This free survey is powered by QUESTIONPRO.COM
  1. Surveys
  2. 2005
  3. November
  4. C
  5. Corcoran - Springboard District
0%
 

Hello:

You are invited to participate in our District Assessment survey for Corcoran. In this survey, approximately 250 people will be asked to complete a survey that asks questions about Leadership and Culture, and Recognition and Intervention. It will take approximately 15 minutes to complete the questionnaire.


Answer every question you can. It is very important for us to learn your opinions.


Your survey responses will be strictly confidential and data from this research will be reported only in the aggregate. Your information will be coded and will remain confidential. If you have questions at any time about the survey or the procedures, you may contact the email address specified below.


Thank you very much for your time and support. Please start with the survey now by clicking on the Continue button below.



Jim Hollis


Director of Technology and Data Services


Springboard Schools
 
 
Select your School District
*  
 
 
Enter your Educational Role
*  
 
Teacher
 
School Level Administrator
 
District Office Staff
 
 
Where do you work?
*  
 
Elementay School
 
Middle School(s)
 
High School(s)
 
District Office
 
 
Recognition and Intervention


Questions on Recognition

0- Completely Disagree 1-Disagree 2-Neutral 3-Agree 4-Completely Agree
1. Do all students, teachers and administrators understand what a student must achieve to be recognized?
2. Has the district established programs or activities to recognize students for academic achievement?
3. Does the district have a process to recognize students as they advance in their English proficiency as demonstrated by their California English Language Development Test (CELDT) level?
4. Does the district have a process to recognize students with disabilities for academic achievement?
5. Do schools have in place programs or activities to recognize students for academic achievement?
6. Do teachers recognize students formally and informally for academic achievement?
 
 
Recognition and Intervention


Questions on In-Class Intervention with Students

0- Completely Disagree 1-Disagree 2-Neutral 3-Agree 4-Completely Agree
1. For grades 2-8, does the district provide all students who are two or more years below grade level in reading/language arts with an intensive state-adopted intervention program during each school day?
2. For high schools, does the district provide state-adopted intervention programs offered as a separate, extended-period class for all students requiring intensive intervention in English/language arts, i.e., those who are unable to demonstrate proficiency in 6th grade standards?
3. Does the district have in place a district policy that requires schools to devote sufficient time for intensive intervention in reading/language arts: e.g. 30 minutes a day in kindergarten, 30-45 minutes a day in the grades 1-6, 2.0 to 3.0 hours daily in middle and junior high schools, and 2.0 to 3.0 hours a day in a separate, extended-period class in high school?
4. For grades 2-8, does the district provide all students who are two or more years below grade level in mathematics with an intensive state-adopted intervention programs during each school day?
5. For high schools, does the district provide state-adopted intervention programs offered as a separate, extended-period class for all students requiring intensive intervention in mathematics, i.e., those who are unable to demonstrate proficiency in 7th grade mathematics standards?
6. Does the district have in place a district policy that requires schools to devote sufficient time for intensive intervention in mathematics: e.g. 15 minutes a day in kindergarten and grades 1-6 and 30 minutes a day in middle and junior high schools?
7. Is there additional support for students who are two or more years below grade level before school, after school, during intersession or in the summer?
8. Does the district set expectations about how quickly students should reach grade level competency and exit the intensive intervention program?
9. Do district and site leaders ensure that the most highly qualified teachers teach the intensive intervention classes?
10. Does the district provide the most recent state-adopted reading/language arts intervention programs for use in every reading intervention classroom, with materials for every participating student?
0- Completely Disagree 1-Disagree 2-Neutral 3-Agree 4-Completely Agree
11. Has the district established the expectations that the adopted intervention programs will be used on a daily basis in every intervention classroom?
12. Do intensive intervention teachers administer regular ongoing assessments that determine progress and readiness to exit the intervention?
13. Does the district require that schools administer assessments at the beginning of each year in literacy to identify students who are two or more years behind and may need intensive intervention?
14. Does the district require that schools administer assessments at the beginning of each year in numeracy to identify students who are two or more years behind and may need intensive intervention?
15. Does the district provide adequate professional development for teaching intensive intervention classes?
16. Do intervention teachers attend professional development on teaching intensive intervention classes?
17. Does the school analyze data to continually monitor the effectiveness of both in-class and intensive intervention programs?
18. Has the district established a system for monitoring the effectiveness of intensive intervention programs at sites?
19. Based upon effectiveness data, does the district replicate the most successful intervention programs district wide?
20. Based upon effectiveness data, does the district abandon those intervention programs that show little evidence of impact?
21. Are students receiving Resource Specialist or Learning Center services removed from the general education classroom during some time other than the time for English-language arts or math instruction?
 
 
Recognition and Intervention


Questions on Intensive Intervention with Students

0- Completely Disagree 1-Disagree 2-Neutral 3-Agree 4-Completely Agree
1. For grades 2-8, does the district provide all students who are two or more years below grade level in reading/language arts with an intensive state-adopted intervention program during each school day?
2. For high schools, does the district provide state-adopted intervention programs offered as a separate, extended-period class for all students requiring intensive intervention in English/language arts, i.e., those who are unable to demonstrate proficiency in 6th grade standards?
3. Does the district have in place a district policy that requires schools to devote sufficient time for intensive intervention in reading/language arts: e.g. 30 minutes a day in kindergarten, 30-45 minutes a day in the grades 1-6, 2.0 to 3.0 hours daily in middle and junior high schools, and 2.0 to 3.0 hours a day in a separate, extended-period class in high school?
4. For grades 2-8, does the district provide all students who are two or more years below grade level in mathematics with an intensive state-adopted intervention programs during each school day?
5. For high schools, does the district provide state-adopted intervention programs offered as a separate, extended-period class for all students requiring intensive intervention in mathematics, i.e., those who are unable to demonstrate proficiency in 7th grade mathematics standards?
6. Does the district have in place a district policy that requires schools to devote sufficient time for intensive intervention in mathematics: e.g. 15 minutes a day in kindergarten and grades 1-6 and 30 minutes a day in middle and junior high schools?
7. Is there additional support for students who are two or more years below grade level before school, after school, during intersession or in the summer?
8. Does the district set expectations about how quickly students should reach grade level competency and exit the intensive intervention program?
9. Do district and site leaders ensure that the most highly qualified teachers teach the intensive intervention classes?
10. Does the district provide the most recent state-adopted reading/language arts intervention programs for use in every reading intervention classroom, with materials for every participating student?
0- Completely Disagree 1-Disagree 2-Neutral 3-Agree 4-Completely Agree
11. Has the district established the expectations that the adopted intervention programs will be used on a daily basis in every intervention classroom?
12. Do intensive intervention teachers administer regular ongoing assessments that determine progress and readiness to exit the intervention?
13. Does the district require that schools administer assessments at the beginning of each year in literacy to identify students who are two or more years behind and may need intensive intervention?
14. Does the district require that schools administer assessments at the beginning of each year in numeracy to identify students who are two or more years behind and may need intensive intervention?
15. Does the district provide adequate professional development for teaching intensive intervention classes?
16. Do intervention teachers attend professional development on teaching intensive intervention classes?
17. Does the school analyze data to continually monitor the effectiveness of both in-class and intensive intervention programs?
18. Has the district established a system for monitoring the effectiveness of intensive intervention programs at sites?
19. Based upon effectiveness data, does the district replicate the most successful intervention programs district wide?
20. Based upon effectiveness data, does the district abandon those intervention programs that show little evidence of impact?
21. Are students receiving Resource Specialist or Learning Center services removed from the general education classroom during some time other than the time for English-language arts or math instruction?
 
 
Recognition and Intervention


Questions on Interventions with Teachers

0- Completely Disagree 1-Disagree 2-Neutral 3-Agree 4-Completely Agree
1. Does district staff train site leaders and support them to use student performance data to identify teachers whose students are struggling (e.g. less than 80% score at proficient on the end-of-unit tests)?
2. Do site leaders use student performance data to identify teachers whose students are struggling (e.g., less than 80% score at proficient on end-of-unit tests)?
3. Has the district established or adopted clear standards for teacher practice?
4. Are district-adopted standards for teacher practice the basis for teacher evaluation?
5. Do teachers expect extra support if their students are struggling (e.g. less than 80% score at proficient on the end-of-unit tests)?
6. Has the district established clear guidelines and strategies for how site leaders should support teachers not meeting standards--via coaching, modeling, extra professional development sessions or more frequent observation, for example?
7. Do site leaders provide teachers not meeting standards (those identified with data) with additional support, via coaching, modeling and extra professional development sessions, for example?
8. Do teachers participate in coaching, observations and other professional development as necessary?
9. Do site leaders frequently visit classrooms of teachers whose students are struggling (e.g., less than 80% score at proficient on end-of-unit tests) and offer immediate feedback?
 
 
Leadership and Culture


Questions on Leadership

0-Completely Disagree 1-Disagree 2-Neutral 3-Agree 4-Completely Agree
1. Have the district and site leaders developed a shared vision focused on improving student achievement?
2. Have the district and site leaders developed a shared vision focused on closing the achievement gap (accelerating the achievement of low-performing students, socio-economically disadvantaged students and students of color)?
3. Have the district and site leaders developed a shared vision focused on accelerating the achievement of students with disabilities?
4. Has the district developed a plan of action that includes measurable goals to realize the district's vision?
5. Do district and site leaders take steps to ensure that effective instruction is delivered to all students?
6. Do district and site leaders provide the support for staff to implement the plan?
7. Has the district engaged representative staff and community in developing the plan to close the achievement gap?
8. Do district and site leaders provide a special emphasis on accelerating the achievement of low-performing students (e.g. English language learners, socio-economically disadvantaged students and/or students of color, students with disabilities)?
9. Do district leaders strategically allocate resources to accomplish the district's goals?
10. Do district leaders provide schools the flexibility and the authority to use funds creatively to accomplish the district goals?
11. Do all of the goals stated in the district plan for reading/language arts and mathematics have the necessary funding to be successfully implemented (e.g., if obtaining coaches is a goal, there are funds dedicated first to textbooks and instructional materials and then to pay for coaching services that support implementation of adopted materials)?
 
 
Leadership and Culture


Questions on Culture

0-Completely Disagree 1-Disagree 2-Neutral 3-Agree 4-Completely Agree
1. Do teachers and site leaders believe the district goals for student achievement can be accomplished?
2. Do strong professional learning communities exist in the district?
3. Is time allocated for teachers and site leaders to discuss practice and collaborate on instructional issues?
4. Is staying abreast of what's happening in one's profession, especially of promising new approaches to narrowing the achievement gap, a district norm?
5. Do teachers and administrators throughout the district regularly reflect on their work, analyze the results of their efforts and make adjustments to improve instruction?
6. Do professional learning communities help teachers and site leaders focus on improved instruction for all students?
7. Do professional learning communities help teachers and site leaders focus on the acceleration of learning for low-performing students?
 
Please contact [email protected] if you have any questions regarding this survey.
Survey Software Powered by QuestionPro Survey Software