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  1. Surveys
  2. 2007
  3. May
  4. P
  5. Petaluma 2007
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Greetings:



You are invited to participate in our Springboard's District Assessment Survey for Petaluma. All teachers and administrators in the Petaluma Network 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) Monitoring Performance

2) Recognition and Intervention.

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]

 
 

Enter your Educational Role



 
Teacher
 
School Level Administrator (includes school-wide facility)
 
District Office personnel
 
Classified Staff
 
Other
 
 

Where do you work within the system
 
Elementary School
 
Middle School
 
High School
 
District Office
 
 

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
1. The district’s formative/diagnostic assessments in reading/language arts are aligned with standards at all grade levels.
2. The district’s formative/diagnostic assessments in mathematics are aligned with standards at all grade levels.
3. The district selected at least summative benchmark assessments in reading/language arts that are aligned with standards at all grade levels.
4. The district selected at least 3 summative benchmark assessments in mathematics that are aligned with standards at all grade levels.
5. The district selects assessments from adopted instructional materials whenever possible.
6. The district established levels of performance standards that designate proficiency level.
7. The district involves representative staff from all levels and sites in the process of selecting assessments and establishing performance standards.
9. Schools ensure that additional common grade-level or department assessments are aligned with standards.
10. 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
1. District, site leaders and teachers are trained on the administration and scoring of district-selected assessments.
2. District, site leaders and teachers are trained on the meaning and appropriate use of performance levels.
3. District, site leaders and teachers are trained on what standards are tested and what standards mastery looks like.
4. District, site leaders and teachers are trained on the purposes and uses of analyzing subgroup results.
5. District, site leaders and teachers are trained on the purposes of analyzing student work.
6. District, site leaders and teachers are trained on how to present and discuss data about the achievement gap.
7. Site leaders and teachers are trained in using data to determine skills gaps, choosing skills gaps to focus on, and matching strategies with gaps.
8. 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
1. The district creates a sense of urgency about improving student achievement and closing achievement gaps.
2. 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.
3. 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.
4. Grade level or department teams review assessment results to identify gaps, trends and patterns and make instructional decisions.
5. The district determines resource allocation (time, people and money) among sites based upon assessment results.
6. 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
1. The district has established programs or activities to recognize students for academic achievement.
2. The school has programs or activities to recognize students for academic achievement.
3. All students, teachers and administrators understand what a student must achieve to be recognized.
4. 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.
 
Please contact [email protected] if you have any questions regarding this survey.
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