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Jim Hollis


Director of Technology and Data Servives


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


What training did your teachers receive on the district's language arts 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
 

 
 

What training did teachers receive in the district's mathematics 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 mathematics (40-hour training program and 80-hour practicum based on the district’s adopted mathematics program)
 
Other
 

 
 
Instructional Materials
0- Completely Disagree 1-Disagree 2-Neutral 3-Agree 4-Completely Agree
1. Does the district provide the most recent state-adopted core instructional programs in reading/language arts (2002-2008 adoption, including interventions)?
2. 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?
3. Has the district established the expectation that every student will have the core instructional programs in reading/language arts?
4. Is the adopted reading/language arts program used daily by all students at all grades?
5. Does the district provide the most recent state-adopted core instructional programs in mathematics?
6. Has the district established the expectation that the core instructional programs in mathematics will be used daily in every self-contained classroom?
7. Has the district established the expectation that every student will have the core instructional programs in mathematics?
8. Is the adopted mathematics program used daily by all students?
 
 
Instructional Materials
0- Completely Disaggree 1-Dissagree 2-Neutral 3-Agree 4-Completely Aggree
9. Do district and site leaders consistently communicate a shared vision of faithful implementation of adopted materials?
10. 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)?
11. Have district and site leaders made the decision to discontinue the use of previously adopted materials to make faithful implementation possible?
12. Does the district provide additional training after initial implementation for principals and coaches on how to conduct classroom observations to monitor for faithful implementation?
13. Does the district provide additional training after initial implementation for principals and coaches on how to provide useful feedback?
14. 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?
15. 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?
16. 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?
17. Does the district ensure that sites have time and resources for coaching and modeling of lessons?
18. 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?
0- Completely Disaggree 1-Dissagree 2-Neutral 3-Agree 4-Completely Aggree
19. Does the school follow the district’s policy regarding instructional time for the adopted reading/language arts programs?
20. Does the school protect reading/language arts instructional time from interruptions?
21. 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)?
22. Does the school follow the district’s policy regarding instructional time for the adopted programs for mathematics program?
23. Does the school protect mathematics instructional time from interruptions?
24. Does the district have in place a policy that requires schools to devote sufficient time to English language development for English learners?
25. Does the school follow the district’s policy regarding instructional time for English language development?
26. Does the school protect English language development instructional time from interruptions?
27. Do site leaders ensure all site staff understand the alignment between the adopted program, the standards and the assessments?
28. 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?
0- Completely Disaggree 1-Dissagree 2-Neutral 3-Agree 4-Completely Aggree
29. 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?
30. 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?
31. 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?
32. Do site leaders ensure that collaboration time is used to work toward effective implementation of adopted materials?
33. 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?
34. Do site leaders ensure that teachers hold all students to achievement of standards but plan pedagogical approach with particular attention to the lowest performing?
35. Do classroom teachers explicitly communicate with students about which standards are being addressed in each lesson?
36. 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
0- Completely Disaggree 1-Dissagree 2-Neutral 3-Agree 4-Completely Aggree
37. Do classroom teachers participate in training on adopted programs and actively work to identify implementation questions and successfully resolve them with colleagues?
38. Do classroom teachers seek out and take advantage of coaching and modeling help?
39. Do classroom teachers differentiate instructional strategies to ensure that core curriculum is accessible to all students?
40. Does the district involve parents and representative staff from all levels and sites in selecting instructional materials?
41. Do classroom teachers ensure that additional instructional materials (outside of the adopted program) are aligned with standards?
42. 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)?
43. 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


Questions on Recognition

0- Completely Disaggree 1-Dissagree 2-Neutral 3-Agree 4-Completely Aggree
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 Disaggree 1-Dissagree 2-Neutral 3-Agree 4-Completely Aggree
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 Disaggree 1-Dissagree 2-Neutral 3-Agree 4-Completely Aggree
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 Disaggree 1-Dissagree 2-Neutral 3-Agree 4-Completely Aggree
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 Disaggree 1-Dissagree 2-Neutral 3-Agree 4-Completely Aggree
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 Disaggree 1-Dissagree 2-Neutral 3-Agree 4-Completely Aggree
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?
 
 
Aligned Curriculum and Measurable Goals


Aligned Curriculum for k-8

0-Completely Disaggree 1-Dissagree 2-Neutral 3-Agree 4-Completely Aggree
1. 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?
2. Has the district adopted a standards-based literacy program for k-8?
3. 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?
4. Has the district adopted a standards-based math program for k-8?
5. Has the district adopted a pacing guide for math k-8 in order for all math teachers to know when each lesson is expected to be taught and in what sequence to ensure content coverage?
6. Has the district adopted a standards-based English language development program for k-8?
 
 
Aligned Curriculum and Measurable Goals


Aligned Curriculum for 9-12


0-Completely Disaggree 1-Dissagree 2-Neutral 3-Agree 4-Completely Aggree
1. 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?
2. Has the district adopted a standards-based literacy program for 9-12?
3. Has the district adopted a pacing guide for literacy 9-12?
4. Has the district adopted a standards-based math program for 9-12?
5. Has the district adopted a pacing guide for math 9-12?
6. Has the district adopted a standards-based English language development program for 9-12?
 
 
Alignment of Curriculum and Measurable Goals


All schools

0- Completely Disaggree 1-Dissagree 2-Neutral 3-Agree 4-Completely Aggree
1. 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?
2. Do schools regularly examine data to determine the effectiveness of the implementation of the aligned curriculum?
 
 
Alignmed Curriculum and Measurable Goals


Measurable Goals Questions

0-Completely Disaggree 1-Dissagree 2-Neutral 3-Agree 4-Completely Aggree
1. Can site leaders clearly articulate the district’s priorities for raising student achievement and closing the achievement gap?
2. Do teachers understand the district’s priorities for raising student achievement and closing the gap?
3. Does the district have a process for developing measurable goals?
4. Does the district’s process for setting goals include examining multiple forms of student achievement data?
5. Has the district developed measurable goals for improving student achievement at the district and school levels?
6. 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)?
7. Has the district developed measurable goals for accelerating the achievement of students with disabilities?
8. 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)?
9. Have school sites developed measurable school goals aligned with district goals for improving student achievement and accelerating the achievement of students with disabilities?
10. 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)?
0-Completely Disaggree 1-Dissagree 2-Neutral 3-Agree 4-Completely Aggree
11. 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?
12. Do teachers know how many students must improve in order to meet school goals?
13. Do teachers know which students to target and by how much they must improve in order to meet school goals?
14. 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)
15. 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)
16. Has the district set measurable goals for rates of redesignation of English language learners from English Learner to Fluent English Proficient status?
17. 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?
18. 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?
19. Do schools examine data more than twice a year to determine the extent to which they are meeting their measurable goals?
 
 
Monitoring Performance


Questions on Selecting Assessments and Establishing Performance Standards

0- Completely Disaggree 1-Dissagree 2-Neutral 3-Agree 4-Completely Aggree
1. Has the district selected formative/diagnostic assessments in reading/language arts aligned with standards at all grade levels?
2. Has the district selected formative/diagnostic assessments in mathematics aligned with standards at all grade levels?
3. Has the district selected at least 3 summative benchmark assessments in reading/language arts aligned with standards at all grade levels?
4. Has the district selected at least 3 summative benchmark assessments in mathematics aligned with standards at all grade levels?
5. Has the district selected assessments from adopted instructional materials whenever possible?
6. Has the district established performance standards with cut points that designate proficiency level (such as benchmark, strategic, intensive)?
7. Does the district involve representative staff from all levels and sites in the process of selecting assessments and establishing performance standards/cut points?
8. Do schools ensure that representative staff participate in the selection of district assessments?
9. Do the schools ensure that all additional common grade-level or department assessments are aligned with standards?
10. Do special education teachers (Resource Specialist (RS) and Special Day Class (SDC)) for students with mild/moderate disabilities ensure that all additional classroom assessments administered in the special education setting are aligned with standards?
11. Do schools collect data from teachers on the effectiveness of school and district assessments and provide the district with effectiveness data to inform next steps?
 
 
Monitoring Performance


Questions on Training

0- Completely Disaggree 1-Dissagree 2-Neutral 3-Agree 4-Completely Aggree
1. Are teachers as well as district and site leaders trained on the administration and scoring of district-selected assessments?
2. Are teachers and district and site leaders trained on the meaning and appropriate use of performance levels and "cut points"?
3. Are teachers and district and site leaders trained on what standards are tested and what standards mastery looks like?
4. Are special education teachers (Resource Specialist (RS) and Special Day Class (SDC) teachers) for students with mild/moderate disabilities routinely included in training on what standards are tested and what standards mastery looks like?
5. Are teachers and district and site leaders trained in why subgroup analysis is important and how to interpret and use subgroup results?
6. Are teachers and site leaders trained in how and why to analyze student work?
7. Are district and site leaders trained in how to present and discuss data about the achievement gap?
8. Are special education teachers (RS and SDC teachers) for students with mild/moderate disabilities routinely included in training in a continuous improvement or inquiry process?
9. Are teachers and site leaders trained in a continuous improvement or inquiry process?
10. Are teachers and site leaders trained in using data to determine skills gaps, choosing skills gaps to focus on, and matching strategies with gaps?
11. Are common expectations established for teacher and administrator use of the district's data system?
12. Does the district collect data on the effectiveness of training and make modifications based upon this input?
13. Does the district determine which teachers and site leaders need more training to use the district's data system and provide this training?
 
 
Monitoring Performance


Questions on Administering Tests

0- Completely Disaggree 1-Dissagree 2-Neutral 3-Agree 4-Completely Aggree
1. Has the district established at least three designated assessment windows (every 6-8 weeks; e.g., October, January, March)?
2. Has the district established guidelines for more frequent diagnostic assessment of students not meeting standards?
3. Does the district collect data from schools and teachers regarding any difficulties that arise regarding test administration and work to resolve them?
4. Do schools coordinate and adjust schedules so all teachers (general education, ELD, and special education teachers) are able to give the assessments during each assessment window?
5. Do schools monitor test administration to ensure that students not meeting standards are receiving more frequent diagnostic assessment?
6. Do teachers and principals provide the district with constructive feedback regarding test administration?
7. Do teachers use scoring criteria, including cut points, to determine assessment results?
8. Do teachers use common grade level or department assessments?
9. Do teachers use more frequent diagnostic assessments to monitor progress of students below grade level?
10. Do teachers make sure students understand what all assessments are for, why they are taking the assessments, and how results will affect them?
11. Do Resource Specialists or Learning Center teachers use the results of diagnostic assessments to consult with and assist the general education teachers?
12. Do general education teachers make sure that students with disabilities in their classes are regularly allowed to use accommodations and modifications on district and classroom assessments?
 
 
Monitoring Performance


Questions on Disseminating the Data

0- Completely Disaggree 1-Dissagree 2-Neutral 3-Agree 4-Completely Aggree
1. Does the district provide sites with timely assessment data?
2. Is data disaggregated by school, instructor, gender, and ethnicity, as well as by English Language Learner, socio-economic and disability status (from all district assessments)?
3. Does the district have a data management system that provides access to disaggregated data from state and local assessments in a user-friendly format?
4. Does the district collect feedback from principals and teachers on the usefulness of data and make adjustments to the reporting system?
5. Do teachers have regularly scheduled time to examine and analyze disaggregated achievement data and strand performance-as a school site and at the grade or department level-to identify gaps, trends and patterns?
6. Is the data management system available to site leaders and teachers so that they can access student data from state and local assessments?
7. Do grade level or department teams review results to identify gaps, trends and patterns?
 
 
Monitoring Performance


Questions on Using the Results

0- Completely Disaggree 1-Dissagree 2-Neutral 3-Agree 4-Completely Aggree
1. Does the district create a sense of urgency about improving student achievement and closing achievement gaps?
2. Does the district monitor progress toward district and school goals?
3. Do district and site leaders have regularly scheduled time to examine and analyze disaggregated formative and summative achievement data to identify gaps, trends and next steps?
4. Do general and special education teachers at each school have regularly scheduled staff meeting time to examine and analyze disaggregated achievement data and strand performance to identify gaps, trends and patterns?
5. Do grade level or department teams review results to identify gaps, trends and patterns and make instructional decisions?
6. Does the district staff person responsible for supervising principals meet with each principal after each assessment window to discuss progress toward goals, actions taken and support needed?
7. Does the district hold principals accountable for providing more intensive support to those teachers whose students are struggling (e.g. less than 80% of students score at proficient on the end-of-unit tests)?
8. Does the district determine where to allocate resources (time, people and money) among sites based upon assessment results?
9. Do principals use classroom student performance data to allocate appropriate support to teachers?
10. Do teachers and grade level teams make instructional decisions based on formative data?
11. Do teachers use data to group students for instruction, determine which students qualify for intervention, and modify groupings on an ongoing basis, including modifying the individual education plan (IEP) for students with disabilities?
 
 
Leadership and Culture


Questions on Leadership

0-Completely Disaggree 1-Dissagree 2-Neutral 3-Agree 4-Completely Aggree
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 Disaggree 1-Dissagree 2-Neutral 3-Agree 4-Completely Aggree
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.
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