The data category of “Teaching and Learning” requires written identification of . . .
1. the sources of the (academic) content standards that comprise the curriculum  
2. the names and sequence of courses available to students in each of the subject areas of
English, mathematics, science, social science, foreign language, aesthetics (i.e., music and
the arts), technology, and physical education  [Religion receives a separate treatment, within
the Catholic Identity standards area.], as well as (identification of) the courses that satisfy the
requirements for matriculation to the state college/university system  [Note:  This latter
identification  may be accomplished by means of an asterisk next to any course, whereby the asterisk designates ‘required course for matriculation to state college/university.’]
3. the number of courses and units (credits) required for graduation, per subject areas
4. the honors courses as well as the advanced placement courses that the school provides . .
and the number of students enrolled in such
5. the record of student achievement in advanced placement courses (i.e., the # of students
tested and the # who achieve a passing grade)  
6. any curricular course or program that the school provides for ELL students . . and the
number of students enrolled in such
7. any curricular course or program that the school provides for students identified with
special needs . .  and the number of  students enrolled in such  
8. any other distinctive kind of curricular course/program/emphasis that the school provides
9. school‐wide responses that seek to remedy students’ low achievement  [bullet them]  
10. the documents that formally communicate academic policies—i.e., school‐wide and
department policies
11. the school entity/entities responsible for school‐wide and department
monitoring/evaluation/development of: (a) curriculum; (b) instructional methodologies; (c)
assessment practices; and (d) grading
12. the perception of each department regarding how well students master the content
standards pertinent to the department  [e.g., The math department perceives that students’ are
____ proficient at math:  maximally, moderately, minimally.]
13. the school’s sense of the degree to which it has identified indicators throughout its whole
educational program that reveal students’ achievement of the Integral Student Outcomes
[The school has identified these indicators to a ____ degree: great; moderate; minimal.]
14. students’ perception of the degree to which they master the Integral Student Outcomes
that the school sets for them toward graduation  [Students perceive that the degree to which
they master the ISOs set by the school for them is:  high; moderate; low.]
15. parents’ perception of the degree to which students master the Integral Student Outcomes
that the school sets for them toward graduation  [Parents perceive that the degree to which
students master the ISOs is: high; moderate; low]
16. school’s perception of the degree to which students master the Integral Student Outcomes  [The school perceives that the degree to which students master the ISOs is : high; moderate; low]    
17. students’ perception of the overall degree of learning rigor that is required of them by the
school’s integral educational program [Students perceive that the degree of overall learning rigor required of them is:  high; moderate; low.]  [A school environment characterized by ‘learning rigor’ tends to include: (the sum of a student’s) initiative, effort, appropriation of content, note‐taking, homework, higher order thinking or critical acumen, moral reasoning, collaboration with peers, creativity, problem‐solving, demonstrated proficiency at required skills……  The survey item that the school uses here should facilitate students’ responses.]
18. students’ perception of the five (5) most common instructional methods that teachers use in the classrooms —i.e., their  perception in an overall sense and disaggregated
departmentally  [These instructional methods are to be drawn from the following list (to which a school may add methods):  teacher presentation on a topic; teacher dialogue with students (Q and A);  student note‐taking;  completion of study guides; individual work; group work;  project‐based work; lab work; graphing;  student research and presentation; computer‐supported work;  performance that demonstrates skill/s; students doing pictorials;  students constructing and testing hypotheses; homework head‐start; teacher feedback to students regarding their work; students checking their work for understanding; student problem‐solving; students doing comparisons and contrasts; teacher modeling the learning asked of students;  teacher guiding the learning‐ practice of students; teacher invites/promotes student questioning;  teacher invites/promotes student critical inquiry;  teacher invites/promotes student belief/faith; peer coaching/editing by students]    
19. students’ perception of the five (5) instructional methods that enable them to learn the
best—i.e., their perception in an overall sense and disaggregated departmentally
20. faculty’s perception of  the instructional methods by which their students learn the best—
i.e., their perception in an overall sense and disaggregated departmentally
21. the departments that make ample use of technological tools (by teachers and students); the
departments that make moderate use thereof; the departments that make minimal use of
technological tools [A highly technological learning environment tends to include:  wireless
access; internet stations in the classroom; computer access for each student; interactive boards; document cameras; subject area software; whiteboards for each student; technology standards embedded in the curriculum; software programs to communicate student progress to parents; a technology plan that includes, among other things, the use/replacement of hardware and  software.]
22. students’ perception of the most common technological tools that faculty employ in
instructing—i.e., their perception in an overall sense and disaggregated departmentally  [The
survey item that the school uses here should facilitate students’ responses.]      
23. faculty’s perception of the most common technological tools that they employ in
instructing—i.e., their perception in an overall sense and disaggregated departmentally  
24. students’ perception of the most common kinds of assessments that teachers employ—i.e.,
their perception in an overall sense and disaggregated departmentally  [Kinds of assessments
include: quizzes, tests (multiple choice),tests (essay format), tests (mixed format), homework,
research paper, evaluative essay, projects, individual student presentation (oral and/or written
format), reports, group presentation, demonstration of skills, performance…… The survey item that the school uses here should facilitate students’ responses.]
25. students’ perception of the most effective kinds of assessments that teachers employ—i.e.,
their perception in an overall sense and disaggregated departmentally [By ‘effective’ is meant
a fair and accurate measure of students’ learning of pertinent curricular content.]
26. teachers’ perception of the most effective kinds of assessment that they employ—i.e., their perception in an overall sense and disaggregated departmentally
27. (a) whether there exists a school‐wider grading scale and, if so, (b) what it is
28. students’ perception of the fairness of grading policies and practices—i.e., their perception in an overall sense and disaggregated departmentally [Students perceive that teachers are ____fair in their grading policies and practices:  highly, mainly, hardly]
29. students’ performance on (comprehensive) course exams given at the end of the semester  
[This Q requires identification of the exam, the number of students taking it, and the average
numeric grade that was achieved on the exam—according to, for example: ‘A’ = 4; ‘B+’ = 3.75; ‘B’ =3; ‘C+’ = 2.75; ‘C’ = 2; ‘D+’ = 1.75; ‘D’ = 1]  [rendered in the form of a table]
30. (major) modifications to a departmental curriculum and instruction that have been
implemented from a review of students’ semester exam results  [bullet]  
31. the standardized tests that the school annually employs at each grade level
32. students’ performance on the standardized tests that the school gives [rendered in the form
of a table]   
33. (major) modifications to curriculum and instruction that have been implemented from a
review of students’ standardized test results: (a) schoolwide modifications and (b) subject
area (i.e., departmental) modifications  [bullet]  
34. the frequency and mode(s) of student academic progress reports from school to home
35. the frequency according to which student report cards are given in a school year  
36. the frequency and mode(s) by which the school communicates students’ academic
achievement (and distinctions): (a) within the school community; (b) to its governance body;
(c) to its (arch)diocese