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Surveys
2005
October
C
Cutler Orosi -Springboard District Assessment
Cutler Orosi -Springboard District Assessment
Educational Role
*
-- Select --
Teacher
Principal
District Staff
Where do you work?
Elementary School(s)
Middle School(s)
High School(s)
District Office
Select Your School District
*
-- Select --
Alameda Unifed
Cutler Orosi
Firebaugh
Oak Grove
Woodlake
Instructional Materials
Question 1: - What training did your teachers receive on the district's language arts program?(check all that apply)
A half day with the publisher
One day with the publisher
2-3 days with the publisher
AB 466 type training in reading (40-hour training program and 80-hour practicum based on the district?s adopted reading/language arts program)
Other
Question 2: - What training did teachers receive in the district's mathematics program?
A half day with the publisher
One day with the publisher
2-3 days with the publisher
AB 466 type training in mathematics (40-hour training program and 80-hour practicum based on the district?s adopted mathematics program)
Other
Instructional Materials (Con't)
4 (Definitely Yes)
3
2
1
0 (Definitely No)
Don't Know
Does the district provide the most recent state-adopted core instructional programs in reading/language arts (2002-2008 adoption, including interventions)?
Has the district established the expectation that the core instructional programs in reading/language arts, including interventions, will be used daily in every self-contained classroom?
Has the district established the expectation that every student will have the core instructional programs in reading/language arts?
Is the adopted reading/language arts program used daily by all students at all grades?
Does the district provide the most recent state-adopted core instructional programs in mathematics?
Has the district established the expectation that the core instructional programs in mathematics will be used daily in every self-contained classroom?
Has the district established the expectation that every student will have the core instructional programs in mathematics?
Is the adopted mathematics program used daily by all students?
Do district and site leaders consistently communicate a shared vision of faithful implementation of adopted materials?
Has the school principal completed AB 75 Module I training (including 40 hours of institute and 40 hours of practicum for both the reading/language arts and mathematics programs)?
4 (Definitely Yes)
3
2
1
0 (Definitely No)
Don't Know
Have district and site leaders made the decision to discontinue the use of previously adopted materials to make faithful implementation possible?
Does the district provide additional training after initial implementation for principals and coaches on how to conduct classroom observations to monitor for faithful implementation?
Does the district provide additional training after initial implementation for principals and coaches on how to provide useful feedback?
Does the principal or designee provide opportunities on a regular and frequent basis (e.g., twice monthly) for teachers to collaborate using curriculum-embedded assessment data, for teachers to focus on the implementation of the adopted reading/language arts and mathematics programs?
Does the district provide appropriate instructional assistance (e.g., content experts/coaches, specialists, other teacher support personnel) to support teachers in delivering reading/language arts instruction using the adopted materials?
Does the district provide appropriate instructional assistance (e.g., content experts/coaches, specialists, other teacher support personnel) to support teachers in delivering mathematics instruction using the adopted materials?
Does the district ensure that sites have time and resources for coaching and modeling of lessons?
Does the district have in place a district policy that requires schools to devote sufficient time for language arts instruction: such as 2.5 hours a day in the primary grades and 2 hours in the upper elementary grades and 1, 1.5 or 2 hours in middle and junior high schools?
Does the school follow the district's policy regarding instructional time for the adopted reading/language arts programs?
Does the school protect reading/language arts instructional time from interruptions?
4 (Definitely Yes)
3
2
1
0 (Definitely No)
Don't Know
Does the district have in place a district policy that requires schools to devote sufficient time for mathematics instruction (e.g. 30 minutes a day in the elementary grades and 60 minutes a day in middle and junior high schools)?
Does the school follow the district's policy regarding instructional time for the adopted programs for mathematics program?
Does the school protect mathematics instructional time from interruptions?
Does the district have in place a policy that requires schools to devote sufficient time to English language development for English learners?
Does the school follow the district's policy regarding instructional time for English language development?
Does the school protect English language development instructional time from interruptions?
4(Definitely Yes)
3
2
1
0 (Definitely No)
Don't Know
Do site leaders ensure all site staff understand the alignment between the adopted program, the standards and the assessments?
For kindergarten and grades 1-8, do teachers have regularly scheduled meetings focused on improving instruction in reading/language arts at least twice per month for an hour?
For kindergarten and grades 1-8, do teachers have regularly scheduled meetings focused on improving instruction in mathematics at least twice per month for an hour?
For high schools, do teacher have regularly scheduled department/subject matter collaboration meetings in order to plan and discuss lesson delivery, based on assessment data for the adopted programs in English/language arts?
For high schools, do teacher have regularly scheduled department/subject matter collaboration meetings in order to plan and discuss lesson delivery, based on assessment data for the adopted programs in mathematics?
Do site leaders ensure that collaboration time is used to work toward effective implementation of adopted materials?
Do site leaders ensure that supervision is frequent, rigorous, focused on improvement of instruction and done by peers or administrators who know what quality instruction looks like?
Do site leaders ensure that teachers hold all students to achievement of standards but plan pedagogical approach with particular attention to the lowest performing?
Do classroom teachers explicitly communicate with students about which standards are being addressed in each lesson?
Do classroom teachers implement all of the components of the district's adopted program on a regular and consistent basis as they are designed to be used?
Instructional Materials (con't)
5 (Definitely Yes)
4
3
2
1
0 (Definitely No)
Don't Know
Do classroom teachers participate in training on adopted programs and actively work to identify implementation questions and successfully resolve them with colleagues?
Do classroom teachers seek out and take advantage of coaching and modeling help?
Do classroom teachers differentiate instructional strategies to ensure that core curriculum is accessible to all students?
Does the district involve parents and representative staff from all levels and sites in selecting instructional materials?
Do classroom teachers ensure that additional instructional materials (outside of the adopted program) are aligned with standards?
Does the school's master schedule provide all students access to the English/language arts instruction needed to master the required skills to pass the language arts and writing components of the California High School Exit Exam (CASHEE)?
Does the school's master schedule provide all students access to the mathematics instruction needed to master the required skills to pass the mathematics component of the California High School Exit Exam (CASHEE)?
Recognition and Intervention
4(Definitely Yes)
3
2
1
0 (Definitely No)
Don't Know
Do all students, teachers and administrators understand what a student must achieve to be recognized?
Has the district established programs or activities to recognize students for academic achievement?
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?
Does the district have a process to recognize students with disabilities for academic achievement?
Do schools have in place programs or activities to recognize students for academic achievement?
Do teachers recognize students formally and informally for academic achievement?
Intensive Student Intervention
4 (Definitely Yes)
3
2
1
0 (Definitely No)
Don't Know
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?
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?
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?
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?
For high schools, does the district provide 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?
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?
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?
Does the district set expectations about how quickly students should reach grade level competency and exit the intensive intervention program?
Do district and site leaders ensure that the most highly qualified teachers teach the intensive intervention classes?
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?
4 (Definitely Yes)
3
2
1
0 (Definitely No)
Don't Know
Has the district established the expectation that adopted intervention programs will be used on a daily basis in every intervention classroom?
Do intensive intervention teachers administer regular ongoing assessments that determine progress and readiness to exit the intervention?
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?
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?
Does the district provide adequate professional development for teaching intensive intervention classes?
Do intervention teachers attend professional development on teaching intensive intervention classes?
Does the school analyze data to continually monitor the effectiveness of both in-class and intensive intervention programs?
Has the district established a system for monitoring the effectiveness of intensive intervention programs at sites?
Based upon effectiveness data, does the district replicate the most successful intervention programs district wide?
Based upon effectiveness data, does the district abandon those intervention programs that show little evidence of impact?
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 and/or math instruction?
Intervention with Teachers
4 (Definitely Yes)
3
2
1
0 (Definitely No)
Don't Know
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)?
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)?
Has the district established or adopted clear standards for teacher practice?
Are district-adopted standards for teacher practice the basis for teacher evaluation?
Do teachers expect extra support if their students are struggling (e.g. less than 80% score at proficient on the end-of-unit tests)?
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?
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?
Do teachers participate in coaching, observations and other professional development as necessary?
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?
Recognition and Intervention
In Class Student Intervention
4 (Definitely Yes)
3
2
1
0 (Definitely No)
Don't Know
Does the district ensure that adequate time is devoted to differentiated language arts instruction for struggling students and English language learners?
Does the district ensure that adequate time is devoted to differentiated language arts instruction for students with disabilities who are below grade level?
Does the district ensure that adequate time is devoted to differentiated mathematics instruction for struggling students and English language learners who are below grade level?
Does the district ensure that adequate time is devoted to differentiated mathematics instruction for students with disabilities who are below grade level?
Do schools ensure adequate time is devoted to in-class interventions?
Do district leaders monitor schools for effective differentiated instruction for all students?
Do site leaders monitor all classrooms (general education, English Language Development and special education) for effective differentiated instruction?
Does the district provide adequate professional development for making the best use of in-class differentiated instructional time?
Do teachers analyze multiple forms of data on a regular basis to determine which students need classroom interventions?
Do site leaders support and coach teachers to implement daily, immediate and individualized in-class interventions to struggling students during differentiated instructional time?
4 (Definitely Yes)
3
2
1
0 (Definitely No)
Don't Know
Do teachers offer adequate daily, immediate and individualized classroom instructional interventions for struggling students in response to daily observations and regular assessment?
Does the district provide adequate professional development on the design and use of accommodations and modifications for students with disabilities?
Do site leaders ensure that teachers participate in professional development on making the best use of in-class differentiated instructional time to support students with disabilities?
Do all teachers participate in professional development on differentiated instruction to support students with disabilities?
Does the district provide adequate professional development for providing specialized support for English language learners to ensure students develop fluency in English?
Does the district provide adequate professional development for providing specialized support for English language learners to ensure students master academic content?
Do site leaders ensure that teachers participate in professional development on making the best use of in-class differentiated instructional time to support English language learners?
Do all teachers participate in professional development on differentiated instruction to support English language learners?
Do district and site leaders ensure that English language learners are placed with appropriately credentialed instructors (CLAD, BCLAD, SDAIE)?
Do district and site leaders ensure that students with disabilities are placed with appropriately credentialed instructors?
Do special education teachers (Resource Specialists and Special Day Class teachers) for students with mild/moderate disabilities visit classrooms and know the assignments given to students by their general education teachers?
Aligned Curriculum and Measurable Goals
Aligned Curriculum
4 (Definitely Yes)
3
2
1
0 (Definitely No)
Don't Know
Has the district adopted an aligned reading/language arts curriculum for k-8 (including state adopted programs) that will support meeting the district?s achievement goals for all students?
Has the district adopted an aligned reading/language arts curriculum for 9-12 that will support meeting the district?s achievement goals for all students?
Has the district adopted a standards-based literacy program for k-8?
Has the district adopted a pacing guide for literacy k-8 in order for all reading/language arts teachers to know when each lesson is expected to be taught and in what sequence to ensure content coverage?
Has the district adopted a standards-based literacy program for 9-12?
Has the district adopted a pacing guide for literacy 9-12?
Has the district adopted a standards-based math program for k-8?
Has the district adopted a pacing guide for math k-8 in order for all mathematics teachers to know when each lesson is expected to be taught and in what sequence to ensure content coverage?
Has the district adopted a standards-based math program for 9-12?
Has the district adopted a pacing guide for math 9-12?
Has the district adopted a standards-based English language development program for k-8?
Has the district adopted a standards-based English language development program for 9-12?
Do teachers implement all of the components of the district?s aligned curriculum as they are designed to be used on a regular and consistent basis?
Do schools regularly examine data to determine the effectiveness of the implementation of the aligned curriculum?
Aligned Curriculum and Measurable Goals
Measurable Goals
4 (Definitely Yes)
3
2
1
0 (Definitely No)
Don't Know
Can site leaders clearly articulate the district's priorities for raising student achievement and closing the achievement gap?
Do teachers understand the district's priorities for raising student achievement and closing the gap?
Does the district have a process for developing measurable goals?
Does the district's process for setting goals include examining multiple forms of student achievement data?
Has the district developed measurable goals for improving student achievement at the district and school levels?
Has the district developed measurable goals for accelerating the achievement of all of the lowest performing subgroups of students (English language learners, socio-economically disadvantaged, and students of color)?
Has the district developed measurable goals for accelerating the achievement of students with disabilities?
Have school sites developed measurable school goals aligned with district goals for improving student achievement and accelerating the achievement of the all of the lowest performing subgroups of students (English language learners, socio-economically disadvantaged, and students of color)?
Have school sites developed measurable school goals aligned with district goals for improving student achievement and accelerating the achievement of students with disabilities?
Have school sites developed measurable grade level/department goals aligned with district goals for improving student achievement and accelerating the achievement of the all of the lowest performing subgroups of students (English language learners, socio-economically disadvantaged, and students of color)?
4 (Definitely Yes)
3
2
1
0 (Definitely No)
Don't Know
Have school sites developed measurable grade level/department goals aligned with district goals for improving student achievement and accelerating the achievement of students with disabilities?
Do teachers know how many students must improve in order to meet school goals?
Do teachers know which students to target and by how much they must improve in order to meet school goals?
Have district leaders set measurable goals for enrollment in higher level courses to reflect the demographics of the district?s student body? (e.g. If 35% of the district's students are Latino, then the goal would be that 35% of the students in higher level courses would be Latino)
Have site leaders set measurable goals for enrollment in higher level courses to reflect the demographics of their student body? (e.g. If 35% of the school?s students are Latino, then the goal would be that 35% of the students in higher level courses would be Latino)
Has the district set measurable goals for rates of redesignation of English language learners from English Learner to Fluent English Proficient status?
Does the district use data more than twice a year to monitor the progress of schools and classrooms toward established goals for redesignation of English language learners?
Does the district examine data more than twice a year to determine the extent to which the district and individual schools are meeting measurable goals?
Do schools examine data more than twice a year to determine the extent to which they are meeting their measurable goals?
Please contact
[email protected]
if you have any questions regarding this survey.
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