| Your building data will be automaticly merged into the OSPI report just as you see here. The "raw" data will also be attached. | ||||||||||||||||||||||||||
| OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Title II Old Capitol Building PO Box 47200 Olympia, WA 98504-7200 TITLE II TEACHER AND PRINCIPAL QUALITY TEACHER AND PRINCIPAL NEEDS ASSESSMENT SURVEY TEACHER SURVEY | ||||||||||||||||||||||||||
| District My District #123 Building Building One _ Directions: For each subject matter area you are responsible for teaching, rate your need for professional development in the shaded “K” column (knowledge of subject matter) and the unshaded “T” column for teaching skills. Rate each applicable item 1–4 (whole numbers only please) 1= least need; 4=greatest need. | ||||||||||||||||||||||||||
| Mathematics | ||||||||||||||||||||||||||
| Enter Total Number of Teachers Completing this Survey by Grade Level | 7 | 13 | 12 | 14 | 17 | 18 | 17 | 9 | 3 | 3 | 4 | 2 | 3 | |||||||||||||
| Rate your professional development needs to help students… 1. Understand and apply the concepts and procedures of mathematics related to: | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | |||||||||||||
| K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | |
| 1.1 Number Sense | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 2 | 1 | 1 | 2 | 2 | 1 | 2 | 1 | 2 | 2 | 2 | 1 | 1 | 1 | 1 |
| 1.2 Measurement | 1 | 2 | 1 | 2 | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 2 | 1 | 1 | 2 | 2 | 1 | 1 | 1 | 2 | 1 | 1 | 1 | 2 | 1 | 1 |
| 1.3 Geometric Sense | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 1 | 1 | 2 | 1 | 2 | 1 | 1 | 2 | 2 |
| 1.4 Probability and Statistics | 2 | 2 | 2 | 3 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 2 | 2 | 2 | 1 | 1 | 3 | 3 |
| 1.5 Algebraic Sense | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 2 | 2 | 2 | 1 | 1 | 2 | 2 |
| 2. Use mathematics to define and solve problems | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 2 | 1 | 2 | 2 | 2 | 1 | 2 | 2 | 2 |
| 3. Use mathematical reasoning | 3 | 3 | 2 | 2 | 2 | 3 | 2 | 3 | 2 | 2 | 2 | 2 | 1 | 2 | 2 | 2 | 1 | 2 | 1 | 2 | 2 | 2 | 1 | 1 | 2 | 2 |
| 4. Communicate knowledge and understanding in both everyday and mathematical language | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 2 | 1 | 3 | 1 | 2 | 1 | 1 | 2 | 2 |
| 5. Understand how mathematical ideas connect within mathematics, other subject areas, and real-life situations. | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | 3 | 2 | 2 | 1 | 2 | 2 | 2 |
| Rate your professional needs in the following areas: | ||||||||||||||||||||||||||
| 6. Classroom-based Assessment Practices | 2 | 3 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 1 | 1 | 2 | 2 | 2 | 2 | 1 | 2 | 2 | 2 |
| 7. Curriculum Alignment and Articulation to Essential Academic Learning Requirements | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 1 | 2 | 2 |
| 8. Instructional Strategies for Diverse Learners | 3 | 3 | 3 | 3 | 2 | 3 | 2 | 3 | 3 | 2 | 3 | 3 | 2 | 2 | 2 | 3 | 1 | 2 | 3 | 3 | 2 | 2 | 2 | 2 | 2 | 2 |
| Directions: For each subject matter area you are responsible for teaching, rate your need for professional development in the shaded “K” column (knowledge of subject matter) and the unshaded “T” column for teaching skills. Rate each applicable item 1–4 (whole numbers only please) 1= least need; 4=greatest need. | ||||||||||||||||||||||||||
| Reading | ||||||||||||||||||||||||||
| Enter Total Number of Teachers Completing this Survey by Grade Level | 7 | 13 | 12 | 13 | 18 | 19 | 17 | 9 | 4 | 2 | 2 | 2 | 1 | |||||||||||||
| Rate your professional needs to help students… | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | |||||||||||||
| K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | |
| 1. Understand and use different skills and strategies to read. | ||||||||||||||||||||||||||
| 1.1 Use word recognition skills and strategies to read and comprehend text | 1 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 2 | 2 | 1 | 2 | 3 | 1 | 1 |
| 1.2 Use word meanings (vocabulary) strategies to comprehend | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 2 | 2 | 2 | 1 | 1 | 2 | 2 | 2 | 2 | 1 | 2 | 1 | 1 | 2 | 3 | 1 | 1 |
| 1.3 Build vocabulary through wide reading | 1 | 1 | 2 | 2 | 1 | 2 | 1 | 2 | 2 | 2 | 2 | 2 | 1 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 1 | 2 | 3 | 1 | 1 |
| 2. Understand the meaning of what is read through: | ||||||||||||||||||||||||||
| 2.1 Use of reading comprehension strategies | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 1 | 2 | 2 | 1 | 2 | 4 | 2 | 2 |
| 2.2 Application of knowledge of text structures | 2 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 3 | 3 | 2 | 2 | 2 | 4 | 1 | 1 |
| 2.3 Analyze, interpret, synthesize information and ideas in literary and informational text | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | 2 | 2 | 3 | 2 | 2 |
| 2.4 Analyze author’s use of language, style, purpose and perspective in literary and informational text | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 3 | 2 | 2 | 2 | 3 | 2 | 2 |
| 3. Read different materials for a variety of purposes. | 2 | 2 | 2 | 2 | 1 | 1 | 1 | 1 | 2 | 2 | 1 | 2 | 1 | 1 | 2 | 2 | 3 | 3 | 2 | 2 | 2 | 2 | 2 | 4 | 2 | 2 |
| 4. Set goals and evaluate progress to improve reading. | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 2 | 2 | 2 | 3 | 4 | 1 | 1 |
| Rate your professional needs in the following areas: | ||||||||||||||||||||||||||
| 5. Classroom-based Assessment Practices | 2 | 3 | 2 | 3 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 3 | 1 | 1 |
| 6. Curriculum Alignment and Articulation to Essential Academic Learning Requirements | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 2 | 2 |
| 7. Instructional Strategies for Diverse Learners | 2 | 3 | 3 | 3 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 2 |
| Directions: For each subject matter area you are responsible for teaching, rate your need for professional development in the shaded “K” column (knowledge of subject matter) and the unshaded “T” column for teaching skills. Rate each applicable item 1–4 (whole numbers only please) 1= least need; 4=greatest need. | ||||||||||||||||||||||||||
| Science | ||||||||||||||||||||||||||
| Enter Total Number of Teachers Completing this Survey by Grade Level | 7 | 12 | 10 | 13 | 16 | 18 | 14 | 4 | 4 | 1 | 2 | 2 | 1 | |||||||||||||
| Rate your professional development needs to help students… | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | |||||||||||||
| K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | |
| 1. Understand and use scientific concepts and principles to understand systems. | 2 | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 3 | 2 | 2 | 2 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 2 | 2 | 2 |
| 2. Know and apply the skills, process, and nature of scientific inquiry. | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 1 | 2 | 1 | 2 | 1 | 1 | 2 | 2 | 2 | 2 |
| 3. Know and apply the design process to create solutions to human problems in social contexts. | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 2 | 3 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 2 | 2 | 2 | 1 | 2 | 2 | 2 |
| Rate your professional needs in the following areas: | ||||||||||||||||||||||||||
| 4. Curriculum Alignment and Articulation to Essential Academic Learning Requirements | 2 | 2 | 2 | 3 | 2 | 3 | 2 | 2 | 2 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 1 | 2 | 1 | 1 | 2 | 2 | 2 | 1 | 2 | 2 |
| 5. Classroom-based Assessment Practices | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 2 | 3 | 3 |
| 6. Instructional Strategies for Diverse Learners | 2 | 3 | 3 | 3 | 2 | 2 | 2 | 3 | 2 | 3 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 2 | 3 | 3 | 3 | 3 |
| Social Studies | ||||||||||||||||||||||||||
| Enter Total Number of Teachers Completing this Survey by Grade Level | 7 | 11 | 9 | 13 | 15 | 17 | 15 | 5 | 7 | 5 | 1 | 2 | 2 | |||||||||||||
| Rate your professional development needs to help students… | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | |||||||||||||
| K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | |
| 1. Essential Academic Learning Requirements | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 2 |
| 2. Curriculum Alignment and Articulation to Essential Academic Learning Requirements | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 1 | 3 | 3 | 2 | 2 | 3 | 3 | 4 | 4 | 4 | 3 |
| 3. Classroom-based Assessment Practices | 2 | 2 | 1 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 1 | 1 | 1 | 2 | 2 | 2 | 2 | 4 | 3 | 3 | 3 | 3 | 3 |
| 4. Instructional Strategies for Diverse Learners | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 4 | 3 | 3 | 3 | 4 |
| Directions: For each subject matter area you are responsible for teaching, rate your need for professional development in the shaded “K” column (knowledge of subject matter) and the unshaded “T” column for teaching skills. Rate each applicable item 1–4 (whole numbers only please) 1= least need; 4=greatest need. | ||||||||||||||||||||||||||
| Arts | ||||||||||||||||||||||||||
| Enter Total Number of Teachers Completing this Survey by Grade Level | 6 | 11 | 9 | 12 | 15 | 17 | 12 | 1 | 1 | 2 | 0 | 2 | 1 | |||||||||||||
| Rate your professional needs to help students… | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | |||||||||||||
| K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | |
| 1. Essential Academic Learning Requirements | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 2 | 2 | 2 | 4 | 4 | 3 | 3 | 2 | 3 | 0 | 0 | 2 | 1 | 2 | 2 |
| 2. Curriculum Alignment and Articulation to Essential Academic Learning Requirements | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 2 | 2 | 2 | 4 | 4 | 3 | 3 | 2 | 2 | 0 | 0 | 2 | 1 | 3 | 3 |
| 3. Classroom-based Assessment Practices | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 2 | 2 | 2 | 4 | 4 | 3 | 3 | 2 | 2 | 0 | 0 | 2 | 2 | 2 | 2 |
| 4. Instructional Strategies for Diverse Learners | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 2 | 2 | 4 | 4 | 3 | 3 | 3 | 3 | 0 | 0 | 2 | 2 | 2 | 2 |
| Foreign Languages | ||||||||||||||||||||||||||
| Enter Total Number of Teachers Completing this Survey by Grade Level | 2 | 2 | 1 | 9 | 1 | 1 | 0 | 0 | 0 | 2 | 1 | 1 | 0 | |||||||||||||
| Rate your professional needs to help students… | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | |||||||||||||
| K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | |
| 1. Essential Academic Learning Requirements | 2 | 2 | 2 | 3 | 1 | 1 | 1 | 2 | 0 | 0 | 3 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 2 | 1 | 1 | 2 | 2 | 0 | 0 |
| 2. Curriculum Alignment and Articulation to Essential Academic Learning Requirements | 2 | 2 | 2 | 2 | 1 | 1 | 2 | 2 | 0 | 0 | 4 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 2 | 1 | 1 | 2 | 2 | 0 | 0 |
| 3. Classroom-based Assessment Practices | 2 | 2 | 2 | 2 | 1 | 1 | 2 | 2 | 0 | 0 | 4 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 2 | 2 | 2 | 4 | 4 | 0 | 0 |
| 4. Instructional Strategies for Diverse Learners | 3 | 3 | 4 | 3 | 1 | 1 | 3 | 3 | 4 | 4 | 4 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 3 | 2 | 2 | 4 | 4 | 0 | 0 |
| English (Language Arts other than Reading) | ||||||||||||||||||||||||||
| Enter Total Number of Teachers Completing this Survey by Grade Level | 5 | 7 | 7 | 10 | 11 | 14 | 12 | 6 | 7 | 6 | 1 | 2 | 2 | |||||||||||||
| Rate your professional needs to help students… | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | |||||||||||||
| K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | K | T | |
| 1. Essential Academic Learning Requirements | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | 1 | 1 | 3 | 3 | 2 | 2 |
| 2. Curriculum Alignment and Articulation to Essential Academic Learning Requirements | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 2 |
| 3. Classroom-based Assessment Practices | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 2 | 1 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 2 |
| 4. Instructional Strategies for Diverse Learners | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 2 |