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  1. Surveys
  2. 2006
  3. April
  4. M
  5. Madera 2006 - Springboard District Assessment
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Hello:



You are invited to participate in our Springboard's District Assessment Survey. All teachers and administrators in your district will be asked to complete a survey that asks questions about the three sections in our Best Practices framework that the Madera District Best Practices Team determined to be most helpful to develop future goals and actions. These three sections are: 1) Recognition & Intervention, 2) English Language Learners and 3) Special Education Students. It will take approximately 20 minutes per section to complete the 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 415-348-5524 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,


Jim Hollis

Director of Technology

Springboard Schools

415-348-5524

[email protected]
 
 

Where do you work?
 
Elementary School
 
Middle School
 
High School
 
District Office
 
 

Recognition and Intervention (RI)


Survey questions in the Recognition and Intervention section serve to provide insight into district-wide perceptions about the existing policies to highlight, intervene, or adjust strategies based on school leader, teacher, and student performance. These questions are designed to prompt respondents to think critically about their perceptions of intervention programs and strategies, monitoring of these efforts, and their expectations for students reaching competency and exiting intervention programs.



Questions on Recognition

Completely Disagree Disagree Neutral Agree Completely Agree Don’t Know
The district has established programs or activities to recognize students for academic achievement.
The school has programs or activities to recognize students for academic achievement.
All students, teachers and administrators understand what a student must achieve to be recognized.
Teachers recognize students formally and informally for academic achievement.
 
 

Questions on In-Class Intervention with Students
Completely Disagree Disagree Neutral Agree Completely Agree Don’t Know
1. The district ensures that adequate time is devoted to differentiated instruction for struggling students.
2. Schools ensure that adequate time is devoted to in-class interventions.
3. Site leaders support and coach teachers to implement daily, immediate and individualized in-class interventions to struggling students during differentiated instructional time.
4. Schools monitor test administration to ensure that students not meeting standards are receiving more frequent diagnostic assessments.
5. Teachers analyze multiple forms of data on a regular basis to determine which students need classroom interventions.
6. Teachers offer adequate daily, immediate and individualized classroom instructional interventions for struggling students in response to daily observations and regular assessment.
 
 

Questions on Intensive Intervention with Students
Completely Disagree Disagree Neutral Agree Completely Agree Don’t Know
1. The district requires 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?
2. The district requires that schools administer assessments at the beginning of each year in math to identify students who are two or more years behind and may need intensive intervention?
3. The district has a policy that requires schools to devote sufficient time for intensive intervention in reading/language arts (e.g., 30 minutes/day in kindergarten, 30-45 minutes/day in grades 1-6, 2.0 to 3.0 hours/day in grades 7-8, and 2.0 to 3.0 hours/day in a separate, extended-period class in grades 9-12).
4. The district has a policy that requires schools to devote sufficient time for intensive intervention in mathematics (e.g., 15 minutes a day in grades K-6 and 30 minutes a day in grades 7-12).
5. For grades 2-8, the district provides 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.
6. For grades 2-8, the district provides all students who are two or more years below grade level in mathematics with an intensive state-adopted intervention program during each school day.
7. For grades 9-12, the district provides 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.
8. For grades 9-12, the district provides 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.
9. There are additional supports for students who are two or more years below grade level before school, after school, during intersession or in the summer.
10. The district sets expectations about how quickly students should reach grade level competency and exit the intensive intervention program.
Completely Disagree Disagree Neutral Agree Completely Agree Don’t Know
11. District and site leaders ensure that the most highly qualified teachers teach the intensive intervention classes.
12. The district established the expectations that the adopted intervention programs will be used on a daily basis in every intervention classroom.
13. Intensive intervention teachers administer regular ongoing assessments that determine progress and readiness to exit the intervention.
14. Intervention teachers attend professional development on teaching intensive intervention classes provided by the district.
15. The district established a system for monitoring the effectiveness of intensive intervention programs at sites.
16. The school analyzes data to continually monitor the effectiveness of intensive intervention programs.
17. Based upon effectiveness data, the district replicates the most successful intervention programs district wide.
18. Based upon effectiveness data, the district abandons intervention programs that show little evidence of impact.
 
 

Questions on Interventions with Teachers
Completely Disagree Disagree Neutral Agree Completely Agree Don’t Know
1. The district has established or adopted clear standards for teacher practice.
2. District-adopted standards for teacher practice are the basis for teacher evaluation.
3. The district established clear guidelines and strategies for how site leaders should support teachers not meeting standards.
4. District staff trains and supports site leaders 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).
5. 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).
6. Site leaders provide teachers not meeting standards (those identified with data) with additional support, via coaching, modeling and extra professional development sessions, for example.
7. 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.
 
 

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.

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.
Completely Disagree Disagree Neutral Agree Completely Agree Don’t Know
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.
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.
 
 

Students with Disabilities (SPED)


Survey questions in the Special Education section serve to provide insight into district-wide perceptions regarding the practices and policies in place to support students with special needs specifically.


General Questions
Completely Disagree Disagree Neutral Agree Completely Agree Don’t Know
1. The district developed measurable goals for accelerating the achievement of Students with Disabilities
2. The district has a process to recognize students with disabilities for academic achievement
3. The district ensures that adequate time is devoted to differentiated language arts instruction for students with disabilities who are below grade level
4. The district ensures that adequate time is devoted to differentiated mathematics instruction for students with disabilities who are below grade level
5. The district provides adequate professional development on the design and use of accommodations and modifications for students with disabilities
6. District and site leaders developed a shared vision focused on accelerating the achievement of students with disabilities
7. District and site leaders provide a special emphasis on accelerating the achievement of low-performing students including students with disabilities
8. District and site leaders ensure that students with disabilities are placed with appropriately credentialed instructors
9. School sites have developed measurable school goals aligned with district goals for improving student achievement and accelerating the achievement of Students with Disabilities
10. School sites developed measurable grade level/department goals aligned with district goals for improving student achievement and accelerating the achievement of Students with Disabilities
Completely Disagree Disagree Neutral Agree Completely Agree Don’t Know
11. Site leaders ensure that teachers hold all students to achievement of standards with particular attention to Students with Disabilities
12. 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
13. All teachers participate in professional development on differentiated instruction to support students with disabilities
14. 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
15. 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
16. Special education teachers (RS and SDC) for students with mild/moderate disabilities visit classrooms and know the assignments given to students by their general education teachers
17. 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
 
 

Questions for Special Education Teachers
Completely Disagree Disagree Neutral Agree Completely Agree Don’t Know
1. Schools coordinate and adjust schedules so that special education teachers are able to administer assessments during each assessment window
2. 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
3. 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?
4. Special education teachers (RS and SDC teachers) for students with mild/moderate disabilities routinely included in training in a continuous improvement or inquiry process?
5. Resource Specialists or Learning Center teachers use the results of diagnostic assessments to consult with and assist the general education teachers
 
Please contact [email protected] if you have any questions regarding this survey.
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