sy2010-2011 school climate survey, woodmore es

Prince George’s County Public Schools 14201 School Lane · Upper Marlboro · MD 20772

www.pgcps.org

RESEARCH REPORT

SY2010-2011

School Climate Survey,

Woodmore ES

Prepared by

Carole Portas Keane, Ph.D.

Kola K. Sunmonu, Ph.D.

DIVISION OF PERFORMANCE MANAGEMENT

DEPARTMENT OF RESEARCH AND EVALUATION

Phone: 301-780-6807

Fax: 301-952-6147

William R. Hite, Jr., Ed.D., Superintendent of Schools

Lisa D. Price, PMP, CGPM, Performance Officer

Kola K. Sunmonu, Ph.D., Director of Research and Evaluation

BOARD OF EDUCATION: Verjeana M. Jacobs, Chair ● Donna Hathaway Beck, Vice Chair ●

Henry P. Armwood, Jr. ● Carolyn M. Boston ● Edward Burroughs, III ● Patricia Eubanks ●

Peggy Higgins ● Rosalind A. Johnson ● Amber P. Waller ● Jonathan Harris, II, Student Member ●

William R. Hite, Jr., Ed.D., Superintendent of Schools and Secretary/Treasurer

June 2011

i

Table of Contents

WOODMORE ES ......................................................................................................................... 1

Introduction ......................................................................................................................................1

How to Interpret the Data ................................................................................................................1

TABLES

Table 1–Summary of Survey Participation, SY2011 .................................................................2

Table 2–Percent with Positive Perceptions by Characteristics of Effective

Schools, Woodmore ES and All PGCPS Elementary Schools, SY2011 .................3

Table 3–Percent with Positive Perceptions by Characteristics of Effective

Schools, Woodmore ES, SY2011 and SY2009 .......................................................4

Table 4–Percent of Woodmore ES Students with Positive Perceptions by Survey

Items, SY2011 and SY2009 .....................................................................................5

Table 5–Percent of Woodmore ES Parents with Positive Perceptions by Survey

Items, SY2011 and SY2009 .....................................................................................7

Table 6–Percent of Woodmore ES Teachers/Paraprofessionals with Positive

Perceptions by Survey Items, SY2011 and SY2009 ..............................................10

Table 7–Distribution of Woodmore ES Students’ Responses on Survey Items,

SY2011 and SY2009..............................................................................................14

Table 8–Distribution of Woodmore ES Parents’ Responses on Survey Items,

SY2011 and SY2009..............................................................................................17

Table 9–Distribution of Woodmore ES Teachers/Paraprofessionals’ Responses on

Survey Items, SY2011 and SY2009 ......................................................................22

SY2011 School Climate Survey - Woodmore ES

1

WOODMORE ES

Introduction

Beginning in the 2006–2007 school year, the Prince George’s County Public Schools

(PGCPS) Department of Research and Evaluation (DRE) has conducted a biennial survey to

determine how students, parents, and teachers feel about their schools. By conducting the

survey, the DRE was able to collect stakeholders’ opinions on factors such as school leadership,

level of safety in the schools, and amount of parental involvement, which, when analyzed, reveal

what the stakeholders think about their schools’ overall climate and effectiveness. With this

information, district and school leaders will be able to identify strengths that can be built upon to

support future improvements. They can also determine what changes are needed to improve

school climate and effectiveness and, thus, advance the academic achievement of students.

How to Interpret the Data

A step-by step guide to interpret the data for each table and figure is provided below:

Table 1 provides a summary of the number of students, parents, and teachers that

participated in the SY 2010‒2011 School Climate Survey. Each stakeholder group —

students, parents and teachers/paraprofessionals—is listed in the 1st column. The 2

nd

column indicates the different subsets of data—your individual school, and all elementary

schools in the district. This allows you to see how your school compares to the average

elementary school. The 3rd

column (Sample) indicates the total number of individuals

who were invited to participate in the survey. The 4th

column (Number of Respondents)

indicates the number of participants that responded to the survey. The 5th

column

(Response Rate) is expressed as the percentage of the participants that responded to the

survey (Number of Respondents divided by Sample and multiplied by 100).

Table 2 provides the percentage of respondents who expressed positive feelings about

each of the characteristics of effective schools. The 1st column lists the key

characteristics of effective schools measured by this survey (i.e., Effective Instructional

Leadership, Clear and Focused Mission, etc.) and a composite measure of all of the key

characteristics. The remaining columns represent each stakeholder group, and allow you

to compare your school’s results with the results from all elementary schools in PGCPS

for SY2011.

Table 3 is similar to Table 2, except that it shows stakeholders’ perceptions of your

school from SY2009 and SY2011 so that you can see where you made progress or where

problems have developed over the past two years.

Tables 4-6 provide the percentage of respondents who expressed positive feelings (i.e.,

strongly agree/agree) about each item in the survey. Table 4 shows the student results,

Table 5 displays the parent results and Table 6 represents teacher results. The 1st column

lists the items to which participants were asked to respond. The second and fourth

columns (Number Responding) indicate the number of individuals who responded to each

item during for the SY2011 and SY2009 administrations, respectively. Columns 3 and 5


2

represent the percent of participants who expressed positive feelings about each item for

SY2011 and SY2009, respectively.

Tables 7-9 are the item response tables for each of the stakeholder groups for your

school. Table 7 shows the student results, Table 8 displays the parent results and Table 9

represents teacher results. The 1st column lists the items to which participants were asked

to respond. The columns to the right show the number of respondents for each item and

the distribution of their responses for SY2011 and SY2009.

Table 1–Summary of Survey Participation, SY2011

Sample

Number of

Respondents

Response

Rate

Students Woodmore ES 56 51 91.1%

All Elementary Schools 8,136 6,482 79.7%

Parents Woodmore ES 181 52 28.7%


Teachers &

Paraprofessionals

Woodmore ES 27 8 29.6%



3

Table 2–Percent with Positive Perceptions by Characteristics of Effective Schools, Woodmore ES and All PGCPS Elementary

Schools, SY2011

Students Parents Teachers/Paraprofessionals

Woodmore ES All Elementary

Schools Woodmore ES

All Elementary

Schools Woodmore ES

All Elementary

Schools

All Characteristics (Composite) 82.4% 92.6% 96.1% 91.4% 100.0% 85.8%

Effective Instructional Leadership N/A N/A 92.2% 87.5% 100.0% 79.0%

Clear and Focused Mission N/A N/A 88.2% 87.7% 100.0% 87.9%

Safe and Orderly Environment 82.4% 89.4% 90.2% 92.0% 85.7% 77.6%

Positive School Climate 35.3% 71.6% 92.2% 92.0% 85.7% 80.9%

High Expectations 92.2% 95.4% 92.2% 90.9% 100.0% 91.5%

Frequent Assessment/Monitoring of

Student Achievement 68.6% 82.1% 92.2% 85.2% 100.0% 94.0%

Emphasis on Basic Skills 93.8% 94.7% 94.0% 88.4% 100.0% 90.1%

Maximum Opportunities for Learning 35.4% 64.8% 80.0% 82.7% 85.7% 78.5%

Parent/Community Involvement 37.5% 50.7% 88.0% 84.8% 85.7% 69.7%

Strong Professional Development N/A N/A N/A N/A 85.7% 83.0%

Teacher Involvement in Decision-

making N/A N/A N/A N/A 85.7% 67.0%


4

Table 3–Percent with Positive Perceptions by Characteristics of Effective Schools, Woodmore ES, SY2011 and SY2009

Students Parents Teachers/Paraprofessionals

SY2011 SY2009 SY2011 SY2009 SY2011 SY2009

All Characteristics (Composite) 82.4% 92.6% 96.1% 96.8% 100.0% 96.0%

Effective Instructional Leadership N/A N/A 92.2% 92.1% 100.0% 96.0%

Clear and Focused Mission N/A N/A 88.2% 95.2% 100.0% 96.0%

Safe and Orderly Environment 82.4% 85.3% 90.2% 95.2% 85.7% 66.7%

Positive School Climate 35.3% 39.7% 92.2% 92.1% 85.7% 95.8%

High Expectations 92.2% 97.1% 92.2% 93.7% 100.0% 95.8%

Frequent Assessment/Monitoring of

Student Achievement 68.6% 79.4% 92.2% 87.3% 100.0% 100.0%

Emphasis on Basic Skills 93.8% 95.3% 94.0% 87.3% 100.0% 100.0%

Maximum Opportunities for Learning 35.4% 45.3% 80.0% 77.8% 85.7% 87.5%

Parent/Community Involvement 37.5% 34.4% 88.0% 88.9% 85.7% 70.8%

Strong Professional Development N/A N/A N/A N/A 85.7% 75.0%

Teacher Involvement in Decision-

making N/A N/A N/A N/A 85.7% 73.9%


5

Table 4–Percent of Woodmore ES Students with Positive Perceptions by Survey Items,

SY2011 and SY2009

Students SY2011 SY2009

Key Constructs of the Survey Number

Responding

Percent

Responding

Positively

Number

Responding

Percent

Responding

Positively Survey Items

Safe and Orderly Environment

1. At my school I am taught good behavior. 51 84.3% 68 72.1%

2. School conduct rules are fair. 51 43.1% 68 41.2%

3. My parents know the school's rules. 51 60.8% 66 69.7%

4. My parents support the school's rules. 51 43.1% 65 55.4%

5. My school building is clean and everything works. 49 14.3% 67 9.0%

6. I know the school safety rules for the bus,

playground, and classroom. 49 87.8% 67 89.6%

7. The teachers and the principal make sure the

safety rules are obeyed. 51 80.4% 67 73.1%

Positive School Climate

8. Teachers and students respect and trust each other

at my school. 50 18.0% 67 14.9%

9. I feel I can get help from my teacher if I have a

problem. 50 62.0% 68 66.2%

10. My teachers like to teach our class. 51 25.5% 67 52.2%

11. The school rewards students and teachers for the

good things they do. 50 46.0% 67 56.7%

12. Students and teachers take good care of the school

building. 51 23.5% 68 13.2%

13. I feel safe at school. 51 41.2% 68 22.1%

14. I am proud of the way my school looks. 51 25.5% 68 7.4%

High Expectations

15. My teachers expect me to do my best. 51 94.1% 68 94.1%

16. My teachers expect all students to do well in

school. 51 84.3% 67 86.6%

17. My teachers expect me to learn as much as I can. 51 86.3% 68 89.7%

Frequent Assessment/Monitoring of Student Achievement

18. My teachers keep track of how I am doing in my

school work. 51 68.6% 67 74.6%

19. I deserve the grades I get. 48 43.8% 64 56.3%


6



Responding

Percent

Responding

Positively

Number

Responding

Percent

Responding


20. My teachers tell me how I am doing in my school

work. 48 64.6% 64 71.9%

21. My teachers send home information about my

progress. 48 52.1% 63 73.0%

Emphasis on Basic Skills

22. The things I learn in reading are important. 48 77.1% 63 88.9%

23. The things I learn in writing are important. 47 78.7% 64 82.8%

24. The things I learn in mathematics are important. 47 87.2% 63 90.5%

25. I enjoy classes in music and art. 47 34.0% 64 28.1%

26. I use what I learn in reading. 48 70.8% 63 87.3%

27. I use what I learn in writing. 48 72.9% 64 76.6%

28. I use what I learn in mathematics. 47 74.5% 63 90.5%

Maximum Opportunities for Learning

29. I have enough time to finish what I work on in

class. 48 16.7% 64 28.1%

30. Classes are not interrupted often by other people. 47 34.0% 64 23.4%

31. I often work with other students on class projects. 47 46.8% 64 31.3%

32. I am interested in the subjects I study. 48 43.8% 64 39.1%

33. My textbooks and workbooks help me learn. 47 66.0% 64 70.3%

34. My school has clubs and sports in the afternoon

after school. 48 8.3% 62 50.0%

Parent/Community Involvement

35. My parents are active in school events. 48 29.2% 64 29.7%

36. My parents know what is going on in school. 48 56.3% 64 39.1%


7

Table 5–Percent of Woodmore ES Parents with Positive Perceptions by Survey Items,

SY2011 and SY2009

Parents SY2011 SY2009


Responding

Percent

Responding

Positively

Number

Responding

Percent

Responding


Effective Instructional Leadership

1. The principal and assistant principals know enough

about the school to provide effective leadership 51 92.2% 63 92.1%

2. Free and open communication occurs among

parents, faculty, and administration 51 84.3% 61 88.5%

3. Decisions about instruction are made using

information from parents and the community 50 68.0% 62 51.6%

4. The principal and teachers show leadership in

promoting quality instruction 51 84.3% 61 80.3%

5. The principal and teachers make good instruction

the most important school priority 51 84.3% 63 81.0%

6. The principal is an effective leader for improving

classroom instruction 51 84.3% 63 79.4%

Clear and Focused Mission

7. The school has a written plan that clearly indicates

what the school is trying to achieve 51 80.4% 62 83.9%

8. The school's written plan is developed with

participation by teachers and parents 51 58.8% 62 59.7%

9. Parents and students are aware of school purposes

and goals 51 80.4% 63 84.1%

10. Teachers inform students of what they are expected

to learn 51 90.2% 62 85.5%


11. Students are informed of how they are expected to

behave in school and at school activities 51 96.1% 63 96.8%

12. Students are disciplined in a fair and consistent

manner 51 72.5% 62 67.7%

13. Parents are involved in and support school

disciplinary practices 51 74.5% 62 66.1%

14. The school buildings and grounds are clean and

well maintained 51 80.4% 63 74.6%

15. Students are taught to act in a safe and responsible

manner 51 90.2% 63 95.2%


16. An atmosphere of respect and trust exists in the

school 51 74.5% 62 77.4%

17. Social and cultural differences are respected in the

school 50 82.0% 63 74.6%

18. Students and teachers have a positive attitude

toward school 51 80.4% 63 74.6%


8



Responding

Percent

Responding

Positively

Number

Responding

Percent

Responding


19. Students are recognized for their accomplishments 51 94.1% 63 92.1%

20. School staff members and students work together

to keep the school clean and attractive 51 84.3% 63 74.6%

21. Students feel that the school is a good place to be 51 88.2% 62 87.1%

22. The teachers and staff consider the interests and

needs of each student 50 66.0% 63 77.8%

High Expectations

23. School staff members and students work together

to keep the school clean and attractive 51 84.3% 63 77.8%

24. Students feel that the school is a good place to be 51 86.3% 63 82.5%

25. The teachers and staff consider the interests and

needs of each student 51 92.2% 63 92.1%


26. The school keeps track of each student's

performance. 51 94.1% 62 90.3%

27. Student performance is evaluated in a variety of

ways. 50 84.0% 63 73.0%

28. Parents are kept informed of how well their

children are doing in school. 51 84.3% 62 80.6%

29. The school quickly informs parents when their

children are not doing well. 51 72.5% 63 74.6%

30. Students are kept informed of how well they are

doing in school. 51 72.5% 63 77.8%


31. Students are taught to apply basic skills and

problem-solving skills in reading, writing,

mathematics, science, and social studies.

50 96.0% 63 88.9%

32. The school provides learning activities to help

students with special needs or interests. 50 66.0% 62 61.3%


33. Teachers spend as much time as needed on

instruction. 50 62.0% 63 49.2%

34. There are few disruptions to instruction in the

school 50 58.0% 61 52.5%

35. Field trips and other activities are used

appropriately to support instruction 50 66.0% 63 74.6%

36. School courses are varied to meet the different

needs, interests, and abilities of students 50 68.0% 63 63.5%


9



Responding

Percent

Responding

Positively

Number

Responding

Percent

Responding


37. Students have enough opportunities to learn with

and from each other 50 66.0% 63 65.1%

38. Teachers are adequately prepared for their teaching

fields 50 80.0% 63 65.1%


39. Parents and parent groups have a voice in school

policies 49 55.1% 61 50.8%

40. Parents and parent groups actively participate in

school activities 50 64.0% 63 82.5%

41. Parents and school staff members often share

information about students' progress and plans 50 84.0% 63 66.7%

42. Parents are encouraged to support the instructional

activities of the school 50 90.0% 63 82.5%

43. Parents have opportunities to get involved in the

development of school budgets 50 52.0% 63 46.0%

44. The school gives parents news about their

children's accomplishments 50 86.0% 63 79.4%


10

Table 6–Percent of Woodmore ES Teachers/Paraprofessionals with Positive Perceptions by

Survey Items, SY2011 and SY2009

Teachers/Paraprofessionals SY2011 SY2009


Responding

Percent

Responding

Positively

Number

Responding

Percent

Responding



1. Administrators know the school and district

curriculum. 8 100.0% 25 96.0%

2. Communication between the faculty and

administration is frequent and effective. 8 87.5% 25 72.0%

3. Instructional decisions for the school are based on

input from the community, teachers, and

administrators.

8 25.0% 25 72.0%

4. The principal is involved in the instructional

process. 8 100.0% 25 92.0%

5. The principal and teachers make instructional

effectiveness the highest priority in the school. 8 87.5% 25 88.0%

6. The principal provides leadership in the

improvement of the instructional program. 8 100.0% 25 92.0%

7. Administrators complete fair and meaningful

evaluations of each employee. 8 75.0% 25 84.0%

8. The principal encourages teachers to participate in

leadership roles. 8 87.5% 25 84.0%


9. The school has a plan for the year that includes

goals and objectives. 8 100.0% 25 96.0%

10. The school plan is developed with participation by

teachers and community members. 8 87.5% 25 72.0%

11. Important social trends are considered in school

planning. 8 25.0% 25 72.0%

12. Teachers and students know the school's purpose

and goals. 8 100.0% 25 92.0%

13. The goals of teachers are consistent with school and

district goals. 8 87.5% 25 88.0%

14. Teachers communicate instructional goals to

students. 8 100.0% 25 92.0%

15. The school plan is revised, monitored, and reviewed

periodically. 8 75.0% 25 84.0%


16. School conduct rules and procedures are taught

along with other skills. 7 85.7% 24 79.2%

17. Disciplinary procedures are implemented in a fair

and consistent manner. 7 57.1% 24 37.5%

18. Parents are involved in and support the school's

disciplinary procedures. 7 42.9% 24 41.7%


11



Responding

Percent

Responding

Positively

Number

Responding

Percent

Responding


19. The physical plant is clean and well maintained. 7 100.0% 24 45.8%

20. Appropriate safety principles are taught and

practiced. 7 71.4% 24 75.0%


21. An atmosphere of respect and trust exists in the

school. 7 57.1% 24 70.8%

22. Social and cultural differences are respected in the

school. 7 71.4% 24 75.0%

23. Teachers have a positive attitude toward their

school. 7 57.1% 24 70.8%

24. Students have a positive attitude toward their

school. 7 85.7% 24 62.5%

25. Teacher attendance is high. 7 85.7% 24 66.7%

26. Student attendance is high. 7 100.0% 24 75.0%

27. Teachers are recognized for their accomplishments. 7 57.1% 24 41.7%

28. Students are recognized for their accomplishments. 7 100.0% 24 87.5%

29. Teachers, students, and administrators assume

responsibility, as appropriate, for the physical

appearance of the school.

7 85.7% 24 66.7%

30. The school physical facilities contribute to a

positive school climate. 7 85.7% 24 50.0%

High Expectations

31. Classroom learning expectations are high,

appropriate, and achievable. 7 100.0% 24 83.3%

32. Expectations are communicated to faculty, support

staff, students, and parents. 7 100.0% 24 95.8%

33. All students, regardless of social or cultural

differences, are expected to work toward high

standards.

7 100.0% 24 91.7%

34. Expectations for students are based on knowledge of

students and their previous performance. 7 100.0% 24 79.2%

35. High academic expectations are consistently

maintained over time. 7 100.0% 24 87.5%


36. Student performance is regularly evaluated. 7 100.0% 24 100.0%

37. Student performance is evaluated in a variety of

ways. 7 100.0% 24 87.5%

38. Assessment data are used to improve the school's

curriculum. 7 100.0% 24 87.5%


12



Responding

Percent

Responding

Positively

Number

Responding

Percent

Responding


39. Student progress is regularly reported to parents. 7 100.0% 24 87.5%

40. Student assessment data are monitored, and

instruction is modified to promote student learning. 7 100.0% 24 83.3%

41. Students are regularly informed of their progress. 7 100.0% 24 95.8%


42. Basic skills in this school include grade-appropriate

skills within content areas, critical/higher-order

thinking skills, and problem-solving skills.

7 100.0% 24 95.8%

43. Students are taught to apply basic skills. 7 100.0% 24 91.7%

44. Students are tested for both basic knowledge and

performance capabilities. 7 100.0% 24 91.7%

45. Elective subjects are integrated into the school

curriculum. 7 57.1% 24 45.8%

46. The integration of basic skills development into

instruction is consistently monitored. 7 100.0% 24 83.3%


47. Instruction time is used efficiently, so that students

cover the expected curriculum content with

satisfactory understanding and retention.

7 100.0% 24 87.5%

48. Classroom disruptions to instruction are kept to a

minimum. 7 71.4% 24 66.7%

49. Teachers are freed from miscellaneous

administrative tasks and duties so they can

concentrate on instruction.

7 42.9% 24 37.5%

50. The administration supports teachers in matters

concerning disruptive students. 7 57.1% 24 54.2%

51. The school offers extracurricular and supplemental

activities that support instruction. 7 42.9% 24 58.3%

52. The curriculum is varied to accommodate needs,

interests, and abilities of students. 7 85.7% 24 79.2%

53. Teachers provide students with opportunities for

learning in small-group settings. 7 100.0% 24 95.8%


54. Parents actively participate in establishing school

policies and procedures. 7 71.4% 22 50.0%

55. Parents actively participate in school activities. 7 71.4% 23 60.9%

56. Effective and frequent communication occurs with

parents. 7 85.7% 23 65.2%

57. Community resources are used to support the

instruction of students. 7 57.1% 24 45.8%


13



Responding

Percent

Responding

Positively

Number

Responding

Percent

Responding


58. Social services from available outside agencies are

used effectively. 7 28.6% 22 36.4%

59. Parents are encouraged to support the instructional

activities of the school. 7 85.7% 24 87.5%

Strong Professional Development

60. Professional development of teachers addresses the

social and cultural differences in the school. 7 28.6% 23 65.2%

61. Professional development of teachers is tailored to

the needs of the school. 7 57.1% 23 56.5%

62. Participation in professional development activities

is encouraged. 7 100.0% 23 69.6%

63. The application of professional development

activities is encouraged. 7 85.7% 23 65.2%

64. Teachers are involved in planning and evaluating

professional development activities. 7 28.6% 22 31.8%

65. Teachers in this school strive to maintain and

enhance their professional status. 7 100.0% 23 78.3%

Teacher Involvement in Decisionmaking

66. Teachers are involved in school planning and

budgeting. 7 57.1% 22 63.6%

67. Teachers are involved in developing and reviewing

the school's mission and goals. 7 85.7% 22 81.8%

68. Teachers are involved in monitoring the

implementation of school policies and procedures. 7 71.4% 22 77.3%

69. Teachers perceive that they can influence school

decisions. 7 14.3% 23 56.5%

70. Teachers and administrators function as a team. 7 85.7% 23 69.6%


14

Table 7–Distribution of Woodmore ES Students’ Responses on Survey Items, SY2011 and SY2009


Key Constructs of the Survey

Number

Percent

Number

Percent

Survey Items Agree

No

Opinion Disagree Agree

No

Opinion Disagree


1. At my school I am taught good behavior. 51 84.3% 3.9% 11.8% 68 72.1% 19.1% 8.8%

2. School conduct rules are fair. 51 43.1% 19.6% 37.3% 68 41.2% 36.8% 22.1%

3. My parents know the school's rules. 51 60.8% 25.5% 13.7% 66 69.7% 22.7% 7.6%

4. My parents support the school's rules. 51 43.1% 37.3% 19.6% 65 55.4% 33.8% 10.8%

5. My school building is clean and everything works. 49 14.3% 20.4% 65.3% 67 9.0% 13.4% 77.6%

6. I know the school safety rules for the bus,

playground, and classroom. 49 87.8% 4.1% 8.2% 67 89.6% 7.5% 3.0%

7. The teachers and the principal make sure the

safety rules are obeyed. 51 80.4% 11.8% 7.8% 67 73.1% 11.9% 14.9%


8. Teachers and students respect and trust each other

at my school. 50 18.0% 22.0% 60.0% 67 14.9% 31.3% 53.7%

9. I feel I can get help from my teacher if I have a

problem. 50 62.0% 16.0% 22.0% 68 66.2% 23.5% 10.3%

10. My teachers like to teach our class. 51 25.5% 37.3% 37.3% 67 52.2% 35.8% 11.9%

11. The school rewards students and teachers for the

good things they do. 50 46.0% 22.0% 32.0% 67 56.7% 20.9% 22.4%

12. Students and teachers take good care of the school

building. 51 23.5% 33.3% 43.1% 68 13.2% 35.3% 51.5%

13. I feel safe at school. 51 41.2% 15.7% 43.1% 68 22.1% 50.0% 27.9%

14. I am proud of the way my school looks. 51 25.5% 37.3% 37.3% 68 7.4% 20.6% 72.1%


15



Number

Percent

Number

Percent

Survey Items Agree

No


No

Opinion Disagree

High Expectations

15. My teachers expect me to do my best. 51 94.1% 3.9% 2.0% 68 94.1% 5.9% 0.0%

16. My teachers expect all students to do well in

school. 51 84.3% 7.8% 7.8% 67 86.6% 9.0% 4.5%

17. My teachers expect me to learn as much as I can. 51 86.3% 9.8% 3.9% 68 89.7% 5.9% 4.4%


18. My teachers keep track of how I am doing in my

school work. 51 68.6% 21.6% 9.8% 67 74.6% 16.4% 9.0%

19. I deserve the grades I get. 48 43.8% 39.6% 16.7% 64 56.3% 18.8% 25.0%

20. My teachers tell me how I am doing in my school

work. 48 64.6% 14.6% 20.8% 64 71.9% 14.1% 14.1%

21. My teachers send home information about my

progress. 48 52.1% 16.7% 31.3% 63 73.0% 14.3% 12.7%


22. The things I learn in reading are important. 48 77.1% 16.7% 6.3% 63 88.9% 9.5% 1.6%

23. The things I learn in writing are important. 47 78.7% 17.0% 4.3% 64 82.8% 14.1% 3.1%

24. The things I learn in mathematics are important. 47 87.2% 8.5% 4.3% 63 90.5% 4.8% 4.8%

25. I enjoy classes in music and art. 47 34.0% 27.7% 38.3% 64 28.1% 39.1% 32.8%

26. I use what I learn in reading. 48 70.8% 16.7% 12.5% 63 87.3% 9.5% 3.2%

27. I use what I learn in writing. 48 72.9% 16.7% 10.4% 64 76.6% 15.6% 7.8%

28. I use what I learn in mathematics. 47 74.5% 12.8% 12.8% 63 90.5% 6.3% 3.2%


16



Number

Percent

Number

Percent

Survey Items Agree

No


No

Opinion Disagree


29. I have enough time to finish what I work on in

class. 48 16.7% 20.8% 62.5% 64 28.1% 26.6% 45.3%

30. Classes are not interrupted often by other people. 47 34.0% 14.9% 51.1% 64 23.4% 23.4% 53.1%

31. I often work with other students on class projects. 47 46.8% 12.8% 40.4% 64 31.3% 25.0% 43.8%

32. I am interested in the subjects I study. 48 43.8% 20.8% 35.4% 64 39.1% 43.8% 17.2%

33. My textbooks and workbooks help me learn. 47 66.0% 21.3% 12.8% 64 70.3% 23.4% 6.3%

34. My school has clubs and sports in the afternoon

after school. 48 8.3% 22.9% 68.8% 62 50.0% 16.1% 33.9%


35. My parents are active in school events. 48 29.2% 20.8% 50.0% 64 29.7% 26.6% 43.8%

36. My parents know what is going on in school. 48 56.3% 22.9% 20.8% 64 39.1% 39.1% 21.9%


17

Table 8–Distribution of Woodmore ES Parents’ Responses on Survey Items, SY2011 and SY2009



Number

Percent

Number

Percent

Survey Items Strongly

Agree Agree Neutral Disagree

Strongly

Disagree

Strongly


Strongly

Disagree


1. The principal and assistant

principals know enough about the

school to provide effective

leadership.

51 52.9% 39.2% 5.9% 0.0% 2.0% 63 50.8% 41.3% 6.3% 1.6% 0.0%

2. Free and open communication

occurs among parents, faculty,

and administration.

51 45.1% 39.2% 7.8% 3.9% 3.9% 61 31.1% 57.4% 6.6% 4.9% 0.0%

3. Decisions about instruction are

made using information from

parents and the community.

50 20.0% 48.0% 24.0% 4.0% 4.0% 62 16.1% 35.5% 37.1% 8.1% 3.2%

4. The principal and teachers show

leadership in promoting quality

instruction.

51 33.3% 51.0% 11.8% 2.0% 2.0% 61 32.8% 47.5% 18.0% 1.6% 0.0%

5. The principal and teachers make

good instruction the most

important school priority.

51 25.5% 58.8% 11.8% 0.0% 3.9% 63 27.0% 54.0% 14.3% 4.8% 0.0%

6. The principal is an effective

leader for improving classroom

instruction.

51 41.2% 43.1% 7.8% 3.9% 3.9% 63 34.9% 44.4% 19.0% 0.0% 1.6%


7. The school has a written plan that

clearly indicates what the school

is trying to achieve.

51 29.4% 51.0% 11.8% 3.9% 3.9% 62 24.2% 59.7% 16.1% 0.0% 0.0%

8. The school's written plan is

developed with participation by

teachers and parents.

51 17.6% 41.2% 31.4% 7.8% 2.0% 62 21.0% 38.7% 37.1% 1.6% 1.6%


18



Number

Percent

Number

Percent



Strongly

Disagree

Strongly


Strongly

Disagree

9. Parents and students are aware of

school purposes and goals. 51 23.5% 56.9% 13.7% 2.0% 3.9% 63 34.9% 49.2% 14.3% 1.6% 0.0%

10. Teachers inform students of what

they are expected to learn. 51 35.3% 54.9% 5.9% 0.0% 3.9% 62 33.9% 51.6% 8.1% 6.5% 0.0%


11. Students are informed of how

they are expected to behave in

school and at school activities.

51 54.9% 41.2% 0.0% 0.0% 3.9% 63 55.6% 41.3% 3.2% 0.0% 0.0%

12. Students are disciplined in a fair

and consistent manner. 51 33.3% 39.2% 15.7% 3.9% 7.8% 62 21.0% 46.8% 27.4% 3.2% 1.6%

13. Parents are involved in and

support school disciplinary

practices.

51 23.5% 51.0% 17.6% 2.0% 5.9% 62 16.1% 50.0% 29.0% 4.8% 0.0%

14. The school buildings and grounds

are clean and well maintained. 51 23.5% 56.9% 11.8% 5.9% 2.0% 63 27.0% 47.6% 9.5% 15.9% 0.0%

15. Students are taught to act in a

safe and responsible manner. 51 29.4% 60.8% 3.9% 2.0% 3.9% 63 41.3% 54.0% 4.8% 0.0% 0.0%


16. An atmosphere of respect and

trust exists in the school. 51 23.5% 51.0% 15.7% 3.9% 5.9% 62 32.3% 45.2% 14.5% 8.1% 0.0%

17. Social and cultural differences

are respected in the school. 50 30.0% 52.0% 10.0% 6.0% 2.0% 63 31.7% 42.9% 15.9% 9.5% 0.0%

18. Students and teachers have a

positive attitude toward school. 51 25.5% 54.9% 13.7% 2.0% 3.9% 63 31.7% 42.9% 19.0% 6.3% 0.0%

19. Students are recognized for their

accomplishments. 51 41.2% 52.9% 2.0% 0.0% 3.9% 63 41.3% 50.8% 4.8% 3.2% 0.0%


19



Number

Percent

Number

Percent



Strongly

Disagree

Strongly


Strongly

Disagree

20. School staff members and

students work together to keep

the school clean and attractive.

51 25.5% 58.8% 9.8% 3.9% 2.0% 63 23.8% 50.8% 20.6% 4.8% 0.0%

21. Students feel that the school is a

good place to be. 51 27.5% 60.8% 5.9% 2.0% 3.9% 62 25.8% 61.3% 8.1% 4.8% 0.0%

22. The teachers and staff consider

the interests and needs of each

student.

50 28.0% 38.0% 24.0% 6.0% 4.0% 63 30.2% 47.6% 15.9% 4.8% 1.6%

High Expectations

23. School staff members set high,

but appropriate and achievable,

goals for students.

51 25.5% 58.8% 7.8% 3.9% 3.9% 63 23.8% 54.0% 19.0% 3.2% 0.0%

24. Students and parents know what

the school expects of them. 51 25.5% 60.8% 7.8% 2.0% 3.9% 63 28.6% 54.0% 14.3% 3.2% 0.0%

25. All students, regardless of social

or cultural differences, are

expected to work toward high

standards.

51 39.2% 52.9% 3.9% 2.0% 2.0% 63 41.3% 50.8% 7.9% 0.0% 0.0%


26. The school keeps track of each

student's performance. 51 39.2% 54.9% 3.9% 2.0% 0.0% 62 35.5% 54.8% 6.5% 3.2% 0.0%

27. Student performance is evaluated

in a variety of ways. 50 26.0% 58.0% 12.0% 0.0% 4.0% 63 30.2% 42.9% 22.2% 3.2% 1.6%

28. Parents are kept informed of how

well their children are doing in

school.

51 39.2% 45.1% 7.8% 3.9% 3.9% 62 35.5% 45.2% 9.7% 8.1% 1.6%

29. The school quickly informs

parents when their children are

not doing well.

51 33.3% 39.2% 17.6% 5.9% 3.9% 63 30.2% 44.4% 15.9% 7.9% 1.6%


20



Number

Percent

Number

Percent



Strongly

Disagree

Strongly


Strongly

Disagree

30. Students are kept informed of

how well they are doing in

school.

51 29.4% 43.1% 21.6% 2.0% 3.9% 63 31.7% 46.0% 12.7% 7.9% 1.6%


31. Students are taught to apply basic

skills and problem-solving skills

in reading, writing, mathematics,

science, and social studies.

50 32.0% 64.0% 0.0% 0.0% 4.0% 63 31.7% 57.1% 7.9% 3.2% 0.0%

32. The school provides learning

activities to help students with

special needs or interests.

50 26.0% 40.0% 28.0% 2.0% 4.0% 62 17.7% 43.5% 32.3% 4.8% 1.6%


33. Teachers spend as much time as

needed on instruction. 50 22.0% 40.0% 28.0% 6.0% 4.0% 63 22.2% 27.0% 30.2% 15.9% 4.8%

34. There are few disruptions to

instruction in the school. 50 20.0% 38.0% 34.0% 6.0% 2.0% 61 16.4% 36.1% 34.4% 9.8% 3.3%

35. Field trips and other activities are

used appropriately to support

instruction.

50 20.0% 46.0% 18.0% 8.0% 8.0% 63 22.2% 52.4% 14.3% 7.9% 3.2%

36. School courses are varied to meet

the different needs, interests, and

abilities of students.

50 22.0% 46.0% 20.0% 8.0% 4.0% 63 20.6% 42.9% 25.4% 7.9% 3.2%

37. Students have enough

opportunities to learn with and

from each other.

50 22.0% 44.0% 24.0% 6.0% 4.0% 63 23.8% 41.3% 27.0% 6.3% 1.6%

38. Teachers are adequately prepared

for their teaching fields. 50 26.0% 54.0% 14.0% 4.0% 2.0% 63 27.0% 38.1% 30.2% 4.8% 0.0%


21



Number

Percent

Number

Percent



Strongly

Disagree

Strongly


Strongly

Disagree


39. Parents and parent groups have a

voice in school policies. 49 18.4% 36.7% 34.7% 4.1% 6.1% 61 21.3% 29.5% 41.0% 6.6% 1.6%

40. Parents and parent groups

actively participate in school

activities.

50 20.0% 44.0% 26.0% 6.0% 4.0% 63 22.2% 60.3% 17.5% 0.0% 0.0%

41. Parents and school staff members

often share information about

students' progress and plans.

50 22.0% 62.0% 10.0% 2.0% 4.0% 63 25.4% 41.3% 25.4% 7.9% 0.0%

42. Parents are encouraged to support

the instructional activities of the

school.

50 34.0% 56.0% 4.0% 2.0% 4.0% 63 30.2% 52.4% 15.9% 1.6% 0.0%

43. Parents have opportunities to get

involved in the development of

school budgets.

50 22.0% 30.0% 40.0% 4.0% 4.0% 63 17.5% 28.6% 41.3% 11.1% 1.6%

44. The school gives parents news

about their children's

accomplishments.

50 38.0% 48.0% 6.0% 6.0% 2.0% 63 30.2% 49.2% 11.1% 9.5% 0.0%


22

Table 9–Distribution of Woodmore ES Teachers/Paraprofessionals’ Responses on Survey Items, SY2011 and SY2009



Number

Percent

Number

Percent



Strongly

Disagree

Strongly


Strongly

Disagree


1. Administrators know the school

and district curriculum. 8 75.0% 25.0% 0.0% 0.0% 0.0% 25 72.0% 24.0% 4.0% 0.0% 0.0%

2. Communication between the

faculty and administration is

frequent and effective.

8 50.0% 37.5% 12.5% 0.0% 0.0% 25 20.0% 52.0% 20.0% 8.0% 0.0%

3. Instructional decisions for the

school are based on input from

the community, teachers, and

administrators.

8 25.0% 0.0% 50.0% 25.0% 0.0% 25 12.0% 60.0% 20.0% 8.0% 0.0%

4. The principal is involved in the

instructional process. 8 50.0% 50.0% 0.0% 0.0% 0.0% 25 48.0% 44.0% 8.0% 0.0% 0.0%

5. The principal and teachers make

instructional effectiveness the

highest priority in the school.

8 37.5% 50.0% 12.5% 0.0% 0.0% 25 48.0% 40.0% 8.0% 4.0% 0.0%

6. The principal provides

leadership in the improvement of

the instructional program.

8 50.0% 50.0% 0.0% 0.0% 0.0% 25 56.0% 36.0% 8.0% 0.0% 0.0%

7. Administrators complete fair and

meaningful evaluations of each

employee.

8 62.5% 12.5% 12.5% 12.5% 0.0% 25 52.0% 32.0% 12.0% 4.0% 0.0%

8. The principal encourages

teachers to participate in

leadership roles.

8 37.5% 50.0% 12.5% 0.0% 0.0% 25 48.0% 36.0% 12.0% 4.0% 0.0%


23



Number

Percent

Number

Percent



Strongly

Disagree

Strongly


Strongly

Disagree


9. The school has a plan for the

year that includes goals and

objectives.

8 87.5% 12.5% 0.0% 0.0% 0.0% 25 68.0% 28.0% 4.0% 0.0% 0.0%

10. The school plan is developed

with participation by teachers

and community members.

8 37.5% 62.5% 0.0% 0.0% 0.0% 24 50.0% 37.5% 8.3% 4.2% 0.0%

11. Important social trends are

considered in school planning. 8 50.0% 25.0% 25.0% 0.0% 0.0% 25 24.0% 36.0% 32.0% 4.0% 4.0%

12. Teachers and students know the

school's purpose and goals. 8 37.5% 50.0% 0.0% 12.5% 0.0% 25 32.0% 52.0% 8.0% 8.0% 0.0%

13. The goals of teachers are

consistent with school and

district goals.

8 25.0% 75.0% 0.0% 0.0% 0.0% 25 56.0% 32.0% 8.0% 4.0% 0.0%

14. Teachers communicate

instructional goals to students. 8 50.0% 50.0% 0.0% 0.0% 0.0% 25 40.0% 52.0% 8.0% 0.0% 0.0%

15. The school plan is revised,

monitored, and reviewed

periodically.

8 37.5% 62.5% 0.0% 0.0% 0.0% 25 56.0% 40.0% 4.0% 0.0% 0.0%


16. School conduct rules and

procedures are taught along with

other skills.

7 28.6% 57.1% 0.0% 0.0% 14.3% 24 41.7% 37.5% 16.7% 4.2% 0.0%

17. Disciplinary procedures are

implemented in a fair and

consistent manner.

7 14.3% 42.9% 14.3% 14.3% 14.3% 24 16.7% 20.8% 33.3% 29.2% 0.0%

18. Parents are involved in and

support the school's disciplinary

procedures.

7 28.6% 14.3% 42.9% 0.0% 14.3% 24 16.7% 25.0% 12.5% 37.5% 8.3%


24



Number

Percent

Number

Percent



Strongly

Disagree

Strongly


Strongly

Disagree

19. The physical plant is clean and

well maintained. 7 57.1% 42.9% 0.0% 0.0% 0.0% 24 12.5% 33.3% 29.2% 16.7% 8.3%

20. Appropriate safety principles are

taught and practiced. 7 28.6% 42.9% 28.6% 0.0% 0.0% 24 29.2% 45.8% 20.8% 4.2% 0.0%


21. An atmosphere of respect and

trust exists in the school. 7 28.6% 28.6% 28.6% 0.0% 14.3% 24 20.8% 50.0% 20.8% 4.2% 4.2%

22. Social and cultural differences

are respected in the school. 7 42.9% 28.6% 14.3% 14.3% 0.0% 24 29.2% 45.8% 16.7% 8.3% 0.0%

23. Teachers have a positive attitude

toward their school. 7 57.1% 0.0% 28.6% 14.3% 0.0% 24 16.7% 54.2% 25.0% 4.2% 0.0%

24. Students have a positive attitude

toward their school. 7 42.9% 42.9% 0.0% 14.3% 0.0% 24 12.5% 50.0% 29.2% 8.3% 0.0%

25. Teacher attendance is high. 7 42.9% 42.9% 14.3% 0.0% 0.0% 24 16.7% 50.0% 33.3% 0.0% 0.0%

26. Student attendance is high. 7 42.9% 57.1% 0.0% 0.0% 0.0% 24 12.5% 62.5% 25.0% 0.0% 0.0%

27. Teachers are recognized for their


28. Students are recognized for their


29. Teachers, students, and

administrators assume

responsibility, as appropriate, for

the physical appearance of the

school.

7 28.6% 57.1% 14.3% 0.0% 0.0% 24 8.3% 58.3% 20.8% 12.5% 0.0%

30. The school physical facilities

contribute to a positive school

climate.

7 42.9% 42.9% 14.3% 0.0% 0.0% 24 20.8% 29.2% 33.3% 8.3% 8.3%


25



Number

Percent

Number

Percent



Strongly

Disagree

Strongly


Strongly

Disagree

High Expectations

31. Classroom learning expectations

are high, appropriate, and

achievable.

7 57.1% 42.9% 0.0% 0.0% 0.0% 24 45.8% 37.5% 12.5% 4.2% 0.0%

32. Expectations are communicated

to faculty, support staff,

students, and parents.

7 57.1% 42.9% 0.0% 0.0% 0.0% 24 45.8% 50.0% 4.2% 0.0% 0.0%

33. All students, regardless of social

or cultural differences, are

expected to work toward high

standards.

7 57.1% 42.9% 0.0% 0.0% 0.0% 24 58.3% 33.3% 4.2% 4.2% 0.0%

34. Expectations for students are

based on knowledge of students

and their previous performance.

7 71.4% 28.6% 0.0% 0.0% 0.0% 24 29.2% 50.0% 12.5% 8.3% 0.0%

35. High academic expectations are

consistently maintained over

time.

7 71.4% 28.6% 0.0% 0.0% 0.0% 24 45.8% 41.7% 8.3% 4.2% 0.0%


36. Student performance is regularly

evaluated. 7 71.4% 28.6% 0.0% 0.0% 0.0% 24 54.2% 45.8% 0.0% 0.0% 0.0%

37. Student performance is

evaluated in a variety of ways. 7 71.4% 28.6% 0.0% 0.0% 0.0% 24 45.8% 41.7% 12.5% 0.0% 0.0%

38. Assessment data are used to

improve the school's curriculum. 7 57.1% 42.9% 0.0% 0.0% 0.0% 24 45.8% 41.7% 12.5% 0.0% 0.0%

39. Student progress is regularly

reported to parents. 7 57.1% 42.9% 0.0% 0.0% 0.0% 24 41.7% 45.8% 12.5% 0.0% 0.0%


26



Number

Percent

Number

Percent



Strongly

Disagree

Strongly


Strongly

Disagree

40. Student assessment data are

monitored, and instruction is

modified to promote student

learning.

7 71.4% 28.6% 0.0% 0.0% 0.0% 24 45.8% 37.5% 8.3% 8.3% 0.0%

41. Students are regularly informed

of their progress. 7 57.1% 42.9% 0.0% 0.0% 0.0% 24 45.8% 50.0% 4.2% 0.0% 0.0%


42. Basic skills in this school

include grade-appropriate skills

within content areas,

critical/higher-order thinking

skills, and problem-solving

skills.

7 71.4% 28.6% 0.0% 0.0% 0.0% 24 50.0% 45.8% 4.2% 0.0% 0.0%

43. Students are taught to apply

basic skills. 7 57.1% 42.9% 0.0% 0.0% 0.0% 24 54.2% 37.5% 8.3% 0.0% 0.0%

44. Students are tested for both basic

knowledge and performance

capabilities.

7 42.9% 57.1% 0.0% 0.0% 0.0% 24 41.7% 50.0% 8.3% 0.0% 0.0%

45. Elective subjects are integrated

into the school curriculum. 7 14.3% 42.9% 42.9% 0.0% 0.0% 24 20.8% 25.0% 41.7% 8.3% 4.2%

46. The integration of basic skills

development into instruction is

consistently monitored.

7 28.6% 71.4% 0.0% 0.0% 0.0% 24 29.2% 54.2% 16.7% 0.0% 0.0%


47. Instruction time is used

efficiently, so that students cover

the expected curriculum content

with satisfactory understanding

and retention.

7 28.6% 71.4% 0.0% 0.0% 0.0% 24 25.0% 62.5% 8.3% 0.0% 4.2%


27



Number

Percent

Number

Percent



Strongly

Disagree

Strongly


Strongly

Disagree

48. Classroom disruptions to

instruction are kept to a

minimum.

7 42.9% 28.6% 14.3% 14.3% 0.0% 24 20.8% 45.8% 12.5% 20.8% 0.0%

49. Teachers are freed from

miscellaneous administrative

tasks and duties so they can

concentrate on instruction.

7 14.3% 28.6% 14.3% 28.6% 14.3% 24 12.5% 25.0% 16.7% 33.3% 12.5%

50. The administration supports

teachers in matters concerning

disruptive students.

7 28.6% 28.6% 28.6% 0.0% 14.3% 24 16.7% 37.5% 20.8% 25.0% 0.0%

51. The school offers extracurricular

and supplemental activities that

support instruction.

7 14.3% 28.6% 42.9% 14.3% 0.0% 24 8.3% 50.0% 12.5% 16.7% 12.5%

52. The curriculum is varied to

accommodate needs, interests,

and abilities of students.

7 42.9% 42.9% 14.3% 0.0% 0.0% 24 20.8% 58.3% 16.7% 4.2% 0.0%

53. Teachers provide students with

opportunities for learning in

small-group settings.

7 71.4% 28.6% 0.0% 0.0% 0.0% 24 50.0% 45.8% 4.2% 0.0% 0.0%


54. Parents actively participate in

establishing school policies and

procedures.

7 28.6% 42.9% 14.3% 0.0% 14.3% 22 13.6% 36.4% 9.1% 40.9% 0.0%

55. Parents actively participate in

school activities. 7 28.6% 42.9% 14.3% 0.0% 14.3% 23 17.4% 43.5% 21.7% 8.7% 8.7%

56. Effective and frequent

communication occurs with

parents.

7 42.9% 42.9% 14.3% 0.0% 0.0% 23 17.4% 47.8% 30.4% 4.3% 0.0%


28



Number

Percent

Number

Percent



Strongly

Disagree

Strongly


Strongly

Disagree

57. Community resources are used

to support the instruction of

students.

7 28.6% 28.6% 28.6% 14.3% 0.0% 24 12.5% 33.3% 33.3% 20.8% 0.0%

58. Social services from available

outside agencies are used

effectively.

7 0.0% 28.6% 71.4% 0.0% 0.0% 22 13.6% 22.7% 54.5% 4.5% 4.5%

59. Parents are encouraged to

support the instructional

activities of the school.

7 28.6% 57.1% 14.3% 0.0% 0.0% 24 37.5% 50.0% 12.5% 0.0% 0.0%

Strong Professional Development

60. Professional development of

teachers addresses the social and

cultural differences in the

school.

7 14.3% 14.3% 57.1% 14.3% 0.0% 23 8.7% 56.5% 17.4% 13.0% 4.3%

61. Professional development of

teachers is tailored to the needs

of the school.

7 28.6% 28.6% 14.3% 28.6% 0.0% 23 21.7% 34.8% 26.1% 17.4% 0.0%

62. Participation in professional

development activities is

encouraged.

7 28.6% 71.4% 0.0% 0.0% 0.0% 23 26.1% 43.5% 17.4% 13.0% 0.0%

63. The application of professional

development activities is

encouraged.

7 28.6% 57.1% 14.3% 0.0% 0.0% 23 34.8% 30.4% 26.1% 8.7% 0.0%

64. Teachers are involved in

planning and evaluating

professional development

activities.

7 28.6% 0.0% 57.1% 14.3% 0.0% 22 13.6% 18.2% 40.9% 27.3% 0.0%


29



Number

Percent

Number

Percent



Strongly

Disagree

Strongly


Strongly

Disagree

65. Teachers in this school strive to

maintain and enhance their

professional status.

7 28.6% 71.4% 0.0% 0.0% 0.0% 23 26.1% 52.2% 17.4% 4.3% 0.0%

Teacher Involvement in Decisionmaking

66. Teachers are involved in school

planning and budgeting. 7 0.0% 57.1% 28.6% 14.3% 0.0% 22 22.7% 40.9% 18.2% 9.1% 9.1%


developing and reviewing the

school's mission and goals.

7 28.6% 57.1% 14.3% 0.0% 0.0% 22 45.5% 36.4% 9.1% 9.1% 0.0%


monitoring the implementation

of school policies and

procedures.

7 28.6% 42.9% 14.3% 14.3% 0.0% 22 40.9% 36.4% 18.2% 4.5% 0.0%

69. Teachers perceive that they can

influence school decisions. 7 0.0% 14.3% 57.1% 28.6% 0.0% 23 17.4% 39.1% 13.0% 21.7% 8.7%

70. Teachers and administrators

function as a team. 7 28.6% 57.1% 0.0% 14.3% 0.0% 23 30.4% 39.1% 26.1% 0.0% 4.3%

sy2010-2011 school climate survey, woodmore es

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