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Greetings:


You are invited to participate in our Springboard Schools' Best Practices District Assessment Survey for the Wasco School District. All teachers, administrators and district staff in Wasco will be asked to complete this survey. The survey asks questions from two sections of our Springboard Schools' Best Practices Framework that your district has determined to be most helpful to develop future goals and actions. These two sections are:


1) Aligned Curriculum and Measurable Goals
2) Instructional Practices, Programs and Administrative Support



It will take approximately 20 minutes to complete this survey.

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 me at 415-348-5535 or by email at 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.


Thank you,



Leah Barta


Program Associate

Springboard Schools

[email protected]
 
 

What is your Educational Role?
 
Teacher
 
School Level Administrator
 
District Office personnel
 
Classified Staff
 
 

At what level of the system do you work?
 
Elementary School
 
Middle School
 
High School
 
District Office
 
 

I: Aligned Curriculum and Measurable Goals (ACMG)


Survey questions in the Aligned Curriculum and Measurable Goals section serve to provide insight into district-wide perceptions regarding established goals that focus staff work on improving student achievement and selected curricula that help meet those goals. These questions are designed to prompt respondents to think critically about the establishment of standards-based curricula and the development of goals for subgroups if the district is to close the achievement gap.


Aligned Curriculum

Completely Disagree Disagree Neutral Agree Completely Agree Don’t Know
1. The district adopted aligned language arts curriculum for K-8 supports meeting the district's achievement goals for all students.
2. The district adopted aligned math curriculum for K-8 supports meeting the district’s achievement goals for all students.
3. The district adopted a pacing guide for literacy K-8 in order for all language arts teachers to know the timeline and sequence of curriculum delivery.
4. The district adopted a pacing guide for math K-8 in order for all math teachers to know the timeline and sequence of curriculum delivery.
5. The district facilitates articulation of a language arts curriculum between K-8 and grades 9-12.
6. The district facilitates articulation of a math curriculum between K-8 and grades 9-12.
 
 

I: Aligned Curriculum and Measurable Goals (ACMG)

Support for grades 9-12
Completely Disagree Disagree Neutral Agree Completely Agree Don’t Know
1. The district adopted aligned language arts curriculum for grades 9-12 supports meeting the district’s achievement goals for all students.
2. The district adopted standards-based literacy program for grades 9-12 supports meeting the district’s achievement goals for all students.
3. The district adopted a pacing guide for literacy grades 9-12 in order for all language arts teachers to know the timeline and sequence of curriculum delivery.
4. The district adopted aligned math curriculum for grades 9-12 supports meeting the district’s achievement goals for all students.
5. The district adopted standards-based math program for grades 9-12 supports meeting the district’s achievement goals for all students.
6. The district adopted a pacing guide for math grades 9-12 in order for all math teachers to know the timeline and sequence of curriculum delivery.
7. The district facilitates articulation of a language arts curriculum between K-8 and grades 9-12.
8. The district facilitates articulation of a math curriculum between K-8 and grades 9-12.
9. The district adopted language arts curriculum is aligned with A-G requirements.
10. The district adopted math curriculum is aligned with A-G requirements.
 
 

I: Measurable Goals Questions (MG)
Completely Disagree Disagree Neutral Agree Completely Agree Don’t Know
1. Site leaders clearly articulate the district’s priorities for raising student achievement.
2. Site leaders clearly articulate the district’s priorities for closing the achievement gap.
3. Teachers understand the district’s priorities for raising student achievement.
4. Teachers understand the district’s priorities for closing the achievement gap.
5. The district has a process for developing measurable goals.
6. The district’s process for setting goals includes examining multiple forms of student achievement data.
7. The district has developed measurable goals for improving student achievement at the district and school levels.
8. The district has developed measurable goals for accelerating the achievement of all of the lowest performing subgroups of students (socio-economically disadvantaged and students of color).
9. School sites have 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 (socio-economically disadvantaged and students of color).
10. School sites have 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 (socio-economically disadvantaged and students of color).
Completely Disagree Disagree Neutral Agree Completely Agree Don’t Know
11. Teachers know how many students in each subgroup must improve in order to meet school goals.
12. District leaders set measurable goals for enrollment in higher-level programs and 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).
13. Site leaders set measurable goals for enrollment in higher-level programs and 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).
14. The district examines data more than twice a year to determine the extent to which the district and individual schools are meeting measurable goals.
15. Schools examine data more than twice a year to determine the extent to which they are meeting their measurable goals.
16. Site leaders and teachers expect that the district goals for student achievement can be accomplished.
 
 

VI: English Language Learners (ELL)


Survey questions in the English Language Learners section serve to provide insight into district-wide perceptions regarding the practices and policies in place to support English Language Learners specifically. Questions in this section are derived from sections I – V of the survey as they relate specifically to English Language Learners.


Completely Disagree Disagree Neutral Agree Completely Agree Don’t Know
1. The district adopted a standards-based English language development program for grades K-8.
2. The district adopted a standards-based English language development program for grades 9-12.
3. The district developed measurable goals for accelerating the achievement of English language learners.
4. The district set measurable goals for rates of re-designation of English language learners from English Learner to Fluent English Proficient status.
5. The district has a process to recognize students as they advance in their English proficiency as demonstrated by their California English Language Development Test (CELDT) level.
6. The district uses data more than twice a year to monitor the progress of schools and classrooms toward established goals for re-designation of English language learners.
7. The district has in place a policy that requires schools to devote sufficient time to English language development for English learners.
8. The district ensures that adequate time is devoted to differentiated language arts instruction for English language learners
9. The district ensures that adequate time is devoted to differentiated mathematics instruction for English language learners.
10. The district provides adequate professional development for providing specialized support for English language learners to ensure students master academic content.
11. The district provides adequate professional development for providing specialized support for English language learners to ensure students develop fluency in English.
12. District and site leaders developed a shared vision focused on closing the achievement gap.
 
 

VI: English Language Learners (ELL)



Part II


Pleaase complete part II of the English Language Learners section.

Completely Disagree Disagree Neutral Agree Completely Agree Don’t Know
13. District and site leaders provide a special emphasis on accelerating the achievement of low-performing students including English language learners.
14. District and site leaders ensure that English language learners are placed with appropriately credentialed instructors (CLAD, BCLAD, SDAIE).
15. School sites have developed measurable school goals aligned with district goals for improving student achievement and accelerating the achievement of English language learners.
16. Schools coordinate and adjust schedules so that teachers of English language learners are able to administer assessments during school-wide, regularly scheduled assessment windows.
17. 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.
18. The school follows the district’s policy regarding uninterrupted instructional time for English language development.
19. Site leaders ensure that teachers hold all students to achievement of standards with particular attention to English Language Learners.
20. Grade levels/departments have developed measurable goals aligned with district goals for improving and accelerating the achievement of English language learners.
21. All teachers participate in professional development on differentiated instruction to support English language learners.
22. Teachers of English language learners ensure that all additional classroom assessments administered are aligned with standards.
23. Teachers of English language learners use student assessment data as a basis for adjusting their instruction.
24. Teachers of English language learners share their most effective strategies with fellow instructors.
 
Please contact [email protected] if you have any questions regarding this survey.
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