HB555 School Improvement

Survey
The Committee on Urban Education of the Ohio State Board of Education desires to listen to solution-focused feedback from educators, board members and stakeholders representing a full range of schools and districts. To capture feedback, completion of a very brief survey is requested. Superintendents, please forward this survey link to your Central Office Staff and Board of Education. Principals, please forward this survey link to the staff in your school building. The deadline for completing the survey is Monday, March 18, 2013. For questions regarding this email or the survey, please contact Dr. John Richard, Senior Executive Director, Center for Accountability & Continuous Improvement, Ohio Department of Education at John.Richard@education.ohio.gov or (614) 466-5795. (End of Page 1)

1) Please select the category which best describes you (choose one): Superintendent Central Office (i.e. Directors/Coordinators) Principal Teacher School Psychologist, Social Worker, Guidance Counselor, OT/PT Classroom Support Staff (i.e. classroom paraprofessionals/assistants) School Board Member Non Classroom Support Staff (i.e. coach, prevention/transition/linkage coordinators, security) Other (please specify) ____________________

2) In what part of Ohio do you live (choose one)? Northeast Northwest Central Southeast Southwest

3) Which best describes your school (choose one)? Urban 8 Traditional Public School Other Urban Traditional Public School Suburban Traditional Public School Rural Traditional Public School

 Public Community School

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Please review the statements below and indicate, in your opinion, the level of evidence present in your school or district. If you do not know or are unsure, please select "unsure."

6 Point Scale: 0 (lowest) to 5 (highest) 0 No evidence found to indicate the specific practice is occurring. 1 Rarely found evidence of this practice and/or is of poor quality as it engages a limited number of students. 2 Insufficient evidence of this practice; quality demonstrates preliminary stages of implementation in few settings; impact for some students engagement; evidence can be found in some sources of data. 3 Acceptable evidence of this practice; quality demonstrates adequate level of implementation in more than half of the settings; impact for many students engagement; evidence can be observed in many sources of data. 4 Strong evidence of this practice; quality demonstrates good levels of implementation in at least 75 percent of the settings; impact for most students engagement; evidence can be observed in most sources of data. 5 Exemplary evidence of this practice; quality demonstrates superior levels of implementation in at least 90 percent of the settings; impact for most students engagement; evidence can be triangulated across multiple sources of data. Unsure Not aware of this indicator of effective practice because work or position does not impact this area.

4) Alignment with academic content standards:

Curriculum and teacher lesson plans are aligned to Common Core State

Unsure

Standards.

4a) If the score is less than 3, please explain the barriers to achieving this indicator of effective practice. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

5) Instructional practices:

0 Teachers differentiate instructional activities, materials and procedures to support the learning needs of all students (including students identified as gifted, students with disabilities and at-risk students).

Unsure

5a) If the score is less than 3, please explain the barriers to achieving this indicator of effective practice. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

6) Environment/climate:

0 Comprehensive support services, including connections to health and social services, are available to students and their families; these schoollinked or school-based services are a fully integrated component of the schools education program.

Unsure

6a) If the score is less than 3, please explain the barriers to achieving this indicator of effective practice. ______________________________________________________________ ______________________________________________________________

______________________________________________________________

7) System of leadership:

The leadership team leads the process of setting, monitoring and achieving specific and challenging goals that reflect high expectations for all students and staff.

Unsure

7a) If the score is less than 3, please explain the barriers to achieving this indicator of effective practice. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

8) Professional development:

Professional

Unsure

development provides faculty and staff with tools to engage students, families and communities in improving student achievement.

8a) If the score is less than 3, please explain the barriers to achieving this indicator of effective practice. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

9) Data driven decisions:

0 Student behavioral data related to attendance, mobility, expulsion, suspension, promotion, dropout, graduation and postsecondary options are used for

Unsure

purposes related to improving student outcomes.

9a) If the score is less than 3, please explain the barriers to achieving this indicator of effective practice. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

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