You are invited to take part in the VISTA survey. The purpose of this survey is to provide DESE your feedback on your district and the state’s programs to support statewide reform efforts. The survey is divided into four main modules, plus a small number of demographic questions:

A. Demographic questionsB. Educator Effectiveness (hiring, developing, evaluating, and retaining effective

educators)

C. State Curriculum FrameworksD. Social and Emotional Learning, Health, and SafetyE. DESE Overall Support

The survey should take approximately 20 to 30 minutes to complete.

You may wish to have a designee from your district staff complete one or more of the five modules. If you do so, you will need to provide them with your link to the survey. If you are unsure about a question, please respond in a manner that most closely reflects your experiences or seek information from others (e.g., Curriculum Directors) to provide an answer.

Taking part in this study is completely voluntary. You can withdraw from the study at any time by discontinuing the survey and you may choose not to respond to any question within the survey (except the required demographic questions in the first section). There are no known risks or discomforts associated with this survey. Although you will receive no direct benefits for completing the survey, doing so will provide information that may be useful to improve teaching and learning.

Your responses will be kept confidential and stored in secure electronic files. Any report of this research that is made available to the public will not include your name or any other individual information by which you could be identified. No individual responses will be reported.

If you have questions or want a copy or summary of this study’s results, contact Laura Egan, Westat VISTA Project Director, at lauraegan@westat.com. If you have questions about your rights and welfare as a research participant, please call the Westat Human Subjects Protections office at 1-888-920-7631. Please leave a message with your full name, the name of the research study that you are calling about (the VISTA study), and a phone number beginning with the area code. Someone will return your call as soon as possible. Please feel free to print a copy of this consent page to keep for your records.

Clicking the “Next” button below indicates that you are 21 years of age or older and indicates your consent to participate in this survey.

VISTA 2019 District Survey 1

A. DEMOGRAPHICS

A1. What grade levels does your district serve? SELECT ALL THAT APPLY

1 □ All Grades, Pre-K–12

1 □ All Grades, K–12

1 □ Pre-K

1 □ Kindergarten

1 □ Grade 1

1 □ Grade 2

1 □ Grade 3

1 □ Grade 4

1 □ Grade 5

1 □ Grade 6

1 □ Grade 7

1 □ Grade 8

1 □ Grade 9

1 □ Grade 10

1 □ Grade 11

1 □ Grade 12

1 □ Grade 13 (students aged 18–22)

A2. Including the current school year (2018–19), how long have you worked as a district-level and/or school level administrator? Please do not include student practicum.

Years

a.Total amount of time as a district-level or school-level administrator

|___|___|

VISTA 2019 District Survey 2

A3. Since September 2011, how many different people have served as Superintendent (or acting/interim Superintendent) in your district? Please include the current superintendent.

_ _ Number of Superintendents since September 2011

A4. Are you a leader of a charter school/district?

1 □ Yes

2 □ No

VISTA 2019 District Survey 3

B. EDUCATOR EFFECTIVENESS

The Educator Effectiveness section (Module B) asks for your views on hiring, developing, evaluating, and retaining effective educators in your schools or district.

Hiring

B1. What proportion of your new hires are secured using the following sources?

Note: Sources are not mutually exclusive.

SourceFew or none

(0 to 25%) Some

(26 to 50%)Most

(51 to 75%)All or nearly all

(76 to 100%)Don’t Know

a. Grow-your-own models (including internship/apprenticeship route for administrators or an approved district-based licensure program)

1 □ 2 □ 3 □ 4 □ -1 □

b. Partnership(s) with traditional teacher/administrator preparation providers

1 □ 2 □ 3 □ 4 □ -1 □

c. Partnership(s) with alternative teacher/administrator preparation providers

1 □ 2 □ 3 □ 4 □ -1 □

d. Individuals placed in our district for student teaching or as administrative interns

1 □ 2 □ 3 □ 4 □ -1 □

e. General recruitment efforts (e.g., online job posting, job fairs) 1 □ 2 □ 3 □ 4 □ -1 □

f. Targeted recruitment efforts (e.g., head hunting) 1 □ 2 □ 3 □ 4 □ -1 □

g. Word of mouth/referral from existing staff 1 □ 2 □ 3 □ 4 □ -1 □

h. Other (specify) 1 □ 2 □ 3 □ 4 □ -1 □

B2. How frequently are you able to hire an ideal candidate for a principal vacancy?1 □ All of the time

2 □ Most of the time

3 □ Some of the time

4 □ I am usually unable to hire an ideal candidate

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B3. What structures or supports does your district have in place to support the recruitment and retention of educators of color? Please check all that apply.

1 □ Diversity Task Force

1 □ District-level position(s) primarily focused on Diversity, Equity, and Inclusion

1 □ Training and/or protocols associated with identifying and reducing hiring bias

1 □ Diversity goals

1 □ Affinity groups

1 □ Intentional pipeline programs (e.g., grow-your -own models, prep partnerships, residency programs) designedexplicitly to diversify the workforce

1 □ Cultural responsiveness training/support for all educators

1 □ Proactive and targeted recruitment efforts

1 □ Partnership(s) with teacher/administrator preparation providers (traditional or alternative)

1 □ Other, specify

B4. Please prioritize the strategies at the state level that would best support your ability to recruit a more racially/ethnically diverse workforce.

StrategiesNo

NeedLow

PriorityModerate Priority

High Priority

Don’t Know

a. Providing financial incentives (e.g., signing bonuses, loan forgiveness) 1 □ 2 □ 3 □ 4 □ -1 □

b. Supporting grow-your-own models 1 □ 2 □ 3 □ 4 □ -1 □c. Removing or reducing financial

barriers associated with the MTEL 1 □ 2 □ 3 □ 4 □ -1 □d. Facilitating a statewide convening and

ongoing networks to share and disseminate best practices

1 □ 2 □ 3 □ 4 □ -1 □e. Launching a statewide recruitment

campaign 1 □ 2 □ 3 □ 4 □ -1 □f. Running a statewide fellowship

program for educators of color 1 □ 2 □ 3 □ 4 □ -1 □g. Providing support/structures for

building partnerships with local educator preparation program providers

1 □ 2 □ 3 □ 4 □ -1 □

h. Other (specify):

_____________________1 □ 2 □ 3 □ 4 □ -1 □

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Developing and Supporting

B5. Which incentives/structures does your district use to support meaningful, high-quality professional development for teachers?

Incentives/structures Don’t use

Low use

Moderate use

Significant use

Don’t Know

a. Individual choice/autonomy in offerings 1 □ 2 □ 3 □ 4 □ -1 □

b. District-level coaching support1 □ 2 □ 3 □ 4 □ -1 □

c. School-level coaching support1 □ 2 □ 3 □ 4 □ -1 □

d. Dedicated time during the school year 1 □ 2 □ 3 □ 4 □ -1 □

e. Dedicated time during the school day 1 □ 2 □ 3 □ 4 □ -1 □

f. Monetary incentives (e.g., stipends) 1 □ 2 □ 3 □ 4 □ -1 □

g. Professional development points (PDPs) 1 □ 2 □ 3 □ 4 □ -1 □

h. Connection to educator evaluation system 1 □ 2 □ 3 □ 4 □ -1 □

i. Teacher-led professional development 1 □ 2 □ 3 □ 4 □ -1 □

j. Cross-district learning teams/networks 1 □ 2 □ 3 □ 4 □ -1 □

k. Other (specify):

_____________________1 □ 2 □ 3 □ 4 □ -1 □

B6. Of all the professional development for teachers provided in your district, what percentage is developed in-house by your district?

______% (enter #)

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Evaluation

B7. Please identify the rubric(s) used by your district for principal/school administrator evaluation. PLEASE SELECT ALL THAT APPLY

2018 updated model rubric

2012 original model rubric

District-specificrubric

Don’t use a specific rubric

a.Principals/school administrators1 □ 1 □ 1 □ 1 □

B8. Please indicate your agreement with the following statements about the principal/school administrator evaluation system used in your district.

Disagree Strongly

Disagree Somewhat

Agree Somewhat

Agree Strongly

a. The principal evaluation system is effective in identifying outstanding school leaders. 1 □ 2 □ 3 □ 4 □

b. The principal evaluation system is effective in identifying school leaders who are struggling. 1 □ 2 □ 3 □ 4 □

B9. Please identify the rubric(s) used by you for classroom teacher evaluations.

PLEASE SELECT ALL THAT APPLY

2018 updated model rubric

2012 original model rubric

District-specific rubric

Don’t use a specific rubric

a. Classroom teachers1 □ 1 □ 1 □ 1 □

B10. Please indicate your agreement with the following statements about the teacher evaluation system used in your district.

Disagree Strongly

Disagree Somewhat

Agree Somewhat

Agree Strongly

Don’t Know

a. The evaluation system used in my district is effective in identifying outstanding teachers.

1 □ 2 □ 3 □ 4 □ -1 □

b. The evaluation system used in my district is an effective tool to support teacher growth and development.

1 □ 2 □ 3 □ 4 □ -1 □

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Retaining Effective Teachers

B11. Which of the following retention strategies are the most effective in retaining your most effective teachers? Please select the three most effective strategies for your district.

StrategiesMost

effective Second most

effectiveThird most effective

a. Providing them with regular, positive feedback and/or informal critical feedback 1

□ □ □

b. Identifying and supporting them in specific areas of professional development 2

□ □ □

c. Publicly recognizing their accomplishments 3 □ □ □

d. Informing them that they are high performing and having intentional “stay” conversations 4

□ □ □

e. Identifying formal opportunities/paths for teacher leader roles or putting them in charge of something 5

□ □ □

f. Providing them with access to additional resources for their classrooms 6

□ □ □

g. Emphasizing collaborative learning/planning time with other effective colleagues 7

□ □ □

h. Other (specify) 8:

_____________________□ □ □

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B12. Prioritize the areas in which you would like to receive additional DESE support and resources to foster workforce effectiveness.

StrategiesNo

NeedLow

PriorityModerate Priority

High Priority

Don’t Know

a. Recruitment efforts including proactive pipeline development work (e.g., strategically coordinating student teachers, running internship/apprenticeship programs for administrators)

1 □ 2 □ 3 □ 4 □ -1 □

b. Hiring the right candidate for a position 1 □ 2 □ 3 □ 4 □ -1 □

c. Induction and mentoring 1 □ 2 □ 3 □ 4 □ -1 □

d. Teacher placement/assignment 1 □ 2 □ 3 □ 4 □ -1 □

e. Supervision and evaluation 1 □ 2 □ 3 □ 4 □ -1 □

f. Professional development 1 □ 2 □ 3 □ 4 □ -1 □

g. Recognition and advancement 1 □ 2 □ 3 □ 4 □ -1 □h. Basic human resource functions

(e.g., licensure, payroll, legal) 1 □ 2 □ 3 □ 4 □ -1 □

i. Data collection, tracking, and analyses specific to your workforce 1 □ 2 □ 3 □ 4 □ -1 □

j. Other (specify):

_____________________ 1 □ 2 □ 3 □ 4 □ -1 □

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C. STATE CURRICULUM FRAMEWORKSThis section (Module C) asks for your views on the alignment, support and implementation of the Massachusetts Curriculum Frameworks (English Language Arts and Literacy, Mathematics, History and Social Science, and Science and Technology/Engineering) in your district.

C1. Prioritize the guidance needed to successfully implement the 2017 English Language Arts and Literacy (ELA/Literacy) Curriculum Framework.

ELA/Literacy Framework implementation guidance on…

No Need

Low Priority

Moderate Priority

High Priority

Don’t Know

a. which curricula are best aligned. 1 □ 2 □ 3 □ 4 □ -1 □b. developing curriculum that is well aligned. 1 □ 2 □ 3 □ 4 □ -1 □c. identifying professional development providers to

support implementation. 1 □ 2 □ 3 □ 4 □ -1 □

C2. Over the course of the school year, on average, what percentage of English Language Arts and Literacy (ELA/Literacy) lessons use each of the following instructional materials?

ELA/Literacy Few or none(0 to 25%)

Some(26 to 50%)

Most(51 to 75%)

All or nearly all(76 to 100%)

a. District- or school-procured curriculum (purchased or open source)

1 □ 2 □ 3 □ 4 □

b. District-developed curriculum1 □ 2 □ 3 □ 4 □

c. Teacher-selected resources1 □ 2 □ 3 □ 4 □

d. Teacher-created resources1 □ 2 □ 3 □ 4 □

e. Other (specify):

_____________________1 □ 2 □ 3 □ 4 □

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C3. Prioritize the guidance needed to successfully implement the 2017 Mathematics Curriculum Framework.

Mathematics Framework implementation guidance on…

NoNeed

Low Priority

Moderate

PriorityHigh

PriorityDon’t Know

a. which curricula are best aligned. 1 □ 2 □ 3 □ 4 □ -1 □

b. developing curriculum that is well aligned. 1 □ 2 □ 3 □ 4 □ -1 □c. identifying professional development providers

to support implementation. 1 □ 2 □ 3 □ 4 □ -1 □

C4. Over the course of the school year, on average, what percentage of Mathematics lessons use each of the following instructional materials?

Mathematics Few or none(0 to 25%)

Some(26 to 50%)

Most(51 to 75%)

All or nearly all(76 to 100%)

a. District- or school-procured curriculum (purchased or open source)

1 □ 2 □ 3 □ 4 □

b. District-developed curriculum1 □ 2 □ 3 □ 4 □

c. Teacher-selected resources1 □ 2 □ 3 □ 4 □

d. Teacher-created resources1 □ 2 □ 3 □ 4 □

e. Other (specify):

_____________________1 □ 2 □ 3 □ 4 □

C5. Prioritize the guidance needed to successfully implement the 2018 History and Social Science Frameworks.

History and Social Science Framework implementation guidance on…

NoNeed

LowPriority

ModeratePriority

HighPriority

Don’tKnow

a. which curricula are best aligned.1 □ 2 □ 3 □ 4 □ -1 □

b. developing curriculum that is well aligned. 1 □ 2 □ 3 □ 4 □ -1 □

c. identifying professional development providers to support implementation.

1 □ 2 □ 3 □ 4 □ -1 □

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C6. Over the course of the school year, on average, what percentage of History and Social Science lessons use each of the following instructional materials?

History and Social ScienceFew or none

(0 to 25%)Some

(26 to 50%)Most

(51 to 75%)All or nearly all

(76 to 100%)

a. District- or school-procured curriculum (purchased or open source)

1 □ 2 □ 3 □ 4 □

b. District-developed curriculum 1 □ 2 □ 3 □ 4 □

c. Teacher-selected resources 1 □ 2 □ 3 □ 4 □

d. Teacher-created resources 1 □ 2 □ 3 □ 4 □e. Other (specify):

_____________________1 □ 2 □ 3 □ 4 □

C7. Prioritize the guidance needed to successfully implement the 2016 Science and Technology/Engineering (STE) Curriculum Framework.

STE Framework implementation guidance on… NoNeed

Low Priority

Moderate Priority

High Priority

Don’t Know

a. which curricula are best aligned. 1 □ 2 □ 3 □ 4 □ -1 □

b. developing curriculum that is well aligned. 1 □ 2 □ 3 □ 4 □ -1 □c. identifying professional development providers to

support implementation. 1 □ 2 □ 3 □ 4 □ -1 □

C8. Over the course of the school year, on average, what percentage of Science and Technology/Engineering (STE) lessons use each of the following instructional materials?

STEFew or none

(0 to 25%)Some

(26 to 50%)Most

(51 to 75%)All or nearly all

(76 to 100%)

a. District- or school-procured curriculum (purchased or open source)

1 □ 2 □ 3 □ 4 □

b. District-developed curriculum 1 □ 2 □ 3 □ 4 □

c. Teacher-selected resources 1 □ 2 □ 3 □ 4 □

d. Teacher-created resources 1 □ 2 □ 3 □ 4 □e. Other (specify):

_____________________1 □ 2 □ 3 □ 4 □

12

13

C9. Thinking across all curriculum frameworks, prioritize the guidance needed to successfully implement them for the following factors.

Implementation guidance on… NoNeed

Low Priority

Moderate Priority

High Priority

Don’t Know

a. how to embed students’ social and emotional learning into the curricula. 1 □ 2 □ 3 □ 4 □ -1 □

b. how to support English learners in mastering the expectations. 1 □ 2 □ 3 □ 4 □ -1 □

c. how to support students with disabilities in mastering the expectations. 1 □ 2 □ 3 □ 4 □ -1 □

d. Other (specify):

_____________________1 □ 2 □ 3 □ 4 □ -1 □

C10. How concerned are you about having enough Instructional Technology Specialists and Digital Literacy and Computer Science (DLCS) teachers to support teaching the DLCS standards across K-12?

PLEASE SELECT ALL THAT APPLY

Concerned about our elementary school level

Concerned about our middle school level

Concerned about our high school level Not at all concerned

1 □ 1 □ 1 □ 1 □

C11. Thinking of the English Language Arts and Literacy (ELA/Literacy) and Mathematics curriculum frameworks, please indicate your level of agreement with the following statements about the 2017 curriculum frameworks.

Disagree Strongly

Disagree Somewhat

Agree Somewhat

Agree Strongly

a. The 2017 curriculum frameworks clearly indicate the content (topics and cognitive demands) teachers should teach.

1 □ 2 □ 3 □ 4 □

b. The 2017 curriculum frameworks clearly indicate the content (topics and cognitive demands) teachers should not teach.

1 □ 2 □ 3 □ 4 □

c. Teachers have received guidance from my district or state that clearly indicates the order in which they should teach each content area in the 2017 curriculum frameworks.

1 □ 2 □ 3 □ 4 □

d. Teachers have received guidance from my district or state that clearly indicates how much time they should spend on each content area in the curriculum frameworks.

1 □ 2 □ 3 □ 4 □

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C12. Please indicate your agreement with the following statements.

Disagree Strongly

Disagree Somewhat

Agree Somewhat

Agree Strongly

a. The district rewards or recognizes principals based on their schools’ MCAS or PARCC scores.

1 □ 2 □ 3 □ 4 □

b. The district rewards or recognizes teachers based on their students’ MCAS or PARCC scores.

1 □ 2 □ 3 □ 4 □

c. The district rewards or recognizes principals based on their schools’ implementation of the Massachusetts Curriculum Frameworks.

1 □ 2 □ 3 □ 4 □

d. The district rewards or recognizes teachers based on their classroom implementation of the Massachusetts Curriculum Frameworks.

1 □ 2 □ 3 □ 4 □

e. There are negative repercussions for principals in my district if their schools poorly implement the Massachusetts Curriculum Frameworks.

1 □ 2 □ 3 □ 4 □

f. There are negative repercussions for teachers in my district who poorly implement the Massachusetts Curriculum Frameworks.

1 □ 2 □ 3 □ 4 □

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D. SOCIAL and EMOTIONAL LEARNING, HEALTH, and SAFETY

This section (Module D) asks for your views on the social and emotional learning supports and resources in your district, and solicits your feedback on DESE’s 2018 school climate surveys.

D1. To help students master the Massachusetts’ state standards, to what extent could principals in your district benefit from support in the following?

Principals could benefit from strategies to… Not At All

Minimal Extent

Moderate Extent

LargeExtent

a. support teachers as they integrate the development of students’ social and emotional competencies into their lesson content (e.g., self-awareness and management, social awareness and relationship skills, and responsible decision-making).

1 □ 2 □ 3 □ 4 □

b. integrate the development of students’ social and emotional competencies into their instructional leadership and school-wide systems and structures.

1 □ 2 □ 3 □ 4 □

c. support students with different types of social and emotional learning needs within their school. 1 □ 2 □ 3 □ 4 □

d. ensure SEL approaches are culturally responsive.1 □ 2 □ 3 □ 4 □

D2. Thinking of your district’s student and staff support systems, to what extent do you agree with the following statements with regard to social and emotional learning (SEL)?

Disagree Strongly

Disagree Somewhat

Agree Somewhat

Agree Strongly

a. My district has a sufficient number of specialists (e.g., counselors, social workers) to address students’ SEL needs.

1 □ 2 □ 3 □ 4 □

b. My district has access to sufficient community resources (e.g., psychological services, youth organizations, hospitals) to support students’ SEL.

1 □ 2 □ 3 □ 4 □

c. My district coordinates with students’ families to support students’ SEL needs. 1 □ 2 □ 3 □ 4 □

d. My district supports staff members’ social and emotional well-being. 1 □ 2 □ 3 □ 4 □

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D3. To what extent did your district share the 2018 Views of Climate and Learning (VOCAL) school climate results with the following stakeholders? If your district did not participate in the VOCAL survey, please use “Not Applicable” to respond.

The district shared and discussed the school climate results with…

Not Applicable

NotAt All

Minimal Extent

Moderate Extent

LargeExtent

a. staff. 0 □ 1 □ 2 □ 3 □ 4 □b. parents. 0 □ 1 □ 2 □ 3 □ 4 □c. the local school committee.

0 □ 1 □ 2 □ 3 □ 4 □

D4. To what extent do you agree with each of the following statements regarding DESE’s performance during the 2018–2019 school year relative to safe and supportive schools?

DESE… Disagree Strongly

Disagree Somewhat

Agree Somewhat

Agree Strongly

Don’t Know

a. provides resources (e.g., guidance, professional development) that help schools improve students’ social and emotional learning and school climate.

1 □ 2 □ 3 □ 4 □-1 □

b. communicates about the importance of developing students’ SEL competencies and strong school climates in order to help prepare students for success after high school.

1 □ 2 □ 3 □ 4 □-1 □

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E. DESE OVERALL SUPPORT

This section (Module E) asks for your views on DESE supports and resources.

E1. To what extent has DESE’s contact with your district focused on ensuring compliance as opposed to providing assistance?  Base your response on your district’s recent experience with DESE.

Predominantly Compliance

PredominantlyAssistance

Don’t Know

1 □ 2 □ 3 □ 4 □ 5 □ 6 □ 7 □ 8 □ 9 □-1 □

E2. To what extent do you agree with each of the following statements regarding DESE’s performance during the 2018–2019 school year relative to policies and programs?

Disagree Strongly

Disagree Somewhat

Agree Somewhat

Agree Strongly

Don’t Know

a. DESE provides services in a coherent, well-coordinated fashion.

1 □ 2 □ 3 □ 4 □-1 □

b. DESE communicates in a coherent, well-coordinated fashion. 1 □ 2 □ 3 □ 4 □

-1 □c. DESE is effective in its efforts to improve the

overall quality of public K-12 education. 1 □ 2 □ 3 □ 4 □-1 □

d. DESE consolidates planning requirements to make it easier for districts to work from a single district-wide strategic plan.

1 □ 2 □ 3 □ 4 □-1 □

e. DESE’s grant programs and applications encourage my district to connect grant-funded activities to our district strategic plan.

1 □ 2 □ 3 □ 4 □-1 □

f. DESE’s policies, programs, and grants encourage my district to use data and evidence in selecting interventions and initiatives.

1 □ 2 □ 3 □ 4 □-1 □

g. DESE’s policies, programs, and grants encourage my district to generate data and evidence about the implementation and impact of our work.

1 □ 2 □ 3 □ 4 □-1 □

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E3. Please evaluate the usefulness of the following DESE data resources in informing your district’s planning and improvement work.

Never heard of

this resource

Heard of resource

but haven’t used It

Used resource but found

it NOT useful

Found resource

useful

Found resource

very useful

a. Profiles (state data website) 1 □ 2 □ 3 □ 4 □ 5 □b. DART (trends over time, comparisons

to similar districts/schools, graphs; now part of Profiles)

1 □ 2 □ 3 □ 4 □ 5 □

c. EWIS (Early Warning Indicator System)

1 □ 2 □ 3 □ 4 □ 5 □

d. RADAR (Resource Allocation and District Action Reports)

1 □ 2 □ 3 □ 4 □ 5 □

e. Student Learning Experience reports 1 □ 2 □ 3 □ 4 □ 5 □f. Edwin student assessment reports

1 □ 2 □ 3 □ 4 □ 5 □g. VOCAL (Views of Climate and

Learning) school climate reports1 □ 2 □ 3 □ 4 □ 5 □

E4. Please use this space to provide any feedback on how DESE could improve its services to educators.

Note: Text box allows a maximum of 3,500 characters (about 550 words).

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F. CHARTER SCHOOL LEADERS ONLY

F1. To what extent do you agree with the following statements about the Office of Charter Schools and School Redesign (OCSSR)?

The Office of Charter Schools and School Redesign (OCSSR)…

Disagree Strongly

Disagree Somewhat

Agree Somewhat

Agree Strongly

Don’t Know

a. has an effective system for charter school accountability. 1 □ 2 □ 3 □ 4 □ -1 □

b. uses reliable and valid evidence to support its renewal decisions (e.g., site visits, annual reports, financial statements).

1 □ 2 □ 3 □ 4 □ -1 □

c. facilitates engagement between districts and charter schools to ensure effective models and practices are shared.

1 □ 2 □ 3 □ 4 □ -1 □

d. provides accurate information in response to my questions. 1 □ 2 □ 3 □ 4 □ -1 □

e. communicates proactively when there are important policy or regulatory changes. 1 □ 2 □ 3 □ 4 □ -1 □

F2. Please use this space to provide any feedback on how DESE could improve its services to educators.

Note: Text box allows a maximum of 3,500 characters (about 550 words).

THANK YOU VERY MUCH FOR YOUR TIME AND COOPERATION.

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