Urbana Public Schools

1. Urbana Public Schools A FOCUS ON IMPROVEMENT Renaissance Consulting Partners EDU 5655 Angela Aiello DATA ANALYSIS Jana Antelo PROFESSOR JONATHAN HUGHES Rita Mattus

2. Demographics

3. The Urbana School District(A look into the district)‏ Mission Statement The Mission of the Urbana SD is to empower each student with courage, skills and knowledge necessary to become a creative thinker and lifelong learner committed to pursuing his/her goals and contributing to the technologically advancing global community, through a rigorous, diverse, student-centered curriculum in a safe, aesthetic environment facilitated by a caring, dedicated staff in collaboration with parents and community.

4. Demographic Data Time of study 2004

5. Report Card DataAreas in need of improvement ELA 8th Grade % Passing Math 8th Grade % Passing

6. English Regents Scores To make it to the top 10 in its wealth group, Urbana ranks 13% lower than the 10th ranking district. Compared by size group Urbana has a 13% discrepancy to the lowest ranked district of 85%.

7. Meaningful Data and Per Pupil Spenditures

8. The Purpose of the Study • Urbana is under state review due to low student achievement • Provide information to Urbana to elicit a school improvement plan • Enjoin stakeholders in creating an Action Plan

9. Importance of Study • Enhanced data collection will allow for keener evaluation of school report card & achievement records • Results of study may be catalyst in developing a district improvement plan

10. THEORETICAL UNDERPINNINGS

11. URBANA: THE POLIS boundaries Who’s in? Who’s out? Goals Paradox = Multiplemeanings of facts and values Problems Solutions Equity, Efficiency, Security

12. JOYCE EPSTEIN “The way in which schools care about children is reflected in the way they care about children’s families. [When] Partners recognize their shared interests in the responsibilities for children, and they work together to create better programs and opportunities for students…a caring community forms around students and begins its work.” BUILDING CIVIC CAPACITY • CLARENCE STONE “The label ‘civic’ refers to actions around the idea of furthering the well-being of the entire community, not just a particular segment or group. Education is not so much a service delivered to the public as an aim that is served by the combined efforts of educators and members of the community. Disappointing academic achievement is found primarily in areas where low-income populations are concentrated. Schools themselves play a major role in shaping expectations…in an environment of school-community relations, with social, political and economic dimensions.

13. James Comer Collaborative Culture Peter Senge Roland Barth Becoming a Community of Learners Fullan, Hargreaves Hughes Sense of Community M e n t o r s Dunlop HEAD L E A R NER PR I NCIPAL Schools that Learn Team Learning = Systems Thinking

14. Cultural Deficiency ThinkingSleeter and Grant • Cultural deficiency thinking: • Feeds into low academic expectations • Fosters belief that parents do not value education • Precludes many teachers from examining and improving their own teaching practice

15. References • Armstrong, T. (1994) Multiple Intelligences in the Classroom. Alexandria, VA: ASCD. • Barth, R. (1990) Improving Schools from Within. San Francisco: Jossey-Bass, Inc. • Bernhardt, V. (2006) Using Data to Improve Student Learning in School Districts. Larchmont, New York: • Eye on Education. • Comer, J. (1998) Waiting for a Miracle: Why School Can’t Solve Our Problems and How We • Can. New York: Penguin Putnam Inc. • Comer, J. (2004) Leave No Child Behind: Preparing Today’s Youth for Tomorrow’s World. • New Haven: Yale University Press. • Elmore, R. (2005) School Reform from the Inside Out: Policy, Practice, and Performance. Cambridge: Harvard Education Press. • Epstein, J. (2002) School, Family and Community Partnerships: Caring for the Children We • Share. Thousand Oaks, CA: Corwin Press. • Fullan, M and Hargreaves, A. (1998) What’s Worth Fighting for in Your School. Berkshire, England: Open University Press. • Gardner, H. (1991) The Unschooled Mind: How Children Think & How Schools Should Teach. New York: • HarperCollins Publishers, Inc. • Hughes, J. and Dunlop, K. Mentoring for Success: Capturing the Essential Elements of theJones-Zimmerman Academic Mentoring Model. • Senge, P. (2006) The Fifth Discipline: The Art & Practice of the Learning Organization. New York: Doubleday. • Senge, Cambron-McCabe, Lucas, Smith, Dutton, Kleiner. (2000) Schools That Learn: A Fifth Discipline • Fieldbook for Educators, Parents, and Everyone Who Cares About Education. New York: Doubleday • Sleeter, C.and Grant, C. (2007) Making Choices for Multicultural Education: Five Approaches to Race, Class, and Gender. New Jersey: John Wiley & Sons, Inc. • Stone, C. (200 ) Building Civic Capacity. Unpublished paper. • Stone, D. ( 2002) Policy Paradox: The Arts of Political Decision-Making. New York: W. W. Norton &Company.

16. Methodology of Study 1 2 3 4 5 6

17. Opportunities for Student Learning The methodology, practice and delivery of instruction, including the type and variety of instructional activities, assignments and events to support student learning. Performance Concern, actions or perceptions about academic achievement and student learning on the part of students, teachers, parents, and the community at large. Student/Teacher Interaction & Communication Questions related to the perception of relationships between stakeholders particularly student-teacher classroom interactions. As well as questions pertaining to the sharing of information throughout the district. Learning Environment Questions relating to the building climate and overall learning atmosphere put forth by the district and stakeholders. Curriculum/Resources Curriculumconsists of the written instructional goals and sequence for each grade level and discipline. Resources include all materials and tools such as textbooks, computers, manipulative, tape and video recorders. Parent/Community Involvement A group of people living in a particular local area. Parents/guardians as well as all of those involved in every facet of the student’s education and development. Definitions

18. Questions Student Teacher Parent Community Opportunities for Learning 18, 23, 24, 27, 28, 31, 35, 36, 37, 42, 45, 46, 47, 48, 58, 71, 76 31, 50, 35, 51, 40, 64, 26, 75, 34, 10, 44, 67, 55, 34, 78, 39, 56, 38, 94, 43, 47, 68, 85, 66, 41, 23, 62, 96, 58, 79, 92, 98 31, 34, 38, 39, 40, 41, 52, 56, 57, 66, 68, 67, 69, 78 7, 25, 38, 39, 40, 53, 56, 57 ,60, 62, 66, 70 78, 79, 85, 90, 91, 96 Performance 8, 14, 26, 34, 40, 50, 51, 52, 57, 63, 67, 82, 90 16, 27, 32, 37, 45, 46, 53, 54, 60, 63, 70, 71, 72, 77 86, 87, 95 7, 8, 13, 19, 25, 27, 28, 42, 43, 44, 45, 46, 54, 58, 70, 71, 72, 73, 76 8, 13, 27, 36, 37, 46, 54, 63, 67, 68, 69 72, 73, 86, 94 Student/Teacher interaction & Communication 9, 12, 17, 30, 32, 33, 41, 68, 95, 97 10, 14, 18, 26, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 47, 48, 50, 52, 55, 56, 61, 62, 65, 80 10, 14, 26, 36, 59, 61, 29, 10, 14, 13, 23, 26, 31, 32, 34, 59, 61, 65, 71, 81, 82 Learning Environment 7, 10, 11, 13, 15, 19, 20, 21, 22, 29, 39, 43, 44, 53, 54, 55, 62, 66 20, 21, 51, 60, 73, 74, 30, 31, 20, 37, 55, 60, 62, 63, 65, 74 53, 57, 66, 39, 38, 62, 7, 60, 40, 78, 25, 85, 96, 79, 56, 90, 91, 70 Curriculum & Resources 25, 49, 59, 69, 72, 73, 74, 75, 79, 80 7, 9, 9a, 12, 15, 19, 22, 63, 64, 89, 90, 91, 94 9, 9a, 12, 15, 23 9, 9a, 12, 15, 58, 75, 80, 89 Parent/Community Involvement 82, 88, 90, 91, 95 11, 17, 95 11, 16, 17,18, 22, 24, 33, 50, 64, 77, 84, 85, 80, 87, 89, 95, 53, 32, 35, 75 35, 50, 33, 83, 64, 87, 24, 76, 21, 22, 95, 18, 88, 19, 16, 93, 41, 11, 17, 84

19. Findings

20. Survey Groups Index Student Teacher Parent Community Opportunities for Learning 2.68 2.15 2.25 3.23 Performance 2.13 2.61 2.33 2.58 Student/Teacher interaction & Communication 2.36 2.05 2.41 2.89 Learning Environment 2.61 2.73 2.56 2.93 Curriculum & Resources 2.59 2.80 2.74 3.26 Parent/Community Involvement 2.28 2.34 2.15 3.02 Mean – Priority Areas Survey Scored by a 5 point Likert Scale 1 = Strongly Agree 2= Agree 3 = Undecided 4 = Disagree 5 = Strongly Disagree

21. Survey Groups Index Student Opportunities for Learning 2.68 Performance 2.13 Student/Teacher interaction & Communication 2.36 Learning Environment 2.61 Curriculum & Resources 2.59 Parent/Community Involvement 2.28 Students

22. Survey Groups Index Student Teacher Parent Community Opportunities for Learning 2.68 2.15 2.25 3.23 Curriculum & Resources 2.59 2.80 2.74 3.26 Learning Environment 2.61 2.73 2.56 2.93 A Closer Look

23. Survey Groups Index Student Teacher Use of dittos 3.33 2.66 Use of Dittos Student Teacher

24. Survey Groups Index Parent Survey Groups Index Teacher Opportunities for Learning 2.25 Opportunities for Learning 2.15 Performance 2.33 Performance 2.61 Student/Teacher interaction & Communication 2.41 Student/Teacher interaction & Communication 2.05 Learning Environment 2.56 Learning Environment 2.73 Curriculum & Resources 2.74 Curriculum & Resources 2.80 Parent/Community Involvement 2.15 Parent/Community Involvement 2.34 Parents & Teachers

25. Student Writing Q74: We have writing work > once a week. Q75: We write > one book report a month.

26. Curriculum & Resources

27. Learning Environment

28. Community Survey Groups Index Community Opportunities for Learning 3.23 Performance 2.58 Student/Teacher interaction & Communication 2.89 Learning Environment 2.93 Curriculum & Resources 3.26* Parent/Community Involvement 3.02

29. Limitations • Student survey omits Grade 7 • Community under-represented • No interviews held with stakeholders • Over-representation of female respondents • Single survey question on safety

30. Recommendations

31. Recommendations Create Strategic Plan to focus on the following immediate long-term goal: 1. Increase Student Achievement in English Language Arts and Mathematics at Every Grade Level

32. Recommendations Create Action Plan to focus on the following immediate long-term goal: 2. Create an Active Learning Community through Shared Decision Making, Mentoring and Feedback Loops

33. Recommendations Create Action Plan to focus on the following immediate long-term goal: 3. Install Technology Infrastructure and Hardware and Integrate Technology as a Tool for Learning

34. Recommendations Create Action Plan to focus on the following immediate long-term goal: 4. Ensure a Safe Environment for Teaching and Learning

35. QUESTIONS What data do you have or need to answer questions What data do you have or need to gather? How can we get to where we want to be? Changing what processes/ programs get implemented; professional learning; timeline How will we implement? Implementation strategies Leadership structure How we talk about the vision How will we evaluate our vision? Rethinking our results data Monitoring/evaluating the plan Understanding what works Bernhardt’s Study Questions for Getting Started

36. Some Final Thoughts • From Richard Elmore “IMPROVEMENT, then, is change with direction, sustained over time, that moves entire systems, raising the average level of quality and performance while at the same time decreasing the variation among units, and engaging people in analysis and understanding of why some actions seem to work and others don’t.”

37. Appendix

38. ACTION PLAN #1 • IN ENGLISH LANGUAGE ARTS AND MATHEMATICS AT EVERY LEVEL AND DISCIPLINE GOAL; INCREASE STUDENT ACHIEVEMENT • Create an district-wide Academic Goals Task Force to articulate widely the K-12 focus on academic achievement. • Conduct a discrete gap analysis to determine the K-12 skills and competencies requiring reinforcement, determine the root cause of those gaps, and align the curriculum to meet instructional goals. • Embed and monitor an ongoing, multi-year, on-site and scaffolded program of staff develop that focuses on best practice in English Language Arts and Mathematics instruction. • Design a K-12 Student Writing Portfolio with district-wide teacher input to collect and analyze student work and to measure progress. Encourage writing across the curriculum and the use of student and teacher developed rubrics to engage students. • Immerse teachers and instructional leaders in the theories of Multiple Intelligences and Learning Styles. • Establish Mentoring, Apprenticeship and/or Community Partnership Programs. • Host a community forum with James Comer (Yale) or Pedro Noguero or Jeff Howard (Harvard) to address the issue of efficacy and high expectations for minority students.

39. Action Plan #2 Create an Active Learning Community through Shared Decision Making, Mentoring and Feedback Loops • Seek wide representation of Parent and Community members to serve on the Academic Goals Task Force, district and school Shared Decision Making Teams and Technology Committees • Elicit business, community and local colleges and universities in a strong School-Community Partnerships • Using Joyce Epstein’ framework, create an Action Team for partnerships and implement practices of parental with having set goals. • Type 1-Parenting: supporting, nurturing, and child rearing. • Type 2-Communicating: relating, reviewing, and overseeing. • Type 3-Volunteering: supervising and fostering. • Type 4-Learning at Home: managing, recognizing, and rewarding. • Type 5-Decision Making: contributing, considering, and judging. • Type 6-Collaborating With the Community: sharing and giving.

40. ACTION PLAN #3 Install Technology Infrastructure and Hardware and Integrate Technology as a Tool for Learning Infrastructure • Initiate a district Technology Committee • Contract with BOCES Model Schools Lease/Purchase Program to acquire state-aided computer resources Teaching and Learning • Create non-threatening opportunities Collegial Circles, Model Schools training and Peer Assist to help teachers learn technology • Schedule opportunities for technology committees and teacher groups to visit other technology-rich school districts and to attend technology conferences

41. ACTION PLAN #4 Ensure a Safe Environment for Teaching and Learning • Investigate incidents of violence in district and police reports • Gather additional data regarding perceptions of a lack of safety through interviews and/or surveys • Install district-wide well-trained safety personnel and monitoring systems • Establish building safety committees • Initiate Conflict Resolution and Peer Mediation Programs

42. Children who are strongly: Think Need LINGUISTIC in words books, tapes, writing tools, debate, discussion Logical-Mathematical By reasoning field trips, manipulatives, science materials SPATIAL IN IMAGES, PICTURES Art, LEGOS, video, movies, puzzles, field trips Bodily-Kinesthetic through sensations Role play, movement, sports, hands-on learning Musical via rhythms, melodies Singing, concerts, musical instruments, dance Interpersonal by bouncing ideas off other people friends, group games, social groups, mentors Intrapersonal deeply inside of themselves Secret places, time alone, choices, self-paced projects GARDNER’S MULTIPLEINTELLIGENCES Naturalist environment, culture Field trips, cultural arts

43. Questions Opportunities for Student Learning Student Q18: I wish I had more class time for my interests Q23: We spend a lot of time in small groups. Q24: We spend time in class discussing things. Q27: I have choices about what I learn. Q28: My time is spent doing workbooks and dittos. Q31: We discuss a lot of current issues. Q35: We work with other students on projects. Q36: We do a lot of projects of interest. Q37: We spend a lot of time on computers. Q42: We spend time working independently Q45: I need more time to work by myself Q46: I need time to work with classmates Q47: I'd like more ways to show what I learned Q48: I'd like more choices in assignments Q58: I enjoy projects which use imagination Q71: My T's get us to question... Q76: We do independent research in class. Community Q7: The Urbana Schools do an adequate job of teaching students the basic skills. Q25: The schools are doing a good job of preparing most students for a productive role in society. Q38: Teachers provide time in class for students to work on course related projects that are interesting to them. Q39: Teachers give assignments that challenge the students, even if they don't like it. Q40: The Urbana public schools make adequate provisions for the education of children with special needs. Q53: I care if the students in this community learn what they are being taught. Q56: There are too many special programs in the schools. Q57: More creative and imaginative learning programs are needed in the Urbana schools. Q60: Students are responsible for their own learning. Q62: The schools provide the community's young people with opportunities to make something of themselves. Q66: Students need more time to work with other students in school. Q70: Academic work is too hard for young people today. Q78: The special programs of the Urbana schools adequately help students develop. Q79: The vocational programs of the Urbana schools adequately prepare students Q85: In our schools, students are learning the things that are important. Q90: Girls in the Urbana schools get a better education than do boys. Q91: Boys in the Urbana schools get a better education than do girls. Q96: In this community, students have opportunities to learn valuable future job skills in school. Q31: I clearly communicate expectations Q35: Make self available for help Q50: Don't mind student ?s in class Q51: Relate class to current issues Q40: Provide time for stdnts to finish assignments Q64: I organize small stdnt wk groups Q26: I Stress reasons for what I teach Q75: I encourage stdnts to do creative work Q34: Frequency of homework I assign Q10: I am available for help Q44: Provide class time for discussion Q67: Stdnts have # of ways to demo learning Q55: Students work together on projects Q34a: I reviewed homework Q78: Given chance, stdnts can do imaginative work Q56: Let stdnts work on what interests them Q38: Provide cls time for stdnt projects Q94: Give writing assignments once a wk Q43: Small group work done in class Q47: Provide optional assignments Q68: Give choices in assignments Q85: Take stdnts of ed. field trips? Q66: Need more time to wk with clsmates Q41: Penalize for incomplete work Q23: Admin encourages teamwork Q62: Students can work independently Q96: I assign independent research projts Q58: Students like challenging workQ79: Stdnts can use computer to help Q69: Stdnts use library effectively Q92: Stdnt have access to home computers Q98: Videotape oral reports? Parent Q31: Admins communicate expectations Q34: Tchrs assign homework Q38: class-time provided for stdnt projects Q39: tchrs give challening assignments Q40: enough time provided for homework Q41: stdnts penalized for incomplt work Q56: stdnts can work on interesting projects Q66: stdnts need to work more with others Q67: test only 1 way to measure learning Q68: tchrs give stdnts choices of assignments Q69: my chld uses library effectively Q68: tchrs give stdnts choices of assignments Teacher

44. QuestionsStudent/Teacher Interaction & Communication Teacher Q32: I let students know when they do well Q33: Try to help students material Q29: Interested in students as individuals Q31: I clearly communicate expectations Q50: Don't mind student ?s in class Q52: Interested in students' opinions Q61: I enjoy working with my students Q35: Make self available for help Q40: Provide time for stdnts to finish assignments Q26: I Stress reasons for what I teach Q34: Frequency of homework I assign Q30: My classes are interesting to students Q10: I am available for help Q44: Provide class time for discussion Q55: Students work together on projects Q39: I give challenging assignments Q80: Comfortable discussing problems Q56: Let stdnts work on what interests them Q8: Teachers feel pressured... Q42: Students interested in what I teach Q38: Provide cls time for stdnt projects Q43: Small group work done in class Q37: Grade on basis of effort Q14: Staff continue to seek improvement Q47: Provide optional assignments Q82: Princ. knows faculty as individuals Q41: Penalize for incomplete work Q23: Admin encourages teamwork Q62: Students can work independently Q96: I assign independent research projts Q48: Assign workbk pages and dittos Q65: Stdnts can learn on own with time Q36: Grade stndts by my acad. Standards Q59: Most colleagues enjoy working here Q24: Have input into student decisions Q18: Climate of teacher empowerment exists Patents Q10: teachers help students Q14: teachers communicate expectations Q26: tchrs stress reasons for whats taught Q29: tchrs interested in indivual stdnts Q36: Chld graded fairly on work quality Q52: interested in chld's opinions Q59: our teachers like their work Q61: tchrs like their students STUDENT Q9: My T's are interested in me.. .Q12: My T's let me know when I do well Q17: My T's treat students fairly. Q30: My T's don't mind answering my questions. Q32: My T's are interested in my opinion. Q33: My T's seem to care if I learn. Q41: My T's like working with us. Q68: I talk about school with my family. Q95: My family and I talk about my future. Q97: My T's are interested in thinks I do out of school. Community Q10. Teachers provide help to individual students who need it. Q14. Teachers clearly communicate to the students what they expect from them. Q13. The schools generally do a good job of educating most of the community's students. Q23. The schools seem to encourage "team work" Q26. Teachers stress the reasons they are teaching Q31. Administrators clearly communicate to the students what they expect of them Q32. I let my child or children know when they do something well that is school related. Q34. Teachers assign homework Q59. In general, our teachers seem to like their work Q61. Teachers seem to like their students. Q65. Students learn by themselves with adequate time and direction from the teacher. Q71. Students in this community are proud of their schools. Q81. The Board of Education listens and is responsive to the Urbana community. Q82. Children get a good deal of individual attention from teachers in the Urbana schools.

45. QuestionsPerformance Parent q7: teach the basic skills adequately Q8: too much social promotion Q13: schools educate most students Q19: tchrs know other levels of curriculum Q25: stdnts prepared for role in society Q27: schls meet needs of what % of stdnts Q28: schls doing as well as they can Q42: chld feels must get good grades Q43: schls should just focus on academics Q44: schls should focus on personal needs Q45: Doing well important to my chld Q46: chld doing well important to me Q54: my chld feels must get good grades Q58: my chld likes hard assignments Q70: academic wrk too hard for my chld Q71: my chld is proud of schl work Q73: Principal cares about stnds & futures Q76: my chld does best (s)he can Student Q8: I am proud of my school work. Q14: Schoolwork is easy for me. Q26: Doing well is important to my family. Q34: We feel we have to get good grades... Q40: I'm responsible for my own learning Q50: Schoolwork is hard for me. Q51: I'm proud of my schoolwork. Q57: I'm able to do work as well as others. Q63: Our P is interested in what we learn. Q67: I worry about my schoolwork. Q82: My parents are interested in my work. Q90: My family is satisfied w/ my grades. Teachers Q16: Teachers exchange information about students and instructionQ27: % of students whose needs I meetQ32: I let students know when they do wellQ37: Grade on basis of effortQ45: Doing well important to studentsQ46: Doing well important to familiesQ53: I care if students learn or notQ54: Stdnts feel good grades importantQ60: Stdnts responsible for their learningQ63: I give enough testsQ70: Academic wk too hard for stdntsQ71: Stdnts proud of school workQ72: Stdnts do best they canQ77: Stdnts' families satisfied with gradesQ86: Stdnts think what learned is import?Q87: I worry about how stdnts doing in schoolQ95: Parents interested in school work Community Q8. There is too much social promotion going on in the Urbana schools. Q13. The schools generally do a good job of educating students. Q27. I believe the schools are effective in meeting the needs of students. Q36. In general my child or children are graded fairly and on the quality of their work Q37. Teachers seem to grade students largely on the basis of the effort they put into their work Q46. That young people do well in school is important to me. Q54. Young people in this community are motivated to achieve in school. Q63. Teachers give an adequate number of tests. Q67. There are different ways for students to demonstrate what they learned besides taking tests. Q68. The grading system in the Urbana schools is too easy… Q69. The grading system in the Urbana schools is too hard… Q72. Most young people try to do the best they can in school. Q73. The schools' Principals appears to care about the students and their futures. Q86. I worry about how our children are doing in school. Q94. I am interesting in what the students do in school.

46. SURVEY QUESTIONSLEARNING ENVIRONMENT Student Q7: I like this school. Q10: My T's make classwork interesting Q11: My T's let me know what to expect of me. Q13: T's try hard to help me understand. Q15: My T's help me when I need help. Q19: Assignments are too easy. Q20: I need more time to complete work. Q21: My T's give too much homework. Q22: I learn a lot in school that is interesting. Q29: Assignments are too hard. Q39: My friends enjoy this school. Q43: We take too many tests. Q44: In groups, I'm with right classmates. Q53: Our Principal seems to care... Q54: I feel safe in school. Q55: T's encourage me to be creative. Q62: Our principal tries to get to know us. Q66: I feel what we learn is important. Parents Q20: schls generally safe Q30: the schl is interested in my chld Q31: Admins communicate expectations Q37: tchrs grade on effort--not quality Q55: class sizes too large Q60: stdnts are responsible for learning Q62: chld works on own without prompting Q63: tchrs give enough tests Q65: stndts can learn mostly on own Q74: I feel safe in our schools Q69: my chld uses library effectively Q78: my chld can do imaginative work Community Q53: I care if our stndts learn Q57: more creative new programs are neededs Q66: stdnts need more time to work with other stndts Q39: tchrs give challenging assignments Q38: stdnts have class time for projects Q62: schls provide opportunities for stdnts Q7: schools teach basic skills adequately Q60: stdnts are responsible for own learning Q40: schls provide for special needs stdnts Q78: schls help studnts develop special talents/interests Q25: schls prepare stdnts for society Q85: Students are learning important things Q96: Students learn valuable future job skills Q79: voc programs prepare stdnts for employment Q56: too many special programs in schls Q90: girls get better education than boys Q91: boys get better education than girls Q70: academic work is too hard for stdnts Teacher Q51: Relate class to current issues Q73: Admin cares about students &future Q74: I feel safe in our school Q60: Stdnts responsible for their learning Q20: Teachers and Administrators relationships are positive Q21: Bd/Comm Support

47. SURVEY QUESTIONSParent / Community Involvement Student Q82: My parents are interested in my work. Q88: My family and I visit places like museums. Q90: My family is satisfied w/ my grades. Q91: My family helps with my schoolwork. Q95: My family and I talk about my future. Teacher Q11: Parents are supportive Q17: Teachers and parents work together closely Q95: Parents interested in school work Community Q35: I see that my chld does homework Q50: I help stdnts when they ask questions Q33: I help stdnts with homework Q83: I participate in PTO Q64: P.T.A is positive, contributing force Q87: stdnts talk about schl work at home Q24: comm has input into schl decisions Q76: schls have adequate adult ed programs Q21: Bd & comm support tchrs & principals Q22: prnts have input into running schls Q95: admin accessible to parents and comm Q18: comm has input into performance expectations Q88: schls make use of regional resource Q19: comm input into costs of schools Q16: Bd is responsive to prnts and comm Q93: community make use of schls in evenings Q41: schls communicate programs to comm Q11: parents understand and support goals Q17: tchrs and prnts work together toward goals Q84: community has opportunities for stdnts Parents Q11: understand and support schl goals Q16: Bd. responsive to parents and comm. Q17: tchrs & prnts work together on goals Q18: prnts listened to about stdnt needs Q22: prnts have input into running schls Q24: I have input regarding my chld Q33: I help chld with homework Q32: I tell my chld when doing well in schl Q35: I make sure chld does homework Q50: I don't mind schl questions from chld Q53: I care if chld learns what's taught Q64: PTO is positive force in schls Q77: I'm satisfied with chld's grades Q75: I encourage chld to be creative Q80: chld discusses problems with me Q84: I participate in PTO Q85: I do educational things with my chld Q87: worry about how chld is doing in school Q89: I help chld use library effectively Q95: interested in what chld does in schl

48. Survey Questions CURRICULUM AND RESOURCES Parents Q9: curriculum meets abilities of stdts Q9a: curriculum meets needs of stdnts Q12: necessary resources for teachers Q15: dist has staff development progm Q23: Schls encourage teamwork Student Q25: Doing well in school is important to me. Q49: I use the library to read what I want Q59: I learned to use a computer in school Q69: I use the school library regularly. Q72: If I need to use a computer, I can. Q73: We learn a lot about science. Q74: We have writing work > once a week. Q75: We write > one book report a month Q79: We learn a lot of math in school. Q80: We learn a lot of history & geography. Teacher Q7: Curriculum Emphasizes Skills Q9: Curriculum meets student abilities Q9a: Curriculum meets student needs Q12: Materials and resources available Q15: District has adequate staff development Q19: Teachers familiar with other grade-level instruction Q22: Involved in Materials Selection Q63: I give enough tests Q64: I organize small stdnt wk groups Q89: I help stdnts use library effectively Q90: I use library regularly Q91: Try to get stdnts to question reading,TV Q94: Give writing assignments once a wk Community Q9: curriculum meets abilities of most Q9a: curriculum meets needs of most Q12: necessary resources provided to tchrs Q15: dist has staff development program Q58: schl libraries are adequate Q75: stdnts have adequate access to computers Q80: guidance/counseling services adequate Q89: I use the public library regularly