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  5. Wasco HSD OBPS Feb09

Wasco HSD OBPS Feb09

The Online Best Practices Survey is designed to measure the perceptions of classroom teachers, site leaders, and district office personnel regarding the alignment between research-based “best practices” and current school-site and district office practices. The survey that Wasco High School District chose to take includes three major sections. These three major sections include: 1) Instructional Programs (IPRO), Practices (IPRA), and Administrative Support, 2) Monitoring Performance, and 3) Recognition and Intervention. The survey is in a Likert-type form. Respondents read a statement about a given educational practice, and then indicate their perception of how close actual district, school-site, or classroom practice aligns with the “best practice” described in the statement.
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I: 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.
 
 

II: 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.
 
 

III: 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.
 
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