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Hello:

You are invited to participate in our District Assessment survey. In this survey, you will be asked to complete a survey that asks questions about alignment of curriculum, measurable goals monitoring performance. It will take approximately 17 minutes to complete the questionnaire.


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



We sent this survey out last week but there were some technical errors that didn’t allow people to complete it. For that, we apologize and have fixed the technical problems. However, we would ask you to again take the survey in its entirety.


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.



We are extending the survey completion date. Please take and complete the survey before November 30th.


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
 
 
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Elementay School
 
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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?
 
 
Aligned Curriculum and Measurable Goals


Aligned Curriculum for k-8

0-Completely Disagree 1-Disagree 2-Neutral 3-Agree 4-Completely Agree
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 Disagree 1-Disagree 2-Neutral 3-Agree 4-Completely Agree
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 Disagree 1-Disagree 2-Neutral 3-Agree 4-Completely Agree
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 Disagree 1-Disagree 2-Neutral 3-Agree 4-Completely Agree
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 Disagree 1-Disagree 2-Neutral 3-Agree 4-Completely Agree
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?
 
Please contact [email protected] if you have any questions regarding this survey.
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