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RI Schools: The Basic Facts
Profile of Schools, Student Characteristics,
and Kids Count
Learning and Achievement
Assessments
Disaggregations
Accountability
How Rhode Island Classifies Schools
2004 School-Performance Classification:
Elementary |Middle |High
Using Information
State Indicators
Value Added:
Elementary |Middle |High
Attendance and Graduation Rates,
Learning Support Indicators:
Elementary |Middle |High
Safe and Supportive Environments
Students' Point of View:Middle |High
Suspensions
Equity and Adequacy of Resources
Property Value/Student Compared to
Tax Rate
Tax Capacity and Effort
In$ite: Including Other Commitments
In$ite: Excluding Other Commitments
Out-of-District Obligations
In$ite: Instruction
In$ite: General Education
Middle |High
Curriculum and Instruction
Advanced Placement Exams
Teaching Practices:
Elementary |Middle |High
Inclusion
Students with Disabilities
Students with Disabilities: Participation
Elementary |Middle |High
Students with Disabilities:
Participation by District
Elementary |Middle |High
Engaging Families
Elementary |Middle |High
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User's Guide: School Report
Recruiting and Supporting Teachers |
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SALT Survey Findings and Barriers to Reform
Teacher Efficacy
What you are looking at
These graphs show you teacher responses to several specific questions on the annual SALT Survey, administered to all students, parents, and teachers in the state. The responses show the percentage of teachers in the school (and in the state at this school’s level) who said that they agree or strongly agree with various statements about barriers to reform and about the nature of their work with students. You can also see the percentage of teachers in the school (and in the state) who took part in the SALT Survey.
What you are looking for:
First of all, you would like to see a high teacher participation rate on the survey, for that is one indicator of a teacher’s engagement with the life of the school. You would like to see relatively few teachers indicating that they face barriers to reform (the top field) and a relatively high percentage of teachers expressing satisfication with their work (the middle field).
By noting which areas teachers single out as barriers to reform and which areas they feel are not part of their effective daily work, members of the school community can figure out where to focus their efforts as they work toward school improvement.
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