This report completes the pilot study conducted by the Columbus Public Schools’ (CPS) Urban Systemic Initiative (USI)1 and the Center for the Advancement of Learning and Teaching in Mathematics Science and Technology (The Center@IMSA) of the Illinois Mathematics and Science Academy (IMSA). This initial pilot study was designed to test the Elementary Teacher Survey prepared by the USI Teacher Support Teams. A validation study, to follow in the spring, will seek evidence of program impact on teaching practices in science and mathematics classrooms. In other words, it will validate the findings of the Elementary Teacher Survey via direct classroom observation and teacher interview data. This report describes some psychometric characteristics of the Elementary Teacher Survey. The report also discloses preliminary findings about this instrument’s utility for discriminating between teachers using standards-based teaching practices and those using traditional approaches. The purpose of this review is to prepare for the spring Validation Study which will, in turn, focus on the question: “To what extent are Standards-Based practices evident in USI, USI+ and non-USI science and mathematics classes (grades 1-8)?” This function was summarized in the Plan of Work as follows: “Taken together, this work will complement the USI’s internal evaluation efforts, including formative and summative program evaluation and the attribution of program impact with student achievement. For this reason, the external perspective provided by The Center @ IMSA will represent a contribution to the evaluation requirements of the USI rather than a comprehensive evaluation design. Our goal is to add perspective that assists the USI staff in the development of coherent program impact picture.”