@ -93,6 +93,7 @@ Community & Wellbeing,5,"Measures the development of traits relevant for student
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,,,Students,,TRUE,TRUE,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,s-sper-q3,,,,Q61,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,,,Students,,TRUE,TRUE,"Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?",s-sper-q2,,,,Q60,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,,,Students,,TRUE,TRUE,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,s-sper-q1,,,,Q59,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Students,,TRUE,TRUE,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,s-sbel-q5,,,,Q49,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Students,,TRUE,TRUE,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,s-sbel-q4,,,,Q48,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Students,,TRUE,TRUE,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,s-sbel-q3,,,,Q46,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,,,Students,,TRUE,TRUE,"At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?",s-sbel-q2,,,X,Q45,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
@ -165,7 +166,7 @@ Resources,3,"Measures the adequacy of a school's facility, personnel, and curric
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,,,Teachers,,TRUE,TRUE,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,t-peng-q4,,,,#N/A,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,Teacher Communication - Parent,Draws on anonymous parent reports about whether there are adequate opportunities to meet with their child(ren)'s teachers. ,Parents,New scale - teacher communication,TRUE,TRUE,"There are adequate opportunities to meet with my
child(ren)'s teacher(s), e.g., parent-teacher conferences?",,,,,,,,p-tcom-q1,,,,Q20,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,Teacher Communication - Parent,Draws on anonymous parent reports about whether there are adequate opportunities to meet with their child(ren)'s teachers. ,Parents,New scale - teacher communication,TRUE,TRUE,There is an opportunity to meet with my child's teacher if I would like to (either in person or virtually)?,,,,,,,,p-tcom-q2,,,,Q20,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,Teacher Communication - Parent,Draws on anonymous parent reports about whether there are adequate opportunities to meet with their child(ren)'s teachers. ,No source,New scale - teacher communication,TRUE,FALSE,There is an opportunity to meet with my child's teacher if I would like to (either in person or virtually)?,,,,,,,,p-tcom-q2,,,,Q20,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,Teacher Communication - Parent,Draws on anonymous parent reports about whether there are adequate opportunities to meet with their child(ren)'s teachers. ,Parents,New scale - teacher communication,TRUE,TRUE,"I feel comfortable requesting a meeting with my child(ren)'s teacher(s), if I would like to.",,,,,,,,p-tcom-q3,,,,Q100,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,,,Teachers,,TRUE,TRUE,"How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?",t-ceng-q1,,,,#N/A,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,,,Teachers,,TRUE,TRUE,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,t-ceng-q2,,,,#N/A,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
1
Category
Category ID
Category Description
Category Short Description
Subcategory
Subcategory ID
Subcategory Description
Measures
Measure Description
Measure ID
Scale Name
Scale Description
Source
Source Notes
Show items in accordion?
Active admin & survey items
Question/item (23-24)
Question/item (22-23)
Question/item (21-22)
Question/item (20-21)
Original Item (19-20 surveys)
Original Item (18-19 surveys)
Original Item (17-18 surveys)
Original Item (16-17 surveys)
Survey Item ID
Reverse Scored
HS only admin item?
On Short Form?
Qualtrics ID
Next steps - Parent survey
Admin Data Benchmark (Absolute)
Admin Data Unit (Absolute)
Item Warning High
Item Watch Low
Item Watch High
Item Growth Low
Item Growth High
Item Approval Low
Item Approval High
Item Ideal Low
93
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student Sense of Belonging
Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
Students
TRUE
TRUE
At your school, how accepted do you feel by the other students?How well do people at your school understand you?
At your school, how accepted do you feel by the other students?How well do people at your school understand you?
At your school, how accepted do you feel by the other students?How well do people at your school understand you?
At your school, how accepted do you feel by the other students?How well do people at your school understand you?
At your school, how accepted do you feel by the other students?How well do people at your school understand you?
At your school, how accepted do you feel by the other students?How well do people at your school understand you?
At your school, how accepted do you feel by the other students?How well do people at your school understand you?
At your school, how accepted do you feel by the other students?How well do people at your school understand you?
s-sbel-q2s-sbel-q3
X
Q45Q46
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
94
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student Sense of Belonging
Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
Students
TRUE
TRUE
Overall, how much do you feel like you belong at your school?At your school, how accepted do you feel by the other students?
Overall, how much do you feel like you belong at your school?At your school, how accepted do you feel by the other students?
Overall, how much do you feel like you belong at your school?At your school, how accepted do you feel by the other students?
Overall, how much do you feel like you belong at your school?At your school, how accepted do you feel by the other students?
Overall, how much do you feel like you belong at your school?At your school, how accepted do you feel by the other students?
Overall, how much do you feel like you belong at your school?At your school, how accepted do you feel by the other students?
Overall, how much do you feel like you belong at your school?At your school, how accepted do you feel by the other students?
Overall, how much do you feel like you belong at your school?At your school, how accepted do you feel by the other students?
s-sbel-q1s-sbel-q2
X
Q44Q45
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
95
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student Sense of Belonging
Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
Students
FALSETRUE
TRUE
My teacher gives me help when I need it.Overall, how much do you feel like you belong at your school?
My teacher gives me help when I need it.Overall, how much do you feel like you belong at your school?
Overall, how much do you feel like you belong at your school?
Overall, how much do you feel like you belong at your school?
Overall, how much do you feel like you belong at your school?
Overall, how much do you feel like you belong at your school?
Overall, how much do you feel like you belong at your school?
Overall, how much do you feel like you belong at your school?
s-sbel-es9s-sbel-q1
Q44
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
96
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student Sense of Belonging
Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
Students
FALSE
TRUE
My teacher gives me help when I need it.
My teacher gives me help when I need it.
s-sbel-es9
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
97
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Academic Orientation
2C
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
Valuing of Learning
Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.
2C-i
Admin Data
MA DESE, 2019-20
TRUE
TRUE
Chronic absence rate
Chronic absence rate
Chronic absence rate
Chronic absence rate
Chronic absence rate
Chronic absence rate
Chronic absence rate
Chronic absence rate
a-vale-i1
X
#N/A
10
number
2.98
2.99
3.49
3.5
3.99
4
4.8
4.81
98
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Academic Orientation
2C
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
Valuing of Learning
Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.
2C-i
Admin Data
Constructed by MCIEA staff
TRUE
TRUE
Average daily attendance
Average daily attendance
Average daily attendance
Average daily attendance
Average daily attendance
Average daily attendance
Average daily attendance
Average daily attendance
a-vale-i2
#N/A
90
number
2.98
2.99
3.49
3.5
3.99
4
4.8
4.81
99
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
Student Sense of Belonging
Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
Students
FALSE
TRUE
There are grownups at my school who care about me.
There are grownups at my school who care about me.
s-sbel-es8
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
166
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
Community Involvement & External Partners
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3C-ii
Teachers
TRUE
TRUE
How effectively does this school respond to the needs and values of the surrounding community?
How effectively does this school respond to the needs and values of the surrounding community?
How effectively does this school respond to the needs and values of the surrounding community?
How effectively does this school respond to the needs and values of the surrounding community?
How effectively does this school respond to the needs and values of the surrounding community?
How effectively does this school respond to the needs and values of the surrounding community?
How effectively does this school respond to the needs and values of the surrounding community?
How effectively does this school respond to the needs and values of the surrounding community?
t-ceng-q2
#N/A
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
167
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
Community Involvement & External Partners
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3C-ii
Teachers
TRUE
TRUE
To what extent are all groups of parents represented in the governance of the school?
To what extent are all groups of parents represented in the governance of the school?
To what extent are all groups of parents represented in the governance of the school?
To what extent are all groups of parents represented in the governance of the school?
To what extent are all groups of parents represented in the governance of the school?
To what extent are all groups of parents represented in the governance of the school?
To what extent are all groups of parents represented in the governance of the school?
To what extent are all groups of parents represented in the governance of the school?
t-ceng-q3
#N/A
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
168
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
Community Involvement & External Partners
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3C-ii
Teachers
TRUE
TRUE
Overall, how effectively does this school connect with the community?
Overall, how effectively does this school connect with the community?
Overall, how effectively does this school connect with the community?
Overall, how effectively does this school connect with the community?
Overall, how effectively does this school connect with the community?
Overall, how effectively does this school connect with the community?
Overall, how effectively does this school connect with the community?
Overall, how effectively does this school connect with the community?
t-ceng-q4
#N/A
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
169
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
Community Involvement & External Partners
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3C-ii
School-Family Communication - Parent
Draws on anonymous parent reports about their access to important information about the school, including the staff responsiveness to parent questions.
Parents
Confirmed by EFA
TRUE
TRUE
I know who to contact when I have a school-related
question.
p-comm-q1
Q17
Update survey item ID in qualtrics
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
170
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
Community Involvement & External Partners
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3C-ii
School-Family Communication - Parent
Draws on anonymous parent reports about their access to important information about the school, including the staff responsiveness to parent questions.
Parents
confirmed by EFA
TRUE
TRUE
I know how to find important information and news about
my child(ren)'s school.
p-comm-q2
Q31
Update survey item ID in qualtrics
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
171
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
Community Involvement & External Partners
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3C-ii
School-Family Communication - Parent
Draws on anonymous parent reports about their access to important information about the school, including the staff responsiveness to parent questions.
Parents
confirmed by EFA
TRUE
TRUE
In general, when I ask a question, I get a response in a
timely fashion.
p-comm-q3
Q66
Update survey item ID in qualtrics
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
172
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
Community Involvement & External Partners
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3C-ii
School-Family Communication - Parent
Draws on anonymous parent reports about their access to important information about the school, including the staff responsiveness to parent questions.
Parents
confirmed by EFA
TRUE
TRUE
The current emailed newsletters (from the principal,
superintendent, PTO, school counselors, etc.) are effective
in sharing information with the community.
Nelson Jovel
1 year ago