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  1. Surveys
  2. 2007
  3. January
  4. C
  5. Central Unified District Assessment
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Hello:

You are invited to participate in our District Assessment survey for Central Unified. In this survey, approximately 1000 people will be asked to complete a survey that asks questions about Leadership and Culture, and Recognition and Intervention. It will take approximately 15 minutes to complete the questionnaire.


Answer every question you can. It is very important for us to learn your opinions.


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 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.



Jim Hollis


Director of Technology and Data Services


Springboard Schools
 
 

What is your educational role?
 
Teacher
 
School Level Administrator (Principal, Counselor, etc.)
 
District Office Staff
 
Other
 
 

Where do you work?
 
Elementary School
 
Middle School
 
High School
 
Other
 
 

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
1. The district established the expectation that every student will have the core instructional programs in reading/language arts.
2. The adopted reading/language arts program is used daily by all students at all grades.
3. The district established the expectation that every student will have the core instructional programs in mathematics.
4. The adopted mathematics program is used daily by all students.
5. The district involves parents and representative staff from all levels and sites in selecting instructional materials.
6. Teachers ensure that additional instructional materials (outside of the adopted program) are aligned with standards.
7. 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).
8. 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.
 
 

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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