LEA Survey on Professional Learning Funded by the Charter Schools Program Grant

Overview

The Office of the State Superintendent of Education (OSSE) received a five-year, $24.2 million Charter Schools Program (CSP) grant from the US Department of Education on Oct. 1, 2020. In addition to providing financial support to new, replicating and expanding charter local education agencies (LEAs), OSSE will also use funding from this grant to provide professional learning opportunities to all charter LEAs between October 2022 and September 2025.

The purpose of this survey is to obtain direct input from LEAs regarding which professional learning topics are highest priority. This will help OSSE’s CSP team plan professional learning for the 2022-23 school year. Since the needs and priorities of LEAs may shift over time, OSSE anticipates administering the survey annually.

This survey is geared toward leaders of charter LEAs. Please limit submissions to one per LEA and complete the survey by Friday, Aug. 26. Thank you for taking the time to provide your invaluable feedback! For questions about the survey or the CSP grant, please contact OPCSFS.Funding@dc.gov.

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* 1. Please enter the name of your charter LEA.

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* 2. Which grade span(s) does your LEA serve? (check all that are applicable)

Pre-K

K-5

6-8

9-12

Adult

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* 3. For each of the following professional learning topics, please assess the level of priority in terms of supporting your LEA’s success.

	Not a priority	Low priority	Moderate priority	High priority
Student recruitment, enrollment and retention that promotes the inclusion of all students, including educationally disadvantaged students	Student recruitment, enrollment and retention that promotes the inclusion of all students, including educationally disadvantaged students Not a priority	Student recruitment, enrollment and retention that promotes the inclusion of all students, including educationally disadvantaged students Low priority	Student recruitment, enrollment and retention that promotes the inclusion of all students, including educationally disadvantaged students Moderate priority	Student recruitment, enrollment and retention that promotes the inclusion of all students, including educationally disadvantaged students High priority
Reducing the overuse of discipline practices that remove students from the classroom	Reducing the overuse of discipline practices that remove students from the classroom Not a priority	Reducing the overuse of discipline practices that remove students from the classroom Low priority	Reducing the overuse of discipline practices that remove students from the classroom Moderate priority	Reducing the overuse of discipline practices that remove students from the classroom High priority
Participating in federal programs, such as ESEA Titles I-IV and IDEA	Participating in federal programs, such as ESEA Titles I-IV and IDEA Not a priority	Participating in federal programs, such as ESEA Titles I-IV and IDEA Low priority	Participating in federal programs, such as ESEA Titles I-IV and IDEA Moderate priority	Participating in federal programs, such as ESEA Titles I-IV and IDEA High priority
Meeting the needs of students with disabilities and English learners	Meeting the needs of students with disabilities and English learners Not a priority	Meeting the needs of students with disabilities and English learners Low priority	Meeting the needs of students with disabilities and English learners Moderate priority	Meeting the needs of students with disabilities and English learners High priority
Responding to the academic needs of students post pandemic, including addressing learning loss	Responding to the academic needs of students post pandemic, including addressing learning loss Not a priority	Responding to the academic needs of students post pandemic, including addressing learning loss Low priority	Responding to the academic needs of students post pandemic, including addressing learning loss Moderate priority	Responding to the academic needs of students post pandemic, including addressing learning loss High priority
Improving academic outcomes for historically marginalized groups	Improving academic outcomes for historically marginalized groups Not a priority	Improving academic outcomes for historically marginalized groups Low priority	Improving academic outcomes for historically marginalized groups Moderate priority	Improving academic outcomes for historically marginalized groups High priority

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* 4. For the topics you marked as moderate or high priority, please share why these topics are important for the success of your LEA staff and/or students.

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* 5. What time of year works best for your LEA to participate in professional learning pertaining to the topics you marked as moderate or high priority?

LEA Survey on Professional Learning Funded by the Charter Schools Program Grant

Overview

Question Title

* 1. Please enter the name of your charter LEA.

Question Title

* 2. Which grade span(s) does your LEA serve? (check all that are applicable)

Question Title

* 3. For each of the following professional learning topics, please assess the level of priority in terms of supporting your LEA’s success.

Question Title

* 4. For the topics you marked as moderate or high priority, please share why these topics are important for the success of your LEA staff and/or students.

Question Title

* 5. What time of year works best for your LEA to participate in professional learning pertaining to the topics you marked as moderate or high priority?

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* 6. Are there any challenges your LEA is currently facing that additional professional learning from OSSE could help address?

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* 7. What other thoughts would you like to share with OSSE regarding types of professional learning that would be most supportive for your LEA?