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  5. OBPS 2008 Master -7 sections
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Greetings:



You are invited to participate in our Springboard's District Assessment Survey for [NAME OF DISTRICT]. All teachers and administrators in your district will be asked to complete a survey that asks questions about the two sections in our Best Practices framework that the your district determined to be most helpful to develop future goals and actions. These two sections are:

1) Instructional Programs, Practices and Administrative Support

2) English Language Learners.

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


[email protected]

 
 
 
At what level of the system do you work?
 
Elementary School
 
Middle School
 
High School
 
District Office
 
Other
 
 
 
 
What is your educational role?
 
Teacher
 
School Level Administrator
 
District Office personnel
 
Classified Staff
 
Other
 
 
 

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
The district adopted aligned language arts curriculum for K-8 supports meeting the district's achievement goals for all students.
The district adopted aligned math curriculum for K-8 supports meeting the district’s achievement goals for all students.
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.
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.
The district facilitates articulation of a language arts curriculum between K-8 and grades 9-12.
The district facilitates articulation of a math curriculum between K-8 and grades 9-12.
 
 

9-12 section
Completely Disagree Disagree Neutral Agree Completely Agree Don’t Know
The district adopted aligned language arts curriculum for grades 9-12 supports meeting the district’s achievement goals for all students.
The district adopted standards-based literacy program for grades 9-12 supports meeting the district’s achievement goals for all students.
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.
The district adopted aligned math curriculum for grades 9-12 supports meeting the district’s achievement goals for all students.
The district adopted standards-based math program for grades 9-12 supports meeting the district’s achievement goals for all students.
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.
The district facilitates articulation of a language arts curriculum between K-8 and grades 9-12.
The district facilitates articulation of a math curriculum between K-8 and grades 9-12.
The district adopted language arts curriculum is aligned with A-G requirements.
The district adopted math curriculum is aligned with A-G requirements.
 
 

Measurable Goals Questions (MG)
Completely Disagree Disagree Neutral Agree Completely Agree Don’t Know
Site leaders clearly articulate the district’s priorities for raising student achievement.
Site leaders clearly articulate the district’s priorities for closing the achievement gap.
Teachers understand the district’s priorities for raising student achievement.
Teachers understand the district’s priorities for closing the achievement gap.
The district has a process for developing measurable goals.
The district’s process for setting goals includes examining multiple forms of student achievement data.
The district has developed measurable goals for improving student achievement at the district and school levels.
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).
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).
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
Teachers know how many students in each subgroup must improve in order to meet school goals.
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).
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).
The district examines data more than twice a year to determine the extent to which the district and individual schools are meeting measurable goals.
Schools examine data more than twice a year to determine the extent to which they are meeting their measurable goals.
Site leaders and teachers expect that the district goals for student achievement can be accomplished.
 
 

II Instructional Programs, Practices and Administrative Support (IPPA)


Survey questions in the Instructional Programs, Practices and Arrangements section serve to provide insight into district-wide perceptions regarding programs and policies used in efforts to raise student achievement. These questions are designed to prompt respondents to think critically about adopted math and language arts programs, resource allocation and scheduled time allocations to meet district needs.

Completely Disagree Disagree Neutral Agree Completely Agree Don’t Know
The district established the expectation that every student will have the core instructional programs in reading/language arts.
The adopted reading/language arts program is used daily by all students at all grades.
The district established the expectation that every student will have the core instructional programs in mathematics.
The adopted mathematics program is used daily by all students.
The district involves parents and representative staff from all levels and sites in selecting instructional materials.
Teachers ensure that additional instructional materials (outside of the adopted program) are aligned with standards.
The school’s master schedule provides 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 (CAHSEE).
The school’s master schedule provides 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 (CAHSEE).
 
 

Instructional Practices:
Completely Disagree Disagree Neutral Agree Completely Agree Don’t Know
1. District leaders strategically allocate resources to accomplish the district's goals.
2. District leaders provide schools the flexibility and the authority to use funds creatively to accomplish the district goals.
3. 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).
4. After implementing adopted materials, the district provides additional training on how to conduct classroom observations to monitor for faithful implementation.
5. Site leaders provide opportunities on a regular and frequent basis (e.g., twice monthly) for teachers to collaborate on the implementation of the adopted reading/language arts and mathematics programs.
6. The school follows the district’s policy regarding uninterrupted instructional time for the adopted language arts programs.
7. The school follows the district’s policy regarding uninterrupted instructional time for the adopted programs for mathematics program.
8. Site leaders ensure that all site staff understand the alignment between the adopted program, the standards and the assessments.
9. For K-8, teachers have regularly scheduled meetings focused on improving instruction in /language arts (e.g., at least twice per month for an hour).
10. For K-8, teachers have regularly scheduled meetings focused on improving instruction in mathematics (e.g., at least twice per month for an hour).
Completely Disagree Disagree Neutral Agree Completely Agree Don’t Know
11. For 9-12, teachers have regularly scheduled department/subject matter collaboration meetings based on assessment data for the adopted programs in English/language arts (e.g., at least twice per month for an hour).
12. For 9-12, teachers have regularly scheduled department/subject matter collaboration meetings based on assessment data for the adopted programs in mathematics (e.g., at least twice per month for an hour).
13. Site leaders ensure that collaboration time is used to work toward effective implementation of adopted materials.
14. Site leaders ensure that teachers hold all students to achievement of standards with particular attention to the lowest performing groups of students.
15. 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.
16. Teachers participate in training on adopted programs and actively work to identify implementation questions and successfully resolve them with colleagues.
17. Teachers explicitly communicate with students about which standards are being addressed in each lesson
18. District and site leaders consistently communicate a shared vision of faithful implementation of adopted materials.
 
 

III: Monitoring Performance (MP)


Survey questions in the Monitoring Performance section serve to provide insight into district-wide perceptions about monitoring student performance to provide teachers and site leaders with user-friendly formative and summative student achievement data needed to make timely adjustments to instruction. These questions are designed to prompt respondents to think critically about selected assessments, establishment of performance standards, training, policies for administering tests, and the dissemination and uses of data.

Completely Disagree Disagree Neutral Agree Completely Agree Don’t Know
The district’s formative/diagnostic assessments in reading/language arts are aligned with standards at all grade levels.
The district’s formative/diagnostic assessments in mathematics are aligned with standards at all grade levels.
The district selected at least summative benchmark assessments in reading/language arts that are aligned with standards at all grade levels.
The district selected at least 3 summative benchmark assessments in mathematics that are aligned with standards at all grade levels.
The district selects assessments from adopted instructional materials whenever possible.
The district established levels of performance standards that designate proficiency level.
The district involves representative staff from all levels and sites in the process of selecting assessments and establishing performance standards.
Schools ensure that additional common grade-level or department assessments are aligned with standards.
Schools collect data from teachers on the effectiveness of school and district assessments and provide data to the district to inform next steps
 
 

Questions on Training
Completely Disagree Disagree Neutral Agree Completely Agree Don’t Know
District, site leaders and teachers are trained on the administration and scoring of district-selected assessments.
District, site leaders and teachers are trained on the meaning and appropriate use of performance levels.
District, site leaders and teachers are trained on what standards are tested and what standards mastery looks like.
District, site leaders and teachers are trained on the purposes and uses of analyzing subgroup results.
District, site leaders and teachers are trained on the purposes of analyzing student work.
District, site leaders and teachers are trained on how to present and discuss data about the achievement gap.
Site leaders and teachers are trained in using data to determine skills gaps, choosing skills gaps to focus on, and matching strategies with gaps.
Common expectations are established for teacher and administrator use of the district's data system.
 
 

Questions on Administering Tests and Disseminating Data
Completely Disagree Disagree Neutral Agree Completely Agree Don’t Know
1. The district established at least three designated assessment windows (eg. every 6-8 weeks; e.g., October, January, March) during the academic year.
2. Schools coordinate and adjust schedules so that all teachers (e.g., general education, ELD, and special education) are able to administer assessments during each assessment window.
3. Teachers use frequent diagnostic assessments to monitor progress of students below grade level.
4. Teachers ensure that all students understand what all assessments are for, why they are taking the assessments, and how results will affect them.
5. All data is disaggregated by sub-groups (e.g., school, instructor, gender, ethnicity English Language Learner, socio-economic and disability status).
6. The district has a data management system that provides access to disaggregated data from state and local assessments in a user-friendly format.
7. The district collects feedback from site leaders and teachers on the usefulness of data and makes adjustments
8. Teachers have regularly (defined) scheduled time to examine and analyze disaggregated achievement data and strand performance to identify gaps, trends and patterns.
 
 

Questions on Using the Results
Completely Disagree Disagree Neutral Agree Completely Agree Don’t Know
The district creates a sense of urgency about improving student achievement and closing achievement gaps.
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.
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.
Grade level or department teams review assessment results to identify gaps, trends and patterns and make instructional decisions.
The district determines resource allocation (time, people and money) among sites based upon assessment results.
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.
 
 

IV: 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.
 
 

V: Professional Development (PD)


Survey questions in the Professional Development section serve to provide insight into district-wide perceptions about the use of professional development to build capacity and professional learning communities. These questions are designed to prompt respondents to think critically about their perceptions of the use of differentiated instruction, collaboration activities, and methods of professional development utilized in the district and schools.


Professional Development on Instructional Strategies
Completely Disagree Disagree Neutral Agree Completely Agree Don’t Know
1. Site leaders and teachers are trained in a continuous improvement or inquiry process.
2. The district provides adequate professional development for making the best use of in-class differentiated instructional time.
3. District leaders monitor schools for effective differentiated instruction for all students.
4. Teachers differentiate instructional strategies to ensure that core curriculum is accessible to all students.
5. Site leaders monitor all classrooms for effective differentiated instruction.
6. The district collects data on the effectiveness of training and makes modifications based upon this input.
7. The district provides 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.
8. The district provides appropriate instructional assistance (e.g., content experts/coaches, specialists, other teacher support personnel) to support teachers in delivering mathematics instruction using the adopted materials.
9. District and site leaders developed a shared vision focused on improving student achievement.
10. 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).
 
 

Collaboration and Professional Learning Communities
Completely Disagree Disagree Neutral Agree Completely Agree Don’t Know
1. The district ensures that sites have time and resources to use professional learning communities to share practices (including coaching and modeling of lessons).
2. Site leaders provide opportunities on a regular and frequent basis (e.g., twice monthly) for teachers to collaborate using curriculum-embedded assessment data.
3. Time is allocated for site leaders and teachers to discuss practice and collaborate on instructional issues.
4. Administrators and teachers throughout the district regularly reflect on their work, analyze the results of their efforts and make adjustments to improve instruction.
5. Professional learning communities help site leaders and teachers focus on improved instruction for all students.
6. Professional learning communities help site leaders and teachers focus on the acceleration of learning for low-performing students.
7. Teachers participate in coaching, observations and other professional development.
8. Teachers seek out and take advantage of opportunities to share practices (including coaching and modeling help).
9. Staying abreast of what's happening in one's profession, especially of promising new approaches to narrowing the achievement gap, is a district norm.
10. Effective professional learning communities exist in the district.
 
 

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.
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.
 
 

VII: 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. Questions in this section are derived from sections I – V of the survey as they relate specifically to students with special needs.


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
 
 
Answer the following question by checking the appropriate answer:
I have been employed for _______ with the district.
 
Less than 3 years
 
3 to 5 years
 
6 to 10 years
 
11 to 15 years
 
more than 15 years
 
Please contact [email protected] if you have any questions regarding this survey.
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