2021 Public Data File - Teacher

data.cityofnewyork.us | Last Updated 28 Feb 2022

To understand the perceptions of families, students, and teachers regarding their school. School leaders use feedback from the survey to reflect and make improvements to schools and programs. Also, results from the survey used to help measure school quality. Each year, all parents, teachers, and students in grades 6-12 take the NYC School Survey. The survey is aligned to the DOE's Framework for Great Schools. It is designed to collect important information about each school's ability to support student success. Please note: The larger complete data file is downloadable under the Attachments Section

This dataset has the following 351 columns:

Column NameAPI Column NameData TypeSample Values
DBNdbntext
School Nameschool_nametext
Total Teacher Response Ratetotal_teacher_response_ratenumber
q1. How many teachers at this school…are actively trying to improve their teaching? A lot/Allq1_how_many_teachers_at_thisnumber
q1. How many teachers at this school…are actively trying to improve their teaching? None/Someq1_how_many_teachers_at_this_1number
q2. How many teachers at this school…take responsibility for improving the school? A lot/Allq2_how_many_teachers_at_thisnumber
q2. How many teachers at this school…take responsibility for improving the school?None/Someq2_how_many_teachers_at_this_1number
q3. How many teachers at this school…are eager to try new ideas? A lot/Allq3_how_many_teachers_at_thisnumber
q3. How many teachers at this school…are eager to try new ideas? None/Someq3_how_many_teachers_at_this_1number
q4. How many teachers at this school…feel responsible that all students learn? A lot/Allq4_how_many_teachers_at_thisnumber
q4. How many teachers at this school…feel responsible that all students learn? None/Someq4_how_many_teachers_at_this_1number
q5. I am able to...receive support around how to incorporate students' cultural and linguistic backgrounds in my practice. Agree/Strongly agreeq5_i_am_able_to_receivenumber
q5. I am able to...receive support around how to incorporate students' cultural and linguistic backgrounds in my practice. Strongly disagree/Disagreeq5_i_am_able_to_receive_1number
q6. I am able to...use my students' prior knowledge to make my lessons relevant to their everyday life. Agree/Strongly agreeq6_i_am_able_to_use_mynumber
q6. I am able to...use my students' prior knowledge to make my lessons relevant to their everyday life. Strongly disagree/Disagreeq6_i_am_able_to_use_my_1number
q7. I am able to...modify instructional activities and materials to meet the developmental needs and learning interests of all my students. Agree/Strongly agreeq7_i_am_able_to_modifynumber
q7. I am able to...modify instructional activities and materials to meet the developmental needs and learning interests of all my students. Strongly disagree/Disagreeq7_i_am_able_to_modify_1number
q8. I am able to...ensure instruction represents multiple perspectives, cultures, and backgrounds. Agree/Strongly agreeq8_i_am_able_to_ensurenumber
q8. I am able to...ensure instruction represents multiple perspectives, cultures, and backgrounds. Strongly disagree/Disagreeq8_i_am_able_to_ensure_1number
q9. I am able to...affirm racial and cultural identities in my classroom practice. Agree/Strongly agreeq9_i_am_able_to_affirm_racialnumber
q9. I am able to...affirm racial and cultural identities in my classroom practice. Strongly disagree/Disagreeq9_i_am_able_to_affirm_racial_1number
q10. I am able to...empower students as agents of social change in my classroom practice. Agree/Strongly agreeq10_i_am_able_to_empowernumber
q10. I am able to...empower students as agents of social change in my classroom practice. Strongly disagree/Disagreeq10_i_am_able_to_empower_1number
q11. I am able to...design appropriate instruction that is matched to students' need (e.g. English language learners (ELLs) or Emergent Multilingual Learners (EMLLs) proficiency and students with disabilities). Agree/Strongly agreeq11_i_am_able_to_designnumber
q11. I am able to...design appropriate instruction that is matched to students' need (e.g. English language learners (ELLs) or Emergent Multilingual Learners (EMLLs) proficiency and students with disabilities). Strongly disagree/Disagreeq11_i_am_able_to_design_1number
q12. I am able to...apply my knowledge of parents' various cultural backgrounds when collaborating with them regarding their child's educational progress. Agree/Strongly agreeq12_i_am_able_to_apply_mynumber
q12. I am able to...apply my knowledge of parents' various cultural backgrounds when collaborating with them regarding their child's educational progress. Strongly disagree/Disagreeq12_i_am_able_to_apply_my_1number
q13. I am able to...develop appropriate Individualized Education Programs for my students with disabilities. Agree/Strongly agreeq13_i_am_able_to_developnumber
q13. I am able to...develop appropriate Individualized Education Programs for my students with disabilities. Strongly disagree/Disagreeq13_i_am_able_to_develop_1number
q14. I am able to...monitor progress on Individualized Education Program goals for my students with disabilities. Agree/Strongly agreeq14_i_am_able_to_monitornumber
q14. I am able to...monitor progress on Individualized Education Program goals for my students with disabilities. Strongly disagree/Disagreeq14_i_am_able_to_monitor_1number
q15. I am able to...distinguish linguistic/cultural differences from learning difficulties. Agree/Strongly agreeq15_i_am_able_to_distinguishnumber
q15. I am able to...distinguish linguistic/cultural differences from learning difficulties. Strongly disagree/Disagreeq15_i_am_able_to_distinguish_1number
q16. I feel respected by the NYC DOE central administration. Agree/Strongly agreeq16_i_feel_respected_by_thetext
q16. I feel respected by the NYC DOE central administration. Strongly disagree/Disagreeq16_i_feel_respected_by_the_1text
q17. Central DOE employees have confidence in the expertise of the teachers. Agree/Strongly agreeq17_central_doe_employeestext
q17. Central DOE employees have confidence in the expertise of the teachers. Strongly disagree/Disagreeq17_central_doe_employees_1text
q18. Central DOE employees place the needs of children ahead of personal interests. Agree/Strongly agreeq18_central_doe_employeestext
q18. Central DOE employees place the needs of children ahead of personal interests. Strongly disagree/Disagreeq18_central_doe_employees_1text
q19. The Chancellor is an effective manager who makes the NYC DOE run smoothly. Agree/Strongly agreeq19_the_chancellor_is_antext
q19. The Chancellor is an effective manager who makes the NYC DOE run smoothly. Strongly disagree/Disagreeq19_the_chancellor_is_an_1text
q20. I trust the Chancellor at her word. Agree/Strongly agreeq20_i_trust_the_chancellortext
q20. I trust the Chancellor at her word. Strongly disagree/Disagreeq20_i_trust_the_chancellor_1text
q21. I usually look forward to each working day at this school. Agree/Strongly agreeq21_i_usually_look_forwardnumber
q21. I usually look forward to each working day at this school. Strongly disagree/Disagreeq21_i_usually_look_forward_1number
q22. I would recommend this school to parents/guardians seeking a place for their child. Agree/Strongly agreeq22_i_would_recommend_thisnumber
q22. I would recommend this school to parents/guardians seeking a place for their child. Strongly disagree/Disagreeq22_i_would_recommend_this_1number
q23. Teachers in this school trust each other. Agree/Strongly agreeq23_teachers_in_this_schoolnumber
q23. Teachers in this school trust each other. Strongly disagree/Disagreeq23_teachers_in_this_school_1number
q24. It's OK in this school to discuss feelings, worries, and frustrations with other teachers. Agree/Strongly agreeq24_it_s_ok_in_this_schoolnumber
q24. It's OK in this school to discuss feelings, worries, and frustrations with other teachers. Strongly disagree/Disagreeq24_it_s_ok_in_this_school_1number
q25. I have conversations about race and racism at my school that help me examine my own beliefs around identity. Agree/Strongly agreeq25_i_have_conversationsnumber
q25. I have conversations about race and racism at my school that help me examine my own beliefs around identity. Strongly disagree/Disagreeq25_i_have_conversations_1number
q26. Teachers respect other teachers who take the lead in school improvement efforts. Agree/Strongly agreeq26_teachers_respect_othernumber
q26. Teachers respect other teachers who take the lead in school improvement efforts. Strongly disagree/Disagreeq26_teachers_respect_other_1number
q27. I feel respected by other teachers at this school. Agree/Strongly agreeq27_i_feel_respected_by_othernumber
q27. I feel respected by other teachers at this school. Strongly disagree/Disagreeq27_i_feel_respected_by_other_1number
q28. Teachers at this school respect their colleagues’ specific expertise. Agree/Strongly agreeq28_teachers_at_this_schoolnumber
q28. Teachers at this school respect their colleagues’ specific expertise. Strongly disagree/Disagreeq28_teachers_at_this_school_1number
q29. I would recommend this school to other teachers as a place to work. Agree/Strongly agreeq29_i_would_recommend_thisnumber
q29. I would recommend this school to other teachers as a place to work. Strongly disagree/Disagreeq29_i_would_recommend_this_1number
q30. I feel respected by the principal/school leader at this school. Agree/Strongly agreeq30_i_feel_respected_by_thenumber
q30. I feel respected by the principal/school leader at this school. Strongly disagree/Disagreeq30_i_feel_respected_by_the_1number
q31. The principal/school leader at this school is an effective manager who makes the school run smoothly. Agree/Strongly agreeq31_the_principal_schoolnumber
q31. The principal/school leader at this school is an effective manager who makes the school run smoothly. Strongly disagree/Disagreeq31_the_principal_school_1number
q32. The principal/school leader has confidence in the expertise of the teachers at this school. Agree/Strongly agreeq32_the_principal_schoolnumber
q32. The principal/school leader has confidence in the expertise of the teachers at this school. Strongly disagree/Disagreeq32_the_principal_school_1number
q33. I trust the principal/school leader at his or her word (to do what he or she says that he or she will do). Agree/Strongly agreeq33_i_trust_the_principalnumber
q33. I trust the principal/school leader at his or her word (to do what he or she says that he or she will do). Strongly disagree/Disagreeq33_i_trust_the_principal_1number
q34. At this school, it’s OK to discuss feelings, worries, and frustrations with the principal/school leader. Agree/Strongly agreeq34_at_this_school_it_s_oknumber
q34. At this school, it’s OK to discuss feelings, worries, and frustrations with the principal/school leader. Strongly disagree/Disagreeq34_at_this_school_it_s_ok_1number
q35. The principal/school leader takes a personal interest in the professional development of teachers. Agree/Strongly agreeq35_the_principal_schoolnumber
q35. The principal/school leader takes a personal interest in the professional development of teachers. Strongly disagree/Disagreeq35_the_principal_school_1number
q36. The principal/school leader looks out for the personal welfare of the staff members. Agree/Strongly agreeq36_the_principal_schoolnumber
q36. The principal/school leader looks out for the personal welfare of the staff members. Strongly disagree/Disagreeq36_the_principal_school_1number
q37. The principal/school leader places the needs of children ahead of personal interests. Agree/Strongly agreeq37_the_principal_schoolnumber
q37. The principal/school leader places the needs of children ahead of personal interests. Strongly disagree/Disagreeq37_the_principal_school_1number
q38. The principal and assistant principals function as a cohesive unit. Agree/Strongly agreeq38_the_principal_andnumber
q38. The principal and assistant principals function as a cohesive unit. Strongly disagree/Disagreeq38_the_principal_and_1number
q39. In this school, the staff believes that all students can learn, including English language learners (ELLs), Emergent Multilingual Learners (EMLLs), and students with disabilities. Agree/Strongly agreeq39_in_this_school_the_staffnumber
q39. In this school, the staff believes that all students can learn, including English language learners (ELLs), Emergent Multilingual Learners (EMLLs), and students with disabilities. Strongly disagree/Disagreeq39_in_this_school_the_staff_1number
q40. I feel respected by assistant principals at this school. Agree/Strongly agreeq40_i_feel_respected_bynumber
q40. I feel respected by assistant principals at this school. Strongly disagree/Disagreeq40_i_feel_respected_by_1number
q41. At this school, students with disabilities are included in all school activities. Agree/Strongly agreeq41_at_this_school_studentsnumber
q41. At this school, students with disabilities are included in all school activities. Strongly disagree/Disagreeq41_at_this_school_students_1number
q42. This school educates students with disabilities in the least restrictive environment appropriate. Agree/Strongly agreeq42_this_school_educatesnumber
q42. This school educates students with disabilities in the least restrictive environment appropriate. Strongly disagree/Disagreeq42_this_school_educates_1number
q43. At this school, there is a positive school culture where students feel respected and listened to. Agree/Strongly agreeq43_at_this_school_therenumber
q43. At this school, there is a positive school culture where students feel respected and listened to. Strongly disagree/Disagreeq43_at_this_school_there_1number
q44. This school has well-defined learning expectations for all students. Agree/Strongly agreeq44_this_school_has_wellnumber
q44. This school has well-defined learning expectations for all students. Strongly disagree/Disagreeq44_this_school_has_well_1number
q45. At this school students harass, bully, or intimidate other students. None of the time/Rarelyq45_at_this_school_studentsnumber
q45. At this school students harass, bully, or intimidate other students. Some of the time/Most of the timeq45_at_this_school_students_1number
q46. At this school…the principal/school leader, teachers, and staff collaborate to make this school run effectively. Agree/Strongly agreeq46_at_this_school_thenumber
q46. At this school…the principal/school leader, teachers, and staff collaborate to make this school run effectively. Strongly disagree/Disagreeq46_at_this_school_the_1number
q47. At this school…once we start a new program, we follow up to make sure that it’s working. Agree/Strongly agreeq47_at_this_school_once_wenumber
q47. At this school…once we start a new program, we follow up to make sure that it’s working. Strongly disagree/Disagreeq47_at_this_school_once_we_1number
q48. At this school…it is clear how all of the programs offered are connected to our school’s instructional vision. Agree/Strongly agreeq48_at_this_school_it_isnumber
q48. At this school…it is clear how all of the programs offered are connected to our school’s instructional vision. Strongly disagree/Disagreeq48_at_this_school_it_is_1number
q49. At this school…teachers design instructional programs (e.g. lessons, units) together. Agree/Strongly agreeq49_at_this_school_teachersnumber
q49. At this school…teachers design instructional programs (e.g. lessons, units) together. Strongly disagree/Disagreeq49_at_this_school_teachers_1number
q50. At this school…teachers make a conscious effort to coordinate their teaching with instruction at other grade levels. Agree/Strongly agreeq50_at_this_school_teachersnumber
q50. At this school…teachers make a conscious effort to coordinate their teaching with instruction at other grade levels. Strongly disagree/Disagreeq50_at_this_school_teachers_1number
q51. At this school…curriculum, instruction, and learning materials are well coordinated across the different grade levels at this school. Agree/Strongly agreeq51_at_this_school_curriculumnumber
q51. At this school…curriculum, instruction, and learning materials are well coordinated across the different grade levels at this school. Strongly disagree/Disagreeq51_at_this_school_curriculum_1number
q52. At this school…teachers understand families' challenges and concerns. Agree/Strongly agreeq52_at_this_school_teachersnumber
q52. At this school…teachers understand families' challenges and concerns. Strongly disagree/Disagreeq52_at_this_school_teachers_1number
q53. At this school…teachers work closely with families to meets students' needs. Agree/Strongly agreeq53_at_this_school_teachersnumber
q53. At this school…teachers work closely with families to meets students' needs. Strongly disagree/Disagreeq53_at_this_school_teachers_1number
q54. At this school…school staff regularly communicate with parents/guardians about how parents/guardians can help students learn. Agree/Strongly agreeq54_at_this_school_schoolnumber
q54. At this school…school staff regularly communicate with parents/guardians about how parents/guardians can help students learn. Strongly disagree/Disagreeq54_at_this_school_school_1number
q55. At this school…the principal/school leader encourages feedback through regular meetings with parent and teacher leaders. Agree/Strongly agreeq55_at_this_school_thenumber
q55. At this school…the principal/school leader encourages feedback through regular meetings with parent and teacher leaders. Strongly disagree/Disagreeq55_at_this_school_the_1number
q56. At this school…school staff value families' race, ethnicity, culture, or background. Agree/Strongly agreeq56_at_this_school_schoolnumber
q56. At this school…school staff value families' race, ethnicity, culture, or background. Strongly disagree/Disagreeq56_at_this_school_school_1number
q57. Overall, my professional development experiences this year have...been sustained and coherently focused, rather than short-term and unrelated. Agree/Strongly agreeq57_overall_my_professionalnumber
q57. Overall, my professional development experiences this year have...been sustained and coherently focused, rather than short-term and unrelated. Strongly disagree/Disagreeq57_overall_my_professional_1number
q58. Overall, my professional development experiences this year have...included enough time to think carefully about, try, and evaluate new ideas. Agree/Strongly agreeq58_overall_my_professionalnumber
q58. Overall, my professional development experiences this year have...included enough time to think carefully about, try, and evaluate new ideas. Strongly disagree/Disagreeq58_overall_my_professional_1number
q59. Overall, my professional development experiences this year have...included opportunities to engage in inquiry-based, professional collaboration with peers and/or mentors in my school. Agree/Strongly agreeq59_overall_my_professionalnumber
q59. Overall, my professional development experiences this year have...included opportunities to engage in inquiry-based, professional collaboration with peers and/or mentors in my school. Strongly disagree/Disagreeq59_overall_my_professional_1number
q60. Overall, my professional development experiences this year have...directly related to my students’ needs. Agree/Strongly agreeq60_overall_my_professionalnumber
q60. Overall, my professional development experiences this year have...directly related to my students’ needs. Strongly disagree/Disagreeq60_overall_my_professional_1number
q61. The principal/school leader at this school...makes clear to the staff their expectations for meeting instructional goals. Agree/Strongly agreeq61_the_principal_schoolnumber
q61. The principal/school leader at this school...makes clear to the staff their expectations for meeting instructional goals. Strongly disagree/Disagreeq61_the_principal_school_1number
q62. The principal/school leader at this school...communicates a clear vision for this school. Agree/Strongly agreeq62_the_principal_schoolnumber
q62. The principal/school leader at this school...communicates a clear vision for this school. Strongly disagree/Disagreeq62_the_principal_school_1number
q63. The principal/school leader at this school...understands how children learn. Agree/Strongly agreeq63_the_principal_schoolnumber
q63. The principal/school leader at this school...understands how children learn. Strongly disagree/Disagreeq63_the_principal_school_1number
q64. The principal/school leader at this school...sets high standards for student learning. Agree/Strongly agreeq64_the_principal_schoolnumber
q64. The principal/school leader at this school...sets high standards for student learning. Strongly disagree/Disagreeq64_the_principal_school_1number
q65. The principal/assistant principal(s) at this school…supports teachers in implementing what they have learned in professional development. Agree/Strongly agreeq65_the_principal_assistantnumber
q65. The principal/assistant principal(s) at this school…supports teachers in implementing what they have learned in professional development. Strongly disagree/Disagreeq65_the_principal_assistant_1number
q66. The principal/assistant principal(s) at this school…carefully tracks student academic progress. Agree/Strongly agreeq66_the_principal_assistantnumber
q66. The principal/assistant principal(s) at this school…carefully tracks student academic progress. Strongly disagree/Disagreeq66_the_principal_assistant_1number
q67. The principal/assistant principal(s) at this school…knows what’s going on in my classes. Agree/Strongly agreeq67_the_principal_assistantnumber
q67. The principal/assistant principal(s) at this school…knows what’s going on in my classes. Strongly disagree/Disagreeq67_the_principal_assistant_1number
q68. The principal/assistant principal(s) at this school…provides teachers with formative feedback to improve practice. Agree/Strongly agreeq68_the_principal_assistantnumber
q68. The principal/assistant principal(s) at this school…provides teachers with formative feedback to improve practice. Strongly disagree/Disagreeq68_the_principal_assistant_1number
q69. The principal/assistant principal(s) at this school…provides teachers with the support to implement formative feedback. Agree/Strongly agreeq69_the_principal_assistantnumber
q69. The principal/assistant principal(s) at this school…provides teachers with the support to implement formative feedback. Strongly disagree/Disagreeq69_the_principal_assistant_1number
q70. The principal/school leader at this school...participates in instructional planning with teams of teachers. Agree/Strongly agreeq70_the_principal_schoolnumber
q70. The principal/school leader at this school...participates in instructional planning with teams of teachers. Strongly disagree/Disagreeq70_the_principal_school_1number
q71. The principal/assistant principal(s) at this school…supports teachers in modifying instructional activities and materials to meet the developmental needs and learning interests of all my students. Agree/Strongly agreeq71_the_principal_assistantnumber
q71. The principal/assistant principal(s) at this school…supports teachers in modifying instructional activities and materials to meet the developmental needs and learning interests of all my students. Strongly disagree/Disagreeq71_the_principal_assistant_1number
q72. How much influence do teachers have over school policy in...selecting instructional materials and/or curriculum used in classrooms? A moderate amount/A great deal of influenceq72_how_much_influence_donumber
q72. How much influence do teachers have over school policy in...selecting instructional materials and/or curriculum used in classrooms? No influence/Littleq72_how_much_influence_do_1number
q73. How much influence do teachers have over school policy in...developing instructional materials? A moderate amount/A great deal of influenceq73_how_much_influence_donumber
q73. How much influence do teachers have over school policy in...developing instructional materials? No influence/Littleq73_how_much_influence_do_1number
q74. How much influence do teachers have over school policy in...setting standards for student behavior? A moderate amount/A great deal of influenceq74_how_much_influence_donumber
q74. How much influence do teachers have over school policy in...setting standards for student behavior? No influence/Littleq74_how_much_influence_do_1number
q75. The performance of the citywide Panel for Educational Policy with regard to school resources, oversight, curriculum, and progress in student achievement. Satisfied/Very satisfiedq75_the_performance_of_thenumber
q75. The performance of the citywide Panel for Educational Policy with regard to school resources, oversight, curriculum, and progress in student achievement. Very dissatisfied/Dissatisfiedq75_the_performance_of_the_1number
q76. The performance of the Schools Chancellor with regard to school resources, oversight, curriculum, and progress in student achievement. Satisfied/Very satisfiedq76_the_performance_of_thenumber
q76. The performance of the Schools Chancellor with regard to school resources, oversight, curriculum, and progress in student achievement. Very dissatisfied/Dissatisfiedq76_the_performance_of_the_1number
q78. In planning my last instructional unit, I had the resources and tools I needed to…meet the needs of my students. Agree/Strongly agreeq78_in_planning_my_lastnumber
q78. In planning my last instructional unit, I had the resources and tools I needed to…meet the needs of my students. Strongly disagree/Disagreeq78_in_planning_my_last_1number
q79. In planning my last instructional unit, I had the resources and tools I needed to…focus deeply on the concepts emphasized in the Prekindergarten Foundation for the Common Core (PKFCC), New York State Prekindergarten Learning Standards (NYSPLS), and/oq79_in_planning_my_lastnumber
q79. In planning my last instructional unit, I had the resources and tools I needed to…focus deeply on the concepts emphasized in the Prekindergarten Foundation for the Common Core (PKFCC), New York State Prekindergarten Learning Standards (NYSPLS), and 1q79_in_planning_my_last_1number
q80. In planning my last instructional unit, I had the resources and tools I needed to…help students engage with books and materials, or in other learning activities reflective of their diverse racial, cultural, and linguistic perspective. Agree/Stronglyq80_in_planning_my_lastnumber
q80. In planning my last instructional unit, I had the resources and tools I needed to…help students engage with books and materials, or in other learning activities reflective of their diverse racial, cultural, and linguistic perspective. Strongly disagq80_in_planning_my_last_1number
q81. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to build knowledge by engaging with a variety of texts and tasks that feature big ideas, rich content, and multiple perspectq81_in_planning_my_lastnumber
q81. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to build knowledge by engaging with a variety of texts and tasks that feature big ideas, rich content, and multiple perspe 1q81_in_planning_my_last_1number
q82. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [Social Studies] Agree/Strongly agrq82_in_planning_my_lastnumber
q82. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [Social Studies] Strongly disagree/q82_in_planning_my_last_1number
q83. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [Social Studies] Agree/Strongly agreeq83_in_planning_my_lastnumber
q83. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [Social Studies] Strongly disagree/Disagreeq83_in_planning_my_last_1number
q84. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to practice academic language through writing. [Social Studies] Agree/Strongly agreeq84_in_planning_my_lastnumber
q84. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to practice academic language through writing. [Social Studies] Strongly disagree/Disagreeq84_in_planning_my_last_1number
q85. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [Social Studies] Aq85_in_planning_my_lastnumber
q85. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [Social Studies] Sq85_in_planning_my_last_1number
q86. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in extended talk and discussion organized around rich content and topics. [Social Studies] Agree/Strongly agreeq86_in_planning_my_lastnumber
q86. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in extended talk and discussion organized around rich content and topics. [Social Studies] Strongly disagree/Disaq86_in_planning_my_last_1number
q87. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [Social Studq87_in_planning_my_lastnumber
q87. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [Social St 1q87_in_planning_my_last_1number
q88. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…teaching and practicing high-utility vocabulary words. [Social Studies] Agree/Strongly agreeq88_in_planning_my_lastnumber
q88. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…teaching and practicing high-utility vocabulary words. [Social Studies] Strongly disagree/Disagreeq88_in_planning_my_last_1number
q89. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [Social Studies]q89_in_planning_my_lastnumber
q89. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [Social Studies 1q89_in_planning_my_last_1number
q90. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…creating coherent progressions within the standards from previous grades to current grade to build onto previous learning. [Social Stq90_in_planning_my_lastnumber
q90. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…creating coherent progressions within the standards from previous grades to current grade to build onto previous learning. [Social 1q90_in_planning_my_last_1number
q91. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to demonstrate conceptual understanding within real-world examples. [Social Studies] Agree/Strongly agreeq91_in_planning_my_lastnumber
q91. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to demonstrate conceptual understanding within real-world examples. [Social Studies] Strongly disagree/Disagreeq91_in_planning_my_last_1number
q92. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to build knowledge by engaging with a variety of texts and tasks that feature big ideas, rich content, and multiple perspectq92_in_planning_my_lastnumber
q92. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to build knowledge by engaging with a variety of texts and tasks that feature big ideas, rich content, and multiple perspe 1q92_in_planning_my_last_1number
q93. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [Science] Agree/Strongly agreeq93_in_planning_my_lastnumber
q93. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [Science] Strongly disagree/Disagreq93_in_planning_my_last_1number
q94. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [Science] Agree/Strongly agreeq94_in_planning_my_lastnumber
q94. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [Science] Strongly disagree/Disagreeq94_in_planning_my_last_1number
q95. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to practice academic language through writing. [Science] Agree/Strongly agreeq95_in_planning_my_lastnumber
q95. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to practice academic language through writing. [Science] Strongly disagree/Disagreeq95_in_planning_my_last_1number
q96. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [Science] Agree/Stq96_in_planning_my_lastnumber
q96. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [Science] Stronglyq96_in_planning_my_last_1number
q97. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in extended talk and discussion organized around rich content and topics. [Science] Agree/Strongly agreeq97_in_planning_my_lastnumber
q97. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in extended talk and discussion organized around rich content and topics. [Science] Strongly disagree/Disagreeq97_in_planning_my_last_1number
q98. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [Science] Aq98_in_planning_my_lastnumber
q98. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [Science] Sq98_in_planning_my_last_1number
q99. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…teaching and practicing high-utility vocabulary words. [Science] Agree/Strongly agreeq99_in_planning_my_lastnumber
q99. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…teaching and practicing high-utility vocabulary words. [Science] Strongly disagree/Disagreeq99_in_planning_my_last_1number
q100. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [Science] Agreeq100_in_planning_my_lastnumber
q100. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [Science] Stronq100_in_planning_my_last_1number
q101. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…creating coherent progressions within the standards from previous grades to current grade to build onto previous learning. [Science]q101_in_planning_my_lastnumber
q101. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…creating coherent progressions within the standards from previous grades to current grade to build onto previous learning. [Scienc 1q101_in_planning_my_last_1number
q102. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to demonstrate conceptual understanding within real-world examples. [Science] Agree/Strongly agreeq102_in_planning_my_lastnumber
q102. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to demonstrate conceptual understanding within real-world examples. [Science] Strongly disagree/Disagreeq102_in_planning_my_last_1number
q103. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to build knowledge by engaging with a variety of texts and tasks that feature big ideas, rich content, and multiple perspecq103_in_planning_my_lasttext
q103. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to build knowledge by engaging with a variety of texts and tasks that feature big ideas, rich content, and multiple persp 1q103_in_planning_my_last_1text
q104. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [ELA] Agree/Strongly agreeq104_in_planning_my_lasttext
q104. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [ELA] Strongly disagree/Disagreeq104_in_planning_my_last_1text
q105. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [ELA] Agree/Strongly agreeq105_in_planning_my_lasttext
q105. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [ELA] Strongly disagree/Disagreeq105_in_planning_my_last_1text
q106. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to practice academic language through writing. [ELA] Agree/Strongly agreeq106_in_planning_my_lasttext
q106. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to practice academic language through writing. [ELA] Strongly disagree/Disagreeq106_in_planning_my_last_1text
q107. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [ELA] Agree/Stronq107_in_planning_my_lasttext
q107. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [ELA] Strongly diq107_in_planning_my_last_1text
q108. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in extended talk and discussion organized around rich content and topics. [ELA] Agree/Strongly agreeq108_in_planning_my_lasttext
q108. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in extended talk and discussion organized around rich content and topics. [ELA] Strongly disagree/Disagreeq108_in_planning_my_last_1text
q109. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [ELA] Agreq109_in_planning_my_lasttext
q109. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [ELA] Stroq109_in_planning_my_last_1text
q110. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…teaching and practicing high-utility vocabulary words. [ELA] Agree/Strongly agreeq110_in_planning_my_lasttext
q110. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…teaching and practicing high-utility vocabulary words. [ELA] Strongly disagree/Disagreeq110_in_planning_my_last_1text
q111. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [ELA] Agree/Strq111_in_planning_my_lasttext
q111. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [ELA] Stronglyq111_in_planning_my_last_1text
q112. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…creating coherent progressions within the standards from previous grades to current grade to build onto previous learning. [ELA] Agq112_in_planning_my_lasttext
q112. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…creating coherent progressions within the standards from previous grades to current grade to build onto previous learning. [ELA] Stq112_in_planning_my_last_1text
q113. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to demonstrate conceptual understanding within real-world examples. [ELA] Agree/Strongly agreeq113_in_planning_my_lasttext
q113. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to demonstrate conceptual understanding within real-world examples. [ELA] Strongly disagree/Disagreeq113_in_planning_my_last_1text
q114. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to build knowledge by engaging with a variety of texts and tasks that feature big ideas, rich content, and multiple perspecq114_in_planning_my_lasttext
q114. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to build knowledge by engaging with a variety of texts and tasks that feature big ideas, rich content, and multiple persp 1q114_in_planning_my_last_1text
q115. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [Math] Agree/Strongly agreeq115_in_planning_my_lasttext
q115. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [Math] Strongly disagree/Disagreeq115_in_planning_my_last_1text
q116. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to practice academic language through writing. [Math] Agree/Strongly agreeq116_in_planning_my_lasttext
q116. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to practice academic language through writing. [Math] Strongly disagree/Disagreeq116_in_planning_my_last_1text
q117. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [Math] Agree/Stroq117_in_planning_my_lasttext
q117. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [Math] Strongly dq117_in_planning_my_last_1text
q118. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in extended talk and discussion organized around rich content and topics. [Math] Agree/Strongly agreeq118_in_planning_my_lasttext
q118. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in extended talk and discussion organized around rich content and topics. [Math] Strongly disagree/Disagreeq118_in_planning_my_last_1text
q119. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [Math] Agrq119_in_planning_my_lasttext
q119. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [Math] Strq119_in_planning_my_last_1text
q120. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…teaching and practicing high-utility vocabulary words. [Math] Agree/Strongly agreeq120_in_planning_my_lasttext
q120. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…teaching and practicing high-utility vocabulary words. [Math] Strongly disagree/Disagreeq120_in_planning_my_last_1text
q121. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [Math] Agree/Stq121_in_planning_my_lasttext
q121. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [Math] Stronglyq121_in_planning_my_last_1text
q122. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…creating coherent progressions within the standards from previous grades to current grade to build onto previous learning. [Math] Aq122_in_planning_my_lasttext
q122. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…creating coherent progressions within the standards from previous grades to current grade to build onto previous learning. [Math] Sq122_in_planning_my_last_1text
q123. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to demonstrate conceptual understanding within real-world examples. [Math] Agree/Strongly agreeq123_in_planning_my_lasttext
q123. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to demonstrate conceptual understanding within real-world examples. [Math] Strongly disagree/Disagreeq123_in_planning_my_last_1text
q124. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to build knowledge by engaging with a variety of texts and tasks that feature big ideas, rich content, and multiple perspecq124_in_planning_my_lastnumber
q124. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to build knowledge by engaging with a variety of texts and tasks that feature big ideas, rich content, and multiple persp 1q124_in_planning_my_last_1number
q125. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [All subjects] Agree/Strongly agreq125_in_planning_my_lastnumber
q125. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [All subjects] Strongly disagree/Dq125_in_planning_my_last_1number
q126. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [All subjects] Agree/Strongly agreeq126_in_planning_my_lastnumber
q126. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks. [All subjects] Strongly disagree/Disagreeq126_in_planning_my_last_1number
q127. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to practice academic language through writing. [All subjects] Agree/Strongly agreeq127_in_planning_my_lastnumber
q127. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to practice academic language through writing. [All subjects] Strongly disagree/Disagreeq127_in_planning_my_last_1number
q128. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [All subjects] Agq128_in_planning_my_lastnumber
q128. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [All subjects] Stq128_in_planning_my_last_1number
q129. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in extended talk and discussion organized around rich content and topics. [All subjects] Agree/Strongly agreeq129_in_planning_my_lastnumber
q129. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in extended talk and discussion organized around rich content and topics. [All subjects] Strongly disagree/Disagq129_in_planning_my_last_1number
q130. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [All subjecq130_in_planning_my_lastnumber
q130. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [All subj 1q130_in_planning_my_last_1number
q131. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…teaching and practicing high-utility vocabulary words. [All subjects] Agree/Strongly agreeq131_in_planning_my_lastnumber
q131. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…teaching and practicing high-utility vocabulary words. [All subjects] Strongly disagree/Disagreeq131_in_planning_my_last_1number
q132. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [All subjects]q132_in_planning_my_lastnumber
q132. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [All subjects] 1q132_in_planning_my_last_1number
q133. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…creating coherent progressions within the standards from previous grades to current grade to build onto previous learning. [All subjq133_in_planning_my_lastnumber
q133. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…creating coherent progressions within the standards from previous grades to current grade to build onto previous learning. [All su 1q133_in_planning_my_last_1number
q134. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to demonstrate conceptual understanding within real-world examples. [All subjects] Agree/Strongly agreeq134_in_planning_my_lastnumber
q134. In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to demonstrate conceptual understanding within real-world examples. [All subjects] Strongly disagree/Disagreeq134_in_planning_my_last_1number
q135. How many students in your classes…build on each other’s ideas during class discussions? A lot/Allq135_how_many_students_innumber
q135. How many students in your classes…build on each other’s ideas during class discussions? None/Someq135_how_many_students_in_1number
q136. How many students in your classes…use data or text references to support their ideas? A lot/Allq136_how_many_students_innumber
q136. How many students in your classes…use data or text references to support their ideas? None/Someq136_how_many_students_in_1number
q137. How many students in your classes…show that they respect each other’s ideas? A lot/Allq137_how_many_students_innumber
q137. How many students in your classes…show that they respect each other’s ideas? None/Someq137_how_many_students_in_1number
q138. How many students in your classes…provide constructive feedback to their peers/teachers? A lot/Allq138_how_many_students_innumber
q138. How many students in your classes…provide constructive feedback to their peers/teachers? None/Someq138_how_many_students_in_1number
q139. How many students in your classes…participate in class discussions at some point? A lot/Allq139_how_many_students_innumber
q139. How many students in your classes…participate in class discussions at some point? None/Someq139_how_many_students_in_1number
q140. Discipline is applied to students fairly in my school. Agree/Strongly agreeq140_discipline_is_appliednumber
q140. Discipline is applied to students fairly in my school. Strongly disagree/Disagreeq140_discipline_is_applied_1number
q141. Behavioral supports are applied to students fairly in my school. Agree/Strongly agreeq141_behavioral_supportsnumber
q141. Behavioral supports are applied to students fairly in my school. Strongly disagree/Disagreeq141_behavioral_supports_1number
q142. How many students in your classes…feel challenged? A lot/Allq142_how_many_students_innumber
q142. How many students in your classes…feel challenged? None/Someq142_how_many_students_in_1number
q143. How many students in your classes…listen carefully when the teacher gives directions? A lot/Allq143_how_many_students_innumber
q143. How many students in your classes…listen carefully when the teacher gives directions? None/Someq143_how_many_students_in_1number
q144. How many students in your classes…have to work hard to do well? A lot/Allq144_how_many_students_innumber
q144. How many students in your classes…have to work hard to do well? None/Someq144_how_many_students_in_1number
q145. How many students in your classes…follow the rules in class? A lot/Allq145_how_many_students_innumber
q145. How many students in your classes…follow the rules in class? None/Someq145_how_many_students_in_1number
q146. How many students in your classes…respond to challenging test questions? A lot/Allq146_how_many_students_innumber
q146. How many students in your classes…respond to challenging test questions? None/Someq146_how_many_students_in_1number
q147. How many students in your classes…pay attention when they are supposed to? A lot/Allq147_how_many_students_innumber
q147. How many students in your classes…pay attention when they are supposed to? None/Someq147_how_many_students_in_1number
q148. How many students in your classes…respond to challenging questions in class? A lot/Allq148_how_many_students_innumber
q148. How many students in your classes…respond to challenging questions in class? None/Someq148_how_many_students_in_1number
q149. How many students in your classes…do their work when they are supposed to? A lot/Allq149_how_many_students_innumber
q149. How many students in your classes…do their work when they are supposed to? None/Someq149_how_many_students_in_1number
q150. How many adults at this school…help students develop the skills they need to complete challenging coursework despite obstacles? A lot/Allq150_how_many_adults_at_thisnumber
q150. How many adults at this school…help students develop the skills they need to complete challenging coursework despite obstacles? None/Someq150_how_many_adults_at_this_1number
q151. How many adults at this school…tell their students they believe they can achieve high academic standards? A lot/Allq151_how_many_adults_at_thisnumber
q151. How many adults at this school…tell their students they believe they can achieve high academic standards? None/Someq151_how_many_adults_at_this_1number
q152. How many adults at this school…teach critical thinking skills to students? A lot/Allq152_how_many_adults_at_thisnumber
q152. How many adults at this school…teach critical thinking skills to students? None/Someq152_how_many_adults_at_this_1number
q153. How many adults at this school…teach students how to advocate for themselves? A lot/Allq153_how_many_adults_at_thisnumber
q153. How many adults at this school…teach students how to advocate for themselves? None/Someq153_how_many_adults_at_this_1number
q154. How many adults at this school…teach students the organizational skills needed to be prepared for their next level? A lot/Allq154_how_many_adults_at_thisnumber
q154. How many adults at this school…teach students the organizational skills needed to be prepared for their next level? None/Someq154_how_many_adults_at_this_1number
q155. How many adults at this school…recognize disruptive behavior as social-emotional learning opportunities? A lot/Allq155_how_many_adults_at_thisnumber
q155. How many adults at this school…recognize disruptive behavior as social-emotional learning opportunities? None/Someq155_how_many_adults_at_this_1number
q156. How many adults at this school…teach students the skills they need to fully engage academically (i.e. by focusing their attention or managing their thinking, behavior, and feelings)? A lot/Allq156_how_many_adults_at_thisnumber
q156. How many adults at this school…teach students the skills they need to fully engage academically (i.e. by focusing their attention or managing their thinking, behavior, and feelings)? None/Someq156_how_many_adults_at_this_1number
q157. How many adults at this school…have access to school-based supports to assist in behavioral/emotional escalations? A lot/Allq157_how_many_adults_at_thisnumber
q157. How many adults at this school…have access to school-based supports to assist in behavioral/emotional escalations? None/Someq157_how_many_adults_at_this_1number
q159. Positive Behavior Guidance is applied fairly to students in my program. Agree/Strongly agreeq159_positive_behaviortext
q159. Positive Behavior Guidance is applied fairly to students in my program. Strongly disagree/Disagreeq159_positive_behavior_1text
q160. It's a priority at this program that staff help families support their child's transition to kindergarten. Agree/Strongly agreeq160_it_s_a_priority_at_thistext
q160. It's a priority at this program that staff help families support their child's transition to kindergarten. Strongly disagree/Disagreeq160_it_s_a_priority_at_this_1text
q161. It's a priority at this program that staff provide families with information about the application/enrollment process for kindergarten. Agree/Strongly agreeq161_it_s_a_priority_at_thistext
q161. It's a priority at this program that staff provide families with information about the application/enrollment process for kindergarten. Strongly disagree/Disagreeq161_it_s_a_priority_at_this_1text
q162. At the beginning of the school year, teachers support children in adjusting to pre-K or 3-K. Agree/Strongly agreeq162_at_the_beginning_oftext
q162. At the beginning of the school year, teachers support children in adjusting to pre-K or 3-K. Strongly disagree/Disagreeq162_at_the_beginning_of_1text
q163. At this program, teachers let families know that they can make a difference in their child's learning. Agree/Strongly agreeq163_at_this_program_teacherstext
q163. At this program, teachers let families know that they can make a difference in their child's learning. Strongly disagree/Disagreeq163_at_this_program_teachers_1text
q164. At this program, teachers give families opportunities to share what they know about their child. Agree/Strongly agreeq164_at_this_program_teacherstext
q164. At this program, teachers give families opportunities to share what they know about their child. Strongly disagree/Disagreeq164_at_this_program_teachers_1text
q165. My students are safe…outside around this school. Agree/Strongly agreeq165_my_students_are_safenumber
q165. My students are safe…outside around this school. Strongly disagree/Disagreeq165_my_students_are_safe_1number
q166. My students are safe…traveling between home and this school. Agree/Strongly agreeq166_my_students_are_safenumber
q166. My students are safe…traveling between home and this school. Strongly disagree/Disagreeq166_my_students_are_safe_1number
q167. My students are safe…in the hallways, bathrooms, locker rooms, and cafeteria of this school. Agree/Strongly agreeq167_my_students_are_safenumber
q167. My students are safe…in the hallways, bathrooms, locker rooms, and cafeteria of this school. Strongly disagree/Disagreeq167_my_students_are_safe_1number
q168. My students are safe…in my class(es). Agree/Strongly agreeq168_my_students_are_safenumber
q168. My students are safe…in my class(es). Strongly disagree/Disagreeq168_my_students_are_safe_1number
q169. It’s a priority at this school that adults…provide students with guidance on the application/enrollment process for middle or high school. Agree/Strongly agreeq169_it_s_a_priority_at_thisnumber
q169. It’s a priority at this school that adults…provide students with guidance on the application/enrollment process for middle or high school. Strongly disagree/Disagreeq169_it_s_a_priority_at_this_1number
q170. It’s a priority at this school that adults…provide families with guidance on the application/enrollment process for middle or high school. Agree/Strongly agreeq170_it_s_a_priority_at_thisnumber
q170. It’s a priority at this school that adults…provide families with guidance on the application/enrollment process for middle or high school. Strongly disagree/Disagreeq170_it_s_a_priority_at_this_1number
q171. Adults at this school...talk to students about what they plan to do after high school. Agree/Strongly agreeq171_adults_at_this_schoolnumber
q171. Adults at this school...talk to students about what they plan to do after high school. Strongly disagree/Disagreeq171_adults_at_this_school_1number
q172. Adults at this school...create an atmosphere that encourages students to continue their education after high school. Agree/Strongly agreeq172_adults_at_this_schoolnumber
q172. Adults at this school...create an atmosphere that encourages students to continue their education after high school. Strongly disagree/Disagreeq172_adults_at_this_school_1number
q173. Adults at this school...provide students with information about the college application process. Agree/Strongly agreeq173_adults_at_this_schoolnumber
q173. Adults at this school...provide students with information about the college application process. Strongly disagree/Disagreeq173_adults_at_this_school_1number
q174. Adults at this school...help students consider which colleges to apply to. Agree/Strongly agreeq174_adults_at_this_schoolnumber
q174. Adults at this school...help students consider which colleges to apply to. Strongly disagree/Disagreeq174_adults_at_this_school_1number
q175. Adults at this school...help students plan for how to meet their future career goals. Agree/Strongly agreeq175_adults_at_this_schoolnumber
q175. Adults at this school...help students plan for how to meet their future career goals. Strongly disagree/Disagreeq175_adults_at_this_school_1number
q176. Adults at this school...show students options for how to pay for college (scholarship, grants, loans, work study programs). Agree/Strongly agreeq176_adults_at_this_schoolnumber
q176. Adults at this school...show students options for how to pay for college (scholarship, grants, loans, work study programs). Strongly disagree/Disagreeq176_adults_at_this_school_1number