9/17/2013 A- 36 **3 -** **2 8**  **. During this school year (2013**  **- 14), what**  **additional resources has the state provided to Title I Priority and Focus schools,**  **beyond what is available to any Title I school ?**  **PROVIDED TO TITLE I**  **PRIORITY SCHOOLS PROVIDED TO TITLE I**  **FOCUS SCHOOLS** SELECT ONE RESPONSE IN EACH ROW SELECT ONE RESPONSE IN EACH ROW **YES NO**  **YES NO**  a. Additional resources to be used for purposes specified in the school improvement plan ................................ ... 1 0 1 0 b. Additional resources to be used to reduce class sizes .. 1 0 1 0 c. Additional resources to be used to add instructional time (extended day or extended school year) .............. 1 0 1 0 d. Other additional resources (specify) ............................. 1 0 1 0

________________________________ ____________

**3 -** **2 9**  **. Does the state currently have any organizational or administrative structures**  **specifically intended to improve state capacity to support school turnaround efforts? By school turnaround, we mean**  **the implementation of changes in low****** **performing schools designed to rapidly**  **and substantially**  **increase student achievement.** Yes ................................ ................................ ................................ ................................ .... 1 No ................................ ................................ ................................ ................................ ..... 0 Skip to Intro before 3 - 3 1**State Education Agency Survey** 



### 9/17/2013 A- 37 **3 -** **30 .**  **During this school year (2013 -**  **14), which of the following organizational or administrative structures are in place in your state to support school turnaround efforts?**  SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. State staff or office whose sole responsibility is to support school turnaround ..... 1 0 b. Regional staff or office whose sole responsibility is to support school turnaround ................................ ................................ ................................ .............. 1 0 c. Contracts with external consultants to support school turnaround ....................... 1 0 d. State - level staff or consultants to provide support to turnaround schools and districts in working with English learners ................................ ................................ 1 0 e. State - level staff or consultants to provide support to turnaround schools and districts in working with students with disabilities ................................ ................. 1 0 f. Monitoring or reporting requirements specifically for schools designated as Priority or Focus schools ................................ ................................ ......................... 1 0 g. Something else (specify) ................................ ................................ ......................... 1 0**State Education Agency Survey** 



### 9/17/2013 A- 38 **We would like to learn more about how your state monitors the activities and progress of Title I and**  **Non -** **Title I Priority and Focus**  **schools .**  **3 -** **3 1**  **. During this school year (2013**  **- 14), which of the following groups are responsible for monitoring the state’s**  **Title I and Non**  **- Title I**  **Priority and Focus schools? (**  **If your state has no Non -**  **Title I Priority or Focus schools, leave those columns blank.)**  **MONITORS TITLE I**  **MONITORS NON -** **TITLE I**  **PRIORITY SCHOOLS**  **FOCUS**

**SCHOOLS PRIORITY** 

**SCHOOLS FOCUS** 

**SCHOOLS** SELECT ONE RESPONSE IN EACH ROW SELECT ONE

RESPONSE IN EACH ROW SELECT ONE

RESPONSE IN EACH ROW SELECT ONE

RESPONSE IN EACH ROW **YES NO**  **YES NO**  **YES NO**  **YES NO**  a. State Education Agency .......................... 1 0 1 0 1 0 1 0 b. Regional staff such as staff from the county office of education or BOCES (Boards of Cooperative Educational Services) ................................ .................. 1 0 1 0 1 0 1 0 c. External consultants ................................ 1 0 1 0 1 0 1 0 d. District central office staff ....................... 1 0 1 0 1 0 1 0**State Education Agency Survey** 



### 9/17/2013 A- 39 **The next questions pertain to monitoring your state’s Title I Priority and Focus schools**  **. 3** **- 3**  **2 .**  **During this school year (2013 -**  **14), which of the following strategies are used for monitoring the Title I Priority schools**  **in your state and, for each strategy that is used, how often is it used?**  SELECT YES OR NO IN EACH ROW . IF YES, SELECT ONE OPTION FOR HOW OFTEN USED **USED FOR MONITORING**  **IN YOUR STATE?**  **IF USED, HOW OFTEN FOR EACH TITLE I PRIORITY SCHOOL? TITLE I PRIORITY**  **SCHOOLS YES**  **NO ONCE PER**  **SCHOOL YEAR**  **TWICE PER**

**SCHOOL YEAR**  **QUARTERLY MONTHLY**  **OTHER (specify)**  a. Site visits ................... 1 0 1 2 3 4

______________________ b. Telephone conferences .............. 1 0 1 2 3 4

______________________ c. Discussions with parents/community .. 1 0 1 2 3 4

______________________ d. Analysis of student data ........................... 1 0 1 2 3 4

______________________ e. Other (specify) .......... 1 0 1 2 3 4

______________________

_________________ **3 -** **3 3**  **. During this school year (2013**  **- 14), which of the following strategies are used for monitoring the**  **Title I Focus schools in**  **your state and, for each strategy that is used, how**  **often is it used?** SELECT YES OR NO IN EACH ROW . IF YES, SELECT ONE OPTION FOR HOW OFTEN USED **USED FOR MONITORING**  **IN YOUR STATE?**  **IF USED, HOW OFTEN FOR EACH TITLE I FOCUS SCHOOL?**

**TITLE I FOCUS SCHOOLS YES**  **NO ONCE PER**  **SCHOOL YEAR**  **TWICE PER**

**SCHOOL YEAR**  **QUARTERLY MONTHLY**  **OTHER (specify)**  a. Site visits ................... 1 0 1 2 3 4

______________________ b. Telephone conferences .............. 1 0 1 2 3 4

______________________ c. Discussions with parents/community .. 1 0 1 2 3 4

______________________ d. Analysis of student data ........................... 1 0 1 2 3 4

______________________ e. Other (specify) .......... 1 0 1 2 3 4

______________________

___________________**State Education Agency Survey** 



### 9/17/2013 A-40 **3 -** **3 4**  **. During this school year (2013**  **- 14), approximately how many full**  **- time** **- equivalent (FTE) staff or consultants is the state**  **providing or funding specifically to assist its Title I Priority**  **and Focus schools and their districts?**  **( Write the number of FTE staff or select “none”. If “none”, skip to introduction before 3** **- 3** **6 .)** 

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

SCHOOLS NONE ................................ ................................ ................................ ................................ 0 Skip to Intro before 3 - 3 6 **3 -** **3 5**  **. How many**  **Title I Priority and Focus schools , in total, are being served by those state staff or state** **- funded consultants?**  **( Write the number of schools. If “none”, write in 0.)**  _________ NUMBER OF TITLE I PRIORITY SCHOOLS SERVED

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

schools.)

**For the next set of questions, please consider Title I and Non**  **- Title I**  **schools in your state that are NOT Priority or Focus**  **schools. 3** **- 3**  **6 .**  **Apart from Priority and Focus schools, did any school in your state (either Title I or Non**  **- Title I)**  **fall short of Annual Measurable Objectives (AMOs) for the previous school year (2012** **- 13)?**  Yes ................................ ................................ ................................ ................................ .... 1 No ................................ ................................ ................................ ................................ ..... 0 Skip to Intro before 3 -4 2

**3 -** **3 7**  **. Excluding Priority and Focus schools, does your state require schools not meeting AMOs to take any action during this**  **school year (2013 -**  **14)? TITLE I**  **SCHOOLS NOT MEETING**  **AMOs NON**  **- TITLE I** 

**SCHOOLS NOT MEETING AMOs**  SELECT ONE RESPONSE PER COLUMN a. Yes, all schools falling short of AMOs must take action ........................ 1 1 b. Yes, some schools falling short of AMOs must take action (specify) ................................ ................................ ................................ 2 2

________________________________ ________________________ c. No, schools falling short of AMOs are not required to take action ...... 3 3**State Education Agency Survey** 



### 9/17/2013 A-41 **3 -** **3 8**  **. For schools that did not meet AMOs for 2012**  **- 13 (excluding Priority and Focus schools), what interventions, if any, does**  **the state require?** 

## □ **Check box if no specific interventions are required in schools that did not meet AMOs in 2012** **- 13 (excluding Priority**  **and Focus schools) and skip to 3 -** **40. (If your state has no Non**  **- Title I schools not meeting AMOs, leave that column blank.)**  **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):**  **REQUIRED NOT**  **REQUIRED REQUIRED**  **NOT REQUIRED**  a. Schools must prepare a school improvement plan that focuses on subjects and/or subgroups that are falling short of AMOs ................................ .................... 1 2 1 2 b. School improvement plans must be available to the public ................................ ................................ ............. 1 2 1 2 c. Schools must implement and monitor an instructional program that supports students not showing sufficient growth toward AMOs ..................... 1 2 1 2 d. Schools and/or districts must provide professional development to staff that supports interventions for subgroups of students not showing sufficient growth toward AMOs ................................ ................................ 1 2 1 2 g. Schools must take some other action (specify) ............ 1 2 1 2

________________________________ ___________**State Education Agency Survey** 



### 9/17/2013 A-42 **3 -** **39 .**  **During this school year (2013 -**  **14), how does the state monitor schools that did not meet AMOs (excluding Priority and Focus schools)?**  **TITLE I**  **SCHOOLS NOT MEETING**  **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. The State Education Agency reviews and provides feedback on the school improvement plan ................. 1 0 1 0 b . The school improvement plan must be approved by the State Education Agency ................................ ......... 1 0 1 0 c . The State Education Agency monitors the thoroughness of district oversight of schools as appropriate to the performance category of those schools ................................ ............................... 1 0 1 0 d . The State Education Agency conducts monitoring visits to all schools in this performance category ................................ ................. 1 0 1 0 e . The State Education Agency conducts monitoring visits to a sample of schools in this performance category ................................ ................. 1 0 1 0 **The next questions pertain to your state’s Title**  **I schools that did not meet AMOs for 2012** **- 13.**  **3 -** **4 0**  **. During this school year (2013**  **- 14), and including last summer (2013),**  **what additional**  **professional development or technical assistance has the state provided to principals in**  **Title I schools that did not meet AMOs for 2012**  **- 13 (excluding**  **Priority and Focus schools), beyond what is available to any other**  **Title I school**  **?** SELECT ONE RESPONSE IN EACH ROW **TITLE I**  **SCHOOLS NOT MEETING AMOs**  **Additional professional development of assistance for principals on... YES**  **NO** a. S chool improvement planning, identifying interventions, or budgeting effectively ................................ ................................ ................................ ................ 1 0 b. Acting as instructional leaders ................................ ................................ ................ 1 0 c. R ecruiting, retaining, and developing more effective teachers ............................. 1 0**State Education Agency Survey** 



### 9/17/2013 A-43 **3 -** **4 1**  **. Thinking now about teachers, d**  **uring this school year (2013 -**  **14), and including last summer (2013), what**  **additional professional development or technical assistance has the state provided to**  **teachers in**  **Title I schools that did not meet**  **AMOs for 2012 -**  **13 (excluding Priority and Focus schools),**  **beyond what is available to any other Title I**  **school ?**  SELECT ONE RESPONSE IN EACH ROW **TITLE I**  **SCHOOLS NOT MEETING**  **AMOs Additional professional development of assistance for teachers on...**  **YES NO**  a . Analyzing student assessment data to improve instruction ................................ ... 1 0 b . W orking effectively in teacher teams to improve instruction ................................ 1 0 c . I dentifying and implementing strategies to address the needs of English learners ................................ ................................ ................................ ................... 1 0 d . I dentifying and implementing strategies to address the needs of students with disabilities ................................ ................................ ................................ ....... 1 0 **Next, we ask about your state’s approach to working with or through “** **intermediaries ”**  **to support the implementation of statewide education reforms and priorities.**  **These “intermediaries” may be regional branches, contractors, consultants, or grant recipients of the State Education Agency, who support the State Education Agency’s work but are not paid as State Education**  **Agency employees. 3** **- 4** **2 .**  **Does your State Educati on Agency currently work with any intermediaries to support the implementation of statewide**  **education reform priorities in any of the following areas?** SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. Implementing college and career ready standards and assessments ..................... 1 0 b. Using data to improve instruction ................................ ................................ .......... 1 0 c. Recruiting, developing, rewarding, and retaining effective teachers and school leaders ................................ ................................ ................................ ..................... 1 0 d. Turning around your state’s Priority schools ................................ .......................... 1 0 e. Providing supports for English learners ................................ ................................ .. 1 0 f. Providing supports for students with disabilities ................................ .................... 1 0 g. Increasing state capacity in any of the areas listed in items a through f above ..... 1 0 h. Some other reform area (specify area) ................................ ................................ ... 1 0 **IF AT LEAST ONE YES, PROCEED TO 3 -** **4 3**  **. IF ALL OF THE**

**ABOVE ARE NO, SKIP TO 3 -** **4 5**  **. State**  **Education Agency Survey**



### 9/17/2013 A-44 **3 -** **4 3**  **. Within the past year, did the State Education Agency work with any of the following type(s) of intermediaries to support**  **the implementation of statewide education reform priorities in the various areas identified in the preceding question?** SELECT ONE RES PONSE IN EACH ROW **YES NO**  a. Federally- supported comprehensive center, regional educational laboratory, equity assistance center, or content center (specify) ................................ ........... 1 0 b. Postsecondary institutions ................................ ................................ .................... 1 0 c. Regional/county offices ................................ ................................ ......................... 1 0 d. Educators contracted by the state such as distinguished educators .................... 1 0 e. Other external organizations (specify) ................................ ................................ .. 1 0

**3 -** **4 4**  **. Continuing to focus on the intermediaries with whom the State Education Agency worked in the past year, with which of**  **the following groups were these intermediaries expected to work?** SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. State - level staff ................................ ................................ ................................ ..... 1 0 b. All districts ................................ ................................ ................................ ............. 1 0 c. Schools identified as Priority schools and/or districts in which these schools are located ................................ ................................ ................................ ............ 1 0 d. Schools identified as Focus schools and/or districts in which these schools are located ................................ ................................ ................................ ................... 1 0 e. Some other groups of districts and/or schools (specify) ................................ ....... 1 0**State Education Agency Survey** 



### 9/17/2013 A-45 **3 -** **4 5**  **. Considering the availability of state staff and consultants, to what extent are the following a challenge during this school**  **year (2013 -**  **14)?** SELECT ONE RESPONSE IN EACH ROW **NOT A CHALLENGE**  **MINOR**

**CHALLENGE MAJOR** 

**CHALLENGE** a. Monitoring districts and/or schools ................................ ............ 1 2 3 b. Providing targeted support or technical assistance to districts and/or schools ................................ ................................ ............. 1 2 3 c. Developing guidelines for teacher and principal evaluation in the state ................................ ................................ ...................... 1 2 3 d. Working with districts to implement teacher and principal evaluation models ................................ ................................ ....... 1 2 3 e. Developing state longitudinal data systems ................................ 1 2 3 f. Working with districts and/or schools on the use of data to improve instruction ................................ ................................ ..... 1 2 3 g. Supporting districts and/or schools in the process of turning around low- achieving schools ................................ ..................... 1 2 3 h. Some other type of expertise (specify) ................................ ....... 1 2 3

________________________________ ___________________

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

**Name Position Title**  **Number of years in the position** **State Education Agency Survey** 



### 9/17/2013 A-46 

### Section 4. Teacher and Principal Evaluation

**Teacher Evaluation** In this section, we want to gather information on the status of and requirements for teacher evaluation practices in your sta te during this school year (2013 - 14) . Many states are implementing new teacher evaluation policies or systems based on new laws or regulations adopted since 2009. 

## □ **Check box i** **f your**  **state has adopted new laws or regulations for teacher evaluation since 20 09**  **(including those in response to ESEA Flexibility waiver requirements).**  We are interested in learning about the status of and requirements for teacher evaluation practices being piloted or implemented in your state in response to these new laws or regulati ons . 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, respond only a bout the components being piloted this year . **SKIP TO 4 -**  **1** 

## □ **Check box**  **if your**  **state has**  **not adopted**  **new laws**  **or regulations**  **for teacher**  **evaluation since**  **20 09.**  Please respond about the requirements of teacher evaluation practices in your state during the 2013 - 14 school year . **SKIP TO 4 -** **3 DEFINITIONS FOR USE THROUGHOUT THIS SECTION:**  **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 . **Student achievement**  **growth** is the change in student achievement for an individual student between two or more points in time, and may be measured using student growth percentiles, value added, or other measures of change in student achievement over time. **S tandardized 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.**State Education Agency Survey** 



### 9/17/2013 A-47 **4 -**  **1. During this school year (2013**  **- 14), what is the status of the new teacher evaluation system in your state?**  SELECT ONE ONLY The system is in the planning stage and no components are being implemented .......... 1 Skip to 4- 3 The system is in the piloting stage and some, but not all, components are being implemented ................................ ................................ ................................ .................... 2 The system is in the piloting stage and all components are being implemented ............ 3 The system is being implemented statewide, and some but not all components are being implemented ................................ ................................ ................................ .......... 4 Skip to 4- 3 The system is fully implemented statewide ................................ ................................ ..... 5 Skip to 4- 3

**4 -** **2. During this school year (2013**  **- 14), in how many districts and schools is the state piloting the teacher evaluation system?**  **ENTER NUMBER** a. Number of districts ................................ ............................. ____________ b. Number of schools ................................ ............................. ____________

**4 -** **3. During this school year (2013**  **- 14), which of the following statements best describes the state’s requirements and**  **regulations related to teacher evaluation? (As a reminder, if your state has adopted new laws or**  **regulations for teacher evaluation since 20 09**  **, please refer to the teacher evaluation practices being piloted or implemented in response to these new laws or regulations when responding**  **to this and other questions in this section .**  **For all other states, ple ase refer to the practices in your state during the**  **2013 -** **14 school year.)** SELECT ONE ONLY Districts in your state are required to use a uniform evaluation model prescribed by the state ................................ ................................ ................................ ............................ 1 Districts in your state are required to adopt the state model for evaluating teachers if they cannot meet or surpass state expectations, sometimes referred to as the state default model ................................ ................................ ................................ ................... 2 Districts in your state may adopt but are not required to adopt the state model for evaluating teachers, sometimes referred to as the state exemplar model ..................... 3 Districts are permitted to select their own teacher evaluation models as long as they comply with state statutes and rules ................................ ................................ ............... 4**State Education Agency Survey** 



### 9/17/2013 A-48 **4 -** **4 .**  **During this school year (2013 -**  **14), d o state regulations**  **stipulate a specific number of rating levels or a**  **minimum number of rating levels (such as highly effective, effective, satisfactory, needs improvement) to be used when evaluating overall**  **teacher performance? If so, what is the specific or**  **minimum number of rating categories that is required?** SELECT ONE ONLY Yes, districts must use a specific or minimum number of rating categories for teacher evaluation ................................ ................................ ................................ ......................... 1 Specify specific or minimum number of rating categories________ No, there is no specific or minimum number of rating categories that districts mu st use for teacher evaluation ................................ ................................ ................................ 0

**4 -** **5. During this school year (2013**  **- 14), does your state require**  **that student achievement growth be used as one component of the performance evaluation of some, all, or no teachers? This can include student achievement**  **growth for the teacher’s own students and/or teamwide, gradewide, or schoolwide student achievement growth.**  **(Note: If your state is piloting a new system in some districts or schools, then this question refers to teachers in the pilo t**  **schools. In order to report “all teachers,” student achievement growth would need to be used with all teachers, including**  **teachers of art, music, physical education, and special populations such as English learners or students with disabilities.)** SELECT ONE ONLY The state requires student achievement growth to be included as an evaluation component for some teachers ................................ ................................ ......................... 1 Skip to 4- 7 The state requires student achievement growth to be included as an evaluation component for all teachers across all grades (K- 12), all subjects, a nd special education ................................ ................................ ................................ .......................... 2 Skip to 4- 7 The state does not require student achievement growth to be included in teacher evaluations, but local districts may choose to include it ................................ .................. 3 The state does not permit student achievement growth to be included in the evaluations of any teachers ................................ ................................ .............................. 4**State Education Agency Survey** 



### 9/17/2013 A-49 **4 -** **6. Please tell us about the reasons that your state either does not require or does not permit student**  **achievement growth to be included among the components of a teacher’s evaluation during the 2013** **- 14 school year.**  SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. Teachers are evaluated based on professional practice rather than student achievement ................................ ................................ ................................ ............ 1 0 b. Inability to link teachers with the students they teach in the state’s data system . 1 0 c. Concerns about the validity of student achievement growth as a measure of teacher performance or quality ................................ ................................ .............. 1 0 d. No tests available to measure student achievement growth in many grades and subjects ................................ ................................ ................................ ................... 1 0 e. Concerns about the appropriateness of available assessments as a measure of student achievement growth ................................ ................................ .................. 1 0 f. Opposition from teacher unions to using student achievement growth to evaluate teachers ................................ ................................ ................................ .... 1 0 g. Opposition from teachers to using student achievement growth to evaluate teachers ................................ ................................ ................................ ................... 1 0 h. Inadequate technology, technical expertise, staff, or other resources .................. 1 0 i. Teacher evaluation is a matter for local determination ................................ ......... 1 0 j. Other (specify) ................................ ................................ ................................ ......... 1 0

_________________________________________________________________ **SKIP TO 4** **- 1**  **5 .** **State Education Agency Survey** 



### 9/17/2013 A- 50 **4 -** **7. This question focuses on teachers of English language arts (ELA) and/or Math in grades 4 through 8. Indicate whether**  **during this school year (2013 -**  **14) your state requires teacher evaluations to include student achievement growth on state**  **summative assessme nts for**  **the teacher’s own students and/or teamwide, gradewide, or schoolwide student achievement growth.**  SELECT ONE RESPONSE IN EACH ROW **The state requires evaluations for teachers of ELA and Math in grades 4 through 8 to include:**  **YES NO**  a. Student achievement growth for the teacher’s own students on state summative assessments ................................ ................................ ......................... 1 0 b. Achievement growth of students within a teacher team or grade on state summative assessments ................................ ................................ ......................... 1 0 c. Achievement growth of students schoolwide on state summative assessments ................................ ................................ ................................ ............ 1 0

**4 -** **8. This question focuses on teachers of Science in grades 6 through 8. Indicate whether during this school year (2013**  **- 14)**  **your state requires teacher evaluations to include student achievement growth on**  **state summative assessments for the**  **teacher’s own students and/or teamwide, gradewide, or schoolwide student achievement growth. (For each measure of achievement growth, select**  **all grades in which your state uses state summative assessments to estimate student achievement growth to be**  **used 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 state requires evaluations for teachers of Science in**  **grades 6 through 8 to include:**  **NA SELECT GRADES IN WHI**  **CH EACH MEASURE OF STUDENT ACHIEVEMENT**  **GROWTH ON STATE SUMMATIVE ASSESSMENT** **S IS USED IN SCIENCE**

**TEACHER EVALUATIONS** a. Student achievement growth for the teacher’s own students on state summative assessments .................... na 6 7 8 b. Achievement growth of students within a teacher team or grade on state summative assessments .......... na 6 7 8 c. Achievement growth of students schoolwide on state summative assessments ................................ ....... na 6 7 8**State Education Agency Survey** 



### 9/17/2013 A- 51 **4 -** **9. This question focuses on teachers of Social Studies in**  **grades 6 through 8. Indicate whether during this school year (2013** **- 14) your state requires teacher evaluations to include student achievement growth**  **on state summative**  **assessments for the teacher’s own students and/or teamwide, gradewide, or schoolwide stu**  **dent achievement growth. (For each measure of achievement growth, select**  **all grades in which your state uses state summative assessments to estimate student achievement growth to be used in Social Studies teacher evaluations. Select NA for each measure of**  **achievement growth that is not used for Social Studies teachers’ evaluations in any of grades 6 -** **8.) The state requires evaluations for teachers of Social**  **Studies in grades 6 through 8 to include: NA**  **SELECT GRADES IN WHI CH EACH MEASURE**  **OF STUDENT ACHIEVEMENT GROWTH O**  **N STATE SUMMATIVE ASSE** **SSMENTS IS USED IN SOCIAL STUDIES TEACH**  **ER EVALUATIONS** a. Student achievement growth for the teacher’s own students on state summative assessments .................... na 6 7 8 b. Achievement growth of students within a teacher team or grade on state summative assessments .......... na 6 7 8 c. Achievement growth of students schoolwide on state summative assessments ................................ ....... na 6 7 8

**4 -**  **10. This question focuses on early elementary teachers in grades K through 3. Indicate whether during this school**  **year (2013 -**  **14) your state requires teacher evaluations to include student achievement growth on**  **state summative assessments for the teacher’s own students and/or teamwide, gradewide, or schoolwide student achievement growth.**  **(For each measure of achieveme nt growth, select**  **all grades in which your state uses state summative assessments to estimate student achievement growth to be used in teacher evaluations. Select NA for each measure of achievement**  **growth that is not used for teachers’ evaluations in any o f grades K** 

**- 3.)**  **The state requires evaluations of early elementary teachers to include:**  **NA SELECT GRADES IN WHI**  **CH EACH MEASURE OF STUDENT ACHIEVEME**  **NT GROWTH ON STATE SUMMATIVE ASSE** **SSMENTS IS USED IN EARLY ELEMENTARY TEA** **CHER EVALUATIONS** a. Student achievement growth for the teacher’s own students on state summative assessments .................... na K 1 2 3 b. Achievement growth of students within a teacher team or grade on state summative assessments ........... na K 1 2 3 c. Achievement growth of students schoolwide on state summative assessments ................................ ........ na K 1 2 3**State Education Agency Survey** 



### 9/17/2013 A- 52 **4 -**  **11. During this school year (2013**  **- 14), does**  **your state require use of any state summative assessments, such as end -** **of****** **course assessments and exit exams, to measure student achievement growth of the teacher’s own**  **students as a**  **component of the evaluations of high school teachers in any of the following subjects and courses? (For each subject, select the name of each course for which your state requires use of a state summative assessment to**  **estimate student achie vement growth of the teacher’s own students in high school teacher evaluations. Select NA if**  **student achievement growth of the teacher’s own students on state summative assessments is not required as part of high school teachers’ evaluations in any course**  **in that subject.)**

**NA SELECT COURSES IN WH**  **ICH STUDENT ACHIEVEM ENT GROWTH OF THE**  **TEACHER’S OWN STUDEN TS ON STATE SUMMATIV**  **E ASSESSMENTS IS**

**USED IN TEACHER EVAL UATIONS**  a. High school ELA teachers ..... na English 9 English 10 English 11 English 12 Other ELA b. High school Math teachers ... na Algebra I Geometry Algebra 2 Other Math c. High school Science teachers ................................ na Biology Chemistry Physics Other Science d. High school Social Studies teachers ................................ na Civics U.S. History Other Social Studies

**4 -**  **12. During this school year (2013**  **- 14), for teachers of ELA, Math, Science, or Social Studies, does the state require that a**  **measure of student achievement growth based on local**  **assessments (assessments selected at the district, school, or classroom level) be i**  **ncluded in any of these teachers’ evaluations?** Yes ................................ ................................ ................................ ................................ .... 1 No ................................ ................................ ................................ ................................ ..... 0 Skip to Intro before 4- 14

**4 -**  **13. For which teachers of ELA, Math, Science, or Social Studies, does the state require that a measure of student**  **achievement growth based on local assessments for a**  **teacher’s own students be included in these teachers’ evaluations?**  SELECT ONE RESPONSE PER ROW

**ALL TEACHERS**  **TEACHERS IN GRADES FOR WHICH**

**STUDENT ACHIEVEMENT GROWTH ON REQUIRED STATE SUMMATIVE**  **ASSESSMENTS CANNOT BE ESTIMATED OTHER**  **TEACHERS** a. ELA ................................ ......... 1 2 3 b. Math ................................ ....... 1 2 3 c. Science ................................ ... 1 2 3 d. Social Studies ......................... 1 2 3**State Education Agency Survey** 



### 9/17/2013 A- 53 **Many teachers serve grades and subjects that lack state summative assessments that can be used to measure student achievement growth for the teacher’s own students. The next question is about**  **the evaluations of teachers for whom growth cannot be measured for their own students based on required state summative assessments**  **. 4** **- 14.**  **During this school year (2013 -**  **14), for teachers of grades and subjects for which growth on state assessments cannot**  **be calculated, does**  **the state require any of the following approaches to measuring student achievement growth in teacher**  **evaluation?** SELECT ONE RESPONSE IN EACH ROW **REQUIRED IN TEACHER**  **EVALUATION FULFILLS A** 

**REQUIRED CHOICE FOR**  **MEASURING GROWTH**  **PERMITTED BUT**

**NOT REQUIRED FOR USE IN**  **TEACHER EVALUATION**  **PROHIBITED**

**F OR**  **USE IN TEACHER**  **EVALUATION** a. G radewide, teamwide, or schoolwide achievement growth on state summative assessments to substitute for achievement growth of the teacher’s own students ........... 1 2 3 4 b. Achievement growth of the teacher’s own students on districtselected or district- developed standardized assessments ( i.e., assessments consistently administered and scored for all students in the same grades and subjects districtwide) ......................... 1 2 3 4 c. Student learning/growth objectives or other teacher- selected aims based on assessments selected or developed by individual teachers ...... 1 2 3 4 d. Another approach (specify) ................ 1 2 3 4

______________________________**State Education Agency Survey** 



### 9/17/2013 A- 54 **4 -**  **15. During this school year (2013**  **- 14),**  **does the state require any of the following sources of information on teacher**  **performance (other than student achievement growth) be used**  **in teacher evaluations?** 

## □ **Check box if your state has no legislation or regulatio ns about particular sources of information to be used to**  **evaluate teacher performance and skip to instructions before 4 -** **16.** SELECT ONE RESPONSE IN EACH ROW **REQUIRED IN TEACHER**  **EVALUATION FULFILLS A** 

**REQUIRED CHOICE FOR**  **TEACHER EVALUATION**  **PERMITTED BUT**

**NOT REQUIRED FOR USE IN**  **TEACHER EVALUATION**  **PROHIBITED**

**F OR**  **USE IN TEACHER**  **EVALUATION** a. Classroom observations using a teacher professional practice rubric, conducted by the principal or other school administrator ......................... 1 2 3 4 b. Classroom observations using a teacher professional practice rubric, conducted by someone other than a school administrator (such as a peer or mentor teacher, instructional coach, central office staff member, or an observer from outside the school or district) ............................... 1 2 3 4 c. Teacher self- assessment ................... 1 2 3 4 d. Portfolios or other artifacts of teacher professional practice ............ 1 2 3 4 e. Assessments by a peer or mentor teacher that are not based on a teacher professional practice rubric . 1 2 3 4 f. Student work samples ....................... 1 2 3 4 g. Student surveys or other student feedback ................................ ............ 1 2 3 4 h. Parent surveys or other parent feedback ................................ ............ 1 2 3 4 i . Something else (specify) ................... 1 2 3 4

______________________________**State Education Agency Survey** 



### 9/17/2013 A- 55 **Principal Evaluation** In this section, we want to gather information on the status of and requirements for principal evaluation practices in your state during this school year (2013 - 14) . Many states are implementing new principal evaluation policies or systems based on new laws or regulations adopted since 2009. 

## □ **Check box**  **i f**  **your state**  **has adopted**  **new laws**  **or regulations**  **for principal**  **evaluation since**  **20 09**  **(including those in response to ESEA Flexibility waiver requirements) .**  We are interested in learning about the status of and requirements for principal evaluation practices being piloted or implemented in your state in response to these new laws or regulations . Please answer the questions in this section based on the new principal evaluation practices as they are being piloted or implemented in the 2013 - 14 school ye ar . For example, if a new system is being piloted during the 2013 - 14 school year, respond only about the components being piloted this year . **SKIP TO 4 -**  **16** . 

## □ **Check box**  **if your**  **state has**  **not adopted**  **new laws**  **or regulations**  **for principal**  **evaluation since**  **20 09.**  Please respond about the requirements of principal evaluation practices in your state during the 2013 - 14 school year . **SKIP TO 4 -**  **18. 4** **- 16.**  **During this school year (2013 -**  **14), what is the status of the new principal evaluation system in your state?** SELE CT 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 being implemented statewide, and some but not all components are being implemented ................................ ................................ ................................ .......... 4 Skip to 4- 18 The system is fully implemented statewide ................................ ................................ ..... 4 Skip to 4- 18

**4 -**  **17. During this school year (2013**  **- 14), in how many dist**  **ricts and schools is the state piloting the principal evaluation system? ENTER NUMBER**  a. Number of districts ................................ ............................ ___________ b. Number of schools ................................ ............................. ___________**State Education Agency Survey** 



### 9/17/2013 A- 56 **4 -**  **18. During this school year (2013**  **- 14), which of the following statements best describes the state’s**  **requirements and regulations related to principal evaluation?**  **(As a reminder, if your state has adopted new laws or regulations for principal evaluation since 20 09**  **, please refer to the principal evaluation practices being piloted or implemented in respons** **e to these new laws or regulations when responding to this and other questions in this section. For all other states, please refer to the practices in your state**  **during the 2013 -** **14 school year.)** SELECT ONE ONLY Districts in your state are required to us e a uniform evaluation model prescribed by the state ................................ ................................ ................................ ............................ 1 Districts in your state are required to adopt the state model for evaluating principals if they cannot meet or surpass state expectations, sometimes referred to as the state default model ................................ ................................ ................................ ................... 2 Districts i n your state may adopt but are not required to adopt the state model for evaluating principals, sometimes referred to as the state exemplar model .................... 3 Districts are permitted to select their own principal evaluation models as long as they comply with state st atutes and rules ................................ ................................ ....... 4 **4 -**  **19. During this school year (2013**  **- 14), do state regulations**  **stipulate a**  **specific number of rating levels or a required minimum**  **number of rating levels (such as highly effective, effective, satisfactory, needs improvement) to be used wh en evaluating**  **overall principal performance? If so, what is the specific or**  **minimum number of rating categories that is required?** SELECT ONE ONLY Yes, districts must use a specific or minimum number of rating categories for principal evaluation ................................ ................................ ................................ .......... 1 Specify specific or minimum number of rating categories________ No, there is no specific or minimum number of rating categories that districts mu st use for principal evaluation ................................ ................................ .............................. 0**State Education Agency Survey** 



### 9/17/2013 A- 57 **4 -** **20. D**  **uring this school year (2013 -**  **14), does the state require any of the following**  **student outcomes for use in principal evaluations for elementary**  **or middle school principals?**  

## □ **Check box if your state has no legislation or regulations about using student outcomes to evaluate principal performance and skip to 4** **- 2** **2 .**  SELECT ONE RESPONSE IN EACH ROW **ELEMENTARY AND MIDDL E SCHOOL PRINCIPALS**  **REQUIRED IN PRINCIPAL**  **EVALUATION FULFILLS A** 

**REQUIRED CHOICE FOR**  **PRINCIPAL EVALUATION**  **PERMITTED BUT**

**NOT REQUIRED FOR USE IN**  **PRINCIPAL EVALUATION**  **PROHIBITED**

**F OR**  **USE IN PRINCIPAL**  **EVALUATION** a. Schoolwide proficiency rates on required state summative assessments .................. 1 2 3 4 b. Schoolwide year-to -year changes in proficiency rates on required state summative assessments ........................... 1 2 3 4 c. Achievement growth of students schoolwide on required state summative assessments ( for example, schoolwide student growth percentiles or the school’s value added ) ............................... 1 2 3 4 d. Achievement growth of students schoolwide on district summative assessmen ts ( for example, schoolwide student growth percentiles or the school’s value added ) ............................... 1 2 3 4 e. Student promotion/graduation rate ........ 1 2 3 4 f. Student dropout rate ................................ 1 2 3 4 g. Gaps in achievement or low student achievement growth for English learners . 1 2 3 4 h. Gaps in achievement or low student achievement growth for students with disabilities ................................ ................. 1 2 3 4 i. Gaps in achievement or low student achieve ment growth for other subgroups ................................ ................. 1 2 3 4 j . Student attendance ................................ .. 1 2 3 4 k . Student behavior/discipline/ safety ......... 1 2 3 4 l . Other student outcome (specify) ............. 1 2 3 4

______________________________**State Education Agency Survey** 



### 9/17/2013 A- 58 **4 -** **2 1**  **. Thinking now about high school principals, d**  **uring this school year (2013 -**  **14), does the state require any of the following**  **student outcomes for use in principal evaluations for high school**  **principals?** SELECT ONE RESPONSE IN EACH ROW **HIGH SCHOOL PRINCIPALS**  **REQUIRED IN PRINCIPAL**  **EVALUATION FULFILLS A** 

**REQUIRED CHOICE FOR**  **PRINCIPAL EVALUATION**  **PERMITTED BUT**

**NOT REQUIRED FOR USE IN**  **PRINCIPAL EVALUATION**  **PROHIBITED**

**F OR**  **USE IN PRINCIPAL**  **EVALUATION** a. Schoolwide proficiency rates on required state summative assessments .................. 1 2 3 4 b. Schoolwide year-to -year changes in proficiency rates on required state summative assessments ........................... 1 2 3 4 c. Achievement growth of students schoolwide on required state summative assessments ( for example, schoolwide student growth percentiles or the school’s value added ) ............................... 1 2 3 4 d. Achievement growth of students schoolwide on district summative assessmen ts ( for example, schoolwide student growth percentiles or the school’s value added ) ............................... 1 2 3 4 e. Student promotion/graduation rate ........ 1 2 3 4 f. Student dropout rate ................................ 1 2 3 4 g. Gaps in achievement or low student achievement growth for English learners . 1 2 3 4 h. Gaps in achievement or low student achievement growth for students with disabilities ................................ ................. 1 2 3 4 i. Gaps in achievement or low student achieve ment growth for other subgroups 1 2 3 4 j . Student attendance ................................ .. 1 2 3 4 k . Student behavior/discipline/ safety ......... 1 2 3 4 l . Other student outcome (specify) ............. 1 2 3 4

_______________________________**State Education Agency Survey** 



### 9/17/2013 A- 59 **4 -** **2 2**  **. During this school year (2013**  **- 14),**  **does the state require any of the following sources of information**  **on principal performance**  **(other than student outcome measures) be used in**  **principal evaluations?** 

## □ **Check box if your state has no legislation or regulations about particular sources of information to be used to evaluate principal performance and skip to**  **introduction before 4** **- 2** **3 .**  SELECT ONE RESPONSE IN EACH ROW **REQUIRED IN PRINCIPAL**  **EVALUATION FULFILLS A** 

**REQUIRED CHOICE FOR**  **PRINCIPAL EVALUATION**  **PERMITTED BUT**

**NOT REQUIRED FOR USE IN**  **PRINCIPAL EVALUATION**  **PROHIBITED**

**F OR**  **USE IN PRINCIPAL**  **EVALUATION** a. Ratings based on a principal professional practice rubric ................. 1 2 3 4 b. Principal self- assessment .................... 1 2 3 4 c. Input from district administrators that is not based on a principal professional practice rubric ................. 1 2 3 4 d. Staff surveys or other staff feedback .. 1 2 3 4 e. Student surveys or other student feedback ................................ .............. 1 2 3 4 f. Parent surveys or other parent feedback ................................ .............. 1 2 3 4 g . Something else (specify) ..................... 1 2 3 4

______________________________



### Uses **of Evaluation Ratings As a reminder, if your state has adopted new laws or regulations for teacher or principal evaluation**  **since 20 09** **, please refer to the teacher or principal evaluation practices being piloted or implemented in response to these new laws or regulations when**  **responding to questions in this section. For all other states, please refer to the practices in your st ate during the 2013** **- 14 school**  **year. 4** **- 2**  **3 .**  **During this school year (2013 -**  **14), do state requirements allow teachers to earn tenure or some other continuing right to their job that cannot be revoked without due process?**  Yes ................................ ................................ ................................ ................................ .... 1 No ................................ ................................ ................................ ................................ ..... 0**State Education Agency Survey** 



### 9/17/2013 A- 60 **4 -** **2 4**  **. Does**  **the state require,**  **recommend (but not require), permit, or prohibit teacher evaluatio**  **n results for this year (2013 -**  **14) to be used to inform**  **any of the following decisions? (**  **Select NA, where available, if tenure is not offered in your state. )**  SELECT ONE RESP ONSE IN EACH ROW **REQUIRED RECOMMENDED** 

**(BUT NOT REQUIRED)**  **PERMITTED PROHIBITED**  **NA Teacher**  **evaluation results are required, recommended,**  **permitted, or prohibited to**  **be used t** **o inform**  **decisions about teacher**  **professional development :**  a. Planning professional development for individual teachers ................................ .................. 1 2 3 4 b. Development of performance improvement plans for low- performing teachers ......................... 1 2 3 4 c. Setting goals for student achievement growth for the next school year ................................ .......... 1 2 3 4 d . Identifying low- performing teachers for coaching, mentoring, or peer assistance ................ 1 2 3 4 **Teacher evaluation results are required,**  **recommended, permitted, or prohibited**  **to be**  **used t o**  **inform decisions about**  **teacher career advancement:**  e . Recognizing high - performing teachers ................... 1 2 3 4 f. Determining annual salary increases ...................... 1 2 3 4 g. Determining bonuses or performance - based compensation other than salary increases ............. 1 2 3 4 h . G ranting tenure or similar job protection ............... 1 2 3 4 na i . Career advancement opportunities, such as teacher leadership roles ................................ .......... 1 2 3 4 j. Determining eligibility to transfer to other schools ................................ ................................ .... 1 2 3 4 **For low -**  **performing teachers** **, evaluation results are**  **required, recommended,**  **permitted, or prohibited to be used to**  **inform decisions about:** l. Loss of tenure or similar job protection .................. 1 2 3 4 na m . Sequencing potential layoffs if the district needs to reduce staff ................................ .............. 1 2 3 4 n . Dismissal or terminating employment for cause .... 1 2 3 4**State Education Agency Survey** 



### 9/17/2013 A- 61 **4 -** **2 5**  **. During this school**  **year (2013 -**  **14), do state requirements allow principals to earn tenure or some other continuing right to their job that cannot be revoked without due process?**  Yes ................................ ................................ ................................ ................................ .... 1 No ................................ ................................ ................................ ................................ ..... 0**State Education Agency Survey** 



### 9/17/2013 A- 62 **4 -** **2 6**  **. Does the state require,**  **recommend (but not require), permit, or prohibit princi**  **pal evaluation results for this school year (2013** **- 14) to be used**  **to inform any of the following decisions?**  **(Select NA, where available, if tenure is not offered in your state.)** SELECT ONE RESPONSE IN EACH ROW **REQUIRED RECOMMENDED** 

**(BUT NOT REQUIRED)**  **PERMITTED PROHIBITED**  **NA Principal evaluation results are required,**  **recommended, permitted, or prohibited**  **to be**  **used t o**  **inform decisions about**  **principal professional development**  **:** a. Planning professional development for individual principals ................................ ............... 1 2 3 4 b. Development of performance improvement plans for low- performing principals ....................... 1 2 3 4 c . Identifying low- performing principals for coaching or mentoring ................................ ........... 1 2 3 4 **Principal evaluation results are required,**  **recommended, permitted, or prohibited**  **to be**  **used t o**  **inform decisions about**  **teacher career advancement:**  d . Recognizing high - performing principals ................. 1 2 3 4 e. Determining a nnual salary increases ..................... 1 2 3 4 f. Determining b onuses or performance - based compensation other than salary increases ............ 1 2 3 4 g . Granting tenure or similar job protection .............. 1 2 3 4 na h . Career advancement opportunities, such as additional leadership roles ................................ ..... 1 2 3 4 i. Deciding on renewal of a principal’s contract ........ 1 2 3 4 j. Assigning principals to schools ............................... 1 2 3 4 **For low -**  **performing principals, evaluation results are**  **required, recommended,**  **permitted, or prohibited to be used to inform decisions about**  **:** k . Loss of tenure or similar job protection ................. 1 2 3 4 na l . Sequencing potential layoffs if the district needs to reduce staff ................................ ............. 1 2 3 4 m. Transfer to a different school ................................ . 1 2 3 4 n . Demotion ................................ ............................... 1 2 3 4 o. Dismissal or terminating employment for cause ... 1 2 3 4**State Education Agency Survey** 



### 9/17/2013 A- 63 

### Requirements and Supports for Implementing Evaluation Systems **As a reminder, if your state has adopted new laws or regulations for teacher or principal evaluation since 20** **09 , please refer to the**  **teacher or principal evaluation practices being piloted or implemented in response to these new laws or regulations when responding to que**  **stions in this section .**  **For all other states, please refer to the practices in your state during the 2013 -**  **14 school year.**  **4 -** **2 7**  **. During this school year (2013**  **- 14), does your state require any of the following training for staff who conduct evaluations**  **of principals or teachers?**  **(Select NA if your state does not require use of a professional practice rubric to evaluate either teachers or principals.)** SELECT ONE RESPONSE IN EACH ROW **YES NO**  **NA** a. Teacher evaluators must receive training on the teacher professional practice rubric ................................ ................................ ................................ ....................... 1 0 na b. Teacher evaluators must pass a test that assesses their accuracy in using the teacher professional practice rubric ................................ ................................ ....... 1 0 na c. Principal evaluators must receive training on the principal professional practice rubric ................................ ................................ ................................ ....................... 1 0 na d. Principal evaluators must pass a test that assesses their accuracy in using the principal professional practice rubric ................................ ................................ ...... 1 0 na**State Education Agency Survey** 



### 9/17/2013 A- 64 **4 -** **2 8**  **. During this school year (2013**  **- 14), has your state provided any of the following supports to district**  **administrators, school leaders, or teachers in implementing or conducting principal or teacher evaluations?**  SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. Provided or funded training for observers on teacher professional practice rubrics ................................ ................................ ................................ ..................... 1 0 b. Provided or funded training for observers on principal professional practice rubrics ................................ ................................ ................................ ..................... 1 0 c. Provided data on the achievement growth of students on required state summative assessments at the school and/or teacher level ................................ .. 1 0 d. Provided data systems or information technology tools to help evaluators record evaluation ratings ................................ ................................ ........................ 1 0 e. Produced the final summative evaluation ratings for teachers and principals in each district based on information submitted by district staff ............................... 1 0 f. Helped districts purchase or develop data systems to record and analyze data from teacher and principal evaluations to create performance ratings ................. 1 0 g. Helped districts negotiate the elements of new educator evaluation systems with administrators’ or teachers’ associations ................................ ....................... 1 0 h. Provided or helped develop communication materials to help explain major components of the new evaluation system to staff and the public ........................ 1 0 i. Provided materials, training, or assistance to district administrators and school leaders on communicating evaluation results to principals and teachers .............. 1 0**State Education Agency Survey** 



### 9/17/2013 A- 65 **4 -** **2 9**  **. During this school year (2013**  **- 14), what information does the state require districts to submit in order to monitor**  **implementation of teacher and principal evaluation practices according to state requirements and regulations?** SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. The district’s plans for evaluating principals and teachers, including information about any measures that are selected by districts ........................... 1 0 b. Periodic reports about the number of principals and teachers observed or rated over a specific time period ................................ ................................ .......... 1 0 c. Periodic reports about meeting other milestones or progress indicators (such as the number of principals and teachers who participated in a discussion of the past year’s performance by a specific date) ................................ ................... 1 0 d. Plans describing what will be done to improve the performance of teachers identified as ineffective, low- performing, or unsatisfactory ................................ . 1 0 e. Periodic reports on the number or percentage of teachers identified as ineffective, low- performing, or unsatisfactory who were provided with assistance or were terminated. ................................ ................................ ............. 1 0 f. Plans describing what will be done to improve the performance of principals identified as ineffective, low- performing, or unsatisfactory ................................ . 1 0 g. Periodic reports on the number or percentage of principals identified as ineffective, low- performing, or unsatisfactory who were provided with assistance or were terminated ................................ ................................ .............. 1 0 h. Reports on the number or percentage of teachers whose performance evaluation included a measure of student achievement growth ......................... 1 0 i. Plans for using evaluation results in hiring/placement/promotion decisions ...... 1 0 j. Other (specify) ................................ ................................ ................................ ....... 1 0

________________________________ ________________________________**State Education Agency Survey** 



### 9/17/2013 A- 66 

### Statewide Data on Individual Teachers **4 -** **30 .**  **During this school year (2013 -**  **14), does your state have statewide data on individual**  **teachers that includes any of the following elements?**  **(Select NA, where available, if tenure is not offered in your state.)** SELECT ONE RESPONSE IN EACH ROW **YES NO**  **NA** a. Overall (summative) evaluation ratings for individual teachers ............................. 1 0 b. Student achievement growth for (some) individual teachers ................................ 1 0 c. Observation ratings for individual teachers ................................ ............................ 1 0 d. Tenure status of individual teachers ................................ ................................ ....... 1 0 na e. Degree -granting institutions and degrees earned by individual teachers .............. 1 0 f. Certification /license status of individual teachers ................................ .................. 1 0 g. Years of experience of individual teachers ................................ ............................. 1 0 h. Highly qualified teacher status ................................ ................................ ................ 1 0 i. Other (specify) ................................ ................................ ................................ ......... 1 0

________________________________ ________________________________ _ **4 -** **3 1** **. For the most recent school year with complete teacher**  **evaluations (for example, 2012 -**  **13), does the state have statewide data on the number of teachers in each evaluation rating category?**  Yes ................................ ................................ ................................ ................................ .... 1 No ................................ ................................ ................................ ................................ ..... 0**State Education Agency Survey** 



### 9/17/2013 A- 67 **4 -** **3 2**  **. Based on the most recent evaluations completed (for example, 2012**  **- 13), please indicate the percentage**  **of teachers in your state who fell into each of the performance evaluation rating categories** **, from the highest to lowest category.**  **( If your state has adopted new laws or regulations for teacher evaluation since 2009, please refer to the teacher**  **evaluatio n practices being piloted or implemented in response to these new laws or regulations when responding. If**  **no evaluations were completed in 2012 -** **13 using that system, please refer to the evaluation practices in your state during the most recent evaluation y** **ear. Please select the column that matches the number of rating categories in your state**  **in place for the most recent evaluations completed. Write in the percentage of teachers in each category.**  **If no teacher s**  **f e** **ll into a category, please enter a “0”.**  **Y our best estimate for percentages is fine.)**  

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

**TWO RATING CATEGORIE S**  **THREE RATING CATEGOR IES**  **FOUR RATING CATEGORI ES**  **FIVE RATING CATEGORI ES**  **CATEGORY % OF ALL** 

**TEACHERS CATEGORY**  **% OF ALL TEACHERS**  **CATEGORY % OF ALL**  **TEACHERS CATEGORY**  **% OF ALL TEACHERS**  First (Highest) ..... __________ First (Highest) ....... __________ First (Highest) ..... __________ First (Highest) ........ ___________ Second (Lowest) ...... __________ Second ......... __________ Second ........ __________ Second .......... ___________ **TOTAL 100 %**  Third (Lowest) ........ __________ Third ............ __________ Third ............. ___________ **TOTAL 100 %**  Fourth (Lowest) ...... __________ Fourth ........... ___________ **TOTAL 100 %**  Fifth (Lowest) ........ ___________ **TOTAL 100 %**  **4 -** **3 3**  **. When answering the rating question above** **, were the teacher evaluation policies and practices in that year ....**  SELECT ONE ONLY A pilot of the state’s new teacher evaluation policies and practices based on new laws or regulations since 2009 ................................ ................................ ......................... 1 Statewide teacher evaluation policies and practices that were the same as or very similar to those in place during this school year (2013 - 14) ................................ .............. 2 Older teacher evaluation practices that were in effect in your state during the most recent evaluation year and are not the same as or similar to current practices based on the state’s new laws or regulations for teacher evaluation since 2009 ? .................... 3**State Education Agency Survey** 



### 9/17/2013 A- 68 

### Statewide Data on Individual Principals **4 -** **3 4**  **. During this school year (2013**  **- 14), does your state have statewide data on**  **individual principals that includes any of the**  **following elements? (Select NA, where available, if tenure is not offered in your state** **.)** SELECT ONE RESPONSE IN EACH ROW **YES NO**  **NA** a. Overall (summative) evaluation ratings for individual principals ........................... 1 0 b. Student achievement growth for (some) individual principals (for example, schoolwide student growth percentiles or value - added) ................................ ....... 1 0 c. Rating from a principal professional practice rubric for individual principals ........ 1 0 d. Tenure status of individual principals ................................ ................................ ..... 1 0 na e. Degree -granting institutions and degrees earned by individual principals ............ 1 0 f. Certification status of individual principals ................................ ............................. 1 0 g. Years of experience of individual principals ................................ ............................ 1 0 h. Other (specify) ................................ ................................ ................................ ......... 1 0

________________________________ ________________________________ _

**4 -** **3 5** **. For the most recent school year with complete principal evaluations (for example, 2012** **- 13), does the state have**  **statewide data on the number of principals in each evaluation rating category?**  Yes ................................ ................................ ................................ ................................ .... 1 No ................................ ................................ ................................ ................................ ..... 0**State Education Agency Survey** 



### 9/17/2013 A- 69 **4 -** **3 6**  **. Based on the most recent evaluations completed (for example, 2012**  **- 13), please indicate the percentage of**  **principals in your state who fell into each of the performance evaluat**  **ion rating categories ,**  **from the highest to lowest category. (**  **If your state has adopted new laws or regulations for principal evaluation since 2009, please refer to the principal evaluation practices being piloted or implemented in response to these new**  **laws or regulations when responding. If no evaluations were completed in 2012** **- 13 using that system, please refer to the evaluation practices in your state**  **during the most recent evaluation year. Please select the column that matches the number of rating c** **ategories in your state in place for the most recent**  **evaluations completed. Write in the percentage of principals in each category. If no teacher**  **s f**  **e ll into a category,**  **please enter a “0”. Your best estimate for percentages is fine.)**  

## □ **Check box if you a re unable to estimate the percentages.**  **TWO RATING CATEGORIE S**  **THREE RATING CATEGOR IES**  **FOUR RATING CATEGORI ES**  **FIVE RATING CATEGORI ES**  **CATEGORY % OF ALL** 

**PRINCIPALS CATEGORY**  **% OF ALL PRINCIPALS**  **CATEGORY % OF ALL**  **PRINCIPALS CATEGORY**  **% OF ALL PRINCIPALS**  First (Highest) ..... __________ First (Highest) ....... __________ First (Highest) ..... __________ First (Highest) ........ ___________ Second (Lowest) ...... __________ Second ......... __________ Second ........ __________ Second .......... ___________ **TOTAL 100 %**  Third (Lowest) ........ __________ Third ............ __________ Third ............. ___________ **TOTAL 100 %**  Fourth (Lowest) ...... __________ Fourth ........... ___________ **TOTAL 100 %**  Fifth (Lowest) ........ ___________ **TOTAL 100 %**  **4 -** **3 7**  **. When answering the rating question above** **, were the principal evaluation policies and practices in that year ....**  SELECT ONE ONLY A pilot of the state’s new principal evaluation policies and practices based on new laws or regulations since 2009 ................................ ................................ ......................... 1 Statewide principal evaluation policies and practices that were the same as or very similar to those in place during this school year (2013 - 14) ................................ .............. 2 Older principal evaluation practices that were in effect in your state during the most recent evaluation year and are not the same as or similar to current practices based on the state’s new laws or regulations for principal evaluation since 2009 ? ................... 3**State Education Agency Survey** 



### 9/17/2013 A- 70 

### Educator Distribution **4 -** **3 8**  **. Within the past 12 months, has your state examined information about the distribution of teacher quality or**  **effectiveness across schools or districts serving different student populations (e.g., high**  **- poverty or urban schools**  **com pared with low** **- poverty or rural schools)**  **?** SELECT ONE ONLY Yes, conducted by a contractor hired by the State Education Agency ............................. 1 Yes, conducted by State Education Agency staff ................................ .............................. 2 No ................................ ................................ ................................ ................................ ..... 0 Skip to 4-41

**4 -** **3 9**  **. What**  **information was used to define teacher quality or effectiveness**  **in t his 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 stu dent achievement growth .................... 1 0 c. Teacher experience ................................ ................................ ................................ . 1 0 d. Teacher certification ................................ ................................ ............................... 1 0 e. Teacher education (e.g., proportion of teachers with master’s degrees) .............. 1 0 f. Assignment of teachers to grades or classes outside of their field of certification 1 0 g. Teacher’s “ h ighly qualified” status based on definitions of No Child Left Behind . 1 0 h. Other (specify) ................................ ................................ ................................ ......... 1 0

________________________________ ________________________________ _**State Education Agency Survey** 



### 9/17/2013 A- 71 **4 -** **40 .**  **What actions has your state taken to address any inequities found in teacher quality or effectiveness?** 

## □ **Check box if not applicable**  **– Analysis found no substantial inequities in teacher quality or effectiveness and**  **skip to 4 -** **41 .**  SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. State provided findings about inequities to school districts and/or the public ..... 1 0 b. State has established financial incentives to encourage qualified or effective teachers who move to or stay in schools with lower levels of teacher quality or effectiveness compared to other schools ................................ .......................... 1 0 c. State has provided resources (e.g., professional development, coaching) to improve the effectiveness of less- qualified or effective teachers ......................... 1 0 d. State requires school districts to develop a plan for addressing inequities .......... 1 0 e. Other (specify) ................................ ................................ ................................ ........ 1 0

________________________________ ________________________________ _ f. State has not taken action to address inequities in access to effective teachers ................................ ................................ ................................ .................. 1 0 **4 -** **41 .**  **Within the past 12 months, has your state examined information about the distribution of principal quality or effectiveness across schools or districts serving different populations (e.g.,**  **high -**  **poverty or urban schools compared with low** **- poverty or rural schools)?**  SELECT ONE ONLY Yes, conducted by a contractor hired by the State Education Agency ............................. 1 Yes, conducted by State Education Agency staff ................................ .............................. 2 No ................................ ................................ ................................ ................................ ..... 0 Skip to 4-44**State Education Agency Survey** 



### 9/17/2013 A- 72 **4 -** **42 .**  **In this examination of the distribution of principals, w**  **hat 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 f. Other (specify) ................................ ................................ ................................ ......... 1 0

________________________________ ________________________________ _ **4 -** **4 3**  **. What actions has your state taken to address any**  **inequities found in principal quality or effectiveness?** 

## □ **Check box if not applicable**  **– Analysis found no substantial inequities in principal quality or effectiveness and skip to**  **4 -** **4 4** **.** SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. State provided findings about inequities to school districts and/or the public ...... 1 0 b. State has established financial incentives to encourage qualified or effective principals who move to or stay in schools with lower levels of principal quality or effectiveness compared to other schools ................................ ........................... 1 0 c. State has provided resources (e.g., professional development, coaching) to improve the effectiveness of less- qualified or effective principals ......................... 1 0 d. State requires school districts to develop a plan for addressing inequities ........... 1 0 e. Other (specify) ................................ ................................ ................................ ......... 1 0

________________________________ ________________________________ f. State has not taken action to address inequities in access to effective principals ................................ ................................ ................................ ................. 1 0**State Education Agency Survey** 



### 9/17/2013 A- 73 

### Educator Preparation **4 -** **4 4**  **. Within the past 12 months, has the state assessed the effectiveness of**  **any of its teacher preparation programs? Indicate**  **whether the state assessed the effectiveness of traditional preparation programs or alternative preparation programs. (Select NA if your state does not have alternative preparation programs.)**  SELECT ONE RESPONSE IN EACH ROW **YES NO**  **NA** a. Traditional p rograms ................................ ................................ ............................. 1 0 b. Alternative p rograms ................................ ................................ ............................ 1 0 na

**4 -** **4 5**  **. Within the past 12 months, which of the following types of information did the state use to assess the effectiveness of**  **any of its teacher preparation programs? Please indicate if each type of information**  **has been used for assessing**  **effectiveness of tradit ional preparation programs only, alternative preparation programs only, both traditional and**  **alternative programs, or neither.** SELECT ONE RESPONSE IN EACH ROW

**TRADITIONAL ONLY**  **ALTERNATIVE**

**PREPARATION ONLY**  **BOTH**

**TRADITIONAL AND ALTERNATIVE**  **PREPARATION NEITHER**  a. The percentage of the program’s graduates who earn certification ................................ ...................... 1 2 3 0 b. The percentage of the program’s graduates placed in teaching jobs ................................ ............. 1 2 3 0 c. Rates of retention in the profession of the program’s graduates ................................ ................ 1 2 3 0 d. Teacher evaluation ratings of teachers who graduated from each program ................................ . 1 2 3 0 e. Student achievement growth associated with teachers who graduated from each program .......... 1 2 3 0 f. Classroom observation ratings for teachers who graduated from each program ................................ . 1 2 3 0 g. Qualitative program reviews ................................ .... 1 2 3 0 h. Feedback from principals, other school staff, or human resources staff on credentialed teachers from each program ................................ .................. 1 2 3 0 i. Something else (specify) ................................ .......... 1 2 3 0

________________________________ __________ **IF NO OR NA**  **ANSWERED TO BOTH**  **I TEMS I**  **N 4 -** **44 SKIP TO 4** **- 48**  **. State**  **Education Agency Survey**



### 9/17/2013 A- 74 **4 -** **4 6**  **. Within the past 12 months, has**  **your state reported information about the effectiveness of the teachers they prepared to the schools of education or alternative preparation programs that the teachers attended using information listed in**  **question 4 -** **4 5**  **? (**  **Select NA if your state does not**  **have alternative preparation programs.)** SELECT ONE RESPONSE IN EACH ROW **YES NO**  **NA** a. State reported information about effectiveness to schools of education .............. 1 0 b. State reported information about effectiveness to alternative preparation programs ................................ ................................ ................................ ................. 1 0 na **4 -** **4 7**  **. Within the past 12 months, has your state publicly reported information about the effectiveness of teachers prepared by**  **schools of education or alternative preparation programs? (** **Select NA if your state does not have alternative preparation programs.)**  SELECT ONE RESPONSE IN EACH ROW **YES NO**  **NA** a. State publicly reported information about the effectiveness of schools of education ................................ ................................ ................................ ................ 1 0 b. State publicly reported information about the effectiveness of alternative preparation programs ................................ ................................ ............................ 1 0 na

**4 -** **4 8**  **. Within the past 12 months, has the state assessed the effectiveness of**  **its principal preparation programs? Indicate**  **whether the state assessed the effectiveness of traditional preparation programs or alternative preparation programs. (** **Select NA if your state does not have alternative preparation programs.)**  SELECT ONE RESPONSE IN EACH ROW **YES NO**  **NA** a. Traditional p rograms ................................ ................................ ............................... 1 0 b. Alternative p rograms ................................ ................................ .............................. 1 0 na

**IF NO OR NA**  **ANSWERED TO BOTH**  **I TEMS I**  **N 4 -** **48 SKIP TO**  **END OF**

**THIS SECTION OF THE SURVEY** **. State**  **Education Agency Survey**



### 9/17/2013 A- 75 **4 -** **4 9**  **. Within the past 12 months, which of the following types of information did the state use to assess the effectiveness of**  **any of its principal preparation programs? Please indicate if each type of information**  **has been used for assessing**  **effectiveness of traditional preparation programs only, alternative preparation programs only, both traditional and alternative programs, or neither.**  SELECT ONE RESPONSE IN EACH ROW

**TRADITIONAL ONLY**  **ALTERNATIVE**

**PREPARATION ONLY**  **BOTH**

**TRADITIONAL AND ALTERNATIVE**  **PREPARATION NEITHER**  a. The percentage of the program’s graduates who earn certification ................................ ...................... 1 2 3 0 b. The percentage of the program’s graduates placed as school principals ................................ ....... 1 2 3 0 c. Rates of retention in the profession of the program’s graduates ................................ ................ 1 2 3 0 d. Principal evaluation ratings of principals who graduated from each program ................................ . 1 2 3 0 e. Student achievement growth associated with principals who graduated from each program ........ 1 2 3 0 f. Ratings on a professional practice rubric for principals who graduated from each program ........ 1 2 3 0 g. Qualitative program reviews ................................ .... 1 2 3 0 h. Feedback from district administrators or human resources staff on credentialed principals from each program ................................ ........................... 1 2 3 0 i. Something else (specify) ................................ .......... 1 2 3 0

________________________________ _________

**4 -** **50 .**  **Within the past 12 months, has your state reported information about the effectiveness of the principals they prepared to the schools of education or alternative preparation programs that the principals attended?**  **(S elect**  **NA if your state does not have alternative preparation programs.)** SELECT ONE RESPONSE IN E ACH ROW **YES NO**  **NA** a. State reported information about effectiveness to schools of education .............. 1 0 b. State reported information about effectiveness to alternative preparation programs ................................ ................................ ................................ ................. 1 0 na**State Education Agency Survey** 



### 9/17/2013 A- 76 **4 -** **51 .**  **Within the past 12 months, has your state publicly reported information about the effectiveness of principals prepared by schools of education or alternative preparation programs?**  **( Select NA if**  **your state does not have alternative preparation programs.)**  SELECT ONE RESPONSE IN EACH ROW **YES NO**  **NA** a. State publicly reported information about the effectiveness of schools of education ................................ ................................ ................................ ................ 1 0 b. State publicly reported information about the effectiveness of alternative preparation programs ................................ ................................ ............................. 1 0 na

**Please provide the following information for each state education department staff member who assisted with the completion of this survey section.**  **Name Position Title**  **Number of years in the**  **position**



### Thank you for completing this survey.State Survey



### 9/17/2013 A- 77 

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

# Implementation of Title I/II Program

**Initiatives Survey of State Education Agencies**  **Version For States without ESEA Flexibility** 

**SECTION 3: School Accountability and Turning Around Low**  **- Performing Schools** 

( Remaining Sections are the Same as the ESEA Flexibility Version)



# 2013 **- 2014** 

**Paperwork Reduction Act of 1995**  According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. Public reporting burden for this collection of information is estimated to average 180 minutes per response, including time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. The obligation to respond to this collection is required to obtain or retain benefit (Education Department General Administrative Regulations, Sections 75.591 and 75.592). Send comments regarding the burden estimate or any other aspect of this collection of information, including s uggestions 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 a ddress. **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 ). Respo nses to this data collection will be used only for statistical purposes. The reports prepared for this study will summarize findings across the sample and will not associate responses with a specific individual. We will not provide information that identifies you to anyone outside the study team, except as required by law.**State Survey --**  **States without ESEA Flexibility --**  **3 --** **School Accountability and**  **Turning Around Low Performing Schools** 



### 9/17/2013 A- 78 

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

**3 -**  **1. Which of the following best describes your state’s goal for student achievement under the federal Elementary and**  **Secondary Education Act (ESEA)?** SELECT ONE ONLY That 100% of the students achieve proficiency on the state assessment s by 2013 - 14 ... 1 To reduce by half the percentage of all students and subgroups who are not proficient on the state assessment(s) within 6 years ................................ ....................... 2 That 100% of students achieve proficiency on the state assessment(s) by 2019 - 20 ....... 3 Other (specify) ................................ ................................ ................................ .................. 4

________________________________ ________________________________ ______ **3 -** **2. During this school year**  **(2013 -**  **14), has your state recognized any schools as high -**  **performing or as making high progress**  **(i.e., substantially improving), based on student outcomes measured by required state summative assessments and/or graduation rates?**  **( Include Title I Distinguish**  **ed Schools and other state recognition programs. Do not include**  **National Blue Ribbon Schools**  **(as designated by the U.S. Department of Education) unless**  **they have also been design ated as high**  **- performing or**  **high -** **progress schools as part of a state program.)** SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. State has identified high - performing schools ................................ .............................. 1 0 b. State has identified high - progress schools ................................ ................................ ... 1 0 **DEFINITIONS FOR USE THROUGHOUT THIS SECTION: Cohort** **- to** **- cohort improvement**  is the change in schoolwide proficiency rates, attendance, or other group - level measures of academic performance from one year to the next (for example, last year’s fourth grade proficiency rate compared with this year’s fourth grade proficiency rate). **Student achievement**  **growth** is the change in student achievement for an individual student between two or more points in time, and may be measured using student growth percentiles, value added, or other measures of change in student achievement over time. **Summative assessments** are state - or district- mandated tests that are intended to measure students' knowledge and skills at (or near) the end of a school year or course relative to grade - level content standards.

**IF NO TO BOTH, SKIP TO INTRODUCTION BEFORE 3 -** **7. State Survey**  **-- States without ESEA Flexibility**  **-- 3**  **-- School**  **Accountability and Turning Around**  **Low Performing Schools**



### 9/17/2013 A- 79 **3 -** **3. How many of the schools currently identified as**  **high -**  **performing or high -**  **progress (substantia lly improving) are Title I and**  **N on**  **- Title I schools?**  **(If your state did not identify any high -** **progress schools based on 2012 -** **13 performance, write NA in the space provided.)** NUMBER OF SCHOOLS **HIGH -**  **PERFORMING SCHOOLS**  **HIGH -**  **PROGRESS SCHOOLS**  a. Title I schools ................................ ................. _______ _______ b. Non -Title I schools ................................ ......... _______ _______**State Survey --**  **States without ESEA Flexibility --**  **3 --** **School Accountability and**  **Turning Around Low Performing Schools** 



### 9/17/2013 A- 80 **3 -** **4. What criteria were used to identify**  **high -**  **performing schools?**  

## □ **Check box if your state does not have a category of schools identified as high**  **- performing and skip to 3** **- 5.**  **TITLE I HIGH**  **- PERFORMING SCHOOLS**  **NON -** **TITLE I HIGH**  **- PERFORMING SCHOOLS**  **ELEMENTARY/ MIDDLE SCHOOLS**  **HIGH SCHOOLS ELEMENTARY/**  **MIDDLE SCHOOLS HIGH SCHOOLS**  SELECT ONE RESPONSE IN EACH ROW SELECT ONE

RESPONSE IN EACH ROW SELECT ONE

RESPONSE IN EACH ROW SELECT ONE

RESPONSE IN EACH ROW **YES NO**  **YES NO**  **YES NO**  **YES NO**  a. Achievement/proficiency in English language arts (ELA) and Math for all students ... 1 0 1 0 1 0 1 0 b. Co hort-to - cohort improvement in achievement/ proficiency in ELA and Math for all students .............................. 1 0 1 0 1 0 1 0 c. Growth in the achievement of individual students in ELA and Math, measured for all students .............................. 1 0 1 0 1 0 1 0 d. Achievement/proficiency in ELA and Math for student subgroups ........................... 1 0 1 0 1 0 1 0 e. Achievement/proficiency in Science or Social Studies for all students ......................... 1 0 1 0 1 0 1 0 f. Attendance rates for all students .............................. 1 0 1 0 1 0 1 0 g. Graduation rates for all students .............................. 1 0 1 0 1 0 1 0 h. Dropout rates for all students .............................. 1 0 1 0 1 0 1 0 i. Graduation rates for student subgroups ........................... 1 0 1 0 1 0 1 0 j. Dropout rates for student subgroups ........................... 1 0 1 0 1 0 1 0 k. Other (specify) ..................... 1 0 1 0 1 0 1 0

______________________**State Survey --**  **States without ESEA Flexibility --**  **3 --** **School Accountability and**  **Turning Around Low Performing Schools** 



### 9/17/2013 A- 81 **3 -** **5. What criteria were used to identify**  **high -**  **progress (substantially improving) schools?**  

## □ **Check box if your state does not have a category of schools identified as making high progress (substantially**  **improving) and skip to 3 -** **6. TITLE I**  **HIGH -**  **P ROGRESS**  **SCHOOLS NON**  **- TITLE I**  **HIGH -**  **P ROGRESS**  **SCHOOLS ELEMENTARY/**  **MIDDLE SCHOOLS HIGH SCHOOLS**  **ELEMENTARY/ MIDDLE SCHOOLS**  **HIGH SCHOOLS** SELECT ONE RESPONSE IN EACH ROW SELECT ONE

RESPONSE IN EACH ROW SELECT ONE

RESPONSE IN EACH ROW SELECT ONE

RESPONSE IN EACH ROW **YES NO**  **YES NO**  **YES NO**  **YES NO**  a. Achievement/proficiency in English language arts (ELA) and Math for all students ... 1 0 1 0 1 0 1 0 b. Cohort-to - cohort improvement in achievement/proficiency in ELA and Math for all students .............................. 1 0 1 0 1 0 1 0 c. Growth in the achievement of individual students in ELA and Math, measured for all students .............................. 1 0 1 0 1 0 1 0 d. Achievement/proficiency in ELA and Math for student subgroups ........................... 1 0 1 0 1 0 1 0 e. Achievement/proficiency in Science or Social Studies for all students ......................... 1 0 1 0 1 0 1 0 f. Attendance rates for all students .............................. 1 0 1 0 1 0 1 0 g. Graduation rates for all students .............................. 1 0 1 0 1 0 1 0 h. Dropout rates for all students .............................. 1 0 1 0 1 0 1 0 i. Graduation rates for student subgroups ........................... 1 0 1 0 1 0 1 0 j. Dropout rates for student subgroups ........................... 1 0 1 0 1 0 1 0 k. Other (specify) ..................... 1 0 1 0 1 0 1 0

______________________**State Survey --**  **States without ESEA Flexibility --**  **3 --** **School Accountability and**  **Turning Around Low Performing Schools** 



### 9/17/2013 A- 82 **3 -** **6. Does your state recognize**  **Title I high**  **- performing and/or high**  **- progress schools in any of the following ways?**  SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. Public recognition ................................ ................................ ................................ ........... 1 0 b. Financial rewards for teachers and/or principals ................................ ........................... 1 0 c. Additional funding for schools to use for educational purposes ................................ .... 1 0 d. Additional operating flexibility or exemption from state/district requirements ............ 1 0 e. Opportunities to share best practices with other schools in the state .......................... 1 0 f. Other (specify) ................................ ................................ ................................ ................ 1 0

________________________________ ________________________________ ____ **The No Child Left Behind (NCLB) Act requires states to identify chronically low -**  **performing schools as in Restructuring, in Corrective Action, or in**  **Need of Improvement. This section asks about low -**  **performing schools in those categories in your state. The next set of questions pertain to your state’s**  **Title I and Non -** **Title I schools in Restructuring and Corrective Action .**  **3 -** **7. During this school year (2013**  **- 14),**  **are any Title I or N on**  **- Title I schools in your state in “Restructuring”**  **or “Corrective**  **Action” status under the No Child Left Behind Act (NCLB)?**  **SCHOOLS IN RESTRUCTURING**  **SCHOOLS IN**

**CORRECTIVE ACTION** SELECT ONE RESPONSE IN EACH ROW SELECT ONE RESPONSE IN EACH ROW **YES NO**  **YES NO**  a. Title I schools ................................ ................................ ........ 1 0 1 0 b. Non -title I schools ................................ ................................ 1 0 1 0

**3 -** **8 During this school year (2013**  **- 14),**  **how many schools in your state are receiving funds under the federal School Improvement Grant (SIG) program?** 

________ NUMBER OF SCHOOLS RECEIVING SIG FUNDS IN 2013 - 14

**IF YOUR STATE HAS NO SCHOOLS IN RESTRUCTURING OR IN CORRECTIVE**  **ACTION , SKIP**  **TO 3 -**  **35 ,**  **OTHERWISE CONTINUE WITH 3 -** **9 .** **State Survey --**  **States without ESEA Flexibility --**  **3 --** **School Accountability and**  **Turning Around Low Performing Schools** 



### 9/17/2013 A- 83 **3 -** **9 .**  **Among the schools**  **that were in Restructuring or Corrective Action during the last school year (2012 -**  **13), how many were closed after the 2012** **- 13 school year for performance reasons?**  **(Write in NA, w here appropriate,**  **if you had no schools in Restructuring or Corrective Action during the 2012** **- 13 school**  **year. Write in ‘0’ if no schools were closed.)** 

### Title I Schools

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

________ NUMBER OF TITLE I SCHOOLS IN CORRECTIVE ACTION THAT CLOSED AFTER THE 2012 - 13 SCHOOL YEAR 

### Non **- Title I Schools** 

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

________ NUMBER OF NON -TITLE I SCHOOLS IN CORRECTIVE ACTION THAT CLOSED AFTER THE 2012 - 13 SCHOOL

YEAR **3 -**  **10 .**  **First, thinking about Title I**  **s chools in Restructuring**  **and Corrective Action , does the state require any interven**  **tions or changes to be made**  **this year (2013 -**  **14)? TITLE I**  **SCHOOLS IN RESTRUCTURING**  **TITLE I SCHOOLS** 

**IN CORRECTIVE ACTION**  SELECT ONE RESPONSE PER COLUMN a. State requires spe cific interventions/changes in these s chools ...................... 1 1 b. State leaves interventions/changes in these s chools to local discretion with state approval ................................ ................................ .......................... 2 2 c. State l eaves interventions/changes in these s chools completely to local discretion ................................ ................................ ................................ ......... 3 3**State Survey --**  **States without ESEA Flexibility --**  **3 --** **School Accountability and**  **Turning Around Low Performing Schools** 



### 9/17/2013 A- 84 **3 -**  **11 .**  **For Title I**  **Schools in Restructuring and Corrective Action , what interventions, if any, does the state require?**  **TITLE I SCHOOLS IN**  **RESTRUCTURING TITLE I SCHOOLS**  **IN CORRECTIVE ACTION**  SELECT ONE RESPONSE IN EACH ROW SELECT ONE RESPONSE IN EACH ROW **Interventions for Title I S** **chools in Restructuring or Corrective**  **Action :**  **REQUIRED NOT**  **REQUIRED REQUIRED**  **NOT REQUIRED**  a. Schools must prepare a school improvement plan that focuses on subjects and/or subgroups that are falling short of Annual Measurable Objectives (AMOs) ............................... 1 2 1 2 b. School improvement plans must be available to the public .... 1 2 1 2 c. Schools must implement and monitor an instructional program that supports students not showing sufficient growth toward AMOs ................................ ............................... 1 2 1 2 d. Schools and/or districts must provide professional development to staff that supports interventions for subgroups of students not showing sufficient growth toward AMOs ................................ ................................ ........................ 1 2 1 2 e. Districts must offer students the opportunity to attend other schools (school choice) ................................ ............................ 1 2 1 2 f. Districts must offer low- income students the opportunity to enroll in after- school supplemental educational services ....... 1 2 1 2 g. Schools must take some other action (specify) ....................... 1 2 1 2

________________________________ _________________ **3 -**  **12. Next, thinking about**  **Non -** **Title I s** **chools in Restructuring and**  **Corrective Action, does the state require any interventions or changes to be made this year (2013** **- 14)?**  

## □ **Check box if your state**  **has no Non -**  **Title I schools in Restructuring or Corrective Action and skip to 3** **- 14** **. NON**  **- TITLE I**  **SCHOOLS IN RESTRUCTURING**  **NON -** **TITLE I**

**SCHOOLS IN CORRECTIVE**  **ACTION** SELECT ONE RESPONSE PER COLUMN a. State requires spe cific interventions/changes in these s chools ...................... 1 1 b. State leaves interventions/changes in these s chools to local discretion with state approval ................................ ................................ .......................... 2 2 c. State l eaves interventions/changes in these s chools completely to local discretion ................................ ................................ ................................ ......... 3 3**State Survey --**  **States without ESEA Flexibility --**  **3 --** **School Accountability and**  **Turning Around Low Performing Schools** 



### 9/17/2013 A- 85 **3 -**  **13 .**  **For Non**  **- Title I**  **Schools in Restructuring and Corrective Action , what interventions, if any, does the state require?**  **NON -** **TITLE I SCHOOLS IN**  **RESTRUCTURING NON**  **- TITLE I SCHOOLS**  **IN CORRECTIVE ACTION**  SELECT ONE RESPONSE IN EACH ROW SELECT ONE RESPONSE IN EACH ROW **Interventions for Non**  **- Title I S** **chools in Restructuring or**  **Corrective Action :**  **REQUIRED NOT**  **REQUIRED REQUIRED**  **NOT REQUIRED**  a. Schools must prepare a school improvement plan that focuses on subjects and/or subgroups that are falling short of Annual Measurable Objectives (AMOs) ............................... 1 2 1 2 b. School improvement plans must be available to the public .... 1 2 1 2 c. Schools must implement and monitor an instructional program that supports students not showing sufficient growth toward AMOs ................................ ............................... 1 2 1 2 d. Schools and/or districts must provide professional development to staff that supports interventions for subgroups of students not showing sufficient growth toward AMOs ................................ ................................ ........................ 1 2 1 2 e. Districts must offer students the opportunity to attend other schools (school choice) ................................ ............................ 1 2 1 2 f. Districts must offer low- income students the opportunity to enroll in after- school supplemental educational services ....... 1 2 1 2 g. Schools must take some other action (specify) ....................... 1 2 1 2

________________________________ _________________**State Survey --**  **States without ESEA Flexibility --**  **3 --** **School Accountability and**  **Turning Around Low Performing Schools** 



### 9/17/2013 A- 86 **The next questions pertain to your state’s Title I Schools in Restructuring and Corrective Action**  **. 3** **- 1** **4 .**  **Among Title I**  **S chools**  **in Restructuring , how many are implementing each of the following initiatives during this school**  **year (2013 -**  **14)? (**  **Write in the number of Title I S** **chools in Restructuring implementing each initiative, or select “none” or “don’t know”)** SELECT ONE RESPONSE IN EACH ROW **TITLE I SCHOOLS IN RESTRUCTURING**  **NUMBER OF**  **SCHOOLS NONE**  **DON’T KNOW**  **School Initiatives**  a . Implementing a “restart” model as defined in U.S. Department of Education regulations ................................ ................................ .............. _____ 0 d b . Implementing a “transformation” model as defined in U.S. Department of Education regulations ................................ ..................... _____ 0 d c . Implementing a “turnaround” model as defined in U.S. Department of Education regulations ................................ ................................ .............. _____ 0 d

**3 -**  **1 5**  **. A** **re all, some, or no Title I S** **chools in Restructuring in the state implementing the following academic and structural**  **changes during this school year (2013 -**  **14)?** SELECT ONE RESPONSE IN EACH ROW **TITLE I SCHOOLS IN RESTRUCTURING**  **ALL SOME**  **NONE School**  **Academic and Structural Changes**  a . Implementing a comprehensive school wide reform model ................... 2 1 0 b. O perating an extended school day, week, or year ................................ .. 2 1 0**State Survey --**  **States without ESEA Flexibility --**  **3 --** **School Accountability and**  **Turning Around Low Performing Schools** 



### 9/17/2013 A- 87 **3 -**  **1 6**  **. Among**  **Title I S** **chools in**  **Corrective Action , how many are implementing each of the following initiatives during this**  **school year (2013 -**  **14)? (**  **Write in the number of Title I S** **chools in Corrective Action**  **implementing each initiative, or select “none” or “don’t know”**  **. )**  SELECT ONE RESPONSE IN EACH ROW **TITLE I SCHOOLS IN**  **CORRECTIVE ACTION NUMBER**  **OF SCHOOLS**  **NONE DON’T**  **KNOW School**  **Initiatives** a . Implementing a “restart” model as defined in U.S. Department of Education regulations ................................ ................................ .............. _____ 0 d b . Implementing a “transformation” model as defined in U.S. Department of Education regulations ................................ ..................... _____ 0 d e. Implementing a “turnaround” model as defined in U.S. Department of Education regulations ................................ ................................ .............. _____ 0 d

**3 -**  **1 7**  **. A** **re all, some, or no Title I S** **chools in Corrective Action**  **in the state implementing the following academic and structural changes during this school year (2013** **- 14)?**  SELECT ONE RESPONSE IN EACH ROW **TITLE I SCHOOLS IN**  **CORRECTIVE ACTION ALL**  **SOME NONE**  **School Academic and**  **Structural Changes** a . Implementing a comprehensive school wide reform model ................... 2 1 0 b. O perating an extended school day, week, or year ................................ .. 2 1 0**State Survey --**  **States without ESEA Flexibility --**  **3 --** **School Accountability and**  **Turning Around Low Performing Schools** 



### 9/17/2013 A- 88 **The next questions pertain to your state’s Title I schools in Restructuring and Corrective Action**  **. 3** **- 1**  **8 .**  **For Title I schools in**  **Restructuring or Corrective Action that are implementing intervention model**  **s during this school year (2013** **- 14), did the state provide any of the following types of guidance to districts regarding the selection of school**  **intervention models? GUIDANCE TO**  **DISTRICTS ABOUT TITLE I**  **SCHOOLS IN RESTRUCTURING**  **TITLE I SCHOOLS IN**  **CORRECTIVE ACTION** SELECT ONE RESPONSE IN EACH ROW SELECT ONE RESPONSE IN EACH ROW **YES NO**  **YES NO**  a. The state allowed or prohibited specific models and/or strategies . 1 0 1 0 b. The state provided guidance on how to match the model to school needs and capacity ................................ ................................ ........... 1 0 1 0 c. The state provided guidance on models appropriate for addressing the needs of English learners ................................ ........................... 1 0 1 0 d. The state provided guidance on models appropriate for addressing the needs of students with disabilities ................................ ............. 1 0 1 0 e. The state provided guidance on how to engage the community in the selection of the model ................................ ............................... 1 0 1 0 f. Something else (specify) ................................ ................................ ... 1 0 1 0

________________________________ _____________________ **3 -**  **1 9**  **. How many**  **of the Title I Schools**  **in Restructuring and Corrective Action in the state have been placed under a new form of**  **management for the 2013** **- 14 school year?**  **( Write the number of**  **schools in each**  **category. If “none” write in 0.) NUMBER OF TITLE I**  **SCHOOLS IN**  **RESTRUCTURING IN**  **CORRECTIVE ACTION**  a. Direct state control or statewide accountability district ............................ _______ ______ b. Converted to charter school ................................ ................................ ....... _______ ______ c. Managed by a school management organization, either for- profit or nonprofit ................................ ................................ ................................ .... _______ ______ TOTAL SCHOOLS UNDER NEW FORM OF MANAGEMENT

_______ ______**State Survey --**  **States without ESEA Flexibility --**  **3 --** **School Accountability and**  **Turning Around Low Performing Schools** 



### 9/17/2013 A- 89 **3 -** **20. How many Title I schools in Restructuring and Corrective Action in the state have been removed from district control**  **since the beginning of the 2012 -**  **13 school year?**

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

________ NUMBER OF TITLE I SCHOOLS IN CORRECTIVE ACTION REMOVED FROM DISTRICT CONTROL **The next questions pertain to your state’s Non**  **- Title I schools in Restructuring and Corrective Action**  **. 3** **- 21**  **. H**  **ow many Non**  **- Title I schools in Restructuring and Corrective Action**  **in the state have been placed under a new form of management**  **for the 2013 -**  **14 school year? (** **Write the number of S chools**  **in each category. If “none” write in 0.**  I **f the state has no Non** **- Title I s** **chools in Restructuring or Corrective Action, leave blank.** **) NUMBER OF NON**  **- TITLE I**  **SCHOOLS IN**  **RESTRUCTURING SCHOOLS**  **IN CORRECTIVE**  **ACTION** a. Direct state control or statewide accountability district ............................ _______ ______ b. Converted to charter school ................................ ................................ ....... _______ ______ c. Managed by a school management organization, either for- profit or nonprofit ................................ ................................ ................................ ..... _______ ______ TOTAL SCHOOLS UNDER NEW FORM OF MANAGEMENT

_______ ______

**3 -** **22. How many**  **Non -** **Title I schools in Restructuring and Corrective Action in the state have been removed from district**  **control since the beginning of the 2012 -**  **13 school year?**

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

________ NUMBER OF NON -TITLE I SCHOOLS IN CORRECTIVE ACTION REMOVE D FROM DISTRICT CONTROL**State Survey --**  **States without ESEA Flexibility --**  **3 --** **School Accountability and**  **Turning Around Low Performing Schools** 



### 9/17/2013 A- 90 **The next questions pertains to your state’s Title I and Non**  **- Title I Schools in Restructuring and Corrective Action**  **. 3** **- 23.**  **To what extent were changes in personnel used to turn around Title I and Non**  **- Title I**  **schools in Restructuring or Corrective Action before the start of this school year (2013** **- 14)?**  **(Write the number of schools in Restructuring and in Corrective Action in which the principal was replaced or in which half or more of the teaching staff was**  **replaced before the start of the 2013 -** **14 school year as part of the school improvement plan.**  **If the state has no Non -**  **Title I schools in Restructuring or Corrective Action, write in NA. )**  **NUMBER OF SCHOOLS TITLE I**  **NON -** **TITLE I SCHOOLS IN**  **RESTRUCTURING SCHOOLS IN** 

**CORRECTIVE ACTION**  **SCHOOLS IN**

**RESTRUCTURING SCHOOLS IN** 

**CORRECTIVE ACTION**  a. Principal replaced ......................... _______ _______ _______ _______ b. Half or more of the teaching staff replaced ................................ ........ _______ _______ _______ _______**State Survey --**  **States without ESEA Flexibility --**  **3 --** **School Accountability and**  **Turning Around Low Performing Schools** 



### 9/17/2013 A- 91 **3 -** **24 .**  **Do the state’s current teacher assignment laws or policies for**  **schools in Title I and Non**  **- Title I**  **Restructuring or Corrective Action**  **include any of the following features? (Leave the appropriate third or fourth columns blank if the state has no Non**  **- Title I schools in**  **Restructuring or Corrective Action.)**  **TITLE I NON**  **- TITLE I**  **SCHOOLS IN RESTRUCTURING**  **SCHOOLS IN**

**CORRECTIVE ACTION**  **SCHOOLS IN**

**RESTRUCTURING SCHOOLS IN** 

**CORRECTIVE ACTION**  SELECT ONE RESPONSE IN EACH ROW SELECT ONE

RESPONSE IN EACH ROW SELECT ONE

RESPONSE IN EACH ROW SELECT ONE

RESPONSE IN EACH ROW **YES NO**  **YES NO**  **YES NO**  **YES NO**  a. Financial incentives for teachers to begin or continue to work in the relevant schools ............................... 1 0 1 0 1 0 1 0 b. Financial incentives for staff with English learner expertise to begin or continue to work in the relevant schools ................................ ............. 1 0 1 0 1 0 1 0 c. Financial incentives for staff with expertise working with students with disabilities to begin or continue to work in the relevant schools ................................ ............. 1 0 1 0 1 0 1 0 d. More flexibility in, or exemptions from, collective bargaining agreements or certain state employment laws/regulations that guide staffing decisions .................... 1 0 1 0 1 0 1 0 e. School discretion or authority to decide which staff to hire for the relevant schools ............................... 1 0 1 0 1 0 1 0 f. Exemption from teacher tenure rules that affe ct placement in or removal from the relevant schools (specify which rules) ........................ 1 0 1 0 1 0 1 0

_______________________________**State Survey --**  **States without ESEA Flexibility --**  **3 --** **School Accountability and**  **Turning Around Low Performing Schools** 



### 9/17/2013 A- 92 **The next questions pertain to your state’s Title I Schools in Restructuring and Corrective Action**  **. 3** **- 25**  **. During this school year (2013**  **- 14), and including**  **last summer (2013), what**  **additional professional development or**  **technical assistance has the state pro vided to principals in**  **Title I schools in Restructuring and Corrective Action,**  **beyond what is available to any Title I school**  **? PROVIDED**  **TO TITLE I SCHOOLS**  **IN RESTRUCTURING**  **SCHOOLS IN** 

**CORRECTIVE ACTION**  SELECT ONE RESPONSE IN EACH ROW SELECT ONE

RESPONSE IN EACH ROW **Additional professional development or assistance for principals on... YES**  **NO YES**  **NO** a. S chool improvement planning, identifying interventions, or budgeting effectively ................................ ................................ ................................ ... 1 0 1 0 b. Acting as instructional leaders ................................ ................................ ... 1 0 1 0 c. R ecruiting, retaining, and developing more effective teachers ................. 1 0 1 0

**3 -** **26 .**  **Thinking now about teachers, d uring this school year (2013** **- 14) and including**  **last summer (2013) ,**  **what additional**  **professional development or technical assistance has the state provided to teachers**  **in Title I**  **schools in Restructuring and**  **Corrective Action ,**  **beyond what is available to any Title I school ?**  **PROVIDED TO TITLE I**  **SCHOOLS IN**  **RESTRUCTURING SCHOOLS**  **IN**

**CORRECTIVE ACTION**  SELECT ONE RESPONSE IN EACH ROW SELECT ONE

RESPONSE IN EACH ROW **Additional professional development or assistance for teachers on... YES**  **NO YES**  **NO** a . Analyzing student assessment data to improve instruction ....................... 1 0 1 0 b . W orking effectively in teacher teams to improve instruction .................... 1 0 1 0 c . I dentifying and implementing strategies to address the needs of English learners ................................ ................................ ................................ ....... 1 0 1 0 d . I dentifying and implementing strategies to address the needs of students with disabilities ................................ ................................ ............ 1 0 1 0**State Survey --**  **States without ESEA Flexibility --**  **3 --** **School Accountability and**  **Turning Around Low Performing Schools** 



### 9/17/2013 A- 93 **3 -** **2 7**  **. During this school year (2013**  **- 14), what**  **additional resources has the state provided to**  **Title I schools in Restructuring and**  **Corrective Action, beyond what is available to any Title I school**  **? PROVIDED**  **TO TITLE I SCHOOLS**  **IN RESTRUCTURING**  **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 d. Other additional resources (specify) ................................ .......................... 1 0 1 0

___________________________________________________

**3 -** **2 8**  **. Does the state currently have any organizational or**  **administrative structures specifically intended to improve state capacity to support school turnaround efforts for schools in Restructuring or Corrective Action? By school turnaround, we**  **mean the implementation of changes in low** **- performing schools designed to**  **rapidly and**  **substantially increase student**  **achievement.** Yes ................................ ................................ ................................ ................................ .... 1 No ................................ ................................ ................................ ................................ ..... 0 Skip to Intro before 3 - 30**State Survey --**  **States without ESEA Flexibility --**  **3 --** **School Accountability and**  **Turning Around Low Performing Schools** 



### 9/17/2013 A- 94 **3 -** **2 9**  **. During this school year (2013**  **- 14), which of the following organizational or administrative structures are in place in your**  **state to support school turnaround efforts?** SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. State staff or office whose sole responsibility is to support school turnaround ............. 1 0 b. Regional staff or office whose sole responsibility is to support school turnaround ........ 1 0 c. Contracts with external consultants to support school turnaround ................................ 1 0 d. State - level staff or consultants to provide support to turnaround schools and districts in working with English learners ................................ ................................ ......... 1 0 e. State - level staff or consultants to provide support to turnaround schools and districts in working with students with disabilities ................................ .......................... 1 0 f. Monitoring or reporting requirements specifically for schools in Restructuring or Corrective Action ................................ ................................ ................................ .............. 1 0 g. Something else (specify) ................................ ................................ ................................ .. 1 0

________________________________ ________________________________ _______ **We would like to learn more about how your state monitors the activities and progress of Title I and Non**  **- Title I**  **schools in Restructuring and Corrective Action**  **. 3** **- 30**  **. During this school year (2013**  **- 14), which of the following groups are responsi**  **ble for monitoring the state’s Title I and**  **Non -** **Title I schools in Restructuring and Corrective Action?**  **(If your state has no Non**  **- Title I schools in Restructuring or Corrective Action, leave those columns blank.)**  **MONITORS TITLE I MONITORS NON**  **- TITLE I**  **SCHOOLS IN RESTRUCTURING**  **SCHOOLS IN**

**CORRECTIVE ACTION**  **SCHOOLS IN**

**RESTRUCTURING SCHOOLS IN** 

**CORRECTIVE ACTION**  SELECT ONE RESPONSE IN EACH ROW SELECT ONE

RESPONSE IN EACH ROW SELECT ONE

RESPONSE IN EACH ROW SELECT ONE

RESPONSE IN EACH ROW **YES NO**  **YES NO**  **YES NO**  **YES NO**  a. State Education Agency ...................... 1 0 1 0 1 0 1 0 b. Reg ional staff such as staff from the county office of education or BOCES (Boards of Cooperative Educational Services) ................................ .............. 1 0 1 0 1 0 1 0 c. External consultants ............................ 1 0 1 0 1 0 1 0 d. District central office staff ................... 1 0 1 0 1 0 1 0**State Survey --**  **States without ESEA Flexibility --**  **3 --** **School Accountability and**  **Turning Around Low Performing Schools** 



### 9/17/2013 A- 95 **The next questions pertain to your state’s Title I Schools in Restructuring and Corrective Action**  **. 3** **- 31**  **. During this school year (2013**  **- 14), which of the following strategies are used for monitoring the**  **Title I S chools in**  **Restructuring in your state and, for each strategy that is used, how**  **often is it used?** SELECT YES OR NO IN EACH RO W. IF YES, SELECT ON E OPTION FOR HOW OFTEN USED **USED FOR MONITORING**  **IN YOUR STATE?**  **IF USED, HOW OFTEN FOR EACH TITLE I SCHOOL IN RESTRUCTURING? TITLE**  **I SCHOOLS IN RESTRUCTURING**  **YES NO**  **ONCE PER SCHOOL**  **YEAR TWICE PER** 

**SCHOOL YEAR**  **QUARTERLY MONTHLY**  **OTHER (specify)**  a. Site visits ................... 1 0 1 2 3 4

______________________ b. Telephone conferences .............. 1 0 1 2 3 4

______________________ c. Discussions with parents/community .. 1 0 1 2 3 4

______________________ d. Analysis of student data ........................... 1 0 1 2 3 4

______________________ e. Other (specify) .......... 1 0 1 2 3 4

______________________

_________________

**3 -** **3 2.**  **During this school year (2013 -**  **14), which of the following strategies are used for monitoring the Title I S** **chools in Corrective Action**  **in your state and, for each strategy that is used, how often is it used?**  SELECT YES OR NO IN EACH RO W. IF YES, SELECT ON E OPTION FOR HOW OFTEN USED **USED FOR MONITORING**  **IN YOUR STATE?**  **IF USED, HOW OFTEN FOR EACH TITLE I SCHOOL IN CORRECTIVE ACTION? TITLE I SCHOOLS IN**  **CORRECTIVE ACTION YES**  **NO ONCE PER**  **SCHOOL YEAR**  **TWICE PER**

**SCHOOL YEAR**  **QUARTERLY MONTHLY**  **OTHER (specify)**  a. Site visits ..................... 1 0 1 2 3 4

______________________ b. Telephone conferences ................ 1 0 1 2 3 4

______________________ c. Discussions with parents/community .... 1 0 1 2 3 4

______________________ d. Analysis of student data ............................. 1 0 1 2 3 4

______________________ e. Other (specify) ............ 1 0 1 2 3 4

______________________

_________________**State Survey --**  **States without ESEA Flexibility --**  **3 --** **School Accountability and**  **Turning Around Low Performing Schools** 



### 9/17/2013 A- 96 **3 -** **33 .**  **During this school year (2013 -**  **14), approximately how many full -** **time -** **equivalent (FTE) staff or consultants is the state providing or funding specifically to assist its**  **Title I schools in Restructuring, Title I Schools in Corrective Action**  **, and their**  **districts? (** **Write the number of FTE staff or select “none”. If “none”, skip to introduction before 3 -** **35 .)** 

__________ NUMBER OF FULL-TIME - EQUIVALENT STAFF OR CONSULTANTS SUPPORTING TITLE I SCHOOLS IN

RESTRUCTURING OR CORRECTIVE ACTION NONE ................................ ................................ ................................ ................................ 0 Skip to Intro before 3 - 35 **3 -** **34 .**  **How many Title I schools in Restructuring and Corrective Action**  **, in total, are being served by those state staff or state****** **funded consultants? (** **Write the number of schools. If “none”, write in 0)** 

__________ NUMBER OF TITLE I SCHOOLS IN RESTRUCTURING SERVED

__________ NUMBER OF TITLE I SCHOOLS IN CORRECTIVE ACTION SERVED (Write zero if staff or consultants serve only

Schools in Restructuring)**State Survey --**  **States without ESEA Flexibility --**  **3 --** **School Accountability and**  **Turning Around Low Performing Schools** 



### 9/17/2013 A- 97 **For the next set of questions, please consider Title I and Non**  **- Title I schools**  **in your state that are identified as in Need of Improvement but NOT in Restructuring or Corrective Action.**  **3 -** **3 5**  **. For schools identified as i**  **n Need of Improvement , what**  **interventions, if any, does the state require?** 

## □ **Check box if no specific interve** **ntions are required in Title I S chools in Need of Improvement, and skip to intro before**  **3 -** **3 9** **. (If your state has no Non**  **- Title I schools in Need of Improvement, leave that**  **column blank.) TITLE I SCHOOLS**  **IN NEED OF IMPROVEMENT**  **NON -** **TITLE I SCHOOLS IN NEED OF**  **IMPROVEMENT** SELECT ONE RESPONSE IN EACH ROW SELECT ONE RESPONSE IN EACH ROW **Interventions for schools in Need of Improvement: REQUIRED**  **NOT REQUIRED**  **REQUIRED NOT**  **REQUIRED** a. Schools must prepare a school improvement plan that focuses on subjects and/or subgroups that are falling short of Annual Measurable Objectives (AMOs) ............................... 1 2 1 2 b. School improvement plans must be available to the public .... 1 2 1 2 c. Schools must implement and monitor an instructional program that supports students not showing sufficient growth toward AMOs ................................ ............................... 1 2 1 2 d. Schools and/or districts must provide professional development to staff that supports interventions for subgroups of students not showing sufficient growth toward AMOs ................................ ................................ ........................ 1 2 1 2 e. Districts must offer students the opportunity to attend other schools (school choice) ................................ ............................ 1 2 1 2 f. Districts must offer low- income students the opportunity to enroll in after- school supplemental educational services ....... 1 2 1 2 g. Schools must take some other action (specify) ....................... 1 2 1 2

________________________________ _________________**State Survey --**  **States without ESEA Flexibility --**  **3 --** **School Accountability and**  **Turning Around Low Performing Schools** 



### 9/17/2013 A- 98 **3 -** **36 .**  **During this school year (2013 -**  **14), how does the state monitor schools that are identified as in Need of Improvement? TITLE I SCHOOLS**  **IN NEED OF IMPROVEMENT**  **NON -** **TITLE I SCHOOLS IN NEED OF**  **IMPROVEMENT** SELECT ONE RESPONSE IN EACH ROW SELECT ONE RESPONSE IN EACH ROW **YES NO**  **YES NO**  a. The State Education Agency reviews and provides feedback on the school improvement plan ................................ ..................... 1 0 1 0 b . The school improvement plan must be approved by the State Education Agency ................................ ................................ ....... 1 0 1 0 c . The State Education Agency monitors the thoroughness of district oversight of schools as appropriate to the performance category of those schools ................................ ........................... 1 0 1 0 d . The State Education Agency conducts monitoring visits to all schools in this performance category ................................ ......... 1 0 1 0 e . The State Education Agency conducts monitoring visits to a sample of schools in this performance category ........................ 1 0 1 0 **The next questions pertain to Title I**  **schools in Need of Improvement .**  **3 -** **3 7**  **. During this school year (2013**  **- 14), and including last summer (2013),**  **what additional**  **professional development or technical assistance has the state provided to principals in**  **Title I schools that were ident**  **ified as in Need of Improvement** **, beyond what is available to any**  **other Title I school**  **?** SELECT ONE RESPONSE IN EACH ROW **TITLE I SCHOOLS IN NEED OF IMPROVEMENT**  **Additional professional development of assistance for principals on... YES**  **NO** a. S chool improvement planning, identifying interventions, or budgeting effectively ................................ ................................ ................................ ................ 1 0 b. Acting as instructional leaders ................................ ................................ ................ 1 0 c. R ecruiting, retaining, and developing more effective teachers .............................. 1 0**State Survey --**  **States without ESEA Flexibility --**  **3 --** **School Accountability and**  **Turning Around Low Performing Schools** 



### 9/17/2013 A- 99 **3 -** **3 8**  **. Thinking now about teachers, d**  **uring this school year (2013 -**  **14), and including last summer (2013), what**  **additional professional development or technical assistance has the state provided to**  **teachers in**  **Title I schools that were identified**  **as in Need of Improvement beyond what is availab**  **le to any other Title I**  **school ?**  SELECT ONE RESPONSE IN EACH ROW **TITLE I SCHOOLS IN NEED OF IMPROVEMENT**  **Additional professional development of assistance for teachers on... YES**  **NO** a . Analyzing student assessment data to improve instruction ......................... 1 0 b . W orking effectively in teacher teams to improve instruction ...................... 1 0 c . I dentifying and implementing strategies to address the needs of English learners ................................ ................................ ................................ ......... 1 0 d . I dentifying and implementing strategies to address the needs of students with disabilities ................................ ................................ ............................. 1 0 **Next, we ask about your state’s approach to working with or through “** **intermediaries ”**  **to support the implementation of statewide education reforms and priorities.**  **These “intermediaries” may be regional branches, contractors, consultants, or grant recipients**  **of the State Education Agency, who support the State Education Agency’s work but are not paid as State Education Agency employees.**  **3 -** **3 9**  **. Does your State Education Agency currently work with any intermediaries to support the implementation of statewide**  **edu cation reform priorities in any of the following areas?**  SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. Implementing college and career ready standards and assessments ................................ .. 1 0 b. Using data to improve instruction ................................ ................................ ........................ 1 0 c. Recruiting, developing, rewarding, and retaining effective teachers and school leaders .... 1 0 d. Turning around your state’s schools that are in Restructuring or Corrective Action ........... 1 0 e. Providing supports for English learners ................................ ................................ ................ 1 0 f. Providing supports for students with disabilities ................................ ................................ . 1 0 g. Increasing state capacity in any of the areas listed in items a through f above ................... 1 0 h. Some other reform area (specify area) ................................ ................................ ................. 1 0

________________________________ ________________________________ ________ **IF AT LEAST ONE YES, PROCEED TO 3 -** **40 . IF ALL OF THE** 

**ABOVE ARE NO, SKIP TO 3 -** **42 .** **State Survey --**  **States without ESEA Flexibility --**  **3 --** **School Accountability and**  **Turning Around Low Performing Schools** 



### 9/17/2013 A- 100 **3 -** **40 .**  **Within the past year, did the State Education Agency work with any of the following type(s) of intermediaries to support the implementation of statewide education reform priorities in the various areas identified in the preceding question?**  SELECT ONE RES PONSE IN EACH ROW **YES NO**  a. Federally- supported comprehensive center, regional educational laboratory, equity assistance center, or content center (specify) ................................ ................................ ...... 1 0

________________________________ ________________________________ ________ b. Postsecondary institutions ................................ ................................ ................................ .... 1 0 c. Regional/county offices ................................ ................................ ................................ ........ 1 0 d. Educators contracted by the state such as distinguished educators ................................ .... 1 0 e. Other external organizations (specify) ................................ ................................ .................. 1 0

________________________________ ________________________________ ________

**3 -** **41 .**  **Continuing to focus on the intermediaries with whom the State Education Agency worked in the past year, with which of the following groups were these intermediaries expected to work?**  SELECT ONE RESPONSE IN EACH ROW **YES NO**  a. State - level staff ................................ ................................ ................................ ..................... 1 0 b. All districts ................................ ................................ ................................ ............................ 1 0 c. **Districts** identified for Improvement or Corrective Action under NCLB ............................... 1 0 d. **Schools** in Corrective Action and/or Restructuring under NCLB and/or the districts in which these schools are located ................................ ................................ ........................... 1 0 e. **Schools** identified for Improvement under NCLB and/or the districts in which these schools are located ................................ ................................ ................................ ............... 1 0 f. Some other groups of districts and/or schools (specify) ................................ ....................... 1 0

________________________________ ________________________________ ________________**State Survey --**  **States without ESEA Flexibility --**  **3 --** **School Accountability and**  **Turning Around Low Performing Schools** 



### 9/17/2013 A- 101 **3 -** **42 .**  **Considering the availability of state staff and consultants, to what extent are the following a challenge during this school**  **year (2013 -**  **14)?** SELECT ONE RESPONSE IN EACH ROW **NOT A CHALLENGE**  **MINOR**

**CHALLENGE MAJOR** 

**CHALLENGE** a. Monitoring districts and/or schools ................................ .............. 1 2 3 b. Providing targeted support or technical assistance to districts and/or schools ................................ ................................ .............. 1 2 3 c. Developing guidelines for teacher and principal evaluation in the state ................................ ................................ ........................ 1 2 3 d. Working with districts to implement teacher and principal evaluation models ................................ ................................ ......... 1 2 3 e. Developing state longitudinal data systems ................................ .. 1 2 3 f. Working with districts and/or schools on the use of data to improve instruction ................................ ................................ ...... 1 2 3 g. Supporting districts and/or schools in the process of turning around low- achieving schools ................................ ....................... 1 2 3 h. Some other type of expertise (specify) ................................ ......... 1 2 3

____________________________________________________

**Please provide the following information for each s** **tate e** **ducation department**  **staff member**  **who assisted with the completion of this**  **survey section. N**  **ame Position Title**  **N umber**  **of years**  **in the**  **position**

### 9/17/2013 A- 102

**Laura Kalb** Senior Survey Researcher 955 Massachusetts Avenue, Suite 801 Cambridge, MA 02139 Telephone (617) 491 - 7900 Fax (617) 491 - 8044 www.mathematica-mpr.com **(617) 301 -** **8989** 

### DATE Dear NAME: Thank you for agreeing to participate in the state survey f or the Implementation of Title I/II Program Initiatives, a study we are conducting for the U.S. Department of Education’s Institute of Education Sciences. In your state, more than one person might need to work on the survey, depending on the policy areas with which they

are most familiar. As a reminder, the state survey i s divided into four sections: state content standards, state assessments, accountability and school turnaround, and teacher and principal evaluation systems. Additionally, in an effort to ease the burden on your staff, the research team at Mathematica Policy Research has used publicly- available data from your state to complete portions of the enclosed extant data form. This form covers topics on school accountability systems. We request your help in verifying the information in this form and in completing parts of the form that we were unable to complete using data available online. Because multiple people from your agency will be working on the survey and extant data form, we have created a SharePoint site for all respondents in your agency to use. SharePoint is a collaborative web -based application, accessed via the secure log-in information below. Itallows multiple users to acce ss to the survey (through a check-in/check-out document system). Itwill also allow users to oversee and review the completed documents before final submission. Please see the attached User’s Guide for more details on using a SharePoint site. SHAREPOI

NT URL : XXXXX USERNAME: XXXXX PASSWORD: XXXXX Thank you in advance for your cooperation and participation in this important study. Please do not hesitate to call or email with any questions. Sincerely, Attachment: SharePoint User Guide State Extant Data Form

### 9/17/2013 A- 103 

# ShareP oint	User	Guide This SharePoint User Guide provides instructions for key steps you will need to follow to access your state’s survey

documents on the secure website and save completed work. SharePoint allows multiple users to access and contribute to documents. Using this system, different staff from your agency can work on different sections of the survey, to best match the policy f ocus of your agency ’s staff with the sections of the survey related to those policy

areas. 

## Checking	Out	and	Editing	a	File Checking out a file in SharePoint prevents multiple people from making changes at the same time. While the file is checked out to a user, they c an edit and save the file, close it and reopen it. Other users can not make any edits, or see the user’s edits until the file is checked back in. To check out a file, select the box next the survey s ection you would like to work in. Select ‘Check Out’ from the Document Ribbon at the top of the page:

You can also check out the file when you open it for editing [**Note: we will include a screenshot here once**  **the SharePoint**  **site is**  **set up** ]. If the check out command is not available in the Document ribbon or when you open the file, the file may already be checked out to you or someone else. The icon for the document changes to the following symbol to indicate it is checked out:

Rest the mouse pointer over this icon to see the name of the person who has checked out the document.

### 9/17/2013 A- 104



### Remember to save all changes to the document before checking it back in! If you check-in a document before saving, you will lose any changes that were made while the file was checked out and the file will revert to the previous checked-in version. 

## Check**- in	File**  Once you are finished editing a file, make it available to other users to view your changes or make their own edits by

checking the file back in. Similar to checking out a document, to check a document in, select the check box next the survey section you would like to check in and select the Check In icon from the document ribbon:

When you check in a file, you can add comments about the changes you made to the file. Check-in comments are useful when several people are working in a file . After you check in the file, the box below will pop -up, allowing you to enter version comments:**Extant Documents and Data Form School Accountability** 



### 9/17/2013 A- 105 OMB#: XXXX-XXXX Expiration Date: XX/XX/20XX 

# Implementation of Title I/II Program

**Initiatives**

**Extant Data Form For States with ESEA Flexibility** 

**2013 -**  **2014**

**Paperwork Reduction Act of 1995** According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. Public reporting burden for this collection of information is estimated to average 180 minutes per response, including time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. The obligation to respond to this collection is required to obtain or retain benefit (Education Department General Administrative Regulations, Sections 75.591 and 75.592). Send comments regarding the burden estimate or any other aspect of this collection of information, including suggestions for reducin g 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 Con fidentiality**  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 coll ection will be used only for statistical purposes. The reports prepared for this study will summarize findings across the sample and will not associate responses with a specific individual. We will not provide information that identifies you to anyone outside the study team, except required by law.**Extant Documents and Data Form School Accountability** 



### 9/17/2013 A- 106 **Below is a chart to illustrate the layout of sections C, D, E, and F. Extant Documents and Data Form**  **School Accountability**



### 9/17/2013 A- 107



## Implementation of Title I/II Program Initiatives **Extant Documents and Data Form**  **For States with ESEA Flexibility School Accountability**  **Instructions for State Education Agency Staff: This Extant Data form contains questions about school accountability policies and outcomes.**  **In an**  **effort to**  **reduce the**  **burden on**  **your staff,**  **the research**  **team at**  **Mathematica Policy**  **Research has**  **filled in**  **this form**  **usi ng**  **publicly available**  **data sources**  **(such as**  **data provided**  **on your**  **State Education**  **Agency webpage).**  **Please review**  **and verify**  **that th**  **e data in this form are correct. To**  **assist your**  **review, the**  **“Website” box**  **under each**  **question indicates**  **where the**  **data for**  **each question**  **was found.**  **In some**  **cases, the**  **information could**  **not be**  **found in**  **the publicly**  **available data**  **sources. Please**  **fill in**  **m issing**  **data points**  **and revise**  **any data that is not correct directly in the form.**  **For each question, please use the check boxes (example below) to indicate whether the data was verified or revised/added:** 

# □ **Data below has been verified.** 

# □ **Data below has b een revised/added.**  **DEFINITIONS:** States define **annual measurable objectives (AMOs),** or targets for specific student outcomes such as proficiency on the state’s English language arts (ELA) assessment for as all students or subgroups of students States may define a **school performance index (SPI)** that combines school - level data on student proficiency levels and growth on required state assessments, graduation rates, attendance rates, and other data in order to rank schools so that Priority, Focus, and Reward Schools can be identified. States may use this index to sort schools into additional performance categories.**Extant Documents and Data Form School Accountability** 



### 9/17/2013 A- 108 

### A. **Setting Annual Measurable Objectives for Schools 3E** **- 1.**  **For elementary and middle schools** **, which subject** **- area assessments did the state use to set annual measurable**  **objectives (AMOs) for the 2012 -**  **13 school year?** 

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.** SELECT ONE RESPONSE IN EACH ROW **ELEMENTARY/MIDDLE SCHOOLS YES**  **NO** a. English language arts (ELA); including Reading and Writing ................................ ................................ ............ 1 0 b. Math ................................ ................................ ............... 1 0 c. Science ................................ ................................ ........... 1 0 d. Social Studies/History ................................ ..................... 1 0 e. Other subjects (specify) ................................ ................... 1 0

________________________________ ___________

**3E -**  **2. For**  **high schools ,**  **which assessments did the state use to set annual measurable objectives (AMOs) for the**  **2012 -**  **13 school year ?**  

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.** SELECT ONE RESPONSE IN EACH ROW **HIGH SCHOOLS YES**  **NO** a. High school comprehensive exam, exit exam, or grade specific exam ................................ ........................ 1 0 b. End of course exams in ELA ................................ ............ 1 0 c. End of course exams in Math ................................ ......... 1 0 d. End of course exams in Science ................................ ...... 1 0 e. End of course exams in Social Studies/History ............... 1 0 f. American College Test, or ACT ................................ ....... 1 0 g. Advanced Placement exam ................................ ............ 1 0 h. Other subjects area (specify) ................................ .......... 1 0

________________________________ ___________**Extant Documents and Data Form School Accountability** 



### 9/17/2013 A- 109 **3E -**  **3. Which measures, other than those based on student achievement tests, did the state use**  **to set annual measurable objectives for the 2012** **- 13 school year**  **?** 

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.** SELECT ONE RESPONSE IN EACH ROW **ELEMENTARY/MIDDLE SCHOOLS YES**  **NO** a. Student attendance rate ................................ ................ 1 0 b. Percentage of teachers rated as effective ...................... 1 0 c. School climate ................................ ................................ . 1 0 d. Other (specify) ................................ ................................ . 1 0

________________________________ ___________ **HIGH SCHOOLS**  **YES NO**  a. Student attendance rate ................................ ................ 1 0 b. Graduation or dropout rate ................................ ........... 1 0 c. “On track” to graduate index ................................ ......... 1 0 d. Percentage of teachers rated as effective ...................... 1 0 e. School climate ................................ ................................ 1 0 f. Other (specify) ................................ ................................ 1 0

________________________________ ___________ **WEBSITE: Extant Documents and Data Form**  **School Accountability**



### 9/17/2013 A- 110 

### B. **Subgroups Used in Setting Annual Measurable Objectives 3E** **- 4.**  **For the 2012 -**  **13 school year, what was the minimum number of students in a school that can constitute a subgroup whose achievement is monitored against annual measurable objectives?**  

# □ **Data below h as been verified.**  

# □ **Data below has been revised/added.**

___________ **Minimum subgroup size used for school accountability based on the 2012 -**  **13 state assessments**

**WEBSITE: Extant Documents and Data Form**  **School Accountability**



### 9/17/2013 A- 111 **3E -**  **5. If the state uses combined subgroups, has the**  **state’s use of combined subgroups changed the number of schools held**  **accountable for subgroups? Indicate the percentage increase or decrease in the number of schools held accountable for subgroups, based on data in**  **state’s flexibility application.** 

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.**

**CHANGE IN NUMBER OF SCHOOLS CHANGE IN PERCENTAGE**  **OF SCHOOLS DESCRIBE THE SCHOOLS THAT THE STATE**  **INCLUDED IN THE ANALYSIS (such as elementary schools, high schools, Title I**  **schools, etc.)**  **# OF SCHOOLS ACCOUNTABLE**  **IN OLD SYSTEM**  **# OF SCHOOLS**

**ACCOUNTABLE UNDER**  **FLEXIBILITY TOTAL** 

**SCHOOLS IN THIS**  **CATEGORY INCREASE** 

**% DECREASE** 

**%** a.

________________________________ ___ _____ _____ _____ _____% _____% b.

________________________________ ___ _____ _____ _____ _____% _____% c.

________________________________ ___ _____ _____ _____ _____% _____% d.

________________________________ ___ _____ _____ _____ _____% _____% **Indicate the number of schools that will be held accountable for subgroups in 2013 -**  **14.**

**SCHOOL # OF SCHOOLS**  **ACCOUNTABLE 2013 -**  **14 PERCENTAGE OF THE**  **STATE’S SCHOOLS AT THAT GRADE LEVEL THAT WILL BE**  **HELD ACCOUNTABLE FOR SUBGROUPS IN 2013** **- 14**  a. Elementary and Middle schools ................... _____ _____% b. High schools ................................ ................. _____ _____% c. Combination schools (K- 12) ......................... _____ _____%

**WEBSITE: Extant Documents and Data Form**  **School Accountability**



### 9/17/2013 A- 112 

### C. **Highest -**  **Performing Schools 3E** **- 6.**  **During this school year (2013 -**  **14), how many schools are classified as highest** **- performing at each grade level based on**  **student outcomes in preceding years?** 

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.** RECORD NUMBER OF SCHOOLS **TITLE I SCHOOLS**  **NON -** **TITLE I**

**SCHOOLS** a. Elementary schools ................................ .......................... _________ _______ b. Middle schools ................................ ................................ . _________ _______ c. High schools ................................ ................................ ..... _________ _______ d. Combination schools ( including grades from elementary and middle or middle and high) ................... . _________ _______ e. Total schools ................................ ................................ .... _________ _______ **WEBSITE: Extant Documents and Data Form**  **School Accountability**



### 9/17/2013 A- 113 **The next set of questions asks how states identify their highest -**  **performing schools. ESEA flexibility states may refer to these schools as Reward schools. You should focus on schools identified**  **as highest -**  **performing for this school year (2013 -**  **14). There are separate questions for the three types of measurements that may be used to identify these schools: assessments,**  **measures based on assessments, and other measures. These questions try to summar ize the measures included in the state’s**  **school performance index used to rank and identify highest -**  **performing schools. 3E** **- 7.**  **For elementary and middle schools** **, which subject -** **area assessments did the state use to identify schools classified as highest** **- performing schools during this school year (2013** **- 14)?**  

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.** SELECT ONE RESPONSE IN EACH ROW **ELEMENTARY/MIDDLE SCHOOLS YES**  **NO** a. English language arts (ELA); including Reading and Writing ................................ ................................ ............ 1 0 b. Math ................................ ................................ ............... 1 0 c. Science ................................ ................................ ........... 1 0 d. Social Studies/History ................................ ..................... 1 0 e. Other subjects (specify) ................................ .................. 1 0

________________________________ ___________ **3E -** **8. For**  **high schools ,**  **which assessments did the**  **state use to identify schools classified as highest -**  **performing schools during this school year (2013** **- 14)?**  

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.** SELECT ONE RESPONSE IN EACH ROW **HIGH SCHOOLS YES**  **NO** a. High school comprehensive exam, exit exam, or grade specific exam ................................ ........................ 1 0 b. End of course exams in ELA ................................ ............ 1 0 c. End of course exams in Math ................................ ......... 1 0 d. End of course exams in Science ................................ ...... 1 0 e. End of course exams in Social Studies/History ............... 1 0 f. American College Test, or ACT ................................ ....... 1 0 g. Advanced Placement exam ................................ ............ 1 0 h. SAT exam ................................ ................................ ......... 1 0 i. Other subjects area (specify) ................................ .......... 1 0

________________________________ ___________**Extant Documents and Data Form School Accountability** 



### 9/17/2013 A- 114 **3E -** **9. Which measures based on student assessments**  **did the state use to identify schools classified as highest -**  **performing schools during this**  **school year (2013 -**  **14) ?**  

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.** SELECT ONE RESPONSE IN EACH ROW **ELEMENTARY/MIDDLE SCHOOLS YES**  **NO** a. Percentage proficient ................................ ..................... 1 0 b. Year-to -year proficiency improvement .......................... 1 0 c. Student growth or value added ................................ ..... 1 0 d. Reduction in achievement gaps for subgroups .............. 1 0 e. Size of achievement gaps for subgroups ........................ 1 0 f. Other (specify) ................................ ................................ 1 0

________________________________ ___________ **HIGH SCHOOLS YES**  **NO** a. Percentage proficient ................................ ..................... 1 0 b. Year-to -year proficiency improvement .......................... 1 0 c. Student growth or value added ................................ ..... 1 0 d. Reduction in achievement gaps for subgroups .............. 1 0 e. Size of achievement gaps for subgroups ........................ 1 0 f. Other (specify) ................................ ................................ 1 0

________________________________ ___________**Extant Documents and Data Form School Accountability** 



### 9/17/2013 A- 115 **3E -**  **10. Which measures, other than those based on student achievement tests, did the state use to identify schools classified as**  **highest -**  **performing schools during this school year (2013 -**  **14)?** 

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.** SELECT ONE RESPONSE IN EACH ROW **ELEMENTARY/MIDDLE SCHOOLS YES**  **NO** a. Student attendance rate ................................ ................ 1 0 b. Percentage of teachers rated as effective ...................... 1 0 c. School climate ................................ ................................ . 1 0 d. Other (specify) ................................ ................................ . 1 0

________________________________ ___________ **HIGH SCHOOLS YES**  **NO** a. Student attendance rate ................................ ................ 1 0 b. Graduation or dropout rate ................................ ........... 1 0 c. “On track” to graduate index ................................ ......... 1 0 d. Percentage of teachers rated as effective ...................... 1 0 e. School climate ................................ ................................ 1 0 f. Other (specify) ................................ ................................ 1 0

________________________________ ___________ **WEBSITE: Extant Documents and Data Form**  **School Accountability**



### 9/17/2013 A- 116 

### D. High **- Progress Schools**  **3E -**  **11. During this school**  **year (2013 -**  **14), how many schools are classified as high -**  **progress at each grade level based on student outcomes in preceding years? If the state does not identify high**  **- progress schools, write NA in that column.**  

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.** RECORD NUMBER OF SCHOOLS, or NA if category does not exist in the state **TITLE I SCHOOLS**  **NON -** **TITLE I**

**SCHOOLS** a. Elementary schools ................................ .......................... _________ _______ b. Middle schools ................................ ................................ . _________ _______ c. High schools ................................ ................................ ..... _________ _______ d. Combination schools ( including grades from elementary and middle or middle and high) ................... _________ _______ e. Total schools ................................ ................................ .... _________ _______ **WEBSITE: Extant Documents and Data Form**  **School Accountability**



### 9/17/2013 A- 117 **The next set of questions asks how states identify their high -**  **progress schools. You should focus on schools identified as**  **high -**  **progress for this school year (2013 -**  **14). There are separate questions for the three types of measurements that may be used to identify these schools: assessments, measures based on assessments, and other measures.**  **These questions try to summarize the measures included in the state’s school performance index used to rank and identify high progress schools.**  **3E -**  **12. For**  **elementary and middle schools , which subject** **- area assessments did the state use to identify schools**  **classified as high**  **- progress schools during this school year (2013** **- 14)?**  

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.** SELECT ONE RESPONSE IN EACH ROW **ELEMENTARY/MIDDLE SCHOOLS YES**  **NO** a. English language arts (ELA); including Reading and Writing ................................ ................................ ............ 1 0 b. Math ................................ ................................ ............... 1 0 c. Science ................................ ................................ ........... 1 0 d. Social Studies/History ................................ ..................... 1 0 e. Other subjects (specify) ................................ ................... 1 0

________________________________ ___________ **3E -**  **13. For**  **high schools ,**  **which assessments did the state use to identify schools classified as high**  **- progress schools during**  **this school year (2013** **- 14)?**  

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.** SELECT ONE RESPONSE IN EACH ROW **HIGH SCHOOLS YES**  **NO** a. High school comprehensive exam, exit exam, or grade specific exam ................................ ........................ 1 0 b. End of course exams in ELA ................................ ............ 1 0 c. End of course exams in Math ................................ ......... 1 0 d. End of course exams in Science ................................ ...... 1 0 e. End of course exams in Social Studies/History ............... 1 0 f. American College Test, or ACT ................................ ....... 1 0 g. Advanced Placement exam ................................ ............ 1 0 h. SAT exam ................................ ................................ ......... 1 0 i. Other subjects area (specify) ................................ .......... 1 0

________________________________ ___________**Extant Documents and Data Form School Accountability** 



### 9/17/2013 A- 118 **3E -**  **14. Which measures based on student assessments**  **did the state use to identify schools classified as high -**  **progress schools during this school year (2013** **- 14)**  **?** 

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.** SELECT ONE RESPONSE IN EACH ROW **ELEMENTARY/MIDDLE SCHOOLS YES**  **NO** a. Percentage proficient ................................ ..................... 1 0 b. Year-to -year proficiency improvement .......................... 1 0 c. Student growth or value added ................................ ..... 1 0 d. Reduction in achievement gaps for subgroups .............. 1 0 e. Size of achievement gaps for subgroups ........................ 1 0 f. Other (specify) ................................ ................................ 1 0

________________________________ ___________ **HIGH SCHOOLS YES**  **NO** a. Percentage proficient ................................ ..................... 1 0 b. Year-to -year proficiency improvement .......................... 1 0 c. Student growth or value added ................................ ..... 1 0 d. Reduction in achievement gaps for subgroups .............. 1 0 e. Size of achievement gaps for subgroups ........................ 1 0 f. Other (specify) ................................ ................................ 1 0

________________________________ ___________**Extant Documents and Data Form School Accountability** 



### 9/17/2013 A- 119 **3E -**  **15. Which measures, other than those based on student achievement tests, did the state use to identify schools classified as**  **high -**  **progress schools during this school year (2013 -**  **14)?** 

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.** SELECT ONE RESPONSE IN EACH ROW **ELEMENTARY/MIDDLE SCHOOLS YES**  **NO** a. Student attendance rate ................................ ................ 1 0 b. Percentage of teachers rated as effective ...................... 1 0 c. School climate ................................ ................................ . 1 0 d. Other (specify) ................................ ................................ . 1 0

________________________________ ___________ **HIGH SCHOOLS YES**  **NO** a. Student attendance rate ................................ ................ 1 0 b. Graduation or dropout rate ................................ ........... 1 0 c. “On track” to graduate index ................................ ......... 1 0 d. Percentage of teachers rated as effective ...................... 1 0 e. School climate ................................ ................................ 1 0 f. Other (specify) ................................ ................................ 1 0

________________________________ ___________ **WEBSITE:**

**3E -**  **16. Item is not applicable in this version** **Extant Documents and Data Form School Accountability** 



### 9/17/2013 A- 120 

### E. **Priority Schools 3E** **- 17.**  **During this school year (2013 -**  **14), how many schools are classified as Priority schools? Note:**  **The last row should be the total of all previous rows and equal to the total number of schools classified in the low** **- performing category.**  **Schools designated as Priority typically remain in that category for three years, so the count should include all schools designated since the flexibility application was approved.**  

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.**



### RECORD NUMBER OF SCHOOLS **TITLE I SCHOOLS**  **NON -** **TITLE I**

**SCHOOLS** a. Elementary and middle schools ................................ ....... _________ _______ b. High schools ................................ ................................ ..... _________ _______ c. Total schools ................................ ................................ .... _________ _______

**WEBSITE: Extant Documents and Data Form**  **School Accountability**



### 9/17/2013 A- 121 **The next questions try to summarize the measures included in the state’s school performance index used to rank and identify**  **Priority schools. 3E** **- 18.**  **For elementary and middle schools** **, which subject -** **area assessments did the state use to identify schools classified as Priority schools during this school y** **ear (2013 -**  **14)?** 

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.** SELECT ONE RESPONSE IN EACH ROW **ELEMENTARY/MIDDLE SCHOOLS YES**  **NO** a. English language arts (ELA); including Reading and Writing ................................ ................................ ............ 1 0 b. Math ................................ ................................ ............... 1 0 c. Science ................................ ................................ ........... 1 0 d. Social Studies/History ................................ ..................... 1 0 e. Other subjects (specify) ................................ ................... 1 0

________________________________ ___________ **3E -**  **19. For**  **high schools ,**  **which assessments did the state use to identify schools classified as Priority schools during this school**  **year (2013 -**  **14)?** 

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.** SELECT ONE RESPONSE IN EACH ROW **HIGH SCHOOLS YES**  **NO** a. High school comprehensive exam, exit exam, or grade specific exam ................................ ........................ 1 0 b. End of course exams in ELA ................................ ............ 1 0 c. End of course exams in Math ................................ ......... 1 0 d. End of course exams in Science ................................ ...... 1 0 e. End of course exams in Social Studies/History ............... 1 0 f. American College Test, or ACT ................................ ....... 1 0 g. Advanced Placement exam ................................ ............ 1 0 h. SAT exam ................................ ................................ ......... 1 0 i. Other subjects area (specify) ................................ .......... 1 0

________________________________ ___________**Extant Documents and Data Form School Accountability** 



### 9/17/2013 A- 122 **3E -**  **20. Which measures based on student assessments did the state use to identify schools classified as Priority schools during**  **this school year (2013 -**  **14)?** 

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.** SELECT ONE RESPONSE IN EACH ROW **ELEMENTARY/MIDDLE SCHOOLS YES**  **NO** a. Percentage proficient ................................ ..................... 1 0 b. Year-to -year proficiency improvement .......................... 1 0 c. Student growth or value added ................................ ..... 1 0 d. Size of achievement gaps for subgroups ........................ 1 0 e. Achievement of subgroups ................................ ............ 1 0 f. Achievement growth of subgroups ................................ 1 0 g. Other (specify) ................................ ................................ . 1 0

________________________________ ___________ **HIGH SCHOOLS YES**  **NO** a. Percentage proficient ................................ ..................... 1 0 b. Year-to -year proficiency improvement .......................... 1 0 c. Student growth or value added ................................ ..... 1 0 d. Size of achievement gaps for subgroups ........................ 1 0 e. Achievement of subgroups ................................ ............ 1 0 f. Achievement growth of subgroups ................................ 1 0 g. Other (specify) ................................ ................................ . 1 0

________________________________ ___________**Extant Documents and Data Form School Accountability** 



### 9/17/2013 A- 123 **3E -**  **21. Which measures, other than those based on student achievement tests,**  **did the state use to identify schools classified as Priority schools during this school**  **year (2013 -**  **14)?** 

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.** SELECT ONE RESPONSE IN EACH ROW **ELEMENTARY/MIDDLE SCHOOLS YES**  **NO** a. Student attendance rate ................................ ................ 1 0 b. Percentage of teachers rated as effective ...................... 1 0 c. School climate ................................ ................................ . 1 0 d. Other (specify) ................................ ................................ . 1 0

________________________________ ___________ **HIGH SCHOOLS YES**  **NO** a. Student attendance rate ................................ ................ 1 0 b. Graduation or dropout rate ................................ ........... 1 0 c. “On track” to graduate index ................................ ......... 1 0 d. Percentage of teachers rated as effective ...................... 1 0 e. School climate ................................ ................................ 1 0 f. Other (specify) ................................ ................................ 1 0

________________________________ ___________

**WEBSITE: Extant Documents and Data Form**  **School Accountability**



### 9/17/2013 A- 124 

### F. Focus Schools

**3E -**  **22. During this school year (2013**  **- 14), how many schools are classified as Focus schools?**  **Note: The last row should be the total of all previous rows and equal to the total number of schools classified in the**  **low -** **performing category. Schools designated as Focus typically remain in that category for three years, so the count should include all school**  **s designated since the flexibility application was approved.** 

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.**



### RECORD NUMBER OF SCHOOLS **TITLE I SCHOOLS**  **NON -** **TITLE I**

**SCHOOLS** a. Elementary and middle schools ................................ ....... _________ _______ b. High schools ................................ ................................ ..... _________ _______ c. Total schools ................................ ................................ .... _________ _______ **WEBSITE: Extant Documents and Data Form**  **School Accountability**



### 9/17/2013 A- 125 **The next questions try to summarize the measures included in the state’s school performance index used to rank and identify Focus schools.**  **3E -**  **23. For**  **elementary and middle schools** **, which subject -** **area assessments did the state use to identify schools classified as Focus schools during this school year (2013** **- 14)?**  

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.** SELECT ONE RESPONSE IN EACH ROW **ELEMENTARY/MIDDLE SCHOOLS YES**  **NO** a. English language arts (ELA); including Reading and Writing ................................ ................................ ............ 1 0 b. Math ................................ ................................ ............... 1 0 c. Science ................................ ................................ ........... 1 0 d. Social Studies/History ................................ ..................... 1 0 e. Other subjects (specify) ................................ ................... 1 0

________________________________ ___________ **3E -**  **24. For**  **high schools ,**  **which assessments did the state use to identify schools classified as Focus schools during this school**  **year (2013 -**  **14)?** 

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.** SELECT ONE RESPONSE IN EACH ROW **HIGH SCHOOLS YES**  **NO** a. High school comprehensive exam, exit exam, or grade specific exam ................................ ........................ 1 0 b. End of course exams in ELA ................................ ............ 1 0 c. End of course exams in Math ................................ ......... 1 0 d. End of course exams in Science ................................ ...... 1 0 e. End of course exams in Social Studies/History ............... 1 0 f. American College Test, or ACT ................................ ....... 1 0 g. Advanced Placement exam ................................ ............ 1 0 h. SAT exam ................................ ................................ ......... 1 0 i. Other subjects area (specify) ................................ .......... 1 0

________________________________ ___________**Extant Documents and Data Form School Accountability** 



### 9/17/2013 A- 126 **3E -**  **25. Which measures based on student assessments did the state use to identify schools classified as Focus schools during this**  **school year (2013 -**  **14)?** 

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.** SELECT ONE RESPONSE IN EACH ROW **ELEMENTARY/MIDDLE SCHOOLS YES**  **NO** a. Percentage proficient ................................ ..................... 1 0 b. Year-to -year proficiency improvement .......................... 1 0 c. Student growth or value added ................................ ..... 1 0 d. Size of achievement gaps for subgroups ........................ 1 0 e. Achievement of subgroups ................................ ............ 1 0 f. Achievement growth of subgroups ................................ 1 0 g. Other (specify) ................................ ................................ . 1 0

________________________________ ___________ **HIGH SCHOOLS YES**  **NO** a. Percentage proficient ................................ ..................... 1 0 b. Year-to -year proficiency improvement .......................... 1 0 c. Student growth or value added ................................ ..... 1 0 d. Size of achievement gaps for subgroups ........................ 1 0 e. Achievement of subgroups ................................ ............ 1 0 f. Achievement growth of subgroups ................................ 1 0 g. Other (specify) ................................ ................................ . 1 0

________________________________ ___________**Extant Documents and Data Form School Accountability** 



### 9/17/2013 A- 127 **3E -**  **26. Which measures, other than those based on student achievement tests,**  **did the state use to identify schools classified as Focus schools during this school**  **year (2013 -**  **14)?** 

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.** SELECT ONE RESPONSE IN EACH ROW **ELEMENTARY/MIDDLE SCHOOLS YES**  **NO** a. Student attendance rate ................................ ................ 1 0 b. Percentage of teachers rated as effective ...................... 1 0 c. School climate ................................ ................................ . 1 0 d. Other (specify) ................................ ................................ . 1 0

________________________________ ___________ **HIGH SCHOOLS YES**  **NO** a. Student attendance rate ................................ ................ 1 0 b. Graduation or dropout rate ................................ ........... 1 0 c. “On track” to graduate index ................................ ......... 1 0 d. Percentage of teachers rated as effective ...................... 1 0 e. School climate ................................ ................................ 1 0 f. Other (specify) ................................ ................................ 1 0

________________________________ ___________

**WEBSITE: Extant Documents and Data Form**  **School Accountability**



### 9/17/2013 A- 128 

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

# Implementation of Title I/II Program

**Initiatives Extant Data Form**  **For States without ESEA Flexibility**

**2013 -**  **2014**

**Paperwork Reduction Act of 1995**  According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless su ch collection displays a valid OMB control number. Public reporting burden for this collection of information is estimated to average 180 minutes per response, including time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and co mpleting 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 asp ect 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 Edu cation Sciences (The Education Sciences Reform Act of 2002, Title I, Part E, Section 183). Responses to t his data collection will be used only for statistical purposes. The reports prepared for this study will summarize findings across the sample and will not associate responses with a specifi c individual. We will not provide information that identifies you to anyone outside the study team, except required by law.**Extant Documents and Data Form School Accountability** 



### 9/17/2013 A- 129



## Implementation of Title I/II Program Initiatives **Extant Documents and Data Form For States without ESEA Flexibility**  **School Accountability Instructions for State Education Agency Staff:**  **This Extant Data form contains questions about school accountability policies and outcomes.**  **In an**  **effort to**  **reduce the**  **burden on**  **your staff,**  **the research**  **team at**  **Mathematica Policy**  **Research has**  **filled in**  **this form**  **usi ng**  **publicly available**  **data sources**  **(such as**  **data provided**  **on your**  **State Education**  **Agency webpage).**  **Please review**  **and verify**  **that the data in this form are correct.**  **To assist**  **your review,**  **the “Website”**  **box under**  **each question**  **indicates where**  **the data**  **for each**  **question was**  **found. In**  **some cases,**  **the information**  **could not**  **be found**  **in the**  **publicly available**  **data sources.**  **Please fill**  **in missing**  **data points**  **and revise**  **any data that is not correct directly in the form.**  **For each question, please use the check boxes (example below) to indicate whether the data was verified or revised/added:**  

# □ **Data below has been verified.** 

# □ **Data below has been revised/added. DEFINITIONS:**  States define **annual measurable objectives (AMOs),** or targets for specific student outcomes such as proficiency on the state’s English language arts (ELA) assessment for as all students or subgroups of students States also define **adequate yearly progress (AYP),** or the threshold for proficiency or progress toward proficiency that the school needs to show in order to be judged by the state as making sufficient progress for that year for all students and subgroups.**Extant Documents and Data Form School**  **Accountability**



### 9/17/2013 A- 130 

### A. **Setting Annual Measurable Objectives for Schools 3E** **- 1.**  **Item is not applicable in this version 3E** **- 2.**  **Item is not applicable in this version 3E** **- 3.**  **Item is not applicable in this version Extant Documents and Data Form**  **School Accountability** 



### 9/17/2013 A- 131 

### B. **Subgroups Used in Setting Annual Measurable Objectives 3E** **- 4.**  **For the 2012 -**  **13 school year, what was the minimum number of students in a school that can constitute a subgroup whose achievement is monitored against annual measurable objectives?**  

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.**

___________ **Minimum subgroup size used for school accountability based on the 2012 -**  **13 state assessments**

**WEBSITE:**

**3E -**  **5. Item is not applicable in this version** **Extant Documents and Data Form School**  **Accountability**



### 9/17/2013 A- 132 

### C. **Highest -**  **Performing Schools 3E** **- 6.**  **During this school year (2013 -**  **14), how many schools are classified as highest** **- performing at each grade level based on**  **student outcomes in preceding years? In states without ESEA flexibility, use whatever the state defines as highest****** **performing (e.g., schoo ls earning “A” grades on A** **- F scale or “exemplary” schools).**  

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.** RECORD NUMBER OF SCHOOLS **TITLE I SCHOOLS**  **NON -** **TITLE I**

**SCHOOLS** a. Elementary schools ................................ ........................ _________ _______ b. Middle schools ................................ ............................... _________ _______ c. High schools ................................ ................................ ... _________ _______ d. Combination schools (including grades from elementary and middle or middle and high) ................. _________ _______ e. Total schools ................................ ................................ .. _________ _______ **WEBSITE: Extant Documents and Data Form**  **School Accountability** 



### 9/17/2013 A- 133 **The next set of questions asks how states identify their highest -**  **performing schools. You should focus on schools identified as highest** **- performing for this school year (2013**  **- 14).**  **3E -**  **7. For**  **elementary and middle schools , which subject** **- area assessments did t**  **he state use to identify schools classified as highest** **- performing schools during this school year (2013** **- 14)?**  

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.** SELECT ONE RESPONSE IN EACH ROW **ELEMENTARY/MIDDLE SCHOOLS YES**  **NO** a. English language arts (ELA); including Reading and Writing) ................................ ................................ .......... 1 0 b. Math ................................ ................................ ............... 1 0 c. Science ................................ ................................ ........... 1 0 d. Social Studies/History ................................ ..................... 1 0 e. Other subjects (specify) ................................ ................... 1 0

________________________________ ___________ **3E -** **8. For**  **high schools ,**  **which assessments did the state use to identify schools**  **classified as highest -**  **performing schools during this school year (2013** **- 14)?**  

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.** SELECT ONE RESPONSE IN EACH ROW **HIGH SCHOOLS YES**  **NO** a. High school comprehensive exam, exit exam, or grade specific exam ................................ ........................ 1 0 b. End of course exams in ELA ................................ ............ 1 0 c. End of course exams in Math ................................ ......... 1 0 d. End of course exams in Science ................................ ...... 1 0 e. End of course exams in Social Studies/History ............... 1 0 f. American College Test, or ACT ................................ ....... 1 0 g. Advanced Placement exam ................................ ............ 1 0 h. SAT exam ................................ ................................ ......... 1 0 i. Other subjects area (specify) ................................ .......... 1 0

________________________________ ___________**Extant Documents and Data Form School**  **Accountability**



### 9/17/2013 A- 134 **3E -** **9. Which measures based on student assessments**  **did the state use to identify schools classified as highest -**  **performing schools during this school year (2013** **- 14)**  **?** 

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.** SELECT ONE RESPONSE IN EACH ROW **ELEMENTARY/MIDDLE SCHOOLS YES**  **NO** a. Percentage proficient ................................ ..................... 1 0 b. Year-to -year proficiency improvement .......................... 1 0 c. Student growth or value added ................................ ..... 1 0 d. Reduction in achievement gaps for subgroups .............. 1 0 e. Size of achievement gaps for subgroups ........................ 1 0 f. Other (specify) ................................ ................................ . 1 0

________________________________ ___________ **HIGH SCHOOLS YES**  **NO** a. Percentage proficient ................................ ..................... 1 0 b. Year-to -year proficiency improvement .......................... 1 0 c. Student growth or value added ................................ ..... 1 0 d. Reduction in achievement gaps for subgroups .............. 1 0 e. Size of achievement gaps for subgroups ........................ 1 0 f. Other (specify) ................................ ................................ . 1 0

________________________________ ___________**Extant Documents and Data Form School**  **Accountability**



### 9/17/2013 A- 135 **3E -**  **10. Which measures, other than those based on student achievement tests, did the state use to identify schools classified as**  **highest -**  **performing schools during this school year (2013 -**  **14)?** 

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.** SELECT ONE RESPONSE IN EACH ROW **ELEMENTARY/MIDDLE SCHOOLS YES**  **NO** a. Student attendance rate ................................ ................ 1 0 b. Percentage of teachers rated as effective ...................... 1 0 c. School climate ................................ ................................ . 1 0 d. Other (specify) ................................ ................................ . 1 0

________________________________ ___________ **HIGH SCHOOLS YES**  **NO** a. Student attendance rate ................................ ................ 1 0 b. Graduation or dropout rate ................................ ........... 1 0 c. “On track” to graduate index ................................ ......... 1 0 d. Percentage of teachers rated as effective ...................... 1 0 e. School climate ................................ ................................ 1 0 f. Other (specify) ................................ ................................ 1 0

________________________________ ___________ **WEBSITE: Extant Documents and Data Form**  **School Accountability** 



### 9/17/2013 A- 136 

### D. High **- Progress Schools**  **3E -**  **11. During this school year (2013**  **- 14), how many schools are classified as high**  **- progress at each grade level based on student**  **outcomes in preceding years? If the state does not identify high -**  **progress schools, write NA in that column.** 

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.** RECORD NUMBER OF SCHOOLS, or NA if category does not exist in the state **TITLE I SCHOOLS**  **NON -** **TITLE I**

**SCHOOLS** a. Elementary schools ................................ .......................... _________ _______ b. Middle schools ................................ ................................ . _________ _______ c. High schools ................................ ................................ ..... _________ _______ d. Combination schools (including grades from elementary and middle or middle and high) ................... _________ _______ e. Total schools ................................ ................................ .... _________ _______ **WEBSITE: Extant Documents and Data Form**  **School Accountability** 



### 9/17/2013 A- 137 **The next set of questions asks how states identify their high -**  **progress schools. You should focus on schools identified as high**   ** progress for this school year (2013****- 14).**  **3E -**  **12. For**  **elementary and middle schools , which subject** **- area assessments did the state**  **use to identify schools classified as high**  **- progress schools during this school year (2013** **- 14)?**  

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.** SELECT ONE RESPONSE IN EACH ROW **ELEMENTARY/MIDDLE SCHOOLS YES**  **NO** a. English language arts (ELA); including Reading and Writing ................................ ................................ ............ 1 0 b. Math ................................ ................................ ............... 1 0 c. Science ................................ ................................ ........... 1 0 d. Social Studies/History ................................ ..................... 1 0 e. Other subjects (specify) ................................ ................... 1 0

________________________________ ___________ **3E -**  **13. For**  **high schools ,**  **which assessments did the state use to identify schools classified as high**  **- progress schools during this**  **school year (2013 -**  **14)?** 

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.** SELECT ONE RESPONSE IN EACH ROW **HIGH SCHOOLS YES**  **NO** a. High school comprehensive exam, exit exam, or grade specific exam ................................ ........................ 1 0 b. End of course exams in ELA ................................ ............ 1 0 c. End of course exams in Math ................................ ......... 1 0 d. End of course exams in Science ................................ ...... 1 0 e. End of course exams in Social Studies/History ............... 1 0 f. American College Test, or ACT ................................ ....... 1 0 g. Advanced Placement exam ................................ ............ 1 0 h. SAT exam ................................ ................................ ........ 1 0 i. Other subjects area (specify) ................................ .......... 1 0

________________________________ ___________**Extant Documents and Data Form School**  **Accountability**



### 9/17/2013 A- 13 8 **3E -**  **14. Which measures based on student assessments**  **did the state use to identify schools classified as high -**  **progress schools during this school year (2013** **- 14)**  **?** 

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.** SELECT ONE RESPONSE IN EACH ROW **ELEMENTARY/MIDDLE SCHOOLS YES**  **NO** a. Percentage proficient ................................ ..................... 1 0 b. Year-to -year proficiency improvement .......................... 1 0 c. Student growth or value added ................................ ..... 1 0 d. Reduction in achievement gaps for subgroups .............. 1 0 e. Size of achievement gaps for subgroups ........................ 1 0 f. Other (specify) ................................ ................................ . 1 0

________________________________ ___________ **HIGH SCHOOLS YES**  **NO** a. Percentage proficient ................................ ..................... 1 0 b. Year-to -year proficiency improvement .......................... 1 0 c. Student growth or value added ................................ ..... 1 0 d. Reduction in achievement gaps for subgroups .............. 1 0 e. Size of achievement gaps for subgroups ........................ 1 0 f. Other (specify) ................................ ................................ . 1 0

________________________________ ___________**Extant Documents and Data Form School**  **Accountability**



### 9/17/2013 A- 139 **3E -**  **15. Which measures, other than those based on student achievement tests, did the state use to identify schools classified as**  **high -**  **progress schools during this school year (2013 -**  **14)?** 

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.** SELECT ONE RESPONSE IN EACH ROW **ELEMENTARY/MIDDLE SCHOOLS YES**  **NO** a. Student attendance rate ................................ ................ 1 0 b. Percentage of teachers rated as effective ...................... 1 0 c. School climate ................................ ................................ . 1 0 d. Other (specify) ................................ ................................ . 1 0

________________________________ ___________ **HIGH SCHOOLS YES**  **NO** a. Student attendance rate ................................ ................ 1 0 b. Graduation or dropout rate ................................ ........... 1 0 c. “On track” to graduate index ................................ ......... 1 0 d. Percentage of teachers rated as effective ...................... 1 0 e. School climate ................................ ................................ 1 0 f. Other (specify) ................................ ................................ 1 0

________________________________ ___________ **WEBSITE: Extant Documents and Data Form**  **School Accountability** 



### 9/17/2013 A- 140 

### E. **Low -**  **Performing Schools The next questions are about the number of schools in low** **- performing categories.** 

**3E -**  **16. During this school year (2013**  **- 14), how many schools are classified as**  **in Need of Improvement, in Corrective Action, and in Restructuring?**  

# □ **Data below has been verified.** 

# □ **Data below has been revised/added.**

**IN NEED OF IMPROVEMENT TITLE I**  **SCHOOLS NON**  **- TITLE I** 

**SCHOOLS** a. Elementary and middle schools ................................ ..... _________ _______ b. High schools ................................ ................................ ... _________ _______ c. Total schools ................................ ................................ .. _________ _______

**IN CORRECTIVE ACTION TITLE I**  **SCHOOLS NON**  **- TITLE I** 

**SCHOOLS** a. Elementary and middle schools ................................ ..... _________ _______ b. High schools ................................ ................................ ... _________ _______ c. Total schools ................................ ................................ .. _________ _______

**IN RESTRUCTURING TITLE I**  **SCHOOLS NON**  **- TITLE I** 

**SCHOOLS** a. Elementary and middle schools ................................ ..... _________ _______ b. High schools ................................ ................................ ... _________ _______ c. Total schools ................................ ................................ .. _________ _______

**WEBSITE: Extant Documents and Data Form**  **School Accountability** 



### 9/17/2013 A- 141 **3E -**  **17. Item is not applicable in this version**  **3E -**  **18. Item is not applicable in this version**  **3E -**  **19. Item is not applicable in**  **this version 3E** **- 20.**  **Item is not applicable in this version 3E** **- 21.**  **Item is not applicable in this version 3E** **- 22.**  **Item is not applicable in this version 3E** **- 23.**  **Item is not applicable in this version 3E** **- 24.**  **Item is not applicable in this version 3E** **- 25.**  **Item is not applicable in this version 3E** **- 26.**  **Item is not applicable in this version**