VISTA 2019 Principal Comprehensive Report · Web view2019. 6. 10. · The Commonwealth’s approach to educator effectiveness involves: setting high standards for educators, identifying

2019 VISTA PRINCIPAL SURVEY

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OverviewSurvey Methodology, Design, and Report StructureThe Views on Instruction, State Standards, Teaching, and Assessment (VISTA) survey is an annual survey sponsored by the Massachusetts Department of Elementary and Secondary Education (DESE). VISTA gives educators a voice directly with the state on issues specific to education in Massachusetts. DESE will use educator feedback to improve statewide implementation, inform current and future policies, and better target state resources and supports.

In the 2019 administration, data collection began in mid-January and closed in mid-March. All Massachusetts principals were invited to participate. Principals from 40% (n = 729) of the state’s schools participated in the survey. Superintendents also participated in the 2019 VISTA survey, and a separate report includes results from the superintendent survey. Survey findings are weighted to represent all Massachusetts districts and schools.

The 2019 VISTA Principal Survey included five sections.

1. Demographic Questions 2. Educator Effectiveness 3. State Curriculum Frameworks 4. Social and Emotional Learning, Health, and Safety 5. DESE Overall Support

This report is broken down by section and includes tabular data for all selected-response (e.g., multiple choice) survey questions. Non-numeric open-ended text response questions are not included in this report.

In order to protect respondent confidentiality, the report does not include response data if a survey question had fewer than six respondents and/or if all respondents or all but one respondent selected a single response option.

See the VISTA webpage (MA VISTA Research) for more information about the VISTA study. The VISTA webpage includes more details about the study, additional reports, and copies of the VISTA surveys.

Data TablesThese tables present detailed aggregated data for each survey question in the principal survey, grouped by section. There are multiple rows for each survey item, with a separate row for each possible response to that item; each row in the table is a unique item-response combination. Each table displays

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http://www.doe.mass.edu/research/vista/

#: Survey question number, which includes a suffix referring to sub-item (e.g., A1a or B2), Matrix_Text: The introductory text for items grouped in a matrix or list (e.g., What grade levels does your school serve? or Thinking

across all curriculum frameworks, please indicate the degree to which you think the following district or school resources are aligned to the curriculum frameworks.),

Item_Text: The full text of the item (e.g., All or Assessments created or selected by teachers.), Response: Each response option for the item (e.g., Yes or Strongly Aligned), EstType: Estimate type (for categorical and ordinal items, the estimate is the weighted percent; for continuous items, the estimate is the

weighted mean), Est.: The weighted estimate, CI: The 95% confidence interval around the estimate, and N: The total number of participants who responded to the item.

The sum of weighted percentages across all response options within each item sum to approximately 100, with some exceptions due to rounding. These percentages and means have been produced by applying survey weights to the survey responses, and are referred to as “estimates” because they reflect the estimated percentage or mean from the full population (i.e., all districts or schools) even though only a subset of the population completed the survey. Each estimate has associated standard error and confidence interval, which are statistical measures of the reliability of this estimate.

The 95% confidence intervals can be used to approximate tests of statistical significance when comparing results between two items. For example, 26 percent of schools have principals who say, on average, most (51 to 75%) ELA lessons used teacher-created resources (item C2d), while 23 percent have principals who say, on average, most (51 to 75%) math lessons use teacher-created resources (item C4d). These percentages are different, but we know both percentages are estimates. Can we conclude that fewer schools have principals who say most math lessons use teacher-created resources? In other words, is 23 statistically significant from 26? For ELA, the confidence interval ranges from 24 to 29 percent. For mathematics, the confidence interval ranges from 21 to 26 percent. These two ranges overlap, which indicates that 23 is not significantly different from 26. In other words, there are not significantly more schools with principals who say that most ELA lessons used teacher-created resources compared to those who say that most math lessons do so.

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Table 1. Demographic QuestionsThe first section of the survey includes questions about survey respondents’ experience in an administrative role and about their schools. Responses from this section may be used to understand how to target resources and supports based on school profile.

# Matrix_Text Item_Text Response EstType Est. Cl Na1a What grade levels does your school serve? All Grades, Pre-K-12 No Percent 99% 98% - 99% 729a1a What grade levels does your school serve? All Grades, Pre-K-12 Yes Percent 1% 1% - 2% 729a1b What grade levels does your school serve? All Grades, K-12 No Percent 99% 98% - 100% 729a1b What grade levels does your school serve? All Grades, K-12 Yes Percent 1% 0% - 2% 729a1c What grade levels does your school serve? Pre-K No Percent 73% 70% - 76% 729a1c What grade levels does your school serve? Pre-K Yes Percent 27% 24% - 30% 729a1d What grade levels does your school serve? Kindergarten No Percent 50% 46% - 53% 729a1d What grade levels does your school serve? Kindergarten Yes Percent 50% 47% - 54% 729a1e What grade levels does your school serve? Grade 1 No Percent 48% 45% - 51% 729a1e What grade levels does your school serve? Grade 1 Yes Percent 52% 49% - 55% 729a1f What grade levels does your school serve? Grade 2 No Percent 49% 46% - 52% 729a1f What grade levels does your school serve? Grade 2 Yes Percent 51% 48% - 54% 729a1g What grade levels does your school serve? Grade 3 No Percent 50% 47% - 53% 729a1g What grade levels does your school serve? Grade 3 Yes Percent 50% 47% - 53% 729a1h What grade levels does your school serve? Grade 4 No Percent 52% 49% - 55% 729a1h What grade levels does your school serve? Grade 4 Yes Percent 48% 45% - 51% 729a1i What grade levels does your school serve? Grade 5 No Percent 55% 52% - 58% 729a1i What grade levels does your school serve? Grade 5 Yes Percent 45% 42% - 48% 729a1j What grade levels does your school serve? Grade 6 No Percent 71% 68% - 74% 729a1j What grade levels does your school serve? Grade 6 Yes Percent 29% 26% - 32% 729a1k What grade levels does your school serve? Grade 7 No Percent 75% 72% - 77% 729a1k What grade levels does your school serve? Grade 7 Yes Percent 25% 23% - 28% 729a1l What grade levels does your school serve? Grade 8 No Percent 74% 71% - 76% 729a1l What grade levels does your school serve? Grade 8 Yes Percent 26% 24% - 29% 729a1m What grade levels does your school serve? Grade 9 No Percent 78% 75% - 80% 729a1m What grade levels does your school serve? Grade 9 Yes Percent 22% 20% - 25% 729a1n What grade levels does your school serve? Grade 10 No Percent 77% 75% - 80% 729a1n What grade levels does your school serve? Grade 10 Yes Percent 23% 20% - 25% 729a1o What grade levels does your school serve? Grade 11 No Percent 77% 75% - 80% 729a1o What grade levels does your school serve? Grade 11 Yes Percent 23% 20% - 25% 729a1p What grade levels does your school serve? Grade 12 No Percent 77% 75% - 80% 729a1p What grade levels does your school serve? Grade 12 Yes Percent 23% 20% - 25% 729a1q What grade levels does your school serve? Grade 13 (students aged 18-22) No Percent 90% 88% - 92% 729a1q What grade levels does your school serve? Grade 13 (students aged 18-22) Yes Percent 10% 8% - 12% 729a2 Including the current school year (2018- Mean 11 11 - 11 NA

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# Matrix_Text Item_Text Response EstType Est. Cl N19), how long have you worked as a school-level administrator?

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Table 2. Educator Effectiveness (hiring, developing, evaluating, and retaining effective educators)DESE aims to ensure that all students have access to highly skilled educators by supporting opportunities to identify, develop, support, and retain highly effective educators. The Commonwealth’s approach to educator effectiveness involves:

setting high standards for educators, identifying and evaluating all educators based on those standards through the Massachusetts Framework for Educator Evaluation, ensuring the provision of useful and timely feedback, and providing high quality mentoring and targeted professional development to support ongoing growth and development.

DESE supports educator effectiveness by providing schools and districts with training materials and resources, meaningful guidance, and timely communications, and regularly engages educators in the ongoing refinement of these supports and their implementation.

This section of the survey gathers feedback on respondents’ views on hiring, developing, and retaining effective educators in their school, as well as activities associated with evaluating and supporting educator growth and development.

# Matrix_Text Item_Text Response EstType Est. Cl Nb1a What proportion of your new hires are secured

using the following sources?Grow-your-own models (including internship/apprenticeship route for administrators or an approved district-based licensure program)

Few or none (0 to 25%) Percent 65% 61% - 68% 645

b1a What proportion of your new hires are secured using the following sources?

Grow-your-own models (including internship/apprenticeship route for administrators or an approved district-based licensure program)

Some (25 to 50%) Percent 26% 24% - 29% 645



Most (51 to 75%) Percent 6% 5% - 8% 645



All or nearly all (76 to 100%)

Percent 3% 2% - 4% 645

b1b What proportion of your new hires are secured using the following sources?

Partnership(s) with traditional teacher/administrator preparation providers




Some (25 to 50%) Percent 30% 27% - 33% 650

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# Matrix_Text Item_Text Response EstType Est. Cl Nb1b What proportion of your new hires are secured

using the following sources?Partnership(s) with traditional teacher/administrator preparation providers

Most (51 to 75%) Percent 8% 7% - 10% 650




Percent 8% 6% - 10% 650

b1c What proportion of your new hires are secured using the following sources?

Partnership(s) with alternative teacher/administrator preparation providers




Some (25 to 50%) Percent 11% 8% - 13% 621



Most (51 to 75%) Percent 2% 1% - 4% 621




Percent 2% 1% - 3% 621

b1d What proportion of your new hires are secured using the following sources?

Individuals placed in our district for student teaching or as administrative interns




Some (25 to 50%) Percent 37% 34% - 40% 661



Most (51 to 75%) Percent 7% 6% - 8% 661




Percent 3% 2% - 4% 661

b1e What proportion of your new hires are secured using the following sources?

General recruitment efforts (e.g., online job posting, job fairs)




Some (25 to 50%) Percent 17% 15% - 20% 676



Most (51 to 75%) Percent 30% 27% - 33% 676




Percent 43% 40% - 46% 676

b1f What proportion of your new hires are secured using the following sources?

Targeted recruitment efforts (e.g., head hunting)


b1f What proportion of your new hires are secured Targeted recruitment efforts (e.g., head Some (25 to 50%) Percent 11% 9% - 13% 626

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# Matrix_Text Item_Text Response EstType Est. Cl Nusing the following sources? hunting)



Most (51 to 75%) Percent 4% 3% - 5% 626




Percent 2% 1% - 4% 626

b1g What proportion of your new hires are secured using the following sources?

Word of mouth/referral from existing staff Few or none (0 to 25%) Percent 36% 34% - 39% 651


Word of mouth/referral from existing staff Some (25 to 50%) Percent 49% 46% - 52% 651


Word of mouth/referral from existing staff Most (51 to 75%) Percent 10% 8% - 12% 651


Word of mouth/referral from existing staff All or nearly all (76 to 100%)

Percent 4% 3% - 6% 651

b1h What proportion of your new hires are secured using the following sources?

Other (specify) Few or none (0 to 25%) Percent 89% 84% - 93% 127


Other (specify) Some (25 to 50%) Percent 7% 4% - 12% 127


Other (specify) Most (51 to 75%) Percent 3% 1% - 6% 127


Other (specify) All or nearly all (76 to 100%)

Percent 1% 1% - 3% 127

b2 How frequently are you able to hire an ideal candidate for a teacher vacancy?

All of the time Percent 12% 10% - 14% 694


Most of the time Percent 60% 57% - 62% 694


Some of the time Percent 25% 23% - 28% 694


I am usually unable to hire an ideal candidate

Percent 3% 2% - 4% 694

b3a Please indicate your agreement with the following statements relative to your own professional development.

I have received sufficient training, resources, and supports to cultivate a culturally responsive school environment.

Disagree Strongly Percent 2% 2% - 4% 693



Disagree Somewhat Percent 10% 8% - 12% 693



Agree Somewhat Percent 51% 48% - 54% 693



Agree Strongly Percent 37% 34% - 40% 693

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# Matrix_Text Item_Text Response EstType Est. Cl Nb3b Please indicate your agreement with the following

statements relative to your own professional development.

I have appropriate content knowledge to evaluate the teaching staff in my school.


b3b Please indicate your agreement with the following statements relative to your own professional development.









b4a Which incentives/structures does your school use to support meaningful, high quality professional development for teachers?

Individual choice/autonomy in offerings Don't use Percent 5% 4% - 7% 682


Individual choice/autonomy in offerings Low use Percent 18% 16% - 21% 682


Individual choice/autonomy in offerings Moderate use Percent 43% 39% - 46% 682


Individual choice/autonomy in offerings Significant use Percent 34% 31% - 38% 682

b4b Which incentives/structures does your school use to support meaningful, high quality professional development for teachers?

District-level coaching support Don't use Percent 11% 10% - 13% 688


District-level coaching support Low use Percent 28% 26% - 31% 688


District-level coaching support Moderate use Percent 32% 29% - 34% 688


District-level coaching support Significant use Percent 29% 26% - 31% 688

b4c Which incentives/structures does your school use to support meaningful, high quality professional development for teachers?

School-level coaching support Don't use Percent 6% 5% - 7% 689

b4c Which incentives/structures does your school use to support meaningful, high quality professional

School-level coaching support Low use Percent 18% 15% - 20% 689

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# Matrix_Text Item_Text Response EstType Est. Cl Ndevelopment for teachers?


School-level coaching support Moderate use Percent 30% 27% - 32% 689


School-level coaching support Significant use Percent 47% 44% - 50% 689

b4d Which incentives/structures does your school use to support meaningful, high quality professional development for teachers?

Dedicated time during the school year Don't use Percent 1% 0% - 1% 689


Dedicated time during the school year Low use Percent 5% 4% - 7% 689


Dedicated time during the school year Moderate use Percent 32% 29% - 35% 689


Dedicated time during the school year Significant use Percent 62% 60% - 65% 689

b4e Which incentives/structures does your school use to support meaningful, high quality professional development for teachers?

Dedicated time during the school day Don't use Percent 5% 4% - 6% 688


Dedicated time during the school day Low use Percent 26% 24% - 29% 688


Dedicated time during the school day Moderate use Percent 39% 36% - 42% 688


Dedicated time during the school day Significant use Percent 30% 27% - 33% 688

b4f Which incentives/structures does your school use to support meaningful, high quality professional development for teachers?

Monetary incentives (e.g., stipends) Don't use Percent 35% 32% - 38% 679


Monetary incentives (e.g., stipends) Low use Percent 36% 33% - 40% 679


Monetary incentives (e.g., stipends) Moderate use Percent 20% 18% - 22% 679

b4f Which incentives/structures does your school use Monetary incentives (e.g., stipends) Significant use Percent 9% 8% - 11% 679

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# Matrix_Text Item_Text Response EstType Est. Cl Nto support meaningful, high quality professional development for teachers?

b4g Which incentives/structures does your school use to support meaningful, high quality professional development for teachers?

Professional development points (PDPs) Don't use Percent 2% 1% - 3% 688


Professional development points (PDPs) Low use Percent 9% 7% - 11% 688


Professional development points (PDPs) Moderate use Percent 28% 25% - 30% 688


Professional development points (PDPs) Significant use Percent 62% 59% - 65% 688

b4h Which incentives/structures does your school use to support meaningful, high quality professional development for teachers?

Connection to educator evaluation system Don't use Percent 4% 3% - 5% 684


Connection to educator evaluation system Low use Percent 21% 19% - 24% 684


Connection to educator evaluation system Moderate use Percent 41% 39% - 44% 684


Connection to educator evaluation system Significant use Percent 34% 31% - 37% 684

b4i Which incentives/structures does your school use to support meaningful, high quality professional development for teachers?

Teacher-led professional development Don't use Percent 2% 1% - 3% 691


Teacher-led professional development Low use Percent 17% 15% - 20% 691


Teacher-led professional development Moderate use Percent 49% 46% - 52% 691


Teacher-led professional development Significant use Percent 31% 29% - 34% 691

b4j Which incentives/structures does your school use to support meaningful, high quality professional development for teachers?

Cross-district learning teams/networks Don't use Percent 15% 13% - 18% 681

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# Matrix_Text Item_Text Response EstType Est. Cl Nb4j Which incentives/structures does your school use

to support meaningful, high quality professional development for teachers?

Cross-district learning teams/networks Low use Percent 35% 32% - 39% 681


Cross-district learning teams/networks Moderate use Percent 34% 31% - 38% 681


Cross-district learning teams/networks Significant use Percent 15% 13% - 18% 681

b4k Which incentives/structures does your school use to support meaningful, high quality professional development for teachers?

Other (specify): Don't use Percent 79% 70% - 86% 73


Other (specify): Low use Percent 5% 3% - 7% 73


Other (specify): Moderate use Percent 8% 3% - 18% 73


Other (specify): Significant use Percent 8% 4% - 16% 73

b5a1 Please identify the rubric(s) used by your district for principal/school administrator evaluations. Please select all that apply.

2018 updated model rubric No Percent 44% 40% - 47% 687


2018 updated model rubric Yes Percent 56% 53% - 60% 687


2012 original model rubric No Percent 67% 64% - 70% 687


2012 original model rubric Yes Percent 33% 30% - 36% 687


District-specific rubric No Percent 87% 84% - 89% 687


District-specific rubric Yes Percent 13% 11% - 16% 687

b5a4 Please identify the rubric(s) used by your district for principal/school administrator evaluations.

Don't use a specific rubric No Percent 98% 96% - 98% 687

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# Matrix_Text Item_Text Response EstType Est. Cl NPlease select all that apply.


Don't use a specific rubric Yes Percent 2% 2% - 4% 687

b6a Please indicate your agreement with the following statements about the principal/school administrator evaluation system used in your district.

The principal evaluation system is effective in identifying outstanding school leaders.











b6b Please indicate your agreement with the following statements about the principal/school administrator evaluation system used in your district.

The feedback I receive as part of the evaluation process includes specific ways to improve my practice.











b7a1 Please identify the rubric(s) used by you for classroom teacher evaluations.

2018 updated model rubric No Percent 45% 42% - 49% 687


2018 updated model rubric Yes Percent 55% 51% - 58% 687

b7a2 Please identify the rubric(s) used by you for 2012 original model rubric No Percent 66% 63% - 69% 687

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# Matrix_Text Item_Text Response EstType Est. Cl Nclassroom teacher evaluations.


2012 original model rubric Yes Percent 34% 31% - 37% 687


District-specific rubric No Percent 81% 78% - 84% 687


District-specific rubric Yes Percent 19% 16% - 22% 687


Don't use a specific rubric No Percent 100% 100% - 100% 687


Don't use a specific rubric Yes Percent 0% 0% - 0% 687

b8a Please indicate your agreement with the following statements about the teacher evaluation system used in your district.

The evaluation system used in my school is effective in identifying outstanding teachers.











b8b Please indicate your agreement with the following statements about the teacher evaluation system used in your district.

The evaluation system used in my school is an effective tool to support teacher growth and development.











b9a Which of the following retention strategies are the most effective in retaining your most effective teachers? Please select the three most effective strategies for your school.

Most effective Providing them with regular, positive feedback and/or informal critical feedback

Percent 47% 44% - 50% 683

b9a Which of the following retention strategies are the most effective in retaining your most effective

Most effective Identifying and supporting them in

Percent 10% 8% - 12% 683

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# Matrix_Text Item_Text Response EstType Est. Cl Nteachers? Please select the three most effective strategies for your school.

specific areas of professional development


Most effective Publicly recognizing their accomplishments

Percent 3% 2% - 5% 683


Most effective Informing them that they are high performing and having intentional 'stay' conversations

Percent 5% 4% - 7% 683


Most effective Identifying formal opportunities/paths for teacher leader roles or putting them in charge of something

Percent 11% 9% - 13% 683


Most effective Providing them with access to additional resources for their classrooms

Percent 2% 2% - 3% 683


Most effective Emphasizing collaborative learning/planning time with other effective colleagues

Percent 20% 18% - 23% 683


Most effective Other (specify) Percent 1% 1% - 2% 683

b9b Which of the following retention strategies are the most effective in retaining your most effective teachers? Please select the three most effective strategies for your school.

Second most effective Providing them with regular, positive feedback and/or informal critical feedback

Percent 16% 14% - 19% 680


Second most effective Identifying and supporting them in specific areas of professional development

Percent 26% 23% - 28% 680


Second most effective Publicly recognizing their accomplishments

Percent 8% 6% - 10% 680

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# Matrix_Text Item_Text Response EstType Est. Cl Nb9b Which of the following retention strategies are

the most effective in retaining your most effective teachers? Please select the three most effective strategies for your school.

Second most effective Informing them that they are high performing and having intentional 'stay' conversations

Percent 8% 6% - 10% 680


Second most effective Identifying formal opportunities/paths for teacher leader roles or putting them in charge of something

Percent 16% 14% - 18% 680


Second most effective Providing them with access to additional resources for their classrooms

Percent 8% 7% - 11% 680


Second most effective Emphasizing collaborative learning/planning time with other effective colleagues

Percent 18% 16% - 20% 680


Second most effective Other (specify) Percent 1% 0% - 1% 680

b9c Which of the following retention strategies are the most effective in retaining your most effective teachers? Please select the three most effective strategies for your school.

Third most effective Providing them with regular, positive feedback and/or informal critical feedback

Percent 13% 11% - 15% 675


Third most effective Identifying and supporting them in specific areas of professional development

Percent 16% 14% - 18% 675


Third most effective Publicly recognizing their accomplishments

Percent 11% 9% - 13% 675


Third most effective Informing them that they are high performing and having intentional 'stay' conversations

Percent 7% 5% - 9% 675

b9c Which of the following retention strategies are the most effective in retaining your most effective teachers? Please select the three most effective

Third most effective Identifying formal opportunities/paths for teacher leader roles or

Percent 20% 17% - 22% 675

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# Matrix_Text Item_Text Response EstType Est. Cl Nstrategies for your school. putting them in charge of

somethingb9c Which of the following retention strategies are

the most effective in retaining your most effective teachers? Please select the three most effective strategies for your school.

Third most effective Providing them with access to additional resources for their classrooms

Percent 12% 10% - 14% 675


Third most effective Emphasizing collaborative learning/planning time with other effective colleagues

Percent 21% 19% - 23% 675


Third most effective Other (specify) Percent 1% 1% - 2% 675

b10a Over the last three years, what percentage of your teachers who departed your school left for each of the following reasons?

Retirement Few or none (0 to 25%) Percent 55% 52% - 58% 645


Retirement Some (26 to 50%) Percent 14% 12% - 16% 645


Retirement Most (51 to 75%) Percent 12% 10% - 15% 645


Retirement All or nearly all (76 to 100%)

Percent 19% 17% - 22% 645

b10b Over the last three years, what percentage of your teachers who departed your school left for each of the following reasons?

Personal/family reasons Few or none (0 to 25%) Percent 75% 72% - 77% 617


Personal/family reasons Some (26 to 50%) Percent 21% 19% - 24% 617


Personal/family reasons Most (51 to 75%) Percent 3% 2% - 5% 617


Personal/family reasons All or nearly all (76 to 100%)

Percent 1% 1% - 2% 617

b10c Over the last three years, what percentage of your teachers who departed your school left for each of the following reasons?

Career switch or pursuing an additional degree


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# Matrix_Text Item_Text Response EstType Est. Cl Nb10c Over the last three years, what percentage of

your teachers who departed your school left for each of the following reasons?


Some (26 to 50%) Percent 8% 7% - 11% 580



Most (51 to 75%) Percent 1% 0% - 1% 580




Percent 0% 0% - 1% 580

b10d Over the last three years, what percentage of your teachers who departed your school left for each of the following reasons?

Better compensation in another district Few or none (0 to 25%) Percent 77% 74% - 80% 595


Better compensation in another district Some (26 to 50%) Percent 15% 13% - 18% 595


Better compensation in another district Most (51 to 75%) Percent 5% 4% - 7% 595


Better compensation in another district All or nearly all (76 to 100%)

Percent 2% 2% - 4% 595

b10e Over the last three years, what percentage of your teachers who departed your school left for each of the following reasons?

School climate/working conditions Few or none (0 to 25%) Percent 88% 85% - 89% 591


School climate/working conditions Some (26 to 50%) Percent 10% 8% - 12% 591


School climate/working conditions Most (51 to 75%) Percent 2% 1% - 3% 591


School climate/working conditions All or nearly all (76 to 100%)

Percent 1% 0% - 2% 591

b10f Over the last three years, what percentage of your teachers who departed your school left for each of the following reasons?

Intentional conversations about their individual performance




Some (26 to 50%) Percent 22% 20% - 25% 609

b10f Over the last three years, what percentage of your teachers who departed your school left for


Most (51 to 75%) Percent 5% 4% - 6% 609

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# Matrix_Text Item_Text Response EstType Est. Cl Neach of the following reasons?




Percent 2% 2% - 4% 609

b10g Over the last three years, what percentage of your teachers who departed your school left for each of the following reasons?

Other (specify): Few or none (0 to 25%) Percent 76% 67% - 83% 86


Other (specify): Some (26 to 50%) Percent 13% 8% - 21% 86


Other (specify): Most (51 to 75%) Percent 4% 2% - 9% 86


Other (specify): All or nearly all (76 to 100%)

Percent 7% 4% - 11% 86

b11a Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.

Recruitment efforts including proactive pipeline development work (e.g., strategically coordinating student teachers, running internship/apprenticeship programs for administrators)

No Need Percent 17% 14% - 20% 660



Low Priority Percent 25% 23% - 28% 660



Moderate Priority Percent 31% 29% - 34% 660



High Priority Percent 27% 24% - 29% 660

b11b Prioritize the areas in which you would like to Hiring the right candidate for a position No Need Percent 26% 23% - 29% 659

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# Matrix_Text Item_Text Response EstType Est. Cl Nreceive additional DESE support and resources to foster workforce effectiveness.

b11b Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.

Hiring the right candidate for a position Low Priority Percent 29% 27% - 33% 659


Hiring the right candidate for a position Moderate Priority Percent 23% 20% - 25% 659


Hiring the right candidate for a position High Priority Percent 22% 19% - 25% 659

b11c Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.

Induction and mentoring No Need Percent 15% 12% - 17% 665


Induction and mentoring Low Priority Percent 26% 23% - 29% 665


Induction and mentoring Moderate Priority Percent 36% 34% - 39% 665


Induction and mentoring High Priority Percent 23% 21% - 26% 665

b11d Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.

Teacher placement/assignment No Need Percent 29% 26% - 33% 658


Teacher placement/assignment Low Priority Percent 38% 35% - 42% 658


Teacher placement/assignment Moderate Priority Percent 23% 20% - 26% 658


Teacher placement/assignment High Priority Percent 9% 7% - 11% 658

b11e Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.

Supervision and evaluation No Need Percent 16% 14% - 18% 668


Supervision and evaluation Low Priority Percent 25% 23% - 28% 668

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# Matrix_Text Item_Text Response EstType Est. Cl Nb11e Prioritize the areas in which you would like to

receive additional DESE support and resources to foster workforce effectiveness.

Supervision and evaluation Moderate Priority Percent 34% 31% - 37% 668


Supervision and evaluation High Priority Percent 25% 22% - 28% 668

b11f Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.

Professional development No Need Percent 8% 6% - 9% 666


Professional development Low Priority Percent 13% 11% - 15% 666


Professional development Moderate Priority Percent 35% 32% - 39% 666


Professional development High Priority Percent 44% 41% - 47% 666

b11g Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.

Recognition and advancement No Need Percent 15% 12% - 17% 657


Recognition and advancement Low Priority Percent 30% 27% - 32% 657


Recognition and advancement Moderate Priority Percent 39% 35% - 42% 657


Recognition and advancement High Priority Percent 17% 15% - 20% 657

b11h Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.

Basic human resource functions (e.g., licensure, payroll, legal)

No Need Percent 20% 17% - 22% 654







b11h Prioritize the areas in which you would like to receive additional DESE support and resources to



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# Matrix_Text Item_Text Response EstType Est. Cl Nfoster workforce effectiveness.

b11i Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.

Data collection, tracking and analyses specific to your workforce

No Need Percent 16% 14% - 19% 658










b11j Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.

Other (specify): No Need Percent 61% 50% - 71% 63


Other (specify): Low Priority Percent 6% 3% - 13% 63


Other (specify): Moderate Priority Percent 12% 7% - 20% 63


Other (specify): High Priority Percent 21% 14% - 31% 63

22

Table 3. State Curriculum FrameworksThe Massachusetts Curriculum Frameworks are designed to increase academic aspirations and raise expectations for learning. DESE aims to support Massachusetts educators in implementing high quality instruction that is aligned to our state’s strong standards by

setting and measuring high expectations, deepening professional learning for educators, and supporting child-first instruction.

The Next Generation Massachusetts Comprehensive Assessment System (NextGen MCAS) is aligned to those high standards and designed to provide feedback on student progress in attaining the standards.

Questions in this section of the survey address respondents’ views on the alignment, instructional support for, and implementation of the Massachusetts Curriculum Frameworks (English Language Arts, Mathematics, History and Social Science, and Science and Technology/Engineering) in their schools.

# Matrix_Text Item_Text Response EstType Est. Cl Nc1a Prioritize the guidance needed to successfully

implement the 2017 English Language Arts and Literacy (ELA/Literacy) Curriculum Framework.

How to identify resources that support consistent implementation of the ELA/Literacy curriculum across each classroom.

No Need Percent 6% 5% - 8% 657

c1a Prioritize the guidance needed to successfully implement the 2017 English Language Arts and Literacy (ELA/Literacy) Curriculum Framework.









c1b Prioritize the guidance needed to successfully implement the 2017 English Language Arts and Literacy (ELA/Literacy) Curriculum Framework.

Identifying professional development providers to support implementation.





23

# Matrix_Text Item_Text Response EstType Est. Cl Nc1b Prioritize the guidance needed to successfully

implement the 2017 English Language Arts and Literacy (ELA/Literacy) Curriculum Framework.






c1c Prioritize the guidance needed to successfully implement the 2017 English Language Arts and Literacy (ELA/Literacy) Curriculum Framework.








c2a Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?

District- or school-procured curriculum (purchase or open source)




Some (26 to 50%) Percent 21% 19% - 24% 660



Most (51 to 75%) Percent 33% 30% - 37% 660




Percent 30% 27% - 33% 660

c2b Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?

District-developed curriculum Few or none (0 to 25%) Percent 26% 24% - 29% 658

c2b Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the

District-developed curriculum Some (26 to 50%) Percent 26% 24% - 29% 658

24

# Matrix_Text Item_Text Response EstType Est. Cl Nfollowing instructional materials?


District-developed curriculum Most (51 to 75%) Percent 28% 25% - 31% 658


District-developed curriculum All or nearly all (76 to 100%)

Percent 20% 18% - 22% 658

c2c Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?

Teacher-selected resources Few or none (0 to 25%) Percent 14% 12% - 16% 659


Teacher-selected resources Some (26 to 50%) Percent 46% 43% - 50% 659


Teacher-selected resources Most (51 to 75%) Percent 28% 25% - 31% 659


Teacher-selected resources All or nearly all (76 to 100%)

Percent 11% 9% - 13% 659

c2d Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?

Teacher-created resources Few or none (0 to 25%) Percent 17% 15% - 20% 659


Teacher-created resources Some (26 to 50%) Percent 45% 41% - 48% 659


Teacher-created resources Most (51 to 75%) Percent 26% 24% - 29% 659


Teacher-created resources All or nearly all (76 to 100%)

Percent 12% 10% - 14% 659

25

# Matrix_Text Item_Text Response EstType Est. Cl Nc2e Over the course of the school year, on average,

what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?


c2e Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?






Percent 11% 6% - 18% 53

c3a Prioritize the guidance needed to successfully implement the 2017 Mathematics Curriculum Framework.

How to identify resources that support consistent implementation of the mathematics curriculum across each classroom.











c3b Prioritize the guidance needed to successfully implement the 2017 Mathematics Curriculum Framework.









26

# Matrix_Text Item_Text Response EstType Est. Cl Nc3b Prioritize the guidance needed to successfully

implement the 2017 Mathematics Curriculum Framework.



c3c Prioritize the guidance needed to successfully implement the 2017 Mathematics Curriculum Framework.








c4a Over the course of the school year, on average, what percentage of Mathematics lessons use each of the following instructional materials?





Some (26 to 50%) Percent 15% 13% - 17% 655



Most (51 to 75%) Percent 33% 30% - 36% 655




Percent 42% 39% - 45% 655

c4b Over the course of the school year, on average, what percentage of Mathematics lessons use each of the following instructional materials?








Percent 15% 13% - 17% 650

c4c Over the course of the school year, on average, what percentage of Mathematics lessons use


27

# Matrix_Text Item_Text Response EstType Est. Cl Neach of the following instructional materials?

c4c Over the course of the school year, on average, what percentage of Mathematics lessons use each of the following instructional materials?






Percent 9% 8% - 11% 653

c4d Over the course of the school year, on average, what percentage of Mathematics lessons use each of the following instructional materials?








Percent 10% 8% - 12% 653

c4e Over the course of the school year, on average, what percentage of Mathematics lessons use each of the following instructional materials?








Percent 8% 4% - 16% 57

c5a Prioritize the guidance needed to successfully implement the 2018 History and Social Science Curriculum Frameworks.

Which curricula are best aligned. No Need Percent 4% 3% - 5% 646


Which curricula are best aligned. Low Priority Percent 11% 9% - 14% 646

c5a Prioritize the guidance needed to successfully Which curricula are best aligned. Moderate Priority Percent 37% 34% - 40% 646

28

# Matrix_Text Item_Text Response EstType Est. Cl Nimplement the 2018 History and Social Science Curriculum Frameworks.


Which curricula are best aligned. High Priority Percent 48% 45% - 51% 646

c5b Prioritize the guidance needed to successfully implement the 2018 History and Social Science Curriculum Frameworks.

Developing Curriculum that is well aligned. No Need Percent 3% 2% - 5% 647


Developing Curriculum that is well aligned. Low Priority Percent 9% 7% - 11% 647


Developing Curriculum that is well aligned. Moderate Priority Percent 33% 30% - 35% 647


Developing Curriculum that is well aligned. High Priority Percent 56% 53% - 59% 647

c5c Prioritize the guidance needed to successfully implement the 2018 History and Social Science Curriculum Frameworks.

How to identify resources that support consistent implementation of the History and Social Science curriculum across each classroom.











c5d Prioritize the guidance needed to successfully implement the 2018 History and Social Science Curriculum Frameworks.






c5d Prioritize the guidance needed to successfully implement the 2018 History and Social Science



29

# Matrix_Text Item_Text Response EstType Est. Cl NCurriculum Frameworks.




c5e Prioritize the guidance needed to successfully implement the 2018 History and Social Science Curriculum Frameworks.








c6a Over the course of the school year, on average, what percentage of History and Social Science lessons use each of the following instructional materials?





Some (26 to 50%) Percent 34% 30% - 37% 651



Most (51 to 75%) Percent 27% 24% - 30% 651




Percent 10% 8% - 13% 651

c6b Over the course of the school year, on average, what percentage of History and Social Science lessons use each of the following instructional materials?




c6b Over the course of the school year, on average, District-developed curriculum Most (51 to 75%) Percent 21% 19% - 24% 651

30

# Matrix_Text Item_Text Response EstType Est. Cl Nwhat percentage of History and Social Science lessons use each of the following instructional materials?



Percent 12% 10% - 14% 651

c6c Over the course of the school year, on average, what percentage of History and Social Science lessons use each of the following instructional materials?








Percent 19% 16% - 21% 651

c6d Over the course of the school year, on average, what percentage of History and Social Science lessons use each of the following instructional materials?








Percent 18% 16% - 21% 651

c6e Over the course of the school year, on average, what percentage of History and Social Science


31

# Matrix_Text Item_Text Response EstType Est. Cl Nlessons use each of the following instructional materials?

c6e Over the course of the school year, on average, what percentage of History and Social Science lessons use each of the following instructional materials?






Percent 9% 5% - 17% 49

c7a Prioritize the guidance needed to successfully implement the 2016 Science and Technology/Engineering (STE) Curriculum Framework.

Which curricula are best aligned. No Need Percent 5% 4% - 7% 643


Which curricula are best aligned. Low Priority Percent 15% 13% - 17% 643


Which curricula are best aligned. Moderate Priority Percent 37% 34% - 40% 643


Which curricula are best aligned. High Priority Percent 44% 41% - 46% 643

c7b Prioritize the guidance needed to successfully implement the 2016 Science and Technology/Engineering (STE) Curriculum Framework.

Developing curriculum that is well aligned. No Need Percent 5% 4% - 7% 644


Developing curriculum that is well aligned. Low Priority Percent 13% 11% - 15% 644

c7b Prioritize the guidance needed to successfully implement the 2016 Science and Technology/Engineering (STE) Curriculum

Developing curriculum that is well aligned. Moderate Priority Percent 32% 29% - 35% 644

32

# Matrix_Text Item_Text Response EstType Est. Cl NFramework.


Developing curriculum that is well aligned. High Priority Percent 50% 47% - 53% 644

c7c Prioritize the guidance needed to successfully implement the 2016 Science and Technology/Engineering (STE) Curriculum Framework.

How to identify resources that support consistent implementation of the science curriculum across each classroom.











c7d Prioritize the guidance needed to successfully implement the 2016 Science and Technology/Engineering (STE) Curriculum Framework.












c7e Prioritize the guidance needed to successfully implement the 2016 Science and Technology/Engineering (STE) Curriculum Framework.


33

# Matrix_Text Item_Text Response EstType Est. Cl Nc7e Prioritize the guidance needed to successfully

implement the 2016 Science and Technology/Engineering (STE) Curriculum Framework.






c8a Over the course of the school year, on average, what percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?





Some (26 to 50%) Percent 26% 24% - 29% 647



Most (51 to 75%) Percent 33% 30% - 36% 647




Percent 22% 20% - 25% 647

c8b Over the course of the school year, on average, what percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?






c8b Over the course of the school year, on average, District-developed curriculum All or nearly all (76 to Percent 17% 14% - 19% 647

34

# Matrix_Text Item_Text Response EstType Est. Cl Nwhat percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?

100%)

c8c Over the course of the school year, on average, what percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?








Percent 12% 10% - 14% 648

c8d Over the course of the school year, on average, what percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?








Percent 12% 10% - 14% 648

c8e Over the course of the school year, on average, what percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?


c8e Over the course of the school year, on average, what percentage of Science and


35

# Matrix_Text Item_Text Response EstType Est. Cl NTechnology/Engineering (STE) lessons use each of the following instructional materials?





Percent 4% 2% - 9% 50

c9a Thinking across all curriculum frameworks, prioritize the guidance needed to successfully implement them for the following factors.

How to embed students' social and emotional learning into the curricula.











c9b Thinking across all curriculum frameworks, prioritize the guidance needed to successfully implement them for the following factors.

How to support English learners in mastering the expectations.











c9c Thinking across all curriculum frameworks, prioritize the guidance needed to successfully implement them for the following factors.

How to support students with disabilities in mastering the expectations.





c9c Thinking across all curriculum frameworks, How to support students with disabilities Moderate Priority Percent 28% 25% - 31% 648

36

# Matrix_Text Item_Text Response EstType Est. Cl Nprioritize the guidance needed to successfully implement them for the following factors.

in mastering the expectations.




c9d Thinking across all curriculum frameworks, prioritize the guidance needed to successfully implement them for the following factors.








c10 How concerned are you about having enough Instructional Technology Specialists and Digital Literacy and Computer Science (DLCS) teachers to support teaching the DLCS standards in your school?

Not at all concerned Percent 17% 15% - 20% 648


Somewhat concerned Percent 32% 29% - 35% 648


Concerned Percent 25% 22% - 28% 648


Very concerned Percent 26% 23% - 28% 648

37

# Matrix_Text Item_Text Response EstType Est. Cl Nc11a Please indicate the degree to which you think the

following district or school resources are aligned to the 2017 English Language Arts and Literacy (ELA/Literacy) Curriculum Framework.

English Language Arts textbooks or texts used in your school

Not Sure Percent 4% 3% - 6% 647

c11a Please indicate the degree to which you think the following district or school resources are aligned to the 2017 English Language Arts and Literacy (ELA/Literacy) Curriculum Framework.


Not at all Aligned Percent 3% 2% - 4% 647



Somewhat Aligned Percent 21% 18% - 24% 647



Aligned Percent 37% 34% - 41% 647



Strongly Aligned Percent 35% 32% - 38% 647

c11b Please indicate the degree to which you think the following district or school resources are aligned to the 2017 English Language Arts and Literacy (ELA/Literacy) Curriculum Framework.

English Language Arts curriculum selected or developed by your district














c12a Please indicate the degree to which you think the Mathematics textbooks used in your Not Sure Percent 3% 2% - 4% 646

38

# Matrix_Text Item_Text Response EstType Est. Cl Nfollowing district or school resources are aligned to the 2017 Mathematics Curriculum Framework.

school

c12a Please indicate the degree to which you think the following district or school resources are aligned to the 2017 Mathematics Curriculum Framework.

Mathematics textbooks used in your school











c12b Please indicate the degree to which you think the following district or school resources are aligned to the 2017 Mathematics Curriculum Framework.

Mathematics curriculum selected or developed by your district














c13a Thinking across all curriculum frameworks, please indicate the degree to which you think the following district or school resources are aligned to the curriculum frameworks.

District-wide summative assessments Not Sure Percent 7% 6% - 9% 647


District-wide summative assessments Not at all Aligned Percent 5% 4% - 7% 647


District-wide summative assessments Somewhat Aligned Percent 24% 22% - 27% 647

39

# Matrix_Text Item_Text Response EstType Est. Cl Nc13a Thinking across all curriculum frameworks, please

indicate the degree to which you think the following district or school resources are aligned to the curriculum frameworks.

District-wide summative assessments Aligned Percent 41% 38% - 44% 647


District-wide summative assessments Strongly Aligned Percent 23% 20% - 25% 647

c13b Thinking across all curriculum frameworks, please indicate the degree to which you think the following district or school resources are aligned to the curriculum frameworks.

Assessments created or selected by teachers














c13c Thinking across all curriculum frameworks, please indicate the degree to which you think the following district or school resources are aligned to the curriculum frameworks.

Professional development activities that teachers have or will participate in this school year








c13c Thinking across all curriculum frameworks, please Professional development activities that Aligned Percent 50% 47% - 53% 647

40

# Matrix_Text Item_Text Response EstType Est. Cl Nindicate the degree to which you think the following district or school resources are aligned to the curriculum frameworks.

teachers have or will participate in this school year




c14a To what extent do you agree with the following statements?

My teachers have received specific guidance from my district on the order in which they should teach content area in the 2017 ELA/Literacy Curriculum Framework.

Not at all Percent 11% 9% - 13% 639



Small extent Percent 22% 19% - 24% 639



Moderate extent Percent 38% 35% - 41% 639



Large extent Percent 30% 27% - 32% 639

c14b To what extent do you agree with the following statements?

My teachers have received specific guidance from my district on how much time they should spend on each content area in the 2017 ELA/Literacy Curriculum Framework.






My teachers have received specific guidance from my district on how much time they should spend on each content area in the 2017 ELA/Literacy Curriculum


41

# Matrix_Text Item_Text Response EstType Est. Cl NFramework.




c14c To what extent do you agree with the following statements?

My district has provided teachers in my school with lesson plans aligned with the 2017 ELA/Literacy Curriculum Framework.











c14d To what extent do you agree with the following statements?

My teachers have received specific guidance from my district on the order in which they should teach content area in the 2017 Mathematics Curriculum Framework.











c14e To what extent do you agree with the following statements?

My teachers have received specific guidance from my district on how much time they should spend on each content


42

# Matrix_Text Item_Text Response EstType Est. Cl Narea in the 2017 Mathematics Curriculum Framework.


My teachers have received specific guidance from my district on how much time they should spend on each content area in the 2017 Mathematics Curriculum Framework.








c14f To what extent do you agree with the following statements?

My district has provided teachers in my school with lesson plans aligned with the 2017 Mathematics Curriculum Framework.











c15a Please indicate your agreement with the following statements.

District leaders publicly reward or recognize principals in this district for exemplary leadership practices aimed at implementing state standards.





43

# Matrix_Text Item_Text Response EstType Est. Cl Nc15a Please indicate your agreement with the following

statements.District leaders publicly reward or recognize principals in this district for exemplary leadership practices aimed at implementing state standards.





c15b Please indicate your agreement with the following statements.

District leaders publicly reward or recognize principals in this district for exemplary student achievement gains.











c15c Please indicate your agreement with the following statements.

There are negative repercussions for me if students in my school do not perform well on state standardized assessments.











44

Table 4. Social and Emotional Learning, Health, and SafetyResearch and experience demonstrate that preparing all students for success (in school, the workplace, civic life, and more) includes attending to their social-emotional and health development. Furthermore, academic and social-emotional competencies are mutually reinforcing. Key levers in this work also include safe and supportive school climate and culture, and effective family engagement.

DESE is committed to building out supports and policies in partnership with practitioners in the field and other state agencies to advance this work in the Commonwealth, both in and out of school. It is our goal to promote systems and strategies that foster safe, positive, healthy, culturally competent, and inclusive learning environments that address students’ varied needs and improve educational outcomes for all.

This section of the survey includes questions about respondents’ views on the social and emotional learning supports and resources in their schools and solicits feedback on DESE’s 2018 school climate surveys.

# Matrix_Text Item_Text Response EstType Est. Cl Nd1a Please rate your agreement with the following

statements about social and emotional learning (SEL) in your school. If you do not have the resource (e.g., district support team, SEL instruction and/or supports) available in your district/school, please use 'Not Applicable' to respond.

Staff in my school are proficient in providing core SEL instruction to all students.

Not Applicable Percent 2% 1% - 3% 625

d1a Please rate your agreement with the following statements about social and emotional learning (SEL) in your school. If you do not have the resource (e.g., district support team, SEL instruction and/or supports) available in your district/school, please use 'Not Applicable' to respond.









d1a Please rate your agreement with the following statements about social and emotional learning

Staff in my school are proficient in providing core SEL instruction to all


45

# Matrix_Text Item_Text Response EstType Est. Cl N(SEL) in your school. If you do not have the resource (e.g., district support team, SEL instruction and/or supports) available in your district/school, please use 'Not Applicable' to respond.

students.

d1b Please rate your agreement with the following statements about social and emotional learning (SEL) in your school. If you do not have the resource (e.g., district support team, SEL instruction and/or supports) available in your district/school, please use 'Not Applicable' to respond.

Staff in my school are proficient in providing supplemental SEL supports (in addition to core SEL instruction) to students who need them.














d1c Please rate your agreement with the following statements about social and emotional learning (SEL) in your school. If you do not have the resource (e.g., district support team, SEL instruction and/or supports) available in your district/school, please use 'Not Applicable' to respond.

Staff in my school are proficient in providing and/or connecting intensive SEL supports (in addition to core SEL instruction) to students who need them.


d1c Please rate your agreement with the following statements about social and emotional learning

Staff in my school are proficient in providing and/or connecting intensive SEL


46


supports (in addition to core SEL instruction) to students who need them.










d1d Please rate your agreement with the following statements about social and emotional learning (SEL) in your school. If you do not have the resource (e.g., district support team, SEL instruction and/or supports) available in your district/school, please use 'Not Applicable' to respond.

Staff in my school implement SEL approaches that are culturally responsive.








d1d Please rate your agreement with the following statements about social and emotional learning



47





d1e Please rate your agreement with the following statements about social and emotional learning (SEL) in your school. If you do not have the resource (e.g., district support team, SEL instruction and/or supports) available in your district/school, please use 'Not Applicable' to respond.

My school assesses all students' social-emotional competencies (e.g., self-awareness and management, social awareness and relationship skills, responsible decision-making).














d1f Please rate your agreement with the following statements about social and emotional learning

A designated person in my school provides coaching and support to staff related to


48


building students' social-emotional competencies.

d1f Please rate your agreement with the following statements about social and emotional learning (SEL) in your school. If you do not have the resource (e.g., district support team, SEL instruction and/or supports) available in your district/school, please use 'Not Applicable' to respond.

A designated person in my school provides coaching and support to staff related to building students' social-emotional competencies.











d1g Please rate your agreement with the following statements about social and emotional learning (SEL) in your school. If you do not have the resource (e.g., district support team, SEL instruction and/or supports) available in your district/school, please use 'Not Applicable' to respond.

My school has explicit support systems in place that engage and collaborate with families to develop students' SEL competencies.





d1g Please rate your agreement with the following statements about social and emotional learning

My school has explicit support systems in place that engage and collaborate with


49


families to develop students' SEL competencies.







d1h Please rate your agreement with the following statements about social and emotional learning (SEL) in your school. If you do not have the resource (e.g., district support team, SEL instruction and/or supports) available in your district/school, please use 'Not Applicable' to respond.

My school/district actively supports staff members' social and emotional well-being.











d1h Please rate your agreement with the following statements about social and emotional learning



50


d1i Please rate your agreement with the following statements about social and emotional learning (SEL) in your school. If you do not have the resource (e.g., district support team, SEL instruction and/or supports) available in your district/school, please use 'Not Applicable' to respond.

I am comfortable with my level of training and education in supporting students' SEL needs.














d1j Please rate your agreement with the following statements about social and emotional learning (SEL) in your school. If you do not have the resource (e.g., district support team, SEL instruction and/or supports) available in your district/school, please use 'Not Applicable' to respond.

My superintendent is committed to supporting students' SEL needs.


d1j Please rate your agreement with the following statements about social and emotional learning



51











d2a To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

Battelle Developmental Inventory (BDI) No Percent 91% 89% - 93% 626

d2a To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

Battelle Developmental Inventory (BDI) Yes Percent 9% 7% - 11% 626

d2b To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

Behavioral and Emotional Rating Scale (BERS)

No Percent 86% 83% - 88% 626

d2b To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

Behavioral and Emotional Rating Scale (BERS)

Yes Percent 14% 12% - 17% 626

52

# Matrix_Text Item_Text Response EstType Est. Cl Nd2c To help inform instruction and supports, have you

or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

Behavior Intervention and Monitoring Assessment System (BIMAS)

No Percent 95% 93% - 96% 626

d2c To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

Behavior Intervention and Monitoring Assessment System (BIMAS)

Yes Percent 5% 4% - 7% 626

d2d To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

Devereux Early Childhood Assessment (DECA)

No Percent 97% 96% - 98% 626

d2d To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

Devereux Early Childhood Assessment (DECA)

Yes Percent 3% 2% - 4% 626

d2e To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

Devereux Student Strengths Assessment (DESSA)

No Percent 95% 94% - 96% 626

d2e To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

Devereux Student Strengths Assessment (DESSA)

Yes Percent 5% 4% - 6% 626

d2f To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

Panorama Education Climate Survey No Percent 85% 83% - 87% 626

d2f To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

Panorama Education Climate Survey Yes Percent 15% 13% - 17% 626

d2g To help inform instruction and supports, have you Panorama Education Social-Emotional No Percent 89% 87% - 91% 626

53

# Matrix_Text Item_Text Response EstType Est. Cl Nor do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

Learning Survey

d2g To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

Panorama Education Social-Emotional Learning Survey

Yes Percent 11% 9% - 13% 626

d2h To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

Patient Health Questionnaire (PHQ-9) No Percent 97% 96% - 98% 626

d2h To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

Patient Health Questionnaire (PHQ-9) Yes Percent 3% 2% - 4% 626

d2i To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

Revised Child Anxiety and Depression Scale (RCADS)

No Percent 95% 93% - 96% 626

d2i To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

Revised Child Anxiety and Depression Scale (RCADS)

Yes Percent 5% 4% - 7% 626

d2j To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

School Social Behaviors Scale No Percent 85% 82% - 87% 626

d2j To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

School Social Behaviors Scale Yes Percent 15% 13% - 18% 626

d2k To help inform instruction and supports, have you or do you plan to use any of the following

Social Skills Improvement System Rating Scales (SSIS)

No Percent 90% 88% - 92% 626

54

# Matrix_Text Item_Text Response EstType Est. Cl Ninstruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

d2k To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

Social Skills Improvement System Rating Scales (SSIS)

Yes Percent 10% 8% - 12% 626

d2l To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

Social-Emotional Assets and Resilience Scales (SEARS)

No Percent 96% 94% - 97% 626

d2l To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

Social-Emotional Assets and Resilience Scales (SEARS)

Yes Percent 4% 3% - 6% 626

d2m To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

Student Approaches to Learning (SAL) Instrument

No Percent 99% 98% - 99% 626

d2m To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

Student Approaches to Learning (SAL) Instrument

Yes Percent 1% 1% - 2% 626

d2n To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

Survey of Academic and Youth Outcomes (SAYO)

No Percent 93% 90% - 94% 626

d2n To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

Survey of Academic and Youth Outcomes (SAYO)

Yes Percent 7% 6% - 10% 626

d2o To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year?

Youth Risk Behavior Survey (local or state level)

No Percent 66% 63% - 69% 626

55

# Matrix_Text Item_Text Response EstType Est. Cl NPlease use 'Other' to specify/add all other instrument(s) you use in your school.

d2o To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

Youth Risk Behavior Survey (local or state level)

Yes Percent 34% 31% - 37% 626

d2p To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

Other, specify No Percent 86% 84% - 88% 626

d2p To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

Other, specify Yes Percent 14% 12% - 16% 626

d2q To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

None of the above No Percent 87% 84% - 88% 626

d2q To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

None of the above Yes Percent 13% 12% - 16% 626

d2r To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

I don't know No Percent 82% 79% - 85% 626

d2r To help inform instruction and supports, have you or do you plan to use any of the following instruments during the 2018-2019 school year? Please use 'Other' to specify/add all other instrument(s) you use in your school.

I don't know Yes Percent 18% 15% - 21% 626

d3a To help students master the Massachusetts' state standards, to what extent could teachers in your school benefit from support in the following instructional strategies? Please think back on your

Integrate the development of social and emotional competencies into their lesson content (e.g., self-awareness and management, social awareness and

Not At All Percent 1% 0% - 2% 625

56

# Matrix_Text Item_Text Response EstType Est. Cl Nteacher observations (announced and unannounced classroom observations) to form your opinion.

relationship skills, and responsible decision-making).

d3a To help students master the Massachusetts' state standards, to what extent could teachers in your school benefit from support in the following instructional strategies? Please think back on your teacher observations (announced and unannounced classroom observations) to form your opinion.

Integrate the development of social and emotional competencies into their lesson content (e.g., self-awareness and management, social awareness and relationship skills, and responsible decision-making).

Minimal Extent Percent 13% 11% - 15% 625



Moderate Extent Percent 45% 42% - 48% 625



Large Extent Percent 42% 38% - 45% 625

d3b To help students master the Massachusetts' state standards, to what extent could teachers in your school benefit from support in the following instructional strategies? Please think back on your teacher observations (announced and unannounced classroom observations) to form your opinion.

Identify and implement curricula that explicitly teaches social-emotional competencies.





d3b To help students master the Massachusetts' state standards, to what extent could teachers in your school benefit from support in the following instructional strategies? Please think back on your



57

# Matrix_Text Item_Text Response EstType Est. Cl Nteacher observations (announced and unannounced classroom observations) to form your opinion.




d3c To help students master the Massachusetts' state standards, to what extent could teachers in your school benefit from support in the following instructional strategies? Please think back on your teacher observations (announced and unannounced classroom observations) to form your opinion.

Support students with different types of social and emotional learning needs within their classroom.











d4a To what extent is each of the following a challenge to your school community's efforts to develop and address students' social-emotional, mental, and behavioral health needs?

Availability of social-emotional, mental, and behavioral health services for students that meet their needs clinically, linguistically, culturally, and

Not a Challenge Percent 2% 1% - 3% 619

58

# Matrix_Text Item_Text Response EstType Est. Cl Ndevelopmentally


Availability of social-emotional, mental, and behavioral health services for students that meet their needs clinically, linguistically, culturally, and developmentally

Minor Challenge Percent 11% 9% - 13% 619



Moderate Challenge Percent 37% 33% - 41% 619



Major Challenge Percent 49% 46% - 53% 619

d4b To what extent is each of the following a challenge to your school community's efforts to develop and address students' social-emotional, mental, and behavioral health needs?

Funding to pay for available services Not a Challenge Percent 2% 1% - 3% 604


Funding to pay for available services Minor Challenge Percent 10% 8% - 12% 604


Funding to pay for available services Moderate Challenge Percent 29% 26% - 32% 604


Funding to pay for available services Major Challenge Percent 60% 57% - 63% 604

d4c To what extent is each of the following a challenge to your school community's efforts to develop and address students' social-emotional, mental, and behavioral health needs?

Transportation to and/or from existing services





d4c To what extent is each of the following a challenge Transportation to and/or from existing Moderate Challenge Percent 28% 25% - 31% 562

59

# Matrix_Text Item_Text Response EstType Est. Cl Nto your school community's efforts to develop and address students' social-emotional, mental, and behavioral health needs?

services




d4d To what extent is each of the following a challenge to your school community's efforts to develop and address students' social-emotional, mental, and behavioral health needs?

Prevention and promotion efforts that help decrease the need for more intensive services for students







Moderate Challenge Percent 44% 41% - 48% 605




d5a To what extent did you share the 2018 Views of Climate and Learning (VOCAL) school climate results with the following stakeholders? If your school did not participate in the VOCAL survey, please use 'Not Applicable' to respond.

Staff. Not Applicable Percent 41% 39% - 44% 621


Staff. Not At All Percent 9% 7% - 11% 621


Staff. Minimal Extent Percent 13% 11% - 15% 621

d5a To what extent did you share the 2018 Views of Climate and Learning (VOCAL) school climate results with the following stakeholders? If your

Staff. Moderate Extent Percent 20% 18% - 23% 621

60

# Matrix_Text Item_Text Response EstType Est. Cl Nschool did not participate in the VOCAL survey, please use 'Not Applicable' to respond.


Staff. Large Extent Percent 17% 15% - 19% 621

d5b To what extent did you share the 2018 Views of Climate and Learning (VOCAL) school climate results with the following stakeholders? If your school did not participate in the VOCAL survey, please use 'Not Applicable' to respond.

Students. Not Applicable Percent 43% 40% - 46% 621


Students. Not At All Percent 26% 24% - 29% 621


Students. Minimal Extent Percent 17% 14% - 19% 621


Students. Moderate Extent Percent 10% 8% - 13% 621


Students. Large Extent Percent 3% 2% - 5% 621

d5c To what extent did you share the 2018 Views of Climate and Learning (VOCAL) school climate results with the following stakeholders? If your school did not participate in the VOCAL survey, please use 'Not Applicable' to respond.

Parents. Not Applicable Percent 42% 39% - 45% 621

d5c To what extent did you share the 2018 Views of Climate and Learning (VOCAL) school climate results with the following stakeholders? If your school did not participate in the VOCAL survey,

Parents. Not At All Percent 22% 19% - 24% 621

61

# Matrix_Text Item_Text Response EstType Est. Cl Nplease use 'Not Applicable' to respond.


Parents. Minimal Extent Percent 21% 18% - 24% 621


Parents. Moderate Extent Percent 12% 10% - 14% 621


Parents. Large Extent Percent 3% 2% - 5% 621

d6a To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to safe and supportive schools?

Provides resources (e.g., guidance, professional development) that helps schools improve students' social and emotional learning and school climate.











d6b To what extent do you agree with each of the following statements regarding DESE's performance during the 2018-2019 school year relative to safe and supportive schools?

Communicates about the importance of developing students' SEL competencies and a strong school climate in order to help prepare students for success after high school.



Communicates about the importance of developing students' SEL competencies and a strong school climate in order to help prepare students for success after


62

# Matrix_Text Item_Text Response EstType Est. Cl Nhigh school.







63

Table 5. DESE Overall SupportMassachusetts is a leader in K-12 education, yet great challenges and opportunities remain. As the administrative entity responsible for implementing and administering statewide education policies and reform efforts, DESE partners with schools and districts to promote a culture of continuous improvement and to provide schools with the tools and skills to put improvement into practice. To serve that role more effectively, DESE has been working to align and organize itself to deliver innovative and effective supports to local schools and districts.

This section of the survey includes questions about respondents’ views on the supports and resources that DESE provides.

# Matrix_Text Item_Text Response EstType Est. Cl Ne1 To what extent has DESE's contact with

your district focused on ensuring compliance as opposed to providing assistance? Base your response on your district's recent experience with DESE.

1 on scale of 1 to 9 (compliance <-> assistance)

Percent 14% 11% - 17% 417

e1 To what extent has DESE's contact with your district focused on ensuring compliance as opposed to providing assistance? Base your response on your district's recent experience with DESE.


Percent 14% 11% - 17% 417



Percent 14% 12% - 17% 417



Percent 15% 12% - 17% 417



Percent 23% 20% - 27% 417



Percent 6% 4% - 8% 417

e1 To what extent has DESE's contact with 7 on scale of 1 to 9 Percent 7% 5% - 9% 417

64

# Matrix_Text Item_Text Response EstType Est. Cl Nyour district focused on ensuring compliance as opposed to providing assistance? Base your response on your district's recent experience with DESE.

(compliance <-> assistance)



Percent 2% 1% - 4% 417



Percent 4% 3% - 6% 417

e2a To what extent do you agree with each of the following statements regarding DESE's performance relative to policies and programs during the 2018-2019 school year?

DESE provides services in a coherent, well-coordinated fashion.











e2b To what extent do you agree with each of the following statements regarding DESE's performance relative to policies and programs during the 2018-2019 school year?

DESE communicates in a coherent, well-coordinated fashion.





e2b To what extent do you agree with each of the following statements regarding DESE's performance relative to policies and programs during the 2018-



65

# Matrix_Text Item_Text Response EstType Est. Cl N2019 school year?




e2c To what extent do you agree with each of the following statements regarding DESE's performance relative to policies and programs during the 2018-2019 school year?

DESE is effective in its efforts to improve the overall quality of public K-12 education.











e3a Please evaluate the usefulness of the following DESE data resources in informing your school's planning and improvement work.

Profiles (state data website) Never heard of this resource

Percent 4% 3% - 6% 611


Profiles (state data website) Heard of resource but haven't used it

Percent 5% 4% - 8% 611


Profiles (state data website) Used resource but found it NOT useful

Percent 7% 6% - 9% 611


Profiles (state data website) Found resource useful Percent 60% 56% - 63% 611


Profiles (state data website) Found resource very useful

Percent 23% 20% - 26% 611

e3b Please evaluate the usefulness of the following DESE data resources in informing your school's planning and improvement work.

DART (trends over time, comparisons to similar districts/schools, graphs; now part of Profiles)

Never heard of this resource

Percent 7% 5% - 8% 610

e3b Please evaluate the usefulness of the following DESE data resources in informing your school's

DART (trends over time, comparisons to similar districts/schools, graphs; now part

Heard of resource but haven't used it

Percent 12% 10% - 15% 610

66

# Matrix_Text Item_Text Response EstType Est. Cl Nplanning and improvement work. of Profiles)



Used resource but found it NOT useful

Percent 16% 14% - 19% 610



Found resource useful Percent 51% 47% - 55% 610



Found resource very useful

Percent 14% 12% - 16% 610

e3c Please evaluate the usefulness of the following DESE data resources in informing your school's planning and improvement work.

EWIS (Early Warning Indicator System) Never heard of this resource

Percent 9% 8% - 11% 610


EWIS (Early Warning Indicator System) Heard of resource but haven't used it

Percent 20% 18% - 23% 610


EWIS (Early Warning Indicator System) Used resource but found it NOT useful

Percent 18% 16% - 20% 610


EWIS (Early Warning Indicator System) Found resource useful Percent 43% 39% - 46% 610


EWIS (Early Warning Indicator System) Found resource very useful

Percent 10% 9% - 12% 610

e3d Please evaluate the usefulness of the following DESE data resources in informing your school's planning and improvement work.

RADAR (Resource Allocation and District Action Reports)


Percent 40% 37% - 44% 611




Percent 27% 24% - 30% 611




Percent 12% 10% - 15% 611







Percent 3% 2% - 4% 611

e3e Please evaluate the usefulness of the following Student Learning Experience reports Never heard of this Percent 45% 42% - 49% 609

67

# Matrix_Text Item_Text Response EstType Est. Cl NDESE data resources in informing your school's planning and improvement work.

resource

e3e Please evaluate the usefulness of the following DESE data resources in informing your school's planning and improvement work.

Student Learning Experience reports Heard of resource but haven't used it

Percent 27% 24% - 30% 609


Student Learning Experience reports Used resource but found it NOT useful

Percent 9% 7% - 11% 609


Student Learning Experience reports Found resource useful Percent 16% 14% - 19% 609


Student Learning Experience reports Found resource very useful

Percent 2% 1% - 3% 609

e3f Please evaluate the usefulness of the following DESE data resources in informing your school's planning and improvement work.

Edwin student assessment reports Never heard of this resource

Percent 4% 3% - 6% 610


Edwin student assessment reports Heard of resource but haven't used it

Percent 8% 6% - 10% 610


Edwin student assessment reports Used resource but found it NOT useful

Percent 7% 5% - 8% 610


Edwin student assessment reports Found resource useful Percent 51% 48% - 54% 610


Edwin student assessment reports Found resource very useful

Percent 30% 27% - 33% 610

e3g Please evaluate the usefulness of the following DESE data resources in informing your school's planning and improvement work.

VOCAL (Views of Climate and Learning) school climate reports


Percent 26% 23% - 29% 611




Percent 28% 25% - 32% 611




Percent 12% 10% - 14% 611




68

# Matrix_Text Item_Text Response EstType Est. Cl Ne3g Please evaluate the usefulness of the following

DESE data resources in informing your school's planning and improvement work.



Percent 4% 3% - 6% 611

69

Documents

VISTA 2019 Principal Comprehensive Report · Web view2019. 6. 10. · The Commonwealth’s approach to educator effectiveness involves: setting high standards for educators, identifying