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* 1. The administrative team (Principal, VP/AP, etc) establishes and communicates a consistent vision and direction for school performance.

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* 2. The administrative team (Principal, VP/AP, etc) is consistent in the message they send to staff about priorities, policy and procedure.

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* 3. The administrative team (Principal, VP/AP, etc) models the types of practices and positive changes we need to see happen at this school.

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* 4. The staff at this school have confidence in the administrative team's (Principal, VP/AP, etc) ability to effectively lead our school.

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* 5. The administrative team (Principal, VP/AP, etc) provides regular and timely updates to staff about policy, procedures, changes, etc.

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* 6. The administrative team (Principal, VP/AP, etc) actively solicits and uses feedback from staff to improve the overall functioning and instructional effectiveness of the school.

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* 7. The administrative team (Principal, VP/AP, etc) interacts respectfully with staff.

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* 8. The administrative team (Principal, VP/AP, etc) provides staff with encouragement and praise for effort and successes.

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* 9. The administrative team (Principal, VP/AP, etc) is accessible for support, assistance, and problem solving.

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* 10. The administrative team (Principal, VP/AP, etc) addresses concerns and provides performance feedback using respectful and constructive methods.

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* 11. The administrative team (Principal, VP/AP, etc) is visible throughout the building interacting with students and staff.

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* 12. People at our school are friendly to one another.

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* 13. There is a sense of camaraderie and unity among staff at this school.

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* 14. Staff and students exhibit school pride.

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* 15. At this school, staff help and support one another.

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* 16. At this school, it is typical to receive support and encouragement from colleagues.

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* 17. Walking around the school you hear lots of positive comments and conversations.

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* 18. Staff at this school talk about students using respectful language.

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* 19. Staff at this school demonstrates care and concern for students' well being and success.

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* 20. Staff at our school provides students with frequent encouragement and praise.

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* 21. The school building is clean and well maintained.

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* 22. The school staff respects and embraces diversity.

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* 23. We have a consistent school-wide approach to teaching students the specific social behaviors & routines we expect across the different areas of the building.

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* 24. Staff at our school consistently apply the same criteria for how students should conduct them selves during school routines.

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* 25. Staff at our school consistently apply the same criteria for determining what is an office managed versus what is a classroom managed conduct infraction.

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* 26. Staff are consistent in using the procedure for sending students to the office for conduct infractions.

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* 27. Staff are consistently informed of administrative decisions following referring students to the office for conduct infractions.

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* 28. I feel safe at this school.

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* 29. I feel safe arriving and leaving from this school.

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* 30. Staff at our school have high expectations for students' academic, social and behavioral success.

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* 31. Teachers have the information and resources needed to use a variety of instructional methods to present content and engage students.

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* 32. Teachers have the information and resources needed to use multiple response strategies in their classrooms.

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* 33. Teachers have the information and resources needed to consistently differentiate content, instruction, and engagement practices to reflect the diversity of student learning needs.

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* 34. Teachers have the information and resources needed to use multiple measures of data, including the use of diagnostic, formative and summative assessment data, to differentiate instruction to improve student achievement.

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* 35. Teachers have the information and resources needed to use disaggregated data about individual student performance to differentiate instruction.

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* 36. Staff at opur school have a mechanism (e.g., grade level planning meetings) for collaboratively reflecting on instructional practices.

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* 37. Staff at our school have a protocol (e.g., guiding questions or checklists) for reflecting on instructional practices.

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* 38. Announcements and interruptions are kept to a minimum during time (i.e., 0-1 occurrence during instructional time.

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* 39. Our district has an articulated scheduled for formative assessment that is readily available to teachers.

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* 40. Teachers have the information and the resources needed to engage in collaborative lesson planning using formative assessment data.

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* 41. Teachers have access to a data management system that provides analytic tools to gauge student performance and inform instructional decisions.

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* 42. Teachers in this school have received professional development on the new common core curriculum standards for their content area.

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* 43. Our school has an articulated )e.g., written guidelines) systematic approach for identifying students who are two or more years behind grade level.

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* 44. Our school has an articulated system that uses data to link students 2 or more years behind to targeted and specialized instruction / intervention.

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* 45. Teachers have the materials, resources and training (professional development) needed to work with special education (IEP) students.

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* 46. Teachers have the materials, resources, and training to provide research-based interventions to students who are two or more years behind grade level.

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* 47. Teachers have the materials, resources and training to monitoring implementation fidelity of interventions.

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* 48. Teachers have access to personnel who provide consultative or coaching support when they are having academic difficulty with a student.

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* 49. Teachers have access to personnel who provide consultative or coaching support when they are having behavioral difficulty with a student.

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* 50. School/ district professional development is designed based on student learning data and school wide goals.

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* 51. School / district professional development targeting curriculum, assessment and instruction is customized based on specific staff / teacher development needs.

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* 52. Professional Learning Communities focused on student learning outcomes are being used for ongoing professional development.

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* 53. Teachers / staff have access to consultative or coaching support when they are having difficulty with specific professional expectations (e.g., differentiating instruction).

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* 54. I would benefit from more professional development on: (Check all that apply)

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* 55. Most of our students' parents attend school social events (e.g., recitals, talent shows, etc.)

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* 56. Most of our students' parents attend academic oriented events (e.g., open house or parent teacher conferences).

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* 57. Many of our parents volunteer at the school (e.g., class mom, reading to the class, helper at events, etc.) positive social behaviors.

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* 58. Our school has key school information (e.g., report cards, student handbook) available in language(s) other than English that are predominant in our community (e.g., Spanish).

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* 59. I have met most of my students' parents or guardians.

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* 60. Our school uses multiple methods of communication (e.g., paper, internet, phone calls) to get important information to parents.

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* 61. The community we serve demonstrates support for our school (e.g., local businesses make donations, key community attend school events, etc.)

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* 62. On an ongoing basis throughout the year, our school typically shares constructive information with parents about how they can encourage their child academically (e.g., homework routine tips, etc.)

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* 63. On an ongoing basis throughout the year, our school typically shares constructive information with parents about how they can talk with their child to encourage positive behaviors.

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* 64. My degree is a

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* 65. Worked in this school

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* 66. Worked in schools (entire career)

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* 67. My role in the school is

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* 68. I would describe myself as

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