vista 2018 principal survey · web viewyou are invited to take part in the vista survey. the...

You are invited to take part in the VISTA survey. The purpose of this survey is to provide ESE your feedback on your district and the state’s programs to support statewide reform efforts. The survey is divided into five main modules, plus a small number of demographic questions:

i. Demographic questionsA. State Curriculum FrameworksB. Role of Evaluation in Supporting Educator Growth and DevelopmentC. Educator Pipeline Development: Preparing, Hiring, and Retaining Educators D. Social and Emotional Learning, Health, and SafetyE. ESE Overall Support

If you are unsure about a question, please respond in a manner that most closely reflects your experiences or seek information from others (e.g., Department Heads) to provide an answer.

The survey will take approximately 20-30 minutes to complete. Taking part in this study is completely voluntary. You can withdraw from the study at any time by discontinuing the survey and you may choose not to respond to any question within the survey (except the required demographic questions in the first section). There are no known risks or discomforts associated with this survey. Although you will receive no direct benefits for completing the survey, doing so will provide information that may be useful to improve teaching and learning.

Your responses will be kept confidential and stored in secure electronic files. Any report of this research that is made available to the public will not include your name or any other individual information by which you could be identified. No individual responses will be reported.

If you have questions or want a copy or summary of this study’s results, contact Laura Egan, Westat VISTA Project Director, at [email protected]. If you have questions about your rights and welfare as a research participant, please call the Westat Human Subjects Protections office at 1-888-920-7631. Please leave a message with your full name, the name of the research study that you are calling about (the VISTA study), and a phone number beginning with the area code. Someone will return your call as soon as possible. Please feel free to print a copy of this consent page to keep for your records.

Clicking the “Next” button below indicates that you are 21 years of age or older and indicates your consent to participate in this survey.

VISTA 2018 School Survey 1

i. DEMOGRAPHICS The first question asks for the grade levels served by your school. This question will be used to direct you to the appropriate sections of the survey so that you are asked only the questions that are relevant to you.i1. What grade levels does your school serve? PLEASE SELECT ALL THAT APPLY

0 □ All Grades, Pre-K–12

1 □ All Grades, K–12

2 □ Kindergarten

3 □ Grade 1

4 □ Grade 2

5 □ Grade 3

6 □ Grade 4

7 □ Grade 5

8 □ Grade 6

9 □ Grade 7

10 □ Grade 8

11 □ Grade 9

12 □ Grade 10

13 □ Grade 11

14 □ Grade 12

15 □ Grade 13 (students aged 18–22)

i2. Including the current school year (2017–18), how long have you worked as a school-level administrator?

YEARS

a. Total amount of time as an administrator (as a principal, assistant principal, or school-level coordinator) | | |

b. Total amount of time as a principal at any school | | |

c. Total amount of time as a principal in current district | | |

d. Total amount of time as a principal in current school | | |


A. STATE CURRICULUM FRAMEWORKSThis module asks for your views on the alignment, support and implementation of the Massachusetts Curriculum Frameworks (English Language Arts & Literacy, Mathematics, Science & Technology/Engineering, and Digital Literacy & Computer Science) in your school.

A1.0. Which statement best describes your familiarity with the 2017 Mathematics, 2017 English Language Arts & Literacy, 2016 Science & Technology/Engineering, and 2016 Digital Literacy & Computer Science frameworks for the grades taught in your school?

Statement

I am unfamiliar or only slightly familiar with this framework.

I have a general understanding of the framework, but I am not familiar with all the details.

I have a detailed understanding of this framework.

a. 2017 Mathematics 1 □ 2 □ 3 □

b. 2017 ELA/Literacy 1 □ 2 □ 3 □c. 2016 Science & Technology/Engineering

(STE) 1 □ 2 □ 3 □

d. 2016 Digital Literacy & Computer Science 1 □ 2 □ 3 □


A1.1. Please indicate your agreement with the following statements about the 2017 Massachusetts English Language Arts (ELA) & Literacy Curriculum Framework.

Disagree Strongly

Disagree Somewha

tAgree

SomewhatAgree

StronglyDon’t Know

a. The 2017 ELA/Literacy Curriculum Framework sets appropriate expectations for student learning at each grade level.

1 □ 2 □ 3 □ 4 □ -1 □

b. The 2017 ELA/Literacy 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 2017 ELA/Literacy Curriculum Framework.

1 □ 2 □ 3 □ 4 □ -1 □

d. State assessments provide useful information about students’ progress mastering the expectations set in the 2017 ELA/Literacy Curriculum Framework.

1 □ 2 □ 3 □ 4 □ -1 □

e. Teachers routinely create student learning experiences that integrate the reading, writing, speaking & listening, and language strands in the 2017 ELA/Literacy Curriculum Framework.

1 □ 2 □ 3 □ 4 □ -1 □


A1.2. Prioritize the guidance needed to successfully implement the 2017 English Language Arts (ELA) and Literacy Curriculum Framework.

ELA/Literacy framework implementation guidance on …

NoNeed

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 ELA/Literacy 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 ELA/Literacy 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 □


A2.1. Please indicate your agreement with the following statements about the 2017 Massachusetts Mathematics Curriculum Framework.

Disagree Strongly

Disagree Somewhat

Agree Somewhat

Agree Strongly

Don’t Know

a. The 2017 Mathematics Curriculum Framework sets appropriate expectations for student learning at each grade level.

1 □ 2 □ 3 □ 4 □ -1 □

b. The 2017 Mathematics 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 2017 Mathematics Curriculum Framework.

1 □ 2 □ 3 □ 4 □ -1 □

d. State assessments provide useful information about students’ progress mastering the expectations set in the 2017 Mathematics Curriculum Framework.

1 □ 2 □ 3 □ 4 □ -1 □

e. The implementation of the Standards of Mathematical Practice enables students to have deeper understanding of mathematical concepts.

1 □ 2 □ 3 □ 4 □ -1 □


A2.2. Prioritize the guidance needed to successfully implement the 2017 Mathematics Curriculum Framework.

Mathematics framework implementation guidance on …

NoNeed

Low Priority

Moderate Priority

High Priority

Don’t Know



implementation of the mathematics curriculum across each classroom

1 □ 2 □ 3 □ 4 □ -1 □


e. how to embed students’ social and emotional learning into the mathematics curriculum 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 Somewhat

Agree Somewhat

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 …

NoNeed

Low Priority

Moderate Priority

High Priority

Don’t Know



implementation of the science curriculum across each classroom

1 □ 2 □ 3 □ 4 □ -1 □


e. how to embed students’ social and emotional learning into the science curriculum 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 Somewha

tAgree

SomewhatAgree

StronglyDon’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 □

d. Teachers routinely integrate the DLCS standards with standards from other Massachusetts Curriculum Frameworks.

1 □ 2 □ 3 □ 4 □ -1 □


B. ROLE OF EVALUATION IN SUPPORTING EDUCATOR GROWTH AND DEVELOPMENTThe Role of Evaluation in Supporting Educator Growth and Development section (Module B) asks for your views on the role of evaluation in supporting educator growth and development in your schools or district. It first asks for your views on the role of evaluation in supporting your growth and development as a principal. It then asks for your views on the role of evaluation in supporting teacher growth and development in your school or district.

B1. With regard to your own experience with your own evaluation process, please indicate your agreement with the following statements about the principal evaluation system used in your school/district.

Disagree Strongly

Disagree Somewhat

Agree Somewhat

Agree Strongly

a. The principal evaluation system is effective in identifying outstanding school leaders. 1 □ 2 □ 3 □ 4 □

b. The principal evaluation system is effective in identifying school leaders who are struggling. 1 □ 2 □ 3 □ 4 □

c. Overall, the evaluation system used in my district for assessing administrators generates fair results.

1 □ 2 □ 3 □ 4 □

B2. Over the course of the school week, approximately what percent of your time do you, on average, spend on evaluation activities, versus other administrative duties?

__________ (Please enter a whole percent number)


B3. Which of the following types of evidence do you use to determine a Summative Performance Rating for teachers and is the type of evidence valuable?

Not Used

USED

Not ValuableSomewhat Valuable Valuable Very Valuable

a. Unannounced observations 0 □ 1 □ 2 □ 3 □ 4 □b. Announced/formal

observations 0 □ 1 □ 2 □ 3 □ 4 □

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 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 EducatorsThe 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 first-year 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?

Please enter number Don’t Know

a. Number of first-year teachers currently | | | | -1 □b. Number of first-year teachers you have hired

in the last 3 years (include current in your total)

| | | | -1 □


C2.2. For this current school year, please indicate the number of first-year teachers within your school that met each level of readiness.

Readiness Level Please enter number

a. Fully ready (immediately impactful with students)______________

(Enter number)

b. Mostly ready (able to successfully meet the needs of most students)

______________

(Enter number)

c. Moderately ready (needed additional support, training and coaching to be successful)

______________

(Enter number)

d. Minimally ready (limited success meeting the needs of students and improving outcomes)

______________

(Enter number)

e. Not ready (unable to meet the needs of students)______________

(Enter number)


C3. When hiring a new teacher, which of the following attributes are the most important when making the decision to hire? Please select the three most important attributes.

The new teacher:Most Important

AttributeSecond Most

Important AttributeThird Most

Important Attribute

a. has expertise in the subject matter. 1 □ 2 □ 3 □b. implements well-structured lessons. 1 □ 2 □ 3 □c. makes adjustments to practice based on

data. 1 □ 2 □ 3 □

d. meets the diverse needs of learners within the classroom.

1 □ 2 □ 3 □

e. maintains an academic learning environment where 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 Tasks 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 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 the development of the student teacher equally well.

1 □ 2 □ 3 □ 4 □

d. New teachers are strategically assigned a mentor. 1 □ 2 □ 3 □ 4 □

e. Mentors in my school/district are outstanding, proven teachers who consistently demonstrate exemplary practice.

1 □ 2 □ 3 □ 4 □

f. Serving as a supervising practitioner or a mentor is an effective strategy for retaining high-performing teacher leaders.

1 □ 2 □ 3 □ 4 □


D. SOCIAL and EMOTIONAL LEARNING, HEALTH, & SAFETYThis section (Module D) asks for your views on the social and emotional learning supports and resources in your school, and solicits your feedback on ESE’s 2017 school climate surveys.

D1. Please rate your agreement with the following statements about social and emotional learning (SEL) in your school. If you do not have the resource (e.g., district support team, or SEL instruction and/or supports) available in your district/school, please use “Not Applicable” to respond.

Not Applicable

Disagree Strongly

Disagree Somewhat

Agree Somewhat

Agree Strongly

Don’t Know

a. Staff in my school are proficient in providing core social and emotional learning (SEL) instruction to all students.

0 □ 1 □ 2 □ 3 □ 4 □ -1 □

b. Staff in my school are proficient in providing supplemental SEL supports (in addition to core SEL instruction) to students who need them.

0 □ 1 □ 2 □ 3 □ 4 □ -1 □

c. Staff in my school are proficient in providing and/or connecting intensive SEL supports (in addition to core SEL instruction) to students who need them.

0 □ 1 □ 2 □ 3 □ 4 □ -1 □

d. In addition to addressing students’ academic needs, my school’s student support team uses data to develop students’ SEL support plans.

0 □ 1 □ 2 □ 3 □ 4 □ -1 □

e. In addition to addressing students’ academic needs, my school’s student support team uses data to monitor students’ SEL support plans.

0 □ 1 □ 2 □ 3 □ 4 □ -1 □

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 APPLY.

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 □

Other, please specify ___________________________ 1 □

None of the above 1 □


D3. To help students master the Massachusetts’ state standards, to what extent could teachers in your school benefit from support in the following areas? Please think of your teacher observations (announced and unannounced classroom observations) to form your opinion.

Teachers could benefit from strategies to… Not At AllMinimal Extent

Moderate Extent

Large Extent

a. implement accommodations, modifications, and specially designed instruction as described in students’ Individualized Education Plans.

1 □ 2 □ 3 □ 4 □

b. implement strategies to specifically address the instructional needs of English language learners. 1 □ 2 □ 3 □ 4 □

c. supplement core teaching strategies with additional supports for students with varying intensity of academic need. 1 □ 2 □ 3 □ 4 □

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 could benefit from strategies to… Not At AllMinimal Extent

Moderate Extent

Large Extent

a. integrate the development of social and emotional competencies into their 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 types 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 could your school benefit from support in the following areas?

Not At AllMinimal Extent

Moderate Extent

Large 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 student/staff support system, to what extent do you agree with the following statements with regard to social and emotional learning (SEL)?

Resource is Not

AvailableDisagree 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, youth 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

Agree 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 □ after 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?

ESE…Disagree Strongly

Disagree Somewhat

Agree Somewhat

Agree Strongly

Don’t Know

a. provides resources (e.g., guidance, professional development) that helps schools improve students’ social and emotional learning.

1 □ 2 □ 3 □ 4 □ -1 □

b. communicates about the importance of developing students’ SEL competencies in order to help prepare students for success after high school.

1 □ 2 □ 3 □ 4 □ -1 □

c. provides resources (e.g., guidance, professional development) that helps schools improve school climate.

1 □ 2 □ 3 □ 4 □ -1 □

d. communicates about the importance of school climate in order to help prepare students for success after high school.

1 □ 2 □ 3 □ 4 □ -1 □


E. ESE OVERALL SUPPORTThis section (Module E) asks for your views on ESE supports and resources.

E1. To what extent has ESE’s contact with your district focused on ensuring compliance as opposed to providing assistance? Base your response on your district’s recent experience with ESE.

Predominantly Compliance

Predominantly Assistance

Don’t Know

1 □ 2 □ 3 □ 4 □ 5 □ 6 □ 7 □ 8 □ 9 □ -1 □

E2. To what extent do you agree with each of the following statements regarding ESE’s performance relative to policies and programs during the 2017–2018 school year?

Disagree Strongly

Disagree Somewhat

Agree Somewhat

Agree Strongly

Don’t Know

a. ESE provides services in a coherent, well-coordinated fashion. 1 □ 2 □ 3 □ 4 □ -1 □

b. ESE is effective in its efforts to improve the overall quality of public K-12 education. 1 □ 2 □ 3 □ 4 □ -1 □

c. ESE communicates in a coherent, well-coordinated fashion. 1 □ 2 □ 3 □ 4 □ -1 □


E3. Please evaluate the usefulness of the following ESE data resources in informing your school’s planning and improvement work.

Never Heard of

This Resource

Heard of Resource

but Haven’t Used It

Used Resource but Found

It NOT Useful

Found Resource

Useful

Found Resource

Very Useful

a. Profiles (state data website) 1 □ 2 □ 3 □ 4 □ 5 □b. DART (trends over time, comparisons

to similar districts/schools, graphs; now part of Profiles)

1 □ 2 □ 3 □ 4 □ 5 □

c. DART detail: Success After High School 1 □ 2 □ 3 □ 4 □ 5 □

d. DART detail: English Language Learners 1 □ 2 □ 3 □ 4 □ 5 □

e. DART detail: Staffing and Finance 1 □ 2 □ 3 □ 4 □ 5 □f. Early Warning Indicator System 1 □ 2 □ 3 □ 4 □ 5 □g. RADAR (Resource Allocation and

District Action Reports) 1 □ 2 □ 3 □ 4 □ 5 □h. Student Learning Experience reports 1 □ 2 □ 3 □ 4 □ 5 □

E4. ESE is in the process of hiring a new commissioner. What would you suggest the new commissioner focus on early in his/her tenure?Note: Text box allows a maximum of 3,500 characters (about 550 words).


THANK YOU VERY MUCH FOR YOUR TIME AND COOPERATION.


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