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1. Of the 10 Illinois State standards sets which of the following are you currently employing in your school or district?(Please ch
apply)
PE/Health Learning Standards
PE/Health Learning Standards;Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Com
English/Language Arts Learning Standards (Common Core)
Foreign Languages Learning Standards;English/Language Arts Learning Standards (Common Core);English Language Learning S
English/Language Arts Learning Standards (Common Core);English Language Learning Standards (WIDA)
PE/Health Learning Standards;Math Learning Standards (Common Core);English/Language Arts Learning Standards (Common C
Foreign Languages Learning Standards
Fine Arts Learning Standards;Foreign Languages Learning Standards;PE/Health Learning Standards;Science Learning Standards
Fine Arts Learning Standards;Foreign Languages Learning Standards;PE/Health Learning Standards;Science Learning Standards
Fine Arts Learning Standards;Foreign Languages Learning Standards;PE/Health Learning Standards;Science Learning Standards
Social Sciences Learning Standards (College, Career, and Civic Life (C3)Framework for Social Studies State Standards)
Fine Arts Learning Standards;Foreign Languages Learning Standards;PE/Health Learning Standards;Science Learning Standards
Math Learning Standards (Common Core)
Fine Arts Learning Standards;Foreign Languages Learning Standards;PE/Health Learning Standards;Science Learning Standards
Foreign Languages Learning Standards
Fine Arts Learning Standards;Foreign Languages Learning Standards;PE/Health Learning Standards;Science Learning Standards
Fine Arts Learning Standards;Foreign Languages Learning Standards;PE/Health Learning Standards;Science Learning Standards
English/Language Arts Learning Standards (Common Core)
English/Language Arts Learning Standards (Common Core)
Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Common Core);English/Language A
Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Common Core);English/Language A
Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Common Core);English/Language A
Fine Arts Learning Standards;Foreign Languages Learning Standards;PE/Health Learning Standards;Science Learning Standards
PE/Health Learning Standards
Fine Arts Learning Standards;Foreign Languages Learning Standards;PE/Health Learning Standards;Science Learning Standards
PE/Health Learning Standards;Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Com
Fine Arts Learning Standards;Foreign Languages Learning Standards;PE/Health Learning Standards;Science Learning Standards
PE/Health Learning Standards;Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Com
Math Learning Standards (Common Core)
PE/Health Learning Standards;Math Learning Standards (Common Core);English/Language Arts Learning Standards (Common C
PE/Health Learning Standards
Fine Arts Learning Standards;PE/Health Learning Standards;Science Learning Standards (Next Generation Science Standards);M
Fine Arts Learning Standards;PE/Health Learning Standards;Science Learning Standards (Next Generation Science Standards);M
Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Common Core);English/Language A
Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Common Core);English/Language A
English/Language Arts Learning Standards (Common Core)
Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Common Core);English/Language A
English/Language Arts Learning Standards (Common Core);English Language Learning Standards (WIDA)
PE/Health Learning Standards;Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Com
Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Common Core);English/Language A
English/Language Arts Learning Standards (Common Core)
Fine Arts Learning Standards;Foreign Languages Learning Standards;PE/Health Learning Standards;Science Learning Standards
Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Common Core);English/Language A
Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Common Core);English/Language A
Fine Arts Learning Standards;PE/Health Learning Standards;Science Learning Standards (Next Generation Science Standards);M
Fine Arts Learning Standards
Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Common Core);English/Language A
Fine Arts Learning Standards;PE/Health Learning Standards;Science Learning Standards (Next Generation Science Standards);M
Fine Arts Learning Standards;Foreign Languages Learning Standards;PE/Health Learning Standards;Science Learning Standards
Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Common Core);English/Language A
PE/Health Learning Standards;Math Learning Standards (Common Core);English/Language Arts Learning Standards (Common C
Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Common Core);English/Language A
Fine Arts Learning Standards;PE/Health Learning Standards;Science Learning Standards (Next Generation Science Standards);M
Social/Emotional Learning Standards
Fine Arts Learning Standards;Foreign Languages Learning Standards;PE/Health Learning Standards;Math Learning Standards (C
Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Common Core);English/Language A
Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Common Core);English/Language A
Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Common Core);English/Language A
Fine Arts Learning Standards;Foreign Languages Learning Standards;PE/Health Learning Standards;Science Learning Standards
Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Common Core);English/Language A
Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Common Core);English/Language A
Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Common Core);English/Language A
Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Common Core);English/Language A
Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Common Core);English/Language A
Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Common Core);English/Language A
Fine Arts Learning Standards;PE/Health Learning Standards;Science Learning Standards (Next Generation Science Standards);M
Fine Arts Learning Standards;Foreign Languages Learning Standards;PE/Health Learning Standards;Science Learning Standards
Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Common Core);English/Language A
Fine Arts Learning Standards;PE/Health Learning Standards;Science Learning Standards (Next Generation Science Standards);M
English/Language Arts Learning Standards (Common Core)
Math Learning Standards (Common Core);Social Sciences Learning Standards (College, Career, and Civic Life (C3)Framework for
Fine Arts Learning Standards;Foreign Languages Learning Standards;PE/Health Learning Standards;Science Learning Standards
Fine Arts Learning Standards;Social/Emotional Learning Standards
Math Learning Standards (Common Core);English/Language Arts Learning Standards (Common Core)
Fine Arts Learning Standards;PE/Health Learning Standards;Math Learning Standards (Common Core);English/Language Arts Le
Math Learning Standards (Common Core);English/Language Arts Learning Standards (Common Core);Social/Emotional Learnin
PE/Health Learning Standards;Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Com
Fine Arts Learning Standards;PE/Health Learning Standards;Science Learning Standards (Next Generation Science Standards);M
PE/Health Learning Standards;Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Com
Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Common Core);English/Language A
PE/Health Learning Standards;Math Learning Standards (Common Core);English/Language Arts Learning Standards (Common C
Fine Arts Learning Standards;PE/Health Learning Standards;Science Learning Standards (Next Generation Science Standards);M
Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Common Core);English/Language A
Fine Arts Learning Standards;PE/Health Learning Standards;Science Learning Standards (Next Generation Science Standards);M
Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Common Core);English/Language A
Foreign Languages Learning Standards;PE/Health Learning Standards;Science Learning Standards (Next Generation Science Sta
English/Language Arts Learning Standards (Common Core)
PE/Health Learning Standards;Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Com
Fine Arts Learning Standards;PE/Health Learning Standards;Science Learning Standards (Next Generation Science Standards);M
Fine Arts Learning Standards;PE/Health Learning Standards;Science Learning Standards (Next Generation Science Standards);M
Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Common Core);English/Language A
Science Learning Standards (Next Generation Science Standards);English/Language Arts Learning Standards (Common Core);En
Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Common Core);English/Language A
Fine Arts Learning Standards;PE/Health Learning Standards;Math Learning Standards (Common Core);English/Language Arts Le
Fine Arts Learning Standards;PE/Health Learning Standards;Science Learning Standards (Next Generation Science Standards);M
Fine Arts Learning Standards;PE/Health Learning Standards;Science Learning Standards (Next Generation Science Standards);E
PE/Health Learning Standards;Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Com
PE/Health Learning Standards;Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Com
English/Language Arts Learning Standards (Common Core)
Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Common Core);English/Language A
Science Learning Standards (Next Generation Science Standards);Math Learning Standards (Common Core);English/Language A
Fine Arts/PE/Health/Science
ELA
ELA
ELA
ELA
 3. Yes or No - Do
2. Yes or No - Do teachers have an
teachers have an active role in your
active role in your school in creating
school in designing assessments? Why Why or Why
instruction? Why or Why Not Code Q 2 or why not? not Code Q3
Yes We all plan together in g 1 Yes We write our o 1
Yes They are provided with ma 2 Yes There are comm 3
Yes Our curriculum is given to 4 Yes We create all o 1
Yes There is a great deal of f 1 Yes We write our o 1
Yes We try to design our instr 1 Yes I create some i 1
Yes There aren't a lot of rest 1 Yes Although many 3
Yes Teachers have an active r 1 Yes Teachers are 2
Yes Teachers are asked to give 3 Yes They have to 2
Yes They highly active in desi 1 Yes Within grade l 1
Yes We are piloting programs, 1 Yes Our teachers 1
Yes No response 0 Yes No 4
Yes The district gives us time 1 Yes We have create 1
Yes It is our responsibility. 1 Yes It is necessary 3
Yes We are given the framewor 2 Yes That is seen as 2
Yes We are currently designin 2 Yes No 5
No Have input but curriculum 3 Yes Trust in us. 5
Yes Under the Curriculum Dire 3 Yes For the most pa 2
Yes Teachers have an active r 1 Yes Assessments ca 5
Yes We have a lot of input in 1 Yes We get a lot of 2
Yes Our SAC teams evaluate 1 Yes Many of our as 4
Yes All teachers participate i 2 Yes Some assessmen 6
Yes We work as a team to enh 1 Yes Some assessment 6
Yes No response 0 Yes Some are Teach 6
Yes No response 0 Yes We are provide 1
Yes No response 0 Yes Some are prov 6
Yes No response 0 Yes No 0
Yes The curriculum director do 3 Yes They create th 1
Yes The teachers are responsi 2 Yes Teachers are r 1
Yes All teachers can collabora 1 Yes Teachers have 6
No We put together many com 1 Yes We design most 1
Yes Administration feels we ar 1 Yes Administration 1
Yes Admin makes a lot of thos 3 Yes We also use St 4
Yes There are certain teacher 4 No Just team base 1
Yes But it's more so at a "tea 1 No Most assessmen 3
Yes While the book series pro 2 Yes Teachers are a 3
No We use the curriculum pro 2 Yes We use assessme 3
Yes We collaborate as a team. 1 No The district pr 3
Yes Collaborate as a team. 1 Yes They know stre 2
Yes We have committees to hel 1 Yes We create the 1
Yes When adding modification 1 Yes During PLC whe 4
Yes With guidance from the pr 1 Yes As an ELA teach 4
Yes At the moment to plan tak 1 Yes We can assess 1
Yes We supplement for some su 2 Yes Some are provi 4
Yes Teacher help design the c 2 No District and 6
Yes Teachers are on the comm 1 Yes We design our c 6
Yes There is a team of teache 1 No Not at the mo 7
Yes We have a basic curriculu 2 Yes Our curriculum 6
Yes We teach thematically and 1 Yes We do not have 1
Yes They are in charge of the 3 Yes They completel 1
No Somewhat 1 Yes We all do part 2
Yes I go off of the WIDA stand 2 Yes I use state ma 5
Yes We have an active role as 2 Yes For math, we us 6
No district designed 3 No We use district 3
Yes We have created scope and 1 Yes We have all cre 3
Yes We have an instructional 1 Yes We do not have 6
Yes The distrit designed the 1 Yes Teachers desig 6
No A little bit, but the curr 5 Yes In some classes 6
No Decisions are made by dist 3 No No 3
Yes No response 0 Yes no 0
Yes Teachers are part of the S 1 No The district pr 3
Yes No response 0 Yes Formative - yes 6
Yes We meet as a PLC to devel 1 Yes We have the opp 2
Yes We get the curriculum, an 4 Yes Aassessments ar 2
Yes We have a strict curricul 4 Yes Summative asses 4
No Most areas are dictated by 3 Yes Currently most 4
No I am a resource teacher. 3 Yes Assessments can 6
Yes Each teacher is given plan 2 Yes Teachers work v 4
No In some areas we do, in ot 1 Yes Teachers have a 6
No Yes- we use the Pearson R 1 Yes Use on line as 6
Yes Teachers are given the rol 2 Yes Teachers are th 2
yes Teachers are on committee 1 Yes Common units a 2
Yes There are curriculum team 1 Yes Some are alrea 4
No I am not sure about questi 0 Yes I do for my con 2
Yes I have the flexibility to c 2 Yes Informal yes. 2
Yes We have committees 1 Yes Yes - for format 2
No It seems as though the maj 3 No No district leve 3
Yes Committees 1 Yes No 0
Yes Teachers serve on committ 1 Yes Teachers creat 2
Yes We have curriculum but ar 2 Yes We are encourag 2
No Common Core 2 No All students ta 3
Yes we gather resources 2 Yes We can design 2
Yes We are mapping. Every te 2 Yes They have to al 2
Yes We have had several commi 2 Yes Those same com 3
Yes If they are on district co 1 Yes Yes, if they are 3
No Some classroom teachers a 1 No Teachers do not 3
Yes A team of teachers 1 Yes They do but the 2
Yes Committees 1 Yes We have common 4
Yes They work with our curric 3 Yes As a grade leve 1
Yes Teachers working in teams 1 Yes Teachers creat 7
Yes representatives from each 1 Yes A mixture of t 1
yes Committees 1 Yes Committees are 1
No Most of the curriculums ar 4 Yes I adapt my week 2
Yes Committees 1 Yes We have the opp 2
Yes That's why we hire them. 3 Yes Absolutely. SLO 2
No We have somewhat of a rol 3 Yes We can perform 4
Yes we work as a team 1 Yes Yes, though we 2
Yes We can give input about a 1 Yes Yes since we k 1
No but can add to it. 1 Yes In some instan 3
Yes Teachers are able to selec 1 Yes Teachers have a 1
Yes 1 Yes We began standa 2
Yes we do! 1 Yes We always do! 1
yes No 4 Yes Live Binder 5
yes During weekly PLC meeting 1 Yes Schoolwide, Lu 5
yes We are given an extensive 2 Yes Math Expressio 6
yes No 3 Yes No 0
yes The district has committe 3 Yes No 0
 5. How would you
best use curriculum
committee time if
you were given the
4. What resources do you use to role of planning a
align and implement standards curriculum day at
based instruction? Code Q5 your school? Code Q6
Mainly online materials 3 Gathering materials fo 4
We have a variety of published progra 1 I'd like for teachers 3
Our textbooks and the curriculum dire 1 Small group time base 1
ACTFL statements, WIDA, Illinois FL 1 1/3 of the day would b 3
Mostly online resources. 3 I would look at creati 4
Just introduced to "standards based i 1 Try to provide a typic 4
We use the ACTFL standards 2 I would give time to t 1
Teacher created and standardized ass 1 Collaborating with oth 1
Varied resources owned by district and 1 Working on best pract 1
Our standards, our programs, any rese 1 Have time for knowledg 1
The C3 framework and the Illinois Stat 1 Finding resources to s 4
IL state standards 1 To ensure common inst 1
Bridges curriculum in addition to a var 2 talk with one grade l 1
Common Core standards for mathemat 1 looking at common as 5
Texts and others resources. 1 Collaborations with K- 1
Come with programs/curriculum and a 2 Helping assist others/ 5
Curriculum programs & grade level m 2 Team time to work on t 1
It is important to continue to check 2 If time were given, I 1
We use the Schoolwide curriculum for 2 Time for teachers to w 1
Bridges math series, AVM-R games and 2 Discussing a philosop 5
The purchased curriculum, the Curricul 1 I would use the time m 1
The curriculum, curriculum director, su 1 Grade level collaborate 1
curriculum 1 good 0
professional workshops and conventions 1 observations of neighb 4
Textbooks, articles, research 1 Allow teachers time to 1
binders given to us by admin 4 break out sessions for 1
Curriculum programs. 2 Let teachers collabora 1
Textbook, internet, discussion 1 Time spent communicat 1
Bridges - Math Learning Center 2 Standards Based Grad 5
Common Core Standards 1 To have time to make 5
P. E. websites. P. E. teachers from othe 3 Collaboration with oth 1
Anything we can find 1 partial day learning, p 1
ISBE website and documents given by t 1 Vertical and horizonta 1
I use the common core standards for E 1 I would best use the t 4
Common core; EL strategies: CBMs; var 1 Discuss the district's 2
Illinois Department of Education Stan 1 Planning lessons to me 1
Looking into this. 1 Going over the standa 5
current curriculum and research based 1 how it could enco 4
Reading Street, Everyday Math, 100 Bo 1 I would like to have t 1
I research best practices when supplem 1 I would break it down 1
The common core app, discussions wit 3 Discuss how we can sca 3
Mostly TEacher Guides but also I searc 2 No idea. 0
All of our curriculum is aligned to stan 1 Collaborative planning 1
PLC meetings, professional developme 1 Provide current feedb 1
common core standards in math and r 1 highlight certain comp 4
State Standards and Nation CCS for mus 1 Making sure that our cu 3
Our district uses Pearson Scott-Foresm 2 The best planning woul 3
Trade books, digital resources, teacher 1 Looking for resources i 4
They utilize the Common Core and Ne 1 We are given this one 1
We use electronic and hard cover mate 1 I have no interest in d 0
WIDA Can Dos and Common Core 1 For lesson planning or 1
Common Core State Standards. Distric 1 We would spend time lo 1
Curriculum's already aligned to the st 1 To Backward's plan th 1
curriculum resources, Illinois early le 1 COmmon time between t 1
Investigations, Reading Street 2 Make a curriculum ma 1
Literacy coaches, the internet, PARC 1 Meet as a district wid 2
Pearson materials 2 Vertical articulation 3
District curriculum 1 I'm not sure, I would 0
From Pearson Realize: ReadyGen, Inves 2 Planning 0
The district has committees with teach 4 With our grade level t 1
ReadyGEN and Pearson resources 2 Best ways to DIFFERENT 1
I use the curriculum and resources, wh 1 I would use the time t 1
I use provided curriculum, (Investigati 2 We would create a repo 1
Our curriculum is aligned to standards. 1 I would plan with my t 1
readworks.org; Engage New York, FCCR. 3 Many new materials and 1
WIDA, Science kits, technology (with 1 TEAM PLANNING 1
We use our district created mastery m 1 I would begin by combi 3
I use Reading A-Z, Benchmark book syst 1 I would like to articu 3
Envision, ReadyGEN, Stemscopes, onlin 1 discussions at the gra 2
Pearson 2 Use curriculum expert 2
we are currently using pearson's digit 2 talking about formativ 5
The standards and materials available a 5 It would be used to lo 3
Our district works with other consorti 6 I find it extremely va 1
District provided curriculum and other 4 I would allow teachers 3
district provided curriculum com drive 1 differentiation/ cotea 1
District provided curriculum supplem 5 I would like to break 1
district created curriculum and purch 6 allow teachers to eva 1
Curriculum guides, SBG district spiral 6 Focus on holes on the 1
Lucy Caulkins, Schoolwide, Math Expr 6 Looking at the standar 1
Common core, Wida, 2 Build, plan and differ 1
resources from our district and other 5 share resources 4
Textbooks, internet sites, supplementa 2 Mapping the standards 3
I create and use vertical standards br 1 I would emphasize more 1
Mostly district curriculum 4 Find out where the hole 2
I use the common core standards onlin 6 I would try to make su 1
School Wide for ELA and Eureka for M 2 Align resources to sta 5
Studysync 2 PLC time twice a week 3
The Standards and other Curriculum Res 4 I would utilize it by 3
Our Rigorous Curriculum Design process 6 We have focused on dif 3
District assistant superintendent, Lak 4 Alignment of standards 3
Not sure 7 Not sure 0
MAP scores 2 Looking over data and 3
I use rubrics and grade classroom ass 1 Gather topics and ideas 3
CCSS, ReadyGen & Math in Focus resou 2 For teachers to collab 3
We have curriculum given to us by the 4 To research effectivene 3
purchased materials, teacher designe 5 analyze standards, pr 3
Research articles, aligned programs, t 3 Focusing on student n 3
Common Core state standards list 1 Differentiation 3
I use on-line resources, curriculum ba 3 I would use curriculum 3
Our district has been unpacking the s 4 Because our school ju 5
Commercial and created materials to 5 We would look at the 1
As a district we have prioritized the s 4 Grade level and verti 1
Look at the curriculum maps and stand 4 Using the time to lo 4
Teacher Guides were provided by the d 4 We need to look at 4
Reviewing the standards and making sur 1 Reviewing the curri 2
In the past, we had institute days ex 1 I would use the time 4
 7. Does your school create its
6. What process does your school own curriculum map or does it
follow for standards based adapt other schools, districts,
instruction? Code Q6 states or vendors? Code Q7
We use the state standards docume 1 Vendors 5
Teachers should be teaching to the s 8 Our district has created our own 1
there is no process 8 Create our own 1
1. Write objectives based on state 5 Primarily creates its own but so 1
We create our standards based on c 1 We create our own curriculum m 1
I don't know. We just started talkin 7 A little of everything... 5
Not sure 7 I believe we create our own curr 1
A decision was made and then impl 8 Adapt other schools to create ou 1
Training for implementation and ne 6 All of the above used as resourc 1
The teachers teach the curriculum, 5 We create our own. 1
We are just beginning the process of 3 We use our own curriculum map. 1
Implemented in daily instruction, a 5 We create our own 1
program 7 own 1
We study the standards and implemen 3 We generally create our own, ho 1
Many collaborative meetings and inst 2 YEs and use other models to hel 1
Curriculum and report out on standa 5 take input from variety of source 1
Consistent programs which use curr 4 our own. 1
IDK 7 The curriculum map follows the 1
K-5 implements standards-based grad 5 We create our own 1
?-not sure. See above answer 7 Our own 1
We pilot new programs that are focu 6 Yes, we make our own curriculu 1
We pilot new programs regularly to se 6 We create our own based on our 1
PD training in all areas 6 vendors 5
8 we create our own curriculum m 1
We aligned our materials and teachi 5 We create our own. 1
Designed report card to show accoun 5 create own 1
Teachers make sure they teach the s 8 Our own. 1
Creating and updating scope and seq 5 Both creates and adapts. 1
Your curriculum is the standards 1 We create our own 1
The workshop model is being implement 8 Creates our own 1
Evaluate the current standards & pra 3 Create our own. 1
standards are the curriculum, use a 1 yes 1
we are moving to SBG 2 District does 1
We are moving toward SBG this school 3 The district creates a map based 1
Our school relies on the text serie 6 It adapts from other schools and 2
It's different depending on the grade 7 I am not sure at this point. 0
We are just learning about it. 8 The district provides the curric 1
use curriculum that has standards as 1 both 1
Making sure teachers have access to 1 I think a mix of the two. 1
We follow our pacing guide 3 it creates its own 1
Don't understand the question 7 Both 1
Follow the State Standards. 1 Don know 0
I'm not sure 7 We create some, and we adapt f 1
Following the district curriculum 3 follow the district's map 1
not in place yet, progression philos 1 don't know, higher administration 0
Our school establishes goals that are 2 The school follows what is mandat 1
MAP testing three times a year to en 4 District created 1
science and social studies thematic u 3 Create own 1
Not sure what you are asking. . .Cur 7 We create our own. 1
We typically set goals, implement, a 5 We are to follow district pacing g 1
Not sure 7 we use a district curriculum map 1
Our math & literacy curriculum is ali 4 Our school uses a curriculum map 1
pacing charts to hit all the standards 4 District created maps 1
All lesson plans and assessments are 5 We created our own, but many we 1
We sent lesson plans with standards 8 We create our own 1
Unsure what you mean here. We turn 7 We have created our own. 1
No process 8 Pearson dictated 5
None at this time 8 We create our own 1
Don't know 7 Adapt district 99 4
Using our curriculum resources. 3 The district provides our curric 1
The school follows district policy. 3 Our school follows our district' 1
Implementing standards based gradin 3 My school creates its own curri 1
We're in the beginning stages of im 1 vendors 5
We utilize the curriculum given to us. 3 The district creates our pacing gu 1
We have the standards listed in clas 1 Our district gives us a scope and 5
Students know the expectations for t 8 I believe we create our own base 1
Detailed lesson plans are required c 3 They are created at district level. 1
We are given the CCSS. We are given s 1 I am not sure. 0
Depends on the subject. unpacked t 1 Middle school has created curri 1
Common Core 1 Creates its own curriculum map 1
we follow the curriculum given to u 3 we use our own districts map 1
Start with unpacking the standard. 1 In the process of creating its own 1
Our school expects the standards to 1 For my content there is not a cur 0
Standards are imbedded into the cur 3 District creates its own. 1
We utilize data collection ,formativ 5 our own 1
Follow the curriculum and supplem 3 Own 1
not sure what you mean 7 creates their own maps 1
We backwards plan using the standa 3 No the district does with the inp 1
Look at the standards and design ou 3 Our school creates our own. 1
Very high failure rate in my school. 8 It adapts tonother schools and s 3
we have guidelines and curriculum m 3 our district does 1
We do not have a specific process 8 Our own 1
Curriculum maps. 3 We use curriculum maps. 1
District aligned curriculum 3 Mostly follow distict guidelines 1
We use the curriculum for math and E 1 I am not sure of this answer. 0
I don't understand the question. To 7 We created out own. 1
We have quarterly porortiy standard 3 Our district created one 1
At the moment, we follow the curricu 6 We have a curriculum alignment 1
Larry Ainsworth's Rigorous Curricul 6 We have looked at others....but 1
Standards-based grading is used withi 1 A mixture driven by the standards 1
We are in the beginning stages of sbi 1 It creates its own. 1
We don't have standards based gradi 8 I don't know. 0
We are working on and becoming tra 3 Our school follows the district' 1
put up/announce objective, implemen 6 Hmmmm I guess we use vendors, b 5
We are just beginning to implement 1 We are given our curriculum map 1
For some content we have develope 1 create and adapt 1
We look at the standards and come u 1 A little bit of both, some we cr 1
We have a set of standards to follow, 1? 0
We
We began standards-based grading this year. We have had many opportunities for parents to come1to meetings on
use backward design based on our 5 Our Curriculum is provided by C
4 We have had a year and a half we 1
Weaare
As driven
district weby common
have core the
prioritized 1 We do both commercial and distri 6
goalstandards in all subject areas. Teachers are expected to follow these prioritized
1 We have adapted other distric 4
Look at the curriculum maps and 2 Adapts 4
Teacher Guides were provided by t 3 Creates it's own curriculum m 1
Reviewing the standards and makin 4 Our own. 1
In the past, we had institute day 4 Our district creates the maps 4
 9. Assessing - Please check all of the
following steps that apply in the process
of curriculum design and instruction
based on what you define as necessary
8. What should happen after curriculum maps have steps in the process. Please leave out any
been created to further support implementation and of the following that you feel are
student learning? Code Q8 unnecessary or antiquated. [Assessing]
Realignment 5 Yes
We have included hyperlinks into ours to connect to reso 2 Yes
NA 0 Yes
Groups of teachers meet to discuss effectiveness, asses 7 Yes
Curriculum maps are updated. 5 Yes
We did curriculum mapping, and now we've got scope an 3 Yes
I think we should continue to look back on Curriculum 2 Yes
Continued support of initiatives 2 No
create assessments 4 Yes
They should be updated as it is happening in the classro 2 Yes
Teachers should be given time to find adequate resource 3 Yes
Time to try and revise if needed 2 Yes
revisit and make changes as needed 2 Yes
Self monitoring. 6 Yes
Modifications of lessons and assessments. 5 Yes
we already have it written in scope and sequence - cros 3 Yes
Frequent team meeting discussion & review of progress 2 Yes
The administrator that is evaluating needs to be sure th 2 Yes
they should be reviewed periodically and shared amongst 2 Yes
Assessments/rubrics should be developed and teachers sh 2 Yes
There would be touch points throughout the year to dis 2 Yes
Curriculum maps are used as a guide and are adjusted a 2 Yes
expand 5 Yes
reflection and discussion to determine areas of streng 2 Yes
The teachers need "time" to continue to research material 2 Yes
select curriculum to match 2 Yes
Continue to re-evaluate the maps. 2 Yes
Assess and update as needed. 2 Yes
evaluate them each year 1 Yes
Find gaps whole within your own grade level, then acros 2 Yes
Maps and results should be evaluated and realigned peri 2 Yes
curriculum maps are shared electronically, resources and 7 Yes
District monitors them 2 Yes
Give it to the teachers in a timely manner and train the 7 Yes
Explain the maps to the teachers and discuss why it was 7 Yes
Follow through with training for teachers so they best he 7
Guidance from coaches and modeling. 7 Yes
follow through on implementation 7 Yes
The tech team makes sure to find us the newest apps and 7 Yes
continue to modify it and/or add resources to support t 1 Yes
Frequent check ins and collaboration. Modifications as 2 Yes
Apply them. 7 Yes
Filled in with differentiation, enrichment, remediation 6 Yes
Introduce in building meetings and PLC's 7 Yes
pre and post tests should be developed, as well as diffe 3 Yes
Student have more chances to learn or master certain topics. Yes
They should be evaluated regularly to determine if they 2 Yes
Monitor effectiveness of map and pacing is it properly a 2 Yes
We need to look back at current data and go through how 2 Yes
Schools district wide provide the support through traini 2 Yes
give teachers enough time to plant as well as enough ma 2 Yes
More attention can be paid to the effectiveness of the o 2 Yes
Plenty of time to plan and access to "extra resources" 3 Yes
They should be revisited and revised as they are used t 2 Yes
Add on to them or make activities to go on to them 5 Yes
Literacy coaches support us (which they do). We should 7 Yes
We need to make sure that we have appropriate material 2 Yes
Teachers should be made aware of its existence 7 Yes
Teach it 7 Yes
Working with teachers to provide lessons and examples 7 Yes
Sufficient teacher professional development. 7 Yes
Understanding the goals and objectives for the curricu 7 Yes
I'd say maybe a week pre-programmed at the beginning o 1 Yes
Teachers should supplement with outside resources depe 3 Yes
Survey the teachers to how feasible and effective the 3 Yes
First work on the actual standards, if there is time to 2 Yes
Teachers at each grade level should have an input on th 2 Yes
I think they need to be shared with all people who are 2 Yes
should be used and refined 2 Yes
Reteach support and extension opportunities 3 Yes
it should be updated every year to address student nee 1 Yes
Constant re evaluation and discussion to see how things 7 Yes
Not sure what you are asking. Yes
Time needs to be given to teachers to plan and learn the standards. Yes
reevaluation,input,feedback at district institutes 2 Yes
Feedback should occur so that maps can be adjusted in r 7 Yes
implementation and then review with feedback on the 2 Yes
If changes are made to a map PD needs to occur. Additi 2 Yes
Our Learning Support Coaches and teammates help support implementat Yes
Teachers should use the data to see patterns and learn 2 Yes
follow up grade level meetings to discuss our instructio 2 Yes
Teach, PLC process, Revise 2 Yes
Team/grade-level planning, common plan time, and ex 4 Yes
Check to see if they are followed and if not what preve 2 no
They should be shared as soon as possible and allow te 2 Yes
revisit, tweak, and ensure consistency. 2 Yes
Teachers make decessions that best support their studen 2 Yes
They should be continuously reviewed and discussed. It 7 Yes
In our experience, that becomes clearer as you teach yo 7 Yes
Ongoing review of maps with realignment as needed. 2 Yes
Teachers are asked to follow the map. Yes
They should be implemented. Yes
Analyzing student data and performance. 4 Yes
Continuous PD, continuous collaboration among grade le 4 Yes
I believe it would be helpful to have all grade levels mee 7 Yes
Continually review and refine - analyze student work 4 Yes
There should be some follow-up and accountability. 2 Yes
? 0 Yes
Teachers can attend PD, or have assistance from Coaches 7 Yes
I feel relieved that our district has seen the problems with the Maps pr Yes
We follow this map road to align all the schools and their instruction as Yes
training, follow through with instruction, observation (accountabilityYes
To create activities and assessments for the curriculum Yes
Professional development must be provided to inform teachers of yes
Beneficial resources that can be used to teach the scope and seque yes
They should be presented to the teachers. The teachers should hayes
 n based
on what
you
9. Mission - Please define as
check all of the necessary
following steps that steps in
apply in the process the
of curriculum design process.
and instruction Please
9. Planning - Please check all of the based on what you leave out
following steps that apply in the 9. Unpacking - Please check all of the define as necessary any of the
process of curriculum design and following steps that apply in the steps in the process. following
instruction based on what you process of curriculum design and Please leave out any that you
define as necessary steps in the instruction based on what you define of the following that feel are
process. Please leave out any of the as necessary steps in the process. you feel are unnecess
following that you feel are Please leave out any of the following unnecessary or ary or
unnecessary or antiquated. that you feel are unnecessary or antiquated. antiquate
[Planning] antiquated. [Unpacking] [Mission] d. [Vision]
Yes yes No No
Yes Yes Yes Yes
Yes Yes Yes Yes
Yes No Yes Yes
Yes No Yes Yes
Yes Yes No No
Yes No No Yes
No Yes Yes Yes
Yes Yes Yes Yes
Yes Yes No No
Yes No No No
Yes Yes Yes Yes
Yes Yes No No
Yes Yes No Yes
Yes No Yes Yes
Yes No No No
Yes Yes Yes Yes
Yes Yes Yes Yes
Yes Yes Yes Yes
Yes No Yes Yes
Yes Yes Yes Yes
Yes Yes Yes Yes
Yes No Yes Yes
Yes No Yes Yes
Yes Yes No Yes
Yes Yes No No
Yes No No No
Yes No No Yes
Yes Yes Yes Yes
Yes No No No
Yes No Yes No
Yes Yes Yes Yes
Yes Yes Yes Yes
Yes Yes
Yes Yes Yes Yes
No No No No
Yes Yes Yes Yes
Yes Yes Yes
Yes Yes Yes Yes
Yes Yes Yes Yes
Yes No No No
Yes No no no
Yes no no no
Yes Yes no Yes
Yes Yes Yes Yes
Yes no Yes Yes
Yes no no Yes
Yes Yes Yes Yes
Yes Yes Yes Yes
Yes no no no
Yes Yes no no
Yes no no no
Yes Yes no no
Yes no no no
Yes no Yes Yes
Yes Yes Yes Yes
Yes Yes Yes no
Yes Yes no no
Yes no no no
Yes Yes Yes Yes
Yes no no no
Yes Yes Yes Yes
Yes Yes Yes no
Yes no Yes Yes
Yes no no no
Yes Yes Yes Yes
Yes Yes Yes Yes
Yes Yes Yes Yes
Yes Yes Yes Yes
Yes Yes no no
Yes no no no
Yes Yes Yes Yes
Yes Yes Yes Yes
Yes Yes Yes Yes
Yes no no Yes
Yes no no Yes
Yes Yes no no
Yes Yes no no
Yes Yes no no
Yes Yes no Yes
Yes Yes Yes no
Yes Yes no no
Yes no no no
no no no yes
Yes Yes no no
Yes Yes Yes Yes
Yes Yes Yes Yes
Yes Yes no no
Yes Yes no Yes
Yes Yes Yes Yes
Yes no Yes no
Yes no no no
Yes Yes Yes Yes
Yes Yes no no
Yes Yes no no
Yes Yes Yes no
Yes Yes no no
Yes Yes no Yes
Yes Yes Yes Yes
Yes No Yes Yes
Yes No no no
yes yes yes yes
yes yes no no
yes yes yes yes
yes yes yes yes
yes yes yes yes
n based on what you you you you on what on what on what on what
on what you define as define as define as define as you you you you
you define as necessary necessary necessary necessary define as define as define as define as
define as necessary steps in steps in steps in steps in necessary necessary necessary necessary
necessary steps in the the the the steps in steps in steps in steps in
steps in the process. process. process. process. the the the the
the process. Please Please Please Please process. process. process. process.
process. Please leave out leave out leave out leave out Please Please Please Please
Please leave out any of the any of the any of the any of the leave out leave out leave out leave out
leave out any of the following following following following any of the any of the any of the any of the
any of the following that you that you that you that you following following following following
following that you feel are feel are feel are feel are that you that you that you that you
that you feel are unnecess unnecess unnecess unnecess feel are feel are feel are feel are
feel are unnecess ary or ary or ary or ary or unnecess unnecess unnecess unnecess
unnecess ary or antiquate antiquate antiquate antiquate ary or ary or ary or ary or
ary or antiquate d. d. d. d. antiquate antiquate antiquate antiquate
antiquate d. [Organiza [Dissemin [Impleme [Instructi d. d. d. [Re- d.
d. [Goals] [Inquiry] tion] ation] ntation] on] [Revising] [Training] teaching] [Tiering]
No No Yes Yes Yes Yes No Yes No Yes
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Yes Yes Yes No Yes Yes Yes Yes Yes Yes
Yes No Yes No Yes No Yes No No Yes
Yes No Yes No Yes Yes Yes Yes No No
Yes No Yes No Yes Yes Yes Yes No No
No Yes No No No No No No No No
Yes No Yes Yes Yes Yes Yes Yes No No
Yes No Yes No Yes Yes Yes Yes Yes No
Yes Yes No No Yes Yes Yes Yes Yes Yes
Yes Yes Yes No Yes Yes Yes Yes Yes Yes
Yes Yes No No Yes Yes Yes Yes Yes Yes
Yes Yes Yes Yes Yes Yes Yes Yes Yes No
Yes Yes Yes No Yes Yes Yes Yes Yes No
Yes Yes Yes No Yes Yes No No No No
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Yes No Yes No Yes Yes Yes Yes No No
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
No Yes No No Yes Yes Yes Yes Yes No
No No No No Yes Yes Yes NO No No
Yes Yes Yes No Yes Yes Yes Yes Yes Yes
Yes No Yes No Yes Yes No Yes No Yes
No No Yes No Yes Yes Yes Yes Yes No
No Yes Yes No Yes Yes Yes Yes No No
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
No No Yes No Yes Yes Yes Yes No No
Yes No Yes No Yes Yes Yes Yes Yes No
Yes Yes Yes Yes Yes Yes Yes Yes No No
Yes Yes No No Yes Yes Yes Yes No Yes
Yes Yes Yes No Yes No Yes Yes Yes No
Yes Yes Yes Yes Yes Yes Yes Yes No No
Yes Yes Yes No Yes Yes No NO No No
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Yes No Yes Yes Yes Yes Yes Yes Yes No
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Yes No Yes No Yes Yes Yes Yes Yes Yes
No Yes No No No No Yes No Yes No
Yes no Yes Yes Yes Yes Yes Yes Yes No
Yes Yes Yes no no Yes Yes no Yes Yes
Yes no no no no Yes Yes no no no
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Yes Yes Yes no Yes Yes Yes Yes Yes Yes
Yes Yes no no Yes Yes Yes Yes no Yes
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Yes no no no no Yes Yes no no no
Yes Yes Yes Yes Yes Yes Yes Yes Yes no
Yes Yes Yes Yes Yes Yes Yes no Yes Yes
no Yes Yes no no Yes Yes Yes Yes Yes
Yes Yes Yes no Yes Yes Yes Yes Yes Yes
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Yes no Yes no Yes Yes Yes Yes Yes Yes
Yes Yes no no no no Yes Yes no no
Yes Yes Yes Yes Yes Yes Yes Yes Yes no
Yes no Yes Yes Yes Yes no Yes no Yes
Yes no Yes no Yes Yes Yes Yes Yes no
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Yes Yes Yes no Yes Yes Yes Yes Yes Yes
Yes Yes Yes no no Yes Yes Yes Yes Yes
Yes no Yes no Yes Yes Yes Yes Yes Yes
Yes Yes Yes no Yes Yes Yes Yes Yes no
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Yes Yes Yes Yes Yes Yes Yes Yes Yes no
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Yes Yes no no Yes Yes Yes Yes Yes no
Yes Yes Yes no Yes Yes Yes Yes Yes Yes
Yes Yes Yes no Yes Yes Yes no Yes Yes
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Yes Yes Yes no Yes Yes Yes Yes Yes Yes
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Yes Yes Yes no Yes Yes no no Yes Yes
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
no Yes Yes no Yes Yes Yes no no Yes
no Yes Yes Yes Yes Yes Yes Yes Yes Yes
Yes Yes Yes Yes Yes Yes Yes no no no
yes yes yes no no yes yes no no no
Yes no Yes no Yes Yes Yes Yes Yes Yes
Yes Yes Yes Yes Yes Yes Yes Yes Yes no
Yes no Yes Yes Yes Yes Yes Yes Yes no
Yes Yes no no Yes Yes Yes Yes no no
Yes no no no Yes Yes Yes Yes Yes no
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Yes no no no Yes Yes Yes Yes Yes Yes
Yes no no no Yes Yes no no Yes no
Yes Yes Yes no Yes Yes Yes Yes Yes Yes
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Yes Yes no no Yes Yes Yes Yes Yes no
Yes Yes Yes no Yes Yes no Yes no no
Yes Yes Yes no no Yes Yes no Yes Yes
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Yes Yes yes yes yes yes yes yes yes yes
Yes Yes Yes Yes Yes Yes no Yes no Yes
yes yes yes yes yes yes yes yes yes yes
yes yes yes yes no yes yes yes no no
yes yes yes yes yes yes yes yes yes yes
yes yes yes yes no yes yes yes no yes
yes yes yes yes yes yes yes yes yes yes
you 9. Framework -
define as Please check all of
necessary the following steps
steps in that apply in the
the process of
process. curriculum design
Please and instruction
leave out based on what you
any of the define as
following necessary steps in
that you the process.
feel are Please leave out
unnecess any of the 10. Yes or No - Do you use
ary or following that you standards based assessment
antiquate feel are to ensure mastery of
d. unnecessary or standards based
[Personali antiquated. curriculum? Why or why
zing] [Framework] not?
yes yes No
Yes Yes No
Yes Yes NA
Yes No Yes
No Yes Yes
Yes No Yes
Yes No Yes
No No Yes
No Yes Yes
No Yes Yes
No Yes Yes
Yes Yes Yes
Yes No Yes
Yes Yes Yes
Yes Yes Yes
No Yes Yes
Yes Yes Yes
Yes No Yes
Yes Yes Yes
Yes Yes Yes
Yes Yes Yes
Yes Yes Yes
Yes No
No Yes Yes
Yes Yes
No No Yes
No No
No Yes No
Yes Yes yes
No Yes Yes
Yes No Yes
No No Yes
No Yes No
No Yes Yes
Yes Yes Yes
Yes No Yes
Yes Yes No
Yes Yes Yes
Yes Yes Yes
Yes No Yes
Yes Yes No
No Yes Yes
Yes Yes Yes
no no Yes
Yes Yes
Yes Yes Yes
Yes Yes Yes
Yes Yes Yes
no Yes No
Yes no Yes
Yes no Yes
Yes no Yes and No. Math, our assessments are tied the standards, but it is not easy or convenient to be
Yes Yes Yes
Yes Yes Yes
Yes no Yes
no Yes Yes
Yes no
no Yes No
no no No
Yes Yes No
no no Yes
no Yes Yes
Yes no Yes
no Yes Yes
no Yes Yes
Yes Yes Yes
Yes Yes Yes
Yes Yes Yes
Yes Yes Yes
no Yes Yes
Yes Yes Yes
no Yes Yes
Yes Yes Yes
Yes Yes Yes
Yes Yes Yes
Yes Yes Yes
Yes Yes Yes
Yes Yes Yes
Yes Yes Yes
Yes Yes Yes
Yes Yes Yes
Yes Yes Yes
Yes Yes No
no no no
Yes Yes Yes
Yes Yes Yes
no Yes Yes
no no Yes
no no Yes
Yes Yes Yes
no Yes Yes
no no No
Yes Yes Yes
Yes no Yes
Yes no Yes
Yes Yes Yes
no no Yes
Yes no Yes
Yes Yes Yes
yes Yes Yes
Yes Yes Yes
yes yes yes
yes yes no
yes yes yes
yes yes no
yes no yes
Why or Why Not? Code
we use vendor assessments 5
we use vendor assessments 5
We do not have them. 0
Assessments are designed as a method for students to demonstrate their level 2
I use a portfolio of student work based off the curriculum. 2
Difficult to ensure mastery, but the fact that our curriculum spirals, we do h 1
I continue to reteach and reassess if the previous assessments show lack of 2
Continued analysis of curriculum 3
Continued analysis of curriculum 3
It should be used to determine when reteaching is necessary and when mast 2
I am just beginning to use standards based assessment in my classroom. 2
Assessments are informative pieces of information that tell you whether a s 2
reteach as needed 2
reteach as needed 2
After assessing we modify 1
Report card and revisit 3
To inform instruction & report to parents 2
Formative assessments are one of the best ways. 2
The assessment mirrors the curriculum, so mastery is ensured 4
I use assessments (both formative and summative) to revise, improve and en 2
We use formative and summative assessments to guide instruction. 1
We use both formative and summative assessments to measure student growth 1
0
We use common formative and summative assessments throughout the scho 1
0
Assesses areas for reporting on report card are always ongoing through observ 1
0
Have not done so yet. 6
The standards work because they're so open ended, especially with ELA, so it's 0
It drives outcome for the students learning 2
Required by administration 4
To monitor student progress 2
Not yet but moving towards it 6
We use standards to assess reading and math assessments. We do this to m 1
This way we know if the student is progressing at the achieving the standards 1
Standards based assessments are only part of the picture. We use daily asse 1
Not at this time but our district is in the process of moving to standard base 6
Yes, it's vital 2
 Yes because a percentage doesn't tell you what a student knows. Standards base 1
Yes, but do to the time frame mastery is not acquired in high percentages 4
The standards work because they're so open ended, especially with ELA, so it's 2
Our whole district uses standards based assessments. Team levels design ass 0
We will, to match our curriculum 1
Yes by using district and outside sources 4
have not started standards base curriculum yet 6
Yes, it gives a better understanding of what the children are capable of doing 2
Yes, through pre-published assessments, MAP and PARCC testing, but also in 2
Teacher created based on standards 2
We only look at how to change things for next year not for the current studen 1
Yes, absolutely! Students and teachers need attainable academic bechmarks. 2
ACCESS is required 3
h, our assessments are tied the standards, but it is not easy or convenient to be able to t 1
The assessments need to assess the curriculum 3
When using the early learning standards, all activities, assessments and teac 3
It goes along with the curriculum 3
Yes - we want to ensure students are being prepared to show success on state 1
In the process of being implemented District-wide 6
Our whole district uses standards based assessments. Team levels design ass 2
Not Yet 6
Our district is just introducinhg it to us this year. 6
Yes, our performance based assessments are standards based assessments. (F 3
Yes, to ensure the standards that are being taught are also being assessed. 2
Yes, of course 2
Yes, because it is imperative to know if the students are meeting the grade le 2
Yes because it is expected 3
Sure, it gives us a base of their learning. 1
Yes, this is an important step to guide further instruction. 2
For math, the district provides standards based assessments. In literacy, I t 2
Moving toward standards based report cards. 3
Yes, this is an important step to guide further instruction. 2
Yes, this is an important step to guide further instruction. 2
Yea because we need to see how effective our teaching is. 2
I mostly use it on unit projects. I feel that it guides the overall concept of 2
I want to collect evidence of student work based on the standards. 2
Yes- this is best practice to ensure gaps are not created 1
Yes because it allows us to assess directly. 2
Yes, to have evidence of mastery 2
Our report card is aligned to the standards therefore it is a natural process 3
Yes, that is how we make sure students are making progress towards the sta 1
Yes, it helps me modify my instruction with students. 2
Yes, it's helpful to see where a student is making progress to meeting a stan 2
Yes, it's helpful to see where a student is making progress to meeting a stan 2
No and that is a huge flaw so far in this shift our district is attempting. 6
ensure that they are exposed to it. 2
Yes, I do. I feel that if we aren't measuring the student's understanding ba 3
Yes, this is an important step to guide further instruction. 2
Yes, this is an important step to guide further instruction. 2
Yes- in grades K-2. We like providing parents with more detailed information 1
Yes. Our Curriculum design process starts with priority standards--so the cu 3
Yes, this is an important step to guide further instruction. 2
We are moving towards standard based assessments. 6
Not at this time 6
Currently I use the district's assessments and curriculum. 4
PARCC? We kinda have to. I can't say that we expect mastery for all kiddos, t 3
Yes, I believe it is important because you need a clear objective to plan your 2
Yes, to help us plan instruction 1
Yes, because it shows what we need to reteach or when we can move on. 2
Yes, it's built in to our curriculum 4
Yes, in an attempt to get an accurate gage of my student's growth/attainment 2
Yes, this is an important step to guide further instruction. 2
Yes, this is an important step to guide further instruction. 2
Yes, it allows teachers to evaluate their teaching and make changes if 2
Yes 2
Yes students are assessed using the Marzano 4 point scale. 4
Yes. It is a great way to communicate with both students and parents a 2
Yes-in order to assess mastery 2
11. Grade Role Urban/Suburban
1st Teacher Urban
3rd teacher Suburban
5th teacher urban
4th teacher suburban
4th specialist urban
3rd specialist urban
all administrator urban
all teacher suburban
1st teacher suburban
2nd administrator suburban
3rd teacher suburban
5th teacher urban
6th teacher suburban
3rd teacher urban
4th administrator urban
3rd administrator urban
1st teacher suburban
3rd teacher urban
all teacher suburban
all specialist suburban
all teacher urban
3rd teacher urban
4th teacher suburban
3rd specialist suburban
6th administrator suburban
5th administrator urban
6th teacher urban
1st teacher suburban
kinder teacher suburban
1st teacher suburban
6th teacher suburban PE
all administrator suburban
all administrator Suburban Assistant Principal
6th teacher Urban
all specialist Urban Reading Interventionist;
6th administrator urban
1st teacher 1st Grade Teacher
all specialist urban special ed
all specialist suburban EL SpanishSuburban, EL Spanish Resource
all specialist suburban sped/esl; suburban
6th teacher Urban ELA
3rd teacher suburban
5th teacher urban
kinder teacher Urban
5th teacher Suburban
6th specialist Suburban music
3rd specialist urban
kinder teacher suburban Dual Language kinder
all specialist Rural Reading Specialist, Rural
6th teacher rural
all specialist urban ESL
5th teacher suburban Role: 5th Grade Classroom Teacher | Setting: Suburban, affluent
all administrator urban
PreK teacher Suburban
all specialist Suburban
all specialist Suburban literacy
all specialist urban literacy
5th teacher Suburban
3rd teacher suburban Transitional Teacher
1st teacher urban
4th teacher urban transitional teacher
3rd teacher Suburban
5th teacher urban
3rd teacher Urban
2nd teacher suburban
Kinder teacher rural
1st teacher Urban
2nd teacher suburban self contained 1/2 bilingual mulitage class. suburban school setting
all specialist suburban literacy
6th teacher rural teacher leader
6th teacher suburban
all specialist suburban literacy
all specialist Suburban visual art
all specialist Suburban gifted
all teacher suburban
3rd teacher Suburban
1st teacher suburban
2nd teacher Suburban
kinder teacher suburban
all specialist suburban Special Ed
3rd teacher suburban
all administrator Suburban principal
all specialist Suburban
6th teacher urban
6th teacher urban
all administrator suburban Director of Literacy
all administrator suburban District reading coach
all administrator Suburban AP
all specialist suburban Reading Specialist/Interventionist
all administrator Suburban Settingprincipal
3rd teacher urban
6th teacher urban science
3rd teacher Suburban
all administrator suburban principal
all specialist Urban Bilingual Special Education, Urban Setting
all administrator urban principal
1st teacher Suburban Bilingual Special Education, Urban Setting
3rd teacher Suburban Bilingual Special Education, Urban Setting
all specialist Urban literacy
all specialist suburban Bilingual Special Education, Urban Setting
6th specialist urban Bilingual Special Education, Urban Setting
all administrator urban principal
all specialist urban special ed
Kinder teacher Suburban
2nd teacher rural
4th teacher surburban
 Suburban, affluent

uburban school setting

2. Yes or No - Do tCount - 2. Yes or Yes/No Number Percentage
No 18 No 18 17.0%
yes 88 Yes 88 83.0%
Total Result 106

2. Yes or No - Do t- all -

Code Q 2 Count - Code Q 2 Description Code Percentage

0 8 No response 0 7.5%
1 54 Team responsibility 1 50.9%
2 21 Individual resp 2 19.8%
3 16 District Responsibility 3 15.1%
4 6 Given to them 4 5.7%
5 1 Vendor 5 0.9%
6 0 Don’t Know 6 0.0%
106 100%
col E
 Do teachers have an active role in your school in designing instruction?

Yes 83.0%

No 17.0%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%

Vendor 0.9%

Given to them 5.7%

District Responsibility 15.1%

Individual resp 19.8%

Team responsibility 50.9%

No response 7.5%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%
3. Yes or No - Do Count - 3. Yes or No - Do teachers Yes/No Number Percentage
No 9 No 11 10.4%
No 2 yes 95 89.6%
Yes 91
Yes 4
106

3. Yes or No - Do - all -

Code Q3 Count - Code Q3 Description Code Percentage

0 5 No response 0 4.7%
1 23 Team responsibility 1 21.7%
2 24 Individual Responsibility 2 22.6%
3 17 District Responsibility 3 16.0%
4 12 Partially Teacher/District 4 11.3%
5 6 Vendor 5 5.7%
6 17 Partially Teacher/Vendor 6 16.0%
7 2 In Progress 7 1.9%
Don’t Know 8 0.0%

col H 106 100.0%

 Do teachers have an active role in your school in creatinga assessments?

yes 89.6%

No 10.4%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%

In Progress 1.9%
Partially Teacher/Vendor 16.0%
Vendor 5.7%
Partially Teacher/District 11.3%
District Responsibility 16.0%
Individual Responsibility 22.6%
Team responsibility 21.7%
No response 4.7%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0%100.0%
3. Yes or No - Do Count - 3. Yes or No - Do teachers Yes/No Number Percentage
No 9 No 11 10.4%
No 2 yes 95 89.6%
Yes 91
Yes 4
106

4. What resources- all -

Code Q5 Count - Code Q5 Description Code Percentage

1 52 Teacher Made 1 49.1%
2 24 Vendor Made 2 22.6%
3 7 Online 3 6.6%
4 11 Curriculum Committee 4 10.4%
5 5 Partial Teacher/Vendor 5 4.7%
6 6 Partial District/Vendor 6 5.7%
7 1 Don’t Know 7 0.9%
0.0%
0.0%

col J 106 100.0%

 Do teachers have an active role in your school in creatinga assessments?

yes 89.6%

No 10.4%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%

Don’t Know 0.9%

Partial District/Vendor 5.7%
Partial Teacher/Vendor 4.7%
Curriculum Committee 10.4%
Online 6.6%
Vendor Made 22.6%
Teacher Made 49.1%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%
3. Yes or No - Do Count - 3. Yes or No - Do teachers Yes/No Number Percentage
No 9 No 11 10.4%
No 2 yes 95 89.6%
Yes 91
Yes 4
106

5. How would you-ball -

Code Q6 Count - Code Q6 Description Code Percentage

0 6 No Response 0 5.7%
1 49 Plan as a Team 1 46.2%
2 6 Plan as a District 2 5.7%
3 23 Plan as a School 3 21.7%
4 13 Gather Materials 4 12.3%
5 9 Gather assessments 5 8.5%
Don't Know 6 0.0%
0.0%
0.0%

Col L 106 100.0%

 Do teachers have an active role in your school in creatinga assessments?

yes 89.6%

No 10.4%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%

Gather assessments 8.5%

Gather Materials 12.3%

Plan as a School 21.7%

Plan as a District 5.7%

Plan as a Team 46.2%

No Response 5.7%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%
3. Yes or No - Do Count - 3. Yes or No - Do teachers Yes/No Number Percentage
No 9 No 11 10.4%
No 2 yes 95 89.6%
Yes 91
Yes 4
106

6. What process d- all -

Code Q62 Count - Code Q62 Description Code Percentage

1 24 Implement standards 1 22.6%
2 4 Writing objectives 2 3.8%
3 23 Writing and sequencing 3 21.7%
4 7 Sequenced/Implement 4 6.6%
5 12 Curriculum/written/Ass’d 5 11.3%
6 8 Vendor made 6 7.5%
7 14 Don’t Know 7 13.2%
8 14 There is no process 8 13.2%

100.0%
Col N 106
 Do teachers have an active role in your school in creatinga assessments?

yes 89.6%

No 10.4%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%

There is no process 13.2%

Don’t Know 13.2%
Vendor made 7.5%
Curriculum/written/Ass’d 11.3%
Sequenced/Implement 6.6%
Writing and sequencing 21.7%
Writing objectives 3.8%
Implement standards 22.6%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0%100.0%
3. Yes or No - Do Count - 3. Yes or No - Do teachers Yes/No Number Percentage
No 9 No 11 10.4%
No 2 yes 95 89.6%
Yes 91
Yes 4
106

7. Does your scho- all -

Code Q7 Count - Code Q7 Description Code Percentage

0 8 No Response 0 7.5%
1 84 Own 1 79.2%
2 1 Other School 2 0.9%
3 1 Other State 3 0.9%
4 4 Other District 4 3.8%
5 7 Vendor 5 6.6%
6 1 Don’t Know 6 0.9%
0.0%

100.0%
Col P 106
 Do teachers have an active role in your school in creatinga assessments?

yes 89.6%

No 10.4%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%

Don’t Know 0.9%

Vendor 6.6%
Other District 3.8%
Other State 0.9%
Other School 0.9%
Own 79.2%
No Response 7.5%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%
3. Yes or No - Do Count - 3. Yes or No - Do teachers Yes/No Number Percentage
No 9 No 11 10.4%
No 2 yes 95 89.6%
Yes 91
Yes 4
106

8. What should ha- all -

Code Q8 Count - Code Q8 Description Code Percentage

0 2 No Response 0 2.2%
1 4 Re-evaluate annually 1 1 4.3%
2 45 Re-evaluate periodically 2 2 48.4%
3 8 Assess resources 3 3 8.6%
4 5 Analyze assessments 4 4 5.4%
5 5 Realignment & Expansion 5 5 5.4%
6 2 Self Monitoring 6 6 2.2%
7 22 Team Monitoring 7 7 23.7%
(empty) Don’t Know 8

100.0%
Col R 93
 Do teachers have an active role in your school in creatinga assessments?

yes 89.6%

No 10.4%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%

Team Monitoring 7 23.7%

Self Monitoring 6 2.2%
Realignment & Expansion 5 5.4%
Analyze assessments 4 5.4%
Assess resources 3 8.6%
Re-evaluate periodically 2 48.4%
Re-evaluate annually 1 4.3%
No Response 2.2%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0%100.0%
11. Grade Count - 11. Grade Description Percentage
1st 10 Fine Arts 34.9%
2nd 5 Foreign Language 18.9%
3rd 18 PE/Health 49.1%
4th 6 Science 67.9%
5th 8 Math 78.3%
6th 15 ELA 88.7%
all 37 ELD 55.7%
kinder 6 Social Science 50.0%
PreK 1 SEL 57.5%

501.0%
Col AM 106
 SEL 57.5%
Social Science 50.0%
ELD 55.7%
ELA 88.7%
Math 78.3%
Science 67.9%
PE/Health 49.1%
Foreign Language 18.9%
Fine Arts 34.9%
0.0% 20.0% 40.0% 60.0% 80.0% 100.0%
11. Grade Count - 11. Grade Description Percentage
1st 10 1st 9.4%
2nd 5 2nd 4.7%
3rd 18 3rd 17.0%
4th 6 4th 5.7%
5th 8 5th 7.5%
6th 15 6th 14.2%
all 37 All 34.9%
kinder 6 Kinder 5.7%
PreK 1 PreK 0.9%

100.0%
Col AM 106
 PreK 0.9%
Kinder 5.7%
All 34.9%
6th 14.2%
5th 7.5%
4th 5.7%
3rd 17.0%
2nd 4.7%
1st 9.4%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%
Timestamp - all -

Role Count - Role Description Percentage

administrator 18 Administrator 17.0%
specialist 27 Specialist 25.5%
teacher 61 Teacher 57.5%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%

100.0%
Col AN 106
 Teacher 57.5%

Specialist 25.5%

Administrator 17.0%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%
Timestamp - all -

Urban/Suburban Count - Urban/Suburban Description Percentage

1st Grade Teacher 1 Urban/Suburban 0.9%
Suburban 3 Rural 2.8%
Suburban Setting 1 Suburban 56.6%
surburban 1 Urban 37.7%
rural 5
suburban 55
urban 40

100.0%
Col A0 106
 Urban 37.7%

Suburban 56.6%

Rural 2.8%

Urban/Suburban 0.9%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%
Timestamp - all -

9. Assessing - Pl Count - 9. Assessing - Please checkYes/No Number Percentage

Yes 103 No 2 1.9%
(empty) yes 103 98.1%
no 2

col S 105
 Assessments?

yes 98.1%

No 1.9%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%
Timestamp - all -

9. Planning - Ple Count - 9. Planning - Please check Yes/No Number Percentage

Yes 103 No 3 2.8%
no 3 yes 103 97.2%

col t 106
 Planning?

yes 97.2%

No 2.8%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%
Timestamp - all -

9. Unpacking - Pl Count - 9. Unpacking - Please checkYes/No Number Percentage

(empty) No 36 34.3%
no 36 yes 69 65.7%
Yes 69

Col U 105
 Unpacking?

yes 65.7%

No 34.3%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%
Timestamp - all -

9. Mission - Plea Count - 9. Mission - Please check aYes/No Number Percentage

Yes 56 No 49 46.7%
(empty) yes 56 53.3%
no 49

Col V 105
 Mission?

yes 53.3%

No 46.7%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%
Timestamp - all -

9. Vision- Please Count - 9. Vision- Please check all Yes/No Number Percentage
Yes 62 No 43 41.0%
(empty) yes 62 59.0%
no 43

Col w 105
 Vision?

yes 59.0%

No 41.0%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%
Timestamp - all -

9. Goals - Please Count - 9. Goals - Please check all Yes/No Number Percentage
No 11 No 11 10.4%
Yes 95 yes 95 89.6%

Col w 106
 Goals?

yes 89.6%

No 10.4%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%
Timestamp - all -

9. Inquiry - Plea Count - 9. Inquiry - Please check a Yes/No Number Percentage

Yes 80 No 26 24.5%
no 26 yes 80 75.5%

Col w 106
 Inquiry?

yes 75.5%

No 24.5%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%
Timestamp - all -

9. Organization - Count - 9. Organization - Please ch Yes/No Number Percentage

No 17 No 17 16.0%
Yes 89 yes 89 84.0%

106
 Organization?

yes 84.0%

No 16.0%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%
Timestamp - all -

9. Dissemination Count - 9. Dissemination - Please cYes/No Number Percentage

no 55 No 55 51.9%
yes 51 yes 51 48.1%

106
 Dissemination?

yes 48.1%

No 51.9%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%
Timestamp - all -

9. ImplementationCount - 9. Implementation - PleaseYes/No Number Percentage

Yes 94 No 12 11.3%
no 12 yes 94 88.7%

106
 Implementation?

yes 88.7%

No 11.3%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%
Timestamp - all -

9. Instruction - Count - 9. Instruction - Please che Yes/No Number Percentage

Yes 101 No 5 4.7%
no 5 yes 101 95.3%

106
 Instruction?

yes 95.3%

No 4.7%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%
Timestamp - all -

9. Revising - Ple Count - 9. Revising - Please check Yes/No Number Percentage

Yes 96 No 10 9.4%
no 10 yes 96 90.6%

106
 Revising?

yes 90.6%

No 9.4%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%
Timestamp - all -

9. Training - Ple Count - 9. Training - Please check Yes/No Number Percentage

Yes 89 No 17 16.0%
no 17 yes 89 84.0%

106
 Training?

yes 84.0%

No 16.0%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%
Timestamp - all -

9. Reteaching - P Count - 9. Reteaching - Please checYes/No Number Percentage

No 29 No 29 27.4%
Yes 77 yes 77 72.6%

106
 Reteaching?

yes 72.6%

No 27.4%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%
Timestamp - all -

9. Tiering - Plea Count - 9. Tiering - Please check a Yes/No Number Percentage

Yes 65 No 41 38.7%
no 41 yes 65 61.3%

106
 Tiering?

yes 61.3%

No 38.7%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%
Timestamp - all -

9. Personalizing Count - 9. Personalizing - Please c Yes/No Number Percentage

yes 73 No 33 31.1%
no 33 yes 73 68.9%

106
 Personalizing?

yes 68.9%

No 31.1%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%
Timestamp - all -

9. Framework - PlCount - 9. Framework - Please checYes/No Number Percentage

No 31 No 31 29.2%
Yes 75 yes 75 70.8%

106
 Framework?

yes 70.8%

No 29.2%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%
3. Yes or No - Do Count - 3. Yes or No - Do teachers Yes/No Number Percentage
No 9 No 15 12.9%
No 2 yes 101 87.1%
Yes 91
Yes 4
116

Why or Why Not?- all -

Code Count - Code Description Code Percentage

0 6 No Response 0 5.7%
1 19 Team responsibility 1 17.9%
2 48 Individual Responsibility 2 45.3%
3 14 District Responsibility 3 13.2%
4 7 Given to them 4 6.6%
5 2 Follow a Vendor 5 1.9%
6 10 In process 6 9.4%
Don’t Know 7 0.0%
8

100.0%
Col AL 106
 10. Do you use SBA to ensure mastery of SBI?

yes 87.1%

No 12.9%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%

What should happen after curriculum maps have been created to further
support implementation and student learning?
In process 9.4%
Follow a Vendor 1.9%
Given to them 6.6%
District Responsibility 13.2%
Individual Responsibility 45.3%
Team responsibility 17.9%
No Response 5.7%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0%100.0%