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  1. Surveys
  2. 2006
  3. September
  4. C
  5. Colinga -2006
0%
 

Hello:

You are invited to participate in our survey Springboard Schools Coalinga-Huron District Survey. In this survey, people will be asked to complete questions about Instructional Programs, Practices and Administrative Support; and English Language Learners. It will take approximately 17 minutes to complete the questionnaire.


Your participation in this study is completely voluntary. There are no foreseeable risks associated with this project. However, if you feel uncomfortable answering any questions, you can withdraw from the survey at any point. It is very important for us to learn your opinions.


Your survey responses will be stricly 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 Jim Hollis 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.
 
 

Educational Role
Enter your Educational Role
 
Teacher
 
School Level Administrator
 
District Office Staff
 
Other
 
 

Where do you work?
 
Elementary School
 
Middle School
 
High School
 
District Office
 
 

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.
 
 

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.
 
Please contact [email protected] if you have any questions regarding this survey.
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