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25
ATTACHMENT 16: Sample Tables
Small Table Sample
Table 1
Participating School Districts
Student
Enrollment
District AEIS
Rating
Number of
Campuses
Number of PDAS
Appraisers
District A
8,628
Academically
Acceptable
10
29
District B
773
Recognized
3
4
District C
4,889
Recognized
7
19
District D
1,188
Academically
Acceptable
4
6
District E
7,818
Recognized
11
25
District F
18,198
Exemplary
24
57
55
138
Name
Total
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left
Note. Data based on the Texas Education Agency (TEA) District Academic Excellent Indicator System
(AEIS) for the 2009 – 2010 school year (TEA, 2010).
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from right
Citation:
Nixon, L. (2013). Implementation issues of a standards-based teacher evaluation system:
Perceptions of Campus Administrators (Doctoral Dissertation). Retrieved from
ProQuest Dissertations and Theses. (Accession Order No. 3570875), 25.
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Large Table Sample
Table 8
Frequency Tables for Each Item in Multiple-Tiers of Instruction Variable
Multiple-Tiers of Instruction Items
1. Most or all teachers differentiate instruction.
2. What is the current level of research-based core curriculum intervention materials provided by your
campus?
The campus sometimes provides research-based core curriculum
The campus always provides researched-based core curriculum
3. The core curriculum is monitored.
4. Procedures are in place to monitor the fidelity of implementation of the core curriculum.
5. The teacher rarely deviates from the materials or vendor recommendations.
6. Vertical and Horizontal Alignment of Teaching and Learning (Choose all that apply):
0 There is no vertical or horizontal alignment of teaching and learning
1 There is good vertical alignment of teaching and learning from one grade to another
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2 There is good vertical and horizontal alignment of teaching and learning within grade levels,
from bottom
so that students have similar experiences, regardless of their assigned teacher
7. School Based Professional Development
Some forms of professional development are available to teachers to support continuous
improvement of instructional practice, but most are not school-based and do not support
continuous improvement of instructional practice
School based professional development is established and structured so that all teachers
continuously examine, reflect on, and improve instructional practice.
8. Tier II interventions are evidence based.
9. Tier II Interventions Align with Core Curriculum
Tier II intervention generally aligns with the district’s core curriculum but only occasionally
includes foundational skills that support the district’s core curriculum and instruction.
Tier II intervention aligns well with core instruction and includes foundational skills that support
the district’s core curriculum and instruction
M
1.00
1.73
.56
.45
1.39
2.44
SD
.00
.45
.50
.50
.62
Freq
%
131 100%
36
95
100
74
59
28%
72%
76%
57%
45%
9
62
60
7%
47%
46%
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.50
2.00 .000
1.60 .50
74
57%
57
43%
131
100%
52
40%
79
60%
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26
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from left
10.
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11.
12.
13.
14.
15.
16.
17.
Multiple-Tiers of Instruction Items
Fidelity of Tier II Intervention
There is no monitoring of Tier II intervention implementation
Procedures are in place to monitor the fidelity of implementation of Tier II
Tier II interventions are implemented most of the time with fidelity, in accordance with
developer guidelines.
Quality of Tier II Instruction: Well-trained staff lead Tier II interventions.
Intervention group size is 10 or fewer students.
How is Tier II related to Tier I? Tier II interventions are in addition to the core classroom instruction.
Tier III interventions are evidence based.
The Tier III interventions are not evidence-based.
Tier III interventions consist of a variety of strategies, of which only some are evidence-based
All Tier III interventions are evidence based.
Fidelity of Tier III Intervention
Procedures are in place to monitor the fidelity of implementation of Tier III interventions.
Tier III interventions are implemented most of the time with fidelity, in accordance with
developer guidelines.
Quality of Tier III Instruction: Well trained staff lead Tier III interventions and group sizes are 5 are
less
How is Tier III related to Tier I?
Tier III intervention is sometimes in addition to core classroom instruction and sometimes
replaces core classroom instruction.
Tier III interventions are in addition to the core classroom instruction.
SD
.55
.67 .47
.80 .40
3.00 .000
2.47 .57
1.23
Freq
%
8
84
39
6%
64%
30%
88
105
131
67%
80%
100%
5
60
66
4%
46%
50%
101
30
77%
22%
67
51%
7
5.3%
123
95%
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.42
1.51
.50
2.95
.23
27
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M
1.24
28
Citation:
Cornwell, K. W. (2014). How various levels of implementation of the multi-tiered
framework affect student performance (Doctoral Dissertation). University of
Houston – Clear Lake, Houston, Texas.
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