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  1. Surveys
  2. 2005
  3. October
  4. W
  5. Woodlake -Springboard District Assessment
 

Educational Role
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Where do you work?
Elementary School(s)
Middle School(s)
High School(s)
District Office
 
 
Select Your School District
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Recognition and Intervention

Recognition Questions

4 (Definitely Yes) 3 2 1(Definitely No) 0 (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 (Definitely No) 0 (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 (Definitely No) 0 (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(Definitely No) 0(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(Definitely No) 0
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(Definitely No) 0
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 Questions

4(Definitely Yes) 3 2 1(Definitely YNo) 0 (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


Goal Questions

4 (Definitely Yes) 3 2 1 (Definitely No) 0 (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 (Definitely No) 0 (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?
 
 
Monitoring Performance

Selecting Assessments and Performance Benchmarks

4 (Definitely Yes) 3 2 1(Definitely No) 0 (Don't Know)
1. Has the district selected formative/diagnostic assessments aligned with standards at all grade levels?
2. Has the district selected at least 3 summative benchmark assessments aligned with standards at all grade levels?
3. Has the district selected assessments from adopted instructional materials whenever possible?
4. Has the district established performance standards with cut points that designate proficiency level (such as benchmark, strategic, intensive)?
5. Does the district involve representative staff from all levels and sites in the process of selecting assessments and establishing performance standards/cut points?
6. Does the school ensure that all additional common grade-level or department assessments are aligned with standards?
7. Does the school ensure that representative staff participate in the selection of district assessments?
8. Does the school collect data from teachers on the effectiveness of school and district assessments and provide the district with effectiveness data to inform next steps?
9. Do teachers ensure that all additional classroom assessments are aligned with standards?
10. Do teachers participate in the process of selecting assessments and establishing performance standards as appropriate, and ensure that school and district leaders receive feedback on the effectiveness of assessments?
 
 
Monitoring Performance

Training

4 (Definitely Yes) 3 2 1(Definitely No) 0 (Don't Know)
1. Are teachers, as well as district and site leaders, trained on the selection, administration, & 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 teachers & site leaders are trained in why subgroup analysis is important and how to interpret and use subgroup results?
5. Are teachers and site leaders trained in how and why to analyze student work?
6. Are district and site leaders trained in how to present and discuss data about the achievement gap?
7. Are teachers and site leaders trained in a continuous improvement or inquiry process?
8. Are teachers and site leaders trained in using data to determine skills gaps, choosing skills gaps to focus on, and matching strategies with gaps?
9. Are common expectations established for teacher and administrator use of the district's data system?
10. Does the district collect data on the effectiveness of training and make modifications based upon this input?
11. Does the district determine which principals and teachers need more training to use the district’s data system and provide this training?
 
 
Monitoring Performance

Administering Tests

4 (Definitely Yes) 3 2 1 (Definitely No) 0 (Don't No)
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 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?
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?
 
 
Monitoring Performance
Disseminating the Data
4 (Definitely Yes) 3 2 1(Definitely No) 0 (Don't Know)
Does the district provide sites with timely assessment data?
Is data disaggregated by school, instructor, gender, and ethnicity, as well as English Language Learner, socio-economic, and disability status (from all district assessments)?
Does the district have a data management system that provides access to disaggregated student data from all state and local assessments in a user-friendly format?
Does the district collect feedback from principals and teachers on the usefulness of data and make adjustments to the reporting system?
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 & patterns?
Is the data management system available to site leaders and teachers so that they can access student data from state and local assessments?
Do grade level or department teams review results to identify gaps, trends, and patterns?
 
 
Monitoring Performance

Using the Results

4 (Definitely Yes) 3 2 1(Definitely No) 0 (Don't Know)
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 teachers & district and site leaders have regularly scheduled time to examine & analyze disaggregated formative & summative achievement data to identify gaps, trends & next steps?
4. Do 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 determine where to allocate resources (time, people and money) among sites based upon assessment results?
8. Does the district hold principals accountable for providing more intensive support to teachers whose students are struggling (e.g. less than 80% of students score at proficient on the end-of-unit tests?
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 group students for instruction, determine which students qualify for additional assessment and intervention, and modify groupings on an ongoing basis?
 
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