SURVEY DATA IN ACCOUNTABILITY AND EVALUATION SYSTEMS
Texas Education Agency
February 2016
SURVEY DATA IN ACCOUNTABILITY AND EVALUATION SYSTEMS
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CONTENTS
Questions for ESC Directors to Take to Districts ................................................................................................................ 3
Use of Survey Data within an Accountability Rating System: CORE Districts ..................................................................... 4
Culture-Climate and Social-Emotional Factors ............................................................................................................... 5
School Culture/Climate............................................................................................................................................... 5
Social Emotional Learning Skills .................................................................................................................................. 6
Who is Surveyed ............................................................................................................................................................. 6
Students ...................................................................................................................................................................... 7
Parents ........................................................................................................................................................................ 7
Staff ............................................................................................................................................................................ 8
Use of Survey Data in Teacher Evaluation Systems ............................................................................................................ 8
The Measures of Effective Teaching Project .................................................................................................................. 9
The Tripod Project Survey ............................................................................................................................................ 10
Example of Use of a Student Perception Survey in a Teacher Evaluation System Dallas ISD’s Teacher Excellence
Initiative ........................................................................................................................................................................ 12
Example of a Value-Add measure of Academic Performance in a Teacher Evaluation System – Dallas ISD’s School
Effectiveness Index and Classroom Effectiveness Index .............................................................................................. 14
References ........................................................................................................................................................................ 16
Appendix A: National School Climate Center ................................................................................................................... 18
Appendix B: Austin ISD – Parent Survey Report 2014–15 ................................................................................................ 19
Appendix C: Austin ISD – Student Climate Report Spring 2013- Spring 2015 .................................................................. 23
Appendix D: Collaborative for Academic, Social, and Emotional Learning – What is SEL? .............................................. 27
Appendix E: Collaborative for Academic, Social, and Emotional Learning – SEL Core Competencies ............................. 29
Appendix F: CORE - CULTURE Culture-Climate Domain Survey Item Development ........................................................ 31
Appendix G: Tripod PRoject survey .................................................................................................................................. 40
Appendix H: Dallas ISD Student perception surveys ........................................................................................................ 42
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QUESTIONS FOR ESC DIRECTORS TO TAKE TO DISTRICTS
OBJECTIVE: To obtain feedback from districts via regional Education Service Center (ESC) directors about the feasibility
of using surveys to collect additional non-academic outcomes in the accountability rating system.
The questions below are intended to gather preliminary feedback from districts in your region regarding the feasibility
of using statewide, standard surveys like those described in the sections that follow to collect additional non-academic
outcomes that could be used in the accountability rating system. There is also interest in understanding whether
districts in your region already conduct similar surveys; if surveys are not currently conducted, whether they would be
interested in conducting them and have the capacity to do so; and how districts would view using these kinds of
survey results within an accountability system.
1. Does your district want to understand more about school climate and social emotional learning (SEL), or any
specific aspect included in these constructs such as perceptions of teaching and learning, school safety,
interpersonal relationships, etc.? If so, which one(s)?
2. Does your district already have evidence-based survey(s) in place to measure school climate, SEL, or any
aspects of these constructs? (yes/no)
a. If yes, would the proposed statewide, standard surveys be duplicative of something already in place
for any of the following groups?
i. Students (yes/no)
ii. Parents (yes/no)
iii. Staff (yes/no)
b. If yes to Question 2, would your district replace any current surveys with the proposed statewide
standard surveys or use the proposed statewide standard surveys in addition to current surveys for
any of the following groups?
i. Students (would replace/use in addition to/not applicable)
ii. Parents (would replace/use in addition to/not applicable)
iii. Staff (would replace/use in addition to/not applicable)
c. If yes to Question 2, how is data gathered from those surveys currently used by your district? How
are the data made actionable?
d. If no to Question 2, would your district be interested in undertaking a proposed statewide, standard
survey or surveys for the following groups:
i. Students (yes/no)
ii. Parents (yes/no)
iii. Staff (yes/no)
3. In general, what are or would be the implications to your district in administering surveys of this kind?
a. Does your district have the capacity to undertake surveys of this kind?
b. What supports would your district need to undertake surveys of this kind?
c. What would your district consider the best approach to administering the surveys? Electronically or
on paper or both? Would any of the surveys need to be translated into languages other than
English? Which languages?
d. What percentages of responses do you think your district would be able to obtain for each group
(student/parent/staff)? What concerns, if any, do you have regarding obtaining a sufficient number
of responses?
e. For a student survey, would your district want to survey all students or only a sample of students?
f. For a student survey, what grade levels would be appropriate to participate?
4. If the proposed statewide, standard surveys were to be implemented, how frequently would your district
suggest that they occur? What time of the year?
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5. What are your district’s thoughts regarding incorporating the results from the proposed statewide, standard
surveys into the accountability rating system? What are any concerns?
6. Would results from the proposed statewide, standard surveys best be used for accountability purposes at the
district-level only or both the campus and district levels?
7. What information gathered from the proposed statewide, standard surveys would be meaningful to your
district to drive continuous improvement?
8. How would your district like to provide input on which survey(s) may be used for the proposed statewide,
standard surveys?
USE OF SURVEY DATA WITHIN AN ACCOUNTABILITY RATING SYSTEM: CORE DISTRICTS
CORE is a collaboration among 9 school districts in California (Fresno, Garden Grove, Long Beach, Los Angeles,
Oakland, Sacramento, San Francisco, Sanger, and Santa Ana Unified school districts) that have adopted a school
quality improvement system that includes both academic and non-academic (social-emotional and culture-climate)
domains. The index was developed through a collaboration of the CORE districts with input from academic experts in
education accountability from Harvard University and Stanford University (CORE Districts, 2016).
In 2014−15, the academic domain of the school quality improvement system comprised 60% of the overall district
accountability score and included the following: 1) academic performance at elementary, middle and high schools; 2)
graduation rate; and 3) high school readiness rate for Grade 8 students. The social-emotional and culture-climate
domain accounted for 40% of the overall accountability score. In 2014−15, this domain included measures for chronic
absenteeism, suspension/expulsion rate, and English language learner (ELL) re-designation rate (see chart below).
Changes to the indicators were made in 2015−16 which included the addition of growth measures to the academic
domain for each grade span as well as the addition of two indicators collected via survey added to the social-
emotional and culture-climate domain: 1) Student/Staff/Parent Culture-Climate surveys and 2) Social Emotional skills.
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Note: + sign in title indicates that the added components to the 2015-16 CORE accountability system is expected to continue in future years.
The intent of the CORE districts is to use this information to support the growth of professional development of CORE
district educators and leaders.
CULTURE-CLIMATE AND SOCIAL-EMOTIONAL FACTORS
Moving beyond the academic domain in an accountability system as CORE has done, areas of interest may include:
• School culture/climate
• Social emotional learning/skills
Obtaining in-depth qualitative information regarding social emotional skills, other aspects of school relationships, and
perceptions about the school can be accomplished through the administration of a survey or a set of surveys. Each of
these constructs is explained below.
SCHOOL CULTURE/CLIMATE
According to the National School Climate Center (NSCC), school climate refers to the quality and character of school
life and is based on students', parents', and school personnel's experience of school life. It reflects norms, goals,
values, interpersonal relationships, teaching and learning practices, and organizational structures (National School
Climate Council (2016). See http://schoolclimate.org/climate/
or Appendix A.
Research suggests that the important elements of school climate to assess include areas such as:
• Safety
• Teaching and Learning
• Relationships
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• Institutional/External Environment
For the NSCC breakdown into dimensions and indicators see
http://schoolclimate.org/programs/documents/dimensions_chart_pagebars.pdf
.
Some districts in Texas such as Austin Independent School District (AISD) already regularly measure school climate via
parent, student, and staff surveys (AISD of Research and Evaluation 2015a, 2015b). See attached AISD survey reports
in Appendices B and C for examples of parent and student reports.
SOCIAL EMOTIONAL LEARNING SKILLS
According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), social and emotional learning
(SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and
skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for
others, establish and maintain positive relationships, and make responsible decisions (CASEL, 2016b). See
http://www.casel.org/social-and-emotional-learning/
or Appendix D.
SEL has gained increasing attention over the years, and many school districts in the United States have begun to
implement SEL programming based on the understanding that SEL is critical to fostering good students and citizens.
SEL has an important contribution to school climate as well, especially in the areas of relationships and safety.
Below are the five SEL core competencies defined by CASEL:
Self-awareness
Ability to recognize one’s emotions and thoughts and their influence
Self-management
Ability to regulate one’s emotions, thoughts, and behaviors in different situations
Social awareness Ability to take perspective of and empathize with others from diverse
backgrounds; understand norms for behavior; and recognize family, school, and
community resources and supports
Relationship skills
Ability to establish and maintain healthy and rewarding relationships
Responsible decision making Ability to make constructive and respectful choices about personal behavior and
social interactions
Detail on the SEL core competencies can be found at: http://www.casel.org/social-and-emotional-learning/core-
competencies/ or Appendix E (CASEL, 2015ba).
SEL programming is thought to influence outcomes via changes to school climate because it promotes many academic,
social, and emotional benefits for students. Durlak, Weissberg, Dymnicki, Taylor and Schellinger (2011) conducted a
meta-analysis of 213 school-based, universal SEL programs and found that students who participated in SEL
programming demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic
performance.
WHO IS SURVEYED
Qualitative data on school climate and SEL are best suited for survey methodology. School climate can be measured
on various dimensions that involve surveying students, parents, and school personnel whereas student surveys are
used to measure SEL. The following sections include brief summaries and examples of the types of questions that may
be asked of each group.
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STUDENTS
Several instruments gauging different aspects of student perception have been used by districts within the United
States. For example, Dallas ISD uses a student perception survey to rate teachers as one part of their larger teacher
evaluation system (Dallas ISD, 2015a, 2015b). This survey asks questions specific to a student’s experience with his or
her teacher.
Additionally, the CORE districts are using student, parent, and staff surveys to add school climate and SEL components
to their accountability system (CORE Districts 2015). With respect to SEL, Grade 5-12 student respondents are asked
questions in the areas of:
• self-management,
• growth mindset,
• self-efficacy, and
• social awareness.
In the area of school climate, the California CORE districts include questions such as the following for elementary
school students:
[No, never; Yes, some of the time; Yes, most of the time; Yes, all of the time]
• Do adults at school encourage you to work hard so you can be successful?
• Do your teachers work hard to help you with your schoolwork when you need it?
• Do teachers give students a chance to take part in classroom discussions or activities?
• Does this school help all students be successful in school?
• Do teachers go out of their way to help students?
• Do you feel close to people at school?
• Are you happy to be at this school?
• Do you feel like you are part of this school?
• Do teachers treat students fairly at school?
• Do you feel safe at school?
• Does this school clearly tell students what would happen if they break school rules?
• Are rules in this school made clear to students?
• Do students know how they are expected to act?
• Do students know what the rules are?
• Do teachers and other grown-ups at school treat students with respect?
• Do students treat teachers with respect?
• Are the school rules fair?
• Are students treated fairly when they break school rules?
• Do other kids hit or push you at school when they are not just playing around?
• Are you afraid of being beaten up at school?
• Do other kids at school spread mean rumors or lies about you?
• Do other kids at this school ever tease you about what your body looks like?
• Do other kids at this school ever tease you about the way you talk?
• Do other kids steal or damage your things, like your clothes or your books?
NOTE: These items come from the CORE elementary school student survey, Spring 2015−16.
PARENTS
California CORE district parent surveys measuring school climate include questions such as:
[Strongly Agree; Agree; Neither Agree nor Disagree; Disagree; Strongly Disagree]
• This school provides high quality instruction to my child.
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• This school has high expectations for all students.
• I feel welcome to participate at this school.
• School staff treats me with respect.
• School staff takes my concerns seriously.
• School staff welcomes my suggestions.
• School staff responds to my needs in a timely manner.
• School staff is helpful.
• My child’s background (race, ethnicity, religion, economic status) is valued at this school.
• This school clearly informs students what would happen if they break school rules.
• At this school, discipline is fair.
• My child is safe in the neighborhood around the school.
• My child is safe on school grounds.
NOTE: These items come from the CORE parent survey, Spring 2015−16.
STAFF
California CORE district staff surveys measuring student climate include questions related to school leadership and
professional relationships.
For example, on the area of teaching and learning:
This school...
[Strongly Agree; Agree; Disagree; Strongly Disagree; Not Applicable]
• is a supportive and inviting place for students to learn.
• sets high standards for academic performance for all students.
• promotes academic success for all students.
• emphasizes helping students academically when they need it.
• emphasizes teaching lessons in ways relevant to students.
• encourages students to enroll in rigorous courses (such as honors and advanced placement (AP), regardless
of their race, ethnicity, or nationality).
NOTE: These items come from the California CORE Spring 2015-16 staff survey.
And in the area of personal relationships:
[Strongly Agree; Agree; Neither Agree nor Disagree; Disagree; Strongly Disagree]
• This school is a supportive and inviting place for staff to work.
• This school promotes trust and collegiality among staff.
• This school promotes personnel participation in decision-making that affects school practices and policies.
NOTE: These items come from the California CORE Spring 2015-16 staff survey.
For more information about item field testing for the California CORE surveys, see:
https://s3.amazonaws.com/uploads.hipchat.com/392387/2399075/vhRKIpunoi9Ml8h/SE-CC-Domain-School-Culture-
Climate-Surveys-updated-2.18.15.pdf or Appendix F.
USE OF SURVEY DATA IN TEACHER EVALUATION SYSTEMS
As mentioned previously, Dallas ISD uses student survey data to gauge student perceptions. Below is an overview of
the research that has led to the use of student perception survey data in the teacher effectiveness evaluation system.
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THE MEASURES OF EFFECTIVE TEACHING PROJECT
Beginning in 2009, the Measures of Effective Teaching (MET) Project was a three-year research partnership funded by
the Bill and Melinda Gates Foundation and designed to build and test measures of effective teaching (Bill and Melinda
Gates Foundation, 2016). This project sought to find out how evaluation methods could best be used to tell teachers
more about the skills that make them most effective and to help districts identify and develop great teaching.
The major question set forth by the MET Project was: “How well do various aspects of a teacher’s performance in one
course section or in one academic year help predict achievement gains in that teacher’s classroom during another
academic year or in another course section?”
Approximately 100,000 students and 3,000 teachers within six predominantly urban school districts volunteered to
participate in the MET Project. The district participants and count of participating teachers included:
District
State
Number of Teachers
Charlotte-Mecklenberg Schools
North Carolina
465
Dallas Independent School District
Texas
315
Denver Public Schools
Colorado
130
Hillsborough County Public Schools
Florida
741
Memphis City Schools
Tennessee
444
New York City Department of Education
New York
728
Data collections for the MET project consisted of the following:
• Student achievement gains as measured by student performance on state assessments.
• Videotaped classroom observations, which were filmed through Teachscape with commentary on the lesson
provided by the teacher. Each observation was scored based on five observation instruments designed to
measure the teacher’s ability to establish a positive learning climate, manage his or her classroom, explain
concepts, and provide feedback. These instruments included the Classroom Assessment Scoring System,
Framework for Teaching, Mathematical Quality of Instruction, Protocol for Language Arts Teaching
Observations, and Quality Science Teaching Instrument.
• Teacher knowledge tests, which were developed by University of Michigan and ETS. These were designed to
measure teachers’ general, specialized, and pedagogical content knowledge.
• A teacher survey, which was developed by the New Teacher Center to measure teachers’ perceptions of
working conditions, school environment, and the instructional support they receive.
• Supplemental student assessments, which were tests of conceptual understanding in mathematics (i.e.,
Balanced Assessment in Mathematics, ACT QualityCore Series for Algebra 1) and literacy tests requiring short
written responses (i.e., Stanford 9 Open-Ended Reading Assessment, ACT QualityCore series for English and
Biology).
• Student feedback surveys, called the Tripod Project surveys, which were developed through a partnership
between Cambridge Education and Dr. Ronald F. Ferguson of Harvard University, and designed measure
students’ perception of the classroom instruction environment.
Data were analyzed in three stages:
1. Pre-existing data. An analysis of historical data on a) student-level data (i.e., student performance, student
demographics), and b) teacher-level data (e.g., degrees earned, certifications, licensing scores, tenure status,
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district performance review ratings, years of experience, National Board for Professional Teaching Standards
(NBPTS) status).
2. MET Project data. An analysis of the data collected for the project was used to form a weighted composite
indicator of effective teaching, in order to see how much each measure contributed to predicting student
learning gains.
3. Year 2 student-level data. An analysis tested whether a) teachers whose performance was rated high in the
first year of the project produced larger student achievement gains than their colleagues in year 2 of the
project, b) if those teachers appeared to be more effective than their colleagues because of the composition
of their classes or other factors, and c) if students who had teachers with the highest composite scores
showed the most improvement in assessment performance.
Six key findings of the analysis were:
1. Scores on all five observation instruments were positively associated with student achievement gains.
Teachers who more effectively demonstrated the types of practices emphasized in the instruments had
greater student achievement gains than other teachers.
2. Reliably characterizing a teacher’s practice required averaging scores over multiple observations. Teachers
may have been rated differently depending on who was conducting the observation and which lesson was
being observed. Conducting multiple observations and averaging those scores reduces unusual observer
judgement.
3. Student feedback was correlated positively to student achievement gains.
4. Combining observation scores with evidence of prior student achievement gains on state tests and student
feedback improved the predictive power and reliability of student achievement gains. Observations alone,
even over multiple observations, were not as reliable or predictive of a teacher’s student achievement gains
than the combination of the measurement tools.
5. Combining observation scores, student survey data, and evidence of prior student achievement gains was
better at predicting a teacher’s student achievement gains on state tests than were graduate degrees or
years of teaching experience.
6. Combining observation scores, student feedback and prior student achievement gains on state tests also was
better than graduate degrees or years of teaching experience in identifying teachers whose students
performed well on other measures, such as a test of conceptual understanding in mathematics and a literacy
test requiring short written responses. In addition, the combined measures outperformed graduate degrees
or years of teaching experience in indicating which teachers had students who reported higher levels of effort
and greater enjoyment in class.
Based on this work the MET project and its partners have provided practical guidance for developing effective teacher
evaluation systems and tools to support quality evaluation and feedback.
THE TRIPOD PROJECT SURVEY
The MET Project incorporated the Tripod Project survey as a measure of students’ perception of the classroom
instruction environment. The survey was developed through a partnership between Cambridge Education and Dr.
Ronald F. Ferguson of Harvard University. This survey assesses whether or not students agree with a variety of
statements designed to measure seven teaching practices that the authors call the “7 Cs”(Bill and Melinda Gates
Foundation, 2010).
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•Example: "The teacher in this class encourages me to do my best.”
Caring about students (Encouragement and Support)
•Example: “This class keeps my attention – I don't get bored.”
Captivating students (Learning Seems Interesting and Relevant)
•Example: “My teacher gives us time to explain our ideas.”
Conferring with students (Students Sense their Ideas are
Respected)
•Example: “Our class stays busy and doesn’t waste time.”
Controlling behavior (Culture of Cooperation and Peer Support)
•Example: “When I am confused, my teacher knows how to help me understand.”
Clarifying lessons (Success Seems Feasible)
•Example: “My teacher wants us to use our thinking skills, not just memorize things.”
Challenging students (Press for Effort, Perseverance and Rigor)
•Example: “My teacher takes the time to summarize what we learn each day.”
Consolidating knowledge (Ideas get Connected and Integrated)
Note: the full list of items used in the MET Project can be found in Appendix G
In a previous administration of the Tripod Project surveys in a large, urban school district outside of the MET project
study, Tripod Project researchers ranked classrooms by their average gains on standardized achievement tests and
also by their ratings on the 7 Cs. Classrooms in which students rated their teachers higher on the 7 Cs tended also to
produce greater average achievement gains. More information on Tripod Project can be found below.
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Background
Number of Items
Constructs
Response Options
Online and paper
administration
Grew out of study of
student engagement and
related teaching practices
Versions for three grade
bands: K–2; 3–5; 6–12
MET project study found
the Tripod Project Survey
predictive of achievement
gains
and able to produce
consistent results for
teachers.
Approximately 36 core
items in the “Tripod 7 Cs”
at the secondary level;
fewer at earlier grades
Additional items ask
about student’s
engagement, background,
and academic beliefs
Full versions
includes 80+ items;
shorter forms available
7 Cs
1. Care
2. Control
3. Clarify
4. Challenge
5. Captivate
6. Confer
7. Consolidate
Also includes additional
engagement items on:
• Academic goals and
behaviors
• Academic beliefs and
feelings
• Social goals and
behaviors
• Social beliefs and
feelings
Grades 3–5/6–12:
1. No, never/Totally
untrue
2. Mostly not/Mostly
untrue
3. Maybe,
sometimes/
Somewhat
4. Mostly yes/Mostly
true
5. Yes, always/Totally
true
Grades K–2: No, Maybe,
Yes
Source: MET Project Policy and Practice Brief: Asking Students about Teaching (Bill and Melinda Gates Foundation,
2012), http://www.metproject.org/downloads/Asking_Students_Practitioner_Brief.pdf
The Tripod Project survey is one of the oldest and most widely used off-the-shelf survey instruments that school
systems have drawn from to develop their own student perception surveys. The Tripod Project survey, however is not
the only such survey. Others cited by the MET project include:
• Youth Truth – www.youthtruthsurvey.org
• My Student Survey – www.mystudentsurvey.com
• iKnowMyClass – www.iKnowMyClass.com
The resulting tools from the MET project offer school dist
r
icts and evaluators guidance on how to incorporate
such
surveys into a formal feedback and evaluation system for teachers, including how to 1) measure what teachers do to
determine the learning environment they create and align the instrument to a theory of instruction, 2) ensure
accuracy of the student results, 3) ensure reliability of the student results, including how to adapt or streamline a
survey instrument, and 4) support improvement using the results. More information can be found at
http://www.metproject.org/downloads/Asking_Students_Practitioner_Brief.pdf
EXAMPLE OF USE OF A STUDENT PERCEPTION SURVEY IN A TEACHER EVALUATION SYSTEM DALLAS
ISD’S TEACHER EXCELLENCE INITIATIVE
Many districts have begun incorporating and adapting student perception surveys into their teacher evaluation
systems based on the findings of the MET study. For example, Dallas Independent School District’s (ISD) Teacher
Excellence Initiative (TEI) evaluates teacher excellence through three constructs: teacher performance, student
achievement, and student perceptions (Dallas ISD, 2015c).
Dallas ISD administers a research-based student perception survey called Panorama Student Survey, which was
developed by Panorama Education under the leadership of Dr. Hunter Gehlbach, Associate Professor at the University
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of California, Santa Barbara (Panorama Education (2016). Dallas ISD chose five areas to measure through the survey
that align to their theory of instruction:
1. Expectations and Rigor
2. Student Engagement
3. Classroom Environment
4. Supportive Relationships
5. Pedagogical Effectiveness
The survey is available in English and Spanish. It contains 23 questions for students in Grades 3-5 and 28 questions for
students in Grades 6-12 and takes no more than one hour to administer. Each student at Dallas ISD completes a survey
for two of their teachers which are chosen at random. To be eligible to participate in the survey, students must meet
the following criteria:
1. Students must have attended class with the same teacher for 30 days or more.
2. If students are receiving special education services they must be in specific instructional settings as defined
by the district.
3. Student’s primary language must be either English or Spanish, or score at certain levels on TELPAS, Woodcock
Muñoz if the student is a non-English or Spanish speaking student.
Only teachers with rostered classrooms are evaluated. Guest teachers, interns, head coaches, instructional coaches,
media specialists, substitute teachers, and any teacher on hourly pay are excluded.
In the Dallas ISD TEI, for most teachers, student perceptions make up 15% of a teacher’s annual evaluation. The
remaining 85% is accounted for by teacher performance as measured by teacher observations (50%) and student
achievement (35%). Teachers are evaluated on a summary of these three components. Dallas ISD conducts their
student perception survey for students in Grades 3-12 once during the spring semester of the school year.
The Panorama Student Survey is a free and open-source survey instrument available from
www.panoramaed.com/panorama-student-survey
.
The survey covers nine classroom topics about the classroom and teaching:
1. Pedagogical Effectiveness – perceptions of the quality of teaching and amount of learning students
experience from a particular teacher.
2. Classroom Climate – Perceptions of the overall social and learning climate of the classroom.
3. Classroom Rigorous Expectations – How much students feel that a specific teacher holds them to high
expectations around effort, understanding, persistence, and performance in class.
4. Classroom Engagement – How attentive and invested students are in class.
5. Classroom Teacher-Student Relationships – How strong the social connection is between teachers and
students within and beyond the classroom.
6. Classroom Belonging – How much students feel that they are valued members of the classroom community.
7. Valuing of Subject – How much students feel that an academic subject is interesting, important and useful.
8. Classroom Learning Strategies – How well students deliberately use strategies to manage their own learning
processes in class.
9. Classroom Mindset – Students’ perceptions of whether they have potential to change certain disposition
factors that affect their performance factors that affect their performance in class
The survey also includes ten topics about the school that includes the same topics as the classroom items listed above
with the addition of:
1. Grit – perceptions of how well students are able to persevere through setbacks to achieve important long-
term goals.
2. School Safety – Students’ perceptions of their physical and psychological safety while at school.
A brief which details the development and validity and the full survey itself can be downloaded at
www.panoramaed.com/panorama-student-survey
Dallas ISD’s version of the survey is available in Appendix H.
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EXAMPLE OF A VALUE-ADD MEASURE OF ACADEMIC PERFORMANCE IN A TEACHER EVALUATION
SYSTEM – DALLAS ISD’S SCHOOL EFFECTIVENESS INDEX AND CLASSROOM EFFECTIVENESS INDEX
As explained above, the MET Project included an analysis of student achievement gains as part of the data collection
activities for the project. The project measured student achievement through existing state assessments and
supplemental assessments. The assessment data were then analyzed using value-add statistical models to produce a
component of the teacher evaluation system and to act as a validity measure for the other components of evaluation
system.
Many districts are also looking to value-add modeling as a method for judging school-level and teacher-level
effectiveness at the local level. For instance, Dallas ISD calculates both the School Effectiveness Index (SEI) and the
Classroom Effectiveness Index (CEI) through a two-stage value-add statistical procedure that results in a metric that
can be used as a measure of both the academic performance of a school’s students as well as individual teachers’
students (Dallas ISD District Evaluation and Assessment Office, 2015).
The SEI results from the first stage of the analysis, which is designed to measure performance on assessments relative
to other Dallas ISD campuses in order to isolate the school’s effect on student outcomes. The statistical model controls
for differences the school cannot control, such as socio-economic status, neighborhood characteristics, and prior year
academic levels. Similar to the SEI, the second part of the procedure results in the CEI. The CEI is a value-added
statistic that measures a student’s performance relative to the performance of similar students in the district while
controlling for the characteristics which a teacher cannot control. Student performance is standardized to a scale of 0-
100 with the average performance set at a value of 50. A higher than average value on either the SEI or CEI indicates
the school or teacher’s students generally outperformed other schools or students in the district. Technical
information, including the statistical models can be found at:
https://mydata.dallasisd.org/docs/CEI/DISD_Value_Added_Model.pdf
Dallas ISD uses the SEI metric in two ways. First, it is used as a descriptive measure on the school report card along
with other data, such as enrollment, attendance, state accountability ratings, etc. Multiple years of SEI calculations
are presented on the report card to evaluate the longitudinal performance of a school to facilitate continuous
improvement. Recently, Dallas ISD has also included the SEI as well as the CEI as part of their teacher evaluation
system, the TEI.
As previously noted, within the TEI teachers are evaluated on three components:
• Teacher Performance based on observations,
• Student Perception based on a Student Survey, and
• Student Achievement.
The SEI and CEI metrics are calculated as part of the Student Achievement component of the TEI (Dallas ISD, 2015c).
The composition of the Student Achievement component varies based on the grade-level and subject area of the
teacher (an example of the evaluation components for a high school Algebra teacher is presented below). Most
teachers, however, are evaluated on the basis of both school-level performance indicators and classroom-
level/teacher-level performance indicators. The SEI metric is included as a school-level performance indicator within
the School STAAR calculation and the CEI metric is included as a classroom-level/teacher-level performance indicator
within the Teacher STAAR calculation.
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Within the Student Achievement component, teachers are evaluated on a “best-of three” approach for both the
School STAAR indicator and at least one of the classroom-level indicators (i.e., the Teacher STAAR indicator).
The School STAAR indicator includes the following three metrics:
1. a measure of absolute performance (percentage of STAAR tests at final Level II standard),
2. a measure of overall relative growth (the SEI), and
3. a relative growth measure in which students are evaluated in relation to an academic peer group average.
The Teacher STAAR indicator includes the following three metrics:
1. a measure of absolute performance (percentage of tests with “proficient” scores),
2. a measure of overall relative growth (the CEI,) and
3. a relative growth measure in which students are evaluated in relation to an academic peer group average.
In both cases, whichever metric results in the higher score, that score is used for the Student Achievement component
score.
Other classroom indicators within in the Student Achievement component include the Student Learning Objectives and
performance on other assessments such as DISD’s district-based assessment (ACP). The Student Learning Objectives
indicator is a teacher-designed pre/post assessment that focuses on capturing student improvement in the content
area regardless of the student’s initial starting place. The teacher sets performance targets according to the beginning
of year pre-test scores. Some teachers are also evaluated on other measures that are tied to the types of courses
taught by the teacher and will include the appropriate standardized assessments for their grade and content. For
example TELPAS, Advanced Placement (AP), a district assessment (ACP) and other appropriate standardized
assessments. This indicator is also measured using a “best-of-three” approach at the classroom-level.
For additional information see the following resources:
• SEI Data Portal - https://mydata.dallasisd.org/SL/SD/SEI/Default.jsp
• TEI Resources - http://tei.dallasisd.org/home-2/resources/
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REFERENCES
Austin Independent School District Department of Research and Evaluation (2015a). 2014-2015 ASID parent survey
district report. Retrieved February 24, 2016, from
https://www.austinisd.org/sites/default/files/dre-surveys/AISD-
parent_survey_2015.pdf
Austin Independent School District Department of Research and Evaluation (2015b). 2014-2015 Student climate survey
reports. Retrieved February 24, 2016, from
https://www.austinisd.org/sites/default/files/dre-
surveys/14.70RBa_Student_Climate_Survey_Results_Summary_for_Spring_2013_Through_Spring_2015.pdf
Bill and Melinda Gates Foundation (2010). Student perceptions and the MET project. Retrieved February 24, 2016,
from http://k12education.gatesfoundation.org/wp-content/uploads/2015/12/Student_Perceptions_092110.pdf
Bill and Melinda Gates Foundation (2012). Asking students about teaching: Student perception surveys and their
implementation. Retrieved January 15, 2016, from
http://www.metproject.org/downloads/Asking_Students_Practitioner_Brief.pdf
Bill and Melinda Gates Foundation (2016). Measures of effective teaching project. Retrieved February 24, 2016, from
http://k12education.gatesfoundation.org/teacher-supports/teacher-development/measuring-effective-teaching/
Collaborative for Academic, Social, and Emotional Learning (2016a). Social and emotional learning core competencies.
Retrieved February 24, 2016, from http://www.casel.org/social-and-emotional-learning/core-competencies/
Collaborative for Academic, Social, and Emotional Learning (2016b). What is social and emotional learning? Retrieved
February 24, 2016, from http://www.casel.org/social-and-emotional-learning/
CORE Districts (2015). Social-emotional and culture-climate domain – school culture-climate surveys. Retrieved
February 24, 2016, from
https://s3.amazonaws.com/uploads.hipchat.com/392387/2399075/vhRKIpunoi9Ml8h/SE-CC-Domain-School-
Culture-Climate-Surveys-updated-2.18.15.pdf
CORE Districts (2016). The school quality improvement index and the CORE data collaborative. Retrieved February 24,
2016, from http://coredistricts.org/wp-content/uploads/2016/01/CORE-Data-Collaborative-v3-1-21-16.pdf
Dallas Independent School District (2015a). Student Perception survey items: Grades 3–5, English. Retrieved February
24, 2016, from
http://www.dallasisd.org/site/default.aspx?PageType=14&DomainID=8969&PageID=28269&ModuleInstanceID=4
7144&ViewID=1e008a8a-8e8a-4ca0-9472-a8f4a723a4a7&IsMoreExpandedView=True
Dallas Independent School District (2015b). Student Perception survey items: Grades 6–12, English. Retrieved February
24, 2016, from
http://www.dallasisd.org/site/default.aspx?PageType=14&DomainID=8969&PageID=28269&ModuleInstanceID=4
7144&ViewID=1e008a8a-8e8a-4ca0-9472-a8f4a723a4a7&IsMoreExpandedView=True
Dallas Independent School District (2015c). TEI teacher guidebook 2015-16. Retrieved February 24, 2016, from
http://tei.dallasisd.org/download/2757/
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Dallas Independent School District Evaluation and Assessment Office of Institutional Research (2015). Computing
school and classroom effectiveness indices. Retrieved February 24, 2016, from
https://mydata.dallasisd.org/docs/CEI/DISD_Value_Added_Model.pdf
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. & Schellinger, K. B. (2011). The impact of enhancing
students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child
Development, 82, 405–432. doi: 10.1111/j.1467-8624.2010.01564.x
National School Climate Council (2016). School climate. Retrieved February 24, 2016, from
http://schoolclimate.org/climate/
Panorama Education (2016). Panorama student survey. Retrieved February 24, 2016, from
http://www.panoramaed.com/panorama-student-survey
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APPENDIX A: NATIONAL SCHOOL CLIMATE CENTER
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APPENDIX B: AUSTIN ISD – PARENT SURVEY REPORT 2014–15
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APPENDIX C: AUSTIN ISD – STUDENT CLIMATE REPORT SPRING 2013- SPRING 2015
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APPENDIX D: COLLABORATIVE FOR ACADEMIC, SOCIAL, AND EMOTIONAL LEARNING – WHAT
IS SEL?
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APPENDIX E: COLLABORATIVE FOR ACADEMIC, SOCIAL, AND EMOTIONAL LEARNING – SEL
CORE COMPETENCIES
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APPENDIX F: CORE - CULTURE CULTURE-CLIMATE DOMAIN SURVEY ITEM DEVELOPMENT
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APPENDIX G: TRIPOD PROJECT SURVEY
Tripod Project Survey 7C Survey items included in the MET Project Analysis
Upper Elementary Version
Secondary Version
Care
Care
• I like the way my teacher treats me when I need
help.
• My teacher is nice to me when I ask questions.
• My teacher in this class makes me feel that s/he
really cares about me.
• If I am sad or angry, my teacher helps me feel
better.
• The teacher in this class encourages me to do my
best.
• My teacher seems to know if something is bothering
me.
•
My teacher gives us time to explain our ideas.
• My teacher in this class makes me feel s/he really
cares about me.
• My teacher seems to know if something is bothering
me.
• My teacher really tries to understand how students
feel about things.
Control
Control
•
My classmates behave the way my teacher wants
them to.
• Our class stays busy and does not waste time.
• Students behave so badly in this class that it slows
down our learning.*
• Everybody knows what they should be doing and
learning in this class.
•
Student behavior in this class is under control.
• I hate the way that students behave in this class.*
• Student behavior in this class makes the teacher
angry.*
• Student behavior in this class is a problem.*
• My classmates behave the way my teacher wants
them to.
• Students in this class treat the teacher with respect.
•
Our class stays busy and doesn’t waste time.
Clarify
Clarify
• My teacher explains things in very orderly ways.
• In this class, we learn to correct our mistakes.
• My teacher explains difficult things clearly.
• My teacher has several good ways to explain each
topic that we cover in this class.
• I understand what I am supposed to be learning in
this class.
• My teacher knows when the class understands, and
when we do not.
• This class is neat—everything has a place and things
are easy to find.
• If you don’t understand something, my teacher
explains it another way.
• If you don’t understand something, my teacher
explains it another way.
• My teacher knows when the class understands, and
when we do not.
• When s/he is teaching us, my teacher thinks we
understand when we don’t.*
• My teacher has several good ways to explain each
topic that we cover in class.
• My teacher explains difficult things clearly.
Challenge
Challenge
•
My teacher pushes us to think hard about things we
read.
• My teacher pushes everybody to work hard.
• In this class we have to think hard about the writing
we do.
• In this class, my teacher accepts nothing less than
our full effort.
•
My teacher asks questions to be sure we are
following along when s/he is teaching.
• My teacher asks students to explain more about the
answers they give.
• In this class, my teacher accepts nothing less than
our full effort.
• My teacher doesn’t let people give up when the
work gets hard.
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• My teacher wants me to explain my answers—why I
think what I think.
• In this class, we learn a lot almost every day.
• In this class, we learn to correct our mistakes.
Captivate
Captivate
• School work is interesting.
• We have interesting homework.
• Homework helps me learn.
• School work is not very enjoyable.* (Do you agree?)
• This class does not keep my attention—I get
bored.*
• My teacher makes learning enjoyable.
• My teacher makes lessons interesting.
•
I like the way we learn in this class.
Confer
Confer
• When s/he is teaching us, my teacher asks us
whether we understand.
• My teacher asks questions to be sure we are
following along when s/he is teaching.
• My teacher checks to make sure we understand
what s/he is teaching us.
• My teacher tells us what we are learning and why.
• My teacher wants us to share our thoughts.
• Students speak up and share their ideas about class
work.
• My teacher wants me to explain my answers—why I
think what I think.
• My teacher wants us to share our thoughts.
• Students get to decide how activities are done in
this class.
• My teacher gives us time to explain our ideas.
• Students speak up and share their ideas about class
work.
• My teacher respects my ideas and suggestions.
Consolidate
Consolidate
• My teacher takes the time to summarize what we
learn each day.
• When my teacher marks my work, s/he writes on my
papers to help me understand.
• My teacher takes the time to summarize what we
learn each day.
• My teacher checks to make sure we understand
what s/he is teaching us.
• We get helpful comments to let us know what we
did wrong on assignments.
• The comments that I get on my work in this class
help me understand how to improve.
*Note: Reverse coded item. Agreement represents an unfavorable response.
Source: MET Project Policy and Practice Brief: Asking Students about Teaching (Bill and Melinda Gates Foundation,
2012), http://www.metproject.org/downloads/Asking_Students_Practitioner_Brief.pdf
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APPENDIX H: DALLAS ISD STUDENT PERCEPTION SURVEYS
Student Perception Survey Items – Grades 3-5*
Student Surveys – Teachers (Spring 2015)
Teacher:
1. How much have you learned from this teacher?
⃝ Almost nothing ⃝ A little bit ⃝ Some ⃝ Quite a bit ⃝ A tremendous amount
2. When you need extra help, how good is this teacher at giving you that help?
⃝ Not at all good ⃝ Slightly good ⃝ Somewhat good ⃝ Quite good ⃝ Extremely good
3. How good is this teacher at teaching in the way that you learn best?
⃝ Not at all good ⃝ A little bit good ⃝ Somewhat good ⃝ Quite good ⃝ Extremely good
4. How clearly does this teacher present the information that you need to learn?
⃝ Not at all clearly ⃝ Slightly clearly ⃝ Somewhat clearly ⃝ Quite clearly
⃝ Extremely clearly
5. How interesting does this teacher make what you are learning in class?
⃝ Not at all interesting ⃝ Slightly interesting ⃝ Somewhat interesting ⃝ Quite interesting ⃝
Extremely interesting
6. How good is this teacher at helping you learn?
⃝ Not at all good ⃝ A little bit good ⃝ Somewhat good ⃝ Quite good ⃝ Extremely good
7. How much did you learn from this teacher that you didn’t know before taking his or her class?
⃝ Almost nothing ⃝ A little bit ⃝ Some ⃝ Quite a bit ⃝ A tremendous amount
8. On most days, how pleasant is your teacher’s mood?
⃝ Very unpleasant ⃝ Somewhat unpleasant ⃝ Slightly unpleasant ⃝ Neither pleasant nor
unpleasant ⃝ Slightly pleasant ⃝ Somewhat pleasant ⃝ Very pleasant
9. How fair or unfair are the rules in this class?
⃝ Very unfair ⃝ Somewhat unfair ⃝ Slightly unfair ⃝ Neither unfair nor fair
⃝ Slightly fair ⃝ Somewhat fair ⃝ Very fair
10. How often do students behave well in this class?
⃝ Almost never ⃝ Once in a while ⃝ Sometimes ⃝ Often ⃝ All the time
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11. How much does this teacher encourage you to do your best?
⃝ Does not encourage me at all ⃝ Encourages me a little ⃝ Encourages me some
⃝ Encourages me quite a bit ⃝ Encourages me a tremendous amount
12. When you feel like giving up, how likely is it that this teacher will make you keep trying?
⃝ Not at all likely ⃝ Slightly likely ⃝ Somewhat likely ⃝ Quite likely ⃝ Extremely likely
13. Overall, how high are this teacher’s expectations of you?
⃝ Not high at all ⃝ Slightly high ⃝ Somewhat high ⃝ Quite high ⃝ Extremely high
14. How often does this teacher make you explain your answers?
⃝ Almost never ⃝ Once in a while ⃝ Sometimes ⃝ Often ⃝ All the time
15. How often does this teacher take time to make sure you understand the material?
⃝ Almost never ⃝ Once in a while ⃝ Sometimes ⃝ Often ⃝ All the time
16. How much do you participate in class?
⃝ Not at all ⃝ A little bit ⃝ Some ⃝ Quite a bit ⃝ A tremendous amount
17. How focused are you on the activities in class?
⃝ Not at all focused ⃝ Slightly focused ⃝ Somewhat focused ⃝ Quite focused
⃝ Extremely focused
18. How excited are you about going to this class?
⃝ Not at all excited ⃝ A little bit excited ⃝ Somewhat excited ⃝ Quite excited
⃝ Extremely excited
19. How interested are you in this class?
⃝ Not at all interested ⃝ A little bit interested ⃝ Somewhat interested ⃝ Quite interested ⃝
Extremely interested
20. When your teacher asks, “how are you?”, how often do you feel that your teacher really wants to know
your answer?
⃝ Almost never ⃝ Once in a while ⃝ Sometimes ⃝ Often ⃝ All the time
21. How much does this teacher want to learn about what you do when you are not in school?
⃝ Not at all ⃝ A little bit ⃝ Somewhat ⃝ Quite a bit ⃝ A tremendous amount
22. How interested is this teacher in what you want to be when you grow up?
⃝ Not at all interested ⃝ A little bit interested ⃝ Somewhat interested ⃝ Quite interested ⃝
Extremely interested
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23. If you had something on your mind, how carefully would this teacher listen to you?
⃝ Not at all carefully ⃝ A little bit carefully ⃝ Somewhat carefully ⃝ Quite a bit carefully ⃝
Extremely carefully
*Note: Surveys were developed by Panorama Education Panorama Education (2016, https://www.panoramaed.com
and Dallas ISD (2015a, 2015b). Surveys were available in both English and Spanish versions. The surveys can be foun
at
http://www.dallasisd.org/site/default.aspx?PageType=14&DomainID=8969&PageID=28269&ModuleInstanceID=471
4&ViewID=1e008a8a-8e8a-4ca0-9472-a8f4a723a4a7&IsMoreExpandedView=True
/)
d
4
Student Perception Survey Items – Grades 6-12*
Student Surveys – Teachers (Spring 2015)
Teacher:
1. Overall, how much have you learned from this teacher about this subject?
⃝ Almost nothing ⃝ A little bit ⃝ Some ⃝ Quite a bit ⃝ A tremendous amount
2. During class, how motivating are the activities that this teacher has you do?
⃝ Not at all motivating ⃝ Slightly motivating ⃝ Somewhat motivating ⃝ Quite motivating ⃝
Extremely motivating
3. For this class, how clearly does this teacher present the information that you need to learn?
⃝ Not at all clearly ⃝ Slightly clearly ⃝ Somewhat clearly ⃝ Quite clearly
⃝ Extremely clearly
4. How interesting does this teacher make what you are learning in class?
⃝ Not at all interesting ⃝ Slightly interesting ⃝ Somewhat interesting ⃝ Quite interesting ⃝
Extremely interesting
5. How often does this teacher give you feedback that helps you learn?
⃝ Almost never ⃝ Once in a while ⃝ Sometimes ⃝ Often ⃝ All the time
6. When you need extra help, how good is this teacher at giving you that help?
⃝ Not at all good ⃝ Slightly good ⃝ Somewhat good ⃝ Quite good ⃝ Extremely good
7. How comfortable are you asking this teacher questions about what you are learning in his or her class?
⃝ Not at all comfortable ⃝ Slightly comfortable ⃝ Somewhat comfortable ⃝ Quite
comfortable ⃝ Extremely comfortable
8. How often has this teacher taught you things that you didn’t know before taking this class?
⃝ Almost never ⃝ Once in a while ⃝ Sometimes ⃝ Often ⃝ All the time
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9. On most days, how pleasant or unpleasant is the physical space in this classroom?
⃝ Very unpleasant ⃝ Somewhat unpleasant ⃝ Slightly unpleasant ⃝ Neither pleasant nor
unpleasant ⃝ Slightly pleasant ⃝ Somewhat pleasant ⃝ Very pleasant
10. How fair or unfair are the rules for the students in this class?
⃝ Very unfair ⃝ Somewhat unfair ⃝ Slightly unfair ⃝ Neither unfair nor fair
⃝ Slightly fair ⃝ Somewhat fair ⃝ Very fair
11. On most days, how pleasant or unpleasant is your teacher’s mood?
⃝ Very unpleasant ⃝ Somewhat unpleasant ⃝ Slightly unpleasant ⃝ Neither pleasant nor
unpleasant ⃝ Slightly pleasant ⃝ Somewhat pleasant ⃝ Very pleasant
12. How often do students behave well in this class?
⃝ Almost never ⃝ Once in a while ⃝ Sometimes ⃝ Often ⃝ All the time
13. How much does this teacher encourage you to do your best?
⃝ Does not encourage me at all ⃝ Encourages me a little ⃝ Encourages me some
⃝ Encourages me quite a bit ⃝ Encourages me a tremendous amount
14. When you feel like giving up on a difficult task, how likely is it that this teacher will make you keep
trying?
⃝ Not at all likely ⃝ Slightly likely ⃝ Somewhat likely ⃝ Quite likely ⃝ Extremely likely
15. Overall, how high are this teacher’s expectations of you?
⃝ Not high at all ⃝ Slightly high ⃝ Somewhat high ⃝ Quite high ⃝ Extremely high
16. How often does this teacher make you explain your answers?
⃝ Almost never ⃝ Once in a while ⃝ Sometimes ⃝ Often ⃝ All the time
17. How often does this teacher take time to make sure you understand the material?
⃝ Almost never ⃝ Once in a while ⃝ Sometimes ⃝ Often ⃝ All the time
18. In this class, how much do you participate?
⃝ Not at all ⃝ A little bit ⃝ Some ⃝ Quite a bit ⃝ A tremendous amount
19. When you are not in class, how often do you talk about ideas from class?
⃝ Almost never ⃝ Once in a while ⃝ Sometimes ⃝ Often ⃝ All the time
20. How often do you get so focused on class activities that you lose track of times?
⃝ Almost never ⃝ Once in a while ⃝ Sometimes ⃝ Often ⃝ All the time
21. How excited are you about going to this class?
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⃝ Not at all excited ⃝ A little bit excited ⃝ Somewhat excited ⃝ Quite excited
⃝ Extremely excited
22. Overall, how interested are you in this class?
⃝ Not at all interested ⃝ A little bit interested ⃝ Somewhat interested ⃝ Quite interested ⃝
Extremely interested
23. When your teacher asks how you are doing, how often do you feel that your teacher is really interested
in your answer?
⃝ Almost never ⃝ Once in a while ⃝ Sometimes ⃝ Often ⃝ All the time
24. How interested is this teacher in what you do outside of class?
⃝ Not at all interested ⃝ A little bit interested ⃝ Somewhat interested ⃝ Quite interested ⃝
Extremely interested
25. How interested is this teacher in your career after you finish school?
⃝ Not at all interested ⃝ A little bit interested ⃝ Somewhat interested ⃝ Quite interested ⃝
Extremely interested
26. If you walked into class upset, how concerned would your teacher be?
⃝ Not at all concerned ⃝ Slightly concerned ⃝ Somewhat concerned ⃝ Quite concerned ⃝
Extremely concerned
27. If you came back to visit class three years from now, how excited would this teacher be to see you?
⃝ Not at all excited ⃝ A little bit excited ⃝ Somewhat excited ⃝ Quite excited
⃝ Extremely excited
28. If you had something on your mind, how carefully would this teacher listen to you?
⃝ Not at all carefully ⃝ A little bit carefully ⃝ Somewhat carefully ⃝ Quite a bit carefully ⃝
Extremely carefully
*Note: Surveys were developed by Panorama Education (2016, https://www.panoramaed.com/) and Dallas ISD
(2015a, 2015b). Surveys were available in both English and Spanish versions. The surveys can be found at
http://www.dallasisd.org/site/default.aspx?PageType=14&DomainID=8969&PageID=28269&ModuleInstanceID=4714
4&ViewID=1e008a8a-8e8a-4ca0-9472-a8f4a723a4a7&IsMoreExpandedView=True
