You are invited to take part in the VISTA survey. The purpose of this survey is to provide ESE your
feedback on your district and the state’s programs to support statewide reform efforts. The survey is
divided into five main modules, plus a small number of demographic questions:
i.
A.
B.
C.
D.
E.
Demographic questions
State Curriculum Frameworks
Educator Growth and Development
Role of Evaluation in Supporting Educator Growth and Development
Social and Emotional Learning
ESE Overall Support
The survey should take approximately 20 to 30 minutes to complete.
You may wish to have a designee from your district staff complete one or more of the five modules. If
you do so, you will need to provide them with your link to the survey. If you are unsure about a
question, please respond in a manner that most closely reflects your experiences or seek
information from others (e.g., Curriculum Directors) to provide an answer.
Taking part in this study is completely voluntary. You can withdraw from the study at any time
bydiscontinuing the survey and you may choose not to respond to any question within the survey
(except the required demographic questions in the first section). There are no known risks or
discomforts associated with this survey. Although you will receive no direct benefits for completing the
survey, doing so will provide information that may be useful to improve teaching and learning.
Your responses will be kept confidential and stored in secure electronic files. Any report of this
research that is made available to the public will not include your name or any other individual
information by which you could be identified. No individual responses will be reported.
If you have questions or want a copy or summary of this study’s results, contact Laura Egan, Westat
VISTA Project Director, at [email protected]. If you have questions about your rights and
welfare as a research participant, please call the Westat Human Subjects Protections office at 1-888920-7631. Please leave a message with your full name, the name of the research study that you are
calling about (the VISTA study), and a phone number beginning with the area code. Someone will
return your call as soon as possible. Please feel free to print a copy of this consent page to keep for
your records.
Clicking the “Next” button below indicates that you are 21 years of age or older and indicates your
consent to participate in this survey.
1
i. DEMOGRAPHICS
i1. What grade levels does your district serve?
1
2
3
4
5
6
7
8
9
10
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12
13
14
15
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All Grades, K–12
Kindergarten
grade 1
grade 2
grade 3
grade 4
grade 5
grade 6
grade 7
grade 8
grade 9
grade 10
grade 11
grade 12
grade 13 (special education students aged 18 – 22)
i2. Including the current school year (2016-17), how long have you worked as a district-level and/or school level
administrator?
Please do not include student practicum.
Years
a. Total amount of time as a district-level administrator
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b. Total amount of time as a district-level administrator in
current district
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c. Total amount of time as a school-level administrator
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2
i3. Since September 2011, how many different people have served as Superintendent (or acting/interim
Superintendent) in your district?
Please include the current superintendent.
__
Number of Superintendents since September 2011
3
i4. Are you a leader of a Charter school/district?
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2
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Yes
No
4
A. STATE CURRICULUM FRAMEWORKS
To protect confidentiality, survey responses will not be reported at the individual-level.
This module asks for your views on the alignment, support and implementation of the Massachusetts
Curriculum Frameworks (English Language Arts, Mathematics, and Revised Science and
Technology/Engineering) in your district.
A1. Please indicate your agreement with the following statements about the 2011 Massachusetts English
Language Arts (ELA) Curriculum Framework.
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
Don’t
Know
a. The current 2011 ELA Curriculum Framework
sets appropriate expectations for student
learning at each grade level.
1
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2
□
3
□
4
□
-1
□
b. The current 2011 ELA Curriculum Framework
positively affects the degree to which students
are prepared for college or career.
1
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2
□
3
□
4
□
-1
□
1
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2
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3
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4
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-1
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1
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2
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3
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4
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-1
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c. Teachers have made instructional shifts over
the last year to ensure students meet the
expectations of the state’s current 2011 ELA
Curriculum Framework.
d. ELA state assessments provide useful
information about how well students in my
district are mastering the state’s 2011 ELA
standards.
A2. Please indicate your agreement with the following statements about the 2011 Mathematics Curriculum
Framework.
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
Don’t
Know
a. The current 2011 Mathematics Curriculum
Framework sets appropriate expectations
for student learning at each grade level.
1
□
2
□
3
□
4
□
-1
□
b. The current 2011 Mathematics Curriculum
Framework positively affects the degree to
which students are prepared for college or
career.
1
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2
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3
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4
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-1
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1
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2
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3
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4
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-1
□
1
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2
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3
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4
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-1
□
c. Teachers in my district have made
instructional shifts over the last year to
ensure students meet the expectations of
the state’s current 2011 Mathematics
Curriculum Framework.
d. Mathematics state assessments provide
useful information about how well students
in my district are mastering the state’s 2011
Mathematics standards.
5
A3. Please indicate your agreement with the following statements about the 2016 Science and
Technology/Engineering (STE) Curriculum Framework.
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
Don’t
know
a. The current 2016 Science and
Technology/Engineering (STE) Curriculum
Framework sets appropriate expectations
for student learning at each grade level.
1
□
2
□
3
□
4
□
-1
□
b. The current 2016 STE Curriculum
Framework positively affects the degree to
which students are prepared for college or
career.
1
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2
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3
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4
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-1
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1
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2
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3
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4
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-1
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1
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2
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3
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4
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-1
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c. Teachers in my district have made
instructional shifts over the last year to
ensure students meet the expectations of
the state’s current 2016 STE Curriculum
Framework.
d. STE state assessments provide useful
information about how well students in my
district are mastering the state’s 2016 STE
standards.
A4. Please indicate the degree to which you think the following district or school resources are aligned to the
state Curriculum Frameworks.
Not At All
Aligned
Somewhat
Aligned
Aligned
Strongly
Aligned
Don’t
know
a. District-wide summative assessments
1
□
2
□
3
□
4
□
-1
□
b. Assessments created or selected by teachers
1
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2
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3
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4
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-1
□
c.
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3
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1
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1
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-1
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1
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-1
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1
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2
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3
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-1
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1
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2
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3
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4
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-1
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1
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2
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3
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4
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-1
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Mathematics textbooks used in your schools
d. English Language Arts textbooks used in your
schools
e. Science and Technology/Engineering textbooks
used in your schools
f.
Mathematics curriculum selected or developed
by your district
g. English Language Arts curriculum selected or
developed by your district
h. Science and Technology/Engineering curriculum
selected or developed by your district
i.
Professional development activities that
principals have or will participate in this school
year
6
A5. How much of the following resources would you like in the future, compared to what you have now?
Resource
is not
available
Resource is available
Compared to what I have now, I need:
Less
a. Curriculum resources aligned to the 2011 ELA
Curriculum Framework
b. Curriculum resources aligned to the 2011
Mathematics Curriculum Framework
c. Curriculum resources aligned to the 2016 Science
and Technology/Engineering Curriculum
Framework
d. Digital tools (on-line textbooks, webinars, videos,
on-line communities, applications, etc.)
e. Information about how state standards change
what students are expected to learn
f.
Information about how state standards change
what is expected of teachers’ instructional practice
g. Guidance on how to embed students’ social and
emotional learning into the district’s curricula
h. Professional development for principals on the
state standards
i. Other (specify): _______
Same
Amount
More
0
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2
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3
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0
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2
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3
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0
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2
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3
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0
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2
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3
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0
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2
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7
A6. To what extent is each of the following a challenge to your district’s efforts to implement the Massachusetts
Curriculum Frameworks in your district?
Not a
Challenge
Minor
Challenge
Moderate
Challenge
Major
Challenge
Not
Sure
a. Lack of support from parents
1
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2
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3
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4
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-1
□
b. Inadequate instructional resources
1
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2
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3
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4
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-1
□
c.
Principal turnover
1
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2
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3
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4
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-1
□
d. Teacher turnover
1
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2
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3
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4
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-1
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1
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2
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3
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4
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-1
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-1
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1
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2
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3
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-1
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3
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-1
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3
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4
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-1
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1
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2
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3
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4
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-1
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e. Lack of school resources needed to
provide extra help for struggling students
f. Level of difficulty of the Massachusetts
standards
g. Conflicting state initiatives
h. Deployment of resources (people, time,
and fiscal resources) to maximize teaching
and learning
i. Insufficient understanding of the
Massachusetts Curriculum Frameworks by
teachers
j. Insufficient understanding of the
Massachusetts Curriculum Frameworks by
principals
k.
Lack of high quality teaching
1
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2
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3
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4
□
-1
□
l.
Lack of high quality administrators
1
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2
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3
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4
□
-1
□
m. Amount of time required for additional
district-administered tests
1
□
2
□
3
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4
□
-1
□
8
A7. Please indicate your agreement with the following statements.
Disagree
Strongly
a. The district rewards or recognizes principals based on
their schools’ MCAS or PARCC scores.
b. The district rewards or recognizes teachers based on
their students’ MCAS or PARCC scores.
c.
The district rewards or recognizes principals based on
their schools’ implementation of the Massachusetts
Curriculum Frameworks.
d. The district rewards or recognizes teachers based on
their classroom implementation of the Massachusetts
Curriculum Frameworks.
e. There are negative repercussions for principals in my
district if their schools poorly implement the
Massachusetts Curriculum Frameworks.
f.
There are negative repercussions for teachers in my
district who poorly implement the Massachusetts
Curriculum Frameworks.
g. There are negative repercussions for me if students in
my school do not perform well on state standardized
assessments.
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
1
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2
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3
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4
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1
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2
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3
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4
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2
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4
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1
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2
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4
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1
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2
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3
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4
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1
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2
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3
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4
□
A8. Please indicate your agreement with the following statements about the 2011 English Language Arts (ELA)
Curriculum Framework.
Disagree
Strongly
a. The 2011 ELA Curriculum Framework clearly indicates
the content (topics and cognitive demands) teachers
should teach.
b. The 2011 ELA Curriculum Framework clearly indicates
the content (topics and cognitive demands) teachers
should not teach.
c. Teachers have received guidance from my district or
state that clearly indicates the order in which they
should teach each content area in the 2011 ELA
Curriculum Framework.
d. Teachers have received guidance from my district or
state that clearly indicates how much time they should
spend on each content area in the 2011 ELA
Curriculum Framework.
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
1
□
2
□
3
□
4
□
1
□
2
□
3
□
4
□
1
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2
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3
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4
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1
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2
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3
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4
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9
A9. Please indicate your
Framework.
agreement with the following statements about the 2011 Mathematics Curriculum
Disagree
Strongly
a. The 2011 Mathematics Curriculum Frameworks
clearly indicate the content (topics and cognitive
demands) teachers should teach.
b. The 2011 Mathematics Curriculum Frameworks
clearly indicates the content (topics and cognitive
demands) teachers should not teach.
c. Teachers have received guidance from my district or
state that clearly indicates the order in which they
should teach each content area in the 2011
Mathematics Curriculum Frameworks.
d. Teachers have received guidance from my district or
state that clearly indicates how much time they should
spend on each content area in the 2011 Mathematics
Curriculum Frameworks.
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
1
□
2
□
3
□
4
□
1
□
2
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3
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4
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1
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2
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3
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4
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1
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2
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3
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4
□
A10. Including this current school year, how much longer do you believe each of the following will remain in
effect?
1 – 2 years
a. The current 2011 English Language Arts
Curriculum Framework
b. The current 2011 Mathematics Curriculum
Framework
c. The current 2016 Science and
Technology/Engineering Curriculum Framework
d. The next generation MCAS test
3 years
4 years
5+ years
1
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2
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3
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4
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1
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2
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3
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4
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2
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1
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3
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4
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10
B. EDUCATOR GROWTH AND DEVELOPMENT
The Educator Growth and Development section of the survey is divided into two parts. The first part of this
section (Module B) asks for your views on opportunities for educator growth and development used in your
schools or district. The second part of the section (Module C) asks for your views on the role of evaluation in
supporting educator growth and development during the 2016-2017 school year (including summer 2016).
B1. Indicate your agreement with the following statements about the impact of the professional development
activities that were offered to teachers in your district during the 2016-17 school year (including summer 2016).
The professional development activities are…
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
a. improving teachers’ content knowledge
of the academic subjects they teach.
1
□
2
□
3
□
4
□
b. advancing teachers’ understanding of
effective instructional strategies.
1
□
2
□
3
□
4
□
1
□
2
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3
□
4
□
d. helping teachers improve their teaching
of the current state curriculum
frameworks.
1
□
2
□
3
□
4
□
e. helping teachers use the analyses of
student performance data to identify the
needs of struggling students.
1
□
2
□
3
□
4
□
f. helping teachers address the social and
emotional needs of their students.
1
□
2
□
3
□
4
□
g. helping teachers teach content aligned
to the current curriculum frameworks to
students with disabilities.
1
□
2
□
3
□
4
□
h. helping teachers teach content aligned
to the current curriculum frameworks to
English Language Learners.
1
□
2
□
3
□
4
□
i. well-aligned to the MA Standards and
Indicators of Effective Teaching.
1
□
2
□
3
□
4
□
j. Other (specify)
__________________________________
1
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2
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3
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4
□
c. having a lasting impact on teachers’
classroom instruction.
11
B2. During the 2016-17 school year (including summer 2016), how often has your district engaged in the
following activities to evaluate the quality of its professional development offerings to teachers?
SELECT ONE RESPONSE PER ROW
Never
a. Solicited informal feedback from teachers on
the professional development activities
b. Examined whether professional development
correlates to gains in student achievement
c. Solicited formal evaluations from teachers on
the professional development activities
d. Conducted observations of instructional
practice
Rarely
Sometimes
Often
Don’t
Know
1
□
2
□
3
□
4
□
-1
□
1
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2
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3
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4
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-1
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1
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2
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3
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4
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-1
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1
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2
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3
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4
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-1
□
B3. Of all the professional development for teachers provided in your district, what percentage is developed inhouse by your district?
______% (enter #)
12
B4. To help students master the Massachusetts’ state standards, to what extent could teachers in your district
benefit from support in the following areas?
To help students master the Massachusetts’ state
standards, teachers need support to…
a. implement accommodations, modifications, and specially
designed instruction as described in students’ Individualized
Education Plans.
b. implement strategies to specifically address the instructional
needs of English language learners.
c.
supplement core teaching strategies with additional
supports for students with varying intensity of academic
need.
d. implement inclusive practices to support the needs of all
learners in core academic areas.
Not At All
Minimal
Extent
Moderate
Extent
Large
Extent
1
□
2
□
3
□
4
□
1
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2
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3
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4
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1
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3
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4
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1
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2
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3
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4
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B5. To help students master the Massachusetts’ state standards, to what extent could principals in your district
benefit from support in the following?
Principals could benefit from strategies to…
a. support teachers as they integrate the development of
students’ social and emotional competencies into their
lesson content (e.g., self-awareness and management,
social awareness and relationship skills, and responsible
decision-making).
b. integrate the development of students’ social and emotional
competencies into their instructional leadership, and schoolwide systems and structures.
c.
support students with different types of social and emotional
learning needs within their school.
Not At All
Minimal
Extent
Moderate
Extent
Large
Extent
1
□
2
□
3
□
4
□
1
□
2
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3
□
4
□
1
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2
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3
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4
□
13
B6. Thinking of your district’s student support system, to what extent could it benefit from district-wide support
in the following areas?
Not At All
a.
Connecting students with different intensities of academic
need to appropriate interventions
b.
Connecting students with different intensities of social and
emotional/behavioral need to appropriate interventions
c.
Monitoring the impact of academic interventions on the
progress of individual students
d.
Monitoring the impact of social emotional/behavioral
interventions on the progress of individual students
Minimal
Extent
Moderate
Extent
Large
Extent
1
□
2
□
3
□
4
□
1
□
2
□
3
□
4
□
1
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2
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3
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4
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1
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2
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3
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4
□
14
C. EDUCATOR GROWTH AND DEVELOPMENT
The second part of the Educator Growth and Development section (Module C) asks for your views on the role of
evaluation in supporting educator growth and development in your schools or district. It first asks for your views
on the role of evaluation in supporting principal growth and development. It then asks for your views on the role
of evaluation in supporting teacher growth and development in your district.
C1. Please indicate your agreement with the following statements about the principal evaluation system used in
your district.
Disagree
Strongly
a. The principal evaluation system is effective in
identifying outstanding school leaders.
b. The principal evaluation system is effective in
identifying school leaders who are struggling.
c. The principal evaluation system helps the district
identify specific areas where the district can
improve academic learning.
d. The principal evaluation system helps the district
identify specific areas where the district can
improve school leadership.
e. The principal evaluation system helps the district
identify specific areas where the district can
improve student social and emotional learning.
f. Educators’ personal SMART goals are aligned to
school and district goals.
g. The Massachusetts’ Standards and Indicators of
Effective Administrative Leadership capture the
most important aspects of being an administrator.
h. Overall, the evaluation system used in my district
for assessing administrators generates fair
results.
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
1
□
2
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3
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4
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1
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2
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3
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15
This next series of questions asks your views on the role of evaluation in supporting teacher growth and
development in your district.
C2. Indicate your agreement with the following statements about the teacher evaluation system in your
district.
The district’s teacher evaluation system helps…
a. teachers identify specific areas where they can improve
student learning.
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
1
□
2
□
3
□
4
□
1
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2
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3
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4
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1
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2
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3
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4
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1
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2
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3
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4
□
e. teachers use better assessment practices (such as
getting better at setting student learning goals, monitoring
progress, and providing students with feedback).
1
□
2
□
3
□
4
□
f. promote constructive conversations between teachers
and their evaluators.
1
□
2
□
3
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4
□
1
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2
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3
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4
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1
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2
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3
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4
□
i. the district recognize and reward exemplary teachers.
1
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2
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3
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4
□
j. the district assign teachers to classes/students.
1
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2
□
3
□
4
□
k. the district assign teachers across schools.
1
□
2
□
3
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4
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b. teachers identify specific areas where they can improve
their practice.
c. teachers make instruction accessible to all learners.
d. teachers identify specific areas where they can further
develop students’ social and emotional competencies
(e.g., self-awareness and management, social
awareness and relationship skills, and responsible
decision-making).
g. maintain a high bar for teachers to receive Professional
Teacher Status.
h. the district determine whether teachers receive teacher
leadership opportunities.
16
C3.1. When implementing your district’s educator evaluation system this school year, which of the following
procedures does your district employ?
SELECT ALL THAT APPLY
1
2
3
4
5
□
□
□
□
□
8
□
□
□
9
□
6
7
□
11 □
10
All evaluators are equipped with relevant classroom observation protocols.
All evaluators received training in how to use the observation protocols.
All evaluators received training to calibrate practice related to conducting observations.
All evaluators received training to calibrate practice related to providing high quality feedback.
All evaluators are assessed to determine the extent they are applying the evaluation system
validly and reliably.
All educators are observed multiple times.
All educators are observed by more than one observer during the school year.
The district collects and organizes evaluation information (evidence, feedback, etc.) in an online
platform.
The district uses the results of the evaluation system to plan training for educators for the next
school year.
Other (specify) ________________________________________________
None of the above
17
C3.2. Please evaluate the usefulness of the following ESE resources in supporting implementation of your
district’s educator evaluation system during this school year.
Never
Heard of
This
Resource
a. ESE’s Calibration Video Library (42
classroom instruction videos)
b. ESE’s Transforming Educator
Evaluation in Massachusetts (TEEM)
Video Series
c. ESE’s Developing Common Measures
Guidance and Example Assessments
d. ESE’s Model Feedback Surveys
e. ESE’s Massachusetts Educator
Evaluation Framework Video Series
f. ESE’s Training Workshops for
Teachers
g. ESE’s Training Modules for Evaluators
h. ESE’s Educator Effectiveness
newsletter
Heard of
Resource
but
Haven’t
Used It
Used
Resource
but Found
It NOT
Useful
Found
Resource
Useful
Found
Resource
Very
Useful
1
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2
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3
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4
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5
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1
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2
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3
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4
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5
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2
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3
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3
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5
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5
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2
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3
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4
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5
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i. Guidebook for Inclusive Practices
1
j. Teachers’ Top 3
1
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□
1
□
k. Other (specify)
2
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2
□
2
_______________________________________________
3
□
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3
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3
4
□
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4
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4
5
□
□
5
□
5
18
C4. Below is a series of statements about the teacher evaluation system used in your district. To what extent do
you agree with the following statements?
SELECT ONE RESPONSE PER ROW
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
Don’t
Know
a. The Massachusetts’ Standards and
Indicators of Effective Teaching capture
the most important aspects of being a
teacher.
1
□
2
□
3
□
4
□
-1
□
b. The descriptors used in the teacher
performance rubric clearly differentiate
between the four performance levels.
1
□
2
□
3
□
4
□
-1
□
c. The evaluation system used in my district
is effective in identifying outstanding
teachers.
1
□
2
□
3
□
4
□
-1
□
d. The evaluation system used in my district
is effective in identifying teachers who are
struggling.
1
□
2
□
3
□
4
□
-1
□
e. The district’s evaluation staff has the
appropriate content knowledge to
evaluate teacher performance.
1
□
2
□
3
□
4
□
-1
□
f. The evaluation system used in my district
is an effective tool to support teacher
growth and development.
1
□
2
□
3
□
4
□
-1
□
1
□
2
□
3
□
4
□
-1
□
g. Overall, the evaluation system used for
assessing teachers generates fair results.
C5. Please indicate your agreement with the following statements about the use of student and staff feedback in
an educator evaluation system.
SELECT ONE RESPONSE PER ROW
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
Don’t
Know
a. Student feedback is a useful component
of a teacher’s evaluation.
1
□
2
□
3
□
4
□
-1
□
b. Staff feedback is a useful component of
an administrator’s evaluation.
1
□
2
□
3
□
4
□
-1
□
19
C6.1. These statements relate to student and staff feedback that is used in your district’s evaluation system.
Please indicate the percentage of educators within your district who do the following.
0-25%
a. Teachers in my district who collect
student feedback (e.g., surveys, exit
tickets, group discussions) as evidence in
their evaluation process.
b. Teachers in my district who use ESE’s
model student feedback surveys.
c. Administrators in my district who collect
staff feedback as evidence in their
evaluation process.
26-50%
51-75%
76-100%
Don’t
Know
1
□
2
□
3
□
4
□
-1
□
1
□
2
□
3
□
4
□
-1
□
1
□
2
□
3
□
4
□
-1
□
C6.2. How does your district want teachers to use student feedback?
SELECT ALL THAT APPLY
1
2
3
4
5
□
□
□
□
□
For self-assessment/self-reflection
To inform goal-setting
For formative assessment
To inform summative ratings
As evidence of practice in the evaluation process
20
C7.1. Please indicate the percentage of educators within your district who have common assessments that are
used as evidence in the district’s educator evaluation system.
0-25%
Percent of
Educators
1
□
26-50%
2
51-75%
□
3
Don’t
Know
76-100%
□
4
□
-1
□
C7.2.Indicate your agreement with the following statements about the common assessments used as evidence in
your district’s educator evaluation system.
Disagree
Strongly
a. The common assessments used as evidence to
inform the evaluation of teachers are well
aligned to the content they teach.
b. The common assessments used as evidence to
inform the evaluation of non-instructional staff
are well aligned to their roles.
c. The common assessments used as evidence to
inform the evaluation of administrators are well
aligned to their roles.
d. The common assessments set clear
benchmarks for student performance at each
grade level.
e. The district is using data from common
assessments to improve student learning.
f.
The district is using data from common
assessments to improve educator practice.
g. The district is using data from common
assessments to assess the impact of academic
interventions on individual students.
h. The district is using data from common
assessments to assess the impact of social and
emotional/behavioral interventions on individual
students.
i.
Data from the common assessments are a
useful part of an educator’s evaluation.
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
Don’t
Know
1
□
2
□
3
□
4
□
-1
□
1
□
2
□
3
□
4
□
-1
□
1
□
2
□
3
□
4
□
-1
□
1
□
2
□
3
□
4
□
-1
□
1
□
2
□
3
□
4
□
-1
□
1
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2
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3
□
4
□
-1
□
1
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2
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3
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4
□
-1
□
1
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2
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3
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4
□
-1
□
1
□
2
□
3
□
4
□
-1
□
21
D. SOCIAL and EMOTIONAL LEARNING
This section (Module D) asks for your views on the social and emotional learning supports and resources in your
district.
D1. Please rate your agreement with the following statements about social and emotional learning (SEL) across
your district. If you do not have the resource (e.g., district support team, or SEL instruction and/or supports)
available in your district/school, please use “not applicable” to respond.
Not Applicable
a. Staff in my district are proficient in
providing core social and emotional
learning (SEL) instruction to all
students.
b. Staff in my district are proficient in
providing supplemental SEL supports
(in addition to core SEL instruction) to
students who need them.
c. Staff in my district are proficient in
providing and/or connecting intensive
SEL supports (in addition to core SEL
instruction) to students who need
them.
d. In addition to addressing students’
academic needs, my district’s student
support team uses data to develop
students’ SEL support plans.
e. In addition to addressing students’
academic needs, my district’s student
support team uses data to monitor
students’ SEL support plans.
f. Teachers consult/work with other
personnel (psychologists, counselors)
in my school/district and/or community
to provide SEL supports for all
students.
g. My district has explicit systems in
place to engage and collaborate with
families to develop students’ SEL
competencies (e.g., self-awareness
and management, social awareness
and relationship skills, and
responsible decision-making).
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
Don’t
Know
0
□
1
□
2
□
3
□
4
□
-1
□
0
□
2
□
3
□
4
□
5
□
-1
□
0
□
2
□
3
□
4
□
5
□
-1
□
0
□
2
□
3
□
4
□
5
□
-1
□
0
□
2
□
3
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4
□
5
□
-1
□
0
□
2
□
3
□
4
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5
□
-1
□
0
□
2
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3
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4
□
5
□
-1
□
22
D2. To what extent do you agree with each of the following statements regarding ESE’s performance during the
2016-2017 school year relative to SEL policies and programs?
ESE…
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
Don’t
Know
a. provides resources (e.g., guidance, professional
development) that help schools improve students’
social and emotional learning.
1
□
2
□
3
□
4
□
-1
□
b. communicates about the importance of developing
students’ SEL competencies in order to help prepare
students for success after high school.
1
□
2
□
3
□
4
□
-1
□
23
E. ESE OVERALL SUPPORT
This section (Module E) asks for your views on ESE supports and resources.
E1.To what extent has ESE’s contact with your district focused on ensuring compliance as opposed to providing
assistance? Base your response on your district’s recent experience with ESE.
Predominantly
Compliance
1
□
2
□
Predominantly
Assistance
3
□
4
□
5
□
6
□
7
□
8
□
9
□
Don’t
Know
-1
□
E2. To what extent do you agree with each of the following statements regarding ESE’s performance during the
2016-2017 school year relative to policies and programs?
Disagree
Strongly
Disagree
Somewhat
Agree
Somewhat
Agree
Strongly
Don’t
Know
a. ESE provides services in a coherent,
well-coordinated fashion.
1
□
2
□
3
□
4
□
-1
□
b. ESE communicates in a coherent,
well-coordinated fashion.
1
□
2
□
3
□
4
□
-1
□
1
□
2
□
3
□
4
□
-1
□
d. ESE consolidates planning requirements to
make it easier for districts to work from a
single district-wide strategic plan.
1
□
2
□
3
□
4
□
-1
□
e. ESE’s grant programs and applications
encourage my district to connect grant-funded
activities to our district strategic plan.
1
□
2
□
3
□
4
□
-1
□
1
□
2
□
3
□
4
□
-1
□
1
□
2
□
3
□
4
□
-1
□
1
□
2
□
3
□
4
□
-1
□
c. ESE is effective in its efforts to improve the
overall quality of public K-12 education.
f. ESE’s policies, programs, and grants
encourage my district to use data and
evidence in selecting interventions and
initiatives.
g. ESE’s policies, programs, and grants
encourage my district to generate data and
evidence about the implementation and
impact of our work.
h. ESE’s instruction-focused programs and
services promote a coherent set of
instructional practices that help students meet
the standards included in the current
Massachusetts curriculum frameworks.
Examples of instruction-focused programs and services include professional development and supports from
the offices of curriculum and instruction, English language learners, and special education; services provided by
the regional math and literacy specialists; grant programs such as Focus on Early Literacy; and annual statewide
convenings.
24
E3. Please use this space to provide context to your survey responses and/or to provide ESE with any
suggestions that could be used to help ESE improve its programs and/or services to districts and schools.
25
F. CHARTER SCHOOL LEADERS ONLY
F1. To what extent to you agree with the following statements about the Office of Charter Schools and School
Redesign (OCSSR)?
The Office of Charter Schools and School Redesign
(OCSSR)…
Disagree
Strongly
a. has an effective system for charter school
accountability.
c.
d.
Agree
Strongly
Don’t
Know
□
2
□
3
□
4
□
-1
□
1
□
2
□
3
□
4
□
-1
□
1
□
2
□
3
□
4
□
-1
□
1
□
2
□
3
□
4
□
-1
□
1
□
2
□
3
□
4
□
-1
□
e. communicates proactively when there are
important policy or regulatory changes.
Agree
Somewhat
1
b. uses reliable and valid evidence to support its
renewal decisions (e.g., site visits, annual reports,
financial statements, etc.).
facilitates engagement between districts and
charter schools to ensure effective models and
practices are shared.
provides accurate information in response to my
questions.
Disagree
Somewhat
26
THANK YOU VERY MUCH FOR YOUR TIME AND COOPERATION.
27