Curriculum, Instruction, Assessment Survey (McDaniel)

DIRECTIONS: Carefully consider each of the described actions or conditions. Then select the
option that best reflects your opinion regarding its frequency or status.

Choices for
responses will be: No Basis to Judge, Never, Infrequently, Often, Consistently
Name: 


  1. Questions 1 - 8 are all about curriculum.

    Our written curriculum documents (e.g., maps and units) are aligned to GPS/QCC and are used to guide instruction. C-1.1
    Consistently
    Often
    Infrequently
    Never
    No Basis to Judge


  1. Our curriculum has been aligned horizontally and vertically in order to support students’ mastery of the GPS/QCC standards. C-1.2
    Consistently
    Often
    Infrequently
    Never
    No Basis to Judge


  1. Our curriculum maps and units are designed to ensure all students participate in a curriculum that requires depth of understanding and rigor. C-1.3
    Consistently
    Often
    Infrequently
    Never
    No Basis to Judge


  1. We meet to collaborate on the design and implementation of the curriculum. C-2.1, C-2.2
    Consistently
    Often
    Infrequently
    Never
    No Basis to Judge


  1. Our teachers have a shared understanding of what students are expected to know, do and understand at all grade levels and in all subject areas. C-2.1, C-2.2
    Consistently
    Often
    Infrequently
    Never
    No Basis to Judge


  1. Our teachers analyze student work collaboratively to build consensus for a common understanding of proficiency and rigor. C-2.2, C-3.2
    Consistently
    Often
    Infrequently
    Never
    No Basis to Judge


  1. Administrators and teacher leaders monitor and evaluate implementation of the curriculum through a consistent and systematic school-wide process. C-3.1
    Consistently
    Often
    Infrequently
    Never
    No Basis to Judge


  1. Performance data and the review of student work are used to revise curriculum implementation and to align resources. C-3.2
    Consistently
    Often
    Infrequently
    Never
    No Basis to Judge


  1. Questions 9 - 21 are all about instruction.

    An organizing framework (e.g., Opening/Activating Strategy, Teaching/Student Work time, Summarizing/Sharing Work) that aligns curriculum, assessment, and instruction is utilized to plan quality teaching and learning. I-1.1
    Consistently
    Often
    Infrequently
    Never
    No Basis to Judge


  1. Teachers plan together to design, monitor, and revise instruction. I-1.2
    Consistently
    Often
    Infrequently
    Never
    No Basis to Judge


  1. Learning goals are aligned with GPS/QCC. I-1.3
    Consistently
    Often
    Infrequently
    Never
    No Basis to Judge


  1. Learning goals are explicitly communicated to our students. I-1.3
    Consistently
    Often
    Infrequently
    Never
    No Basis to Judge


  1. Teachers use a variety of research-based instructional strategies. (e.g., compare/contrast, summarizing, higher-order questioning, advanced organizers) I-2.1
    Consistently
    Often
    Infrequently
    Never
    No Basis to Judge


  1. Teachers emphasize and encourage learners to use higher-order thinking skills (e.g., compare/contrast, classify), processes (e.g., problem-solving, decision-making) and mental habits of the mind (e.g., critical thinking, creative thinking). I-2
    Consistently
    Often
    Infrequently
    Never
    No Basis to Judge


  1. Differentiated instruction, adjustment of content, product, process and/or learning environment, is provided to support students according to their instructional needs. I-2.3
    Consistently
    Often
    Infrequently
    Never
    No Basis to Judge


  1. We utilize flexible grouping based on ongoing diagnosis and formative assessment to enhance student learning. I-2.5
    Consistently
    Often
    Infrequently
    Never
    No Basis to Judge


  1. Systematic and data-driven interventions are required for our students who need additional assistance to master standards. I-2.6
    Consistently
    Often
    Infrequently
    Never
    No Basis to Judge


  1. Technology is effectively used to maximize student learning. I-2.7
    Consistently
    Often
    Infrequently
    Never
    No Basis to Judge


  1. Our students are engaged in work that is authentic, standards-driven and requires higher- order reasoning. I-3.1
    Consistently
    Often
    Infrequently
    Never
    No Basis to Judge


  1. Teachers and students work collaboratively to establish high expectations and challenging learning goals. I-3.2
    Consistently
    Often
    Infrequently
    Never
    No Basis to Judge


  1. Students identify and apply evaluation criteria and monitor achievement of those criteria utilizing such tools as benchmark work, rubrics, anchor papers, scoring guides, and evaluation checklists. I-3.3
    Consistently
    Often
    Infrequently
    Never
    No Basis to Judge


  1. Questions 22 - 30 are all about assessment.

    We use a comprehensive system for assessing student progress toward meeting the GPS/QCC. A-1.1
    Consistently
    Often
    Infrequently
    Never
    No Basis to Judge


  1. Based on learning gaps and problems identified through assessment data, instruction is adjusted to improve overall and individual student achievement. A-1.2
    Consistently
    Often
    Infrequently
    Never
    No Basis to Judge


  1. Teachers collaborate to design assessments aligned to the GPS/QCC. A-1.3
    Consistently
    Often
    Infrequently
    Never
    No Basis to Judge


  1. We utilize flexible grouping based on ongoing diagnosis and formative assessment to enhance student learning. I 2.5
    Consistently
    Often
    Infrequently
    Never
    No Basis to Judge


  1. Teachers use a variety of formative assessments to monitor student progress and adjust instruction. A-2.2
    Consistently
    Often
    Infrequently
    Never
    No Basis to Judge


  1. Teachers use a variety of summative assessment tasks to evaluate student achievement of GPS/QCC. A-2.3
    Consistently
    Often
    Infrequently
    Never
    No Basis to Judge


  1. Collaboration on data analysis guides and informs grade-level and school-wide decision- making. A-2.3
    Consistently
    Often
    Infrequently
    Never
    No Basis to Judge


  1. Our student’s ability to self-monitor and self-evaluate is enhanced through the use a variety of assessments (e.g., constructed-response test items, reflective assessments, academic prompts, performance tasks and projects) A-2.4
    Consistently
    Often
    Infrequently
    Never
    No Basis to Judge


  1. Assessment data is used to plan and adjust for instruction for each student, subgroup of students and the school as a whole. A-3.1
    Consistently
    Often
    Infrequently
    Never
    No Basis to Judge





Allison Hollingshead
Local School Technology Coordinator
Crews Middle School
GA