A2.2. Prioritize the guidance needed to successfully implement the 2017 Mathematics Curriculum Framework. Mathematics framework implementation guidance on … No Need Low Priority Moderate Priority High Priority Don’t Know a. which curricula are best aligned 1 □ 2 □ 3 □ 4 □ -1 □ b. developing curriculum that is well aligned 1 □ 2 □ 3 □ 4 □ -1 □ c. how to identify resources that support consistent implementation of the mathematics curriculum across each classroom 1 □ 2 □ 3 □ 4 □ -1 □ d. identifying professional development providers to support implementation 1 □ 2 □ 3 □ 4 □ -1 □ e. how to embed students’ social and emotional learning into the mathematics curriculum 1 □ 2 □ 3 □ 4 □ -1 □ f. how to support English learners in mastering the expectations 1 □ 2 □ 3 □ 4 □ -1 □ g. how to support students with disabilities in mastering the expectations 1 □ 2 □ 3 □ 4 □ -1 □ h. Other (specify): _____________________ 1 □ 2 □ 3 □ 4 □ -1 □ A3.1. Please indicate your agreement with the following statements about the 2016 Massachusetts Science and Technology/Engineering (STE) Curriculum Framework. Disagree Strongly Disagree Agree Strongly Don’t Know a. The 2016 STE Curriculum Framework sets appropriate expectations for student learning at each grade level. 1 □ 2 □ 3 □ 4 □ -1 □ b. The 2016 STE Curriculum Framework positively affects the degree to which students are prepared for middle school/college or career. 1 □ 2 □ 3 □ 4 □ -1 □ c. Teachers have made instructional shifts over the last year to ensure students meet the expectations of the state’s 2016 STE Curriculum Framework. 1 □ 2 □ 3 □ 4 □ -1 □ d. State assessments provide useful information about students’ progress mastering the expectations set in the 2016 STE Curriculum Framework. 1 □ 2 □ 3 □ 4 □ -1 □ e. The implementation of the Science and Engineering Practices enable students to have deeper understanding of scientific concepts. 1 □ 2 □ 3 □ 4 □ -1 □
A3.2. Prioritize the guidance needed to successfully implement the 2016 Science and Technology/Engineering (STE) Curriculum Framework. Science and Technology/Engineering framework implementation guidance on … No Need Low Priority Moderate Priority High Priority Don’t Know a. which curricula are best aligned 1 □ 2 □ 3 □ 4 □ -1 □ b. developing curriculum that is well aligned 1 □ 2 □ 3 □ 4 □ -1 □ c. how to identify resources that support consistent implementation of the science curriculum across each classroom 1 □ 2 □ 3 □ 4 □ -1 □ d. identifying professional development providers to support implementation 1 □ 2 □ 3 □ 4 □ -1 □ e. how to embed students’ social and emotional learning into the science curriculum 1 □ 2 □ 3 □ 4 □ -1 □ f. how to support English learners in mastering the expectations 1 □ 2 □ 3 □ 4 □ -1 □ g. how to support students with disabilities in mastering the expectations 1 □ 2 □ 3 □ 4 □ -1 □ h. Other (specify): _____________________ 1 □ 2 □ 3 □ 4 □ -1 □ A4.1. Please indicate your agreement with the following statements about the 2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework. Disagree Strongly Disagree Agree Don’t Know a. The 2016 Digital Literacy and Computer Science (DLCS) Curriculum Framework sets appropriate expectations for student learning at each grade level. 1 □ 2 □ 3 □ 4 □ -1 □ b. The 2016 DLCS Curriculum Framework positively affects the degree to which students are prepared for middle school/college or career. 1 □ 2 □ 3 □ 4 □ -1 □ c. Teachers have made instructional shifts over the last year to ensure students meet the expectations of the state’s current 2016 DLCS Curriculum Framework. 1 □ 2 □ 3 □ 4 □ -1 □
c. Student work samples (e.g., portfolios, projects) 0 □ 1 □ 2 □ 3 □ 4 □ d. Feedback from students 0 □ 1 □ 2 □ 3 □ 4 □ e. Results from students’ state standardized test scores 0 □ 1 □ 2 □ 3 □ 4 □ f. Results from common district assessments 0 □ 1 □ 2 □ 3 □ 4 □ g. Results from educator-chosen classroom assessments 0 □ 1 □ 2 □ 3 □ 4 □ h. Artifacts of practice provided by the teacher 0 □ 1 □ 2 □ 3 □ 4 □ B4. Please estimate the percentage of teachers within your school whose evaluation was informed by the following sources of evidence. Please enter a whole percent number Don’t Know a. Feedback from students | | | | -1 □ b. Results from students’ state standardized test scores | | | | -1 □ c. Results from common district assessments | | | | -1 □ d. Results from educator-chosen classroom assessments | | | | -1 □ B5. Below is a series of statements about the teacher evaluation system used in your district. To what extent do you agree with the following statements? Disagree Strongly Disagree Somewhat Agree Strongly Don’t Know a. The evaluation system used in my school is effective in identifying outstanding teachers. 1 □ 2 □ 3 □ 4 □ -1 □ b. The evaluation system used in my school is effective in identifying teachers who are struggling. 1 □ 2 □ 3 □ 4 □ -1 □
c. The evaluation system used in my school is an effective tool to support teacher growth and development. 1 □ 2 □ 3 □ 4 □ -1 □ d. Overall, the evaluation system used for assessing teachers generates fair results. 1 □ 2 □ 3 □ 4 □ -1 □ B6. Please indicate your agreement with the following statements. Disagree Strongly Disagree Somewhat Agree Somewhat Agree Strongly a. I have received the necessary training to support me as a building administrator. 1 □ 2 □ 3 □ 4 □ b. I use ESE resources to support me as a building administrator. 1 □ 2 □ 3 □ 4 □ C. EDUCATOR PIPELINE DEVELOPMENT: Preparing, Hiring and Retaining Educators The Educator Pipeline Development section (Module C) asks for your views on developing, hiring and retaining effective educators in your schools or district. C1. Please indicate your agreement with the following statements. Disagree Strongly Disagree Somewhat Agree Somewhat Agree Strongly a. In general, I believe that it is possible for teachers to positively impact student learning from their first day in the classroom. 1 □ 2 □ 3 □ 4 □ b. I have strategic partnerships with teacher preparation providers that help ensure I can meet my hiring needs. 1 □ 2 □ 3 □ 4 □ c. My district’s hiring processes and timelines support my ability to recruit and hire top talent. 1 □ 2 □ 3 □ 4 □ d. First-year teachers in my district receive induction and mentoring support that positively impact retention. 1 □ 2 □ 3 □ 4 □ C2.1. Please tell us the number of first-year teachers you have in your school now, and in the past?
e. maintains an academic learning environment students are unafraid to take academic risks. 1 □ 2 □ 3 □ f. consistently enforces high expectations for all students. 1 □ 2 □ 3 □ g. uses self-reflection to improve practice. 1 □ 2 □ 3 □ h. incorporates aspects of social and emotional learning and development into practice. 1 □ 2 □ 3 □ i. is culturally competent. 1 □ 2 □ 3 □ j. has the dispositions necessary for engaging effectively with students and adults. 1 □ 2 □ 3 □ k. Other (specify): _____________________ 1 □ 2 □ 3 □ C4. How frequently are you unable to hire an ideal candidate for a teacher vacancy? 1 □ All of the time 2 □ Most of the time 3 □ Some of the time 4 □ I am usually able to hire an ideal candidate C5. When hiring a prospective teacher, what components of the hiring process most influence your judgments? Please select the three most important components. Component Most Important Component Second Most Important Component Third Most Important Component a. Interviews 1 □ 2 □ 3 □ b. Performance 1 □ 2 □ 3 □ c. Artifacts of practice (e.g., portfolio) 1 □ 2 □ 3 □ d. Recommendations or Referrals 1 □ 2 □ 3 □ e. Resume 1 □ 2 □ 3 □
f. Demo Lessons 1 □ 2 □ 3 □ g. Current student achievement and/or prior student performance data 1 □ 2 □ 3 □ h. Whether the individual was a student teacher in my school/district 1 □ 2 □ 3 □ i. Years of experience 1 □ 2 □ 3 □ C6. Please tell us about your support of student teachers (individuals enrolled in a teacher preparation program who are completing their practicum) in the last three years? Please enter number Don’t Know a. Number of current student teachers | | | | -1 □ b. Number of student teachers you supported in the last 3 years | | | | -1 □ c. Of the number of student teachers reported in the prior question (b), how many did you ultimately hire? | | | | -1 □ C7. Please indicate your agreement with the following statements about student teachers (individuals enrolled in a teacher preparation program who are completing their practicum) and induction/mentoring support for first year teachers. Disagree Strongly Disagree Somewhat Agree Strongly a. Student teachers contribute to the outcomes of PK–12 students in the classrooms in which they work. 1 □ 2 □ 3 □ 4 □ b. Student teachers provide supervising practitioners (e.g. cooperating teachers) with a valuable professional growth opportunity. 1 □ 2 □ 3 □ 4 □ c. Student teachers are intentionally assigned classrooms that serve PK–12 students and 1 □ 2 □ 3 □ 4 □
f. Teachers consult/work with other personnel (e.g., psychologists, counselors) in my school/district and/or community to provide SEL supports for all students. 0 □ 1 □ 2 □ 3 □ 4 □ -1 □ g. My school has explicit support systems in place that engage and collaborate with families to develop students’ SEL competencies (e.g., self-awareness and management, social awareness and relationship skills, responsible decision-making). 0 □ 1 □ 2 □ 3 □ 4 □ -1 □ D2. To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2017–2018 school year? Please use “Other” to specify/add all other instrument(s) you use in your school. PLEASE SELECT ALL THAT Battelle Developmental Inventory (BDI) 1 □ Behavioral and Emotional Rating Scale (BERS) 1 □ Devereux Early Childhood Assessment (DECA) 1 □ Devereux Student Strengths Assessment (DESSA) 1 □ ESE’s school climate student survey 1 □ Panorama Education Social-Emotional Learning survey 1 □ School Social Behaviors Scale 1 □ Social Skills Improvement System Rating Scales (SSIS) 1 □ Social-Emotional Assets and Resilience Scales (SEARS) 1 □ Student Approaches to Learning (SAL) Instrument 1 □ Survey of Academic and Youth Outcomes (SAYO) 1 □ please specify ___________________________ 1 □
d. implement inclusive practices to support the needs of all learners in core academic areas. 1 □ 2 □ 3 □ 4 □ D4. To help students master the Massachusetts’ state standards, to what extent could teachers in your school benefit from support in the following instructional strategies? Please think back on your teacher observations (announced and unannounced classroom observations) to form your opinion. Teachers benefit from strategies to… Not At All Minimal Extent Moderate Extent Extent a. integrate the development of social and emotional competencies into lesson content (e.g., self-awareness and management, social awareness and relationship skills, and responsible decision-making). 1 □ 2 □ 3 □ 4 □ b. integrate the development of students’ social and emotional competencies into their daily practice. 1 □ 2 □ 3 □ 4 □ c. support students with different of social and emotional learning needs within their classroom. 1 □ 2 □ 3 □ 4 □ D5. Thinking of your school’s student support system, to what extent your school benefit from support in the following areas? Not At All Minimal Extent Moderate Extent Extent a. Connecting students with different intensities of academic need to appropriate interventions 1 □ 2 □ 3 □ 4 □ b. Connecting students with different intensities of social and emotional/behavioral need to appropriate interventions 1 □ 2 □ 3 □ 4 □ c. Monitoring the impact of academic interventions on the progress of individual students 1 □ 2 □ 3 □ 4 □ d. Monitoring the impact of social emotional/behavioral interventions on the progress of individual students 1 □ 2 □ 3 □ 4 □
D6. Thinking of your school’s support system, to what extent do you agree with the following statements with regard to social and emotional learning (SEL)? Resource is Not Available Disagree Strongly Disagree Somewhat Agree Somewhat Agree Strongly a. My school has a sufficient number of specialists (e.g., counselors, social workers) to address students’ social and emotional learning (SEL) needs. 0 □ 1 □ 2 □ 3 □ 4 □ b. My school coordinates with community resources (e.g., psychological services, organizations, hospitals) to support students’ SEL. 0 □ 1 □ 2 □ 3 □ 4 □ c. My school coordinates with students’ families to support students’ SEL needs. 0 □ 1 □ 2 □ 3 □ 4 □ d. My school/district actively supports staff members’ social and emotional well-being. 0 □ 1 □ 2 □ 3 □ 4 □ e. I am comfortable with my level of training and education in supporting students’ SEL needs. 0 □ 1 □ 2 □ 3 □ 4 □ f. My superintendent is committed to supporting students’ SEL needs. 0 □ 1 □ 2 □ 3 □ 4 □ D7. Did your students participate in the 2017 MCAS Questionnaire measuring students’ perceptions of school climate? 1 □ Yes 2 □ No D8. To what extent do you agree with each of the following statements regarding ESE’s reporting of the 2017 school climate pilot survey? Disagree Strongly Disagree Somewhat Agree Somewhat Agree Strongly Don’t Know a. ESE’s district summary school climate report was useful. 1 □ 2 □ 3 □ 4 □ -1 □ b. I found my individual school climate report(s) useful. 1 □ 2 □ 3 □ 4 □ -1 □ c. The guidance documents (annotated sample report, school profile, interpretive guide, and two-page executive summary) accompanying the school climate data were useful. 1 □ 2 □ 3 □ 4 □ -1 □
d. I shared and discussed the school climate results with staff. 1 □ 2 □ 3 □ 4 □ -1 □ e. I shared and discussed the school climate results with students. 1 □ 2 □ 3 □ 4 □ -1 □ f. I shared and discussed the school climate results with parents. 1 □ 2 □ 3 □ 4 □ -1 □ g. The 2017 school climate results will be used to inform school improvement. 1 □ 2 □ 3 □ 4 □ -1 □ h. ESE should expand the school climate survey by administering it in more grades. 1 □ 2 □ 3 □ 4 □ -1 □ D9. To what extent do you agree with each of the following statements regarding your views on ESE’s administration of its school climate survey? Administering the school climate survey along with the MCAS test… Disagree Strongly Disagree Somewhat Agree Somewhat Strongly Don’t Know a. is an efficient way (operationally) for schools to collect students’ perceptions of school climate. 1 □ 2 □ 3 □ 4 □ -1 □ b. is a cost effective way for schools to collect student perceptions of school climate. 1 □ 2 □ 3 □ 4 □ -1 □ c. provides important comparative data for schools and districts. 1 □ 2 □ 3 □ 4 □ -1 □ d. helps ensure that students take the survey seriously. 1 □ 2 □ 3 □ 4 □ -1 □ D10. How did your school administer the 2017 school climate pilot survey? We administered it… 1 □ immediately after the last test session. 2 □ the last test session, but not immediately after (e.g., on a later day during the test window). 3 □ before the last test session. 4 □ Not sure because our district administered it 5 □ Not sure (other reason) D11. To what extent do you agree with each of the following statements regarding ESE’s performance during the 2017–2018 school year relative to safe and supportive schools?