This free survey is powered by QUESTIONPRO.COM
  1. Surveys
  2. 2008
  3. January
  4. R
  5. Riverbank 2007
0%
 

Greetings:


You are invited to participate in our Springboard Schools' Best Practices District Assessment Survey for the Riverbank School District. All teachers, administrators and district staff in Riverbank 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 415-348-5524 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
 
 
 
What is your Educational Role?

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

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

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.
 
 

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.
Survey Software Powered by QuestionPro Survey Software