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pdfB-2. Draft Protocol—School Data Culture Survey
This survey will be administered to both treatment and control schools to estimate the impact of
EWIMS on school level outcomes.
This attachment provides additional information on the draft protocols to measure School Data
Culture. Table B-1 presents the reliability of the subscales and Key Dimensions of School Data
Culture for principals and the reliability of the subscales and scales measuring principals’ report
of School Data Culture. Cronbach’s alpha was calculated for each subscale and scale. It is
generally accepted that Cronbach’s alphas above 0.70 indicate adequate internal consistency
among the items in a scale.
The reliability statistics of each scale and the number of survey items in each scale are shown
below. The alpha statistic for all scales and subscales measuring School Data Culture (Context,
Supports for Data Use, and Barriers to Data Use) is above 0.70, suggesting adequate reliability.
Although ED’s contractor will revise items to fit the needs of the EWIMS evaluation, these
Cronbach’s alphas are promising for the internal consistency of the revised School Data Culture
Scale.
Table B-1. Reliability Estimates of Principals’ Key Dimensions of
Data Use Scales and Subscales
Key
Dimension
Scale
Survey
item N
Cronbach’s Alpha
Reading
instruction –
specific
Math
instruction–
specific
32
0.87
0.87
Assessment/Instructional Context
23
0.82
0.81
State, District, and School Data
Culture
9
0.84
51
0.92
Data Infrastructure
8
0.82
Organizational Supports
31
0.90
Staffing/Human Resources
12
0.93
13
0.76
Subscales within each Key
Dimension scale
Context
Supports for Data Use
Barriers to Data Use
General
principal
responses
Sample size: N = 212 Principals.
Note: The Supports for Data Use scale and Barriers to Data Use scale did not contain survey items that were reading
or mathematics specific.
School-Level Instructional Response is a subscale specific to the Principal Survey.
Paperwork Burden Statement
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of
information unless such collection displays a valid Office of Management and Budget (OMB) control
number. The valid OMB control number for this information collection is XXXX-XXXX. The time
required to complete this information collection is estimated to average 60 minutes per response. This
information collection is voluntary. If you have any comments concerning the accuracy of the time
estimate(s) or suggestions for improving this form, please write to: U.S. Department of Education,
Washington, DC 20202–4651. If you have comments or concerns regarding the status of your individual
submission of this form, write directly to: Christopher Boccanfuso, U.S. Department of Education,
Institute of Education Sciences, Room 506D, 555 New Jersey Ave. NW, Washington, DC 20208-5500.
Per the policies and procedures required by the Education Sciences Reform Act of 2002, Title I, Part E,
Section 183, responses to this data collection will be used only for statistical purposes. The reports
prepared for this study will summarize findings across the sample and will not associate responses with a
specific district or individual. Any willful disclosure of such information for nonstatistical purposes,
except as required by law, is a class E felony.
Survey Items
1. How much do you agree or disagree with the following statements about your school’s
priorities about using data?
Strongly
disagree
Disagree
Agree
Strongly
agree
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a. This school has clear goals for using data to
improve student outcomes
b. The school’s data use policies help us address
student needs at our school.
c. This school has adequate resources (e.g. time,
staff, money) to facilitate teachers’ use of
data.
d. This school has adequate professional
development to give teachers the skills to
access, interpret, and make decisions about
data.
2. Now consider the professional climate in your school. To what extent do you agree or
disagree with each of the following statements?
Strongly
disagree
Disagree
Strongly
agree
Agree
a. Educators in this school are continually
learning and seeking new ideas.
b. Educators are engaged in systematic analysis
of student data.
c. Educators in this school work hard to match
students with interventions that will meet
their individual needs
d. Assessment of student performance leads to
changes in programming.
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e. Educators in this school regularly examine
student data.
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3. To what extent do you agree or disagree with the following statements about your school
leadership team (e.g. principal, assistant principals, other key administrators)?
The school leadership team…
a. Encourages teachers to make decisions based
on data.
b. Facilitates conversations about using student
data
c. Commits adequate resources to help teachers
interpret and use the student data
d. Places too much emphasis on using the
student data
Strongly
disagree
Disagree
Agree
Strongly
agree
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4. Please read the following response options and pick the one that best reflects the degree of
support for data use provided by the school leadership team:
o
Not at all supportive: Does not make the student data a priority. There is limited
discussion of the data with staff.
o
Not very supportive: Occasional support for the student data use in faculty and staff
discussions, but administrators do not see using the student data as central to the school’s
mission.
o
Supportive: Administration is supportive of teacher’s efforts, speaks positively about
the student data with staff, problem-solves obstacles to using the student data, uses the
system themselves.
o
Very supportive: Administration is a “cheerleader” for the student data, effectively
supports staff use of the system, and sees it as central to school mission.
5. About how often does your school have scheduled meeting time to review student data
(e.g., in staff meetings, in data team meetings)?
About
once a
week
1–2
times
per
month
1–2
times
per
quarter
Once
a year
My
school
does
provide
time for
this
a. Review student data (e.g., state test scores,
student work, curriculum-based unit tests)
b. Discuss individual student achievement
c. Discuss student achievement by subgroup (e.g.
students with disabilities, ELL/LEP, gender,
race/ethnicity)
d. Discuss and share instructional strategies
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e. Assign students to interventions
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f.
Discuss students’ progress in interventions
6. In the last 12 months, how much professional development was offered to your staff that
focused on using data to inform educational decisions?
No PD
provided
on this
topic
Minor
emphasis
Moderate
emphasis
Major
emphasis
a. Linking student data to classroom practice
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b. Analyzing student data
c. Identifying strengths or weaknesses of their
own teaching
d. Incorporating student data into lesson
planning
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No PD
provided
on this
topic
Minor
emphasis
Moderate
emphasis
Major
emphasis
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e. Using data to target interventions for lowperforming students
f. Using data to target interventions for highperforming students
g. Understanding how data can be used to guide
instruction
7. How many teachers at your school have the following characteristics?
None
Some
About
half
Most
All
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a. The ability to use data from student
assessments
b. The ability to analyze trends in
individual student performance over
time
c. The ability to analyze trends in
classroom-level performance over
time
d. The ability to translate data into
knowledge about student strengths and
weaknesses
e. The ability to make instructional
changes based on data
8. This question concerns how teachers interact with each other in your school. Please indicate
the extent to which your teachers do each of the following:
Not at all
To a
slight
extent
To a
moderate
extent
To a
great
extent
a. Meet together to look at trends in the data (or
analyze data)
b. Share ideas about using data to improve
teaching with other teachers
c. Share and discuss student work with other
teachers
d. Discuss particular lessons that were not very
successful
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e. Discuss beliefs about teaching and learning
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9. Please rate how much you agree or disagree with the following statements.
Not at all
To a slight
extent
To a
moderate
extent
To a great
extent
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a. Teachers and administrators work together to
review student data.
b. Decisions about students’ enrollment in
interventions and supports are made as a
team.
c. Teachers work together to identify their
students strengths and weaknesses.
d. Administrators and teachers work together
to support their at-risk students.
e. Teachers prefer to review data on their
students independently.
f. At this school, data review is a team effort.
10. To what extent do the following factors hinder your ability to use student data to inform
instruction and interventions?
Not at
all
To a
minor
extent
To a
moderate
extent
To a
great
extent
a. Lack of time to study and think about available data
b. Lack of time to collaborate with others in analyzing
and interpreting data
c. Lack or professional development or training on how
to use the dashboards
d. Personal discomfort with data analysis
e. Lack of technology (e.g., access to computer with
reliable internet connection)
f. Insufficient amount of data
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g. Data provided too late for use
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h. The data in the system are inaccurate
i. The pacing guides are too rigid to really allow me to
re-teach or adapt my instruction to data
j. Other (please specify)
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11. Which of the following best describes your role at your school?
o Principal
o Assistant principal
o Guidance counselor
o Other school administrator (please specify) _______________________________
12. How long have you been teaching? If this is your first year teaching please select “one.”
o Total number of years:_____(drop down menu 1 through 25 or more)
13. What is the highest level of education you have completed?
o
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o
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Bachelor's degree
Master's degree
Professional degree (Ed.D., Ph.D.)
Other (please specify)_________________________________________________
| File Type | application/pdf |
| Author | afaria |
| File Modified | 2013-10-29 |
| File Created | 2013-10-29 |