State Report Card
The SALT Survey – Learning Support Indicators
View/download The SALT Survey -
Learning Support Indicators chart (PDF format, 22 KB)
WHAT YOU ARE LOOKING AT
Three of the “learning-support indicators”—school climate,
parental involvement, and instruction—are derived from responses to
the SALT Survey, which is administered to all parents, teachers, and
students. Many questions from the survey go into the calculation of
each indicator. These graphs of the statewide responses, by school
level, to some of the
SALT Survey questions used to calculate each of the indicators. The
graphs show the statewide responses in the 2000 survey and in the
2002 survey. WHAT YOU ARE LOOKING FOR
Ideally, each
indicator should be high, and there should be improvement—an
upward-slanting line—between the 2000 SALT Survey and the 2002
survey. The School Climate Indicator concerns such aspects of
school life as school
safety, expectations that students have for themselves and that
teachers have for
their students, and respectful relationships between teachers and
students. This
indicator also denotes whether student behavior is disruptive,
whether teachers
are invested in the success of their students, and whether
students know that
they can approach someone in their school to discuss both academic
and
personal problems. The Parental Involvement Indicator denotes
whether families are comfortable in
school environments and are fully engaged in supporting their
child’s learning by
helping with homework, attending conferences, participating in
school-
improvement activities, and communicating with teachers. It also
show whether
the schools provide ongoing opportunities to communicate with
parents and
whether they are creative in their approaches to help reluctant
families feel
comfortable working with teachers. The Instruction Indicator
shows whether standards-based and research-based
instruction takes place in the school. It also shows whether
teachers are well
prepared to implement standards- and research-based instruction,
and it denotes
the barriers that teachers face or the support that they receive
as they implement
good instructional practices. 
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