Harlem Village Academy West Charter School

• Teachers · In planning my last instructional unit, I had the resources and tools I needed to…meet the needs of the children in my classroom. [Early childhood].100%
• Teachers · In planning my last instructional unit, I had the resources and tools I needed to…develop and facilitate intentional learning experiences grounded in the developmentally appropriate practices and play-based learning experiences emphasized in New York State Prekindergarten Learning Standards (NYSPLS) and/or Head Start Early Learning Outcomes Framework (ELOF). [Early childhood].91%
• Teachers · In planning my last instructional unit, I had the resources and tools I needed to…help children engage with books and materials, or in other learning activities reflective of their diverse racial, cultural, and linguistic perspective. [Early childhood].100%

Each question’s favorable response rate; the topic score (97%) is their average, vs 94% citywide.

• Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [ELA].89%
• Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks, using scaffolding where appropriate. [ELA].89%
• Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [ELA].89%
• Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [ELA].83%
• Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [ELA].95%
• Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks, using scaffolding where appropriate. [Math].100%
• Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [Math].95%
• Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [Math].100%
• Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [Math].100%

Each question’s favorable response rate; the topic score (93%) is their average, vs 92% citywide.

• Teachers · I am able to...receive support around how to incorporate students' cultural and linguistic backgrounds in my practice.81%
• Teachers · I am able to...appropriately modify instructional activities and materials to meet the developmental needs and learning interests of all my students.97%
• Teachers · I am able to...ensure instruction represents multiple perspectives, cultures, and backgrounds.89%
• Teachers · I am able to…ensure instruction represents multiple races and ethnicities.95%
• Teachers · I am able to…ensure instruction represents multiple genders, gender identities and expressions and sexual orientations.86%
• Teachers · I am able to...design instruction that is responsive to students’ needs (e.g. Multilingual Learners/English language learners (MLs/ELLs) or Emergent Multilingual Learners (EMLLs) proficiency and students with disabilities).83%
• Teachers · I am able to...apply my knowledge of parents' various cultural backgrounds when collaborating with them regarding their child's educational progress.95%
• Teachers · I am able to...develop appropriate Individualized Education Programs for my students with disabilities.97%
• Teachers · I am able to...monitor progress on Individualized Education Program goals for my students with disabilities.97%
• Teachers · I am able to...distinguish linguistic/cultural differences from learning difficulties.94%
• Teachers · I have conversations about race and racism at my school that help me examine my own beliefs around identity.71%

Each question’s favorable response rate; the topic score (90%) is their average, vs 92% citywide.

• Teachers · How many students in your classes…build on each other’s ideas during class discussions?68%
• Teachers · How many students in your classes…use data or text references to support their ideas?65%
• Teachers · How many students in your classes…show that they respect each other’s ideas?74%
• Teachers · How many students in your classes…provide constructive feedback to their peers/teachers?58%
• Teachers · How many students in your classes…participate in class discussions at some point?89%

Each question’s favorable response rate; the topic score (71%) is their average, vs 68% citywide.

• Teachers · How many students in your classes…listen carefully when the teacher gives directions?68%
• Teachers · How many students in your classes…follow the rules in class?70%
• Teachers · How many students in your classes…respond to challenging questions in class?57%
• Teachers · How many students in your classes…do their work when they are supposed to?86%

Each question’s favorable response rate; the topic score (70%) is their average, vs 68% citywide.

• Teachers · I feel respected by the principal/program leader at this school.97%
• Teachers · The principal/program leader at this school is an effective manager who makes the school run smoothly.95%
• Teachers · The principal/program leader has confidence in the expertise of the teachers at this school.97%
• Teachers · I trust the principal/program leader at their word (to do what they say that they will do).90%
• Teachers · The principal/program leader looks out for the personal welfare of the staff members.92%
• Teachers · The principal/program leader places the needs of children ahead of personal interests.100%
• Teachers · The principal and assistant principals function as a cohesive unit.81%

Each question’s favorable response rate; the topic score (93%) is their average, vs 86% citywide.

• Teachers · Behavioral supports are applied equitably to children in my school/program. [Birth-5].100%
• Teachers · Conflicts are resolved fairly in my school.82%

Each question’s favorable response rate; the topic score (91%) is their average, vs 89% citywide.

• Teachers · At this school, students with disabilities are included in all school activities.92%
• Teachers · This school educates students with disabilities in the least restrictive environment appropriate.89%
• Teachers · School staff treat students of different genders, gender identities and expressions and sexual orientations equally.91%
• Teachers · School staff treat students of different races, cultures, or backgrounds equally.92%

Each question’s favorable response rate; the topic score (91%) is their average, vs 96% citywide.

• Teachers · The principal/program leader at this school...makes clear to the staff their expectations for meeting instructional goals.86%
• Teachers · The principal/program leader at this school...understands how children learn.89%
• Teachers · The principal/program leader at this school...sets high standards for student learning.100%
• Teachers · The principal/assistant principal(s) at this school…supports teachers in implementing what they have learned in professional development.89%
• Teachers · The principal/assistant principal(s) at this school…carefully tracks student academic progress.95%
• Teachers · The principal/assistant principal(s) at this school…knows what’s going on in my classes.78%
• Teachers · The principal/assistant principal(s) at this school…provides teachers with formative feedback to improve practice.84%
• Teachers · The principal/school leader at this school...participates in instructional planning with teams of teachers.84%

Each question’s favorable response rate; the topic score (88%) is their average, vs 89% citywide.

• Teachers · I usually look forward to each working day at this school.90%
• Teachers · I would recommend this school to parents/guardians seeking a place for their child.89%
• Teachers · I would recommend this school to other teachers as a place to work.85%

Each question’s favorable response rate; the topic score (88%) is their average, vs 85% citywide.

• Teachers · Overall, my professional development experiences this year have...included enough time to think carefully about, try, and evaluate new ideas.86%
• Teachers · Overall, my professional development experiences this year have...Included opportunities to engage in inquiry-based, professional collaboration with peers and/or mentors from other schools.81%
• Teachers · Overall, my professional development experiences this year have...directly related to my students’ needs.86%

Each question’s favorable response rate; the topic score (84%) is their average, vs 85% citywide.

• Teachers · At this school…curriculum, instruction, and learning materials are well coordinated across the different grade levels at this school.86%
• Teachers · At this school…once we start a new program, we follow up to make sure that it’s working.76%
• Teachers · At this school…it is clear how all of the programs offered are connected to our school’s instructional vision.84%

Each question’s favorable response rate; the topic score (82%) is their average, vs 85% citywide.

• Teachers · At this school…the principal/program leader, teachers, and staff collaborate to make this school run effectively.92%
• Teachers · At this school…teachers design instructional programs (e.g. lessons, units) together.74%
• Teachers · At this school…teachers make a conscious effort to coordinate their teaching with instruction at other grade levels.75%

Each question’s favorable response rate; the topic score (80%) is their average, vs 88% citywide.

• Teachers · Teachers in this school trust each other.76%
• Teachers · It's OK in this school to discuss feelings, worries, and frustrations with other teachers.76%
• Teachers · I feel respected by other teachers at this school.82%

Each question’s favorable response rate; the topic score (78%) is their average, vs 88% citywide.

• Teachers · How many teachers at this school…help build a welcoming school environment in the entire school, not just their classroom?64%
• Teachers · How many teachers at this school…are actively trying to improve their teaching?79%
• Teachers · How many teachers at this school…take responsibility for improving the school?62%
• Teachers · How many teachers at this school…are eager to try new ideas?51%
• Teachers · How many teachers at this school…feel responsible that all students learn?87%

Each question’s favorable response rate; the topic score (69%) is their average, vs 81% citywide.

• Teachers · At this school…the principal/program leader encourages feedback through regular meetings with families and teacher leaders.95%
• Teachers · How much influence do teachers have over school policy in...hiring new professional personnel?32%
• Teachers · How much influence do teachers have over school policy in...planning how discretionary school funds should be used?27%
• Teachers · How much influence do teachers have over school policy in...selecting instructional materials and/or curriculum used in classrooms?54%
• Teachers · How much influence do teachers have over school policy in...setting standards for student behavior?84%

Each question’s favorable response rate; the topic score (58%) is their average, vs 68% citywide.

• Teachers · At this school/program, teachers let families know that they can make a difference in their child's learning and development. [Birth-5].100%

Each question’s favorable response rate; the topic score (100%) is their average, vs 99% citywide.

• Teachers · At this school/program, teachers incorporate feedback from families into supporting children in the program. [Birth-5].100%

Each question’s favorable response rate; the topic score (100%) is their average, vs 98% citywide.

• Teachers · It is a priority at this school/program that staff help families support their child’s transition to the next age-group. [Birth-5].100%
• Teachers · It is a priority at this school/program that staff provide families with information about the annual application/enrollment process. [Birth-5].90%

Each question’s favorable response rate; the topic score (95%) is their average, vs 98% citywide.

• Teachers · It is a priority at this school/program that we establish, model, and reinforce expectations for respectful and trusting relationships among children, families, and all staff. [Birth-5].90%
• Teachers · At the beginning of the school year, teachers support children in adjusting to this school/program. [Birth-5].100%

Each question’s favorable response rate; the topic score (95%) is their average, vs 98% citywide.

• Teachers · This school is kept clean.97%
• Teachers · This school is kept in good physical condition.97%
• Teachers · Physical repairs to the school building are completed in a timely manner.100%

Each question’s favorable response rate; the topic score (98%) is their average, vs 83% citywide.